Medical education (Chicago, Ill.)最新文献

{"title":"Efficacy and Safety Comparison of Two Different Doses of Dexamethasone in Hospitalized Patients with COVID-19: A Randomized Clinical Trial.","authors":"Somayeh Sadeghi, Nima Arezoomandi, Marzieh Mollaei Ardestani, Mohammad Emami Ardestani, Farzin Ghiasi, Ziba Farajzadegan","doi":"10.4103/jrpp.jrpp_42_22","DOIUrl":"10.4103/jrpp.jrpp_42_22","url":null,"abstract":"ABSTRACT Objective: The current study aims to investigate high- versus low-dose dexamethasone administration to control the disease with minor complications. Methods: The current multicentric randomized clinical trial was conducted on 119 patients with COVID-19 pneumonia and assigned into two groups of low-dose (8 mg daily intravenous dose for at least 7 days or until discharge) (n = 61) versus high-dose dexamethasone (24 mg for 3 days followed by daily 8 mg for the at least 4 days later or until discharge) (n = 58) during 2020–2021. Oxygen saturation, dyspnea severity based on the Borg scale, and laboratory indices were assessed at 3, 5, and 7 days of corticosteroid therapy. Patients were compared regarding the length of hospitalization, intensive care unit (ICU) admission requirement, and noninvasive or invasive ventilation. The other investigations included corticosteroid-related adverse effects and mortality rates within a month after the medications. Findings: Oxygen saturation, Borg scale, and C-reactive protein levels were significantly altered by the time in both the groups (P < 0.05). In contrast, the trend of improvements in Borg scale (P = 0.007) and lactate dehydrogenase levels (P = 0.034) were superior in high-dose treated cases. Drug-related adverse (P = 0.809), mortality rate (P = 0.612), hospitalization duration (P = 0.312), ICU admission requirement (P = 0.483), and noninvasive (P = 0.396) and invasive ventilation (P = 0.420) did not differ between the groups. Conclusion: According to this study, low- versus high-dose dexamethasone therapy did not affect the outcomes, so low-dose dexamethasone is recommended for COVID-19 pneumonia to achieve optimal results and prevent potential adverse events.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"35 1","pages":"136-143"},"PeriodicalIF":1.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10642588/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79718207","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":"Issue Information","authors":"","doi":"10.1111/pde.14644","DOIUrl":"https://doi.org/10.1111/pde.14644","url":null,"abstract":"No abstract is available for this article.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42213672","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":"Economic evaluation of CPD activities for healthcare professionals: A scoping review.","authors":"Witold Orlik, Giuseppe Aleo, Thomas Kearns, Jonathan Briody, Jane Wray, Paul Mahon, Mario Gazić, Normela Radoš, Cristina García Vivar, Manuel Lillo Crespo, Catherine Fitzgerald","doi":"10.1111/medu.14813","DOIUrl":"10.1111/medu.14813","url":null,"abstract":"<p><strong>Context: </strong>Continuing professional development (CPD) activities for healthcare professionals are central to the optimisation of patient safety and person-centred care. Although there is some evidence on the economics of healthcare professionals training, very little is known about the costs and benefits of CPD.</p><p><strong>Methods: </strong>This study aimed to review the research evidence on economic evaluations of CPD activities for healthcare professionals. CINAHL, MEDLINE/PubMed, Scopus, Econlit and Web of Science databases were used to identify articles published between 2010 and 2021.</p><p><strong>Results: </strong>Of the 6791 titles identified, 119 articles met the inclusion criteria and were included in this scoping review. The majority of articles were partial economic evaluations of CPD programmes (n = 70); half were from the USA. Studies that included multiple professions were most prevalent (n = 54), followed by nurses (n = 34) and doctors (n = 23). Patient outcomes were the most commonly reported outcome (n = 51), followed by change in clinical practice (n = 38) and healthcare professionals' knowledge gain (n = 19).</p><p><strong>Conclusions: </strong>There is an urgent call for more evidence regarding the economic evaluations of CPD. This is particularly important in view of the rising costs of healthcare globally. The majority of studies included in this review did not provide detailed information on the evaluations and many focused exclusively on the cost of CPD activities rather than outcomes.</p>","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"56 1","pages":"972-982"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9543361/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45962832","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":"Issue Information","authors":"","doi":"10.1111/medu.14557","DOIUrl":"https://doi.org/10.1111/medu.14557","url":null,"abstract":"No abstract is available for this article.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46985231","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":"Student engagement in undergraduate medical education: A scoping review.","authors":"Salah Eldin Kassab, Walid El-Sayed, Hossam Hamdy","doi":"10.1111/medu.14799","DOIUrl":"10.1111/medu.14799","url":null,"abstract":"<p><strong>Introduction: </strong>Student engagement is defined as behavioural, cognitive and emotional aspects of students' academic experience in teaching, learning and research through interacting with other students, faculty and community. Despite the growing interest in the field of student engagement, medical education research in this area is still fragmented. This scoping review aims to contribute to the understanding of measurements, drivers and outcomes of medical student engagement.</p><p><strong>Methods: </strong>The authors searched MEDLINE, PubMed, ProQuest, SCOPUS, ERIC, Science Direct and EBESCO for English articles published from 1990 until October 2021. In addition, we hand-searched key medical education journals and references in recently published articles. Using specific selection criteria, two authors independently reviewed the articles for eligibility, followed by data extraction using both quantitative and qualitative analysis.</p><p><strong>Results: </strong>Of the 2136 retrieved articles, 51 studies were selected for the review, and 94% of them were published in the past 8 years. The prevailing measures of student engagement failed to cover the multidimensionality of the construct with more focus on the behavioural dimension. Quantitative methods represented two thirds of the studies with a higher frequency of cross-sectional designs and using self-reports. The identified drivers of medical students' engagement are directed mainly to modifying the context of the learning environment. These factors increased student engagement by fostering relevance of learning, positive student relationships with peers and faculty, and enhancing student agency, and sense of competence. Cognitive engagement appears to be a positive predictor of academic achievement, but the relationship with other dimensions of engagement is controversial.</p><p><strong>Conclusions: </strong>Student engagement in undergraduate medical education is an important, yet under-researched construct. The research that does exist suggests engagement to be malleable, something that can be modified by different types of interventions taking into consideration the context of education and practice. Further research is required, however, to address the gaps identified in this review.</p>","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"56 1","pages":"703-715"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42040096","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":"Effect of station format on the psychometric properties of Multiple Mini Interviews","authors":"Jean-Sébastien Renaud, Martine Bourget, Christina St-Onge, K. Eva, W. Tavares, Alexis Salvador Loye, J. Leduc, M. Homer","doi":"10.1111/medu.14855","DOIUrl":"https://doi.org/10.1111/medu.14855","url":null,"abstract":"Given the widespread use of Multiple Mini Interviews (MMIs), their impact on the selection of candidates and the considerable resources invested in preparing and administering them, it is essential to ensure their quality. Given the variety of station formats used and the degree to which that factor resides in the control of training programmes that we know so little about, format's effect on MMI quality is a considerable oversight. This study assessed the effect of two popular station formats (interview vs. role‐play) on the psychometric properties of MMIs.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"56 1","pages":"1042 - 1050"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43090561","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":"A qualitative study of medical students' perceptions of resident feedback","authors":"S. Wong, Cong John Luo, Graham G Macdonald, R. Hatala","doi":"10.1111/medu.14847","DOIUrl":"https://doi.org/10.1111/medu.14847","url":null,"abstract":"Residents play a pivotal role in medical students' clinical education. From a feedback lens, the near‐peer relationship between student and resident holds the potential to foster an educational alliance that could influence learning. We undertook the current qualitative study to explore medical students' perceptions of feedback experiences with residents, addressing when, how and why (and conversely when not and why not) resident feedback plays a role in their clinical education.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"56 1","pages":"1001 - 994"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41390902","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 perspectives on facilitating medical students' longitudinal learning: A mixed‐methods study","authors":"Bianca Shagrin, Galina Gheihman, A. Sullivan, Honghe Li, D. Hirsh","doi":"10.1111/medu.14842","DOIUrl":"https://doi.org/10.1111/medu.14842","url":null,"abstract":"Medical students' longitudinal care of patients supports clinical learning and promotes patient‐centredness. The literature presents little empirically derived guidance for faculty to facilitate students' longitudinal learning and care. Informed by the conceptual framework of relational learning, this study investigated faculty perspectives about longitudinal teaching, their strategies for facilitating students' longitudinal learning and perceived barriers and enablers.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"56 1","pages":"1002 - 1016"},"PeriodicalIF":0.0,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42622579","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":"Issue Information","authors":"","doi":"10.1002/tafs.10314","DOIUrl":"https://doi.org/10.1002/tafs.10314","url":null,"abstract":"No abstract is available for this article.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42313235","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":"Precepting medical students in the clinical setting: Its time, not money","authors":"G. Martinez, K. Knox","doi":"10.1111/medu.14815","DOIUrl":"https://doi.org/10.1111/medu.14815","url":null,"abstract":"a realist review of educational interventions to develop analytical and non-analytical clinical reasoning ability. Med Educ. 2020;54(8): 709-719. doi:10.1111/medu.14137 3. Dornan T, Littlewood S, Margolis SA, Scherpbier A, Spencer J, Ypinazar V. How can experience in clinical and community settings contribute to early medical education? A BEME systematic review. Med Teach. 2006;28(1):3-18. doi:10.1080/01421590500410971 4. Ilgen JS, Eva KW, de Bruin A, Cook DA, Regehr G. Comfort with uncertainty: reframing our conceptions of how clinicians navigate complex clinical situations. Adv Health Sci Educ Theory Pract. 2019; 24(4):797-809. doi:10.1007/s10459-018-9859-5 5. Durning SJ, Lubarsky S, Torre D, Dory V, Holmboe E. Considering “nonlinearity” across the continuum in medical education assessment: supporting theory, practice, and future research directions. J Contin Educ Health Prof. 2015;35(3):232-243. doi:10.1002/chp.21298 6. Cooke S, Lemay JF. Transforming medical assessment: integrating uncertainty into the evaluation of clinical reasoning in medical education. Acad Med. 2017;92(6):746-751. doi:10.1097/ACM. 0000000000001559 7. Chen HC, ten Cate O, O'Sullivan P, et al. Students goal orientations, perceptions of early clinical experiences and learning outcomes. Med Educ. 2016;50(2):203-213. doi:10.1111/medu.12885 8. Chen HC, van den Broek WE, ten Cate O. The case for use of entrustable professional activities in undergraduate medical education. Acad Med. 2015;90(4):431-436. doi:10.1097/ACM. 0000000000000586 9. Sam AH, Wilson RK, Lupton M, et al. Clinical prioritisation questions: a novel assessment tool to encourage tolerance of uncertainty? Med Teach. 2020;42(4):416-421. doi:10.1080/0142159X.2019.1687864 10. Brown M, Anderson K, Finn GM. A narrative literature review considering the development and implementation of longitudinal integrated clerkships, including a practical guide for application. J Med Educ Curric Dev. 2019;6: doi:10.1177/2382120519849409 11. Luther VP, Crandall SJ. Commentary: ambiguity and uncertainty: neglected elements of medical education curricula? Acad Med. 2011; 86(7):799-800. doi:10.1097/ACM.0b013e31821da915","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"56 1","pages":"698 - 700"},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41411142","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}