MedEdPublish最新文献

{"title":"Fostering Inclusivity in the Clinical Learning Environment","authors":"Teresa Y. Smith, Kyla Terhune, Donna A. Caniano","doi":"10.12688/mep.20515.1","DOIUrl":"https://doi.org/10.12688/mep.20515.1","url":null,"abstract":"Despite the Supreme Court’s decision on race-based admissions, academic medical centers, medical societies, and accreditation bodies remain committed to recruiting a diverse workforce. Many medical schools and graduate medical education programs created initiatives to expand their census of underrepresented in medicine (UIM) as the key to addressing health care disparities. As a result, an influx of an UIM physician workforce has entered clinical learning environments, often without consideration of the inclusivity of these settings. To create inclusive, safe, and comfortable CLEs, we must first recognize the challenges faced by UIM trainees, students, and faculty and the complex ways in which discrimination manifests. Ultimately, having inclusive CLEs allows all learners, especially those from historically excluded identities, to thrive in their training and working environment, making it essential to retain the diverse workforce necessary. Using case examples, we discuss strategies of inclusivity and ways in which we can maintain clinical learning environments where learners feel safe and supported through their training.","PeriodicalId":510301,"journal":{"name":"MedEdPublish","volume":"44 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validation of the Instructional Materials Motivation Survey among Medicine Resident Physicians","authors":"David A. Cook, V. S. Pankratz","doi":"10.12688/mep.20408.1","DOIUrl":"https://doi.org/10.12688/mep.20408.1","url":null,"abstract":"Purpose The Instructional Materials Motivation Survey (IMMS) was developed to measure motivational characteristics of a learning activity, building on Keller's Attention, Relevance, Confidence, Satisfaction (ARCS) motivation model. We aimed to validate IMMS scores using validity evidence of internal structure and relations with other variables. Methods Participants were internal medicine and family medicine residents who completed the IMMS following an online module on outpatient medicine, from 2005 to 2009. We used confirmatory factor analysis (CFA) to examine model fit using half the data (split-sample approach). Finding suboptimal fit, we conducted exploratory factor analysis (EFA) and developed a revised instrument. We evaluated this instrument with CFA using the remaining data. Associations were evaluated between IMMS scores and knowledge and other measures of motivation (Motivated Strategies for Learning Questionnaire, MSLQ). All analyses accounted for repeated measures on subjects. Results There were 242 participants. Although internal consistency reliabilities were good (Cronbach alpha ≥0.70), CFA of the original 36-item, 4-domain instrument revealed poor model fit for data sample 1. EFA found that reverse-scored items clustered strongly together. Further EFA using data sample 1, followed by CFA using data sample 2, found good fit for a 13-item, 4-domain model that omitted reverse-scored items (standardized root mean square residual 0.045, root mean square error of approximation 0.066, comparative fit index 0.96). Linear regression confirmed positive, statistically significant associations for most hypothesized relationships, including IMMS total with knowledge (r=0.19) and MSLQ total (r=0.53; both p<.001). Examination of reverse-scored items suggested participant inattention but not acquiescence. Conclusions IMMS scores show good reliability and relations with other variables. However, the hypothesized and empirical factor structures do not align, and reverse-scored items show particularly poor fit. A 13-item, 4-domain scale omitting reverse-scored items showed good model fit.","PeriodicalId":510301,"journal":{"name":"MedEdPublish","volume":"28 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141816841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Extending Professional Identity Formation to develop academic faculty for a new medical school","authors":"J. Nonaillada, Jason C. Hoffmann, Rob Armstrong Martin","doi":"10.12688/mep.20510.1","DOIUrl":"https://doi.org/10.12688/mep.20510.1","url":null,"abstract":"Academic health centers have a responsibility to foster professional development approaches and engagement environments for faculty to elevate both knowledge and sense of belonging as medical educators. This new educational methods submission depicts faculty development and engagement initiatives implemented at a single institution that were created and influenced by the psychological framework of Professional Identity Formation. The authors suggest ways that academic medical centers can draw upon the formation of these programs to best serve their faculty for cultivating development and engagement for professional growth.","PeriodicalId":510301,"journal":{"name":"MedEdPublish","volume":"85 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141817486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Street Medicine as Service Learning: Lessons from a Needs Assessment Conducted by Medical Students","authors":"Justin Zeien, Jeffery Hanna, Jasper Puracan, Cecilia Rosales, Jennifer Hartmark-Hill","doi":"10.12688/mep.19373.2","DOIUrl":"https://doi.org/10.12688/mep.19373.2","url":null,"abstract":"Background The homeless population is growing across the United States, particularly in urban areas. Oftentimes, there is a disconnect between existing community services and actual needs of individuals experiencing homelessness. These services gaps are frequently identified by needs assessments and utilized by community agencies to inform outreach efforts and program development. Community outreach by medical students through participation in community-based service learning projects is critically important for the preparation of future physicians to care for underserved and vulnerable populations. This study describes the stepwise approach taken by medical students to design and administer a needs assessment for the purpose of informing the development of a new street medicine program. This study is intended to serve as a guide to students who aspire to launch a new street medicine program but is generalizable to other student-led service learning outreaches. Methods We conducted a needs assessment from April-June 2018 of 144 unsheltered homeless individuals in metro Phoenix, Arizona. The 16-question survey investigated perceptions of priority needs, sources of medical care, health literacy, and health status. Survey results were analyzed using Wilcoxon Rank Sum Test, chi-squared analysis, and multivariable logistic regression. Results Most respondents (91.6%) identified food as a top need. The majority (64.1%) utilized Emergency Departments as their primary source of care, and 40.1% reported suboptimal health. Suboptimal health was more likely to be reported in those who expressed transportation (OR 3.03, 95% CI: 1.30-7.07) as a top priority need. Health illiteracy (OR 3.68, 95% CI: 0.76-17.9) was associated with suboptimal health, as was obtaining care at an Emergency Department (OR 2.05, 95% CI: 0.81-5.25). Conclusions Pairing health care with meals and other primary needs may be an effective strategy to increase service utilization by this population. Needs assessments provide an opportunity for health professional students to learn about social needs and more effectively connect patients with services from community agencies and health care organizations.","PeriodicalId":510301,"journal":{"name":"MedEdPublish","volume":"24 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141648858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clinical Pharmaceutical Reasoning in Hospital Pharmacy Practice using the DRIP framework: a New Approach for a Perfectionist Profession","authors":"H. van der Sijs, Midas B. Mulder","doi":"10.12688/mep.20468.1","DOIUrl":"https://doi.org/10.12688/mep.20468.1","url":null,"abstract":"Clinical pharmacists are responsible for safe medication use in hospitals. Most clinical pharmacists are perfectionists. However, in their decision-making process, they have to embrace uncertainty, while interpreting available data, and integrating knowledge and clinical experience. In clinical practice, how to teach and master clinical pharmaceutical reasoning is unclear. We developed the DRIP framework including different aspects on drug, indication and patient and a stepwise approach to support clinical pharmaceutical reasoning by students, residents in hospital pharmacy and clinical pharmacists. The DRIP framework was first introduced during the daily report with residents and faculty of the clinical pharmacy. The framework was implemented in daily clinical practice to handle drug safety alerts, and to optimise drug therapy during ward rounds, multidisciplinary consultations, and in entrustmentbased discussions with residents. Pharmacists using the DRIP framework felt more confident that relevant aspects of a complex pharmaceutical problem had been considered, they learned to anticipate on the issues behind an apparently simple pharmaceutical question, and to explain their reasoning. Several CANMEDS roles can be simultaneously trained by using our approach. We are developing a course for residents in clinical pharmacy and pharmacology to teach the competency of clinical pharmaceutical reasoning using the DRIP framework.","PeriodicalId":510301,"journal":{"name":"MedEdPublish","volume":"39 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Successful implementation of interprofessional education: A pedagogical design perspective","authors":"Alex Lepage-Farrell, A. Pinard, Amélie Richard","doi":"10.12688/mep.20331.1","DOIUrl":"https://doi.org/10.12688/mep.20331.1","url":null,"abstract":"Interprofessional collaboration (IPC) is crucial within healthcare teams that must provide safe and quality care to their patients. Competent professionals in this area offer better care and contribute to a medical culture where IPC and teamwork are valued. To become competent, they must be adequately trained. Unfortunately, the literature describes that collaboration training is uneven across professions. Interprofessional education (IPE) could fill this educational gap but remains challenging to implement. This article aims to present ten clear and concise considerations to implementing IPE initiatives successfully, following a well-described pedagogical designing process. After reading, the clinician-educator will be informed of the newest evidence in IPE as well as the common pitfalls to avoid. From the starting point of a recent synthesis article on IPE, several additional syntheses, analyses, and recommendations articles were consulted and synthesized. From that, the findings are organized according to the “ADDIE” model, a flexible methodology used in pedagogical design through iterative cycles in context. The phases of “ADDIE” are analysis, design, development, implementation, and evaluation. According to these phases, the considerations will be presented to allow the reader to apply them \"step by step\" in their educational planning process. Ten considerations are presented, from the needs analysis, stakeholders and Faculty involvement, composition of the design team, selection of students and types of learning activity, the role of reflexivity, training of facilitators, supervision, and the continuous improvement process. Taken together, these will contribute to highlighting the essential nature of training in collaboration in modern professionalizing programs.","PeriodicalId":510301,"journal":{"name":"MedEdPublish","volume":"22 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141655276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Readiness for clinical practice: Self-perceived confidence of final year dental students in Turkey - A multi-institutional study","authors":"H. Altan, Hakan Yasin Gönder, Elif Demirel, Ahmet Altan, A. Tunçdemir, Daniel Zahra, Sadeq Ali Al Maweri, K. Ali","doi":"10.12688/mep.20115.2","DOIUrl":"https://doi.org/10.12688/mep.20115.2","url":null,"abstract":"Introduction The primary aim of undergraduate dental education is to prepare dental students for independent dental practice and to enable them to provide safe and effective dental care. This study aimed to investigate the self-perceived preparedness of senior dental undergraduate students in Turkey. Methods Purposive sampling was used to recruit final-year dental students from 10 dental institutions offering undergraduate dental programs in Turkey. Student preparedness was assessed using a previously validated dental preparedness assessment scale based on 50 items encompassing core clinical skills, cognitive attributes, and behavioral skills. The research instrument was then translated into Turkish. The R statistical environment for Windows was used for the data analysis. Results Responses were provided by 272 students (156 women and 116 men; 57% and 43%, respectively) across 10 different universities. The mean score of the participants was 75.68 with slightly higher scores for men compared to women (77.35 vs. 74.46 respectively). However, independent t-tests showed that the scores did not differ significantly between women and men. Conclusions This study evaluated the self-perceived preparedness for dental practice of final-year students from 10 universities in Turkey. Although the results showed several areas of weakness, the scores of self-perceived preparedness of Turkish students were comparable to those reported in Europe and Asia. These findings can be used to inform future curriculum development to support students in consolidating their learning in perceived areas of weakness.","PeriodicalId":510301,"journal":{"name":"MedEdPublish","volume":"58 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141658260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Practical tips for teaching medicine in the metaverse","authors":"M. Rodriguez-Florido, Manuel Maynar","doi":"10.12688/mep.20445.1","DOIUrl":"https://doi.org/10.12688/mep.20445.1","url":null,"abstract":"The metaverse is based on immersive technologies such as virtual and augmented reality, body tracking, tactile sensation, etc. A growing number of studies are demonstrating the potential of the metaverse as an attractive resource for learning medicine. However, in practice, medical teachers and students often encounter significant challenges when utilizing the underlying technologies, potentially leading to frustrating learning experiences. A significant part of the teaching time is often devoted to troubleshooting technical issues with the metaverse, and the medical content itself taking a backseat until students become proficient in navigating the metaverse environment. Therefore, it is essential to fit the metaverse's underlying technologies specifically for medical education, minimizing technical hurdles for both teachers and students. In this paper, we deal with this challenge and we present a collection of practical tips that serves as a guide for medical educators making decisions in this emerging field, where they may lack prior experience. Drawing on our observation with a cohort of 776 medical students, we conclude how to effectively identify, design, or implement educational applications tailored for efficient medical learning through the metaverse. Our work may support teachers considering metaverse learning platforms for their classrooms and it is a beneficial reference for the medical education community during the initial stages of implementing the metaverse for teaching.","PeriodicalId":510301,"journal":{"name":"MedEdPublish","volume":"19 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141658722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching of reflection in higher education: a narrative review","authors":"Tharin Phenwan","doi":"10.12688/mep.20389.1","DOIUrl":"https://doi.org/10.12688/mep.20389.1","url":null,"abstract":"Background Healthcare professional students (HCPs) are encouraged to utilise reflection during and after their study programmes as a part of their life-long learning skill and professional competencies. However, the way in which the concept of reflection is taught and its’ influence students’ capacity to reflect have not been fully explored. This narrative review aimed to explore how the concept of reflection is taught in higher education and how the teaching of reflection influences HCP students’ capacity to reflect. Methods Articles that were published during 2014–2024 within three databases, PubMed, CINAHL and ERIC were searched. 1929 articles were eligible for screening. 93 articles were further assessed for eligibility. Results 18 articles were included. The included articles were geographically well-distributed in both the Global North and Global South countries, indicating universal interest in the topic. Eight articles had qualitative study designs; six had quantitative designs and four had mixed-method designs. Conceptually, the teaching of reflection could be categorised as a spectrum, ranging from: i) structured format (reflective templates or debriefing); ii) semi-structured format (physical/virtual small group discussions, video recordings, AI generative arts, in-verse reflection and concept mapping) and iii) flexible and creative (art-based pedagogy or narratives). All included articles indicated students actual and perceived better understanding of reflection. This claim is supported both quantitatively and qualitatively via either validated instruments or narratives and themes based on students’ textual outputs. Conclusions This review identified several teaching methods that help facilitating students’ capacity to reflect. Findings are unable to recommend the most efficient way to teach reflection since it depends on students’ progress in their programmes. However, a more relational approach to teaching of reflection is recommended. Students might begin their reflective journey with a structured format of teaching of reflection then gradually move to less-rigid format of the teaching to empower students’ autonomy.","PeriodicalId":510301,"journal":{"name":"MedEdPublish","volume":"101 50","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141666464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Long-Term Impact of a Medical School Course on the Intersection of Art and Medical History","authors":"Bobbi G. Coller, Gabriel Slamovits, B. Coller","doi":"10.12688/mep.20112.1","DOIUrl":"https://doi.org/10.12688/mep.20112.1","url":null,"abstract":"Background One recent trend in medical education is the integration of humanities into the curriculum, including viewing works of art in museums, with analysis of short-term, but not long-term, impact. We developed a course for medical students, trainees, and faculty at the Icahn School of Medicine at Mount Sinai co-taught by an art historian and a physician/medical historian that features images of great works of art to make connections between art and medical history with the following goals: 1. To encourage the students to make careful and systematic observations, describe what they see to others in the group, and exchange their views respectfully, 2. To sensitize students to the patient’s experience of illness by discussing artists’ depictions of patients and the impact of their illness on family and friends, and 3. To highlight milestones in medical history by focusing on artworks that epitomize the state of medical care and science at a defined point in time. We have taught the course for more than a decade and so wanted to assess whether participating in the course had a long-term impact. Methods We created and deployed a five-question survey to 167 students and received responses from 35 of those students. Results 97% of respondents answered that they still think about the course, and large majorities of the respondents indicated that the course, had an impact on how they viewed works of art (91%), their appreciation of the history of medicine (89%), and their observational skills (80%). More than half the students responded that the course sensitized them to the patient’s perspective of illness (63%) and had an impact on how they viewed their role as a physician (51%). Conclusions Our course has had a long-term impact on the respondents across a wide range of professional and personal characteristics.","PeriodicalId":510301,"journal":{"name":"MedEdPublish","volume":"70 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141664438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}