MedEdPublish (2016)最新文献

{"title":"Determining current approaches to the evaluation of the quality of healthcare simulation-based education provision: a scoping review.","authors":"Rachel Pogson, Helen Henderson, Matt Holland, Agnieszka Sumera, Kacper Sumera, Carl A. Webster","doi":"10.12688/mep.19758.1","DOIUrl":"https://doi.org/10.12688/mep.19758.1","url":null,"abstract":"<ns3:p><ns3:bold>Background: </ns3:bold>With an increase in simulation being used in healthcare education, there is a need to ensure the quality of simulation-based education is high. This scoping review was conducted to answer the question: What are the current approaches to the evaluation of the quality of health-care simulation-based education provision?</ns3:p><ns3:p> <ns3:bold>Methods:</ns3:bold> Databases PubMed, Cochrane, ERIC, CINAHL and Medline were searched in March 2023 to retrieve peer-reviewed healthcare research and review articles written in the English language within the last 20 years. All data were extracted from six studies, themed and presented in the main text and in tabular form.</ns3:p><ns3:p> <ns3:bold>Results</ns3:bold>: Two scoping reviews, one systematic review and three research articles were included. Three main themes were found: adherence to existing design frameworks, lack of validation of these frameworks and lack of evaluation frameworks, and a proposed evaluation framework. Many of the excluded articles focussed on gaining participant feedback to evaluate simulation activities, rather than evaluating the quality of the design and implementation of the simulation.</ns3:p><ns3:p> <ns3:bold>Conclusions: </ns3:bold>Benchmarking of current United Kingdom (UK) healthcare simulation against UK and international simulation standards is required to increase its quality, therefore, an agreed UK template framework to evaluate simulation packages is recommended.</ns3:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481972","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":"Practical Tips for using a Human Library approach In medical education","authors":"Rebecca Malhi, Grace Perez, Javeria Shafiq, Aaron Johnston","doi":"10.12688/mep.19746.1","DOIUrl":"https://doi.org/10.12688/mep.19746.1","url":null,"abstract":"<ns4:p>A Human Library is a structured event that brings people from different groups together. It simulates the format of a customary library, with ‘Readers’ borrowing ‘Books’, who are human volunteers sharing their lived experiences and perspectives. Rooted in principles of social psychology, Human Libraries provide opportunities for Books and Readers to interact in meaningful dialogue. The goal of each interaction is to give the Reader new understanding of the Book’s life.</ns4:p><ns4:p> The Human Library was originally developed as a strategy to challenge prejudice through conversation and personal connection, but the approach is remarkably versatile. We repurposed it for a medical education context in order to provide learners in medical school with information and inspiration, particularly about rural life and rural medicine. We organized and held two Human Library events where pre-medical and undergraduate medical students (Readers) engaged in dialogue with rural physicians (Books). However, the strategy could be used to address a wide variety of challenging subjects where the potential Readers are biased or lack experience.</ns4:p><ns4:p> This article draws upon research literature and our own experiences of running Human Library events to give practical advice for other organizations who might want to use this novel approach in medical education.</ns4:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482518","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":"Enhance nursing students’ reflection through Padlet: an action research","authors":"Tharin Phenwan","doi":"10.12688/mep.19771.1","DOIUrl":"https://doi.org/10.12688/mep.19771.1","url":null,"abstract":"<ns4:p><ns4:bold>Background:</ns4:bold> Reflective practice (RP) is encouraged amongst healthcare students, including nursing students. However, students do not have a ‘safe space’ to practice reflection before being assessed. Padlet is an interactive platform that can potentially facilitate students’ reflection via its features that enables anonymous participation, asynchronous participation and collaborative learning environment. This study aims to explore the influence of current reflection teaching method on students’ RP and how Padlet can facilitate students’ RP.</ns4:p><ns4:p> <ns4:bold>Methods:</ns4:bold> An action research was undertaken with 22 first year nursing students from Feb to May 2023. Participants answered questions anonymously pre-class and post-class in two Padlet boards. The researcher gave constructive feedback and signposted good examples of reflection to participants thus enabling ‘champion’ students to emerge during the process. Anonymous texts from two Padlet boards were analysed using reflexive thematic analysis technique.</ns4:p><ns4:p> <ns4:bold>Results:</ns4:bold> Three themes were generated: i) Pre-class variable baseline understanding of reflection; ii) Co-constructed reflection and iii) Tools and triggers for reflection. Students joined the study with different presumptions and understanding of reflection, ranging from descriptive understanding of the concept, a total misunderstanding of the concept and in-depth understanding of reflection. They all indicated a changed understanding of reflection post-class and emphasized the benefits of a socially constructed learning process. Participants suggested the use of reflective tools (via reflective models) and triggers (via probing questions and feedback) as useful to facilitate their reflection.</ns4:p><ns4:p> <ns4:bold>Conclusions:</ns4:bold> This study indicates that the current teaching materials enable students to enhance their understanding of reflection. Nevertheless, students could potentially benefit from tools and triggers that will initiate and support their reflection. To that end, Padlet proves a promising tool to enhance students’ reflection via its function to enable anonymity, asynchronous participation and socially constructed learning environment.</ns4:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"196 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135591794","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 impact of interviewer characteristics on residency candidate scores in Emergency Medicine: a brief report","authors":"Ryan F. Coughlin, Jessica Bod, D. Brian Wood, Katja Goldflam, David Della-Giustina, Melissa Joseph, Dylan Devlin, Ambrose H. Wong, Alina Tsyrulnik","doi":"10.12688/mep.19735.1","DOIUrl":"https://doi.org/10.12688/mep.19735.1","url":null,"abstract":"<ns7:p><ns7:bold>Background:</ns7:bold> At the conclusion of residency candidate interview days, faculty interviewers commonly meet as a group to reach conclusions about candidate evaluations based on shared information. These conclusions ultimately translate into rank list position for The Residency Match. The primary objective is to determine if the post-interview discussion influences the final scores assigned by each interviewer, and to investigate whether interviewer characteristics are significantly associated with the likelihood of changing their score. Based on Foucault’s ‘theory of discourse’ and Bourdieu’s ‘social capital theory,’ we hypothesized that interviewer characteristics, and the discourse itself, would contribute to score changes after a post-interview discussion regarding emergency medicine residency candidates.</ns7:p><ns7:p> <ns7:bold>Methods: </ns7:bold>We conducted a cross-sectional observational study of candidate scores for all candidates to a four-year emergency medicine residency program affiliated with Yale University School of Medicine during a single application cycle. The magnitude and direction of score changes, if any, after group discussion were plotted and grouped by interviewer academic rank. We created a logistic regression model to determine odds that candidate scores changed from pre- and post-discussion ratings related to specific interviewer factors.</ns7:p><ns7:p> <ns7:bold>Results:</ns7:bold> A total of 24 interviewers and 211 candidates created 471 unique interviewer-candidate scoring interactions, with 216 (45.8%) changing post-discussion. All interviewers ranked junior to professor were significantly more likely to change their score compared to professors. Interviewers who were women had significantly lower odds of changing their individual scores following group discussion (p=0.020; OR 0.49, 95% CI 0.26-0.89).</ns7:p><ns7:p> <ns7:bold>Conclusions:</ns7:bold> Interviewers with lower academic rank had higher odds of changing their post-discussion scores of residency candidates compared to professors. Future work is needed to further characterize the influencing factors and could help create more equitable decision processes during the residency candidate ranking process.</ns7:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135591518","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":"Faculty development for strengthening online teaching capability: a mixed-methods study of what staff want, evaluated with Kirkpatrick’s model of teaching effectiveness","authors":"Rachelle Singleton, Daniela Ruiz Cosignani, Monica Kam, Megan Clune, Amanda Charlton, Tanisha Jowsey","doi":"10.12688/mep.19692.1","DOIUrl":"https://doi.org/10.12688/mep.19692.1","url":null,"abstract":"<ns3:p>Background: Globally, tertiary teachers are increasingly being pushed and pulled into online teaching. While most developments in online education have focused on the student perspective, few studies have reported faculty development (FD) initiatives for increasing online teaching capability and confidence from a staff perspective.</ns3:p><ns3:p> </ns3:p><ns3:p> Method: We designed and evaluated FD workshops, using five datasets, and the use of H5P software for interactive online teaching. We used educational theory to design our FD (Mayer multimedia principles, active learning) and evaluated our FD initiatives using the Best Evidence Medical Education (BEME) 2006 modified Kirkpatrick levels.</ns3:p><ns3:p> </ns3:p><ns3:p> Results: Teaching staff reported that Communities of Practice were important for their learning and emotional support. Uptake and deployment of FD skills depended on the interactivity of FD sessions, their timeliness, and sufficient time allocated to attend and implement. Staff who applied FD learning to their online teaching created interactive learning resources. This content was associated with an increase in student grades, and the roll-out of an institutional site-wide H5P license.</ns3:p><ns3:p> </ns3:p><ns3:p> Conclusion: This paper demonstrates an effective strategy for upskilling and upscaling faculty development. The use of H5P as a teaching tool enhances student learning. For successful FD, we make four recommendations. These are: provide just-in-time learning and allocate time for FD and staff to create online teaching material; foster supportive communities; offer personalized support; and design hands on active learning.</ns3:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"24 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":"135827787","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":"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}