MedEdPublish (2016)最新文献

{"title":"Enhancing hospital discharge summary writing skills: a pilot study on a competency-based training model.","authors":"Marvin Man Ting Chung, Felix Leung, Gabriel Ching Ngai Leung, Anderson Siu Ming Leung","doi":"10.12688/mep.20928.1","DOIUrl":"10.12688/mep.20928.1","url":null,"abstract":"<p><strong>Background: </strong>Discharge summary (DS) is an essential clinical document for hospitalized patients. Writing effective DS is a core competency of intern doctors upon entering clinical practice. However, this skill is often underdeveloped due to its exclusion from most medical school curricula, resulting in suboptimal DS quality and communication breakdowns.</p><p><strong>Methods: </strong>We conducted a one-day, in-person DS writing workshop in June 2025 for 58 final year medical students prior to hospital internship. The workshop comprised of pre-workshop assessments, didactic lectures on DS writing skills, small-group appraisals, and post-workshop assessments with tutor feedback. Pre- and post-workshop surveys assessed participants' perceptions of DS writing and workshop effectiveness using a 5-point Likert scale. DS samples from pre- and post-workshop assessments were graded by three blinded specialist doctors using a 10-component rubric (maximum score: 30, 3 in each component).</p><p><strong>Results: </strong>98.2% of participants agreed that the workshop improved their DS writing skills and would recommend it to others. Survey reponses showed significant post-workshop improvements in understanding purposes and structure of DS (p<0.001), the requirements for an effective DS (p<0.001), confidence in writing an effective DS (p<0.001), and completing it within 10 minutes (p=0.002). Objective assessment scores also improved significantly across most DS key components and for the total score (20.53 ± 2.86 vs 15.54 ± 3.86, p<0.001).</p><p><strong>Conclusions: </strong>This is the first report in the literature describing a DS writing educational intervention for orthopedics, as previous reports focused mainly on internal medicine and were not tailored to the specifics of an orthopedic or surgical admission such as procedures, complications, and post-operative instructions. This pilot program improved students' performance and confidence in DS writing. It highlights the importance in incorporating competency-based, hands-on DS training as a routine component in medical education to better prepare interns for inpatient clinical practice.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"283"},"PeriodicalIF":0.0,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12800595/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145992299","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":"Tips for teaching skin procedures to family medicine residents.","authors":"Farhad Motamedi, Christine Rivet, Eric Wooltorton","doi":"10.12688/mep.20422.2","DOIUrl":"10.12688/mep.20422.2","url":null,"abstract":"<p><strong>Background: </strong>As the incidence of skin cancer is growing and access to specialty care is becoming more limited in most settings, family physicians must take on an increasing role in detecting and managing skin cancer. Unfortunately, most family physicians are not adequately trained to perform the skin biopsies or excisions needed to do this.</p><p><strong>Aims and methods: </strong>Drawing on their own experience and the available literature, the authors present practical tips for clinical educators to teach skin procedures more effectively. Some of the tips are best applied in an academic centre with multiple learners; others are applicable to all settings.</p><p><strong>Conclusions: </strong>Family medicine training programs have a responsibility to ensure that their learners gain adequate expertise to diagnose skin cancers. This includes the ability to perform skin biopsies. These tips will help educators and institutions training family medicine residents design more effective ways to teach skin procedures.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"23"},"PeriodicalIF":0.0,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12749556/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145879535","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":"Learners as Teachers: Development of a Novel Faculty Development Curriculum Utilizing Junior Faculty as Primary Authors.","authors":"Heather A Brown, Stanley Hassinger","doi":"10.12688/mep.21371.1","DOIUrl":"10.12688/mep.21371.1","url":null,"abstract":"<p><strong>Background: </strong>Academic faculty development varies in scope and utility. Timely, specialty-specific faculty development helps support junior faculty and should be incorporated early in their academic careers. Junior faculty likely have the most to gain from faculty development but are rarely included in its creation. This study aimed to create and deploy an effective faculty development curriculum for junior emergency medicine (EM) faculty through experiential learning by using junior faculty as primary authors.</p><p><strong>Methods: </strong>Eight senior faculty developed a list of high-yield topics. Seven junior faculty were assigned as primary authors for each of the topics according to interest. A senior faculty considered an expert in the area was assigned as a mentor. Topics were presented at a peer review session with all participants present. Following the session, participants took an electronic survey consisting primarily of 5 point Likert scale questions with an 86% response rate.</p><p><strong>Results: </strong>Survey responses highlight faculty development as an academic gap and strongly support the curriculum's importance and effectiveness. All responding junior faculty and the majority of senior faculty strongly agreed that creation of the modules and participation in the peer review process improved their knowledge (median of 5 for both questions). All respondents strongly agreed the topics covered were important and should be mandatory for all new academic faculty.</p><p><strong>Conclusions: </strong>Using junior faculty as primary authors to create a specialty and institutional specific faculty development curriculum is an effective approach to create and deliver a curriculum. This method is cost-effective, well-received and sustainable as it builds on and strengthens pre-existing resources and relationships. This method also succeeded in creating a community of practice dedicated to sharing knowledge and skills around medical education. Given its generalizable framework, this model of curriculum development could likely be deployed in any graduate medical program regardless of specialty.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"274"},"PeriodicalIF":0.0,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12848336/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146088100","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":"Cognitive simulation for the procedural skills learning of medical students: A systematic review.","authors":"Khang Duy Ricky Le, Sarah Munday, Asha Taurins, Kellie Britt, Cameron Shaw","doi":"10.12688/mep.21205.2","DOIUrl":"10.12688/mep.21205.2","url":null,"abstract":"<p><strong>Background: </strong>Cognitive simulation, where individuals deliberately rehearse procedural tasks using the mind without physical action, has been demonstrated to improve technical skills across various disciplines such as aviation and elite sport. These practices however are used variably in medical education. Therefore, the efficacy and value of cognitive simulation in improving procedural skills of medical students remains unknown.</p><p><strong>Methods: </strong>Medline, Embase, CINAHL, Emcare and the World Health Organisation (WHO) International Clinical Trials Registry Platform databases were searched for articles that explored cognitive simulation approaches for the procedural skills development of medical students. Outcomes of interest included improvements in technical skill and proficiency, non-technical skills such as confidence and stress management and intervention-related outcomes such as practicality and cost.</p><p><strong>Results: </strong>14 studies reporting results from randomised-controlled trials were included in this systematic review. Overall, studies demonstrated mixed results in technical and non-technical skill development across a variety of procedures. However, cognitive simulation offers a practical and cost-effective learning tool that is adaptable to a variety of procedural skills programs in contemporary medical curriculum.</p><p><strong>Conclusion: </strong>This systematic review highlights the emerging potential for cognitive simulation to be adapted and integrated into standard procedural skills learning programs for medical students. However, the current evidence lacks robust insights into the efficacy of these programs due to heterogeneity of study design, specifics of the cognitive simulation program and approaches to assessment. Further research is necessary to explore the efficacy of standardised cognitive simulation programs to validate these findings.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"181"},"PeriodicalIF":0.0,"publicationDate":"2025-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12824485/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146055419","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":"Identifying Mental Health Risk in Medical Students: A Quantitative Analysis of Wellness Assessments for First- and Third-Year Students at the University of Ottawa.","authors":"Kay-Ann Haykal, Inès Zombre, Selena Laprade, Miryam Duquet, Joseph Abdulnour","doi":"10.12688/mep.21343.1","DOIUrl":"10.12688/mep.21343.1","url":null,"abstract":"<p><strong>Introduction: </strong>An alarming prevalence of burnout among medical students has been reported in many countries, including Canada. To design resilience and wellness programs, it is important to explore individual risk factors. This article presents an example of a Wellness Assessment Program for medical students at the University of Ottawa. The goal was to identify risk factors for poorer mental health outcomes among medical students at the University of Ottawa.</p><p><strong>Methods: </strong>We conducted a quantitative study using a Wellness Assessment Questionnaire among four cohorts of first- and third-year students.</p><p><strong>Results: </strong>Risk factors that significantly impacted the mental health of 1 ^st and 3 ^rd year medical students at the University of Ottawa were physical health, sleep/fatigue, social support, education and career, stress, and drug and/or alcohol use. Students who were originally from Ottawa had more social support and less stress and drug and/or alcohol use (p < 0.001;p=0.009). Being in the Francophone cohort had a positive effect on physical health, but a negative effect on psychological/emotional health (p=0.039;p=0.004). There was a statistically significant difference (p=0.021) between the psychological/emotional health of 1st-year students (M=0.7895) and 3rd-year students (M=0.8923) when covariates (risk factors) were not considered.</p><p><strong>Discussion: </strong>In the current context of the limited effectiveness of measures to address the negative impacts of medical education on student well-being, this study showed that efficient use of the Wellness Assessment Program data can identify risk factors that have a significant impact on wellness.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"261"},"PeriodicalIF":0.0,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13560868/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148957500","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":"Initial Validity Evidence for the Student Health Equity Survey: Assessing Knowledge, Attitudes, and Capacity across Health Professions Programs.","authors":"Maranda C Ward, Trudy Mallinson, Charles Cobbs Iv, Rohini Ganjoo","doi":"10.12688/mep.21128.1","DOIUrl":"10.12688/mep.21128.1","url":null,"abstract":"<p><strong>Construct: </strong>Health equity can be understood as an opportunity to achieve one's fullest health potential and health professionals play a central role in advancing this aim. Thus, equipping health professional students with key competencies is paramount to achieving health equity.</p><p><strong>Background: </strong>There is no universally accepted definition of health equity. As such, standardized training of health professions students to address the unfair burden of poor outcomes among socially disadvantaged populations does not exist. These ongoing threats to health equity can be mitigated with competency-based training. We assess the health professions training programs at an academic medical center that has documented health equity values and no standardized or measurable health equity curriculum.</p><p><strong>Approach: </strong>We collected validity evidence for an instrument, the Student Health Equity Survey, to assess what students across nine health professions programs know and perceive about health equity concepts. Our 36-item instrument reflects the tenets of the Health Equity Framework. Content validity was assessed using an expert panel of faculty, staff and potential employers while content validity was further assessed alongside response process validity through cognitive testing-based focus groups. We used a Rasch analysis to assess for preliminary internal structural validity and construct validity. We strengthened our assessment of construct validity with an assessment of relationships between subscales through a series of cross plots and corresponding correlation coefficients for student measures on each subscale.</p><p><strong>Findings: </strong>Content and response process validity were established. Construct validity for the capacity, perspective taking, and reflection subscales included Cronbach's alphas of 0.97, 0.71, and 0.82, respectively. The Cronbach alpha for the knowledge scale was low. Threats to construct validity are thought to be due in large part to sample selection bias.</p><p><strong>Conclusion: </strong>We developed a competency-based instrument to measure health equity knowledge, attitudes, and capacity of entering health professions students. Further research is necessary to test this instrument among health professions graduates entering the workforce.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"246"},"PeriodicalIF":0.0,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13054251/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147640682","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":"Clinical Pharmaceutical Reasoning in Hospital Pharmacy Practice using the DRIP framework: a New Approach for a Perfectionist Profession.","authors":"Heleen van der Sijs, Midas B Mulder","doi":"10.12688/mep.20468.2","DOIUrl":"10.12688/mep.20468.2","url":null,"abstract":"<p><p>Clinical pharmacists are responsible for safe medication use in hospitals. Most clinical pharmacists are perfectionists. However, in their decision-making process, they have to embrace uncertainty, while interpreting available data, and integrating knowledge and clinical experience. In clinical practice, how to teach and master clinical pharmaceutical reasoning is unclear. We developed the DRIP framework including different aspects on drug, indication and patient and a stepwise approach to support clinical pharmaceutical reasoning by students, residents in hospital pharmacy and clinical pharmacists. The DRIP framework was first introduced during the daily report with residents and faculty of the clinical pharmacy. The framework was implemented in daily clinical practice to handle drug safety alerts, and to optimise drug therapy during ward rounds, multidisciplinary consultations, and in entrustmentbased discussions with residents. Pharmacists using the DRIP framework felt more confident that relevant aspects of a complex pharmaceutical problem had been considered, they learned to anticipate on the issues behind an apparently simple pharmaceutical question, and to explain their reasoning. Several CANMEDS roles can be simultaneously trained by using our approach. We are developing a course for residents in clinical pharmacy and pharmacology to teach the competency of clinical pharmaceutical reasoning using the DRIP framework.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"56"},"PeriodicalIF":0.0,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12596546/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145490459","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.21052.2","DOIUrl":"10.12688/mep.21052.2","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":"2025-10-15","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":"Public and Simulated Patient voice in the assessment of professionalism on healthcare degree programmes.","authors":"Jonathan D T Ward, Jose W Jr S Cortezano, Jacob H Chizzo, Katharine Heathcock, Katharine Weetman, Connie M Wiskin","doi":"10.12688/mep.21119.1","DOIUrl":"10.12688/mep.21119.1","url":null,"abstract":"<p><strong>Background: </strong>In 2019, an International Working Group on the Assessment of Professionalism (IWGAP) identified a lack of patient voice in the literature relating to assessment of professionalism. This study sought to gather public perspectives on professionalism and associated methods for assessment.</p><p><strong>Methods: </strong>A mixed-method study was conducted to understand public perceptions of healthcare student professionalism and how these perceptions might inform future assessment practices. One hundred street surveys with members of the public were analysed and results were used as stimuli during two focus groups with simulated patients (SPs). Focus-group data were analysed in an iterative process to identify themes.</p><p><strong>Results: </strong>While 97% of survey respondents were in favour of assessing professionalism for undergraduate healthcare students, preferences for formal or informal assessments varied. 'Benevolence' and 'competence' were considered key components of professionalism, with 'Showing respect for patients and colleagues' ranked as the most important aspect. Seven focus-group themes were identified: presentation, attitudes and values, patient relationship and centredness, trustworthiness, timekeeping, knowledge, and formality and mode of assessment.</p><p><strong>Conclusions: </strong>While the public recognises the need to assess professionalism, healthcare programmes should re-assess the focus of examinations, which might prioritise aspects of professionalism deemed less important by patients.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"206"},"PeriodicalIF":0.0,"publicationDate":"2025-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13662377/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149198286","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":"Evaluation of the \"Resident as teacher\" curriculum: a needs assessment in medical education at a large academic institution.","authors":"Yi Zhen Jia, Véronique Castonguay, Carole Lambert, Jean-Michel Leduc","doi":"10.12688/mep.20786.2","DOIUrl":"10.12688/mep.20786.2","url":null,"abstract":"<p><strong>Introduction: </strong>Strong skills in teaching for residents contribute to increased satisfaction and improved student interest. Few opportunities in medical education are offered at the junior resident level. We aim to evaluate the needs of residents in teaching at Université de Montréal (UdeM).</p><p><strong>Methods: </strong>A 19-question survey created after a literature review was sent to all 769 current PGY1 to PGY3 residents at UdeM to assess their interest and needs in various aspects of clinical teaching. Descriptive statistics were analyzed through themes to make recommendations for improvements in medical education training.</p><p><strong>Results: </strong>We received 65 completed surveys (8.5% response rate), mostly in family and internal medicine. Eighty percent of participants were interested in further training in teaching and 58% were interested in a medical education elective. Main skills to be improved are indirect supervision and adapting feedback to different learners. Lack of time was considered by most responders (89%) as the main factor limiting participation in further training. Narrative comments noted the lack of information on medical education resources and lack of recognition by faculty compared to clinical performance or research, particularly in family medicine.</p><p><strong>Conclusion: </strong>Protected time for varied medical education activities is needed, including better offers for an elective rotation. Information on currently available resources should be more widely circulated. Promoting and recognizing teaching and reserving time for direct supervision by faculty of teaching by junior residents should be encouraged.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"10"},"PeriodicalIF":0.0,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12553972/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145379717","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}