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Gertz AM, Smith M, Thomas D, Ti A, Vamos C, Bohn J. A qualitative study to explore experiences of anti-racism teaching in medical residency programs across the United States and subsequent creation of the SPOC (Support - Pipeline - Outcomes - Community) Model to guide future curricula design. BMC Med Educ 2024; 24:382. [PMID: 38589833 PMCID: PMC11003050 DOI: 10.1186/s12909-024-05305-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/09/2023] [Accepted: 03/13/2024] [Indexed: 04/10/2024]
Abstract
BACKGROUND Racism contributes to health disparities and is a serious threat to public health. Teaching physicians about racism, how to address it in medical practice, and developing high quality and sustainable curricula are essential to combating racism. OBJECTIVE This study aimed to (1) describe the experience of racism and anti-racism teaching in residency programs, and elicit recommendations from key informants, and (2) use these data and formative research to develop recommendations for other residencies creating, implementing, and evaluating anti-racism curricula in their own programs. METHODS From May to July 2023, 20 faculty and residents were recruited via convenience sampling for key informant interviews conducted via Microsoft Teams. Interviews were audio recorded, transcribed, and coded. An initial list of themes was developed using theoretical frameworks, and then refined using a grounded-theory approach. A brief online optional anonymous demographic survey was sent to participants in August of 2023. RESULTS: Eighty percent (20/25) of participants approached were interviewed. Seventy-five percent (15/20) answered a brief optional demographic survey. Seven themes emerged: (1) Racism in medicine is ubiquitous; (2) Anti-racism teaching in medicine varies widely; (3) Sustainability strategies should be multifaceted and include recruitment, resource allocation, and outcome measures; (4) Resources are widely available and accessible if one knows where to look; (5) Outcomes and metrics of success should include resident- faculty-, patient- community-, and system-focused outcomes; (6) Curricular strategies should be multilayered, longitudinal, and woven into the curriculum; and (7) Self-reflection and discomfort are necessary parts of the process. CONCLUSIONS: This study is one of the first to qualitatively examine perspectives of key stakeholders invested in anti-racism teaching for residents. The Support - Pipeline - Outcomes - Community (SPOC) Model, that was developed using information collected during this study, can be used in the future as a guide for others working to design and implement sustainable and high quality anti-racism curricula for residents.
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Affiliation(s)
- Alida M Gertz
- Wellstar Douglas Family Medicine Residency Program, Douglasville, GA, USA.
- College of Public Health, University of South Florida, Tampa, USA.
| | - Michele Smith
- Wellstar Douglas Family Medicine Residency Program, Douglasville, GA, USA
| | - Davon Thomas
- Wellstar Douglas Family Medicine Residency Program, Douglasville, GA, USA
| | - Angeline Ti
- Wellstar Douglas Family Medicine Residency Program, Douglasville, GA, USA
| | - Cheryl Vamos
- College of Public Health, University of South Florida, Tampa, USA
| | - Joe Bohn
- College of Public Health, University of South Florida, Tampa, USA
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Larkins K, Quirke N, Ong HI, Mohamed JE, Heriot A, Warrier S, Mohan H. The deconstructed procedural description in robotic colorectal surgery. J Robot Surg 2024; 18:147. [PMID: 38554192 PMCID: PMC10981632 DOI: 10.1007/s11701-024-01907-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2024] [Accepted: 03/05/2024] [Indexed: 04/01/2024]
Abstract
Increasing robotic surgical utilisation in colorectal surgery internationally has strengthened the need for standardised training. Deconstructed procedural descriptions identify components of an operation that can be integrated into proficiency-based progression training. This approach allows both access to skill level appropriate training opportunities and objective and comparable assessment. Robotic colorectal surgery has graded difficulty of operative procedures lending itself ideally to component training. Developing deconstructed procedural descriptions may assist in the structure and progression components in robotic colorectal surgical training. There is no currently published guide to procedural descriptions in robotic colorectal surgical or assessment of their training utility. This scoping review was conducted in June 2022 following the PRISMA-ScR guidelines to identify which robotic colorectal surgical procedures have available component-based procedural descriptions. Secondary aims were identifying the method of development of these descriptions and how they have been adapted in a training context. 20 published procedural descriptions were identified covering 8 robotic colorectal surgical procedures with anterior resection the most frequently described procedure. Five publications included descriptions of how the procedural description has been utilised for education and training. From these publications terminology relating to using deconstructed procedural descriptions in robotic colorectal surgical training is proposed. Development of deconstructed robotic colorectal procedural descriptions (DPDs) in an international context may assist in the development of a global curriculum of component operating competencies supported by objective metrics. This will allow for standardisation of robotic colorectal surgical training and supports a proficiency-based training approach.
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Affiliation(s)
- Kirsten Larkins
- Department of Cancer Surgery, Peter MacCallum Cancer Centre, Melbourne, VIC, Australia
- International Medical Robotics Academy, North Melbourne, VIC, Australia
- Department of Surgery, University of Melbourne, Melbourne, VIC, Australia
| | - Ned Quirke
- University College Dublin School of Medicine, Dublin, Ireland
| | - Hwa Ian Ong
- Department of Surgery, University of Melbourne, Melbourne, VIC, Australia.
- Department of Colorectal Surgery, Austin Health, Heidelberg, Australia.
| | - Jade El Mohamed
- International Medical Robotics Academy, North Melbourne, VIC, Australia
| | - Alexander Heriot
- Department of Cancer Surgery, Peter MacCallum Cancer Centre, Melbourne, VIC, Australia
- International Medical Robotics Academy, North Melbourne, VIC, Australia
- Department of Surgery, University of Melbourne, Melbourne, VIC, Australia
| | - Satish Warrier
- Department of Cancer Surgery, Peter MacCallum Cancer Centre, Melbourne, VIC, Australia
- International Medical Robotics Academy, North Melbourne, VIC, Australia
- Department of Surgery, University of Melbourne, Melbourne, VIC, Australia
- Department of Colorectal Surgery, Alfred Health, Melbourne, VIC, Australia
| | - Helen Mohan
- Department of Cancer Surgery, Peter MacCallum Cancer Centre, Melbourne, VIC, Australia
- International Medical Robotics Academy, North Melbourne, VIC, Australia
- Department of Surgery, University of Melbourne, Melbourne, VIC, Australia
- Department of Colorectal Surgery, Austin Health, Heidelberg, Australia
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Jewett L, Clarke S, Griffin E, Danielson A. Core and cluster or head to toe?: a comparison of two types of curricula for teaching physical examination skills to preclinical medical students. BMC Med Educ 2024; 24:337. [PMID: 38532372 DOI: 10.1186/s12909-024-05191-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2023] [Accepted: 02/17/2024] [Indexed: 03/28/2024]
Abstract
BACKGROUND Despite the central importance of physical examination (PE) skills to patient evaluation, early trainees struggle with its correct application and interpretation. This struggle may reflect the instructional strategies of PE courses which have largely ignored the clinical reasoning necessary to accurately apply these skills. The "core + cluster" (C + C) is a recent approach to teaching PE to clerkship-level medical students that combines a basic 'core' exam with 'cluster' based on the student's hypothesis about their patient's clinical presentation. Our institution developed a novel C + C curriculum to teach PE to preclinical students. We aimed to assess the impact of this new curriculum on students' clinical skills and course evaluations in comparison to the traditional "head-to-toe" approach we'd used previously. METHODS This was a retrospective study comparing two consecutive medical school cohorts exposed to the new (C + C) and prior (HTT) curricula respectively. We studied two complete cohorts of first-year medical students at our institution who matriculated in 2014 and 2015. The 2014 cohort received PE training via an HTT approach. The 2015 cohort received PE training via a C + C approach. Outcomes included performance scores on a statewide clinical performance exam (CPX) and student course evaluations. RESULTS We found no statistically significant difference in mean CPX scores between the two cohorts. However, student course ratings were significantly higher in the C + C cohort and students rated the C + C format as highly useful in clinical encounters. CONCLUSIONS The C + C curriculum appears to be as effective a method of teaching PE to preclinical students as the HTT approach and is better received by students. We believe that this approach more appropriately reflects the way PE is used in clinical encounters and may help students with diagnostic hypothesis generation.
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Affiliation(s)
- LilyAnne Jewett
- Department of Emergency Medicine, University of California at Davis, 2315 Stockton Blvd, PSSB 2100, 95817-2201, Sacramento, CA, USA
| | - Samuel Clarke
- Department of Emergency Medicine, University of California at Davis, 2315 Stockton Blvd, PSSB 2100, 95817-2201, Sacramento, CA, USA
| | - Erin Griffin
- Department of Medical Education and Clinical Sciences, Office of Accreditation, Assessment and Evaluation, Elson S. Floyd College of Medicine, Washington State University, Spokane, WA, USA
| | - Aaron Danielson
- Department of Emergency Medicine, University of California at Davis, 2315 Stockton Blvd, PSSB 2100, 95817-2201, Sacramento, CA, USA.
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Chan CA, Chou E, LaDisa AG, Mehta A, Zelenski A, Longtin K. Using nominal group technique to determine skills that applied improvisation can teach health profession education learners. PEC Innov 2023; 3:100194. [PMID: 37576803 PMCID: PMC10415759 DOI: 10.1016/j.pecinn.2023.100194] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Revised: 07/20/2023] [Accepted: 07/24/2023] [Indexed: 08/15/2023]
Abstract
Objective Applied improvisation (AI) is an approach used in health professions (HP) education to teach skills essential for clinical practice such as communication, teamwork, and empathy. Little is known about which skills can be developed using AI, or those which an AI should prioritize. Our research aims to identify skills essential to include in an AI curriculum for HP learners. Methods A modified nominal group technique (NGT) was conducted to identify and prioritize specific skills which can be taught using AI. This involved silent generation of ideas, round robin, discussions, 2-rounds of preliminary voting, and a final ranking survey to determine a prioritized list of skills to include in an AI curriculum for HP learners. Results Six content experts participated in the NGT meeting. Initially, 83 skills were identified, and through NGT, a final list of 11 skills essential to an AI curriculum were determined including: adaptability, affirmation of others, acceptance, active listening, being present, cooperation, collaboration with other, advancement, compassionate communication, sharpened non-verbal communication, resilience. Conclusion Essential skills for an AI curriculum relate to adaptability, attunement, collaboration, affirmation, and advancement. Innovation This study is a novel application of NGT as a strategy to organize an approach to curriculum innovations.
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Affiliation(s)
- Carolyn A. Chan
- Section of General Internal Medicine, Department of Internal Medicine, Yale School of Medicine, New Haven, USA
| | - Erica Chou
- Section of Pediatric Hospital Medicine, Department of Pediatrics, Medical College of Wisconsin, Milwaukee, USA
| | - Anne Graff LaDisa
- Department of Pharmacy Practice, Concordia University Wisconsin School of Pharmacy, Mequon, USA
| | - Ankit Mehta
- Department of Internal Medicine, University of Minnesota, Minneapolis, USA
| | - Amy Zelenski
- Division of General Internal Medicine, Department of Medicine, University of Wisconsin School of Medicine and Public Health, Madison, USA
| | - Krista Longtin
- Department of Communication Studies, IUPUI, USA
- Indiana University School of Medicine, Indianapolis, USA
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Peanchitlertkajorn S, Chalidapongse P, Jiansuwannapas T, Surinsirirat N, Khamphuang P, Boonyai P, Sipiyaruk K. Dental Sleep Medicine Education Amongst Accredited Orthodontic Programmes in Thailand. Int Dent J 2023:S0020-6539(23)00964-4. [PMID: 38044215 DOI: 10.1016/j.identj.2023.10.020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2023] [Revised: 10/26/2023] [Accepted: 10/30/2023] [Indexed: 12/05/2023] Open
Abstract
BACKGROUND Dental sleep medicine education (DSME) should be emphasised in postgraduate orthodontic training; however, there appears to be no clear guideline for its implementation into the curriculum. OBJECTIVE The aim was to investigate the current status of DSME as well as its feasibility and implementation in postgraduate orthodontic programmes. METHODS A structured interview with predetermined response options was chosen as a data collection method to gather relevant information from representatives of all accredited postgraduate orthodontic programmes in Thailand. These interviews were conducted online via the Cisco Webex Meeting platform. A combination of data analysis techniques was employed to achieve a thorough comprehension of the research findings, including descriptive statistics, quantitative content analysis, thematic analysis, and alignment analysis. RESULTS All participating programmes reported the inclusion of DSME in their curricula. A didactic approach was adopted by all programmes. However, only 2 out of 7 programmes offered clinical sessions for their students. Several challenges in implementing DSME within orthodontic programmes were identified, including a shortage of expertise and limited patient access. The participants also suggested that knowledge and resource sharing amongst institutions could serve as a potential solution to enhance the feasibility of DSME. CONCLUSIONS This research highlighted the significant disparities and inadequacy of DSME within postgraduate orthodontic programmes in Thailand due to various challenges. Consequently, there is a compelling need to place greater emphasis on DSME and establish a national-level standardisation within orthodontic programmes. This effort is essential for enhancing the awareness and competency of orthodontists in the field of DSME.
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Affiliation(s)
| | - Premthip Chalidapongse
- Division of Oral Diagnostic Science, Faculty of Dentistry, Prince of Songkla University, Thailand
| | | | - Nattaporn Surinsirirat
- Doctor of Dental Surgery Program, Faculty of Dentistry, Mahidol University, Bangkok, Thailand
| | - Patipan Khamphuang
- Doctor of Dental Surgery Program, Faculty of Dentistry, Mahidol University, Bangkok, Thailand
| | - Paweelada Boonyai
- Doctor of Dental Surgery Program, Faculty of Dentistry, Mahidol University, Bangkok, Thailand
| | - Kawin Sipiyaruk
- Department of Orthodontics, Faculty of Dentistry, Mahidol University, Bangkok, Thailand.
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Lau LHC, Wong JXN, Azfar J, Gallagher PJ, Koh L. Evaluating the internalisation of the intrinsic role of health advocacy of student pharmacists in a new integrated Bachelor of Pharmacy curriculum: a mixed-methods study. BMC Med Educ 2023; 23:900. [PMID: 38012606 PMCID: PMC10680209 DOI: 10.1186/s12909-023-04877-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Accepted: 11/15/2023] [Indexed: 11/29/2023]
Abstract
To keep up with the contemporary health landscape, there is an imperative need for healthcare professionals to practise health advocacy through health promotion on the individual, population, and systems levels. In the Academic Year of 2020/2021, the National University of Singapore (NUS) Department of Pharmacy implemented a new spiral curriculum integrating basic, clinical, and systems sciences with one of its aims to deepen students' health advocacy internalisation and prepare them as future health advocates. A mixed-methods approach was adopted. Questionnaires were disseminated across three time-points to elicit students' levels of internalisation of health advocacy, which were then categorised into levels, and a Mann-Whitney U test was conducted. In comparison with prematriculation, no significant difference was found after students underwent the first year of the curriculum, while a significant difference was found after students underwent two years of the curriculum. Semi-structured interviews were also conducted after each Academic Year to gain deeper insights into the questionnaire results. Thematic analysis of the interviews revealed that curricular integration in the first year was perceived to be lacking. However, with learnt knowledge constantly reinforced and more experiential learning opportunities incorporated throughout the second year, students found the integrated curriculum beneficial in instilling confidence to practise health advocacy. This study offers insights into the prospects of a spiral integrated curriculum in imparting health advocacy, and may even suggest its potential to be applied to other educational settings. Future follow-up studies can also be conducted on the same study population to evaluate long-term impacts and areas for improvement of the curriculum.
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Affiliation(s)
- Li Hui Candice Lau
- Department of Pharmacy, National University of Singapore, Singapore, Singapore.
| | - Jolin Xin Ni Wong
- Department of Pharmacy, National University of Singapore, Singapore, Singapore
| | - Julian Azfar
- Saw Swee Hock School of Public Health, National University of Singapore, Singapore, Singapore
| | - Paul John Gallagher
- Department of Pharmacy, National University of Singapore, Singapore, Singapore
| | - Leroy Koh
- Department of Pharmacy, National University of Singapore, Singapore, Singapore
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Li A, Mellon M, Keuhl A, Sibbald M. Measuring group function in problem-based learning: development of a reflection tool. BMC Med Educ 2023; 23:745. [PMID: 37817205 PMCID: PMC10566193 DOI: 10.1186/s12909-023-04726-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2023] [Accepted: 09/26/2023] [Indexed: 10/12/2023]
Abstract
BACKGROUND Problem-based learning (PBL) is a pedagogy involving self-directed learning in small groups around case problems. Group function is important to PBL outcomes, but there is currently poor scaffolding around key self-reflective practices that necessarily precedes students' and tutors' attempts to improve group function. This study aims to create a structured, literature-based and stakeholder-informed tool to help anchor reflective practices on group function. This article reports on the development process and perceived utility of this tool. METHODS Tool development unfolded in four steps: 1) a literature review was conducted to identify existent evaluation tools for group function in PBL, 2) literature findings informed the development of this new tool, 3) a group of PBL experts were consulted for engagement with and feedback of the tool, 4) four focus groups of stakeholders (medical students and tutors with lived PBL experiences) commented on the tool's constructs, language, and perceived utility. The tool underwent two rounds of revisions, informed by the feedback from experts and stakeholders. RESULTS Nineteen scales relating to group function assessment were identified in the literature, lending 18 constructs that mapped into four dimensions: Learning Climate, Facilitation and Process, Engagement and Interactivity, and Evaluation and Group Improvement. Feedback from experts informed the addition of missing items. Focus group discussions allowed further fine-tuning of the organization and language of the tool. The final tool contains 17 descriptive items under the four dimensions. Users are asked to rate each dimension holistically on a 7-point Likert scale and provide open comments. Researchers, faculty, and students highlighted three functions the tool could perform: (1) create space, structure, and language for feedback processes, (2) act as a reference, resource, or memory aid, and (3) serve as a written record for longitudinal benchmarking. They commented that the tool may be particularly helpful for inexperienced and poor-functioning groups, and indicated some practical implementation considerations. CONCLUSION A four-dimension tool to assist group function reflection in PBL was produced. Its constructs were well supported by literature and experts. Faculty and student stakeholders acknowledged the utility of this tool in addressing an acknowledged gap in group function reflection in PBL.
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Affiliation(s)
- Athena Li
- Faculty of Health Sciences, McMaster University, Hamilton, Canada
| | - Matthew Mellon
- Michael G. DeGroote School of Medicine, McMaster University, Hamilton, Canada
| | - Amy Keuhl
- McMaster Education Research, Innovation & Theory (MERIT) Program, McMaster University, Hamilton, Canada
| | - Matthew Sibbald
- Department of Medicine, McMaster University, Hamilton, Canada.
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Kemp S, Brewer M. Early stages of learning in interprofessional education: stepping towards collective competence for healthcare teams. BMC Med Educ 2023; 23:694. [PMID: 37740200 PMCID: PMC10517498 DOI: 10.1186/s12909-023-04665-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2023] [Accepted: 09/10/2023] [Indexed: 09/24/2023]
Abstract
BACKGROUND Interprofessional education (IPE) is a core element of many health professional education curricula. To date the focus of much research has been on student perceptions of, and attitudes towards, the learning experience. Little is known about the impact of early IPE experience on how students understand and learn about effective interprofessional teamwork. METHODS This qualitative study involved first year university students enrolled in health professions degrees and investigated their descriptions of interprofessional teamwork through graphic elicitation and interviews. Participants were enrolled in a large-scale interprofessional unit (subject) in the university. RESULTS The data were analysed through the lens of a tool that classifies dimensions of interprofessional activity. The findings indicated the majority of students had what was classified as a Stage 1 (or 'nascent') understanding of integration between work practices and a Stage 2 (or 'emerging') understanding of the dimensions of interprofessional teamwork which were commitment, identity, goals, roles and responsibilities, and interdependence. CONCLUSIONS Based on the findings, the stages for a learning trajectory for interprofessional education are proposed and each stage is mapped to dimensions of interprofessional activity. A number of pedagogical strategies are suggested in order to move students through this two-stage model of learning and ensure their readiness for interprofessional teamwork as health professionals.
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Affiliation(s)
- Sandra Kemp
- Graduate School of Medicine, University of Wollongong, Wollongong, Australia.
| | - Margo Brewer
- Curtin School of Allied Health, Curtin University, Perth, Australia
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McAllister A, Dickson K, Rangi M, Griffiths L, Dimov S, Reavley N, Knaak S. Embedding interpersonal stigma resistance into the medical curriculum: a focus group study of medical students. BMC Med Educ 2023; 23:686. [PMID: 37735393 PMCID: PMC10515016 DOI: 10.1186/s12909-023-04512-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/04/2022] [Accepted: 07/14/2023] [Indexed: 09/23/2023]
Abstract
BACKGROUND Mental-health-related stigma among physicians towards people with mental illnesses remains a barrier to quality care, yet few curricula provide training with a proactive focus to reduce the potential negative impacts of stigma. The aim of our study was to explore medical students' perspectives on what areas of learning should be targeted (where stigma presents) and how they could be supported to prevent the formation of negative attitudes. METHODS Six focus group discussions were conducted with second, third, and fourth-year postgraduate medical students (n = 34) enrolled at The University of Melbourne Medical School in September - October 2021. Transcripts were analysed using inductive thematic analysis. RESULTS In terms of where stigma presents, three main themes emerged - (1) through unpreparedness in dealing with patients with mental health conditions, (2) noticing mentors expressing stigma and (3) through the culture of medicine. The primary theme related to 'how best to support students to prevent negative attitudes from forming' was building stigma resistance to reduce the likelihood of perpetuating stigma towards patients with mental health conditions and therefore enhance patient care. The participants suggest six primary techniques to build stigma resistance, including (1) reflection, (2) skills building, (3) patient experiences, (4) examples and exemplars, (5) clinical application and (6) transforming structural barriers. We suggest these techniques combine to form the ReSPECT model for stigma resistance in the curriculum. CONCLUSIONS The ReSPECT model derived from our research could provide a blueprint for medical educators to integrate stigma resistance throughout the curriculum from year one to better equip medical students with the potential to reduce interpersonal stigma and perhaps self-stigma. Ultimately, building stigma resistance could enhance care towards patients with mental health conditions and hopefully improve patient outcomes.
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Affiliation(s)
- Ashley McAllister
- School of Population and Global Health, The University of Melbourne, Level 4, 207 Bouverie Street, Carlton, VIC, 3053, Australia.
| | - Kara Dickson
- School of Population and Global Health, The University of Melbourne, Level 4, 207 Bouverie Street, Carlton, VIC, 3053, Australia
| | - Mediya Rangi
- School of Population and Global Health, The University of Melbourne, Level 4, 207 Bouverie Street, Carlton, VIC, 3053, Australia
| | - Leonie Griffiths
- Melbourne Medical School, The University of Melbourne, Level 4, 207 Bouverie Street, Carlton, VIC, 3053, Australia
| | - Stefanie Dimov
- School of Population and Global Health, The University of Melbourne, Level 4, 207 Bouverie Street, Carlton, VIC, 3053, Australia
| | - Nicola Reavley
- School of Population and Global Health, The University of Melbourne, Level 4, 207 Bouverie Street, Carlton, VIC, 3053, Australia
| | - Stephanie Knaak
- Faculty of Nursing and Department of Psychiatry, University of Calgary, 2500 University Drive NW, Calgary, Alberta, T2N 1N4, Canada
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Cariñanos-Ayala S, Zarandona J, Durán-Sáenz I, Arrue M. Identifying undergraduate nurses´ learning requirements and teaching strategies in dementia care education: A nominal group technique. Nurse Educ Pract 2023; 71:103711. [PMID: 37467601 DOI: 10.1016/j.nepr.2023.103711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Revised: 05/04/2023] [Accepted: 07/01/2023] [Indexed: 07/21/2023]
Abstract
AIM Identify priorities and reach a consensus on student nurses´ learning requirements and the best-suited teaching strategies in dementia care. BACKGROUND Dementia has become a global health priority. Nurses are primary service providers for people with dementia, but they may fall short on professional training. Nursing curricula still lacks a clear educational framework for dementia, meaning that nurse educators must make decisions amidst uncertainty. DESIGN Nominal group technique based on the conceptual framework proposed by Van de Ven and Delbecq (1972). METHODS A structured face-to-face meeting convened in November 2021 involved nine participants who were directly involved in dementia care. The steps in the technique were (a) idea generation, (b) round-robin recording, (c) discussion, (d) voting and ranking, (e) discussion on the vote and (f) re-ranking. Participants answered two nominal questions. Consent, anonymity, feedback and iteration were guaranteed throughout the process. RESULTS The nominal group prioritized theoretical understanding of dementia, communication, caregivers´ needs, comprehensive assessment and ethical practice as learning requirements for nursing students. The outstanding teaching strategy discussed included various approaches to experiential learning. CONCLUSIONS The nominal group technique process explored learning requirement priorities for student nurses within a specific context. Participants discussed experiential learning as the best-suited teaching strategy. Findings could support nurse educators to design and deliver better dementia education.
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Affiliation(s)
- Susana Cariñanos-Ayala
- Basque Nurse Education Research Group, Bioaraba Health Research Institute, c/ Isabel Orbe s/n, 01002 Vitoria-Gasteiz, Spain; Vitoria-Gasteiz Nursing School, Osakidetza-Basque Health Service, Jose Atxotegi s/n, 01009 Vitoria-Gasteiz, Spain.
| | - Jagoba Zarandona
- Basque Nurse Education Research Group, Bioaraba Health Research Institute, c/ Isabel Orbe s/n, 01002 Vitoria-Gasteiz, Spain; Vitoria-Gasteiz Nursing School, Osakidetza-Basque Health Service, Jose Atxotegi s/n, 01009 Vitoria-Gasteiz, Spain
| | - Iván Durán-Sáenz
- Basque Nurse Education Research Group, Bioaraba Health Research Institute, c/ Isabel Orbe s/n, 01002 Vitoria-Gasteiz, Spain; Vitoria-Gasteiz Nursing School, Osakidetza-Basque Health Service, Jose Atxotegi s/n, 01009 Vitoria-Gasteiz, Spain
| | - Marta Arrue
- Department of Nursing II, Faculty of Medicine and Nursing, Department of Nursing, University of the Basque Country (UPV/EHU), Donostia-San Sebastián, Spain
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Ma M, Li Y, Gao L, Xie Y, Zhang Y, Wang Y, Zhao L, Liu X, Jiang D, Fan C, Wang Y, Demuyakor I, Jiao M, Li Y. The need for digital health education among next-generation health workers in China: a cross-sectional survey on digital health education. BMC Med Educ 2023; 23:541. [PMID: 37525126 PMCID: PMC10388510 DOI: 10.1186/s12909-023-04407-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Accepted: 05/26/2023] [Indexed: 08/02/2023]
Abstract
BACKGROUND Digital health is important for sustainable health systems and universal health coverage. Since the outbreak of COVID-19, many countries, including China, have promoted the introduction of digital health in their medical services. Developing the next generation of physicians with digital health knowledge and skills is a prerequisite for maximizing the potential of digital health. OBJECTIVE We aimed to understand the perception of digital health among Chinese medical students, the current implementation of digital health education in China, and the urgent need of medical students. METHODS Our cross-sectional survey was conducted online and anonymously among current medical students in China. We used descriptive statistical analysis to examine participant demographic characteristics and the demand for digital health education. Additional analysis was conducted by grouping responses by current participation in a digital health course. RESULTS A total of 2122 valid responses were received from 467 medical schools. Most medical students had positive expectations that digital health will change the future of medicine. Compared with wearable devices (85.53%), telemedicine (84.16%), and medical big data (86.38%), fewer respondents believed in the benefits of clinical decision support systems (CDSS) (63.81%). Most respondents said they urgently needed digital health knowledge and skills, and the teaching method of practical training and internship (78.02%) was more popular than the traditional lecture (10.54%). However, only 41.45% wanted to learn about the ethical and legal issues surrounding digital health. CONCLUSIONS Our study shows that the current needs of Chinese medical students for digital health education remain unmet. A national initiative on digital health education, is necessary and attention should be paid to digital health equity and education globally, focusing on CDSS and artificial intelligence. Ethics knowledge must also be included in medical curriculum. Students as Partners (SAP) is a promising approach for designing digital health courses.
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Affiliation(s)
- Mingxue Ma
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Yuanheng Li
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Lei Gao
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Yuzhuo Xie
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Yuwei Zhang
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Yazhou Wang
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Lu Zhao
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Xinyan Liu
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Deyou Jiang
- Heilongjiang University of Traditional Chinese Medicine, 24 Heping Road, Xiangfang District, Harbin, 150006, Heilongjiang, China
| | - Chao Fan
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Yushu Wang
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Isaac Demuyakor
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Mingli Jiao
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China.
| | - Ye Li
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China.
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12
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Dent JA. The continuing use of the SPICES model in 'SAVOURING' curriculum development. Med Teach 2023; 45:760-765. [PMID: 36630613 DOI: 10.1080/0142159x.2022.2158067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
The SPICES model, described by Harden, Sowden, and Dunn in Medical Education 1984, presents a way of re-focussing a traditional curriculum by the addition of various educational strategies or 'SPICES'. These 'SPICES', Student-centred learning, a Problem-based approach, Integrated learning, Community-based education, Elective elements, and a Systematic approach meet perceived deficiencies in a conventional teaching programme and can contribute to the delivery of a reformed curriculum which addresses the educational needs of contemporary healthcare professionals.The evidence: During almost 40 years now the SPICES model has achieved international recognition as a key approach to curriculum development. Its importance in the design, delivery, and audit of a curriculum remains relevant today as is evidenced by:The number of citations in the medical education literature.Its inclusion as a key element of curriculum development in standard texts of medical education.Its prominence as a component of established Certificate, Diploma and Masters courses in medical education.The number of presentations or posters on curriculum development in the annual AMEE conference.The international reports of its use in the design and delivery of a curriculum.The international reports of its use in individual course design.In curriculum design for other healthcare disciplines.In its role in curriculum auditing and reform.The continuing usefulness: This article revises the principles of the SPICES model. It reflects on examples of its continuing international use; its use for curriculum design and development in a variety of healthcare disciplines; and its role in curriculum audit and revision. It also comments on some of the suggested alternatives and modifications described.
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Affiliation(s)
- John A Dent
- AMEE, Centre for Medical Education, Dundee, UK
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13
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Kebaetse MB, Conteh B, Kebaetse M, Mokone GG, Nkomazana O, Mogodi MS, Wright J, Falama R, Winston K. Design of a Learning Development Program to Support First-Year Undergraduate Medical Students in the Transition to a PBL Curriculum. Med Sci Educ 2023; 33:755-765. [PMID: 37501812 PMCID: PMC10368596 DOI: 10.1007/s40670-023-01790-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/15/2023] [Indexed: 07/29/2023]
Abstract
While the evaluation of learning development interventions needs to be considered carefully and included at the curriculum design stage, there is limited literature on the actual design of interventions, especially on how these designs evolve and improve over time. This paper describes the evolution of a learning development program intended to support first-year medical students adjusting to a problem-based learning curriculum. We used a design-based research approach, articulating our theoretical grounding and incorporating students' voices to develop an "optimal" intervention for the specific challenges in our context. We describe lessons learned around four aspects: students' growth and development, teachers' professional growth and development, program design principles, and the emergent components of a learning development program. Overall, our students describe the Learning Success Program as adding value by enabling the adoption of a repertoire of skills and strategies for learning management. Additionally, the incremental nature of design-based research allowed for the development of a context-specific program that considers students' voices through needs assessment and feedback on the program offerings. It has also provided an opportunity for the professional development of teachers through feedback from classroom practice, reflection, and the literature. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01790-3.
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Affiliation(s)
- Masego B. Kebaetse
- Department of Medical Education, University of Botswana, Gaborone, Botswana
| | - Brigid Conteh
- Communication and Study Skill Unit, University of Botswana, Gaborone, Botswana
| | - Maikutlo Kebaetse
- Department of Biomedical Sciences, University of Botswana, Gaborone, Botswana
| | | | | | - Mpho S. Mogodi
- Department of Medical Education, University of Botswana, Gaborone, Botswana
| | - John Wright
- Department of Biomedical Sciences, University of Botswana, Gaborone, Botswana
| | - Rosemary Falama
- Department of Medical Education, University of Botswana, Gaborone, Botswana
| | - Kalman Winston
- Department of Public Health and Primary Care, Cambridge University, Cambridge, UK
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14
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Huang H. Online video course design of elliptic partial differential equation based on image high-resolution processing. Soft comput 2023:1-8. [PMID: 37362299 PMCID: PMC10184112 DOI: 10.1007/s00500-023-08374-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/29/2023] [Indexed: 06/28/2023]
Abstract
At present, the quality of online video courses in China is mixed. There are several reasons for the quality of online video courses. 1. The advantages and disadvantages of the front-end video capture equipment itself; 2. The distance of online video transmission; 3. The medium through which the video is transmitted; 4. Watch whether there is relevant interference information in the signal where the video is located and whether the video is compressed during transmission. These reasons lead to that although there is much to learn in the video, the resolution is too low to see from the video. With the development of the current social environment, most of the courses need online teaching. Therefore, in order to improve some problems in video playing caused by the increase of online teaching amount caused by the current environment, this paper provides higher resolution video for online courses by using high-resolution image processing technology based on the elliptic partial differential equation online video course. The high resolution processing technology used in this paper is centered on filtering algorithm. On the basis of the existing online video course of elliptic partial differential equations, the use of high-resolution technology can overcome the resolution limit of the hardware itself and further improve the video quality of online video teaching.
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Affiliation(s)
- Hong Huang
- Nanjing Normal University Zhongbei College, Zhenjiang, Jiangsu China
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15
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Atenas J, Havemann L, Timmermann C. Reframing data ethics in research methods education: a pathway to critical data literacy. Int J Educ Technol High Educ 2023; 20:11. [PMID: 36846483 PMCID: PMC9939253 DOI: 10.1186/s41239-023-00380-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/25/2022] [Accepted: 01/16/2023] [Indexed: 06/18/2023]
Abstract
This paper presents an ethical framework designed to support the development of critical data literacy for research methods courses and data training programmes in higher education. The framework we present draws upon our reviews of literature, course syllabi and existing frameworks on data ethics. For this research we reviewed 250 research methods syllabi from across the disciplines, as well as 80 syllabi from data science programmes to understand how or if data ethics was taught. We also reviewed 12 data ethics frameworks drawn from different sectors. Finally, we reviewed an extensive and diverse body of literature about data practices, research ethics, data ethics and critical data literacy, in order to develop a transversal model that can be adopted across higher education. To promote and support ethical approaches to the collection and use of data, ethics training must go beyond securing informed consent to enable a critical understanding of the techno-centric environment and the intersecting hierarchies of power embedded in technology and data. By fostering ethics as a method, educators can enable research that protects vulnerable groups and empower communities.
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Affiliation(s)
- Javiera Atenas
- Centre for Excellence in Learning and Teaching, University of Suffolk, Ipswich, UK
| | - Leo Havemann
- Arena Centre for Research-Based Education, University College London, London, UK
- Institute of Educational Technology, The Open University, Milton Keynes, UK
| | - Cristian Timmermann
- Ethics of Medicine, Medical Faculty, University of Augsburg, Augsburg, Germany
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16
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Hayes A, Tangalakis K. Australian core concepts to align learning outcomes, curriculum design and assessment. Adv Physiol Educ 2023. [PMID: 36759145 DOI: 10.1152/advan.00213.2022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2022] [Accepted: 02/06/2023] [Indexed: 06/18/2023]
Affiliation(s)
- Alan Hayes
- Institute of Health and Sport, Victoria University, Melbourne, Australia
| | - Kathy Tangalakis
- First Year College, Institute for Sustainable Industriesand Liveable Cities, Victoria University, Melbourne, Victoria, Australia
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17
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Li A, Bilgic E, Keuhl A, Sibbald M. Does your group matter? How group function impacts educational outcomes in problem-based learning: a scoping review. BMC Med Educ 2022; 22:900. [PMID: 36581848 PMCID: PMC9798609 DOI: 10.1186/s12909-022-03966-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Accepted: 12/15/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Problem-based learning (PBL) is a common instructional method in undergraduate health professions training. Group interactions with and within PBL curricula may influence learning outcomes, yet few studies have synthesized the existing evidence. This scoping review summarized the literature examining the influence of group function on individual student PBL outcomes. Following Kirkpatrick's framework, experiential, academic, and behavioral outcomes were considered. The impacts of three aspects of group function were explored: (1) Group Composition (identities and diversity), (2) Group Processes (conduct and climate, motivation and confidence, and facilitation), and (3) PBL Processes (tutorial activities). METHODS A literature search was conducted using Medline, CINAHL, and APA PsychInfo from 1980-2021, with the help of a librarian. English-language empirical studies and reviews that related group function to learning outcome, as defined, in undergraduate health professions PBL curricula were included. Relevant references from included articles were also added if eligibility criteria were met. The methods, results, discussions, and limitations of the sample were summarized narratively. RESULTS The final sample (n = 48) varied greatly in context, design, and results. Most studies examined junior medical students (n = 32), used questionnaires for data collection (n = 29), and reported immediate cross-sectional outcomes (n = 34). Group Processes was the most frequently examined aspect of group function (n = 29), followed by Group Composition (n = 26) and PBL Processes (n = 12). The relationships between group function and outcomes were not consistent across studies. PBL experiences were generally highly rated, but favorable student experiences were not reliable indicators of better academic or behavioral outcomes. Conversely, problematic group behaviors were not predictors of poorer grades. Common confounders of outcome measurements included exam pressure and self-study. CONCLUSIONS The main findings of the review suggested that (1) group function is more predictive of experiential than academic or behavioral PBL outcomes, and (2) different Kirkpatrick levels of outcomes are not highly correlated to each other. More research is needed to understand the complexity of group function in PBL tutorials under variable study contexts and better inform curricular training and design. Standardized tools for measuring PBL group function may be required for more conclusive findings.
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Affiliation(s)
- Athena Li
- Bachelor of Health Sciences (Honours), McMaster University, Hamilton, Canada
| | - Elif Bilgic
- Department of Pediatrics, McMaster University, Hamilton, Canada
- McMaster Education Research, Innovation and Theory (MERIT) Program, McMaster University, Hamilton, Canada
| | - Amy Keuhl
- McMaster Education Research, Innovation and Theory (MERIT) Program, McMaster University, Hamilton, Canada
| | - Matthew Sibbald
- McMaster Education Research, Innovation and Theory (MERIT) Program, McMaster University, Hamilton, Canada
- Department of Medicine, McMaster University, Hamilton, Canada
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18
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Torres K, Evans P, Mamcarz I, Radczuk N, Torres A. A manikin or human simulator-development of a tool for measuring students' perception. PeerJ 2022; 10:e14214. [PMID: 36530415 PMCID: PMC9753758 DOI: 10.7717/peerj.14214] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2020] [Accepted: 09/19/2022] [Indexed: 12/14/2022] Open
Abstract
Background Education with the use of medical simulation may involve the use of two modalities: manikins or standardized patients (SPs) to meet specific learning objectives. We have collected students' opinions about the two modalities which can be helpful in planning and evaluating the curriculum process. Although reviews or comparisons of student opinions appear in the literature, it is difficult to find a scale that would be based on a comparison of specific effects that can be obtained in the educational process. In order to fill this gap, an attempt was made to construct a questionnaire. Methods An experimental version of a questionnaire measuring the final-year students' (273) opinions about the effectiveness of both simulation techniques has been designed on the basis of semi-structured interviews. They were conducted with 14 final-year students excluded from the subsequently analyzed cohort. The scale has been completed, tested and validated. Results The authors developed a 33-statement questionnaire which contain two scales: teaching medicine with the manikins and with the SPs. Two factors were identified for each scale: Doctor-patient relationship and practical aspects. The scales can be used complementary or separately, as the article reports independent statistics for each scale. The Cronbach's alpha coefficient for the manikin scale is 0.721 and for the SP scale is 0.758. Conclusions The questionnaire may be applied to medical students to identify their opinions about using manikins and SPs in teaching. It may have an important impact for planning curriculum and implementing particular modalities in accordance with the intended learning objectives.
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Affiliation(s)
- Kamil Torres
- Chair and Department of Didactics and Medical Simulation, Medical University of Lublin, Lubelskie, Poland
| | - Phillip Evans
- Chair and Department of Didactics and Medical Simulation, Medical University of Lublin, Lubelskie, Poland
| | - Izabela Mamcarz
- Chair and Department of Didactics and Medical Simulation, Medical University of Lublin, Lubelskie, Poland
| | - Natalia Radczuk
- Chair and Department of Didactics and Medical Simulation, Medical University of Lublin, Lubelskie, Poland
| | - Anna Torres
- Chair and Department of Didactics and Medical Simulation, Medical University of Lublin, Lubelskie, Poland
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19
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Abstract
Fostering skills in research is important for medical schools. This scoping review examined undergraduate curricular structures devoted to research training and their outcomes. For the sixty papers meeting inclusion criteria, descriptive statistics and a thematic analysis were conducted. Forty (67%) articles described US programs, with 30 (50%) being mandatory. Timing of research training was variable across included studies with the majority (58%) describing embedded longitudinal curricula. Reported benefits included enhanced knowledge, improved research and writing skills, clarity around career plans, and mentoring relationships. There are many curricular structures for undergraduate research training, but no high-quality evidence to support particular designs.
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Affiliation(s)
- Heather Murray
- Department of Emergency Medicine, Queen’s University, Kingston, Canada
- Department of Public Health Sciences, Queen’s University, Kingston, Canada
| | | | - Melanie Walker
- Department of Emergency Medicine, Queen’s University, Kingston, Canada
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20
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Tilak S, Evans M, Wen Z, Glassman M. Social Network Analysis as a Cybernetic Modelling Facility for Participatory Design in Technology-Supported College Curricula. Syst Pract Action Res 2022; 36:1-34. [PMID: 36466296 PMCID: PMC9702856 DOI: 10.1007/s11213-022-09625-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/10/2022] [Indexed: 11/27/2022]
Abstract
Despite iterative learning design being increasingly implemented, such approaches are often delineated by well-defined periods of design/implementation. However, second-order cybernetics, which suggests a participatory approach to learning design, involves responsively adapting learning environments to meet students' needs, treating them as agentic participants in the classroom. In our mixed methods study, we investigate whether such a process can facilitate egalitarian participation and collaborative interactions in a technology-assisted classroom. We use the example of a graduate psychology class of 17 students and suggest that adaptation of live-chat activities by a participant observer on the Reddit social media platform that supplemented the in-person lecture dynamically, using a network analysis and qualitative ethnography as a modelling facility mimicked the ongoing feedback loops of social media platforms, enabling students to use social media with a critical eye, and engage in productive collaboration. Our quantitative results present network graphs for weekly eigen centrality to understand the egalitarian nature of the network, and transitivity to understand the likelihood for collaboration between more than two agents. Our qualitative results elaborate selected Reddit posts, and weekly field notes to explain how redesigning the chat weekly helped augment lecture-based discussion with the instructor and critique of student presentations, spurring egalitarian participation through a space-place dialectic. Students also provided end-semester feedback that was analyzed using inductive coding, to design future courseware.
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Affiliation(s)
- Shantanu Tilak
- Department of Educational Studies, Educational Psychology, The Ohio State University, Columbus, OH USA
| | - Marvin Evans
- Department of Educational Studies, Educational Psychology, The Ohio State University, Columbus, OH USA
| | - Ziye Wen
- Department of Educational Studies, Educational Psychology, The Ohio State University, Columbus, OH USA
| | - Michael Glassman
- Department of Educational Studies, Educational Psychology, The Ohio State University, Columbus, OH USA
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21
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Gilmore JP, Halligan P, Browne F. Pedagogy as social justice-Universal Design of Learning in nurse education. Nurse Educ Today 2022; 118:105498. [PMID: 35939890 DOI: 10.1016/j.nedt.2022.105498] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/31/2021] [Revised: 07/11/2022] [Accepted: 07/28/2022] [Indexed: 06/15/2023]
Affiliation(s)
- John P Gilmore
- University College Dublin School of Nursing, Midwifery and Health Systems, Belfield, Dublin 4, Ireland.
| | - Phil Halligan
- University College Dublin School of Nursing, Midwifery and Health Systems, Belfield, Dublin 4, Ireland
| | - Freda Browne
- University College Dublin School of Nursing, Midwifery and Health Systems, Belfield, Dublin 4, Ireland. https://twitter.com/Fredabrowne4
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22
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Merbaum A, Kulasegaram K, Stoller R, Fernando O, Freeman R. The system, the resident, and the preceptor: a curricular approach to continuity of care training. Perspect Med Educ 2022; 11:295-299. [PMID: 34115336 PMCID: PMC9582181 DOI: 10.1007/s40037-021-00671-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2020] [Revised: 04/05/2021] [Accepted: 05/11/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Continuity of care (CoC) is integral to the practice of comprehensive primary care, yet research in the area of CoC training in residency programs is limited. In light of distributed medical education and evolving accreditation standards, a rigorous understanding of the context and enablers contributing to CoC education must be considered in the design and delivery of residency training programs. APPROACH At our preceptor-based community academic site, we developed a system-resident-preceptor (SRP) framework to explore factors that influence a resident's perception regarding CoC, and established variables in each area to enhance learning. We then implemented a two-year educational SRP intervention (SRPI) to one cohort of residents and their preceptors to integrate critical education factors and align teaching of continuity of care within curricular goals. EVALUATION Evaluation of the intervention was based on resident interviews and faculty focus groups, and a qualitative phenomenological approach was used to analyze the data. While some factors identified are inherent to family medicine, the opportunity for reflection is a unique component to inculcate CoC learning. REFLECTION The SRP innovation provides a unique framework to facilitate residents' understanding and development of CoC competency. Our model can be applied to all residency programs, including traditional academic sites as well as distributed training sites, to enhance CoC education.
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Affiliation(s)
- Allyson Merbaum
- North York General Hospital, Toronto, ON, Canada.
- Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada.
| | - Kulamakan Kulasegaram
- Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada
- The Wilson Centre, University of Toronto, Toronto, ON, Canada
| | - Rebecca Stoller
- North York General Hospital, Toronto, ON, Canada
- Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada
| | - Oshan Fernando
- Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada
| | - Risa Freeman
- North York General Hospital, Toronto, ON, Canada
- Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada
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Buscail E, Muscari F, Hostalrich A, Bolzinger M, Malavaud S, Minville V, Martin C, Delhoste M, Houze-Cerfon CH, Buscail S, Bastiani B, Roumiguié M, Weyl A, Carrère N, Abbo O. Boot camp approach to surgical residency preparation: feedback from a French university hospital. BMC Med Educ 2022; 22:678. [PMID: 36104703 PMCID: PMC9473737 DOI: 10.1186/s12909-022-03745-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/17/2022] [Accepted: 09/08/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION The transition from medical student to surgical resident is not a simple one. The aim of this study was to report the experience of a university hospital in the organization of the induction course for future surgical residents and the contribution of a video support in the learning of the suture. MATERIAL AND METHOD We were able to study two consecutive years of students (October 2020 and 2021). Concerning the practical and technical workshops (learning suture) we carried out a comparative study between two groups of students. A group that had video support for learning suture (video group) and a group without video (control group). The evaluation of the suture was performed in a blinded manner by two supervising surgeons. The other practical workshop was drain fixation; the students did not have a video for this workshop. A comparative study was also performed for the drain fixation workshop between the two groups (video group and control group). A program of theoretical courses was also set up. This program is established according to the different future functions of the residents by integrating medico-legal notions and teamwork. Satisfaction questionnaires were given to the students and the answers were given two months after taking up their duties in the hospital (6 questions with Likert scale and 4 free questions). RESULTS The cohort consisted of 58 students (29 each in 2020 and 29 in 2021). Comparative analyses of the evaluation of the suture workshops showed better performance in the video group compared with the group without video. The comparison of these two groups did not show significant differences in the drain fixation workshop. The theoretical teaching was broken down according to the students' future tasks and each speaker was a specialist in his or her field of expertise. The results of the questionnaires showed a desire on the part of the students to increase the time spent on practical workshops and theoretical forensic teaching. CONCLUSION We were able to show through these two years of a program that we were able to offer a surgical resident preparation course. In addition, we have highlighted the contribution of a video support in the learning curve of the suture.
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Affiliation(s)
- Etienne Buscail
- Department of Digestive Surgery, Toulouse University Hospital, Toulouse, France.
- INSERM, U1220, University of Toulouse, Digestive Health Research Institute (IRSD), Toulouse, France.
- Department of Digestive Surgery, Colo-Rectal Surgery Unit, CHU Rangueil, 1 avenue Jean Poulhès, TSA 50032, 31059, Toulouse Cedex 9, France.
| | - Fabrice Muscari
- Department of Digestive Surgery, Toulouse University Hospital, Toulouse, France
| | - Aurélien Hostalrich
- Department of Vascular Surgery, Toulouse University Hospital, Toulouse, France
| | - Manon Bolzinger
- Department of Pediatric Surgery, Toulouse University Hospital, Toulouse, France
| | - Sandra Malavaud
- Department of Infection Control, Toulouse University Hospital, Toulouse, France
| | - Vincent Minville
- Department of Anesthesiology and Intensive Care, Toulouse University Hospital, Toulouse, France
| | - Charlotte Martin
- Department of Anesthesiology and Intensive Care, Toulouse University Hospital, Toulouse, France
| | - Magali Delhoste
- Department of Digestive Surgery, Toulouse University Hospital, Toulouse, France
| | | | | | - Bruno Bastiani
- Toulouse Institute for Health Stimulation, Toulouse, France
| | - Mathieu Roumiguié
- Department of Urology, Toulouse University Hospital, Toulouse, France
| | - Ariane Weyl
- Department of Gynecologic Surgery, Toulouse University Hospital, Toulouse, France
| | - Nicolas Carrère
- Department of Digestive Surgery, Toulouse University Hospital, Toulouse, France
| | - Olivier Abbo
- Department of Pediatric Surgery, Toulouse University Hospital, Toulouse, France
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Soomro R, Ur Rehman S, Ali S, McKimm J. Using the 'Twelve tips for applying change models' for undergraduate medical curriculum reform in Pakistan: Incorporating a new Trauma Evaluation and Management TEAM® course. MedEdPublish (2016) 2022; 12:29. [PMID: 36817618 PMCID: PMC9926506 DOI: 10.12688/mep.17507.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/18/2022] [Indexed: 11/20/2022] Open
Abstract
Background: Trauma evaluation and management skills are not taught enough in medical school undergraduate curriculums worldwide. It has been recommended by trauma educators to incorporate trauma training in medical schools' curriculum as first-line management of trauma cases is usually required by junior doctors in ERs. The introduction of formal trauma training in the form of the Trauma Evaluation and Management TEAM® course is a change introduced into the curriculum. Even when introducing such a simple change, certain factors need to be considered including the stakeholders' apprehensions and involvement, the complexity of the internal and external environment, cultural context and political influences, and finally the psychological impact of change. Methods: Based primarily on the " Twelve tips for applying change models to curriculum design, development and delivery" by McKimm and Jones (2018), these 12 tips provide educators, involved in curriculum or program development, a practical example of the systematic and organized outlines to improve medical curricula. Results & Conclusions: While addressing these factors, this framework can guide educators for the successful development and implementation of a suggested change in the existing curriculum.
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Affiliation(s)
- Rufina Soomro
- General Surgery and Health Care Education, Liaquat National Hospital and Medical College, Karachi, Sind, 74800, Pakistan,
| | - Sheeraz Ur Rehman
- General Surgery and Health Care Education, Liaquat National Hospital and Medical College, Karachi, Sind, 74800, Pakistan
| | - Sobia Ali
- Department of Health Professions Education, Liaquat National Hospital and Medical College, Karachi, Sind, 74800, Pakistan
| | - Judy McKimm
- Department of Medical Education, Swansea University Medical School/Ysgol Meddygaeth, Swansea University, Prifysgol Abertawe, Swansea, Abertawe, Wales, Cymru, SA2 8PP, UK
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van Iersel M, de Vos R, van Rijn M, Latour CHM, Kirschner PA, Scholte Op Reimer WJM. The effect of a more community-oriented curriculum on nursing students' intervention choice in community care: A quasi-experimental cohort study. Nurse Educ Pract 2022; 63:103410. [PMID: 35849997 DOI: 10.1016/j.nepr.2022.103410] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2022] [Revised: 05/23/2022] [Accepted: 07/08/2022] [Indexed: 11/20/2022]
Abstract
AIM The aim of this study is to investigate the effect of a more 'community-oriented' baccalaureate nursing curriculum on students' intervention choice in community care. BACKGROUND Following a healthcare shift with increased chronic diseases in an ageing patient population receiving care at home, nursing education is revising its curricula with new themes (e.g., self-management) on community care. Although it seems obvious that students incorporate these themes in their nursing care interventions, this is unclear. This study investigates the effect of a redesigned curriculum on students' care intervention choice in community nursing. DESIGN A quasi-experimental quantitative study. METHODS This study with an historic control group (n = 328; study cohorts graduating in 2016 and 2017; response rate 83 %) and an intervention group n = 152; graduating in 2018; response rate 80 %) was performed at a University of Applied Sciences in the Netherlands. The intervention group experienced a curriculum-redesign containing five new themes related to community care (e.g., enhancing self-management, collaboration with the patients' social network, shared decision making, using health technology and care allocation). The primary outcome 'intervention choice in community nursing' was assessed with a specially developed vignette instrument 'Assessment of Intervention choice in Community Nursing' (AICN). Through multiple regression analyses we investigated the effect of the curriculum-redesign on students' intervention choice (more 'traditional' interventions versus interventions related to the five new themes). The control and intervention groups were compared on the number of interventions per theme and on the number of students choosing a theme, with a chi-square or T-test. RESULTS Students who studied under the more community-oriented curriculum chose interventions related to the new themes significantly more often, F(1461) = 14.827, p = <0.001, R2 = .031. However, more traditional interventions are still favourite (although less in the intervention group): 74.5 % of the chosen interventions in the historic control group had no relation with the new curriculum-themes, vs. 71.3 % in the intervention group; p = .055). CONCLUSIONS Students who experienced a more 'community-oriented' curriculum were more likely, albeit to a limited extent, to choose the new community care themes in their caregiving. Seeing this shift in choices as a step in the right direction, it can be expected that the community care field in the longer term will benefit from these better skilled graduates.
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Smith CJ, Barron K, Shope RJ, Beam E, Piro K. Motivations, barriers, and professional engagement: a multisite qualitative study of internal medicine faculty's experiences learning and teaching point-of-care ultrasound. BMC Med Educ 2022; 22:171. [PMID: 35279153 PMCID: PMC8918294 DOI: 10.1186/s12909-022-03225-w] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2021] [Accepted: 02/28/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Point-of-care ultrasound (POCUS) graduate medical education is expanding across many specialties, but a lack of trained faculty is a common barrier. Even well-designed faculty development programs struggle with retention, yet little is known about the experiences of practicing physicians learning POCUS. Our objective is to explore the experiences of clinician-educators as they integrate POCUS into their clinical and teaching practices to help inform curriculum design. METHODS Qualitative study using instrumental case study design to analyze interview data from 18 internal medicine clinician-educators at 3 academic health centers. Interviewees were recruited by program directors at each site to include participants with a range of POCUS use patterns. Interviews took place from July-August 2019. RESULTS Analysis yielded 6 themes: teaching performance, patient care, curriculum needs, workflow and access, administrative support, and professional engagement. Participants felt POCUS enhanced their teaching skills, clinical decision making, and engagement with patients. The themes highlighted the importance of longitudinal supervision and feedback, streamlined integration of POCUS into clinical workflow, and administrative support of time and resources. Interviewees reported learning and teaching POCUS helped combat burn-out and enhance their sense of professional engagement. CONCLUSIONS Learning POCUS as a practicing clinician-educator is a complicated endeavor that must take into account mastery of psychomotor skills, existing practice habits, and local institutional concerns. Based upon the themes generated from this study, we make recommendations to help guide POCUS faculty development curriculum design. Although this study focused on internists, the findings are likely generalizable to other specialties with growing interest in POCUS education.
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Affiliation(s)
- Christopher J Smith
- Department of Internal Medicine, Division of Hospital Medicine, University of Nebraska Medical Center, 986430 Nebraska Medical Center, Omaha, NE, USA.
| | - Keith Barron
- Prisma Health Midlands - University of South Carolina School of Medicine, Department of Internal Medicine, Division of General Internal Medicine, 14 Richland Medical Park Drive, Suite, Columbia, SC, 320, USA
| | - Ronald J Shope
- Department of Health Promotion, University of Nebraska Medical Center, 984365 Nebraska Medical Center, Omaha, NE, USA
| | - Elizabeth Beam
- Interprofessional Academy of Educators, University of Nebraska Medical Center, 987115 Nebraska Medical Center, Omaha, NE, USA
| | - Kevin Piro
- Department of Internal Medicine, Division of Hospital Medicine, Oregon Health & Science University, 3270 SW Pavilion Loop Suite, Portland, OR, 350, USA
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Katsakhyan L, Jacobson AM, Budina A, Baloch ZW. Practical Scientific Writing and Publishing in Anatomic Pathology. Am J Clin Pathol 2022; 157:451-456. [PMID: 34596207 DOI: 10.1093/ajcp/aqab144] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2021] [Accepted: 07/29/2021] [Indexed: 11/12/2022] Open
Abstract
OBJECTIVES To develop a structured, introductory curriculum in scientific writing and publishing for residents in anatomic pathology. METHODS We assessed the need for this curriculum by using an online questionnaire sent to anatomic pathology residents in our program and tailored content to address areas of least familiarity. The curriculum consisted of 4 virtual lectures delivered by select experts in the field. Curriculum evaluation was assessed through a postcurriculum questionnaire. RESULTS In total, 27 of 31 (87%) residents responded to the initial questionnaire. The major educational need was identified in the following topics: "responsibilities of a corresponding author"; "selecting a journal for publication"; "editor's approach to evaluating a manuscript"; "correspondence with editors and reviewers"; and "open access, cost and increasing exposure to manuscript." Eight residents participated in at least 3 of 4 lectures and completed the pre- and postcurriculum survey. The postcurriculum survey demonstrated statistically significant interval increases in familiarity with 7 of 18 topics, and the leading increases were noted in topics of most significant educational need. CONCLUSIONS Development of novel curricula is vital to the ever-changing landscape of pathology resident education. This study proposes a generalizable algorithmic approach to assessing new areas of educational need and effectively addressing them through targeted curricula.
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Affiliation(s)
- Levon Katsakhyan
- Department of Pathology and Laboratory Medicine, Hospital of the University of Pennsylvania, Philadelphia, USA
| | - Alec M Jacobson
- Department of Pathology and Laboratory Medicine, Hospital of the University of Pennsylvania, Philadelphia, USA
| | - Anna Budina
- Department of Pathology and Laboratory Medicine, Hospital of the University of Pennsylvania, Philadelphia, USA
| | - Zubair W Baloch
- Department of Pathology and Laboratory Medicine, Hospital of the University of Pennsylvania, Philadelphia, USA
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Prisnie J, Poon GWS, Stokes P, Brager N. Utilization of Moderate-Duration Summary Podcasts Compared to Long-Duration Podcasts for Psychiatry Education by Canadian Pre-clerkship Medical Students. Acad Psychiatry 2022; 46:133-137. [PMID: 34553323 DOI: 10.1007/s40596-021-01538-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Accepted: 09/09/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVE The ideal length of podcasts for undergraduate medical education is unclear. Although many medical schools post full-lecture podcast recordings, there is increasing evidence that podcasts of shorter duration may be a more effective educational tool. Data on podcast utilization for psychiatry education in particular remain limited. This study aimed to compare traffic statistics (views and downloads) of both moderate- and long-duration podcasts. METHODS Resident-driven, 5- to 15-min, moderate-duration audiovisual podcasts ("summary podcasts") were created to supplement the existing full-lecture podcast recordings ("long podcasts") during the 22-day University of Calgary medical school pre-clerkship psychiatry curriculum from November to December 2019. The authors compared traffic statistics including number of views and downloads of summary podcasts against long podcasts. RESULTS Six lectures during the curriculum had both long podcasts and summary podcasts available to students. Overall, there was no statistically significant difference between the mean combined views and downloads of the summary podcasts compared to the long podcasts. When looking at views and downloads across the span of the curriculum, the long podcasts were predominantly accessed in the days following the lecture, with the summary podcasts being accessed more frequently in the days preceding the final examination. CONCLUSIONS This study suggests that both long podcasts and summary podcasts were accessed by students. The differing patterns of when each type of podcast was accessed may indicate a preference for the summary podcasts being used as review tools, rather than as a primary means of learning the material.
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Affiliation(s)
- Joey Prisnie
- Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada.
| | - Gar Wai Susan Poon
- Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Philip Stokes
- Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Nancy Brager
- Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
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Chapa H, Dickey D, Milman R, Hagar C, Kintzer J. A Novel Curricular Design Exposing Clinical Medical Students to the Hidden Curriculum. Med Sci Educ 2022; 32:17-19. [PMID: 35186428 PMCID: PMC8814204 DOI: 10.1007/s40670-021-01479-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/17/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUNDS The Curriculum Committee of a medical school introduced a longitudinal course for clinical medical students addressing the hidden curriculum as a way to enhance the overall learning environment in undergraduate medical education. METHODS This novel design included podcasts, virtual online sessions, and self-reflection videos. OUTCOMES Students and faculty viewed it as successful.
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Affiliation(s)
- Hector Chapa
- Medical Education, Texas A&M University College of Medicine, Bryan, TX USA
| | - Danielle Dickey
- Office of Evaluation & Assessment, Texas A&M University College of Medicine, Bryan, TX USA
| | - Robert Milman
- Medical Education, Texas A&M University College of Medicine, Bryan, TX USA
| | - Carley Hagar
- Medical Education, Texas A&M University College of Medicine, Bryan, TX USA
| | - Janice Kintzer
- Medical Education, Texas A&M University College of Medicine, Bryan, TX USA
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Chen SL, Liu CC. Development and evaluation of a physical examination and health assessment course. Nurse Educ Today 2021; 107:105116. [PMID: 34481313 DOI: 10.1016/j.nedt.2021.105116] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2021] [Revised: 08/09/2021] [Accepted: 08/24/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Physical examination and health assessment skills are essential components of nursing practice, and the critical elements to be taught merit further investigation. OBJECTIVES To develop and evaluate a physical examination and health assessment course based on a self-directed learning framework. DESIGN An action research design was employed. SETTINGS A baccalaureate nursing program of the university of science and technology in central Taiwan. PARTICIPANTS A convenience sample comprising 23 teaching faculty members and 41 enrolled second-year students was recruited. METHODS Structured questionnaires were developed for data collection. A paired t-test and the Kruskal-Wallis test were used for data analysis. RESULTS The course consisted of four parts: health history taking from a holistic perspective, examination skills in diverse systems, case exercise and discussion, and final objective structured clinical examination. Statistical significance was found in the areas of physical examination skills, critical thinking, and case analysis. Participants with mid-to high-level self-directed learning had significantly higher scores than those with low-level self-directed learning on physical examination skills and problem assessment. Internal and discriminant validity were supported. CONCLUSION The study results provide evidence supporting the use of self-directed learning framework in curriculum design. The course integrated necessary knowledge and skills enabled students to practice physical examination, and assessment skills may enhance student confidence in approaching patients in clinical encounters. However, the study was a descriptive design. The generalization of the results needs to be further validated by an experimental study.
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Affiliation(s)
- Shiah-Lian Chen
- Department of Nursing, National Taichung University of Science and Technology, Room 415-4, 193, Sec. 1, Sanmin Rd., Taichung 403, Taiwan.
| | - Chien-Chi Liu
- Department of Nursing, National Taichung University of Science and Technology, Room 415-4, 193, Sec. 1, Sanmin Rd., Taichung 403, Taiwan.
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Carberry C, Callanan I, McCombe G, Tobin H, Bury G, Last J, Cullen W. Is it feasible to learn research skills in addition to audit skills through clinical audit? A mixed methods study in general practice. Ir J Med Sci 2021. [PMID: 34664225 DOI: 10.1007/s11845-021-02802-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2021] [Accepted: 04/19/2021] [Indexed: 11/29/2022]
Abstract
Background Involving medical students in research in their undergraduate careers may increase the likelihood that they will be research active after graduation. To date, there has been a paucity of published research of students doing research in general practice. Aim The study aims to evaluate the impact of general practice clinical audits on early-stage graduate entry students’ audit and research self-efficacy and explore feasibility issues from the student and GP perspective. Methods Two student questionnaires (pre- and post-intervention), a qualitative GP survey of the 25 participating GPs and semi-structured interviews of a purposeful sample of GPs were conducted. Results Participating students who completed the follow-up survey found that it had a positive educational impact (55%), increased their understanding of the audit cycle (72%) and real-world prescribing (77%). Research confidence wise, there was a statistically significant difference in the student group who completed the audit project compared to those students who did not in knowledge of the audit cycle and the difference between research and audit (p = 0.001) but not in other research skills. Ninety-six percent of responding GPs would be happy for students to do future audits in their practice but some feasibility issues similar to other research initiatives in general practice were identified. Conclusion We found this audit initiative feasible and useful in helping students learn about audit skills, patient safety and real-world prescribing. GPs and students would benefit more if it were linked to a substantial clinical placement, focussed on a topic of interest and given protected time. Separate research projects may be needed to develop research skills confidence.
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Bracken K, Levinson AJ, Mahmud M, Allice I, Vanstone M, Grierson L. Spiralling Pre-clerkship Concepts into the Clinical Phase: Augmenting Knowledge Transfer Using Innovative Technology-Enhanced Curriculum Activities. Med Sci Educ 2021; 31:1607-1620. [PMID: 34178422 PMCID: PMC8218966 DOI: 10.1007/s40670-021-01348-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/02/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Clerkship is a challenging transition for medical students where they learn to apply functional knowledge and diagnostic reasoning skills learned in the pre-clinical phase into the clinical environment. Rather than a smooth continuum to facilitate application of knowledge, clerkship blocks are discrete, fragmented structures with little integration. Developments in cognitive psychology and increasing attention to the student learning environment are driving more purposeful integration in medical education. We sought to enhance knowledge transfer in the Family Medicine clerkship by developing an e-learning pathway with both asynchronous and synchronous components to integrate pre-clerkship problem-based learning (PBL) cases into more complex clinical scenarios. METHODS A parallel-convergent mixed methods evaluation was conducted, which included comparison of learning outcomes (exit exams) relative to the prior class, knowledge check quiz performance, and qualitative analysis of student and faculty perceptions. RESULTS Analyses revealed no significant difference between exit exam scores of the intervention and pre-intervention clerks (p = 0.30). There were statistically significant differences in mean quiz scores over the rotation (p = 0.0001). Moreover, learners and faculty each perceived the integration components as facilitating the transfer of pre-clinical learning into clerkship activities. CONCLUSION The novel e-learning pathway firmly anchored FM clerkship learning and will continue to ensure learners are ideally primed to optimize their direct clinical learning opportunities.
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Affiliation(s)
- Keyna Bracken
- Department of Family Medicine, McMaster University, Hamilton, Canada
| | - Anthony J. Levinson
- Division of E-Learning Innovation, Michael G DeGroote School of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Canada
| | - Meera Mahmud
- Department of Family Medicine, McMaster University, Hamilton, Canada
| | - Ilana Allice
- Department of Family Medicine, McMaster University, Hamilton, Canada
| | - Meredith Vanstone
- Department of Family Medicine, McMaster University, Hamilton, Canada
- McMaster Education Research, Innovation, and Theory (MERIT) Program, McMaster University, Hamilton, Canada
| | - Lawrence Grierson
- Department of Family Medicine, McMaster University, Hamilton, Canada
- McMaster Education Research, Innovation, and Theory (MERIT) Program, McMaster University, Hamilton, Canada
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Finnie SM, Brach RJ, Dawson CA, Epstein SB, Goyal RK, Lounsbury KM, Eldakar-Hein ST, Lahey T. A new roadmap for social medicine curriculum design based on mixed methods student and faculty evaluations of the preclinical curriculum. BMC Med Educ 2021; 21:442. [PMID: 34416885 PMCID: PMC8376629 DOI: 10.1186/s12909-021-02885-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/11/2020] [Accepted: 07/26/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND To support the development of social medicine curricula that empower medical school graduates to redress health inequities, we conducted a mixed methods student and faculty evaluation of an expanded and innovative preclinical social medicine curriculum. METHODS We implemented a longitudinal, interactive preclinical social medicine curriculum that was closely integrated with foundational science teaching then conducted a survey-based mixed methods student and faculty curriculum evaluation. Based on these results, we propose a novel conceptual roadmap for social medicine curriculum design. RESULTS Student and faculty evaluations of an expanded and innovative longitudinal preclinical social medicine curriculum were strongly favorable. Both student and faculty respondents indicated a particular desire for deeper coverage of race and poverty among other social medicine domains. Qualitative student evaluations highlighted the importance of faculty champions to social medicine teaching as well as the educational impact of stories that exemplify the practical impact of the social determinants of health on specific patient experiences. Qualitative faculty evaluations pointed to the challenges of curriculum integration and the need for faculty career development in social medicine teaching. CONCLUSIONS Based on mixed methods student and faculty curriculum evaluation data, we propose a novel conceptual roadmap for the design of social medicine curricula at other institutions.
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Affiliation(s)
- Sheridan M Finnie
- From the Class of 2022, Larner College of Medicine, University of Vermont, Given Medical Bldg, E-126, 89 Beaumont Ave, Burlington, VT, 05405, USA
| | - Richard J Brach
- From the Class of 2022, Larner College of Medicine, University of Vermont, Given Medical Bldg, E-126, 89 Beaumont Ave, Burlington, VT, 05405, USA
| | - Christina A Dawson
- Class of 2021, Larner College of Medicine, University of Vermont, Given Medical Bldg, E-126, 89 Beaumont Ave, Burlington, VT, 05405, USA
| | - Samuel B Epstein
- Class of 2021, Larner College of Medicine, University of Vermont, Given Medical Bldg, E-126, 89 Beaumont Ave, Burlington, VT, 05405, USA
| | - Raghav K Goyal
- Class of 2021, Larner College of Medicine, University of Vermont, Given Medical Bldg, E-126, 89 Beaumont Ave, Burlington, VT, 05405, USA
| | - Karen M Lounsbury
- The Office of Medical Student Education, Larner College of Medicine, University of Vermont, Given Medical Bldg, E-126, 89 Beaumont Ave, Burlington, VT, 05405, USA
| | - Shaden T Eldakar-Hein
- The Office of Medical Student Education, Larner College of Medicine, University of Vermont, Given Medical Bldg, E-126, 89 Beaumont Ave, Burlington, VT, 05405, USA
| | - Timothy Lahey
- Department of Medicine/Ethics, Larner College of Medicine, University of Vermont, Given Medical Bldg, E-126, 89 Beaumont Ave, Burlington, VT, 05405, USA.
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Dennehy D, Conboy K, Babu J. Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda. Inf Syst Front 2021; 25:1315-1331. [PMID: 37546703 PMCID: PMC10397133 DOI: 10.1007/s10796-021-10183-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 08/01/2021] [Indexed: 08/08/2023]
Abstract
Understanding student sentiment plays a vital role in understanding the changes that could or should be made in curriculum design at university. Learning Analytics (LA) has shown potential for improving student learning experiences and supporting teacher inquiry. Yet, there is limited research that reports on the adoption and actual use of LA to support teacher inquiry. This four-year longitudinal study captures sentiment of postgraduate students at a university in Ireland, by integrating LA with the steps of teacher inquiry. This study makes three important contributions to teaching and learning literature. First, it reports on the use of LA to support teacher inquiry over four one-year cycles of a Master of Science in Business Analytics programme between 2016 and 2020. Second, it provides evidence-based recommendations on how to optimise LA to support teacher inquiry, with specific attention as to how these can improve the assimilation of LA into the curriculum design and delivery. Third, the paper concludes with a research agenda to help improve the adoption and integration of LA in the future.
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Affiliation(s)
- Denis Dennehy
- National University of Ireland Galway, Galway, Ireland
| | - Kieran Conboy
- National University of Ireland Galway, Galway, Ireland
| | - Jaganath Babu
- National University of Ireland Galway, Galway, Ireland
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Meguerdichian MJ, Bajaj K, Walker K. Fundamental underpinnings of simulation education: describing a four-component instructional design approach to healthcare simulation fellowships. Adv Simul (Lond) 2021; 6:18. [PMID: 33975648 PMCID: PMC8112024 DOI: 10.1186/s41077-021-00171-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2020] [Accepted: 04/29/2021] [Indexed: 11/12/2022] Open
Abstract
Although in 2020, there are more than 120 healthcare simulation fellowships established globally, there is a paucity of literature on how to design fellowship programs most effectively, to equip graduates with the knowledge, skills, and attitudes of a competent simulation educator. Offering a systematic structure to approach simulation fellowship programmatic design may aid in better achieving program goals. In this manuscript, we present the application of the 4-component instructional design model as a blueprint to the development of Simulation Education Fellowships. We offer examples used at the NYC Health + Hospitals simulation fellowship to illustrate how the 4-component model informs fellowship program design which promotes the development of a simulation educator. This manuscript will provide a roadmap to designing curricula and assessment practices including self-reflective logbooks to focus the path toward achieving desired skills and shape future conversations around programmatic development.
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Affiliation(s)
- Michael J. Meguerdichian
- Department of Emergency Medicine, Harlem Hospital Center, NYC Health + Hospitals Simulation Center, Columbia University School of Medicine, New York, NY USA
- NYC Health + Hospitals Simulation Center, Bronx, NY USA
| | - Komal Bajaj
- NYC Health + Hospitals Simulation Center, Bronx, NY USA
- Quality & Safety, NYC Health + Hospitals/Jacobi, Albert Einstein School of Medicine, Bronx, NY USA
| | - Katie Walker
- NYC Health + Hospitals Simulation Center, Bronx, NY USA
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Angeramo CA, Schlottmann F. Impact of COVID-19 on surgical residency programs: A glass half-full reflection. Int J Surg 2021; 89:105958. [PMID: 33930571 PMCID: PMC8078056 DOI: 10.1016/j.ijsu.2021.105958] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2021] [Accepted: 04/22/2021] [Indexed: 11/16/2022]
Affiliation(s)
- Cristian A Angeramo
- Department of Surgery, Hospital Aleman of Buenos Aires, Buenos Aires, Argentina.
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Odukoya EJ, Kelley T, Madden B, Olawuni F, Maduakolam E, Cianciolo AT. Extending "Beyond Diversity": Culturally Responsive Universal Design Principles for Medical Education. Teach Learn Med 2021; 33:109-115. [PMID: 33792455 DOI: 10.1080/10401334.2021.1890679] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
This commentary follows up on Maduakolam et al. (2020) "Beyond Diversity: Envisioning Inclusion in Medical Education Research and Practice," which introduced Culturally Responsive Universal Design for Learning (CRUDL) as an approach to accounting for learner diversity in educational theory development and curriculum design. We flesh out the principles of CRUDL, using publications in this issue of Teaching and Learning in Medicine as case examples for how the principles work in action. With this scholarly thought exercise, we seek to demonstrate the feasibility and promise of curriculum that is accountable to diverse learners and the impact of historical trauma. We also explore how research inclusive of diverse social identities could inform curriculum design by identifying how social identity, learning environment, educational activities, and learner engagement interact to produce diverse learning experiences and performance. Scholarly thought exercises such as this one may help bridge the gap between professed ideals and action with respect to inclusive medical education; CRUDL principles provide a helpful framework for planning and evaluating accountable curriculum design.
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Affiliation(s)
| | - Tatiana Kelley
- Department of Medical Education, Southern Illinois University School of Medicine, Springfield, Illinois, USA
| | - Barra Madden
- Department of Medical Education, Southern Illinois University School of Medicine, Springfield, Illinois, USA
| | - Felicia Olawuni
- Department of Medical Education, Southern Illinois University School of Medicine, Springfield, Illinois, USA
| | - Erica Maduakolam
- Michael and Marian Ilitch Department of Surgery, Wayne State University School of Medicine, Detroit, Michigan, USA
| | - Anna T Cianciolo
- Department of Medical Education, Southern Illinois University School of Medicine, Springfield, Illinois, USA
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Abstract
COVID-19 has necessitated a rapid shift to the remote delivery of medical education. We present a timely collection of tips, techniques, and strategies for the facilitation of remote teaching sessions and modification of curriculum design, assessment, and evaluation. We step through Kern's six-step curriculum design, recommending to (1) consider session necessity and a variety of teaching models; (2) inform your session with surveys and polls; (3) keep session endpoints consistent; (4) make the most of technology and translate in-person strategies to virtual forms; (5) engage with individual learners and eliminate distractions; and (6) consider online methods of assessment and evaluation methods.
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Affiliation(s)
| | - Andrea Wershof Schwartz
- Harvard Medical School, Boston, MA USA
- Division of Geriatrics & Palliative Care, New England Geriatrics Research Education and Clinical Center, VA Boston Health Care System, 150 South Huntington Avenue, Jamaica Plain, MA 02130 USA
- Brigham and Women’s Hospital, Boston, MA USA
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Sarva H, Patino GA, Rashid M, Owens JWM, Robbins MS, Sandrone S. The status of neurology fellowships in the United States: clinical needs, educational barriers, and future outlooks. BMC Med Educ 2021; 21:108. [PMID: 33596875 PMCID: PMC7891131 DOI: 10.1186/s12909-021-02536-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/07/2020] [Accepted: 02/04/2021] [Indexed: 06/12/2023]
Abstract
The need for subspecialty-trained neurologists is growing in parallel with increasing disease burden. However, despite the immense burden of neurological diseases, like headache and neurodegenerative disorders, recruitment into these subspecialties remains insufficient in the United States. In this manuscript, a group of educators from the American Academy of Neurology's A.B. Baker Section on Neurological Education sought to review and discuss the current landscape of neurology fellowships in the United States, the factors driving fellowship recruitment and the educational barriers. Moreover, suggestions to potentially improve recruitment for under-selected fellowships, which can contribute towards an alignment between neurological education and neurological needs, and future educational scenarios are discussed.
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Affiliation(s)
- Harini Sarva
- A.B. Baker Section on Neurological Education, American Academy of Neurology, Minneapolis, USA.
- Weill Cornell Medicine, New York, NY, USA.
| | - Gustavo A Patino
- A.B. Baker Section on Neurological Education, American Academy of Neurology, Minneapolis, USA
- Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Mehmood Rashid
- A.B. Baker Section on Neurological Education, American Academy of Neurology, Minneapolis, USA
- The University of Toledo, Toledo, OH, USA
| | - James W M Owens
- A.B. Baker Section on Neurological Education, American Academy of Neurology, Minneapolis, USA.
- University of Washington, Seattle, Washington, USA.
| | - Matthew S Robbins
- A.B. Baker Section on Neurological Education, American Academy of Neurology, Minneapolis, USA
- Weill Cornell Medicine, New York, NY, USA
| | - Stefano Sandrone
- A.B. Baker Section on Neurological Education, American Academy of Neurology, Minneapolis, USA
- Imperial College London, London, UK
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Deming NM, Singer ML, Baratz G, Wish-Baratz S. Matriculating Students' Opinions on Cadaveric Dissection: Maintaining Tradition in Changing Times. Med Sci Educ 2021; 31:41-44. [PMID: 34457861 PMCID: PMC8368130 DOI: 10.1007/s40670-020-01139-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/26/2020] [Indexed: 06/13/2023]
Abstract
As medical education advances, cadaveric dissection is no longer the sole modality to teach anatomy. In light of this, there is limited data regarding how incoming medical students perceive the importance of cadaveric dissection and whether they continue to desire the experience as they consider matriculating to medical school. Surveys were sent to incoming first-year medical students concerning their views of death and dissection. Our data show a strong and temporally reproducible opinion that cadaveric dissection is important among incoming medical students. This survey also reviews the predominant emotional reactions generated in anticipation of the cadaveric dissection experience.
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Affiliation(s)
- Nicole M. Deming
- Case Western Reserve University, School of Medicine, Cleveland, OH USA
- Department of Bioethics, Case Western Reserve University, School of Medicine, Cleveland, OH USA
| | - Molly L. Singer
- Department of Obstetrics and Gynecology, Temple University Hospital, Philadelphia, PA USA
| | - Guy Baratz
- Baruch Ivcher School of Psychology, Interdisciplinary Center, Herzliya, Israel
| | - Susanne Wish-Baratz
- Case Western Reserve University, School of Medicine, Cleveland, OH USA
- Department of Anatomy, Case Western Reserve University, School of Medicine, Cleveland, OH USA
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Roberts JMD. How might Covid-19 affect the biology curricula of the future? Two principles for curriculum developers to consider. Prospects (Paris) 2021; 51:279-283. [PMID: 33424038 PMCID: PMC7783479 DOI: 10.1007/s11125-020-09531-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/09/2020] [Indexed: 06/12/2023]
Abstract
Understanding the lifestyle changes that authorities have requested or required in response to Covid-19 requires some biological knowledge. Therefore, articulations of intended biology learning at the school level will need to be evaluated, to see if they continue to be fit for purpose in light of the pandemic. This article proposes two principles of curriculum development and applies them to the (re)development of biology curricula in response to Covid-19. Firstly, while Covid-19 provides a vivid contextualisation of many biological concepts, it does not change the underlying concepts themselves. Moreover, it will not take long before it passes from being contemporary experience to a historical case study. Care is, therefore, needed to retain focus on the core concepts of biology, rather than allocating too much time to the particulars of the Covid-19 case. Secondly, biology curricula are often used to educate a population about public health. However, policymakers should be aware that knowledge alone is often insufficient to generate healthy behaviours.
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Affiliation(s)
- Judith M. D. Roberts
- The Triangle Building, Cambridge Assessment International Education, Shaftesbury Road, Cambridge, CB2 8EA UK
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Abstract
BACKGROUND Global interest in research skills in undergraduate medical education is growing. There is no consensus regarding expected research skills of medical students on graduation. We conducted a systematic review to determine the aims and intended learning outcomes (ILOs) of mandatory research components of undergraduate medical curricula incorporating the teaching, assessment, and evaluation methods of these programs. METHODS Using the PRISMA protocol, MEDLINE and ERIC databases were searched with keywords related to "medical student research programs" for relevant articles published up until February 2020. Thematic analysis was conducted according to student experience/reactions, mentoring/career development, and knowledge/skill development. RESULTS Of 4880 citations, 41 studies from 30 institutions met the inclusion criteria. Programs were project-based in 24 (80%) and coursework only-based in 6 (20%). Program aims/ILOs were stated in 24 programs (80%). Twenty-seven different aims/ILOs were identified: 19 focused on knowledge/skill development, 4 on experience/reactions, and 4 on mentoring/career development. Project-based programs aimed to provide an in-depth research experience, foster/increase research skills, and critically appraise scientific literature. Coursework-based programs aimed to foster/apply analytical skills for decision-making in healthcare and critically appraise scientific literature. Reporting of interventions was often incomplete, short term, and single institution. There was poor alignment between aims, teaching, assessment, and evaluation methods in most. CONCLUSIONS The diversity of teaching programs highlights challenges in defining core competencies in research skills for medical graduates. Incomplete reporting limits the evidence for effective research skills education; we recommend those designing and reporting educational interventions adopt recognized educational reporting criteria when describing their findings. Whether students learn by "doing", "proposing to do", or "critiquing", good curriculum design requires constructive alignment between teaching, assessment, and evaluation methods, aims, and outcomes. Peer-reviewed publications and presentations only evaluate one aspect of the student research experience.
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Affiliation(s)
- Melissa G. Y. Lee
- Department of Medicine (Royal Melbourne Hospital), University of Melbourne, Flemington, Victoria 3052 Australia
- Department of Paediatrics, University of Melbourne, Flemington, Victoria 3052 Australia
| | - Wendy C. Y. Hu
- School of Medicine, Western Sydney University, Ainsworth Building, Goldsmith Ave, Campbelltown, NSW 2560 Australia
| | - Justin L. C. Bilszta
- Department of Medical Education, Melbourne Medical School, University of Melbourne, Parkville, Victoria 3052 Australia
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Tisdale CE, Black AC, Jain S, Lowther E, Madeline L, Troup C, Nathaniel T, Fowler LA. The Impact of Meeting Patients with Neurological Disorders on Medical Student Empathy. Med Sci Educ 2020; 30:1561-1568. [PMID: 34457824 PMCID: PMC8368363 DOI: 10.1007/s40670-020-01102-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/01/2020] [Indexed: 06/13/2023]
Abstract
PURPOSE Empathy tends to decline during medical education, typically beginning in the third year of medical school and often continuing throughout residency and the physician's medical career. The purpose of this study was to determine if first year medical student empathy is affected by small group interactions with patients with neurological disorders, and to investigate if changes in empathy persisted over time. MATERIALS AND METHODS Eighty first year medical students participating in a Neuroscience Module interacted with a variety of neurological patients in a small group informational session. Prior to the experience, participants completed the Jefferson Scale of Physician Empathy-Student (JSPE-S) version. After the experience, students completed a post-test JSPE-S questionnaire, and a final post-post-test JSPE-S questionnaire was completed 5 weeks later. Empathy scores were compared with a repeated measures MANOVA. The relationship between gender and empathy, and the effect of the age of the neurological patients on empathy scores were also examined. RESULTS Empathy scores for seventy-one students who completed the JSPE-S questionnaires were analyzed. Students had significantly higher empathy immediately after the patient interaction experience, and the change in empathy was sustained over the course of 5 weeks (p = 0.015). The age of the neurological patients had a significant effect on empathy scores. There was no significant difference between empathy scores and gender. CONCLUSIONS This study supports the incorporation of a group patient interaction experience into the medical school curriculum as an inexpensive and practical method of enhancing medical student empathy in a non-clinical setting.
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Affiliation(s)
| | - Asa C. Black
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, SC USA
| | - Sandip Jain
- Department of Medicine, University of South Carolina School of Medicine Greenville, Greenville, SC USA
| | - Ervin Lowther
- Department of Radiology, University of South Carolina School of Medicine Greenville, Greenville, SC USA
| | - Lee Madeline
- Department of Radiology, University of South Carolina School of Medicine Greenville, Greenville, SC USA
| | - Chris Troup
- Department of Pediatrics, University of South Carolina School of Medicine Greenville, Greenville, SC USA
| | - Thomas Nathaniel
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, SC USA
| | - L. A. Fowler
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, SC USA
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44
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Wish-Baratz S, Jones B, Navracruz LC, Rowland-Seymour A, Herrmann KA. GARLA: Integrating Traditional and Modern Methodologies in Anatomy Education. Med Sci Educ 2020; 30:1727-1728. [PMID: 34457835 PMCID: PMC8368170 DOI: 10.1007/s40670-020-01067-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
GARLA is an anatomy curriculum that combines dissection with applied anatomy. A two-week intensive dissection Boot-Camp is followed by a tripartite curriculum consisting of Gross Anatomy using a mixed reality headset, radiology, and physical exam/ultrasound skills. Student feedback has generally been positive.
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Affiliation(s)
- S. Wish-Baratz
- Department of Anatomy, Case Western Reserve University School of Medicine, Cleveland, OH USA
| | - B. Jones
- Case Western Reserve University School of Medicine, Cleveland, OH USA
- Department of Emergency Medicine, MetroHealth Medical Center, Cleveland, OH USA
| | - L. C. Navracruz
- Center for Community Health Integration, Division of General Medical Sciences and Department of Family Medicine and Community Health, Case Western Reserve University School of Medicine, Cleveland, OH USA
- Center for Medical Education, Foundations of Clinical Medicine, Case Western Reserve University School of Medicine, Cleveland, OH USA
| | - A. Rowland-Seymour
- Center for Medical Education, Foundations of Clinical Medicine, Case Western Reserve University School of Medicine, Cleveland, OH USA
| | - K. A. Herrmann
- Case Western Reserve University School of Medicine, Cleveland, OH USA
- Department of Radiology, University Hospitals Cleveland Medical Center, Cleveland, OH USA
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45
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Bak MAR, Hoyle LP, Mahoney C, Kyle RG. Strategies to promote nurses' health: A qualitative study with student nurses. Nurse Educ Pract 2020; 48:102860. [PMID: 32890934 DOI: 10.1016/j.nepr.2020.102860] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2019] [Revised: 07/21/2020] [Accepted: 08/13/2020] [Indexed: 10/23/2022]
Abstract
Developing strategies to support student nurses' health is a global priority for healthcare organisations and governments. This is because emerging international evidence indicates that improvements in student nurses' health are required to increase the longevity of careers and reduce the loss of time, skill and financial cost of sickness absence and workforce exit. However, we do not know what intervention strategies student nurses think would support their health. The study aim was to explore student nurses' views on factors that influence health-related behaviours and strategies that could improve health. Data were collected through participatory activities during focus groups with student nurses in Scotland. Analysis was theoretically informed and involved mapping to the Behaviour Change Wheel framework. Students identified several factors that influenced health-related behaviours. Four were ranked most important: knowledge, culture, time constraints, and stress. Strategies student nurses thought should be prioritised to improve nurses' health-related behaviours were: stimulating a health-promoting environment by reviewing shift work, improving workplace support, increasing staffing levels, subsidising and role-modelling of healthy food and exercise; and creating applied health-promoting curricula by integrating time and stress management training and lifestyle advice into nursing education. Educational and environmental interventions are needed to support student nurses' health.
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Affiliation(s)
- Marieke A R Bak
- Section of Medical Ethics, Department of General Practice, Amsterdam UMC, University of Amsterdam, Meibergdreef 15, 1105 AZ, Amsterdam, the Netherlands.
| | - Louise P Hoyle
- Faculty of Health Sciences and Sport, University of Stirling, Stirling, FK9 4LA, UK.
| | - Catherine Mahoney
- School of Health & Social Care, Edinburgh Napier University, Edinburgh, EH11 4BN, UK.
| | - Richard G Kyle
- School of Health & Social Care, Edinburgh Napier University, Edinburgh, EH11 4BN, UK; Research and Evaluation Division, Public Health Wales, Cardiff, CF10 4BZ, UK.
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46
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van Iersel M, Latour CHM, van Rijn M, de Vos R, Kirschner PA, Scholte Op Reimer WJM. How nursing students' placement preferences and perceptions of community care develop in a more 'community-oriented' curriculum: a longitudinal cohort study. BMC Nurs 2020; 19:80. [PMID: 32863761 DOI: 10.1186/s12912-020-00473-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Accepted: 08/18/2020] [Indexed: 11/12/2022] Open
Abstract
Background Extramuralisation in healthcare has influenced medical and nursing curricula internationally with the incorporation of themes related to primary/ community care. Despite this, students do not easily change their career preferences. The hospital is still favourite, leading to labour market shortages in extramural care. This study investigates how baccalaureate nursing students’ perceptions of community care and placement preferences develop over time in a more ‘community-care-oriented’ curriculum, to gain insights on which curriculum elements potentially influence career choices. Methods A nursing student cohort of a University of Applied Sciences in the Netherlands (n = 273) underwent a new four-year curriculum containing extended elements of community care. The primary outcome was assessed with the Scale on Community Care Perceptions (SCOPE). Data were collected each year of study. Descriptive statistics were used to investigate students’ placement preferences and perceptions, and linear mixed model techniques (LMMs) for measuring how students’ perceptions develop over time. Patterns of placement preferences at individual level were visualised. Results Students’ perceptions of community care, as measured with SCOPE, show a slight decrease between year 1 and 4, while items mutually differ substantially. In contrast, the preference of community care for a placement increases from 2.6% in year 1 tot 8.2% in year 4. The hospital is favourite in year 1 (79.8%), and remains most popular. At individual level, students often change placement preferences, although a preference for the hospital is more consistent. The LMMs indicates that, at the four time-points, the estimated marginal means of students’ perceptions fluctuate between 6 and 7 (range 1–10). A placement in community care did not positively influence students’ perceptions, and an intensive 1 week theoretical programme was only temporarily influential. Conclusions Although interest for placement in community care increased substantially, it was not clear which curriculum elements stimulated this, nor did the curriculum positively influence students’ perceptions. As most students do not look forward to the high responsibility of the field, other curricula with educational tracks for more mature students/ nurses with a vocational training may be an alternative contribution to solving the labour market problems in community care.
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Nuebel E, Nowinski SM, Hemmis CW, Lindsley JE. A Curriculum Design and Teaching Experience Created by and for Bioscience Postdoctoral Fellows in a Medical School. Med Sci Educ 2020; 30:97-101. [PMID: 34457645 PMCID: PMC8368140 DOI: 10.1007/s40670-019-00889-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Many medical school postdoctoral fellows (postdocs) lack training in curriculum design and student-centered instruction. A team of bioscience postdocs and a medical school curriculum assistant dean co-created an experience to fill this gap. Kern's and Kirkpatrick's frameworks were used for the design and evaluation, respectively, of both the postdoc experience and the undergraduate course they developed. Postdocs taught the course using student-centered methods, especially team-based learning and Just-in-Time Teaching. Following a successful pilot phase, this low resource postdoc experience and undergraduate course are regularly offered. Participating postdocs develop the knowledge, skills, and attitudes to effectively participate in medical school education.
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Affiliation(s)
- Esther Nuebel
- Department of Biochemistry, University of Utah School of Medicine, Salt Lake City, UT 84112 USA
- Howard Hughes Medical Institute, 4000 Jones Bridge Rd, Chevy Chase, MD 20815 USA
| | - Sara M Nowinski
- Department of Biochemistry, University of Utah School of Medicine, Salt Lake City, UT 84112 USA
| | - Casey W Hemmis
- Department of Biochemistry, University of Utah School of Medicine, Salt Lake City, UT 84112 USA
| | - Janet E Lindsley
- Department of Biochemistry, University of Utah School of Medicine, Salt Lake City, UT 84112 USA
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48
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Bonaminio GA, Walling A, Beacham TD, Murphy WR, Huyett KM, Simari RD. Impacts of an Alumni Association-Institutional Partnership to Invest in Educational Innovation. Med Sci Educ 2020; 30:505-511. [PMID: 34457694 PMCID: PMC8368678 DOI: 10.1007/s40670-019-00842-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
An 8-year small grants program funded by an alumni association has awarded $814,356 to 50 principal investigators for educational research. The 63 projects principally concerned simulation, educational tools and techniques, interprofessional education, and pilot projects for curricular reform. Awardees identify career growth and institutional advancement of education as major outcomes. Four publications, 63 posters/presentations, nationally disseminated educational materials, and external grants have been generated. Other outcomes include a second small grants program and travel funding for educational scholarship. The alumni association has made additional investment of over $1.8 million in educational development and has been nationally recognized for its collaborative philanthropy.
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Affiliation(s)
- Giulia A. Bonaminio
- Office of Medical Education, University of Kansas School of Medicine, 3901 Rainbow Blvd. Mailstop 1055, Kansas City, KS 66160 USA
| | - Anne Walling
- Family and Community Medicine-Wichita, University of Kansas School of Medicine-Wichita, 1010 North Kansas, Wichita, KS 67214-3199 USA
| | - Teresa D. Beacham
- Office of Medical Education, University of Kansas School of Medicine, 3901 Rainbow Blvd. Mailstop 1055, Kansas City, KS 66160 USA
| | - William Rory Murphy
- Psychiatric Associates, 4601 W 109th Street Suite 208, Overland Park, KS 66211 USA
| | - Kimberly M. Huyett
- Institute for Community Engagement, Kansas University Medical Center, 3901 Rainbow Blvd. Mailstop: 3056, Kanas City, KS 66160 USA
| | - Robert D. Simari
- Office of the Executive Vice Chancellor, Kansas University Medical Center, 3901 Rainbow Blvd. Mailstop: 2015, Kansas City, KS 66160 USA
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Roth CG, Huang WY, Caruso AC, Sekhon N, Kung DH, Greely JT, Du YB, Holder-Haynes JG, Little JE, Fielder EK, Ismail NJ. How to Teach Laboratory Stewardship in the Undergraduate Medical Curriculum? Am J Clin Pathol 2020; 153:66-73. [PMID: 31836880 DOI: 10.1093/ajcp/aqz102] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
OBJECTIVES Promotion of high-quality care at a lower cost requires educational initiatives across the continuum of medical education. A needs assessment was performed to inform the design of an educational tool with the goal of teaching laboratory stewardship to medical students. METHODS The needs assessment consisted of semistructured interviews with core clerkship directors and residency program directors at our institution, a national survey to the Undergraduate Medical Educators Section (UMEDS) of the Association of Pathology Chairs, and a review of existing online resources that teach high-value care. RESULTS Two major themes emerged regarding opportunities to enhance laboratory stewardship education: appropriate ordering (knowledge of test indications, pretest/posttest probability, appropriateness criteria, recognition of unnecessary testing) and correct interpretation (understanding test specifications, factors that affect the test result, recognizing inaccurate results). CONCLUSIONS The online educational tool will focus on the curricular needs identified, using a multidisciplinary approach for development and implementation.
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Affiliation(s)
- Christine G Roth
- Department of Pathology & Immunology, Baylor College of Medicine, Houston, TX
| | - William Y Huang
- Department of Family and Community Medicine, Baylor College of Medicine, Houston, TX
| | - Andrew C Caruso
- Department of Internal Medicine, Baylor College of Medicine, Houston, TX
| | - Navdeep Sekhon
- Department of Emergency Medicine, Baylor College of Medicine, Houston, TX
| | - Doris H Kung
- Department of Neurology, Baylor College of Medicine, Houston, TX
| | - Jocelyn T Greely
- Department of Obstetrics and Gynecology, Baylor College of Medicine, Houston, TX
| | - Ye B Du
- Department of Psychiatry, Baylor College of Medicine, Houston, TX
| | | | - Jenelle E Little
- Department of Pediatrics, Baylor College of Medicine, Houston, TX
| | - Elaine K Fielder
- Department of Pediatrics, Baylor College of Medicine, Houston, TX
| | - Nadia J Ismail
- Department of Internal Medicine, Baylor College of Medicine, Houston, TX
- Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX
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50
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MacDougall M, Cameron HS, Maxwell SRJ. Medical graduate views on statistical learning needs for clinical practice: a comprehensive survey. BMC Med Educ 2019; 20:1. [PMID: 31892326 PMCID: PMC6937818 DOI: 10.1186/s12909-019-1842-1] [Citation(s) in RCA: 35] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2018] [Accepted: 10/15/2019] [Indexed: 05/22/2023]
Abstract
BACKGROUND This paper seeks to contribute to a reputable evidence base for required competencies across different topics in statistics and probability (statistical topics) in preparing medical graduates for clinical practice. This is in order to inform the prioritization of statistical topics within future undergraduate medical curricula, while exploring the need for preparing tomorrow's doctors to be producers, and not merely consumers, of statistics. METHODS We conducted a comprehensive online survey from July 2013 to August 2014 for a target group of 462 medical graduates with current or prior experience of teaching undergraduate medical students of the University of Edinburgh of whom 278 (60.2%) responded. Statistical topics were ranked by proportion of respondents who identified the practice of statistics, performing statistical procedures or calculations using appropriate data, as a required competency for medical schools to provide in preparing undergraduate medical students for clinical practice. Mixed effects analyses were used to identify potential predictors for selection of the above competency and to compare the likelihood of this selection for a range of statistical topics versus critical appraisal. RESULTS Evidence was gleaned from medical graduates' experiences of clinical practice for the need for, not only a theoretical understanding of statistics and probability but also, the ability to practice statistics. Nature of employment and statistical topic were highly significant predictors of choice of the practice of statistics as a required competency ((F = 3.777, p < 0.0005) and (F = 45.834, p < 0.0005), respectively). The most popular topic for this competency was graphical presentation of data (84.3% of respondents) in contrast to cross-over trials for the competency understanding the theory only (70.5% of respondents). Several topics were found to be more popular than critical appraisal for competency in the practice of statistics. CONCLUSIONS The model of medical graduates as mere consumers of statistics is oversimplified. Contrary to what has been suggested elsewhere, statistical learning opportunities in undergraduate medicine should not be restricted to development of critical appraisal skills. Indeed, our findings support development of learning opportunities for undergraduate medical students as producers of statistics across a wide range of statistical topics.
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Affiliation(s)
- Margaret MacDougall
- Centre for Population Health Sciences, Usher Institute, Edinburgh Medical School, University of Edinburgh, Teviot Place, Edinburgh, EH8 9AG UK
| | | | - Simon R. J. Maxwell
- Internal Medicine Office, Medical Education Centre, University of Edinburgh, Western General Hospital, Edinburgh, EH4 2XU UK
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