Journal of contemporary medical education最新文献_第3页

Why UK Junior Doctors Defer Postgraduate Training. 为什么英国初级医生推迟研究生培训。

Journal of contemporary medical education Pub Date : 2019-01-01 DOI: 10.5455/jcme.20190325094530

Gareth H. Jones, M. Dowling, Shirley Remington, Jeremy M. Brown

{"title":"Why UK Junior Doctors Defer Postgraduate Training.","authors":"Gareth H. Jones, M. Dowling, Shirley Remington, Jeremy M. Brown","doi":"10.5455/jcme.20190325094530","DOIUrl":"https://doi.org/10.5455/jcme.20190325094530","url":null,"abstract":"Objectives National surveys have identified a declining trend in UK Foundation Year 2 doctors (FY2s) entering directly into training positions. Last year less than half entered training directly. We aimed to investigate the reasons why current FY2s choose not to enter training directly. Methods This is a qualitative study using semi-structured interviews. We used thematic framework analysis to code the data into themes for analysis. Results â€œFeeling unprepared for trainingâ€ and â€œlack of flexibilityâ€ were the two main themes identified from the interviews as reasons to delay training. A lack of clinical exposure and career advice were cited as reasons to feel unprepared. Flexibility was very important in terms of family considerations, working abroad and financial reasons which were felt to be absent from a rigid training programme. Conclusions Defering training after FY2 appears to have become normalised in the UK. Many other international training programmes appear less structured than the UK and expect juniors to spend time in non-training jobs prior to entering training. It is impossible to say which system is superior but it appears no system can dictate the speed of postgraduate medical training.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813555","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}

引用次数: 0

Medical and allied health Students' self-regulated learning: the interplay between motivational beliefs and learning strategies 医联体学生自我调节学习:动机信念与学习策略的相互作用

Journal of contemporary medical education Pub Date : 2019-01-01 DOI: 10.5455/JCME.20181013060753

F. Ngwira, Mary Kamwaza, S. Rashid, Grace Boby, Grace Kadzakumanja

{"title":"Medical and allied health Students' self-regulated learning: the interplay between motivational beliefs and learning strategies","authors":"F. Ngwira, Mary Kamwaza, S. Rashid, Grace Boby, Grace Kadzakumanja","doi":"10.5455/JCME.20181013060753","DOIUrl":"https://doi.org/10.5455/JCME.20181013060753","url":null,"abstract":"Objective: Research on academic self-regulation suggests that students self-efficacy, intrinsic goal orientation, deep approach to learning and organized studying improve students academic performance. The primary goal of the study was to investigate the extent to which students perceive their motivational beliefs and their self-regulated learning strategy use, and examine the relationship between the two constructs; motivational beliefs and self-regulated learning strategies. Methods: A sample of 205 first year students (121 males and 84 females) from College of Medicine in Malawi responded to a 5-point Likert-type scale questionnaire assessing their self-efficacy, intrinsic goal orientation and learning strategies. Data were analyzed using IBM® SPSS® Statistics, version 20. Results: Compared with learning strategies, students reported higher levels of motivational beliefs; self-efficacy (M = 4.37, SD = 0.64); intrinsic goal orientation (M = 4.09, SD = 0.68). Male students had higher levels of intrinsic goal orientation than their female counterparts (p < 0.05), and first-generation students had higher levels of deep strategy than non-first-generation students (p < 0.05). Linear regression results indicate that both self-efficacy and intrinsic goal orientation positively predicted deep learning strategies (self-efficacy: β = 0.21; intrinsic: β = 0.41), meta-cognitive strategies (self-efficacy: β = 0.30; intrinsic: β = 0.38), and resource management (self-efficacy: β = 0.25; intrinsic: β = 0.26). Conclusion: The results suggest that first year medical and allied health students possess intrinsically strong motivational beliefs and that these beliefs have an important impact on their deep learning approach and organized studying. Possible implications of the results and recommendations for future research are discussed.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813640","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}

引用次数: 3

Health Professions Education in the 21st Century: A contextual Curriculum Framework for Analysis and Development 21世纪的卫生专业教育:分析与发展的情境课程框架

Journal of contemporary medical education Pub Date : 2019-01-01 DOI: 10.5455/jcme.20181212085450

A. Obadeji

引用次数: 0

Learning by Teaching: Role of Peer Assisted Learning' in medical education 以教促学:“同伴辅助学习”在医学教育中的作用

Journal of contemporary medical education Pub Date : 2019-01-01 DOI: 10.5455/jcme.20181210033401

K. Garkal, A. Shete, Nanda Somwanshi

{"title":"Learning by Teaching: Role of Peer Assisted Learning' in medical education","authors":"K. Garkal, A. Shete, Nanda Somwanshi","doi":"10.5455/jcme.20181210033401","DOIUrl":"https://doi.org/10.5455/jcme.20181210033401","url":null,"abstract":"BACKGROUND: Many Indian medical colleges follow conventional Teaching- Learning methods which lack student centered approach. Many interactive Teaching-Learning strategies are coming forward . One of this is PAL i.e. Peer Assisted learning .Peer Assisted Learning is described as learning by teaching themselves. Peer teachers reinforce their own knowledge, support and share experiences and also provide feedback. The study was undertaken to see role of PAL in medical education. MATERIAL AND METHODS: 150 first MBBS students were selected . After taking informed consent , they were divided into two groups of 75 each. Group A students were exposed to traditional tutorial classes . Group B students were divided into 3 small groups of 25 students each . Each group was again divided into 5 subgroups . The students were asked to prepare the tutorial topic as Group A . The topic was divided into subtopics and was allotted to each small group. Randomly selected student from each subgroup were asked to teach their subtopics in front of large group . Student’s feedback was taken at the end . A test of Multiple Choice Questions(MCQs) was conducted and outcome compared by student’s T test. RESULT AND CONCLUSION: Our study showed that PAL is an interactive student centered program. The students were allowed to discuss their opinions. Experience of teaching seemed to be enjoyable and effective in learning . This also improved the communication skills in students . The only limitation we observed was in planning the session and time frame for these types of sessions.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813686","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}

引用次数: 1

Evaluation of effectiveness of Integrative Clinical Case Based Modules learning when compared to the traditional curriculum with Didactic Lectures 综合临床案例模块学习与传统教学课程的效果评价

Journal of contemporary medical education Pub Date : 2019-01-01 DOI: 10.5455/jcme.20181210075944

J. Dasari, Niharika Anand, Sayanth Raj, I. Syed, Jagan Nadipelly

{"title":"Evaluation of effectiveness of Integrative Clinical Case Based Modules learning when compared to the traditional curriculum with Didactic Lectures","authors":"J. Dasari, Niharika Anand, Sayanth Raj, I. Syed, Jagan Nadipelly","doi":"10.5455/jcme.20181210075944","DOIUrl":"https://doi.org/10.5455/jcme.20181210075944","url":null,"abstract":"Integrated clinical case-based modules (ICCBM) learning is a pedagogical method that uses case studies as active learning tools and allows the medical student to learn the basic medical science subjects in the context of a medical problem. The present study is designed to analyze the perceptions of first-year medical students (Both MD1 and MD2 semester) on the didactic lecture (DL) and ICCBM learning in Basic Medical Science of Doctor of Medicine (MD) program. Materials and Methods: The present study is a cross-sectional study conducted at Texila American University—College of Medicine after approval from institutional review board. About 90 first-year medical students were administered with a seven-item questionnaire to determine their perceptions on DL and ICCBM learning. Data were analyzed using descriptive analysis on SPSS 16. Results: As per our study, the majority of the students expressed their satisfaction that ICCBM was a useful learning method in understanding the Basic medical science subjects in the context of a medical problem. Majority felt this method of learning motivated them to critically think in filling the learning gaps and building the concepts. They also had an opinion that this method enhanced their problem-solving skills and promoted reasoning and communication skills. Conclusion: The ICCBM is a good learning method in the acquisition of knowledge of basic medical science subjects in the context of a medical problem, which can be used alone or in combination with a DL to make the basic medical science subjects more interesting and understandable to medical students. For more","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813303","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}

引用次数: 0

A brief video intervention to improve medical students' attitudes toward prisoners 一个简短的视频干预改善医学生对囚犯的态度

Journal of contemporary medical education Pub Date : 2019-01-01 DOI: 10.5455/jcme.20190412051932

L. Shinkunas, C. Simon, Helen A. Schartz, L. Lyckholm

{"title":"A brief video intervention to improve medical students' attitudes toward prisoners","authors":"L. Shinkunas, C. Simon, Helen A. Schartz, L. Lyckholm","doi":"10.5455/jcme.20190412051932","DOIUrl":"https://doi.org/10.5455/jcme.20190412051932","url":null,"abstract":"Objectives: Health care professionals may have implicit biases against prisoners. This may lower the quality of care they receive, which is inconsistent with the moral principle of equivalence of care. The purpose of this study was to explore medical student attitudes toward prisoners and test the hypothesis that a brief video intervention that humanizes prisoners would improve those attitudes. Methods: Medical students (n=163) at a midwestern academic medical center were randomly assigned to an intervention or control group. All participants completed a brief, electronic survey that included a validated scale in May 2016 at baseline (T1) and 3-4 days later (T2). Immediately after the baseline survey, the intervention group (n=80) viewed a brief clip from a video documentary in which prisoners shared their stories; the control group (n=83) did not view the video. Results: At T2, the intervention group reported significantly more favorable attitudes toward prisoners compared to the control group (p=.02). The intervention group also reported a significantly higher self-perceived attitude change than the control group (p=.044). Analysis of qualitative data revealed that 34% of students thought that the video clip presented a humanizing view of prisoners through their stories. Conclusions: A brief video intervention depicting prisoners as fallible human beings can have a positive impact on medical students attitudes toward prisoners. This type of intervention could be easily incorporated into medical student training. Future research should evaluate optimizing the effectiveness of video interventions in improving perceptions and testing video interventions on the ability to raise consciousness of implicit biases against other stigmatized groups.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813597","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}

引用次数: 0

Anatomy Education in Nigeria: Challenges and Prospects 尼日利亚的解剖学教育:挑战与前景

Journal of contemporary medical education Pub Date : 2019-01-01 DOI: 10.5455/jcme.20190531113058

T. Chia, O. Oyeni̇ran

{"title":"Anatomy Education in Nigeria: Challenges and Prospects","authors":"T. Chia, O. Oyeni̇ran","doi":"10.5455/jcme.20190531113058","DOIUrl":"https://doi.org/10.5455/jcme.20190531113058","url":null,"abstract":"Anatomy is an all-time important subject in all health care professions globally. It is widely taught in Nigerian institutions of higher learning offering programs in medical and allied health sciences. This paper aims to provide an overview of Anatomy Education as practiced in Nigeria today, enumerating the challenges facing it and its possible future prospects today. We explored major databases such as PubMed MEDLINE, Ovid MEDLINE, Web of Science, and Science Direct, from January 1992 to June 2019, using selected keywords to identify and extract articles relating and peculiar to Anatomy education in Nigeria. This review yielded 50 publications with 30 meeting our quality and inclusion requirements. This paper highlighted some of the issues that bedeviled the teaching and learning of Anatomy to include lack of an Anatomy Act which makes room for contemporary challenges, scarcity of cadavers, manpower shortages and lack of requisite skills, insufficient funding, and obsolete facilities and equipment. In conclusion, the teaching and learning of Anatomy in Nigeria is plagued with a series of challenges. It is therefore recommended that there is the need to periodically examine the status of anatomical science education in Nigeria with the view to improve in its areas of weaknesses, which if addressed would have the potential to revolutionize teaching and learning of Anatomy in Nigeria and in the long run healthcare delivery as a whole.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813784","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}

引用次数: 15

The Navigating Medical School Program: An innovative student-led near peer mentoring program for strengthening the medical school learning environment 导航医学院计划:一项创新的学生主导的近同伴指导计划，旨在加强医学院的学习环境

Journal of contemporary medical education Pub Date : 2019-01-01 DOI: 10.5455/jcme.20190701053131

T. Callese, Vahakn S. Keskinyan, M. Hampton, G. Davis, Jessie Ykimoff, O. Laurence, Scott H. Wirth, Shaina Kaye, Kyle P. McNamara, Caleb Suggs, Iltifat Hussain, P. Bentley, P. Reynolds, R. Strowd

{"title":"The Navigating Medical School Program: An innovative student-led near peer mentoring program for strengthening the medical school learning environment","authors":"T. Callese, Vahakn S. Keskinyan, M. Hampton, G. Davis, Jessie Ykimoff, O. Laurence, Scott H. Wirth, Shaina Kaye, Kyle P. McNamara, Caleb Suggs, Iltifat Hussain, P. Bentley, P. Reynolds, R. Strowd","doi":"10.5455/jcme.20190701053131","DOIUrl":"https://doi.org/10.5455/jcme.20190701053131","url":null,"abstract":"Abstract. Background. The medical school learning environment (LE) includes the setting and context in which students develop into physicians. We identified student navigation as an opportunity for addressing the LE and describe the development of a student-led, faculty-supported program to improve student navigation. Methods. A student focus group, needs assessment, and a self-regulated learning assessment completed by 139 junior medical students identified 4 key components to navigating medical school: faculty mentor, near-peer guides, colleague support, and friends and family. The Navigating Medical School (NMS) program improves student navigation by facilitating the development of an individualized student navigational team. Results. In its first year, participation was high: 84 (64%) first-years, 105 (79%) second-years, 54 (43%) third-years, and 49 (44%) fourth-years attended at least one seminar. Post-seminar surveys were completed by 89 students and 97% agreed/strongly agreed that these seminars improved student navigation. The Guides program enrolled 134 junior medical students who were paired with 45 near-peer guides. An impact on medical student mentoring at all levels was observed. Near-peer mentoring significantly increased from 46% before to 70% after implementing the NMS program. Students who gained a near-peer mentor demonstrated improved self-directed learning behaviors. Conclusion. The NMS program is a feasible model for a student-led, faculty-supported initiative to strengthen the LE by improving student navigation, connection and promoting self-directed learning.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813930","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}

引用次数: 2

Predictors of medical student satisfaction with pre-clinical courses 医学生对临床前课程满意度的预测因素

Journal of contemporary medical education Pub Date : 2019-01-01 DOI: 10.5455/jcme.20190607065419

Kyong-Jee Kim, C. Lim, Jee-Young Hwang

{"title":"Predictors of medical student satisfaction with pre-clinical courses","authors":"Kyong-Jee Kim, C. Lim, Jee-Young Hwang","doi":"10.5455/jcme.20190607065419","DOIUrl":"https://doi.org/10.5455/jcme.20190607065419","url":null,"abstract":"Although student course evaluations are widely used as important measures of teaching quality, little attention has been paid to understanding what influences student satisfaction with courses. This study aimed to identify predictors of medical student overall satisfaction with pre-clinical courses. Data were collected from course evaluations conducted from 2014 to 2016 on all 38 pre-clinical courses offered in Years 1 and 2 of a four-year medical curriculum at a private medical school in South Korea. The course evaluation questionnaire consisted of 10 items, which addressed three aspects of course design and implementation, that is, effective course implementation, course contents and teaching methods, and appropriateness of learning outcomes, which were rated using a five-point Likert scale. Along with these three domains, teaching ratings and five variables related to the course characteristics were included in a multivariate stepwise regression analysis performed to identify factors predicting overall course satisfaction. A total of 5,347 evaluation surveys were collected from 278 students (response rate of 92.3%). The regression analysis revealed six variables that predicted overall course satisfaction (adjusted r2 = 0.71, p < 0.001). The best predictor was the appropriateness of learning outcomes and this was followed by course contents and teaching methods, effective course implementation, teaching ratings, and the year in the program and the semester of the year in which the course was offered. Our findings highlight the importance of the design and implementation of the course in alignment with the learning outcomes and of clearly communicating them to enhance student satisfaction with quality of the course.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813857","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}

引用次数: 0

Efficacy of SNAPPS in critical thinking and better understanding by dental undergraduates in Oral Medicine SNAPPS对口腔医学专业本科生批判性思维和理解能力的影响

Journal of contemporary medical education Pub Date : 2018-01-01 DOI: 10.5455/JCME.20180107012322

S. D. Khasbage, S. Vagha, R. Bhowate

{"title":"Efficacy of SNAPPS in critical thinking and better understanding by dental undergraduates in Oral Medicine","authors":"S. D. Khasbage, S. Vagha, R. Bhowate","doi":"10.5455/JCME.20180107012322","DOIUrl":"https://doi.org/10.5455/JCME.20180107012322","url":null,"abstract":"Objective- Any teaching method should emphasize on critical thinking and better understanding by the student which ultimately assists in decision making. The implication of SNAPPS (acronym for six step model), a new teaching- learning method could facilitate such learning outcome. Thus, this study was designed to assess the efficacy of SNAPPS to facilitate critical thinking and better understanding by dental undergraduates in Oral Medicine. Methods - This educational research study included two equal groups of 40 students each. The study group students learned clinical skill by SNAPPS method while control group learnt by conventional method. The clinical reasoning and understanding of the students was assessed on the basis of seven variables which were pertinent to diagnosis and differential diagnosis of a given case, certainly associated with the steps of SNAPPS method. A validated pre test, post test, feedback on Likert scale and Mini CEX (Mini Clinical Examination) assessment method were used for evaluation of efficacy of a new method. Results- The significant difference was observed in mean post test values and clinical competence between two methods, representing efficacy of SNAPPS. In SNAPPS, 80% students agreed that the new method helped them to increase confidence in diagnosis as well as narrowing the differential diagnosis. Students perceived that SNAPPS helped them to improve skill in differentiating between similar conditions with justification as well as to improve knowledge. Conclusion- Overall results showed that SNAPPS plays a promising role in critical thinking, and better understanding by undergraduate dental students that enhances decision making skills.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"7 1","pages":"13-20"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813392","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}

引用次数: 2