WMJ : official publication of the State Medical Society of Wisconsin最新文献

Educating Health Science Educators: A Flexible, Asynchronous E-Learning Framework for Interprofessional Development in Teaching. 教育健康科学教育者：一个灵活的、异步的电子学习框架，用于教学的跨专业发展。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Anne Stahr, Sara K Johnson, Aeron Adams, Beth Altschafl, Amanda K DeVoss, Sushant Srinivasan, Jessica Tischendorf, Amy Zelenksi, Art Walaszek

引用次数: 0

Empowering Birth Workers to Address Maternal Hypertension: Evaluation of a Community-Based Training in Wisconsin. 授权分娩工作者解决产妇高血压：威斯康星州社区培训的评估。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Kristine Alaniz, Kristina Kaljo, Kara Hoppe

引用次数: 0

Integrating Medicine and Public Health Through Health Professions Education at a School of Medicine and Public Health. 通过医学和公共卫生学院的卫生专业教育整合医学和公共卫生。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Parvathy Pillai, Wajiha Akhtar, Stephen Bagwell, Laura E Birkeland, James H Conway, Amanda DeVoss, Maureen S Durkin, Maureen S Evensen, Kjersti Knox, Thomas Hahn, Jeff Hartman, Joel Hill, Joseph P Holt, Kenneth MacMillan, Roberta Rusch, Elizabeth Salisbury-Afshar, Christine Seibert, Ajay K Sethi, Shelly F Shaw, Sweta Shrestha, Jennifer Timm, Susan Wenker, Elizabeth M Petty, Patrick L Remington, Jonathan L Temte

引用次数: 0

Integrating Behavioral Health Into Cancer Education: Learner Perspectives From a Cancer Education Pathway Program. 将行为健康纳入癌症教育：从癌症教育途径项目的学习者视角。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Nadia Tabit, Zynab Adewusi, Kristina Kaljo, Kristin Dowe, Abbey Kruper

{"title":"Integrating Behavioral Health Into Cancer Education: Learner Perspectives From a Cancer Education Pathway Program.","authors":"Nadia Tabit, Zynab Adewusi, Kristina Kaljo, Kristin Dowe, Abbey Kruper","doi":"","DOIUrl":"","url":null,"abstract":"Introduction: Comprehensive cancer care requires providers to address significant psychological and social challenges, yet behavioral health is often underemphasized in early medical education. The Student-centered Pipeline to Advance Research in Cancer Careers (SPARCC) program provided a setting to enhance learners' understanding of the psychosocial aspects of cancer by integrating behavioral health-focused sessions.Methods: We evaluated 2 behavioral health sessions implemented as part of the SPARCC curriculum: one addressing the psychological impact of a cancer diagnosis and the other exploring the intersection of cancer and fertility. Learners completed session-specific workshop evaluations and pre- and post-program surveys assessing knowledge, attitudes, and practices. Quantitative data were analyzed using paired t tests, and qualitative responses were thematically examined to explore learner perceptions.Results: From 2019 through 2023, 71 learners participated in the program, the majority identifying as members of groups underrepresented in medicine. Session evaluations (N = 111) showed consistently high ratings across all categories, with mean scores above 4.25 on a 5-point Likert scale and average overall session ratings above 9.0 on a 10-point scale. Thematic analysis highlighted the value of patient narratives, informal discussion formats, and attention to often-overlooked topics such as infertility and financial burden. Significant improvements were observed in learners' knowledge of cancer diagnosis and treatment and awareness of medical mistrust in underserved populations (P <.05).Conclusions: High learner satisfaction, improved understanding of psychosocial aspects of care, and increased awareness of health disparities suggest that integrating behavioral health and patient perspectives into early cancer education can meaningfully support learner development.","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"36-41"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694504","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

Perspectives of OB-GYN Residents and Faculty on Resident Simulation Curricula: A Mixed-Methods Study. 妇产科住院医师和教师对住院医师模拟课程的看法：一项混合方法研究。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Monet Lane, Morgan Briggs, Christine Pando, Susan Duyar-Ayerdi, Kristina Kaljo, Kathryn Dielentheis

{"title":"Perspectives of OB-GYN Residents and Faculty on Resident Simulation Curricula: A Mixed-Methods Study.","authors":"Monet Lane, Morgan Briggs, Christine Pando, Susan Duyar-Ayerdi, Kristina Kaljo, Kathryn Dielentheis","doi":"","DOIUrl":"","url":null,"abstract":"Introduction: Simulation training facilitates skill development in low-risk environments and is increasingly widespread in residency programs. Recent simulation models have been developed for obstetrics and gynecology (OB-GYN). Simulation curricula can include a wide range of training methods. To optimize the effectiveness and acceptability of simulation curriculum, key stakeholders' (ie, residents and faculty) perspectives should be obtained before implementation.Methods: This study used convergent-parallel mixed methods. Electronic surveys were completed by 19 of 32 OB-GYN residents (59%) and 18 of 53 OB-GYN faculty (34%). Two focus groups were conducted, one with residents (n = 12/32, 38%) and one with faculty (n = 6/53, 11%). Focus group transcripts were inductively coded independently and then collaboratively by 3 coders. Codes were categorically analyzed to elicit themes.Results: Focus group themes included (1) important simulation topics and content, (2) optimal timing of simulation activities, (3) ideal simulation curriculum structure, (4) barriers to education, (5) factors that shape participants' perspectives, and (6) using simulation to improve resident education. Survey responses supported these themes.Conclusions: This study elucidates resident and faculty perspectives on simulation training. Both groups endorsed key ideas, including the need for a structured and standardized curriculum. Currently, no simulation curriculum standards exist. Findings demonstrate the importance of communication between residents and faculty to create an effective training curriculum that addresses the unique needs and barriers of both trainers and trainees.","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"25-31"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694576","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

Assessment of the Educational Value of Mock Oral Competency Exams for Surgical Interns. 外科实习医师模拟口语能力考试的教育价值评估。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Christina Georgeades, Robert Treat, Michael Amendola, Jacob Peschman, Philip Redlich, Michael J Malinowski

{"title":"Assessment of the Educational Value of Mock Oral Competency Exams for Surgical Interns.","authors":"Christina Georgeades, Robert Treat, Michael Amendola, Jacob Peschman, Philip Redlich, Michael J Malinowski","doi":"","DOIUrl":"","url":null,"abstract":"Introduction: Limited data exist regarding mock oral competency exams (MOCEs) and their impact on junior surgery residents, who are commonly assessed with written posttest exams. The COVID-19 pandemic also affected surgical education. Therefore, we evaluated interns' perceived impact of MOCEs, including satisfaction compared with written posttest exams and the potential impact of the COVID-19 pandemic.Methods: From 2017 through 2022, surgery interns participated in MOCEs consisting of two clinical scenarios per intern. Participants completed surveys evaluating the perceived impact of MCOEs using 5-point ordinal scales and yes/no responses. A positive response was defined as good, slightly better, excellent, significantly better, or yes.Results: Fifty-nine of 73 interns (80.8%) completed the survey; 54 (91.5%) reported that MOCEs provided an improved review of material compared with written posttest exams. This correlated with average positive ratings indicating MOCEs were a valued educational activity (98.3%), a personal challenge (89.8%), a dynamic quality teaching method (93.2%), beneficial through observation of colleagues' examinations (94.9%), and an improvement in knowledge and application of didactic material (84.7%) (Spearman ρ = 0.44, P < .001). The postpandemic cohort (N = 23) rated MOCEs as more valuable than the prepandemic cohort (n = 36) (mean 4.7 ± 0.4 vs mean 4.3 ± 0.5, P = .004, Cohen d = 0.80).Conclusions: MOCEs may serve as an effective tool for applying knowledge during the formative years of surgical training. Interns affected by COVID-19 reported higher perceived benefits, potentially reflecting increased importance of competency-based and in-person education. MOCEs warrant further study and may be valuable to incorporate early in residency training.","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"19-24"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694652","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

Curriculum for Planners of Accredited Interprofessional Continuing Education for Health Care Professionals: Results of a Modified Delphi Process. 卫生保健专业人员认可的跨专业继续教育计划者的课程：改进的德尔菲过程的结果。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Marianna Shershneva, Barbara Anderson, Kimberly Sprecker

{"title":"Curriculum for Planners of Accredited Interprofessional Continuing Education for Health Care Professionals: Results of a Modified Delphi Process.","authors":"Marianna Shershneva, Barbara Anderson, Kimberly Sprecker","doi":"","DOIUrl":"","url":null,"abstract":"Introduction: Our academic institution is planning training for accredited interprofessional continuing education professionals. Focused training is essential to ensure planners can effectively design, implement, and evaluate educational activities while meeting accreditation standards.Methods: A modified Delphi process was used to develop the training curriculum. Initial content statements were grouped into 6 areas. In round 1, 15 panelists rated each statement, explained their ratings, and suggested additions. In round 2, 13 panelists rated original and new statements after reviewing aggregated round 1 feedback.Results: Final mean ratings ranged from 2.7 to 4.8. New statements included both unique contributions and expansions of original content. Of 84 statements rated across both rounds, 58% reached agreement (mean rating ≥ 4.0).Conclusions: The modified Delphi process was feasible, in both process and results, and can inform development of similar programs in other institutions.","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"206-209"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694712","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

Standardizing the Educational Experience of Medical Students Rotating With the Orthopedic Department Regardless of Subspecialty Assignment. 规范医学生在骨科轮转的教育经验。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Quinn Steiner, Alex Lasinski, Pamela Lang, Lindsey Boyke

{"title":"Standardizing the Educational Experience of Medical Students Rotating With the Orthopedic Department Regardless of Subspecialty Assignment.","authors":"Quinn Steiner, Alex Lasinski, Pamela Lang, Lindsey Boyke","doi":"","DOIUrl":"","url":null,"abstract":"Introduction: Musculoskeletal (MSK) conditions are frequently encountered by physicians in emergency and primary care settings. An orthopedic surgery elective provides an opportunity for medical students to develop knowledge and skills in evaluating and managing these conditions; however, increasing subspecialization and limited curricular time may restrict exposure to the breadth of MSK pathology.Methods: A standardized video lecture series covering common orthopedic conditions was developed for use during 2-week orthopedic surgery elective for third-year medical students at a single academic institution. Students completing the elective during May 2023 to April 2024 completed a 50-question pre-rotation knowledge assessment and were instructed to complete the video curriculum during the rotation. The same 50 question assessment was administered at the end of the rotation. Students also completed a 4 item qualitative survey evaluating the perceived educational value of the lecture series.Results: All 24 students (100%) completed the pre- and post-rotation assessments. Post-rotation scores were 4.96 points higher (9.9%) than pre-rotation scores (P = .0052). Nineteen students (79%) completed the post-rotation survey; 89.5% agreed or strongly agreed that the lectures improved their general knowledge of orthopedic topics, and 52.6% agreed or strongly agreed that the lectures adequately prepared them for the post-rotation assessment.Conclusions: Students demonstrated significant improvement in MSK knowledge after completing a 2-week orthopedic surgery rotation that incorporated a standardized video curriculum. Survey findings suggest the curriculum enhanced students' confidence in understanding MSK pathology and may help address educational gaps resulting from subspecialty based clinical assignments.","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"13-18"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694528","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

The Impact and Description of a Training Program With a Novel Landmark Device for Needle Thoracostomy. 一种新型胸廓针切开术标志性器械训练方案的影响与描述。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Justin T Chu, Thomas Engel, Matthew Chinn, Benjamin W Weston

{"title":"The Impact and Description of a Training Program With a Novel Landmark Device for Needle Thoracostomy.","authors":"Justin T Chu, Thomas Engel, Matthew Chinn, Benjamin W Weston","doi":"","DOIUrl":"","url":null,"abstract":"Background: Needle thoracostomy (NT) is a lifesaving procedure for patients with tension pneumothorax but requires correct anatomical placement to ensure effectiveness and minimize complications. We describe a novel emergency medical services (EMS) training using a lateral NT landmark device, the SAM ThoraSite, and report provider feedback on the training.Methods: A 90-minute training was delivered to EMS providers. Providers completed pre- and post-training surveys regarding confidence in procedural performance, concerns about complications, and overall educational experience.Results: The response rate was 79.4%. Post-training confidence in correctly performing NT increased significantly (7.1 vs 9.0, P < .001). Participants also reported higher satisfaction with this training compared with prior needle thoracostomy education (6.9 vs 9.3, P < .001).Conclusions: A novel EMS educational session incorporating the ThoraSite landmark device improved provider confidence in NT performance and increased satisfaction with training.","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"67-70"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694532","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

Considering 'Big Questions' About the Human Being in Medical Education. 医学教育中关于人的“大问题”的思考

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Victoria Toledo, Raudah Yunus, Lauren Nickel, Fabrice Jotterand, Aasim I Padela

引用次数: 0