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You X, Wu W. Assessing the impact of Medical Education's Innovation & Entrepreneurship Program in China. BMC MEDICAL EDUCATION 2024; 24:519. [PMID: 38730441 PMCID: PMC11088058 DOI: 10.1186/s12909-024-05467-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2023] [Accepted: 04/24/2024] [Indexed: 05/12/2024]
Abstract
OBJECTIVE A growing number of clinical undergraduates are chosen to enter institutions for higher education biotechnology and industry workforce, though most need more laboratory experience training and business practice. Innovation and Entrepreneurship Program (I&E Program) can benefit from biological experiment and commercialization training largely absent from standard clinical medical educational curricula. Our study investigates the impact and status of the I&E Program in enhancing medical students' research and entrepreneurial abilities and provides recommendations for improving this program. METHODS A cross-sectional study was applied by delivering a questionnaire to survey medical students from Central South University who participated in the I&E Program. The questionnaire consisted of three parts: basic information, the impact of the I&E Program on medical students' research and entrepreneurial abilities, and attitudes and recommendations regarding the I&E Program. RESULTS Many students participating in the I&E Program have received competition awards and improved their academic experience, article writing, and application patents. Their research-related abilities have been enhanced, including in-lab techniques, theoretical research skills, data analysis knowledge, clinical research skills, experimental research skills, entrepreneurship, data analysis ability, teamwork, and communication. While 73.93% of students express satisfaction with the I&E Program, there are still several areas of improvement, including more robust practical components, increased support, and enhanced teamwork. CONCLUSION The scale of the I&E Program is rapidly expanding to address scientific research or business skills needed by college students in the new era. However, more programs still need to be discontinued during their further study. The I&E Program significantly enhances research abilities and fosters confidence in their study. This analysis emphasizes the importance of research-oriented and interdisciplinary education for students' holistic development in medical schools compared with formal medical education.
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Affiliation(s)
- Xiandi You
- Xiangya Hospital, Xiangya School of Medicine, Central South University, Changsha, Hunan, China
| | - Wenyi Wu
- Department of Ophthalmology, Xiangya Hospital, Central South University, Changsha, China.
- Hunan Key Laboratory of Ophthalmology, Changsha, China.
- National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, China.
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Zarrin DA, Zhou L. Medical Student Enrollment in a Voluntary Medical Innovation Course. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:773-782. [PMID: 37483525 PMCID: PMC10361285 DOI: 10.2147/amep.s402934] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/28/2022] [Accepted: 03/23/2023] [Indexed: 07/25/2023]
Abstract
Background There is an increasing need for medical innovators to help address the growing challenges within health care. Despite this, the rate of adoption of new medical innovation programs at the United States (US) medical schools has been slow. Existing literature explaining this slow rate of adoption is scant. We examined the rate of student enrollment in a voluntary medical innovation course during an unscheduled summer at our institution and the educational backgrounds of these enrollees. Methods This mixed qualitative and quantitative survey study comprised consecutive surveys quantifying a two-stage sign-up process for a voluntary summer medical innovation course for Medical Doctorate (MD) candidates at the David Geffen School of Medicine. After a "General interest" survey, interested students completed an "Enrollment" survey to indicate enrollment, educational background, and open-ended comment about motivations for enrollment. Surveys were administered electronically via email listservs. Statistical methods included chi squared testing with statistical significance defined as p < 0.05. Findings A total of 12% of UCLA Class of 2024 expressed an interest in participation in the program, and 10.3% ultimately enrolled. Enrollees were motivated primarily by the opportunity to learn about medical innovation (72%) and also shadow (28%). Enrollees were similar in undergraduate degrees and majors to the general medical student class and US MD candidate population. Conclusion A lack of medical student willingness to participate may not underlie the observed slow rate of adoption of medical innovation programs at US MD programs given the observed high voluntary enrollment rate. Enrollee educational background did not differ significantly from non-enrollees or the broader US MD candidate population. Educators should be encouraged by these data to explore student willingness to participate in medical innovation education at their institutions.
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Affiliation(s)
- David A Zarrin
- David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA, USA
| | - Li Zhou
- Department of Medicine, University of California, Los Angeles, CA, 90095, USA
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Preiksaitis C, Dayton JR, Kabeer R, Bunney G, Boukhman M. Teaching Principles of Medical Innovation and Entrepreneurship Through Hackathons: Case Study and Qualitative Analysis. JMIR MEDICAL EDUCATION 2023; 9:e43916. [PMID: 36826988 PMCID: PMC10007000 DOI: 10.2196/43916] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2022] [Revised: 02/06/2023] [Accepted: 02/13/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Innovation and entrepreneurship training are increasingly recognized as being important in medical education. However, the lack of faculty comfort with the instruction of these concepts as well as limited scholarly recognition for this work has limited the implementation of curricula focused on these skills. Furthermore, this lack of familiarity limits the inclusion of practicing physicians in health care innovation, where their experience is valuable. Hackathons are intense innovation competitions that use gamification principles to increase comfort with creative thinking, problem-solving, and interpersonal collaboration, but they require further exploration in medical innovation. OBJECTIVE To address this, we aimed to design, implement, and evaluate a health care hackathon with 2 main goals: to improve emergency physician familiarity with the principles of health care innovation and entrepreneurship and to develop innovative solutions to 3 discrete problems facing emergency medicine physicians and patients. METHODS We used previously described practices for conducting hackathons to develop and implement our hackathon (HackED!). We partnered with the American College of Emergency Physicians, the Stanford School of Biodesign, and the Institute of Design at Stanford (d.school) to lend institutional support and expertise in health care innovation to our event. We determined a location, time frame, and logistics for the competition and settled on 3 use cases for teams to work on. We planned to explore the learning experience of participants within a pragmatic paradigm and complete an abductive thematic analysis using data from a variety of sources. RESULTS HackED! took place from October 1-3, 2022. In all, 3 teams developed novel solutions to each of the use cases. Our investigation into the educational experience of participants suggested that the event was valuable and uncovered themes suggesting that the learning experience could be understood within a framework from entrepreneurship education not previously described in relation to hackathons. CONCLUSIONS Health care hackathons appear to be a viable method of increasing physician experience with innovation and entrepreneurship principles and addressing complex problems in health care. Hackathons should be considered as part of educational programs that focus on these concepts.
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Affiliation(s)
- Carl Preiksaitis
- Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, CA, United States
| | - John R Dayton
- Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, CA, United States
| | - Rana Kabeer
- Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, CA, United States
| | - Gabrielle Bunney
- Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, CA, United States
| | - Milana Boukhman
- Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, CA, United States
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Chan TM, Ruan B, Lu D, Lee M, Yilmaz Y. Systems to support scholarly social media: a qualitative exploration of enablers and barriers to new scholarship in academic medicine. CANADIAN MEDICAL EDUCATION JOURNAL 2021; 12:14-27. [PMID: 35003427 PMCID: PMC8740247 DOI: 10.36834/cmej.72490] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
INTRODUCTION As academia begins to incorporate modern communication technologies into its scholarly structures, there are both enablers and barriers which foster academics' uptake of these innovations. Those who are early adopters of academic social media - whether it be for education, research-related networking, or knowledge translation - may therefore be best positioned to highlight both enablers and barriers within their work environments. METHODS The authors conducted a constructivist grounded theory study to discern what prominent practitioners of academic social media (e.g. Twitter) have encountered in their careers. Participants were recruited via a snowball sampling technique and invited to participate in semi-structured interviews. Three investigators engaged in constant comparative analysis of incoming transcripts. To enhance rigour, we conducted an audit of the analysis and a participant member check. RESULTS Seventeen emerging influencers in the field of academic social media were recruited. After axial coding, the 30 enablers and 21 barriers to academic social media use were mapped to three spheres of influence: personal, institutional, and virtual. The investigators propose a framework that organizes these enablers and barriers around a tipping point where sustainability becomes possible. CONCLUSIONS Multiple enablers and barriers were described to influence social media users within academic medicine. By organizing these facets into a personal, institutional, and virtual framework along a spectrum, we can begin to understand the underlying structures that potentiate the academic ecosystems in which social media and similar innovations may flourish.
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Affiliation(s)
| | | | - Daniel Lu
- University of British Columbia, British Columbia, Canada
| | - Mark Lee
- McMaster University, Ontario, Canada
| | - Yusuf Yilmaz
- McMaster University, Ontario, Canada
- Department of Medicine, Ege University, Izmir Turkey
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Soder RM, Cechet CEC, Higashi GDC, Silva LAAD, Amaral TMO, Menegaz JDC, Erdmann AL, Santos JLGD. Entrepreneurship among Undergraduate Nursing Students at a public university. Rev Bras Enferm 2021; 75:e20201388. [PMID: 34614079 DOI: 10.1590/0034-7167-2020-1388] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2021] [Accepted: 03/20/2021] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVES to identify undergraduate nursing students' entrepreneurial tendency at a public university. METHODS cross-sectional study, with a quantitative approach, with 135 undergraduate nursing students from a public university in the interior of the state of Rio Grande do Sul, Brazil. Data were collected using a socio-professional characterization form and a General measure of Enterprising Tendency test and analyzed using descriptive statistics. RESULTS among the five entrepreneurial tendencies, students presented results equal or above average in two dimensions: Drive and Determination (82.2%) and Need for Success (51.1%). The Creative tendency was the dimension with the highest percentage of participants below the average (68.9%). However, students in research or extension groups scored equal or above average in all five entrepreneurial tendencies. CONCLUSIONS students showed low entrepreneurial tendencies, indicating the need for a broader approach to the subject in nursing education.
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Affiliation(s)
- Rafael Marcelo Soder
- Universidade Federal de Santa Maria. Palmeira das Missões, Rio Grande do Sul, Brazil
| | | | | | | | | | - Jouhanna do Carmo Menegaz
- Universidade Federal do Pará. Pará, Belém, Brazil.,Universidade do Estado de Santa Catarina. Chapecó, Santa Catarina, Brazil
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Beldick SR, Ooi G, Shah SA, Morano M, Li C, Zimmerman M, Levine L. Physician Executive Leadership Plus: An Approach to Business and Management Education for Medical Students. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2021; 8:23821205211051803. [PMID: 34859153 PMCID: PMC8629855 DOI: 10.1177/23821205211051803] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Physicians are looked upon to lead the healthcare team, a task that has grown increasingly complex and interdisciplinary, requiring a diverse extra-clinical skillset. Physician Executive Leadership (PEL) Plus is a student-run program that uniquely utilizes both didactic and real-world project-based approaches to deliver a business and management curriculum to medical students. METHODS We developed and implemented PEL Plus during the 2018-19 and 2019-20 academic years, geared at first- and second-year medical students. We provide an overview of this combined didactic and project-based curriculum, in addition to evaluating if the program was efficacious in teaching the desired skillset. We assessed short-term knowledge acquisition using multiple-choice questions, and investigated student perceptions of their learning and the program using Likert scales and narrative feedback. We also investigated the influence of student demographics on performance, in order to assess the appropriateness of our target audience. RESULTS 28 students completed PEL Plus over the two years (14 students/year). Average performance on multiple-choice questions showed statistically significant improvement after the majority of sessions. There were no statistically significant effects of demographics on performance in the majority of sessions. Students self-rated stronger understandings of lecture topics after each session, and analysis of narrative feedback demonstrated thematic categories centred on teaching style, new knowledge, lecture content/material, projects, networking, program structure, and generic statements. DISCUSSION PEL Plus is an innovative and effective approach to teaching business, leadership, and management skills in undergraduate medical education. Development of similar programs at other institutions will positively impact the broader medical student community.
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Affiliation(s)
- Stephanie R. Beldick
- Sidney Kimmel Medical College, Thomas Jefferson
University, Philadelphia, PA, USA
| | - Gavyn Ooi
- Sidney Kimmel Medical College, Thomas Jefferson
University, Philadelphia, PA, USA
| | - Saloni A. Shah
- Sidney Kimmel Medical College, Thomas Jefferson
University, Philadelphia, PA, USA
| | - Michael Morano
- Sidney Kimmel Medical College, Thomas Jefferson
University, Philadelphia, PA, USA
| | - Chris Li
- Sidney Kimmel Medical College, Thomas Jefferson
University, Philadelphia, PA, USA
| | - Michael Zimmerman
- Sidney Kimmel Medical College, Thomas Jefferson
University, Philadelphia, PA, USA
| | - Leonard Levine
- Sidney Kimmel Medical College, Thomas Jefferson
University, Philadelphia, PA, USA
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