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Feng X, Wang Y, Wei L, Meng K. How to become an excellent pediatric resident: a qualitative comparative study from China. BMC Health Serv Res 2023; 23:53. [PMID: 36653822 PMCID: PMC9850579 DOI: 10.1186/s12913-023-09038-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Accepted: 01/04/2023] [Indexed: 01/20/2023] Open
Abstract
BACKGROUND Competency-oriented medical education has become a global trend. However, most current studies focus on the independent effects of various competencies and lack an examination of the combined effects. Therefore, the purpose of this study was to explore the competency configurations of excellent pediatric residents and general pediatric residents and to provide a scientific reference for the talent training and career development of pediatric residents. METHODS Behavioral event interviews were conducted with 23 pediatric residents at a children's hospital in Beijing in July and August 2019. Two researchers coded the interview data to summarize the competency of pediatric residents. The research group scored the performance of 23 pediatric residents in various aspects of competency and used the crisp-set qualitative comparative analysis method to explore the competency configurations of excellent pediatric residents and general pediatric residents. RESULTS This study concludes that pediatric residents should have six core competencies: professional spirit, clinical skills, communication ability, learning ability, mental capacity and research ability. There are 4 combinations of competencies for becoming an excellent pediatric resident: the clinical type, scientific research type, all-around development type and high emotional intelligence type. In addition, there are 3 combinations of competencies for becoming a general pediatric resident: the comprehensive ability deficiency type, lack of professionalism and mental capacity type, lack of communication ability type. CONCLUSIONS There are differences in competence between excellent and general pediatric residents. Excellent pediatric residents do not need to possess all competencies but should specialize in clinical practice, scientific research or communication skills. This study suggests that training in mental capacity, professional spirit and communication ability should be strengthened during pediatric resident training. Pediatric residents should make career development plans according to their actual situation, and hospitals should arrange suitable positions according to the characteristics of pediatric residents.
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Affiliation(s)
- Xingmiao Feng
- grid.24696.3f0000 0004 0369 153XSchool of Public Health, Capital Medical University, No.10 Xitoutiao, Youanmenwai Street, Fengtai District, Beijing, 100069 China
| | - Yujia Wang
- grid.24696.3f0000 0004 0369 153XSchool of Public Health, Capital Medical University, No.10 Xitoutiao, Youanmenwai Street, Fengtai District, Beijing, 100069 China ,grid.24696.3f0000 0004 0369 153XNational Center for Children’s Health, Beijing Children’s Hospital, Capital Medical University, Beijing, China
| | - Linjiang Wei
- grid.24696.3f0000 0004 0369 153XSchool of Public Health, Capital Medical University, No.10 Xitoutiao, Youanmenwai Street, Fengtai District, Beijing, 100069 China
| | - Kai Meng
- grid.24696.3f0000 0004 0369 153XSchool of Public Health, Capital Medical University, No.10 Xitoutiao, Youanmenwai Street, Fengtai District, Beijing, 100069 China
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Ben-Arye E, Finkelstein A, Samuels N, Ben-Yehuda D, Schiff E, Reis S, Lesser L, Bergel M, Shaham D. From skepticism to openness: a qualitative narrative analysis of medical students' attitudes following an integrative medicine course. Support Care Cancer 2022; 30:4789-4795. [PMID: 35142910 PMCID: PMC9046550 DOI: 10.1007/s00520-022-06888-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2021] [Accepted: 01/30/2022] [Indexed: 12/24/2022]
Abstract
OBJECTIVE The present study aimed to explore attitudes of medical students following a course in integrative medicine (IM) focused on palliative and supportive cancer. METHOD Attitudes to IM among pre-clerkship medical students were assessed following a 3-day required course, which included interviews with international experts in IM and "hands-on" workshops mentored by IM and non-IM healthcare professionals. Student reflections were analyzed qualitatively, and written narratives were examined thematically. RESULTS Of 161 students, 102 (63.4%) provided post-course reflections. The main narrative themes included pre-course attitudes, attitude changes and influencing factors, and insights on implementing IM in clinical practice. Pre-course attitudes were predominantly skeptical, with post-course attitudes more open and non-judgmental, addressing research on IM effectiveness and safety. Students looked favorably on the implementation of IM in clinical practice and felt the course enhanced communication with patients. CONCLUSIONS Student attitudes to IM shifted following the course, from a skeptical to a more non-judgmental and accepting approach. IM course may facilitate a better understanding of the limitations and risks of IM practices, particularly in the supportive cancer care setting, as well as implications regarding students' own resilience and professional growth.
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Affiliation(s)
- Eran Ben-Arye
- grid.6451.60000000121102151Faculty of Medicine, Technion - Israel Institute of Technology, Haifa, Israel ,grid.414553.20000 0004 0575 3597Integrative Oncology Program, Clalit Health Services, & Carmel Medical Centers, LinHaifa, Zebulun Israel
| | - Adi Finkelstein
- grid.419646.80000 0001 0040 8485Faculty of Life and Health Sciences, Jerusalem College of Technology, Jerusalem, Israel ,grid.9619.70000 0004 1937 0538Faculty of Medicine, Hadassah-Hebrew University Medical School, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Noah Samuels
- grid.414505.10000 0004 0631 3825Center for Integrative Complementary Medicine, Faculty of Medicine, Shaare Zedek Medical Center, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Dina Ben-Yehuda
- grid.9619.70000 0004 1937 0538Faculty of Medicine, Hadassah-Hebrew University Medical School, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Elad Schiff
- grid.6451.60000000121102151Faculty of Medicine, Technion - Israel Institute of Technology, Haifa, Israel ,grid.414529.fDepartment of Internal Medicine & Integrative Medicine Service, Bnai Zion Medical Center, Haifa, Israel
| | - Shmuel Reis
- grid.9619.70000 0004 1937 0538Faculty of Medicine, Hadassah-Hebrew University Medical School, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Lior Lesser
- grid.9619.70000 0004 1937 0538Faculty of Medicine, Hadassah-Hebrew University Medical School, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Michael Bergel
- grid.9619.70000 0004 1937 0538Faculty of Medicine, Hadassah-Hebrew University Medical School, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Dorith Shaham
- grid.9619.70000 0004 1937 0538Faculty of Medicine, Hadassah-Hebrew University Medical School, Hebrew University of Jerusalem, Jerusalem, Israel
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Ben-Arye E, Keshet Y, Schiff A, Zollman C, Portalupi E, Nave R, Shaham D, Samuels N, Schiff E. From COVID-19 adversity comes opportunity: teaching an online integrative medicine course. BMJ Support Palliat Care 2021:bmjspcare-2020-002713. [PMID: 34266910 DOI: 10.1136/bmjspcare-2020-002713] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2020] [Accepted: 06/22/2021] [Indexed: 11/04/2022]
Abstract
BACKGROUND We examine the impact of a 5-day online elective course in integrative medicine (IM) taking place during the COVID-19 pandemic, attended by 18 medical students from two faculties of medicine in Israel. METHODS The course curriculum addressed effectiveness and safety of IM practices highlighting supportive and palliative care, demonstrated the work of integrative physicians (IPs) in designing patient-tailored treatments and taught practical skills in communication regarding IM. Group discussions were conducted via Zoom with 32 physicians, healthcare practitioners and IM practitioners working in integrative academic, community and hospital-based settings, in Israel, Italy, UK and Germany. An 18-item questionnaire examined student attitudes and perceived acquisition of skills for implementing what was learned in clinical practice. Student narratives were analysed using ATLAS.Ti software for systematic coding, identifying barriers and advantages of the online learning methodology. RESULTS Students reported a better understanding of the benefits of IM for specific outcomes (p=0.012) and of potential risks associated with these therapies (p=0.048). They also perceived the acquisition of skills related to the IM-focused history (p=0.006), learnt to identify effectiveness and safety of IM treatments (p=0.001), and internalised the referral to IPs for consultation (p=0.001). Student narratives included reflections on the tools provided during the course for assessing effectiveness and safety, enhancing communication with patients, enriching their patient-centred perspective, raising awareness of available therapeutic options, and personal and professional growth. CONCLUSIONS Online clinical electives in IM are feasible and can significantly increase students' awareness and modify attitudes towards acquirement of patient-centred perspectives.
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Affiliation(s)
- Eran Ben-Arye
- Integrative Oncology Program, Oncology Service, Clalit Health Services, Haifa, Israel
- Faculty of Medicine, Technion - Israel Institute of Technology, Haifa, Israel
| | - Yael Keshet
- Department of Sociology and Anthropology, Western Galilee College, Akko, Israel
| | - Ariel Schiff
- Ben-Gurion University of the Negev, Beer Sheba, Israel
| | | | - Emanuela Portalupi
- Associazione Italiana di Ricerche e Studi per la Medicina Antroposofica (ARESMA), Milano, Italy
| | - Rachel Nave
- Ruth and Bruce Rappaport Faculty of Medicine, Technion Israel Institute of Technology, Haifa, Israel
| | - Dorith Shaham
- Hadassah Medical Center and Hebrew University Faculty of Medicine, Jerusalem, Israel
| | - Noah Samuels
- Center for Integrative Complementary Medicine, Shaare Zedek Medical Center, Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Elad Schiff
- Faculty of Medicine, Technion - Israel Institute of Technology, Haifa, Israel
- Department of Internal Medicine, Bnei Zion Medical Centre, Haifa, Israel
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Yang H, Zheng Y, Yu F, Cheng B, Zhu Z, Liao S, Chen Y, Wu J, Wang F. Knowledge, Attitudes, and Social Responsiveness Toward Corona Virus Disease 2019 (COVID-19) Among Chinese Medical Students-Thoughts on Medical Education. Front Med (Lausanne) 2021; 8:647679. [PMID: 34179039 PMCID: PMC8232751 DOI: 10.3389/fmed.2021.647679] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2021] [Accepted: 05/04/2021] [Indexed: 12/18/2022] Open
Abstract
Purpose: To assess knowledge, attitudes, and social responsiveness toward COVID-19 among Chinese medical students. Methods: Self-administered questionnaires were used to collect data from 889 medical students in three well-known Chinese medical universities. The questionnaire was comprised of three domains which consisted of demographic characteristic collection, seven items for knowledge, and eight items for attitudes and social responsiveness toward COVID-19. Data from different universities were lumped together and were divided into different groups to compare the differences, including (1) students at the clinical learning stage (Group A) or those at the basic-medicine stage (Group B) and (2) students who have graduated and worked (Group C) or those newly enrolled (Group D). Results: Medical students at group B had a weaker knowledge toward COVID-19 than did students at group A, especially in the question of clinical manifestations (p < 0.001). The percentage of totally correct answers of COVID-19 knowledge in group C was higher than that in Group D (p < 0.001). There were significant differences between groups C and D in the attitudes and social responsiveness toward COVID-19. Surprisingly, we found that the idea of newly enrolled medical students could be easily affected by interventions. Conclusions: In light of this information, medical education should pay attention not only to the cultivation of professional knowledge and clinical skills but also to the positive interventions to better the comprehensive qualities including communicative abilities and empathy.
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Affiliation(s)
- Haojun Yang
- Department of Endocrinology, The Third Xiangya Hospital of Central South University, Changsha, China.,Department of Neurology, Xiangya Hospital of Central South University, Changsha, China
| | - Yue Zheng
- West China School of Medicine, Sichuan University, Chengdu, China
| | - Fang Yu
- Department of Endocrinology, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Bohao Cheng
- Department of Endocrinology, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Ziqing Zhu
- Department of Endocrinology, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Sheng Liao
- Department of Endocrinology, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Yu Chen
- Department of Endocrinology, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Jianzhen Wu
- The Third Xiangya Hospital of Central South University, Changsha, China
| | - Fang Wang
- Department of Endocrinology, The Third Xiangya Hospital of Central South University, Changsha, China
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Homberg A, Krug K, Klafke N, Glassen K, Mahler C, Loukanova S. Consensus views on competencies and teaching methods for an interprofessional curriculum on complementary and integrative medicine: A Delphi study. JOURNAL OF INTEGRATIVE MEDICINE-JIM 2021; 19:282-290. [PMID: 33745897 DOI: 10.1016/j.joim.2021.03.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Accepted: 02/03/2021] [Indexed: 11/29/2022]
Abstract
OBJECTIVE A collaborative team is necessary to help patients achieve their healthcare goals using complementary medicine. At present, healthcare professionals do not feel sufficiently qualified to provide this service. This study sought to identify competencies and teaching methods for interprofessional training on complementary and integrative medicine at medical schools. METHODS Sixty-five German-speaking experts with various professional backgrounds were invited to take part in a three-round Delphi study. In the first round, predefined competencies were assessed on a seven-point Likert scale, and participants were invited to propose additional competencies that would be evaluated in the subsequent rounds. The competencies were ranked based on the participant assessments and were assigned to four relevance groups. In the second and third rounds, suitable teaching methods were identified using free-text fields and multiple-choice questions. In a final workshop, participants synthesized the outcomes of the previous sessions and derived key competencies that would be a benefit to undergraduate interprofessional training in complementary and integrative medicine at medical schools. RESULTS The three rounds plus final worksop were attended by 50, 40, 36 and 11 experts. The competencies that these experts determined to be highly relevant to teaching complementary and integrative medicine emphasized, in particular, the respectful treatment of patients and the importance of taking a medical history. From these highly relevant competencies, three key targets were agreed upon in the final workshop: students are able to 1) classify and assess complementary medical terms and methods; 2) work collaboratively and integrate patients into the interprofessional team; 3) involve patients and their relatives respectfully and empathetically in all healthcare processes. To achieve these competency goals, the following teaching methods were highlighted: students discuss therapy options based on authentic patient cases with each other and practice empathic patient communication incorporating complementary medicine. Further, the theoretical background of complementary medicines could be provided as online-training, to use the class sessions for hands-on exercises and interprofessional exchange and discussion. CONCLUSION Despite the heterogeneous panel of experts, a consensus was reached on the competency orientation and teaching approaches. The results can promote the implementation of interprofessional training for complementary medicine in undergraduate education.
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Affiliation(s)
- Angelika Homberg
- Department of General Practice and Health Services Research, University Hospital Heidelberg, 69120 Heidelberg, Germany.
| | - Katja Krug
- Department of General Practice and Health Services Research, University Hospital Heidelberg, 69120 Heidelberg, Germany
| | - Nadja Klafke
- Department of General Practice and Health Services Research, University Hospital Heidelberg, 69120 Heidelberg, Germany
| | - Katharina Glassen
- Department of General Practice and Health Services Research, University Hospital Heidelberg, 69120 Heidelberg, Germany
| | - Cornelia Mahler
- Department of Nursing Science, University Hospital Tübingen, 72076 Tübingen, Germany
| | - Svetla Loukanova
- Department of General Practice and Health Services Research, University Hospital Heidelberg, 69120 Heidelberg, Germany
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Wu A, Maddula V, Kieff MR, Kunzel C. An online program to improve international collaboration, intercultural skills, and research knowledge. J Dent Educ 2020; 85:948-951. [PMID: 33029782 DOI: 10.1002/jdd.12455] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Revised: 10/01/2020] [Accepted: 10/02/2020] [Indexed: 12/18/2022]
Affiliation(s)
- Anette Wu
- Department of Pathology and Cell Biology, Vagelos College of Physicians and Surgeons, Columbia University, New York, USA
| | - Vinay Maddula
- College of Dental Medicine, Columbia University, New York, USA
| | - Monica R Kieff
- College of Dental Medicine, Columbia University, New York, USA
| | - Carol Kunzel
- College of Dental Medicine, Columbia University, New York, USA
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