Canadian medical education journal最新文献

{"title":"Evaluation of a longitudinal Indigenous health elective in family medicine.","authors":"Lisa Zaretsky, Rachel Crooks, Molly Whalen-Browne, Amy Lorette Gausvik, Pamela Roach","doi":"10.36834/cmej.78275","DOIUrl":"10.36834/cmej.78275","url":null,"abstract":"<p><strong>Background: </strong>In response to the Truth and Reconciliation Commission of Canada Calls to Action 22 to 24 around health, the Department of Family Medicine at the University of Calgary piloted a novel Indigenous Health Longitudinal Elective (IHLE) to give first year residents longitudinal experiences in Indigenous healthcare environments. The purpose of this evaluation was to capture the successful qualities and identify areas for improvements to ensure feasibility of the IHLE pilot program.</p><p><strong>Methods: </strong>Between November 2022 and April 2023, semi-structured interviews were completed with seven participants of the IHLE and included a mix of residents, preceptors, and clinic staff members. Qualitative thematic analysis was used to gain an in-depth understanding of the IHLE program experiences of all participants.</p><p><strong>Results: </strong>Benefits of the IHLE program include a deeper understanding of the values and priorities critical to working in healthcare with Indigenous peoples in Southern Alberta. Areas for improvement include clarity around IHLE program structure; clearly defining roles and responsibilities for preceptors; increased opportunities for reciprocity and relationality; and a deeper self-reflection process.</p><p><strong>Conclusion: </strong>Recommendations for future iterations of the IHLE include ensuring preceptors are trained and engaged, while providing residents more opportunities for relationality and peer debriefing. Results from this study may also help inform future Indigenous health programming in family medicine.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"65-70"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931184/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Resist the Randomized Controlled Trials fetish: different questions require different pyramids of evidence.","authors":"Raywat Deonandan","doi":"10.36834/cmej.80355","DOIUrl":"10.36834/cmej.80355","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"125-126"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931186/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sick by design? Why medical education needs health promoting learning environments.","authors":"Victor Do, Melanie Lewis, Leslie Flynn, Lyn K Sonnenberg","doi":"10.36834/cmej.80471","DOIUrl":"10.36834/cmej.80471","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"123-124"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931178/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the outcomes of problem-based learning in postgraduate medical education: a systematic review and meta-analysis.","authors":"Emma A Mensour, Carolyn Tran, Toni Li, Indika Mallawaarachchi, Jennifer M Shaw, Sarah Blissett","doi":"10.36834/cmej.77394","DOIUrl":"10.36834/cmej.77394","url":null,"abstract":"<p><strong>Background: </strong>Educators have recently been compelled to incorporate more active instructional formats into medical education, such as problem-based learning (PBL). In view of the mixed outcome data on the use of PBL in postgraduate medical education (PGME), there is a need to synthesize the data to inform the application of PBL in PGME contexts.</p><p><strong>Objective: </strong>The aim of this systematic review and meta-analysis was to synthesize learning outcomes of PBL in PGME contexts.</p><p><strong>Methods: </strong>The authors systematically searched MEDLINE, Embase, APA PsycINFO, AMED, CINAHL, Web of Science, ERIC, and Cochrane databases from January 1, 1950, to July 1, 2022 for original studies that reported Kirkpatrick outcomes of PBL in PGME contexts. Outcomes data were extracted. Quantitative data relating to learning outcomes were meta-analyzed using a random-effects model to generate weighted mean differences.</p><p><strong>Results: </strong>Of 4310 abstracts screened, the authors included 21 studies encompassing anesthesia, family medicine, internal medicine, occupational medicine, pediatrics, psychiatry, public health and surgical residency programs. The studies reported reaction (<i>n</i> = 12), learning (<i>n</i> = 15), behavioural (<i>n</i> = 6) and/or results outcomes (<i>n</i> = 4). Meta-analysis of the three eligible articles demonstrated no significant difference after PBL in pre- and post-test results (pooled mean difference=0.13%, 95% CI, -6.74-7.00). There were observed improvements in satisfaction levels and self-reported behavioural outcomes following PBL.</p><p><strong>Conclusions: </strong>Although similar learning outcomes were observed using PBL and the usual teaching in PGME, PBL was associated with benefits in trainee satisfaction and behavioural changes that contribute to learning and performance. PGME programs should consider incorporating PBL into curricula.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"89-99"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931181/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"[Classification of the intensity of interprofessional learning in the context of clinical placements: a proposal based on theoretical foundations in interprofessional education and the results of a narrative review].","authors":"Amélie Richard, Kadija Perreault, Isabelle Savard, Anne-Marie Pinard, Emmanuelle Careau","doi":"10.36834/cmej.76460","DOIUrl":"10.36834/cmej.76460","url":null,"abstract":"<p><strong>Context: </strong>In terms of interprofessional education (IPE), clinical internships are an interesting opportunity to anchor theoretical knowledge of interprofessionalism in an authentic context. However, even if there is a diversity of experiences described in the scientific literature regarding placement contexts, objectives, and modalities, no taxonomy is adapted to interprofessional internships.</p><p><strong>Purpose: </strong>This article, therefore, proposes an original classification of the intensity of experiences and learning in the context of interprofessional internship experiences based on the modality of learning offered, the degree of experience with patients, the predictability and complexity of tasks required, the focus of learning and the duration of the internship. This classification is grounded in the theoretical foundations of IPE and on data from a narrative review analysis on this subject.</p><p><strong>Method: </strong>A narrative literature review was conducted to target articles on interprofessional internship experiences in health and social services. The analysis process unfolded through iterations between data collection from the articles and analysis based on the theoretical foundations of IPE and expertise of research team members. In accordance with the instructional design research specifications, this process led to the proposal, then to the validation, of a classification of the intensity of interprofessional learning in clinical placements.</p><p><strong>Results: </strong>This classification is composed of four levels suggesting an evolution of the intensity of the educational experience according to the modality and focus of learning, the degree of exposure to patients; the predictability and complexity of the tasks and the duration of the internship.</p><p><strong>Conclusion: </strong>This type of classification will help future instigators of internships to plan, rigorously, and coherently, the progression of learners' knowledge and skills development in IPE based on their program context and goals.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"15-25"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931173/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Six ways to get a grip on recruiting \"Occasional Faculty Developers\".","authors":"Lara Hazelton, Jana Lazor, Heather Buckley, Joanne L Hamilton","doi":"10.36834/cmej.79462","DOIUrl":"10.36834/cmej.79462","url":null,"abstract":"<p><p>Faculty development involves activities that prepare faculty members to fulfill academic roles as teachers, educators, and leaders. In addition to personnel with specialized expertise in faculty development, most medical schools rely upon the contributions of occasional faculty developers for whom faculty development is not their primary responsibility or area of training. Recruiting occasional faculty developers, many of whom are also clinicians, to support faculty development programming can be challenging. In this article, we provide suggestions for how to successfully recruit and retain occasional faculty developers to provide education to medical faculty on teaching and other academic topics.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"100-102"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931183/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The roots of resilience.","authors":"Antonio Yaghy, Dinukie-Chantal Perera","doi":"10.36834/cmej.80058","DOIUrl":"10.36834/cmej.80058","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"141"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931179/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"[Use of Boelen's conceptual model to develop a portrayal of the evolution of social accountability at a Canadian medical school].","authors":"Annabelle Cumyn, Sharon Hatcher, Catherine Larouche, Tim Dubé, Charles-Antoine Millette, Michel Landry, Ève-Reine Gagné","doi":"10.36834/cmej.77994","DOIUrl":"10.36834/cmej.77994","url":null,"abstract":"<p><strong>Background: </strong>Social accountability (SA) occupies an important place in the accreditation requirements of Faculties of Medicine. We analyzed the evolution of SA in the undergraduate medical program at the University of Sherbrooke since the implementation of a complete curriculum in two distributed medical campuses.</p><p><strong>Methods: </strong>Using a qualitative and sequential research design anchored in Boelen's conceptual framework, we conducted a document analysis of strategic plans and accreditation documents between the years 2006-2023 to identify the SA actions of the medical program and generate an initial narrative with a timeline. Following three interviews and three focus groups with key actors at each campus, we developed a final portrayal of SA with a timeline.</p><p><strong>Results: </strong>The portrayal describes the way in which the faculty and its medical program planned their commitment in line with the identified health needs of the population (conceptualization), implemented actions to meet these needs (production) and verified that these actions \"have had the greatest possible impact on people's health\" (usability). This approach demonstrates the time required to observe an increase in actions related to usability.</p><p><strong>Conclusions: </strong>This study made it possible to identify the work accomplished since 2005 by highlighting the strengths and challenges. This understanding of the road traveled, and the challenges encountered, will be shared with partners to identify further actions in response to the health needs of communities served. This approach and the resulting findings may serve as a source of information for other faculties of medicine interested in undertaking an analysis of their social accountability actions.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"26-37"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931185/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What it means to be an ally in Indigenous healthcare.","authors":"Margaux Bruno, Richard T Oster, Maria J Mayan","doi":"10.36834/cmej.79535","DOIUrl":"10.36834/cmej.79535","url":null,"abstract":"<p><strong>Background: </strong>Strengths-based and culturally sensitive approaches to Indigenous healthcare are much needed within the Canadian healthcare system. This is where allyship comes in. Allyship is loosely defined as the actions of an individual who strives to advance the interests of marginalized groups in which they are not a member. This study investigated the concept of allyship with healthcare providers who were community-identified allies providing care for Indigenous patients.</p><p><strong>Methods: </strong>Qualitative description methodology was utilized, and data was generated through semi-structured interviews with allies in and around the Edmonton area, in Canada. The interviews were conducted online, transcribed verbatim and then coded using thematic analysis.</p><p><strong>Results: </strong>Interviews were conducted with 13 allies (eight physicians, four allied health professionals and one nurse). The results were captured into three main themes. The <i>meaning of allyship</i> demonstrated how allyship must be determined by the community, and encapsulates authentic action and advocacy, as well as working to create positive healthcare experiences. The <i>experience of being an ally</i> included commitment to the allyship journey, embracing emotions, and facing and disrupting systemic barriers. Finally, <i>cultivating allyship in healthcare</i> necessitated building and maintaining meaningful relationships with Indigenous people, and ongoing training and education.</p><p><strong>Conclusion: </strong>The study results enabled a better understanding of how allies interact with their Indigenous patients within the confines of the healthcare system and could inform learning opportunities for those who seek to practice in a culturally humble way. In particular, transcending passive education and training modalities to include opportunities for real life interactions and the development of reciprocal relationships with Indigenous patients.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"5-14"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931190/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sleep deprivation and sleep debt among medical students, revisited.","authors":"Marcel F D'Eon","doi":"10.36834/cmej.81104","DOIUrl":"10.36834/cmej.81104","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931180/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}