MedEdPublish (2016)最新文献

{"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.19564.4","DOIUrl":"https://doi.org/10.12688/mep.19564.4","url":null,"abstract":"<p><strong>Introduction: </strong>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.</p><p><strong>Methods: </strong>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 ^th April 2020 and 8 ^th January 2021. Data were 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.</p><p><strong>Results: </strong>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.</p><p><strong>Discussion: </strong>This study employed Gruppen's conceptual framework to conduct a theory informed analysis of the clinical learning environment in a dental school with limited resources. The findings highlight important areas of improvement that needs addressing, including the unavailability of teaching staff, neglect of student needs, a competitive social atmosphere, and inconsistent assessment practices. Future research ought to focus on understanding the perspectives of teaching faculty and decision makers regarding the obstacles to implementing substantial reforms aimed at enhancing the clinical learning experience.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"13 ","pages":"24"},"PeriodicalIF":0.0,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11535484/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627962","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":"Medical students' knowledge on palliative care - a survey of teaching in Finland.","authors":"Leila Niemi-Murola, Aija Vanhanen, Outi Akrén, Peeter Karihtala, Reino Pöyhiä","doi":"10.12688/mep.20013.4","DOIUrl":"10.12688/mep.20013.4","url":null,"abstract":"<p><strong>Background: </strong>Most studies on palliative medicine (PM) undergraduate education have focused on contents and organizational issues but not the outcome. Students' learning outcomes should be studied to improve teaching in medical schools.</p><p><strong>Methods: </strong>A questionnaire about perceived PM education and attitudes on palliative care (PC) was sent to 543 last year students in all five Finnish medical schools in 2018-2019. In total, 175 (32 %) responses were received from four universities. The students evaluated both the quantity and quality of their PM teaching, implementation of European Association for Palliative Care (EAPC) guidelines and their satisfaction to the training. There were two palliative case scenarios, and the students were asked to find the best treatment option. In addition, students´ attitudes towards end-of-life (EOL) care issues were examined.</p><p><strong>Results: </strong>In the Finnish universities, PM education was available mainly integrated with oncology, geriatrics, and general medicine. A total of two universities also offered a specific PM course. In average, 50-70% of the EAPC curriculum was covered by lectures, small-group teaching, seminars, and bedside teaching with significant differences between faculties. Only 30-60 % of students were satisfied with the education received. The highest rankings were given in the universities with a special PM course. Students from these universities expressed less anxiety in facing EOL issues.</p><p><strong>Conclusions: </strong>In Finland, the coverage of EAPC curriculum is satisfactory, but the PM education is mainly given integrated with other specialties. The dedicated course on PM was associated with increased perceived knowledge and satisfaction of PM education. However, PM training was not associated with students' attitudes on PC.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"27"},"PeriodicalIF":0.0,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11605172/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142775248","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 starting a successful national postgraduate course.","authors":"Magnus Sundbom","doi":"10.12688/mep.19636.4","DOIUrl":"10.12688/mep.19636.4","url":null,"abstract":"<p><strong>Background: </strong>Few start national courses, and those that do usually do it once. The aim of this paper is to outline an approach to conduct a successful national postgraduate course.</p><p><strong>Methods: </strong>The practical tips were derived from personal experience.</p><p><strong>Results: </strong>The 12 tips identified are: define learning needs and curriculum, create a functioning structure, recruit a committed faculty, obtain legitimacy, promote your course, try out the concept, establish administrative support, use modern techniques and accessories, create course-related social activities, keep all on board, collect ongoing evaluation, and stay in control.</p><p><strong>Conclusion: </strong>It is hoped that these tips will make it easier for others to take the decisive first step in the exciting task of starting a national course; that is: 'to know the road ahead - ask those coming back'.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"13 ","pages":"26"},"PeriodicalIF":0.0,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11733731/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143017516","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 Post-Fellowship Support Framework for Rural Doctors: the Queensland experience.","authors":"Dilip Dhupelia, Ansmarie Van Erp, James Collins, Tarun Sen Gupta","doi":"10.12688/mep.20025.2","DOIUrl":"https://doi.org/10.12688/mep.20025.2","url":null,"abstract":"<p><strong>Background: </strong>International workforce shortages have prompted many initiatives to recruit, train and retain rural doctors, including Australia's emerging National Rural Generalist Pathway. This project explored an important component of retention, rural doctors' post-Fellowship support needs, to develop and validate a post-Fellowship support framework. There has been considerable international attention on social accountability in medical education and how medical schools and other institutions can address the needs of the communities they serve. The recognition that rural and remote communities globally are underserved has prompted numerous educational approaches including rurally focused recruitment, selection, and training. Less attention has been paid to the support needs of rural doctors and how they can be retained in rural practice once recruited.</p><p><strong>Methods: </strong>The project team reviewed international and Australian rural workforce and medical education literature and relevant policy documents to develop a set of guiding principles for a post-Fellowship support framework. The project utilised a mixed methods approach involving quantitative and qualitative methodologies; this paper focuses on the qualitative aspects. A range of rural doctors, administrators, and clinicians, working in primary and secondary care, across multiple rural locations in Queensland were invited to participate in interviews. Thematic analysis was undertaken.</p><p><strong>Results: </strong>The interviews validated ten interconnected guiding principles which enabled development of a grounded, contextually relevant approach to post-Fellowship support. This framework provides a blueprint for a retention strategy aiming to build a strong, skilled, and sustainable medical workforce capable of meeting community needs. Four themes emerged from the inductive thematic analysis: connecting primary and secondary care; valuing a rural career; supporting training and education; and valuing rural general practice.</p><p><strong>Conclusions: </strong>The ten principles were designed in the real-world context of a mature Queensland Rural Generalist Pathway. The four themes will facilitate engagement and consultation with rural stakeholders to develop appropriate retention and support strategies.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"6"},"PeriodicalIF":0.0,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11099509/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627964","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 integrating Virtual Reality Simulation into Health Professions Curricula.","authors":"Yvonne Finn, Siobhan Smyth","doi":"10.12688/mep.20697.2","DOIUrl":"10.12688/mep.20697.2","url":null,"abstract":"<p><p>Virtual reality simulation (VRS) has the potential to disrupt and transform current understandings and practices in simulation-based education in health professions curricula. Recent technological developments, including AI applications, give the learner high levels of immersion into a virtual environment that even more closely mimic the real world than heretofore. At the same time, there are significant obstacles facing educators who strive to integrate VRS into their simulation curricula. We have written a VRS handbook for nurse educators, developed VR scenarios and delivered VRS workshops to undergraduate nursing students. Our twelve tips are aimed at undergraduate curriculum developers and simulation leaders, guiding them on how to support educators in integrating VRS into their curricula. The tips describe key considerations to be addressed in the development and integration of VRS into curricula. The tips are timely, as health professions education is on the cusp of entering technology-enhanced simulation, of which VRS will be a key player.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"233"},"PeriodicalIF":0.0,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11568370/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649591","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":"When, where and how should we assess professionalism in undergraduate medical education? Practical tips from an international conference roundtable discussion.","authors":"Caitlin Patterson, Alexandra Goodwin, Kathleen Collins, Scott Oliver, Catherine Paton","doi":"10.12688/mep.20532.1","DOIUrl":"10.12688/mep.20532.1","url":null,"abstract":"<p><p>The assessment of professionalism in healthcare disciplines is a challenging and nuanced topic in medical education. The literature, although continually emerging, remains in its infancy in regards to the role of the assessment of professionalism, appropriate timing for assessment, methods to assess professionalism and the benefits and implications of assessment of professionalism. With emergence of healthcare professionalism in both undergraduate and postgraduate curricula and increasing awareness of professionalism's pertinent role in developing as a healthcare practitioner, the concept of assessing this topic is being discussed regularly in international fora, but as yet there is no consensus decision in how best to proceed. The authors have over a decade of experience researching, promoting and delivering healthcare professionalism education. They presented a roundtable discussion to an international panel of medical educators at an international conference. The attendees represented multiple healthcare disciplines. Breakout rooms and pre-determined introductory questions were used to explore the international consensus on current thinking about assessment in healthcare professionalism. This paper presents these findings as practical tips for educators who are considering introducing or extending their assessment of undergraduate professionalism, all of which were taken from the main themes of the discussion. The aim of the paper is to support educators to think about their stance on this often divisive issue, consider their approaches and focus future research to clarify the remaining unknowns.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"280"},"PeriodicalIF":0.0,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11803192/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143384340","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":"An Active-Learning Framework for Educating Medical Students on SARS-CoV-2 Variants and COVID-19 Epidemiology.","authors":"Samiksha Prasad, Amanda J Chase","doi":"10.12688/mep.20540.1","DOIUrl":"10.12688/mep.20540.1","url":null,"abstract":"<p><strong>Background: </strong>The emergence of multiple Severe Acute Respiratory Syndrome-Coronavirus-2 (SARS-CoV-2) variants presented an escalated risk to public health globally and prompted epidemiologic monitoring and classification. Health professionals are vital for patient education regarding Coronavirus Disease 2019 (COVID-19), discussing patient concerns, and providing guidance. Students enrolled in professional healthcare programs benefit from being adept with the evolution and spread of SARS-CoV-2 variants, and a team-based learning module can be helpful for applying foundational concepts to clinical problems.</p><p><strong>Methods: </strong>This team-based learning (TBL) framework was developed in response to the COVID-19 pandemic and the emergence of viral variants. It was placed at the end of a hematology block within the first semester of year one of the medical school during the academic years 2021-2022. It consists of a 7-question readiness assurance process and a four-question application exercise.</p><p><strong>Results: </strong>The average score increased from 58.8% (iRAT) to 85.9% (tRAT) (n=104). The post-session survey data showed an increase in students' understanding of the classification of COVID-19 variants and the role of genetic mutations in viral pathogenesis. Qualitative data yielded positive feedback for the session, notably in students' ability to interpret phylogenetic trees and understand the role of variants.</p><p><strong>Conclusions: </strong>This TBL framework cultivates higher-order thinking skills among medical students and effectively integrates virology, epidemiology, and pathology. Additionally, it provides a framework for developing a robust and up-to-date platform for the discussion of novel variants of COVID-19 or other infectious diseases.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"279"},"PeriodicalIF":0.0,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11809145/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392601","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 teaching medicine in the metaverse.","authors":"Miguel Angel Rodriguez-Florido, Manuel Maynar","doi":"10.12688/mep.20445.3","DOIUrl":"10.12688/mep.20445.3","url":null,"abstract":"<p><p>The metaverse is based on immersive technologies such as virtual and augmented reality, body tracking, tactile sensation, etc. A growing number of studies are demonstrating the potential of the metaverse as an attractive resource for learning medicine. However, in practice, medical teachers and students often encounter significant challenges when utilizing the underlying technologies, potentially leading to frustrating learning experiences. A significant part of the teaching time is often devoted to troubleshooting technical issues with the metaverse, and the medical content itself taking a backseat until students become proficient in navigating the metaverse environment. Therefore, it is essential to fit the metaverse's underlying technologies specifically for medical education, minimizing technical hurdles for both teachers and students. In this paper, we deal with this challenge and we present a collection of practical tips that serves as a guide for medical educators making decisions in this emerging field, where they may lack prior experience. Drawing on our observation with a cohort of 776 medical students, we conclude how to effectively identify, design, or implement educational applications tailored for efficient medical learning through the metaverse. Our work may support teachers considering metaverse learning platforms for their classrooms and it is a beneficial reference for the medical education community during the initial stages of implementing the metaverse for teaching.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"54"},"PeriodicalIF":0.0,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11530742/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142570546","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":"Case-based learning in undergraduate orthodontic education: A cross sectional study.","authors":"Asma Shafique, Asad Ur Rehman, Shazia Ibnerasa, Rebecca Glanville, Kamran Ali","doi":"10.12688/mep.20096.3","DOIUrl":"10.12688/mep.20096.3","url":null,"abstract":"<p><strong>Introduction: </strong>Student centric learning approaches have been reported to be effective in introducing higher order cognitive skills required by the health professionals. However, learners' perceptions must be constructively aligned with new learning interventions to achieve a positive impact on their learning. The aim of this study was to explore the learning experiences of undergraduate dental students with case-based learning in orthodontics.</p><p><strong>Methods: </strong>A case-based learning model was introduced on orthodontic diagnosis and treatment planning for final year students on a Bachelor of Dentistry programme toward the end of their academic year. A survey was conducted to explore the perceptions and experiences of the participants. The research instrument was based on a previously validated questionnaire and included information on demographics and consisted of 12 items aimed at evaluating the benefits and challenges of cased based learning.</p><p><strong>Results: </strong>All 67 students in the final-year cohort participated in study, yielding a response rate of 100 percent. Participants across the board perceived CBL to be an effective strategy to learn the subject content and helpful in improving the students' skills in orthodontic diagnosis, treatment planning and team-working. CBL did not pose any significant challenges or barriers to student learning.</p><p><strong>Conclusion: </strong>Participants reported high acceptance of CBL in orthodontic teaching and learning and a positive impact on their educational experiences. CBL was perceived to be an appropriate strategy to enhance the diagnostic, treatment planning and team-working skills of dental students.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"29"},"PeriodicalIF":0.0,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11380727/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142156811","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 clinician-friendly rubric for assessing history-taking skills in medical undergraduates speaking English as a foreign language.","authors":"Takayuki Oshimi","doi":"10.12688/mep.19911.2","DOIUrl":"10.12688/mep.19911.2","url":null,"abstract":"<p><strong>Background: </strong>The Occupational English Test (OET) is a globally recognized test for healthcare professionals who speak English as a foreign language (EFL). Although its speaking sub-test criteria are publicly accessible, practical application demands specialized assessor training. The aim of the study was to create a physician-friendly rubric for assessing the English history-taking skills of EFL medical undergraduates inspired by the OET speaking sub-test.</p><p><strong>Methods: </strong>Informed by the OET criteria, a rubric was tailor-made to assess the English history-taking skills of EFL medical undergraduates studying in Japan. Using this rubric, 14 physicians assessed the English history-taking skills of 134 sixth-year medical undergraduates. We used exploratory factor analysis to ascertain its construct validity, evaluated the instrument's reliability through Cronbach's α and inter-rater reliability with chi-squared tests, and conducted a multiple regression analysis, ensuring adherence to key regression assumptions.</p><p><strong>Results: </strong>Three key factors were found: linguistic-clinical distinction, communication dynamics, and medical comprehension. The rubric's internal consistency was verified, achieving a Cronbach's α of 0.799. Discrepancies in assessor scores highlighted the need for calibration. Four criteria emerged as vital in assessing the students' performance.</p><p><strong>Conclusions: </strong>The tailored rubric effectively assesses the English history-taking skills of EFL medical undergraduates.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"11"},"PeriodicalIF":0.0,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11555326/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633256","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}