MedEdPublish (2016)最新文献

{"title":"Effects of Problem-Based Learning on Critical Thinking, Communication Skills, and Satisfaction Among First-Year Medical Students in Ghana: A study protocol.","authors":"Bruce Ayabilla Abugri, Maxwell Ateni Assibi, Anthony Amalba, Patience Kanyiri Gaa, Sophia E A Kpebu, Victor Mogre","doi":"10.12688/mep.21103.2","DOIUrl":"10.12688/mep.21103.2","url":null,"abstract":"<p><strong>Background: </strong>Problem-Based Learning (PBL) is increasingly used in medical education to develop critical thinking, communication, and learner autonomy. Although widely studied in developed countries, evidence from low-resource settings like Ghana, particularly involving first-year students, remains limited. This study seeks to address this gap by assessing the impact of PBL on critical thinking, communication skills, and satisfaction levels among novice medical students.</p><p><strong>Methods: </strong>This longitudinal pre-test-post-test study will be conducted at the University for Development Studies, School of Medicine. All first-year students who meet the eligibility criteria will be enrolled. Participants will undergo baseline (pre-PBL) and follow-up (post-PBL) assessments using the Critical Thinking Questionnaire (licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) and Interpersonal Communication Competency Skills Scale (ICCS). A 5-point Likert scale will be used to measure student satisfaction after eight months of exposure to PBL. Statistical analyses including paired t-tests, ANOVA, and regression will be performed using SPSS v26.0. to assess changes through the mean scores.</p><p><strong>Discussion: </strong>The study will provide context-specific insights on the effectiveness of PBL in enhancing key competencies among first-year medical students. Findings will inform curriculum development, tutor training, and educational policy in Ghana and similar settings.</p><p><strong>Clinical trial registration number: </strong>Not applicable.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"31"},"PeriodicalIF":0.0,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12489453/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145234427","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":"Microscopy without a microscope? Opportunities and limitations of dental studies in anatomy during the COVID-19 pandemic in Germany.","authors":"Ann-Kathrin Peters, Karsten Winter, Elisabeth Witt, Hubert-Mario Kuntzsch, Sabine Löffler","doi":"10.12688/mep.20580.3","DOIUrl":"10.12688/mep.20580.3","url":null,"abstract":"<p><strong>Aim: </strong>Due to the outbreak of the COVID-19 pandemic, the microscopy course as part of the dental medical training in Leipzig, Germany, was transformed from a classroom-only course into a purely digital and later hybrid course with reduced attendance time. Aim of this educational research study is the detailed evaluation of digital and hybrid courses regarding students' perception and learning outcome. Based on the findings current teaching should be critically scrutinised, resulting in a modern design of the histology curricula.</p><p><strong>Methods: </strong>This is an educational research study. The students' subjective experiences are measured with the help of an evaluation survey and the learning success was objectively measured using a digital assessment course. Data was collected in two consecutive year groups of dentistry students, each after completion of the second semester. Cohort A consisted of 56 students, cohort B of 54 students. The sampling was purposive and the sample size equals the sample population (closed population of A+B = 110). A statistial analysis of the quantitative results were carried out and quantitative results were analysed using content-structuring qualitative content analysis.</p><p><strong>Results: </strong>Students are predominantly positive about hybrid teaching approaches, although limitations such as perceived deterioration of the quality of teaching and insufficient learning success in cohort A can be identified. Hybrid teaching cohort B showed significantly better learning success than the purely digital cohort A.</p><p><strong>Discussion: </strong>Particularly digital lecture formats and the CUVM have been valued by students. In addition, practical courses with appropriate resources (e.g. CUVM, digital identification course) can benefit from a blended approach. Regardless of the continued importance of practical training in dental studies, digital teaching formats developed as an emergency solution at the beginning of the pandemic should be evaluated in regard to their success and the existing potential should be further expanded in a targeted manner.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"2"},"PeriodicalIF":0.0,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12329405/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144801099","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":"How to Keep the Fire Burning: X+Y for the Gen Zs.","authors":"Christina Chen, Alisa Corrado, Kevin Ratnasamy, Ross E Myers, Joanna Lewis, Marylouise K Wilkerson","doi":"10.12688/mep.21052.1","DOIUrl":"10.12688/mep.21052.1","url":null,"abstract":"<p><p>The X+Y scheduling model has become a widely adopted and effective approach within pediatric and internal medicine residency training programs across the United States. A closer examination of the factors contributing to its success reveals the broader societal and generational context influencing today's medical trainees-specifically, members of Generation Z (Gen Z). This model supports enhanced adaptability and personalization of learning, fosters teamwork and collaboration, integrates flexibility and wellness, and promotes diversity and inclusion-key educational priorities that align closely with Gen Z's values and learning preferences. Furthermore, the model resonates with and revitalizes foundational principles of adult learning theory. As Gen Z continues to comprise the majority of incoming medical trainees, further research is warranted to evaluate the applicability and effectiveness of the X+Y model in pediatric subspecialty fellowships and other residency programs, particularly in surgical and procedural-based specialties.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"27"},"PeriodicalIF":0.0,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12455176/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145139694","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":"A matter of choice: a cross-sectional study examining the impact of the overturning of <i>Roe v Wade</i> on U.S. medical students' perceptions and career decisions.","authors":"Alissa Conklin, Zeb Saeed, Sacha Sharp","doi":"10.12688/mep.20519.2","DOIUrl":"10.12688/mep.20519.2","url":null,"abstract":"<p><strong>Background: </strong>In June 2022, the <i>Dobbs</i> decision by the U.S. Supreme Court overturned federal abortion protections. In states with restrictive abortion laws such as Indiana, which also has the country's largest medical school and the third worst maternal mortality rate, the impact of this ruling may have a significant impact on healthcare in the state. The purpose of this study was to analyze perceptions of medical students in Indiana in their third and fourth years of education after the <i>Dobbs</i> decision to assess if the state's current abortion restrictions impact their career choice.</p><p><strong>Methods: </strong>Between December 2022 and March 2023, an anonymous survey was carried out at Indiana University School of Medicine, which included questions about personal beliefs on abortion and the current abortion laws in Indiana, as well as priorities when choosing residency training and practice locations.</p><p><strong>Results: </strong>Our survey found that four-fifths of medical students in Indiana disagreed with the <i>Dobbs</i> decision. While most students (71.4%) had not considered state abortion laws when selecting a medical school, since the Dobbs decision, 66.3% of third-year and 40.3% of fourth-year students indicated that they would take abortion laws into account when choosing a residency program. 47.5% of women students stated that they will be seeking residency in a state where abortion is legal and 55.3% of single students were more likely to leave Indiana to practice medicine.</p><p><strong>Conclusion: </strong>Our research suggests that physicians who are more liberal in their views on abortion may now be much less likely to practice in conservative states which will compound the healthcare outcomes secondary to the Dobbs decision. We emphasize the role that abortion laws have in shaping the landscape of healthcare workforce and the need for a more nuanced understanding of how societal structures impact women's reproductive decisions and career paths in medicine.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"64"},"PeriodicalIF":0.0,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12375184/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144981486","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":"Guidelines for developing and integrating 360-degree video in healthcare education.","authors":"Nynke de Jong, Ricardo G Orsini, Dalena van Heugten-van der Kloet","doi":"10.12688/mep.20881.2","DOIUrl":"10.12688/mep.20881.2","url":null,"abstract":"<p><p>The rapid growth of immersive virtual reality (VR) has gained widespread global attention in the field of education. In higher education within healthcare, VR has already been widely explored and employed. One specific form of virtual reality, 360-degree video, is regarded as a more user-friendly, realistic, and cost-effective alternative to other VR modalities, providing an immersive experience that requires less complex technology while still offering a high level of engagement in educational contexts. A 360-degree video is relatively easy to produce and can be seamlessly integrated into educational settings, serving a versatile and accessible tool for enhancing interactive learning experiences across various healthcare disciplines. We developed and integrated ten 360-degree videos, designed for viewing through head-mounted displays, to enhance educational practices in healthcare at Maastricht University, the Netherlands. In this article, we share guidelines for developing and integrating 360-degree videos into undergraduate and graduate healthcare programs, drawing on insights from our own experiences.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"9"},"PeriodicalIF":0.0,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12134730/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227876","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":"Using the Power of Narratives in E-Learning for COVID-19 Vaccine Hesitancy Conversations: A Mixed Methods Study in Medical Education.","authors":"Aayushi Gupta, Anita Berlin, Graham Easton","doi":"10.12688/mep.19767.2","DOIUrl":"10.12688/mep.19767.2","url":null,"abstract":"<p><strong>Background: </strong>During the COVID-19 pandemic, we developed an e-learning resource to support medical students in having effective conversations with COVID vaccine hesitant patients (an urgent challenge). Development of information and communication skills elements was underpinned by narrative learning theory; learners interact with three fictional characters whose stories run through the resource in activities and role-plays. We co-developed the resource and characters with students, colleagues and local community.</p><p><strong>Methods: </strong>We used a mixed methods approach to evaluate the resource, including a survey of pre- and post- module self-confidence scores, and by thematic analysis of a focus group with seven final year medical students to explore their perceptions of how the story elements influenced their learning.</p><p><strong>Results: </strong>All students surveyed reported an improvement in their confidence in having effective conversations with vaccine-hesitant patients. The focus group analysis suggests that character-based narratives can promote learning online, particularly through engagement and accessibility, relatability of characters and their stories, improved memory, and emotional connection.</p><p><strong>Conclusions: </strong>This study suggests that character-driven stories have potential value in online learning about vaccine hesitancy conversations. Further research is needed to establish the nature of their impact on different aspects of learning including the duration of effect on students' communication skills and any patient-related outcomes.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"13 ","pages":"310"},"PeriodicalIF":0.0,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12166355/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144303886","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":"Twelve Tips for Engaging Medical Students in Rural-Focused Research.","authors":"Grace Perez, Jose Uriel Perez, Aaron Johnston","doi":"10.12688/mep.20642.3","DOIUrl":"10.12688/mep.20642.3","url":null,"abstract":"<p><strong>Background: </strong>The future of rural healthcare depends on training the future rural health workforce, and on rural health research that can guide clinical and policy decisions in rural spaces. Promotion of rural healthcare careers usually focuses on clinical aspects of care, and research may be seen as a lower priority. Supporting students to be involved in rural focused research offers the opportunity to broaden the pool of potentially rural interested students, and to develop research and scholarship skills and capacity in the future rural workforce.</p><p><strong>Aim and method: </strong>We identify twelve tips that medical schools can adopt to foster medical student participation in rural-focused research and thus promote student interest in rural healthcare and rural medical practice. These recommendations are based on a review of literature and our personal experience of conducting rural-focused research activities with medical students.</p><p><strong>Conclusion: </strong>Through these twelve tips, we provide a practical framework for enhancing undergraduate medical student exposure to rural-focused research to foster research capacity. This has potential to inspire student interest in future rural medical practice and could contribute to alleviate workforce and research gaps in rural areas.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"243"},"PeriodicalIF":0.0,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11809146/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392629","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":"Beyond Difficult Discussions: Six Tools for Debriefing Tender Conversations in Healthcare.","authors":"Matthew Bowker, Amy Younger, Amy Huggin","doi":"10.12688/mep.20990.2","DOIUrl":"10.12688/mep.20990.2","url":null,"abstract":"<p><strong>Background: </strong>Whilst debriefing literature offers valuable tools for healthcare education, there remains a gap in resources specifically designed for debriefing communication skills. Effective communication is fundamental to patient care, particularly during sensitive interactions. This article provides a specialised toolkit for educators to enhance communication skills debriefing, developed through synthesis of existing literature and the authors' extensive experience teaching communication skills through simulation.</p><p><strong>Methods: </strong>Drawing from literature and the authors' extensive experience teaching communication skills through simulation, we present six interconnected tools: leveraging cognitive dissonance, recognising micro-ruptures in rapport, mapping communication to clinical reasoning, differentiating sincere from performative empathy, metaphor dissection (analysis of the implicit meanings in patients' figurative language), and emotional labour accounting (the work of managing displayed emotions in professional contexts). We demonstrate these concepts through a fictional case study of Dr Morton's interactions with a patient and family.</p><p><strong>Results: </strong>The toolkit offers specific debriefing questions for each component that encourage reflective practice. Cognitive dissonance exploration helps clinicians recognise when competing professional values affect communication. Micro-rupture identification aids in preserving therapeutic relationships. Communication mapping enhances clinical decision-making. Understanding different forms of empathy guides appropriate engagement. Metaphor analysis reveals hidden meanings in patient-clinician dialogues. Emotional labour accounting acknowledges the personal cost of managing emotions professionally. Together, these elements create a framework that strengthens communication effectiveness whilst supporting clinician wellbeing.</p><p><strong>Conclusions: </strong>Effective debriefing of communication skills requires attention to both technical and emotional dimensions of healthcare interactions. This toolkit provides practical strategies for educators to help learners navigate the complexities of healthcare communication, ultimately improving patient care whilst supporting clinician resilience.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"12"},"PeriodicalIF":0.0,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12416291/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145031211","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":"Twelve tips for the transition from training to first faculty position.","authors":"Beatrice Preti, Michael Sanatani","doi":"10.12688/mep.20391.2","DOIUrl":"10.12688/mep.20391.2","url":null,"abstract":"<p><p>The transition from residency or fellowship to autonomous, independent consultant can be daunting, to say the least! New consultants may face a number of challenges and decision points previously unencountered in their careers. In this article, we present twelve tips for trainees transitioning to their first consultant position (with an emphasis on those in academic or hybrid positions) to help with a smooth, successful process.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"42"},"PeriodicalIF":0.0,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12144489/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144251184","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 patients first and foremost\" collaborative practice in the Australian healthcare system: a qualitative study.","authors":"Sarah Meiklejohn, Lynda Cardiff, Bronwyn Clark, Brian Jolly, Josephine Maundu, Theanne Walters, Glenys Wilkinson, Fiona Kent","doi":"10.12688/mep.20512.2","DOIUrl":"10.12688/mep.20512.2","url":null,"abstract":"<p><strong>Background: </strong>Collaborative patient centred practice is an expectation of the Australian healthcare system, yet there is not a clear understanding of what this entails. The aim of this research was to describe collaborative practice, as understood within the context of the Australian health system.</p><p><strong>Methods: </strong>Nineteen focus groups were conducted in 2022 with 84 participants consisting of education providers (n=62), consumers (n=10), representatives from the Health Profession's Education Standing Group (n=8), and health service practitioners (n=4). Framework analysis was undertaken to understand facilitators of, and barriers to, collaborative practice and learning within the Australian education and healthcare systems.</p><p><strong>Results: </strong>Participants were asked to describe examples of effective collaborative practice, what they would expect to experience, and examples of when collaborative practice did not occur and the associated outcomes. Participants from all groups emphasised the importance of elevating the patient voice within a patient centred collaborative healthcare team. Patients, family and carers needed to be positioned as central team members within a collaborative healthcare team. Power and hierarchy within the healthcare team impacted on the ability to deliver collaborative practice.</p><p><strong>Conclusions: </strong>By positioning the patient and their family and carers as members of the team, shared goals for optimal patient outcomes were experienced. By contrast when collaborative practice did not occur, or patients were omitted as central team members, poor communication and disjointed healthcare was described, leaving patients feeling disempowered and disengaged.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"131"},"PeriodicalIF":0.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12117322/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175678","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}