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Prachnakorn N, Preecha K, Sri-U-Thai T, Jaroenyod T, Sawang K, Patwong N, Wattanapisit A. Incorporating artificial intelligence into a workshop on scientific and scholarly report writing for preclinical medical students. MEDICAL TEACHER 2024; 46:746-748. [PMID: 38306961 DOI: 10.1080/0142159x.2024.2311267] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Accepted: 01/24/2024] [Indexed: 02/04/2024]
Abstract
This article presents the use of an artificial intelligence (AI) tool (ChatGPT) to transform a didactic lecture to an interactive workshop. The workshop on scientific and scholarly report writing was conducted for preclinical medical students. The functions of the AI as teaching assistance and documentation were expected to support the workshop. In this workshop, the AI was used to summarise and generate the summary notes based on students' inputs throughout the interactive activities during the workshop. Future research should focus on potential functions of AI in medical education and its impacts on student's learning outcomes.
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Affiliation(s)
| | - Kongsit Preecha
- School of Medicine, Walailak University, Nakhon Si Thammarat, Thailand
| | | | - Thanat Jaroenyod
- School of Medicine, Walailak University, Nakhon Si Thammarat, Thailand
| | - Kanokpitch Sawang
- School of Medicine, Walailak University, Nakhon Si Thammarat, Thailand
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Vogt M, Schuchardt N, Geissler ME, Bereuter JP, Geissler RB, Glauche I, Gerdes S, Deußen A, Günther L. Scientific competence during medical education - insights from a cross-sectional study at a German Medical School. BMC MEDICAL EDUCATION 2024; 24:590. [PMID: 38807084 PMCID: PMC11134709 DOI: 10.1186/s12909-024-05470-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2023] [Accepted: 04/25/2024] [Indexed: 05/30/2024]
Abstract
BACKGROUND Medical knowledge regarding the pathophysiology, diagnosis and treatment of diseases is constantly evolving. To effectively incorporate these findings into professional practice, it is crucial that scientific competencies are a central component of medical education. This study seeks to analyse the current state of scientific education and students' desires for integration into the curriculum. METHODS From October to December 2022, a survey was distributed at the Medical Faculty Dresden to all medical students from the 1st to 5th academic year (AY). The survey investigates current expectations of applying scientific competencies later in professional life, and the students were asked to self-assess various scientific skills and in relation to the National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education. The self-assessments were objectified through a competence test with ten multiple-choice questions. The desire for curricular teaching was inquired. RESULTS 860 students completed the survey. This corresponds to a response rate of 64%. In the 5th AY, approximately 80% of the participants stated that they expected to work with scientific literature on a daily to monthly basis in future professional life and to communicate corresponding scientific findings to patients. Only 30-40% of the 5th AY rate their scientific competencies as sufficient to do this appropriately. This corresponds with the self-assessed competencies that only slightly increased over the 5 AYs from 14.1 ± 11.7 to 21.3 ± 13.8 points (max. 52) and is also reflected in the competence test (1st AY 3.6 ± 1.75 vs. 5th AY 5.5 ± 1.68, max. 10 points). Half of the students in the 4th and 5th AYs were dissatisfied with the current teaching of scientific skills. The majority preferred the implementation of a science curriculum (56%), preferably as seminars dealing with topics such as literature research, analysis, and science communication. CONCLUSIONS The results show discrepancies between expectations of using scientific knowledge in everyday professional life, self-rated and objectively recorded competencies, and the current state of curricular teaching of scientific competencies. There is a strong need for adequate practical training, particularly in critical analyses of scientific literature, which enables the communication of scientific knowledge to patients.
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Affiliation(s)
- Maximilian Vogt
- Division of Medical Biology, Department of Psychiatry and Psychotherapy, University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Nadja Schuchardt
- Division of Medical Biology, Department of Psychiatry and Psychotherapy, University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Mark Enrik Geissler
- Department of Visceral, Thoracic and Vascular Surgery, Medical Faculty and University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Jean-Paul Bereuter
- Department of Visceral, Thoracic and Vascular Surgery, Medical Faculty and University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Rona Berit Geissler
- Department of Visceral, Thoracic and Vascular Surgery, Medical Faculty and University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Ingmar Glauche
- Institute for Medical Informatics and Biometry, Carl Gustav Carus Faculty of Medicine, Technische Universität Dresden, 01307, Dresden, Germany
| | - Sebastian Gerdes
- Institute for Medical Informatics and Biometry, Carl Gustav Carus Faculty of Medicine, Technische Universität Dresden, 01307, Dresden, Germany
| | - Andreas Deußen
- Department of Physiology, Medical Faculty Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Lydia Günther
- Division of Medical Biology, Department of Psychiatry and Psychotherapy, University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany.
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Fakhre F, Soares DJ. Practice-Based Learning in Aesthetic Medicine: Assessing Scientific Literacy Among Cosmetic Practitioners. Dermatol Surg 2024; 50:441-445. [PMID: 38385535 DOI: 10.1097/dss.0000000000004098] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/23/2024]
Abstract
BACKGROUND The field of aesthetic medicine has expanded substantially in the past decade, with significant practitioner diversification and departure from core-specialty supervision. The increased autonomy of nonphysician practitioners in a rapidly evolving field has raised accentuated the importance of scientific literacy and practice-based learning standards in the delivery of aesthetic medical care. OBJECTIVE To assess the degree of scientific literacy among aesthetic medicine practitioners of different educational and training backgrounds in the United States and abroad. MATERIALS AND METHODS A cross-sectional survey of 52 national and international aesthetic medicine practitioners employing a validated, 28-item, scientific literacy tool. RESULTS The average score for all participants was 76% (SD = 18%, range = 43%-100%). Physician practitioners scored higher in all competencies compared non-physicians (86% vs 68%, p < 0.001), with a greater discrepancy among US practitioners (95% vs 71%, p < 0.001). Competencies relating to identification of bias/confounding variables, graphical data representation, and statistical inference/correlation showed the lowest proficiency. Practitioners with a doctorate or equivalent degree were significantly more likely to report frequent engagement with medical literature than non-physicians ( p = 0.02). CONCLUSION There exists a significant disparity in scientific literacy between physician and nonphysician aesthetic medicine practitioners. This gap underscores the need for enhanced educational programs and continuous professional development to ensure safe and effective patient care in the evolving field of aesthetic medicine.
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Affiliation(s)
- Fadia Fakhre
- University of Central Florida, College of Medicine, Orlando, FL
| | - Danny J Soares
- University of Central Florida, College of Medicine, Orlando, FL
- American Foundation for Aesthetic Medicine (AFFAM), Fruitland Park, FL
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Casey T, Brennan Z, Pereira K, Young G, Paluri SN, Gudakunst C. An assessment of surgery core rotation quality at osteopathic medical schools. J Osteopath Med 2024; 124:61-67. [PMID: 37920968 DOI: 10.1515/jom-2022-0165] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2022] [Accepted: 08/07/2023] [Indexed: 11/04/2023]
Abstract
CONTEXT Osteopathic medical schools have traditionally placed a heavy emphasis on the field of primary care. While graduating osteopathic students continue to pursue family medicine, internal medicine, and pediatrics at higher rates than their allopathic counterparts, it is unknown whether students feel that surgical rotations are held to similar standards. OBJECTIVES The purpose of this study was to assess osteopathic medical student opinions of the quality of their surgical clerkships and to determine if good or poor experiences influenced their decision to continue pursuing surgery. METHODS After Institutional Review Board approval, a voluntary and anonymous Qualtrics survey was sent to all nationally registered members of the American College of Osteopathic Surgeons, Medical Student Section (ACOS-MSS) in their final 2 years of medical school. Analyses were conducted utilizing R statistical software. RESULTS A total of 345 responses were recorded from the Qualtrics survey sent to 2182 ACOS students from the national registry (response rate of 15.8 %). Students who found a mentor during their surgical rotations were more likely to consider a surgical career after they completed their rotations (odds ratio [OR]=1.43, p=0.003). Students at academic sites had more opportunities for research than those at community hospitals (p=0.019). Most students responded that they were still considering surgery as a career after rotation completion; a significant portion (OR=0.36, p<0.001) responded that they were no longer interested. CONCLUSIONS Medical students are most likely to review a surgical rotation favorably if they can connect with a mentor while on rotation. Osteopathic medical schools may benefit from instituting mentorship programs for students interested in surgery, as well as ensuring that their students have ample opportunity for research.
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Affiliation(s)
- Taylor Casey
- Michigan State University College of Osteopathic Medicine, East Lansing, MI, USA
| | - Zachary Brennan
- Michigan State University College of Osteopathic Medicine, East Lansing, MI, USA
| | - Kenneth Pereira
- Michigan State University College of Osteopathic Medicine, East Lansing, MI, USA
| | - Grace Young
- Kirksville College of Osteopathic Medicine, Kirksville, MO, USA
| | - Sarin N Paluri
- Kirksville College of Osteopathic Medicine, Kirksville, MO, USA
| | - Craig Gudakunst
- Michigan State University College of Osteopathic Medicine, East Lansing, MI, USA
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Babar M, Loloi J, Labagnara K, Watts KL, Laudano M. Implementation of a shared research database to increase medical student awareness and involvement in urology research A pilot study. Can Urol Assoc J 2024; 18:E26-E31. [PMID: 37812792 PMCID: PMC10766337 DOI: 10.5489/cuaj.8468] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/11/2023]
Abstract
INTRODUCTION We aimed to assess the effect of a shared institutional research database on medical students' scholarly work, perceived research competency, and self-reported satisfaction. METHODS An institutional inventory database was created on Google Sheets with a listing of available mentors and a description of their ongoing research projects. The inventory database was shared with interested students and faculty. Students who agreed to participate were surveyed pre- and post-inventory. Survey questions assessed student demographics, prior research experience, and their perception of research competency and satisfaction. The number of presentations, publications, and articles pre- and post-inventory were also abstracted. Survey responses were compared using the Mann-Whitney U test. RESULTS A total of 20 students were surveyed pre-inventory and at a median followup of six months (5-7) post-inventory. There was a significant increase in scholarly presentations and publications post-inventory (p<0.05 for all). Furthermore, post-inventory, students reported feeling more confident in establishing an academic career, finding good mentors, managing their relationship with their mentor, managing professional challenges, and effectively showcasing themselves professionally and describing their research (p<0.05 for all). More than 65% of students agreed or strongly agreed that the database was easy to use, accessible, transparent, and would like a similar database created for other specialty departments. CONCLUSIONS After performing mentorship-guided research through an institutional research database, medical students felt more confident in their ability to perform research and produced more scholarly work. Therefore, we recommend a research database be created across all institutional departments to foster interest in conducting research.
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Affiliation(s)
- Mustufa Babar
- Albert Einstein College of Medicine, Bronx, NY , United States
| | - Justin Loloi
- Montefiore Medical Center, Department of Urology, Bronx, NY , United States
| | - Kevin Labagnara
- Albert Einstein College of Medicine, Bronx, NY , United States
| | - Kara L. Watts
- Montefiore Medical Center, Department of Urology, Bronx, NY , United States
| | - Melissa Laudano
- Montefiore Medical Center, Department of Urology, Bronx, NY , United States
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Zhao L, Dai X, Chen S. Effect of the case-based learning method combined with virtual reality simulation technology on midwifery laboratory courses: A quasi-experimental study. Int J Nurs Sci 2024; 11:76-82. [PMID: 38352279 PMCID: PMC10859578 DOI: 10.1016/j.ijnss.2023.12.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Revised: 11/18/2023] [Accepted: 12/11/2023] [Indexed: 02/16/2024] Open
Abstract
Objective This study aimed to evaluate the effect of case-based learning (CBL) method with virtual reality (VR) simulation technology (CBL-VR) on midwifery laboratory courses. Methods A quasi-experimental design was employed. A total of 135 midwifery students were recruited from Nursing College of Guilin Medical University in China from September 2020 to January 2022. Intervention group recruited students from the Class of 2019 (n = 59) and control group recruited students from the Class of 2018 (n = 76). The intervention group students received the CBL-VR method based on traditional laboratory teaching, the contents of course included four sections: eutocia (6 class hours), dystocia (6 class hours), umbilical cord prolapse (2 class hours), and neonatal asphyxia and resuscitation (4 class hours), 40 min per class hour. The control group students received the traditional laboratory teaching. Students' academic performance, Self-Directed Learning (SDL) Ability Questionnaire, and the education satisfaction questionnaire were used to evaluate the teaching efficacy between two groups. Results After intervention, the intervention group students achieved higher scores than the control group in individual operation ability (90.88 ± 2.14 vs. 89.24 ± 3.15), team operation ability (90.97 ± 2.33 vs. 81.28 ± 5.45), and midwifery case analysis ability (88.64 ± 3.19 vs. 86.70 ± 2.56) (P <0.01). Prior to the implementation of the course, there was no difference in the SDL ability scores between the two groups of students (P > 0.05). However, following the course intervention, the SDL ability scores of the intervention group were higher than those of the control group (94.78 ± 6.59 vs. 88.12 ± 8.36), and the scores in all dimensions of the intervention group were also higher (P < 0.05). Additionally, more than 94% of the students indicated that CBL-VR method developed comprehensive abilities, including independent-study enthusiasm, independent thinking, collaboration, and communication. Conclusion Using the CBL-VR method in midwifery lab courses improved students' course performance, SDL ability, and comprehensive ability. Students highly recognized the effectiveness of this approach.
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Affiliation(s)
- Lingyun Zhao
- Nursing College, Guilin Medical University, Guilin, Guangxi Zhuang Autonomous Region, China
| | - Xiaohong Dai
- Nursing College, Guilin Medical University, Guilin, Guangxi Zhuang Autonomous Region, China
| | - Siyu Chen
- Nursing College, Guilin Medical University, Guilin, Guangxi Zhuang Autonomous Region, China
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Ahmed Y, Taha MH, Khayal S. Integrating Research and Teaching in Medical Education: Challenges, Strategies, and Implications for Healthcare. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2024; 12:1-7. [PMID: 38313425 PMCID: PMC10837463 DOI: 10.30476/jamp.2023.99751.1854] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/06/2023] [Accepted: 09/20/2023] [Indexed: 02/06/2024]
Abstract
Introduction The integration of research and teaching in medical education offers numerous benefits, fostering critical thinking and analytical skills in students. Institutions worldwide have recognized the significance of this nexus and have implemented initiatives to link teaching with discipline-based research, promoting interdisciplinary collaboration. This article aims to explore the challenges and recommendations for integrating research and teaching in medical schools and provide recommendations to overcome these challenges. Methods We conducted a comprehensive review of the literature to identify the common challenges faced by medical institutions in integrating research and teaching. PubMed, Scopus, Web of Science, ERIC, and Google Scholar databases were searched to assess the literature that met the study objectives with explicit inclusion and exclusion criteria. We also examined successful strategies employed by some institutions to promote research-teaching integration. Results The challenges identified include limited resources, the need to balance research and curriculum requirements, and the importance of cultivating a research-oriented institutional culture. Successful strategies involve curriculum updates, faculty motivation, and cross-disciplinary collaboration. Implementing strategies involve vertically and horizontally integrating research methodology throughout the undergraduate curriculum and cross-integrating traditional medical courses with other disciplines. Collaboration between universities, enterprises, and schools can enhance comprehensive cooperation. Conclusion To create a research-oriented learning environment, medical institutions should address these challenges and implement effective strategies. This approach will not only nurture research-oriented healthcare professionals but also advance medical knowledge for the benefit of patient care. By addressing these challenges and implementing appropriate strategies, medical institutions can create a research-oriented learning environment, nurturing research-oriented healthcare professionals and advancing medical knowledge to improve patient care.
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Affiliation(s)
- Yasar Ahmed
- Department of Medical Oncology, St. Vincent's University Hospital, Dublin, Ireland
| | - Mohamed Hasan Taha
- College of Medicine and Medical Education Centre, University of Sharjah, Sharjah, United Arab Emirates
| | - Simaa Khayal
- Department of Medical Oncology, St. Vincent's University Hospital, Dublin, Ireland
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Orebi HA, Shahin MR, Awad Allah MT, Hegazy AH, Alshakhs MA, Alaithan AM, Alhindi AA, Kabbash IA. Medical students' perceptions, experiences, and barriers towards research implementation at the faculty of medicine, Tanta university. BMC MEDICAL EDUCATION 2023; 23:902. [PMID: 38012674 PMCID: PMC10683156 DOI: 10.1186/s12909-023-04884-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/21/2023] [Accepted: 11/20/2023] [Indexed: 11/29/2023]
Abstract
BACKGROUND Research is essential for advancing medical knowledge and improving patient care. However, research capacity and output are low in low- and middle-income countries due to various challenges, including a lack of research training among medical students. Integrating research training into undergraduate medical curricula can help address this issue. METHODS A cross-sectional study was conducted between December 2022 and March 2023 among 462 undergraduate medical students at Tanta University, Egypt to assess their knowledge, attitudes, and perceived barriers toward conducting research. Data were collected using a self-administered questionnaire and analyzed using SPSS. RESULTS Nearly half (49.8%) of the students had an acceptable level of knowledge about research concepts while over two-thirds (66.2%) had a positive attitude. The most common barriers were lack of funding, time, and training in research methods. Previous research training was reported by 66.7% of students, but less than half had participated in or presented research. Students in the competency-based program had significantly higher knowledge and more positive attitudes than those in the mainstream program. Knowledge level was positively correlated with attitude. CONCLUSION While attitudes were generally positive, improvements are needed in research training and opportunities among undergraduate medical students at Tanta University to help address low research capacity challenges in low- and middle-income countries. Integration of formal research training into the curriculum may help increase knowledge and participation in research.
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Affiliation(s)
| | | | | | | | | | | | | | - Ibrahim Ali Kabbash
- Professor of Public Health & Community Medicine, Faculty of Medicine, Tanta University, Tanta, Egypt
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Glehan A, Ramsey T, Kumaresan T, Setzen S, Gildener-Leapman N. Medical student otolaryngology research: Involvement, perceptions, motivations. Am J Otolaryngol 2023; 44:103977. [PMID: 37480685 DOI: 10.1016/j.amjoto.2023.103977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Accepted: 07/04/2023] [Indexed: 07/23/2023]
Abstract
OBJECTIVE Otolaryngology is a competitive specialty that emphasizes research. This study explored medical student involvement in otolaryngology research including training, productivity, perceptions and career goals. STUDY DESIGN Cross-sectional survey. METHODS A 27 question multiple choice survey was generated using Qualtrics and posted on an otolaryngology forum (Otomatch) from 10/09/2022 to 12/11/2022. RESULTS Thirty fourth year medical students (MS4) applying to U.S. otolaryngology residency programs responded. Nearly all (26/30 = 86.7 %) believe there should be dedicated time to research in medical school. MS4 produced an average of 3.23 otolaryngology papers (± 3.13), 5.23 poster presentations (± 9.22) and 2.50 oral presentations (± 5.06). MS4 feel it is more important for physicians to read (mean 4.47 on a 5-point scale; ± 0.76) than to conduct research (3.03 ± 0.87) or to emphasize it in evaluating residency applicants (2.79 ± 0.96). Seventeen respondents (17/30 = 56.7 %) lack interest in continuing research after medical school. Twenty-eight MS4 were evenly split (14/30 = 46.7 %) between a research-heavy or traditional residency. Students felt pressure to publish in low-impact journals (3.93 ± 0.94) for career advancement. CONCLUSION All respondents were involved in research yet the majority (16/30 = 53.3 %) eschew a research-heavy residency. Using research to evaluate success entices involvement for some who may not be interested. Pressure to publish may exacerbate ethical issues like inaccurately assigned authorship and deceptive reporting of publications. A decreased emphasis on research will enable students truly interested to continue without pressure to publish, leading to a potential increase in generalizable studies.
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Affiliation(s)
| | - Tam Ramsey
- Department of Otolaryngology and Head-Neck Surgery, Albany Medical Center, Albany, NY, USA
| | | | | | - Neil Gildener-Leapman
- Department of Otolaryngology and Head-Neck Surgery, Albany Medical Center, Albany, NY, USA
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Burney AA, Burney IA, Dherwani K. Undergraduate research in medical schools in Pakistan: Relevance, Needs, and Importance. Pak J Med Sci 2023; 39:1542-1544. [PMID: 37680788 PMCID: PMC10480712 DOI: 10.12669/pjms.39.5.7137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2022] [Revised: 04/27/2023] [Accepted: 05/18/2023] [Indexed: 09/09/2023] Open
Abstract
Recent trends in medical education demand practicing physicians to be competent in playing multiple roles. Life-long learning skills underpinned by research & scholarly activity will enable them to play these roles adequately. Therefore, the introduction of structured training in research during early undergraduate years is pivotal. This would enable trainee physicians to develop essential skills; the institutions will grow in terms of visibility & ranking; the trainers and supervisors will be satisfied in terms of research productivity and, most importantly the patients will benefit in terms of improved clinical outcomes.
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Affiliation(s)
- Asif Ali Burney
- Asif Ali. Burney, MBBS, FCPS. Isra University, Hyderabad, Pakistan
| | - Ikram Ali Burney
- Ikram Ali Burney, MBBS, PhD. Sultan Qaboos Comprehensive Cancer Care & Research Center, Muscat 123, Oman
| | - Kabir Dherwani
- Kabir Dherwani, MBBS, M.M.Ed. Isra University, Hyderabad, Pakistan
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Brenner M, Weiss-Breckwoldt AN, Condrau F, Breckwoldt J. Does the 'Educational Alliance' conceptualize the student - supervisor relationship when conducting a master thesis in medicine? An interview study. BMC MEDICAL EDUCATION 2023; 23:611. [PMID: 37641061 PMCID: PMC10464293 DOI: 10.1186/s12909-023-04593-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/04/2022] [Accepted: 08/16/2023] [Indexed: 08/31/2023]
Abstract
BACKGROUND Completing a master thesis (MT) is mandatory in many undergraduate curricula in medicine but a specific educational framework to guide the supervisor-student relationship during the MT has not been published. This could be helpful to facilitate the MT process and to more effectively reach the learning objectives related to science education in medicine. An attractive model for this purpose is the 'Educational Alliance' (EA), which focusses on the three components 'clarity and agreement on (a) goals, (b) tasks and (c) relationship & roles'. This study investigated factors that can either facilitate or hinder the process of MTs, and related these to the components of the EA. METHODS We conducted semi-structured face-to-face interviews with 20 students and - separately - with their 20 corresponding supervisors, after the MT had been accepted. The interviews included open questions on factors facilitating or hindering the success of the MT. Audio recordings of the interviews were anonymized and transcribed, and then analysed by qualitative content analysis. Also, quantitative data were gathered on satisfaction with the MT process and the supervisory quality (using Likert-type questions). RESULTS We were able to analyse all 40 interviews, related to 20 MTs. From the transcripts, we extracted 469 comments related to the research question and categorized these into the four main categories (a) 'Preparation', (b) 'Process', (c) 'Atmosphere', (d) 'Value of the MT'. Interviewees highlighted the importance of a careful preparation phase, clear expectations, a clear research plan, thorough and timely feedback, mutual agreement on timelines, and a positive working atmosphere. Each of these factors could be brought in line with the three components of the EA framework: agreement and clarity of goals, tasks, relationships & roles. Satisfaction with the MT process was rated 8.75 ± 1.22 SD (of 10) points by supervisors, and 7.80 ± 1.61 SD points by students, while supervision quality was rated + 1.51 ± 0.63 SD (scale from - 2 to + 2) by supervisors, and + 1.26 ± 0.93 SD by students. CONCLUSION We propose the EA framework as a useful guidance for students, supervisors, and the university towards conducting successful MTs in medicine. Based on the findings, we provide specific recommendations for students, supervisors, and university.
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Affiliation(s)
- Michael Brenner
- Department of Internal Medicine, Swiss Paraplegic Group, Nottwil, Switzerland
| | | | - Flurin Condrau
- Center for Medical Humanities, Institute for Biomedical Ethics and History, University of Zurich, Zurich, Switzerland
| | - Jan Breckwoldt
- Institute of Anesthesiology, University Hospital Zurich, Raemistr. 100, Zurich, CH-8091 Switzerland
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Bantounou MA, Kumar N. Peer-Led Versus Conventional Teacher-Led Methodological Research Education Sessions: An Initiative to Improve Medical Education Research Teaching. MEDICAL SCIENCE EDUCATOR 2023; 33:935-943. [PMID: 37546205 PMCID: PMC10403477 DOI: 10.1007/s40670-023-01818-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 05/31/2023] [Indexed: 08/08/2023]
Abstract
Introduction To enhance doctors' engagement with research, the National Medical Research Association (NMRA) developed a research teaching series, delivering peer-led (PL) sessions by medical students and conventional teacher-led (CL) sessions by licenced physicians/lecturers. We assessed the effectiveness of the series and compared the PL and CL approaches. Methods The teaching sessions were delivered virtually via Zoom weekly either PL or CL. Feedback was provided by participants on completion of every session using a 10-point Likert scale assessing their knowledge pre- and post-training. Results A total of 87 participants were included generating 782 feedback forms, 367 (47.1%) for PL and 412 for CL sessions. The median knowledge scores significantly increased following each session (p-value < 0.05) independent of teaching approach. An overall improvement in the median knowledge score from all sessions from 5/10 to 8/10 was reported. There was no significant difference between knowledge gained from the CL or PL teaching. Conclusion Didactic PL research training sessions are equally effective as CL sessions.
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Affiliation(s)
| | - Niraj Kumar
- National Medical Research Association (NMRA), London, UK
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Domínguez-Torres LC, Vega-Peña NV. Pyramids in medical education: Their conceptualization and utility summarized. REVISTA COLOMBIANA DE OBSTETRICIA Y GINECOLOGIA 2023; 74:163-174. [PMID: 37523683 PMCID: PMC10419883 DOI: 10.18597/rcog.3994] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Accepted: 05/25/2023] [Indexed: 08/02/2023]
Abstract
Objectives To examine the conceptual underpinnings of learning pyramids, their limitations and some proposed modifications, and to describe their utility. Materials and methods Starting with a selection of pyramids based on whether graphic design was part of their original design and on their conceptual description, we examined the criticisms they have received and the modifications derived from those observations, and the use given to the pyramids most commonly used in medical education. Results Five pyramids were included, namely, George Miller, Edgar Dale, Donald Kirkpatrick, Benjamín Bloom and Abraham Maslow. Pyramids describe different aspects of medical education evaluation, either of individuals or of training programs, including competencies, identity, reliability, learning, behavior, results, cognitive complexity and self-realization. Conclusions As theoretical models, the pyramids examined have contributed to support learning processes in health professions. Their practical utility extends to different specialties and education levels given that they can help faculty optimize curricular design, teaching and evaluation processes. It is important to conduct a local assessment of the effects on health science programs built on these theoretical models.
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Cleary M, Thapa DK, West S, Lopez V, Williamson M, Sahay A, Kornhaber R. Mentoring students in doctoral nursing programs: A scoping review. J Prof Nurs 2023; 45:71-88. [PMID: 36889896 DOI: 10.1016/j.profnurs.2023.01.010] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Revised: 01/05/2023] [Accepted: 01/18/2023] [Indexed: 02/17/2023]
Abstract
BACKGROUND Academic mentorship usually involves an ongoing, supportive relationship between experienced academics and research candidates, and is fundamental to establishing and nurturing scholarship and the skills for dealing with the changing demands of the academic environment. Mentoring is a valuable strategy for the development of students enrolled in doctoral nursing programs (Doctor of Philosophy in Nursing - PhD, Doctor of Nursing Practice - DNP, Doctor of Nursing Science - DNS, and Doctoral Education in Nursing - EdD). PURPOSE To report mentorship experiences among doctoral nursing students and academic mentors, identify positive and negative attributes of mentors and the relationship between mentors and students, and assess the benefits and barriers of mentoring. METHODS Relevant empirical studies published until September 2021 were identified using PubMed, CINAHL and Scopus electronic databases. Quantitative, qualitative, and mixed method studies published in English language which reported on mentorship among doctoral nursing students were included. Data were synthesized into a scoping review with findings presented as a narrative summary. RESULTS The review included 30 articles, mostly from the USA, which reported on the mentoring relationship, experiences, benefits, and barriers of mentoring for the student and the mentor. Students valued mentor attributes such as being a role model, respectful, supportive, inspiring, approachable, accessible, a content expert and a good communicator. Benefits of mentoring included enhanced experience of research endeavours, scholarly writing and scientific publication, networking support, improved student retention, timely completion of the project, and career readiness, as well as developing one's own mentoring skills for future mentoring of others. Despite the identified benefits, there are a number of barriers related to mentoring including access to mentorship support, limited mentoring skills among faculty, and lack of compatibility between students and mentors. CONCLUSIONS This review highlighted students' expectations versus their reality of mentoring, which suggested areas for improvement in mentoring doctoral nursing students, in particular the need for mentorship competency, support, and compatibility. Additionally, there is a need for more robust research designs to understand the nature and characteristics of mentorship programs for doctoral nursing students and to assess the expectations and wider experiences of mentors.
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Affiliation(s)
- Michelle Cleary
- School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia.
| | | | - Sancia West
- School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia
| | - Violeta Lopez
- School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia
| | - Moira Williamson
- School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia
| | - Ashlyn Sahay
- School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia
| | - Rachel Kornhaber
- College of Health and Medicine, University of Tasmania, Sydney, NSW, Australia
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Alyousefi N, Alnojaidi J, Almohsen A, Alghanoum S, Alassiry G, Alsanad L, Alzeer S. How Do Medical Students Perceive Their Research Experiences and Associated Challenges? ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:9-20. [PMID: 36636321 PMCID: PMC9831076 DOI: 10.2147/amep.s395235] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Accepted: 12/31/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION Undergraduate medical students' research experience is essential for their career progress. Understanding the perceived challenges undergraduate medical students face in conducting research can improve the research experience in the undergraduate curriculum. This study explores the medical students' perception of medical research and assesses their practices and perceived barriers encountered in carrying out medical research. METHODS A descriptive cross-sectional study was carried out among medical students of the college of medicine of King Saud University in Riyadh. They were invited to enroll in a web-based survey composed of four sections; demographic data, attitudes toward science and research, perceived barriers to participating in scientific research activities, and medical students' research practice and experience. RESULTS A total of 389 students responded to the survey. The most commonly reported barrier to participation in scientific research was lack of time due to being overburdened with educational activities (74.6%). Gender (P <0.008), age (P <0.0001), academic year (P <0.0001), grade of the research course (P <0.0001), and the rank of supervisor (P <0.0001) were identified as significant contributors to success in publication. The only barrier identified as a significant factor is the inadequate research supervisors' guidance and support (P 0.015). Clinical students are more confident in research skills than pre-clinical students. CONCLUSION Although participation in the research was high among medical students, most reported a lack of time and the lack of mentors as significant barriers to conduct research. This required interventions to improve the mentorship and tailor it to the student's needs throughout the curriculum.
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Affiliation(s)
- Nada Alyousefi
- Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Department of Family and Community Medicine, King Saud University Medical City, King Saud University, Riyadh, Saudi Arabia
| | - Joud Alnojaidi
- Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Afnan Almohsen
- Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Shayma Alghanoum
- Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Ghaida Alassiry
- Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Layan Alsanad
- Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Samu Alzeer
- Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
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Althubaiti A, Althubaiti SM. Medical research: what to expect in a student-supervisor relationship. BMC MEDICAL EDUCATION 2022; 22:774. [PMID: 36357924 PMCID: PMC9648019 DOI: 10.1186/s12909-022-03851-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Accepted: 11/01/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND A medical research supervisor is of crucial importance to the undergraduate student enrolled in a research methodology course. A solid relationship between the two is vital to the success of the research project and the overall well-being of the student. The structure of the relationship between a student and a research supervisor is seldom discussed in the context of undergraduate medical research. This study evaluates students' expectations of their research contributions and their supervisors' roles. METHODS This was an observational study in a large health university in Saudi Arabia. A total of 320 medical students enrolled in a two-year medical research program completed an online survey, of a previously validated instrument, that is, Role Perceptions Rating Scale. Demographic questions such as the current level in the research program (junior or senior) were added. RESULTS The results showed that most students expected the responsibility to be equally shared between the supervisor and student during the development and execution of the research project. Additionally, students expected the research supervisor to be responsible for the research themes and contents, ensuring access to facilities, and assisting in the actual writing of the final research manuscript. Furthermore, the results indicated differences in expectations between junior and senior students. CONCLUSION This study demonstrates that medical students expect their research supervisors to support them to a significant extent. Understanding medical students' expectations in a supervisor-student relationship is essential to successful research and collaboration. The evidence gathered in this study has practical implications for educational institutes to base their research training program on these insights. Providing clarity on the expectations and responsibilities of those participating in the research program is crucial, as this would, in turn likely advance the output of the research program and encourage clinicians to join the program as research supervisors.
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Affiliation(s)
- Alaa Althubaiti
- College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Mail Code 6656, P.O. Box 9515, Jeddah, 21423, Saudi Arabia.
- King Abdullah International Medical Research Centre, Jeddah, Saudi Arabia.
| | - Suha M Althubaiti
- College of Science and Health Professions, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Centre, Riyadh, Saudi Arabia
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Eley DS, Hu W, Talley NJ. Educating future clinician academics: the role of medical schools. Med J Aust 2022; 217:16-19. [DOI: 10.5694/mja2.51596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Revised: 03/28/2022] [Accepted: 04/04/2022] [Indexed: 11/17/2022]
Affiliation(s)
| | - Wendy Hu
- Western Sydney University Sydney NSW
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