MedEdPublish (2016)最新文献

{"title":"When I say inclusion in health professions education.","authors":"Rashmi Kusurkar","doi":"10.12688/mep.20155.3","DOIUrl":"10.12688/mep.20155.3","url":null,"abstract":"<p><p>There is no unified understanding of the concept of inclusion in the literature. Because of the growing reports of exclusion and marginalization in HPE, and the reports of inequitable health provision in global health, inclusion is currently a widely discussed topic in Health Professions Education (HPE) as well as global health. In this article I explore the concept of inclusion based on the current literature, mainly from the psychological aspect. When I say inclusion, it is not just a sense of belonging, but also the opportunity to participate and contribute meaningfully.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"7"},"PeriodicalIF":0.0,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11170063/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141319175","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 mixed methods, longitudinal study: characterizing the differences in engagement and perceived learning of medical students in online and in-person team-based learning classes.","authors":"Irene Cheng Jie Lee, Peiyan Wong","doi":"10.12688/mep.19535.3","DOIUrl":"10.12688/mep.19535.3","url":null,"abstract":"<p><strong>Background: </strong>The rapid transition from in-person to online delivery of medical curriculum has facilitated the continuation of medical education during the COVID-19 pandemic. Whilst active learning approaches, including Team-Based Learning (TBL), are generally more supportive of the learner's needs during such transition, it remains elusive how different learning environments affect a learner's motivation, engagement, and perceived learning over a prolonged period. We leveraged on the Self-Determination Theory (SDT) and key learners' characteristics to explore the levels of student's engagement and perceived learning in two TBL learning environments, online and in-person, over an extended period. We hypothesize that students' self-reported perceptions of engagement and learning will be lower in online compared to in-person TBL classes.</p><p><strong>Methods: </strong>This is a mixed methods study with 49 preclinical graduate medical students completing the same questionnaire twice for each learning environment, online TBL and in-person TBL, over an eight-month period. Quantitative data were collected on learners' characteristics, basic psychological needs satisfaction, motivation, student's engagement and perceived learning. Additionally, the final questionnaire also explored the participants' perception on which learning environment better supported their learning.</p><p><strong>Results: </strong>We found that autonomy support, perceived competence and needs satisfaction, and perceived learning were higher in-person than online. Additionally, most learners felt that in-person TBL was better for learning, as the concepts of learning space and the community of practice were mediated by being in-person.</p><p><strong>Conclusions: </strong>TBL, being an active instructional method, can maintain students' engagement because it supports many aspects of SDT constructs and perceived learning. However, online TBL is unable to fully support the students' needs and perceived learning. Hence, we strongly advocate for any in-person opportunities to be included in a course, as in-person classes best support students' engagement and perceived learning.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"13 ","pages":"33"},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11320038/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141977369","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":"Practical tips for a fast and successful transition to an online curriculum.","authors":"Chloé E C Bras, Remco C Jongkind, Ellen L van Veen, Kim Win Pang, Laura E Olthof, Tobias B B Boerboom","doi":"10.12688/mep.19751.2","DOIUrl":"10.12688/mep.19751.2","url":null,"abstract":"<p><p>The COVID-19 pandemic and the following lockdown forced educational institutions to transform their face-to-face curriculum into an online programme in a matter of weeks. In this article, we present 12 tips for a successful transition based on the challenges that we faced in the Bachelor of Medicine at Amsterdam Medical Centre. These tips are divided in four main themes: infrastructure, faculty development, student engagement, and teaching activities. The Community of Inquiry model is used as backbone in all tips, since the three elements, teaching presence, social presence, and cognitive presence are essential factors in effective online education. These tips can be useful for everyone who wants to implement online education in their curriculum, whether borne out of necessity or by design.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"13 ","pages":"211"},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11316167/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141918269","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":"Want doctors to use VR simulation? Make it mandatory, accessible, educationally valuable, and enjoyable!","authors":"Riki Houlden, Fiona Crichton","doi":"10.12688/mep.20040.2","DOIUrl":"10.12688/mep.20040.2","url":null,"abstract":"<p><strong>Background: </strong>Virtual reality (VR) simulation training is mandatory for postgraduate year 1-2 doctors at the author's hospital trust. Despite this, a preceding quantitative study demonstrated uptake below required levels. While the educational value of VR simulation has been highlighted, little attention has been paid to participant utilisation in postgraduate curricula. With the increasing development and incorporation of VR-based clinical education, it is essential to understand the factors influencing how frequently postgraduate doctors utilise it so that its potential can be maximised.</p><p><strong>Methods: </strong>A qualitative study design was employed. All 108 postgraduate year 1-2 doctors from the 2020-21 training year were invited for a semi-structured interview. Interviews continued until data saturation was reached in the form of informational redundancy. Reflexive thematic analysis was conducted.</p><p><strong>Results: </strong>A total of 17 interviews were conducted. Four main themes that influenced participation in VR simulation were identified: (1) the mandatory nature encouraged participation but led to negative perceptions as a tick-box exercise; (2) there were multiple challenges to accessing the resource; (3) the scenarios were felt to have limited educational value; and (4) there was untapped potential in drawing benefits from VR as an enjoyable leisure activity.</p><p><strong>Conclusions: </strong>Recommendations from these findings include: (1) VR simulation should be mandatory but with a degree of learner autonomy; (2) sessions should be integrated into doctors' rotas as protected time; (3) more challenging scenarios ought to be created aligned with postgraduate courses, examinations, and specialty training, and (4) presented as a difficulty level system akin to gaming experiences.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"8"},"PeriodicalIF":0.0,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11200059/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141461104","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 Cross-Sectional Analysis of EMT Certification Rates among Navy Hospital Corpsmen in the INDO-PACIFIC.","authors":"Daniel Watson","doi":"10.12688/mep.20048.1","DOIUrl":"10.12688/mep.20048.1","url":null,"abstract":"<p><strong>Introduction: </strong>Until 2017, the United States Navy (USN) incorporated Emergency Medical Technician (EMT) curriculum into Basic Medical Technician Corpsman (BMTC) training program. At overseas USN and Marine Corps installations, USN hospitals and clinics must train and certify EMTs to support the Emergency Medical System (EMS) mission. The primary aim of this study is to identify the impact of removing NREMT curriculum from BMTC on NREMT exam pass rates of students stationed in the Indo-Pacific (INDOPAC) region. This study examines and analyzes 1 ^st and 3 ^rd attempt NREMT exam pass rates of four OCONUS installations in the INDOPAC region over 10.5 years.</p><p><strong>Materials and methods: </strong>The researcher conducted a retrospective cross-sectional analysis of NREMT exam pass rates. Data were extracted from the NREMT database from four program sites in Japan. Five years of data before and after the curriculum change were included. Date ranges extracted were from January 1, 2012, to June 1, 2022.</p><p><strong>Results: </strong>During the observed 10.5 years, 1093 students attempted the NREMT cognitive examination within the INDOPAC region and were included. Cumulative pass rates for 1 ^st and 3 ^rd attempts for all four locations for all years were 64.2% and 71.1%, respectively. Comparison of the overall INDOPAC 1 ^st attempt pass rate before and after BMTC curriculum change shows a 62% pass rate for 2012-2017 (before EMT curriculum removal) and a 66% pass rate for 2017-2022 (after removal). The two means do not show statistical significance as the p-value is determined to be 0.172 (P>0.05).</p><p><strong>Conclusions: </strong>No statistical correlation between students before and after the curriculum change was found. A correlation was identified between pass rates and delayed examination, indicating if the national exam is delayed, the rate of certification decreases.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"41"},"PeriodicalIF":0.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11322699/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141984124","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 use of Simulated Observations in Medical Simulation and its effect on perceived realism: A pilot project.","authors":"James Ainsworth, Sounder Perumal, Suresh Pillai","doi":"10.12688/mep.19719.2","DOIUrl":"10.12688/mep.19719.2","url":null,"abstract":"<p><strong>Introduction: </strong>Simulation is an effective teaching method with increasing growth and recognition and refers to the artificial representation of a real-life scenario. The aim of this study was to compare simulation with and without the use of a simulated observations monitor and to investigate differences in students' impression of realism, engagement, learning, and enjoyment.</p><p><strong>Methods: </strong>Simulation sessions were delivered to second and third-year Swansea University Medical Students, and a total of 15 students were included. Students carried out 2-3 scenarios each with and without the use of a simulated observations monitor. Data collection was conducted via student surveys and a joint interview.</p><p><strong>Results: </strong>All students had an increased sense of realism with the use of the simulated observations monitor, feeling a closer resemblance to what would be experienced in clinical practice. They felt this improved their learning, making them more prepared for the real-life scenario. The monitor was more dynamic, responding to their interventions, helping them maintain focus and engagement throughout. A key theme was the reduction of interruptions or deviations from the scenario to communicate with the examiner or ask for observations. The visual and audible affects provided additional stimuli, adding to the realistic nature of the simulation.</p><p><strong>Discussion: </strong>Simulation has been shown to be a useful education tool, but there is less evidence to support the use of higher fidelity over lower fidelity simulation. The terms are often used inconsistently, and many factors affect the students' perceived sense of realism. This study shows that the addition of a simple device such as the simulated observations monitor can produce a higher level of fidelity, particularly in terms of the stimuli provided and student perceptions of realism, which may be effective in improving engagement with the simulation, learning, and aid recall when presented with similar scenarios in a real-life situation.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"13 ","pages":"66"},"PeriodicalIF":0.0,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11153985/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141285575","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":"Experience of focused workshop intervention in presentation skills - Importance of foundational skills for ophthalmologists in training.","authors":"Snigdha Snigdha, Avinash Pathengay, Shefali Pandey, Ruby Kala Prakasam, Shobha Mocherla","doi":"10.12688/mep.20114.2","DOIUrl":"10.12688/mep.20114.2","url":null,"abstract":"<p><strong>Background: </strong>The study was conducted to assess the impact of a workshop intervention designed to enhance presentation skills of ophthalmology fellows in training.</p><p><strong>Methods: </strong>A 10-hour workshop on presentation skills was conducted for ophthalmology fellows in the 2022 cohort at a single institution. An email was sent to the 2022 cohort to recruit participants. A total of 29 fellows (19 females, 10 males) volunteered to participate in the study. Participants completed a self-rating questionnaire to assess improvement in their presentation skills at four different time points of the workshop. The self-rating questionnaire utilized a ten-point rating scale (1-10) and evaluated properties and content (PC) and soft skills (SS). Data were analysed using SPSS software. Friedman and post-hoc tests compared self-ratings at four time points. Statistical significance was set at p-value < 0.05.</p><p><strong>Results: </strong>Both properties & content (PC) and soft skills (SS) showed significant difference (p < 0.001) post workshop compared to earlier stages. The higher self-rating (PC4 and SS4) highlights increased awareness towards the scope of improving the presentation after the workshop intervention.</p><p><strong>Conclusions: </strong>Presentation skills empower medical professionals to better communicate with diverse audiences, demonstrating their currency in medical knowledge, lobbying for correct understanding, and bringing praxis to pedagogy. The findings support the integration of similar workshops into medical curricula to foster well-rounded medical professionals.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"18"},"PeriodicalIF":0.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11224709/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141556086","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 hidden professionalism curriculum: Teach it, see it, do it and repeat!","authors":"Scott W Oliver, Kathleen Collins","doi":"10.12688/mep.20276.1","DOIUrl":"10.12688/mep.20276.1","url":null,"abstract":"<p><strong>Background: </strong>Professionalism is a complex and multifaceted component of medical education. Historically, students have learned about professionalism informally and as part of the hidden curriculum. Currently, professionalism is increasingly prominent in formal curricula, but uncertainty remains regarding optimal professionalism pedagogies. In this study, the authors explored medical students' exposure to professional topics and considered factors that enabled students to correctly recognize and manage these issues.</p><p><strong>Methods: </strong>Convenience sampling was used to recruit medical students from existing clinical attachments at the authors' hospital. A semi-structured interview format was used to explore participants' awareness of professional issues within fictional vignettes created using published regulatory guidance. The interview transcripts and interview guide field notes were then analyzed.</p><p><strong>Results: </strong>The data suggest that students require a combination of didactic teaching and experiential learning to reliably recognize and manage professional issues. Didactic teaching alone enabled topic recognition, but with uncertainty about management strategies. Experiential learning alone led to erratic recognition of the subject and reliance upon role modeling to guide its management. This work stimulates faculty development to enhance teaching professionalism.</p><p><strong>Conclusions: </strong>Undergraduate medical education on professionalism must be introduced into the formal curriculum. Didactic teaching is required to scaffold experiential learning. Failure to do so renders students unable to reliably recognize or manage professional issues encountered in clinical practice. Further research questions were identified to progress this work.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"39"},"PeriodicalIF":0.0,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11195607/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447716","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 impact of accreditation on continuous quality improvement process in undergraduate medical education programs: A scoping review.","authors":"Sateesh B Arja, Bobbie Ann White, Jabeen Fayyaz, Anne Thompson","doi":"10.12688/mep.20142.2","DOIUrl":"10.12688/mep.20142.2","url":null,"abstract":"<p><strong>Background: </strong>Accreditation in medical education has existed for more than 100 years, yet the impact of accreditation remains inconclusive. Some studies have shown the effects of accreditation on student outcomes and educational processes at medical schools. However, evidence showing the impact of accreditation on continuous quality improvement of undergraduate medical education programs is still in its infancy. This scoping review explores the impact of accreditation on continuous quality improvement (CQI).</p><p><strong>Methods: </strong>This scoping review followed the methodology of the Preferred Reporting Items of Systematic Reviews and the Meta-Analysis extension for scoping reviews (PRISMA-ScR) checklist outlined by Arksey and O'Malley (2005). Databases, including PubMed, Medline, ERIC, CINHAL, and Google Scholar, were searched to find articles from 2000 to 2022 related to the accreditation of undergraduate medical education programs and continuous quality improvement.</p><p><strong>Results: </strong>A total of 35 full-text articles were reviewed, and ten articles met our inclusion criteria. The review of the full-text articles yielded four themes: Accreditation and its standards in general, Accreditation and its impact on student outcomes, Accreditation and its impact on medical school's educational processes, Accreditation and CQI. However, the literature evidence suggesting the impact of accreditation on CQI is minimal. The quality assurance approach is based on meeting the standards of accreditation. The quality improvement approach is based on striving for excellence. Literature suggests a requirement to move from student outcomes to CQI measures. CQI requires everyone in the organization to take responsibility and accountability, considering quality as the result of every single step or process and leaders supporting improvements in data collection and data analysis for quality improvement.</p><p><strong>Conclusions: </strong>The literature on accreditation and CQI are limited in number. More research studies are required to enhance undergraduate medical education accreditation practices' value to medical students, educators, academic leaders, programs, and the public. It was recommended that medical schools embrace the culture and vision perpetuated by the CQI process.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"13"},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11126904/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141155253","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":"12 tips for developing Educational Conferences for Physicians.","authors":"Kelly McCoy, Lisa Fore-Arcand","doi":"10.12688/mep.19901.2","DOIUrl":"10.12688/mep.19901.2","url":null,"abstract":"<p><p>The education of a physician is a life-long process that starts in medical school and extends throughout their career. Healthcare is a dynamic field characterized by continuous advancements in medicine, evolving treatment options, changing regulations, care models, and technology. Physicians must keep up-to-date with new practices, procedures, medications, and diseases and fulfill the educational requirements to maintain their medical licensure. Continuing education for physicians serves the essential purpose of nurturing lifelong learning, ensuring that medical practices align with the latest standards, and ultimately enhancing the quality of patient care and outcomes. In a broader context, physician education encompasses all activities designed to enhance skills, professional performance, and relationships that physicians employ to provide services to patients and the public and to improve collaborations within the field. This paper outlines a step-by-step plan for designing high-quality educational conferences for practicing physicians in any field. It aims to assist in developing ongoing education, aligning physician practices with the latest medical care standards, and optimizing their clinical performance to improve patient and community health.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"3"},"PeriodicalIF":0.0,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10940845/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627963","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}