MedEdPublish (2016)最新文献

{"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 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}

{"title":"Developing a Family Medicine Program in Jordan: appraisal of trainees and trainers and final assessment outcomes.","authors":"Birgitte Schoenmakers, Safiya Virji, Benjamin Colton, Lana Alhalaseh, Jiskoot van Ewijk Marleen, David Spitaels, Amjad Al Shdaifat","doi":"10.12688/mep.20687.3","DOIUrl":"10.12688/mep.20687.3","url":null,"abstract":"<p><strong>Introduction: </strong>Curriculum development in medical education, particularly in family medicine, is essential for preparing healthcare professionals to meet evolving patient needs. This article examines the development of a Family Medicine program in Jordan, focusing on challenges, methodologies, and outcomes.</p><p><strong>Methods: </strong>The curriculum was developed through collaboration between Jordanian and European universities, emphasizing core family medicine principles, evidence-based practice, and local context. Two cohorts of trainees participated in the one-year program, which used a 'whole task learning model' covering communication, clinical knowledge, and community health. Feedback was gathered through focus group interviews with trainers and trainees, and pre- and post-test data were analyzed to assess effectiveness in terms of exam outcome.</p><p><strong>Results: </strong>Feedback indicated positive perceptions among trainers and trainees. Trainees valued the transition to Arabic-led lectures, improved primary care understanding, and trainer engagement. Strengths included evidence-based guidelines and patient interaction emphasis. Areas for improvement included more face-to-face training and practical opportunities. Trainers suggested enhancing practical skills training and increasing Arabic materials. Both cohorts showed significant improvement on test scores. Challenges such as non-participation and cheating highlighted the need for regular attendance and academic integrity.</p><p><strong>Conclusion: </strong>The research underscores the importance of feedback from trainees and trainers in curriculum development. Continuous improvement, comprehensive assessment, and prioritizing linguistic and cultural relevance are crucial for enhancing primary care delivery in Jordan.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"276"},"PeriodicalIF":0.0,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12166353/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144303887","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":"Restoring the Clinical Learning Environment at Teaching Hospitals in Post-Assad Syria: A PHEEM Analysis and Recommendations.","authors":"Ghaith Alfakhry, Rama Kodmani, Munir Ghandour, Amer Al Munajjed, Rawan Khwanda","doi":"10.12688/mep.20955.1","DOIUrl":"10.12688/mep.20955.1","url":null,"abstract":"<p><strong>Introduction: </strong>After 54 years of Assad's family dictatorship, Syria was finally free but, nonetheless, was in ruins. The health profession education training system is no exception, and there have been many indicators of this in the literature, but none of them have provided a systematic evaluation of the clinical learning environment (CLE) using validated approaches. Therefore, this study aimed to evaluate CLE at teaching hospitals in Damascus, Syria.</p><p><strong>Methods: </strong>This cross-sectional study was conducted in Damascus, Syria, during mid-2023, before Assad's regime collapsed. The study population included all resident doctors working and training at any teaching hospital in Damascus. We used the recently validated 36-item PHEEM inventory as a data collection tool and added 10 extra items related to Syria's specific context. There was also one open-ended question. We recruited participants from 14 different teaching hospitals using nonprobability sampling techniques.</p><p><strong>Results: </strong>A total of 1490 residents from 31 medical specialties participated in the study, which was approximately 37% of the total population at that time. The female participants comprised 50.7% (n=754) of the total sample. The Cronbach's alpha was 0.925. The total PHEEM mean score was 72.4±21.4 (Max. 144). All the PHEEM domains showed significant shortcomings, except for learner engagement and social participation. The worst-scoring domains were external regulation, work culture, and living conditions, with scores of 48.5%, 40.8%, and 31.2%, respectively. The results of the additional 10 war-related items were important. One item showed that only 14% of respondents did not have plans to migrate. The written comments re-echo some of the PHEEM findings in more context.</p><p><strong>Discussion: </strong>This study draws a roadmap for clinical educators, lawmakers, and new leaders to make targeted reforms and investments to restore the clinical learning environment. There are major issues that not only render training residents suboptimal but also compromise residents' and patients' safety.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"15"},"PeriodicalIF":0.0,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12082068/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144096394","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 final year medical students undertaking clinical assessment.","authors":"Bunmi S Malau-Aduli, Richard B Hays, Shannon Saad, Karen D'Souza","doi":"10.12688/mep.20122.2","DOIUrl":"10.12688/mep.20122.2","url":null,"abstract":"<p><strong>Background: </strong>Clinical assessors in pre-registration examinations have been shown to make decisions about student performance by drawing on two overlapping, yet slightly different perspectives: achieving academic learning outcomes, and contributing to clinical workplace function. The implication for senior medical students is that they should be aware that in 'final' clinical assessments they may be judged from both academic and workplace perspectives, where the emphasis may be on how well the candidate would fit into a clinical team, demonstrating reliability, trustworthiness, teachability and 'safety'.</p><p><strong>Methods: </strong>This article presents 12 tips for how senior medical students may demonstrate progress towards achieving 'work readiness', and so improve performance in assessments close to graduation.</p><p><strong>Results: </strong>Clinical assessors may include judgment of how well the candidate might work as a junior member of a clinical team, particularly when candidates perform at the borderline level and where assessors are more experienced. This judgment is based on an impression of the student's demonstration of reliability, trustworthiness, patient safety and teachability. While the underpinning theory was explored in final OSCEs, the suggestions may also be relevant to workplace-based clinical learning and assessment.</p><p><strong>Conclusions: </strong>Senior medical students should prepare for clinical assessments that will consider how they respond to professionally challenging workplace scenarios as well as essential knowledge and skills.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"21"},"PeriodicalIF":0.0,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12082069/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144096393","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":"Implementing a multidimensional faculty promotion matrix at Saint George University of Beirut Faculty of Medicine.","authors":"Alexandre Nehme, Carmen El Khoury, Marc Jreij, George Karam, Ghewa El Achkar, Ziad Tannous, Nadime Cortas","doi":"10.12688/mep.20416.2","DOIUrl":"10.12688/mep.20416.2","url":null,"abstract":"<p><p>This paper outlines the development and implementation of a multidimensional faculty promotion matrix at Saint George University of Beirut Faculty of Medicine (SGUB FM). The matrix, designed to provide a comprehensive and equitable evaluation of faculty across multiple dimensions, is anchored in six pillars: Research, Clinical Practice, Teaching Effort, Administrative Effort, Community Work, and Extra Degrees and Awards. These pillars encompass diverse components, including publication output, clinical activities, teaching responsibilities, administrative roles, community engagement, and additional qualifications, with each metric standardized using z-scores for fair comparison. This matrix analyzed the CVs and relevant documents of 112 faculty members, demonstrating its efficacy in providing equitable evaluation regardless of gender or rank. The results showed no significant differences in promotion rates among various faculty ranks, highlighting the matrix's fairness and impartiality. The study also explores the relationship between faculty ranks and various performance metrics, revealing patterns in research productivity, clinical practice, and community engagement that escalate with higher academic ranks. SGUB FM's approach aligns its curricular designs and instructional implementations with international benchmarks, particularly those set by the Association of American Medical Colleges (AAMC), ensuring global standard compliance while catering to the institution's unique context. The matrix serves not only as an evaluation tool but also as a catalyst for faculty excellence and professional development. This case study offers valuable insights for medical institutions developing inclusive promotion criteria and emphasizes the importance of holistic evaluation frameworks in fostering academic excellence and professional growth.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"65"},"PeriodicalIF":0.0,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12177446/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144334586","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 Case for Specific Education of Advanced Practice Providers in Allergy & Immunology: Results of a Gap Analysis and Targeted Needs Assessment.","authors":"Maureen Bauer, Chad Stickrath, Dan Atkins","doi":"10.12688/mep.20586.2","DOIUrl":"10.12688/mep.20586.2","url":null,"abstract":"<p><strong>Introduction: </strong>Advanced practice providers (APPs) are increasingly utilized throughout the health care system including in subspeciality practices.</p><p><strong>Methods: </strong>A nationwide preliminary gap analysis and targeted needs assessment was conducted to examine the current onboarding/clinical training experiences of APPs in Allergy & Immunology (A&I).</p><p><strong>Results: </strong>At present, training in A&I in NP/PA school is typically limited. The onboarding/clinical training APPs receive at practice sites upon entering A&I varies with most APPs feeling only somewhat comfortable providing A&I care upon completion of their training period.</p><p><strong>Conclusions: </strong>Results of a nationwide gap analysis and targeted needs assessment identify the need for further education specific for APPs in A&I and consideration of standardization of the onboarding process at clinical practice sites.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"236"},"PeriodicalIF":0.0,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11976216/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143812920","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":"Insights into an innovative point of care ultrasound curriculum for Ontario primary maternity care providers.","authors":"Bronte K Johnston, Elizabeth Darling, Anne Malott, Susan Kras, Carol Bernacci, Laura Thomas, Beth Murray-Davis","doi":"10.12688/mep.19361.3","DOIUrl":"https://doi.org/10.12688/mep.19361.3","url":null,"abstract":"<p><p>Point of care ultrasound (POCUS) has increasingly been used by midwives worldwide. In 2018, the scope of midwifery care in Ontario was expanded to include POCUS to allow practitioners to provide more comprehensive care. In response to the scope expansion, a new continuing POCUS education course was created in collaboration with faculty and clinicians from obstetrics, midwifery, and medical radiation sciences. The continuing education sonography course focused on fostering the knowledge, skills and judgment Ontario midwives required to safely perform these new POCUS skills. The course included online modules, a two-day hands-on bootcamp workshop, and a clinical practicum under the supervision of a sonographer to confirm competency across the three trimesters of pregnancy. This paper outlines the process for POCUS curriculum development and implementation in pregnancy care following course completion. The first cohort of 17 learners completed the course in 2019. The new curriculum was well received by learners for learning and applying bedside sonography in clinical care. The indications to use POCUS most frequently reported by learners after course completion included assessment of pregnancy viability and fetal presentation. Challenges identified by participants with the course included learning new content such as physics and struggling to complete the clinical practicum due to the coronavirus pandemic. The success of this course is indicated by the completion of the objective structured clinical exams for all learners and meeting the competencies for beginning their practicum. The POCUS continuing education course plays an important role in providing the knowledge, skills and ability to perform point of care pregnancy scans among midwives.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"12 ","pages":"64"},"PeriodicalIF":0.0,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11871427/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143544986","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}