MedEdPublish (2016)最新文献

{"title":"Gender, hierarchy and implicit bias: An interdisciplinary pilot simulation study","authors":"Nigar N. Ahmedli, Michelle Ngo, Catherina Yang Greenberg, Elliot Schiff, Terry-Ann Chambers, Roshan Patel, Kumar Vivek, Tracey Straker, Christina J. Yang","doi":"10.12688/mep.19711.1","DOIUrl":"https://doi.org/10.12688/mep.19711.1","url":null,"abstract":"<ns3:p><ns3:bold>Background:</ns3:bold> Interdisciplinary collaboration and team dynamics play critical roles in patient safety, especially in the management of airway emergencies. However, these interactions can be influenced by implicit biases, which are often heightened in emergency scenarios in which Type 1 thinking predominates. This study aimed to understand the complex relationships of gender bias and hierarchy in a simulated airway emergency.</ns3:p><ns3:p> </ns3:p><ns3:p> <ns3:bold>Methods:</ns3:bold> Using the validated modified Advocacy-Inquiry Score (mAIS), we designed a simulation focused on the interaction between otolaryngology residents and anesthesiology attendings when deviation from the emergency airway management algorithm was introduced. A total of 15 otolaryngology residents were recruited. mAIS values were compared between female and male residents (self-identified gender) and by PGY-level.</ns3:p><ns3:p> </ns3:p><ns3:p> <ns3:bold>Results: </ns3:bold>The mean mAIS in female <ns3:italic>versus</ns3:italic> male participants was 4.11 (SD 0.44) <ns3:italic>versus </ns3:italic>4.41 (SD 0.51) (p=0.12), respectively. There were no statistically significant differences in mean scores based on either gender or PGY-level. Twelve participants demonstrated male association with career and female association with family on the Implicit Association Test while three were neutral. Results from our debriefing sessions indicated that females were challenged more and spoke up less than their male counterparts, even when they were clinically more experienced.</ns3:p><ns3:p> </ns3:p><ns3:p> <ns3:bold>Conclusions:</ns3:bold> This pilot study prompted conversation within our institution’s departments of otolaryngology and anesthesia about training and empowering residents to employ cognitive and interpersonal skills to challenge a superior when appropriate. Our simulation design fosters recognition and discussion of implicit biases related to gender and hierarchy and is adaptable to numerous other specialties and fields in healthcare.</ns3:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135885097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Application and impact assessment of an interactive journal club format among endocrinology fellows-in-training in a tertiary hospital academic center: a case study.","authors":"Harold Henrison Chiu, Iris Thiele Isip-Tan","doi":"10.12688/mep.19740.1","DOIUrl":"10.12688/mep.19740.1","url":null,"abstract":"<p><p><b>Background:</b> The interactive journal club is designed to utilize a new approach in appraising research in order to maximize the benefits of the traditional journal club. In this new approach, the participants are actively involved in a structured process of critical data appraisal rather than just being passive listeners. In this case study, we applied the interactive journal club format and assessed its impact among our endocrinology fellows-in-training. <b>Methods:</b> We conducted four interactive journal club sessions within a four-week span, one per each week <i>via</i> a virtual platform. The 12 participants were the same throughout all sessions. Each session was recorded following informed consent. At the end of all sessions, feedback was obtained, tabulated and compared. <b>Results:</b> Sessions lasted from 59 to 83 minutes (mean, 67.75 minutes). Participants became more active and spontaneous as the sessions progressed. All participants found the format more fun and proactive. This approach allowed more critical thinking and processing of information. Salient features include increased self-esteem and confidence, additional learning from other participants, better retention of information, and utilization in future practice. <b>Conclusions:</b> Traditional approaches are transformed from passive presentations of recent developments in medicine into an interactive discussion while allowing the retention of the spirit and essence of a traditional journal club, as well as exploring new and improved approaches in clinical training and education.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":" ","pages":"111"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10844799/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42454055","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 commentary on the National Medical Licensing Examination in Vietnam: why, what, who and how.","authors":"Thuy Minh Ha","doi":"10.12688/mep.19654.2","DOIUrl":"https://doi.org/10.12688/mep.19654.2","url":null,"abstract":"<p><p>As a result of increasing societal demands and economic development, the number of medical schools in Vietnam has increased significantly over the past decade. In order to ensure physician competency, it is imperative that medical training meets a minimal threshold before entering clinical practice. The prospects of the National Medical Licensing Exam (NMLE) have been discussed extensively and are expected to be instrumental in influencing curriculum reform, thus enhancing the quality of medical education. This paper discusses briefly why NMLE is necessary for Vietnam, what should be considered when establishing it, who could be the responsible organization, and how good practices can be learned and used as personal recommendations for educators and policymakers.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"13 ","pages":"30"},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10518846/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41172394","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":"Accelerating medical education with ChatGPT: an implementation guide","authors":"Justin Peacock, Andrea Austin, Marina Shapiro, Alexis Battista, Anita Samuel","doi":"10.12688/mep.19732.1","DOIUrl":"https://doi.org/10.12688/mep.19732.1","url":null,"abstract":"Chatbots powered by artificial intelligence have revolutionized many industries and fields of study, including medical education. Medical educators are increasingly asked to perform more administrative, written, and assessment functions with less time and resources. Safe use of chatbots, like ChatGPT, can help medical educators efficiently perform these functions. In this article, we provide medical educators with tips for the implementation of ChatGPT in medical education. Through creativity and careful construction of prompts, medical educators can use these and other implementations of chatbots, like ChatGPT, in their practice.","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45585814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"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.19719.1","DOIUrl":"https://doi.org/10.12688/mep.19719.1","url":null,"abstract":"Introduction 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. Methods 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. Results 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. Discussion 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.","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46645544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gauging the learning environment at Damascus University Pharmacy School in Syria using the DREEM questionnaire: A cross-sectional study","authors":"Ghaith Alfakhry, Rowaida Saymeh, Issam Jamous, Khaled Alhomsi","doi":"10.12688/mep.19333.2","DOIUrl":"https://doi.org/10.12688/mep.19333.2","url":null,"abstract":"<ns3:p>Introduction: This study was undertaken to provide the first record of evaluation of the educational environment of the Bachelor of Pharmacy program at Damascus University (DU), Syria using the internationally adopted Dundee Ready Education Environment Measure (DREEM) tool and compare it with other pharmacy schools around the world. </ns3:p><ns3:p> </ns3:p><ns3:p> Methods: A cross-sectional study was conducted at DU Pharmacy School in 2022. The validated DREEM 50-item inventory was added to Google Forms and used to collect data electronically. River sampling and snowball sampling methods were used. Data was collected during the second term between April 2022 and June 2022. Students from all years were included. </ns3:p><ns3:p> </ns3:p><ns3:p> Results: A total of 269 students completed the questionnaire; that is about 6.7% of the total population. The Cronbach’s alpha of the DREEM questionnaire was 0.94. The total DREEM score was 89.8±32.1/200. Senior students scored significantly less on the DREEM scale than their younger counterparts. DU Pharmacy School scored significantly less on the total DREEM score than its other counterparts around the world with a large effect size (d&gt;0.80). All subscales scored below 50% and the lowest scoring subscales were students’ perception of learning (SPL=41.8%) and students’ perception of the social environment (SSP=42.5%). </ns3:p><ns3:p> </ns3:p><ns3:p> Conclusions: The findings implied that the educational environment is in need of major improvement, especially in areas related to teaching and learning practices and the general social environment; failure to address the current issues in the learning environment might hinder learning and clinical practice of the future generation of pharmacists. This study provides a quality improvement map which could be used preciously address the areas that need most attention at DU Pharmacy School.</ns3:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135552028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When educators are locked down: transitioning an international faculty development program from in-person to online during the COVID-19 pandemic in China.","authors":"Jonathan Lio,&nbsp;H Barrett Fromme,&nbsp;Hongmei Dong,&nbsp;Ivy Jiang,&nbsp;Renslow Sherer","doi":"10.12688/mep.19322.2","DOIUrl":"10.12688/mep.19322.2","url":null,"abstract":"<p><p><b>Introduction:</b> The coronavirus disease 2019 (COVID-19) pandemic forced international faculty development programs in medical education to forgo in-person activities and transition to online learning. We sought to examine changes in international medical educators' evaluations of our faculty development program as it transitioned due to the pandemic. <b>Methods:</b> We compared survey responses from participants in our International Medical Educators Program between 2019 (in-person) and 2020 (online). The 43-item survey addressed aspects such as program evaluation and self-assessment of curriculum development and teaching skills. We analyzed data using t-tests to compare means and chi-square test for categorical variables, and performed thematic analysis of open-ended responses. <b>Results:</b> We found that trainees in both cohorts rated the program highly with regard to overall program quality and self-assessed learning outcomes, but the 2019 group reported stronger relationships with peers and instructors. Some scores for self-assessed outcomes were lower for the 2020 class, but no statistically significant differences were found in pre- and post- training scores between the two cohorts. Four themes emerged from the feedback: positive program utility, IMEP as an example of good curriculum design, timing issues, and online learning environment challenges. <b>Conclusions:</b> Despite pandemic challenges, the transition to online faculty development was favorably evaluated, with high confidence in the applicability of learned skills. Future efforts should focus on fostering community and optimizing interaction times to enhance learning experiences. The study contributes insights for global medical education communities in pandemic circumstances.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":" ","pages":"59"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10587660/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44841358","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":"Framework for virtual education of COVID-19 vaccines for Mandarin-speaking learners: an educational intervention module.","authors":"JiCi Wang, Benjamin M Moy, Ross T Kaufhold, Aurelio Muzaurieta, Yang Xia, Shannon Jiang, Angela Yim, Jane Chang Miller, Shiwei Zhou, Pearl Lee, Lisa Hou, Janilla Lee, Michael Heung","doi":"10.12688/mep.19207.3","DOIUrl":"10.12688/mep.19207.3","url":null,"abstract":"<p><strong>Background: </strong>In the United States, patients with limited English proficiency face significant barriers to comprehending and acting upon health-related information, particularly during the COVID-19 pandemic. The ability of health professionals to communicate COVID-19-related information to Mandarin-speaking patients has proved critical in discussions about vaccine efficacy, side effects, and post-vaccine protection.</p><p><strong>Methods: </strong>The authors created a one-hour educational module to help Mandarin-speaking medical students better convey COVID-19 vaccine information to Mandarin-only speakers. The module is composed of an educational guide, which introduced key terminology and addressed commonly asked questions, and pre- and post-surveys. The authors recruited 59 Mandarin-speaking medical students all of whom had previously completed a medical Mandarin elective. The module and surveys were distributed and completed in August 2021. Data analysis measured the change in aggregate mean for subjective five-point Likert-scale questions and change in percent accuracy for objective knowledge-based questions.</p><p><strong>Results: </strong>86.4% of participants were primary English speakers with variable levels of Mandarin proficiency. The educational module significantly improved participants' subjective comfort level in discussing the COVID-19 vaccine in English and Mandarin. The largest improvement in both English and Mandarin was demonstrated in participants' ability to explain differences between the COVID-19 vaccines, with an aggregate mean improvement of 0.39 for English and 1.48 for Mandarin. Survey respondents also demonstrated increased percent accuracy in knowledge-based objective questions in Mandarin.</p><p><strong>Conclusions: </strong>This module provides Mandarin-learning medical students with skills to deliver reliable information to the general population and acts as a model for the continued development of educational modules for multilingual medical professionals.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"13 ","pages":"14"},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10509786/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41169752","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":"Pilot project on use of social simulation to improve multidisciplinary medical education on health-related social needs","authors":"Tehreem Rehman, Oyinkansola Okubanjo","doi":"10.12688/mep.19534.1","DOIUrl":"https://doi.org/10.12688/mep.19534.1","url":null,"abstract":"Background:  Competence in system-based practice in medical education must include training on functioning as an interprofessional team member to address health-related social needs (HRSN). This pilot targets the existing gap on teaching residents how to leverage interprofessional expertise and larger context of HRSN in patient care.This pilot applied the principles of social simulation to teach residents how to work with interprofessional partners to effectively address patients’ HRSN. Methods: We developed simulation cases on HRSN commonly encountered in our Emergency Department. A 9-item instrument using a Likert 5-level scale assessed participants’ knowledge and skills on HRSN before and after the simulation implemented in 2021. Unmatched data largely from missing ID in responses were omitted. The Wilcoxon signed-rank test was used to assess for significant changes pre- and post-intervention. Results: Thirty-three of forty eligible Emergency Medicine (EM) residents (82.5%) participated in the study. Eighteen of thirty-three participants (response rate 54.5%) were included when matching data based on ID. We found significant differences in self-reported ability to identify patients’ HRSN (p=.0014), differentiate between the roles of interdisciplinary team members (p=.0007), and ability to identify hospital resources patients could be referred to (p=.0018). There was no difference in self-reported sense of empowerment in response to perceived ability in addressing a patient’s HRSN. Conclusions: Findings from this pilot suggest that social simulation can be an effective tool for teaching residents how to function in interprofessional teams and navigate the dynamic larger healthcare context of social determinants of health (SDOH) in addressing a patient’s HRSN. Competence in system-based practice in multidisciplinary medical education must include training on functioning as an interprofessional team member to address SDOH. This pilot targets the existing gap in teaching residents how to leverage interprofessional expertise and the larger context of SDOH in patient care.","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46471672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The challenging reality of the clinical learning environment at Damascus University Faculty of Dental Medicine in Syria: a qualitative study","authors":"Ghaith Alfakhry, Khattab Mustafa, Bashar Jazayerli, Khaled Alhomsi, Issam Jamous","doi":"10.12688/mep.19564.2","DOIUrl":"https://doi.org/10.12688/mep.19564.2","url":null,"abstract":"<ns7:p><ns7:bold>Introduction: </ns7:bold>In Syria, specialist dentists undergo five years of undergraduate education and four years of postgraduate education. In the latter, students engage in treating complex cases as part of their professional training. This study aimed to obtain in-depth qualitative understanding of the clinical learning environment at Damascus University Faculty of Dental Medicine, Syria.</ns7:p><ns7:p> <ns7:bold>Methods:</ns7:bold><ns7:bold><ns7:italic> </ns7:italic></ns7:bold>Semi-structured interviews were held with eight postgraduate dental students at Damascus University Faculty of Dental Medicine. The faculty has eight clinical departments; therefore, a single participant was purposively sampled from each department. The male-female ratio of the eight interviewed participants was 1:1. All interviews were conducted between 26<ns7:sup>th</ns7:sup> April 2020 and 8<ns7:sup>th</ns7:sup> January 2021. Data was analyzed inductively using reflective thematic analysis. Pragmatic saturation was discussed during the analysis and the authors made an interpretative judgement to stop data collection at the eighth interview.</ns7:p><ns7:p> <ns7:bold>Results: </ns7:bold>Major themes which emerged covered different aspects of the clinical learning environment such as clinical training, social interaction and assessment procedures. Faculty’s negligence of their teaching duties was one of the most recurrent themes. In clinical training and due to faculty inaccessibility, students had to rely on themselves or their senior peers in training. The social climate was perceived negatively and assessment was described as unfair and biased.</ns7:p><ns7:p> <ns7:bold>Discussion: </ns7:bold>The findings of this study showcased the continuing deterioration of the clinical learning environment at Damascus University. It is hoped that these findings will encourage decision makers to introduce a comprehensive reform that addresses the curriculum, teaching practices and assessment procedures in clinical professional training.</ns7:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135155501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}