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Baaij A, Kruse C, Whitworth J, Jarad F. EUROPEAN SOCIETY OF ENDODONTOLOGY Undergraduate Curriculum Guidelines for Endodontology. Int Endod J 2024; 57:982-995. [PMID: 38551606 DOI: 10.1111/iej.14064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2024] [Revised: 02/25/2024] [Accepted: 02/26/2024] [Indexed: 07/03/2024]
Abstract
Undergraduate education should accomplish graduates who are skilled to provide quality care for patients, who are aware of their scope of practice, competency level and limits and who are open to referring patients whose needs are beyond their own skills and experience. They should also become self-efficacious. Quality performance begins with good diagnosis and decision-making. Graduates should understand when to treat, why to treat, what to treat and how to treat. These guidelines include a list of capabilities that the graduating student will be expected to have achieved to provide a minimum level of competency in endodontics. Theoretical knowledge, practical skills, understanding and insight should be assessed, with both formative and summative assessment procedures, making use of reflection and feedback. Endodontic procedures should be undertaken within the context of comprehensive patient care and should be evidence based. Students should not perform treatments on patients until they have demonstrated in a pre-clinical setting that they possess the required skills. Only if it is not possible to simulate a specific procedure sufficiently in a pre-clinical setting should students learn this procedure by performing it clinically under close supervision. Clinical endodontics should ideally be supervised by endodontists or by staff with special knowledge, interest and self-efficacy in endodontics. It is advised to ensure that students apply their knowledge and practice their skills periodically throughout the continuum of endodontic education until graduation. A philosophy of lifelong learning and evidence-based practice should be instilled in all dental undergraduates.
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Affiliation(s)
- Annemarie Baaij
- Academic Centre for Dentistry Amsterdam (ACTA), University of Amsterdam and Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Casper Kruse
- Center of Oral Health in Rare Diseases, Aarhus University Hospital, Aarhus, Denmark
- Department of Dentistry and Oral Health, Aarhus University, Aarhus, Denmark
| | - John Whitworth
- School of Dental Science, Newcastle University, Newcastle, UK
| | - Fadi Jarad
- School of Dentistry, Institute of Life Course and Medical Sciences, Faculty of Health & Life Sciences, University of Liverpool, Liverpool, UK
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Kodama K, Kanke S, Kassai R. Palliative care practices and their relationship to training: A cross-sectional study of community-oriented physicians. Fukushima J Med Sci 2024; 70:141-151. [PMID: 39034142 DOI: 10.5387/fms.23-00007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/23/2024] Open
Abstract
OBJECTIVES This study aimed to investigate the training methods family physicians (FPs) use to enhance their professional development in palliative care. We also determined the relationship between these methods and palliative care practice. METHODS A questionnaire survey was administered to 557 FPs. Palliative care practices were measured using the palliative care self-reported practices scale (PCPS;range 1-5), and associations among the eight indicators of FP palliative care training were considered. Quantile regression analysis was used for the analysis. RESULTS Valid responses were received from 307 FPs:99.4% of the FPs provided palliative care and home visits, and 92.8% received palliative care training. The PCPS score was higher in participants who reported having received palliative care training (adjusted coefficient, 0.4 [95% CI, 0.12-0.68]; P=0.004). The palliative care training method was found to be significantly associated with the PCPS score "Self-study through literature" (adjusted coefficient 0.18 [95% CI, 0.01-0.34]; P=0.03) and "Reflection on the practices" (adjusted coefficient 0.24 [95% CI, 0.08-0.4]; P=0.004). CONCLUSIONS FPs actively provided palliative care in their communities and used various palliative care training methods for professional development. "Reflection on the practices" and "Self-study through literature" were important elements of community-based palliative care practice.
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Affiliation(s)
- Kuniko Kodama
- Major in Community and Family Medicine, Fukushima Medical University Graduate School of Medicine
- Department of Nursing Sciences, Tokyo Metropolitan University Graduate School of Human Health Sciences
| | - Satoshi Kanke
- Department of Community and Family Medicine, Fukushima Medical University School of Medicine
- Fukushima Centre for General Physicians, Fukushima Medical University School of Medicine
| | - Ryuki Kassai
- Department of Community and Family Medicine, Fukushima Medical University School of Medicine
- World Organization of Family Doctors
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Lamb EI, Alberti H. Twelve tips for positive role modelling in medical education. MEDICAL TEACHER 2024; 46:898-902. [PMID: 38071675 DOI: 10.1080/0142159x.2023.2289842] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/09/2023] [Accepted: 11/28/2023] [Indexed: 06/27/2024]
Abstract
Role modelling has powerful impact in medical education, with the potential to shape the professional development, clinical skills and career choices of the medical workforce. In this article we provide twelve tips, some aimed at educators and some at curriculum leaders, to increase the positive potential of role modelling. Our tips are based on theory, evidence, our own research and experience. They include ensuring educators are conscious of their role modelling potential, providing role models to represent the diversity of learners, facilitating reflection in the role modelling process and supporting role modelling to improve recruitment to shortage specialties.
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Affiliation(s)
| | - Hugh Alberti
- School of Medicine, Newcastle University, Newcastle upon Tyne, UK
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Li Z, Asoodar M, de Jong N, Keulers T, Liu X, Dolmans D. Perception of enhanced learning in medicine through integrating of virtual patients: an exploratory study on knowledge acquisition and transfer. BMC MEDICAL EDUCATION 2024; 24:647. [PMID: 38858668 PMCID: PMC11165759 DOI: 10.1186/s12909-024-05624-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2024] [Accepted: 06/03/2024] [Indexed: 06/12/2024]
Abstract
INTRODUCTION Virtual Patients (VPs) have been shown to improve various aspects of medical learning, however, research has scarcely delved into the specific factors that facilitate the knowledge gain and transfer of knowledge from the classroom to real-world applications. This exploratory study aims to understand the impact of integrating VPs into classroom learning on students' perceptions of knowledge acquisition and transfer. METHODS The study was integrated into an elective course on "Personalized Medicine in Cancer Treatment and Care," employing a qualitative and quantitative approach. Twenty-two second-year medical undergraduates engaged in a VP session, which included role modeling, practice with various authentic cases, group discussion on feedback, and a plenary session. Student perceptions of their learning were measured through surveys and focus group interviews and analyzed using descriptive statistics and thematic analysis. RESULTS Quantitative data shows that students highly valued the role modeling introduction, scoring it 4.42 out of 5, and acknowledged the practice with VPs in enhancing their subject matter understanding, with an average score of 4.0 out of 5. However, students' reflections on peer dialogue on feedback received mixed reviews, averaging a score of 3.24 out of 5. Qualitative analysis (of focus-group interviews) unearthed the following four themes: 'Which steps to take in clinical reasoning', 'Challenging their reasoning to enhance deeper understanding', 'Transfer of knowledge ', and ' Enhance Reasoning through Reflections'. Quantitative and qualitative data are cohered. CONCLUSION The study demonstrates evidence for the improvement of learning by incorporating VPs with learning activities. This integration enhances students' perceptions of knowledge acquisition and transfer, thereby potentially elevating students' preparedness for real-world clinical settings. Key facets like expert role modeling and various authentic case exposures were valued for fostering a deeper understanding and active engagement, though with some mixed responses towards peer feedback discussions. While the preliminary findings are encouraging, the necessity for further research to refine feedback mechanisms and explore a broader spectrum of medical disciplines with larger sample sizes is underscored. This exploration lays a groundwork for future endeavors aimed at optimizing VP-based learning experiences in medical education.
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Affiliation(s)
- Zhien Li
- Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands.
| | - Maryam Asoodar
- Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
| | - Nynke de Jong
- School of Health Professions Education, Department of Health Services Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
| | - Tom Keulers
- Department of Radiation Oncology (Maastro), GROW School for Oncology and Reproduction, Maastricht University Medical Centre, Maastricht, The Netherlands
| | - Xian Liu
- Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
| | - Diana Dolmans
- Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
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Uther P, Thomson J, Bartlett AW, Kennedy SE. Medical student interactions with children in their daily lives. Arch Dis Child Educ Pract Ed 2024:edpract-2022-324750. [PMID: 38862200 DOI: 10.1136/archdischild-2022-324750] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Accepted: 05/27/2024] [Indexed: 06/13/2024]
Abstract
Learning to communicate effectively with children in clinical interactions can be challenging. This study aimed to determine the extent to which medical students are exposed to children in their daily lives, in order to understand the experience students bring when entering paediatric rotations. METHODS A cross-sectional survey of medical students entering paediatric rotations from two medical schools was conducted. Students were asked to rate the frequency of their interactions with infants, preschool-aged and school-aged children and their confidence in doing so. RESULTS 339 out of 476 students participated in this study. Interactions with infants and preschool-aged children were rare, with most students reporting interactions once or two times per year or less (83% and 67%, respectively). Students interacted with school-aged children more frequently (43% most weeks or days). Students who interacted more frequently with children were more confident when entering their paediatric placements. CONCLUSIONS Medical students have limited exposure to infants and preschool-aged children in their daily lives and this affects their confidence. Supervisors should incorporate activities aimed at building confidence interacting with young children early in clinical attachments.
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Affiliation(s)
- Penelope Uther
- Paediatrics, Royal North Shore Hospital, St Leonards, New South Wales, Australia
- Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, New South Wales, Australia
| | - Johanna Thomson
- Paediatric Learning Initiative, Médecins sans Frontières, Paris, France
| | - Adam William Bartlett
- Infectious Diseases, Sydney Children's Hospital Randwick, Randwick, New South Wales, Australia
- School of Clinical Medicine, Discipline of Paediatrics, UNSW, Sydney, New South Wales, Australia
| | - Sean E Kennedy
- School of Clinical Medicine, Discipline of Paediatrics, UNSW, Sydney, New South Wales, Australia
- Nephrology, Sydney Children's Hospital Randwick, Randwick, New South Wales, Australia
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Howick J, Slavin D, Carr S, Miall F, Ohri C, Ennion S, Gay S. Towards an empathic hidden curriculum in medical school: A roadmap. J Eval Clin Pract 2024; 30:525-532. [PMID: 38332641 DOI: 10.1111/jep.13966] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Accepted: 01/11/2024] [Indexed: 02/10/2024]
Abstract
The "hidden curriculum" in medical school includes a stressful work environment, un-empathic role models, and prioritisation of biomedical knowledge. It can provoke anxiety and cause medical students to adapt by becoming cynical, distanced and less empathic. Lower empathy, in turn, has been shown to harm patients as well as practitioners. Fortunately, evidence-based interventions can counteract the empathy dampening effects of the hidden curriculum. These include early exposure to real patients, providing students with real-world experiences, training role models, assessing empathy training, increasing the focus on the biopsychosocial model of disease, and enhanced wellbeing education. Here, we provide an overview of these interventions. Taken together, they can bring about an "empathic hidden curriculum" which can reverse the decline in medical student empathy.
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Affiliation(s)
- Jeremy Howick
- Stoneygate Centre for Empathic Healthcare, Leicester Medical School, University of Leicester, George Davies Centre, Leicester, UK
| | - Daniel Slavin
- Stoneygate Centre for Empathic Healthcare, Leicester Medical School, University of Leicester, George Davies Centre, Leicester, UK
| | - Sue Carr
- Department of Nephrology, University Hospitals of Leicester NHS Trust, Leicester, UK
| | - Fiona Miall
- Leicester Medical School, University of Leicester, George Davies Centre, Leicester, UK
| | - Chandra Ohri
- Leicester Medical School, University of Leicester, George Davies Centre, Leicester, UK
| | - Steve Ennion
- Leicester Medical School, University of Leicester, George Davies Centre, Leicester, UK
| | - Simon Gay
- Leicester Medical School, University of Leicester, George Davies Centre, Leicester, UK
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Bransen J, Poeze M, Mak-van der Vossen MC, Könings KD, van Mook WNKA. 'Role Model Moments' and 'Troll Model Moments' in Surgical Residency: How Do They Influence Professional Identity Formation? PERSPECTIVES ON MEDICAL EDUCATION 2024; 13:313-323. [PMID: 38800716 PMCID: PMC11122703 DOI: 10.5334/pme.1262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/14/2023] [Accepted: 04/15/2024] [Indexed: 05/29/2024]
Abstract
Introduction Role models are powerful contributors to residents' professional identity formation (PIF) by exhibiting the values and attributes of the community. While substantial knowledge on different attributes of role models exists, little is known about their influence on residents' PIF. The aim of this study was to explore surgical residents' experiences with role models and to understand how these contribute to residents' PIF. Methods Adopting a social constructivist paradigm, the authors used a grounded theory approach to develop an explanatory model for residents' experiences with role models regarding PIF. Fourteen surgical residents participated in individual interviews. The authors iteratively performed data collection and analysis, and applied constant comparison to identify relevant themes. Results Role model behavior is highly situation dependent. Therefore, residents learn through specific 'role model moments'. These moments arise when residents (1) feel positive about a moment, e.g. "inspiration", (2) have a sense of involvement, and (3) identify with their role model. Negative role model moments ('troll model moments') are dominated by negative emotions and residents reject the modeled behavior. Residents learn through observation, reflection and adapting modeled behavior. As a result, residents negotiate their values, strengthen attributes, and learn to make choices on the individual path of becoming a surgeon. Discussion The authors suggest a nuance in the discussion on role modelling: from 'learning from role models' to 'learning from role model moments'. It is expected that residents' PIF will benefit from this approach since contextual factors and individual needs are emphasized. Residents need to develop antennae for both role model moments and troll model moments and acquire the skills to learn from them. Role model moments and troll model moments are strong catalysts of PIF as residents follow in the footsteps of their role models, yet learn to go their own way.
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Affiliation(s)
- Jeroen Bransen
- Department of Trauma Surgery, Maastricht University Medical Center+, The Netherlands
- School of Health Professions Educations, Maastricht University, The Netherlands
| | - Martijn Poeze
- Department of Trauma Surgery, Maastricht University Medical Center+, The Netherlands
| | - Marianne C. Mak-van der Vossen
- Assistant professor in medical education, Amsterdam UMC, Department of General Practice, Amsterdam, The Netherlands
- Amsterdam Public Health research institute, Amsterdam, The Netherlands
| | - Karen D. Könings
- School of Health Professions Educations, Maastricht University, The Netherlands
- School of Health Sciences, University of East Anglia, UK
| | - Walther N. K. A. van Mook
- School of Health Professions Educations, Maastricht University, The Netherlands
- Department of Intensive Care Medicine, and postgraduate dean, Academy for Postgraduate Training, Maastricht University Medical Center+, Maastricht, The Netherlands
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Vilagra S, Vilagra M, Giaxa R, Miguel A, Vilagra LW, Kehl M, Martins MA, Tempski P. Professional values at the beginning of medical school: a quasi-experimental study. BMC MEDICAL EDUCATION 2024; 24:259. [PMID: 38459537 PMCID: PMC10924418 DOI: 10.1186/s12909-024-05186-8] [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: 08/16/2023] [Accepted: 02/15/2024] [Indexed: 03/10/2024]
Abstract
BACKGROUND Teaching professionalism in medical schools is central to medical education and society. We evaluated how medical students view the values of the medical profession on their first day of medical school and the influence of a conference about the competences of this profession on these students' levels of reflection. METHODS We studied two groups of medical students who wrote narratives about the values of the medical profession and the influence of the COVID-19 pandemic on these values. The first group wrote the narratives after a conference about the competences of the medical profession (intervention group), and the second group wrote the same narratives after a biochemistry conference (control group). We also compared the levels of reflection of these two groups of students. RESULTS Among the 175 medical students entering in the 2022 academic year, 159 agreed to participate in the study (response rate = 90.8%). There were more references to positive than negative models of doctor‒patient relationships experienced by the students (58.5% and 41.5% of responses, respectively). The intervention group referred to a more significant number of values than the control group did. The most cited values were empathy, humility, and ethics; the main competences were technical competence, communication/active listening, and resilience. The students' perspectives of the values of their future profession were strongly and positively influenced by the pandemic experience. The students realized the need for constant updating, basing medical practice on scientific evidence, and employing skills/attitudes such as resilience, flexibility, and collaboration for teamwork. Analysis of the levels of reflection in the narratives showed a predominance of reflections with a higher level in the intervention group and of those with a lower level in the control group. CONCLUSIONS Our study showed that medical students, upon entering medical school, already have a view of medical professionalism, although they still need to present a deeper level of self-reflection. A single, planned intervention in medical professionalism can promote self-reflection. The vision of medical professional identity was strongly influenced by the COVID-19 pandemic, positively impacting the formation of a professional identity among the students who decided to enter medical school.
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Affiliation(s)
| | | | - Renata Giaxa
- Centro de Desenvolvimento de Educação Médica, Faculdade de Medicina da Universidade de São Paulo, São Paulo, Brazil
| | - Alice Miguel
- Universidade Federal de São Carlos, São Carlos, Brazil
| | | | - Mariana Kehl
- Centro de Desenvolvimento de Educação Médica, Faculdade de Medicina da Universidade de São Paulo, São Paulo, Brazil
| | - Milton A Martins
- Centro de Desenvolvimento de Educação Médica, Faculdade de Medicina da Universidade de São Paulo, São Paulo, Brazil.
| | - Patricia Tempski
- Centro de Desenvolvimento de Educação Médica, Faculdade de Medicina da Universidade de São Paulo, São Paulo, Brazil
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Bashir A, McTaggart IJ, Tufail S, Mustafa N, Rauf A. Negative faculty role modelling - is it a reflection of deteriorating societal values? MEDICAL TEACHER 2024:1-7. [PMID: 38306677 DOI: 10.1080/0142159x.2024.2306844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Accepted: 01/15/2024] [Indexed: 02/04/2024]
Abstract
BACKGROUND Negative faculty role modelling is an area of growing concern especially due to its implications on medical professionalism. The study aims to explore the impacts of negative role modelling on professionalism of medical students in the context of Pakistan. METHODS This qualitative study is part of a larger study exploring impacts of role modelling on professionalism of students. It is based on Constructivist Grounded Theory involving six semi-structured interviews with clinical faculty and three focus group discussions with 22 students. Initial, focused, selective coding and thematic analysis was used to find the core category. RESULTS Three overarching categories were developed: traits observed with negative role models; impact of negative role modelling; factors promoting negative role modelling. Subcategories of impacts included negative impact on professionalism, emotional impact, and its paradoxical positive impact. Negative role modelling, a manifestation of declining professionalism, was attributed to deteriorating societal values; further compounded by the lack of required mechanisms by institutions and the regulatory authority at their respective levels. CONCLUSIONS In the absence of a strong moral platform at societal level, the burden of responsibility rests with the faculty and more importantly with institutions and regulatory bodies to discourage negative role modelling and educate students to recognize, reflect on and avoid negative behaviours and adopt strong professional values.
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Affiliation(s)
- Adeela Bashir
- Department of Health Professions Education, National University of Medical Sciences, Rawalpindi, Pakistan
| | | | - Shazia Tufail
- Department of Obstetrics & Gynaecology, CMH Lahore Medical College, National University of Medical Sciences, Lahore, Pakistan
| | - Nilofar Mustafa
- Department of Obstetrics & Gynaecology, CMH Lahore Medical College, National University of Medical Sciences, Lahore, Pakistan
| | - Ayesha Rauf
- Department of Health Professions Education, National University of Medical Sciences, Rawalpindi, Pakistan
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Wenham J, Best M, Kissane DW. An Online Survey of Australian Medical Students' Perspectives on Spiritual History Taking and Spiritual Care. JOURNAL OF RELIGION AND HEALTH 2024; 63:257-273. [PMID: 37725268 PMCID: PMC10861599 DOI: 10.1007/s10943-023-01897-2] [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] [Accepted: 08/14/2023] [Indexed: 09/21/2023]
Abstract
It is reported that little spiritual care communication skills training occurs in Australian medical schools. This survey explored the experience of final year students in this domain in order to inform the construction of a new curriculum. Medical students in their final year at four Australian medical schools were invited to participate in an online survey, which included questions about demographic details, exposure to spiritual history taking, perceived learning needs, and the Functional Assessment of Chronic Illness Therapy-Spiritual Well-being 12 item Non-Illness score. Two-hundred and sixty students from a cohort of 766 responded (34%). One in nine students had witnessed spiritual history taking, and one in ten students had been given the opportunity to do so. Barriers and enablers were identified. Two-thirds of the students reported no recollection of any training in spiritual care. When it did occur, it was limited in scope and structure. Final year medical students recognise that spiritual care deserves a place in the modern, broad-based medical school curriculum. This supports the argument for inclusion of spiritual care training as part of all medical student curricula in Australia.
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Affiliation(s)
- John Wenham
- Broken Hill Department of Rural Health, Sydney Medical School, Corrindah Court, PO Box 457, Broken Hill, NSW, 2880, Australia.
| | - Megan Best
- Institute for Ethics and Society, The University of Notre Dame Australia, 104 Broadway, PO Box 944, Broadway, NSW, 2007, Australia
| | - David W Kissane
- Palliative Medicine Research, The University of Notre Dame Australia, Broadway, NSW, 2007, Australia
- The Cunningham Centre for Palliative Care Research, St Vincent's Hospital, Sydney, NSW, Australia
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Sun Y, Ma J, Wei X, Dong J, Wu S, Huang Y. Barriers to and Facilitators of the Implementation of a Micronutrient Powder Program for Children: A Systematic Review Based on the Consolidated Framework for Implementation Research. Nutrients 2023; 15:5073. [PMID: 38140331 PMCID: PMC10745920 DOI: 10.3390/nu15245073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2023] [Revised: 12/04/2023] [Accepted: 12/08/2023] [Indexed: 12/24/2023] Open
Abstract
BACKGROUND As one of the most cost-effective investments for improving child nutrition, micronutrient powder (MNP) has been widely used in many countries to underpin the Sustainable Development Goals, yet challenges remain regarding its implementation on a large scale. However, few studies have explored the factors that facilitate or impede the implementation process using implementation science theories and frameworks. To address this gap, we adopted the Consolidated Framework of Implementation Research (CFIR) and conducted a systematic review of studies on the implementation barriers to and facilitators of MNP interventions. METHOD Five publication databases, including EMBASE, Medline, PubMed, Web of Science, and Scopus, were searched for studies on the influencing factors of MNP interventions. Based on the CFIR framework, the facilitators and barriers for the MNP program implementation reported in the included studies were extracted and synthesized by five domains: intervention characteristics, outer setting, inner setting, individual characteristics, and process. RESULTS A total of 50 articles were eligible for synthesis. The majority of the studies were conducted in lower-middle-income countries (52%) through the free delivery model (78%). The inner setting construct was the most prominently reported factor influencing implementation, specifically including available resources (e.g., irregular or insufficient MNP supply), structural characteristics (e.g., public-driven community-based approach), and access to information and knowledge (e.g., lack of training for primary-level workers). The facilitators of the engagement of private sectors, external guidelines, and regular program monitoring were also highlighted. On the contrary, monotonous tastes and occasional side effects impede intervention implementation. Additionally, we found that the inner setting had an interrelation with other contributing factors in the MNP program implementation. CONCLUSION Our results suggest that MNP program implementation was prominently influenced by the available resources, organizational structure, and knowledge of both providers and users. Mobilizing local MNP suppliers, engaging public-driven free models in conjunction with market-based channels, and strengthening the training for primary-level health workers could facilitate MNP interventions.
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Affiliation(s)
- Yinuo Sun
- School of Public Health, Peking University, Xueyuan Rd, No. 38, Beijing 100181, China; (Y.S.); (J.M.); (J.D.)
| | - Jiyan Ma
- School of Public Health, Peking University, Xueyuan Rd, No. 38, Beijing 100181, China; (Y.S.); (J.M.); (J.D.)
| | - Xiaolin Wei
- Dalla Lana School of Public Health, University of Toronto, Toronto, ON M5T 3M7, Canada; (X.W.); (S.W.)
| | - Jingya Dong
- School of Public Health, Peking University, Xueyuan Rd, No. 38, Beijing 100181, China; (Y.S.); (J.M.); (J.D.)
| | - Shishi Wu
- Dalla Lana School of Public Health, University of Toronto, Toronto, ON M5T 3M7, Canada; (X.W.); (S.W.)
| | - Yangmu Huang
- School of Public Health, Peking University, Xueyuan Rd, No. 38, Beijing 100181, China; (Y.S.); (J.M.); (J.D.)
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George RE, Sidhu MS. Promoting inclusivity in health professions education. CLINICAL TEACHER 2023; 20:e13606. [PMID: 37475641 DOI: 10.1111/tct.13606] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Accepted: 06/23/2023] [Indexed: 07/22/2023]
Affiliation(s)
- Riya E George
- Clinical Communication Skills & Diversity Education, Institute of Health Sciences Education, Queen Mary University of London, London, UK
| | - Manbinder S Sidhu
- Health Services Management Centre, University of Birmingham, Birmingham, UK
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13
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Durmaz N, Ulukol B, Şahinoğlu S. Perceptions of pediatric residents and pediatricians about ethical dilemmas: The case of Turkey. Arch Pediatr 2023; 30:537-543. [PMID: 37714736 DOI: 10.1016/j.arcped.2023.06.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Revised: 11/30/2022] [Accepted: 06/21/2023] [Indexed: 09/17/2023]
Abstract
BACKGROUND This study determined the knowledge, attitudes, and behaviors of pediatricians and pediatric residents regarding issues of ethics, professional education, clinical ethical principles, and consent they encounter in health service delivery. METHODS Participants in the study were 134 pediatricians and pediatric residents from three hospitals in Ankara, Turkey. Participants were asked questions regarding their sociodemographic characteristics, their knowledge and views of ethics and ethical education, whether they had ever encountered an ethical problem, their beliefs about obtaining consent from pediatric patients and their families, and case-based questions. All data were collected and evaluated. RESULTS Of the participants in the study, 82 (61.2%) were residents, 41 (30.6%) were pediatricians, and 11 (8.2%) were faculty lecturers. The data revealed that 10% of the pediatricians and pediatric residents received ethical education, apart from medical ethics/deontology education at medical school, and 90.3% required further education on children and ethical problems. It was determined that 89% of residents and 78% of pediatricians needed help with the ethical problems they encountered during the diagnostic and treatment processes. Overall, 65.7% of the participants stated that the ethical problems they encountered affected the efficiency of health service delivery. It was observed that residents were more affected by ethical issues than pediatricians were. The present study revealed that pediatric residents and pediatricians need ethics education and there is a need to establish ethics counseling centers in hospitals. There is also a need for further studies in pediatrics and ethics.
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Affiliation(s)
- Nihal Durmaz
- Gulhane Training and Research Hospital, Ankara, Turkey.
| | - Betül Ulukol
- Ankara University Faculty of Medicine, Ankara, Turkey
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Oon JEL, Mok SF, Samarasekera DD, Teunissen P. Training infectious diseases senior residents during COVID-19: The impact and the lessons learnt. MEDICAL TEACHER 2023; 45:1005-1011. [PMID: 36688916 DOI: 10.1080/0142159x.2023.2168182] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
BACKGROUND The COVID-19 pandemic had major impact on the training of Infectious Diseases (ID) residents across the globe. They were part of the frontline staff, while at the same time training to be ID physicians. This study focused on identifying their capability, i.e. the ability to adapt existing competencies to new situations, which is now recognised as an essential element of professional practice. AIM This study explored what ID residents learnt and how they learnt as they adapted to working in this unpredictable and challenging COVID-19 pandemic. METHODS This qualitative explorative study was based in the Infectious Diseases Senior Residency Programme across three training institutions in Singapore. Individual semi-structured interviews were conducted. Data were analysed using a template analysis technique. RESULTS Nine ID residents participated in this study. They learnt to engage with uncertainty in a meaningful way by relying on prior training and rapidly learning how to most effectively learn (metacognition). Learning was enhanced by collaboration between multidisciplinary health professionals, strong leadership and intrinsic motivation from personal interest in ID. They learnt through observing how senior faculty approached and managed the COVID-19 situation. CONCLUSION When learning for future capability in a rapidly evolving situation, role-modelling and mentoring are essential as available information resources may still not provide the learning from skilled doctors with actual experiences managing complex, uncertain situations.
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Affiliation(s)
- Jolene Ee Ling Oon
- Department of Infectious Diseases, National University Hospital, Singapore, Singapore
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Shao Feng Mok
- Department of Endocrinology, National University Hospital, Singapore, Singapore
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | | | - Pim Teunissen
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
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Sullivan C, Quaintance J, Myers T, Rogers B, Gaddis M, Pirani N. A Framework to Support Medical Students' Professional Development During Large-Scale Societal Events. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2023; 47:422-427. [PMID: 37237084 PMCID: PMC10218768 DOI: 10.1007/s40596-023-01795-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/09/2022] [Accepted: 05/08/2023] [Indexed: 05/28/2023]
Affiliation(s)
- Christine Sullivan
- University of Missouri-Kansas City School of Medicine, Kansas City, MO, USA.
| | | | - Trenton Myers
- University of Missouri-Kansas City School of Medicine, Kansas City, MO, USA
| | - Brenda Rogers
- University of Missouri-Kansas City School of Medicine, Kansas City, MO, USA
| | - Monica Gaddis
- University of Missouri-Kansas City School of Medicine, Kansas City, MO, USA
| | - Nurbanu Pirani
- University of Missouri-Kansas City School of Medicine, Kansas City, MO, USA
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Li C, Ye X, Yu C, Wu H. The effect of an information intervention on the career commitment of medical students: evidence from a randomized experiment. Front Med (Lausanne) 2023; 10:1101993. [PMID: 37283628 PMCID: PMC10239797 DOI: 10.3389/fmed.2023.1101993] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Accepted: 04/26/2023] [Indexed: 06/08/2023] Open
Abstract
Introduction The needs-based shortage of healthcare workers is severe worldwide and it would be exacerbated if many medical students switch to other careers after graduation. Maintaining and improving the career commitment of medical students, which could be a feasible, effective, and scalable way to reduce the attrition rate, is essential in medical education. We designed a randomized experiment to test whether an information intervention based on role modeling could enhance medical students' career commitment. Methods In the randomized experiment, the sample (N = 36,482) was divided into the treatment group (N = 18,070) and the control group (N = 18,412). The intervention information consisted of image-text messages on Zhong Nanshan, who is an inspiring role model for he went to the frontline of COVID-19 in the most critical circumstances and received praise and affirmation from the public. Α difference-in-differences model was employed to identify the effect of the information intervention. Heterogeneous treatment effects were identified using sub-sample analyses. Results The results showed that the information intervention statistically significantly reduced medical students' dropout intention by 2.7 percentage points (95% CI: -0.037 to -0.016, t = -4.95, p < 0.001), equivalent to 14.6% of the control group mean. This estimate indicates that the information intervention could significantly increase the career commitment of medical students. Finally, male and senior students were influenced more than their female and junior counterparts, which can be explained by their relatively high dropout intention. Conclusion Role model-based information intervention improves the career commitment of medical students. The underlying behavioral model is that, when students use a role model as their reference point, they consider dropout as a substantial welfare loss. Role modeling is an effective way to improve the career commitment of medical students, especially for males and senior students.
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Affiliation(s)
- Chunqing Li
- Institute of Medical Education/National Center for Health Professions Education Development, Peking University, Beijing, China
| | - Xiaoyang Ye
- Annenberg Institute for School Reform, Brown University, Providence, RI, United States
| | - Chen Yu
- Institute of Medical Education/National Center for Health Professions Education Development, Peking University, Beijing, China
| | - Hongbin Wu
- Institute of Medical Education/National Center for Health Professions Education Development, Peking University, Beijing, China
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Karera A, Engel-Hills P, Davidson F. Radiographers' experiences of image interpretation training in a low-resource setting. Radiography (Lond) 2023; 29:590-596. [PMID: 37027946 DOI: 10.1016/j.radi.2023.03.012] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 03/20/2023] [Accepted: 03/21/2023] [Indexed: 04/09/2023]
Abstract
INTRODUCTION Radiographers extend their roles through formal and on-the-job training to keep up with clinical practice changes. One area of role extension that is now incorporated into undergraduate programmes is image interpretation, although the training provided may vary between institutions. This study explored the experiences of graduates from one higher education institution in a low-resource context with regard to their image interpretation training. METHODS A qualitative phenomenological research design was employed to investigate the experiences of ten radiography graduates who were purposively selected from one higher education institution. Individual semi-structured interviews were conducted with each participant after obtaining their informed consent. The interview recordings were transcribed and analysed using Atlas.ti Windows (Version 9.0) software, following Colaizzi's seven-steps of data analysis. RESULTS From the ten interviews conducted, teaching approach, clinical education, and assessment strategy emerged as areas of experience within the teaching and learning theme, while practitioner role modelling, skill utilisation, and industry impact were sub-themes under the paradoxical reality theme. The participants' experiences indicated a theory-practice gap in image interpretation among radiographers. CONCLUSION The participants' experiences reflected a misalignment in the educational process due to inadequacies in the teaching approach, clinical education, and assessment strategies. Participants encountered significant differences between their expectations and clinical realities during and after training. Image interpretation by radiographers was recognised as a relevant area for role extension in this low-resource setting. IMPLICATIONS FOR PRACTICE While these findings are specific to the experiences of the participants, conducting similar research in comparable contexts and implementing competency-based image interpretation assessments could help identify gaps and guide interventions to address shortcomings.
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Affiliation(s)
- A Karera
- Department of Radiography, School of Allied Health Sciences, Faculty of Health Sciences and Veterinary Medicine, University of Namibia, P.O Box 13301, Windhoek, Namibia.
| | - P Engel-Hills
- Faculty of Health and Wellness Sciences, Health Science Education Building, Symphony Way, Bellville, 7335, Western Cape, South Africa.
| | - F Davidson
- Department of Medical Imaging and Therapeutic Sciences, Faculty of Health and Wellness Sciences, Health Science Education Building, Symphony Way, Bellville, 7335, Western Cape, South Africa.
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Richelle L, Dramaix-Wilmet M, Kacenelenbogen N, Kornreich C. Exploratory Factor Analysis of a French Adapted Version of the Substance Abuse Attitude Survey among Medical Students in Belgium. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:5356. [PMID: 37047970 PMCID: PMC10094367 DOI: 10.3390/ijerph20075356] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/30/2022] [Revised: 02/23/2023] [Accepted: 03/15/2023] [Indexed: 06/19/2023]
Abstract
To evaluate the impact of a new Substance Use Disorder (SUD) education program on medical students' attitudes, we selected the Substance Abuse Attitude Survey (SAAS) questionnaire, which we adapted to our curriculum and cultural context. To validate this adapted version, we conducted an exploratory factor analysis following the administration of our 29-item bSAAS questionnaire to 657 medical students in Belgium (response rate: 71.1%). Twenty-three items correlated to three factors; namely, "Stereotypes and moralism", "Treatment optimism" and "Specialized treatment" were retained (70% of total variance explained, Cronbach's alpha = 0.80) and constituted the new questionnaire called beSAAS. The factor "Specialized treatment" stood out from previous studies, which could be explained by our target population and the impact of the formal, informal and hidden curricula in medical education. This study was able to highlight certain factors influencing stereotypical representations such as age, gender, origin, personal or professional experience with substance use. Our study allowed us to retain the beSAAS as a good questionnaire to evaluate SUD stigma and highlighted interesting findings to improve SUD training in medicine. Further studies are needed to complete its validity and reliability.
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Affiliation(s)
- Lou Richelle
- Unité de Recherche en Soins Primaires ULB, Faculty of Medicine, Université Libre de Bruxelles, 1070 Bruxelles, Belgium
- Département de Médecine Générale, Faculty of Medicine, Université Libre de Bruxelles, 1070 Bruxelles, Belgium
| | - Michèle Dramaix-Wilmet
- Département d’Epidémiologie et de Biostatistiques, School of Public Health, Université Libre de Bruxelles, 1070 Bruxelles, Belgium
| | - Nadine Kacenelenbogen
- Unité de Recherche en Soins Primaires ULB, Faculty of Medicine, Université Libre de Bruxelles, 1070 Bruxelles, Belgium
- Département de Médecine Générale, Faculty of Medicine, Université Libre de Bruxelles, 1070 Bruxelles, Belgium
| | - Charles Kornreich
- Unité de Recherche en Soins Primaires ULB, Faculty of Medicine, Université Libre de Bruxelles, 1070 Bruxelles, Belgium
- Laboratoire de Psychologie Médicale et d’Addictologie, Faculty of Medicine, Université Libre de Bruxelles, 1020 Bruxelles, Belgium
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Koh EYH, Koh KK, Renganathan Y, Krishna L. Role modelling in professional identity formation: a systematic scoping review. BMC MEDICAL EDUCATION 2023; 23:194. [PMID: 36991373 PMCID: PMC10052869 DOI: 10.1186/s12909-023-04144-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/07/2022] [Accepted: 03/08/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND Role modelling's pivotal part in the nurturing of a physician's professional identity remains poorly understood. To overcome these gaps, this review posits that as part of the mentoring spectrum, role modelling should be considered in tandem with mentoring, supervision, coaching, tutoring and advising. This provides a clinically relevant notion of role modelling whilst its effects upon a physician's thinking, practice and conduct may be visualised using the Ring Theory of Personhood (RToP). METHODS A Systematic Evidence Based Approach guided systematic scoping review was conducted on articles published between 1 January 2000 to 31 December 2021 in the PubMed, Scopus, Cochrane, and ERIC databases. This review focused on the experiences of medical students and physicians in training (learners) given their similar exposure to training environments and practices. RESULTS 12,201 articles were identified, 271 articles were evaluated, and 145 articles were included. Concurrent independent thematic and content analysis revealed five domains: existing theories, definitions, indications, characteristics, and the impact of role modelling upon the four rings of the RToP. This highlights dissonance between the introduced and regnant beliefs and spotlights the influence of the learner's narratives, cognitive base, clinical insight, contextual considerations and belief system on their ability to detect, address and adapt to role modelling experiences. CONCLUSION Role modelling's ability to introduce and integrate beliefs, values and principles into a physician's belief system underscores its effects upon professional identity formation. Yet, these effects depend on contextual, structural, cultural and organisational influences as well as tutor and learner characteristics and the nature of their learner-tutor relationship. The RToP allows appreciation of these variations on the efficacy of role modelling and may help direct personalised and longitudinal support for learners.
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Affiliation(s)
- Eugene Yong Hian Koh
- Singapore Armed Forces, 303 Gombak Drive, Singapore, 669645, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Dr, Singapore, 169610, Singapore
| | - Kai Kee Koh
- Yong Loo Lin School of Medicine, National University of Singapore, NUHS Tower Block, 1E Kent Ridge Road, Level 11, Singapore, 119228, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Dr, Singapore, 169610, Singapore
| | - Yaazhini Renganathan
- Yong Loo Lin School of Medicine, National University of Singapore, NUHS Tower Block, 1E Kent Ridge Road, Level 11, Singapore, 119228, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Dr, Singapore, 169610, Singapore
| | - Lalit Krishna
- Yong Loo Lin School of Medicine, National University of Singapore, NUHS Tower Block, 1E Kent Ridge Road, Level 11, Singapore, 119228, Singapore.
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Dr, Singapore, 169610, Singapore.
- Division of Cancer Education, National Cancer Centre Singapore, 11 Hospital Dr, Singapore, 169610, Singapore.
- Lien Centre for Palliative Care, Duke-NUS Medical School, Singapore 8 College Road, Singapore, 169857, Singapore.
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, UK.
- Cancer Research Centre, University of Liverpool, 200 London Rd, Liverpool, L3 9TA, UK.
- Duke-NUS Medical School, National University of Singapore, College Rd, Singapore, 169857, Singapore.
- Centre of Biomedical Ethics, National University of Singapore, 21 Lower Kent Ridge Rd, Singapore, 119077, Singapore.
- The Palliative Care Centre for Excellence in Research and Education, PalC, PalC c/o Dover Park Hospice, 10 Jalan Tan Tock Seng, Singapore, 308436, Singapore.
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Swinfen D, Labuschagne M, Joubert G. Disclosing medical errors: how do we prepare our students? BMC MEDICAL EDUCATION 2023; 23:191. [PMID: 36978065 PMCID: PMC10054053 DOI: 10.1186/s12909-023-04125-3] [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: 08/31/2022] [Accepted: 02/24/2023] [Indexed: 06/18/2023]
Abstract
PURPOSE Despite patient safety initiatives, medical errors remain common and devastating. Disclosing errors is not only ethical, but also promotes restoration of the doctor-patient relationship. However, studies show active avoidance of error disclosure and the need for explicit training. In the South African setting, sparse information exists in terms of undergraduate medical training in error disclosure. To address this knowledge gap, the training of error disclosure in an undergraduate medical programme was examined, against the background of the available literature. The objective was to formulate a strategy to improve error disclosure teaching and practice, with the goal of improving patient care. METHODS Firstly, the literature was reviewed regarding the training of medical error disclosure. Secondly, the undergraduate medical training in error disclosure was probed, by looking at the pertinent findings from a broader study on undergraduate communication skills training. The design of the study was descriptive and cross-sectional. Anonymous questionnaires were distributed to all fourth- and fifth-year undergraduate medical students. Data were predominantly analysed quantitatively. Open-ended questions were analysed qualitatively using grounded theory coding. RESULTS Out of 132 fifth-year medical students, 106 participated (response rate 80.3%), while 65 out of 120 fourth-year students participated (response rate 54.2%). Of these participants, 48 fourth-year students (73.9%) and 64 fifth-year students (60.4%) reported infrequent teaching in the disclosure of medical errors. Almost half of the fourth-year students (49.2%) considered themselves novices in error disclosure, while 53.3% of fifth-year students rated their ability as average. According to 37/63 (58.7%) fourth-year students and 51/100 (51.0%) fifth-year students, senior doctors seldom or never modelled patient-centred care in the clinical training setting. These results resonated with the findings of other studies that showed lack of patient-centredness, as well as insufficient training in error disclosure, with resultant low confidence in this skill. CONCLUSION The study findings confirmed a dire need for more frequent experiential training in the disclosure of medical errors, in undergraduate medical education. Medical educators should view errors as learning opportunities to improve patient care and model error disclosure in the clinical learning environment.
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Affiliation(s)
- Dirkie Swinfen
- Clinical Simulation and Skills Unit, Faculty of Health Sciences, University of the Free State, 205 Nelson Mandela Drive, 9300, Bloemfontein, South Africa.
| | - Mathys Labuschagne
- Clinical Simulation and Skills Unit, Faculty of Health Sciences, University of the Free State, 205 Nelson Mandela Drive, 9300, Bloemfontein, South Africa
| | - Gina Joubert
- Department of Biostatistics, School of Biomedical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
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Dodson TM. Use of Expert Modeling Videos in Undergraduate Nursing Education: A Systematic Review. J Nurs Educ 2023; 62:89-96. [PMID: 36779900 DOI: 10.3928/01484834-20221213-04] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/14/2023]
Abstract
BACKGROUND Novice graduate nurses are failing to demonstrate competent patient care in today's complex health care environment. Therefore, nurse educators have begun to critically explore educational methods, through the use of technology, that may affect student learning and clinical competency. Expert modeling videos is one strategy that allows students to observe expert behavior prior to practice and build exemplary care. METHOD This review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for conducting a systematic review. Inclusion criteria for articles were: (1) experimental and nonexperimental, (2) peer reviewed, (3) primary research, (4), published in English, and (5) written through January 2021. RESULTS Fifteen studies were identified that met all of the inclusion criteria. CONCLUSION Expert modeling videos have become an attractive educational strategy to promote learning in undergraduate nursing students. Future studies should focus on the use of these videos as a pedagogical strategy to transform learning in nursing education. [J Nurs Educ. 2023;62(2):89-96.].
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Prakaschandra DR, Meyer R, Bhagwan R. An exploratory study of the clinical technology undergraduate program in South Africa: Preparedness of students for clinical practice. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:20. [PMID: 37034865 PMCID: PMC10079171 DOI: 10.4103/jehp.jehp_778_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/06/2022] [Accepted: 08/18/2022] [Indexed: 06/19/2023]
Abstract
BACKGROUND This study sought to understand whether the theoretical components of the curriculum prepared students for clinical practice training in the Bachelor of Health Sciences (BHSc) in Clinical Technology program at the Durban University of Technology. MATERIALS AND METHODS Two samples were recruited, namely, academics and students using non-probability sampling methods. The first sample comprised 13 students, and the second sample included four academics, involved in teaching and supervising the placement of students at healthcare institutions. At least one student from each of the 13 units where clinical practice training was undertaken was invited to participate. Data was gathered using in-depth, semi-structured interviews on an adapted version of Gibbs' cycle of reflection. RESULTS Three broad themes emerged, namely, curriculum structure, factors that enabled graduate attribute development in the clinical environment, and the transition to online teaching. CONCLUSION While it appears that the curriculum had in many ways prepared students for clinical practice, the study highlights key issues that may guide curriculum developers when seeking to improve preparedness of students for clinical practice. Furthermore, it underscores the need for continuous review of current curricula so that these are responsive to student and societal needs.
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Affiliation(s)
- Dorcas Rosaley Prakaschandra
- Department of Biomedical and Clinical Technology, Faculty of Health Sciences, Durban University of Technology, Durban, South Africa
| | - Rhoda Meyer
- Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, Cape Town, South Africa
| | - Raisuyah Bhagwan
- Department of Community Health Studies, Faculty of Health Sciences, Durban University of Technology, Child and Youth Care Program, Durban, South Africa
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Ambasta A, Ma IWY, Omodon O, Williamson T. Association between physician continuity of care and patient outcomes in clinical teaching units: a cohort analysis. CMAJ Open 2023; 11:E40-E44. [PMID: 36649981 PMCID: PMC9851623 DOI: 10.9778/cmajo.20220149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/19/2023] Open
Abstract
BACKGROUND Hospital-based clinical teaching units (CTUs) are supervised by rotating attending physicians. Physician hand-offs in other contexts have been associated with worse patient outcomes, presumably through communication gaps. We aimed to determine the association between attending physician hand-offs on CTUs and patient outcomes including escalation of care, readmission and mortality. METHODS We conducted a retrospective, multicentre cohort study using data from 3 tertiary care hospitals in Calgary between Jan. 1, 2015, and Dec. 31, 2017. We included hospital admissions in the top 10 case-mix groups. Our exposure variable was the number of attending physicians seen by a patient. Outcome measures were admission to intensive care unit (ICU); inpatient 7- and 30-day mortality; and 7- and 30-day readmission rate. We used multivariable regression statistical models adjusted for patient age, sex, length of stay, Charlson Comorbidity Index, case-mix groups, senior resident presence, team handovers and team transfers. RESULTS Our cohort included 4324 unique patients. There were no significant differences in the incidence rate ratios (IRRs) of admission to ICU, inpatient 7- and 30-day mortality, and 7- and 30-day readmission rates among 1 or 2 physicians. However, we noted a significant increase in 30-day readmission rate (IRR 1.37, 95% confidence interval 1.05-1.78) in patients who had 3 or more attending physicians compared with those who had 1 attending physician. INTERPRETATION We found that 2 or more physician hand-offs on CTUs had a modestly greater association with patient readmission at 30 days. More research is needed to explore this finding and to evaluate associated patient and resource outcomes with physician hand-offs.
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Affiliation(s)
- Anshula Ambasta
- Department of Anesthesia, Pharmacology and Therapeutics (Ambasta), Therapeutics Initiative, University of British Columbia, Vancouver, BC; Department of Medicine (Ambasta, Ma), Cumming School of Medicine, University of Calgary; Ward of the 21st Century (Ma, Omodon), University of Calgary and Calgary Zone of Alberta Health Services; Department of Community Health Sciences (Williamson), Centre for Health Informatics, University of Calgary, Calgary, Alta.
| | - Irene W Y Ma
- Department of Anesthesia, Pharmacology and Therapeutics (Ambasta), Therapeutics Initiative, University of British Columbia, Vancouver, BC; Department of Medicine (Ambasta, Ma), Cumming School of Medicine, University of Calgary; Ward of the 21st Century (Ma, Omodon), University of Calgary and Calgary Zone of Alberta Health Services; Department of Community Health Sciences (Williamson), Centre for Health Informatics, University of Calgary, Calgary, Alta
| | - Onyebuchi Omodon
- Department of Anesthesia, Pharmacology and Therapeutics (Ambasta), Therapeutics Initiative, University of British Columbia, Vancouver, BC; Department of Medicine (Ambasta, Ma), Cumming School of Medicine, University of Calgary; Ward of the 21st Century (Ma, Omodon), University of Calgary and Calgary Zone of Alberta Health Services; Department of Community Health Sciences (Williamson), Centre for Health Informatics, University of Calgary, Calgary, Alta
| | - Tyler Williamson
- Department of Anesthesia, Pharmacology and Therapeutics (Ambasta), Therapeutics Initiative, University of British Columbia, Vancouver, BC; Department of Medicine (Ambasta, Ma), Cumming School of Medicine, University of Calgary; Ward of the 21st Century (Ma, Omodon), University of Calgary and Calgary Zone of Alberta Health Services; Department of Community Health Sciences (Williamson), Centre for Health Informatics, University of Calgary, Calgary, Alta
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Han SP, Cleland J, Tan E. Professional development during the COVID-19 pandemic: Crisis or opportunity? MEDICAL TEACHER 2022; 44:1420. [PMID: 34784843 DOI: 10.1080/0142159x.2021.2003766] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Affiliation(s)
- Siew Ping Han
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
| | - Jennifer Cleland
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
| | - Emmanuel Tan
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
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Anderson ML, Beltran CP, Harnik V, Atkins M, Corral J, Farina G, Fornari A, Hamburger M, Holliday S, Manko J, Normand K, Ownby A, Pfeil S, Rankin D, Cohen A, Schwartzstein RM, Hayes MM. A multisite randomized trial of implicit versus explicit modeling in clinical teaching. MEDICAL TEACHER 2022; 45:1-8. [PMID: 36302061 DOI: 10.1080/0142159x.2022.2133691] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
PURPOSE Faculty modeling of desired behaviors has historically been a part of the apprenticeship model of clinical teaching, yet little is known about best practices for modeling. This study compared the educational impact of implicitly versus explicitly modeled communication skills among U.S. medical students. METHOD Fourth-year medical students from six U.S. academic medical centers were randomly assigned one simulated clinical encounter in which faculty provided either implicit or explicit modeling of important communication skills. Outcomes were assessed by electronic surveys immediately before and after the simulations. Students were blinded to the purpose of the study. RESULTS Students in the explicit arm were more likely to correctly cite two of the three key specific communication elements modeled by faculty: deliberate body position (53.3% vs. 18.6%, p < 0.001) and summarizing patient understanding (62.2% vs. 11.6%, p < 0.001). More students in the explicit study arm reported faculty 'demonstrated a key behavior that they wanted me to be able to perform in the future' (93.2% versus 62.8%, p = 0.002). Participating faculty stated they would modify their teaching approach in response to their experiences in the study. CONCLUSIONS In a multi-center randomized trial, explicit faculty role-modeling led to greater uptake of communication knowledge, greater recognition of skills, and a greater sense that faculty expected these skills to be adopted by students. These results must be considered in the context, however, of a simulated environment and a short timeframe for assessing learning with students who volunteered for a simulated experience.
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Affiliation(s)
- Mel L Anderson
- Department of Medicine, University of Colorado School of Medicine and Rocky Mountain Regional VA Medical Center, Aurora, CO, USA
| | - Christine P Beltran
- Shapiro Institute for Education and Research, Beth Israel Deaconess Medical Center, Boston, MA, USA
| | - Victoria Harnik
- New York University Grossman School of Medicine, New York, NY, USA
| | | | - Janet Corral
- University of Arizona College of Medicine Tucson, Tucson, AZ, USA
| | - Gino Farina
- The Donald and Barbara Zucker School of Medicine Hofstra/Northwell, Hempstead, NY, USA
| | - Alice Fornari
- The Donald and Barbara Zucker School of Medicine Hofstra/Northwell, Hempstead, NY, USA
| | | | - Scott Holliday
- The Ohio State University College of Medicine, Columbus, OH, USA
| | - Jeff Manko
- New York University Grossman School of Medicine, New York, NY, USA
| | - Katherine Normand
- McGovern Medical School at The University of Texas Health Science Center at Houston (UTHealth), Houston, TX, USA
| | - Alisson Ownby
- McGovern Medical School at The University of Texas Health Science Center at Houston (UTHealth), Houston, TX, USA
| | - Sheryl Pfeil
- The Ohio State University College of Medicine, Columbus, OH, USA
| | - Demicha Rankin
- The Ohio State University College of Medicine, Columbus, OH, USA
| | - Amy Cohen
- New York University Grossman School of Medicine, New York, NY, USA
- Harvard Chan School of Public Health, Boston, MA, USA
| | - Richard M Schwartzstein
- Carl J. Shapiro Institute for Education and Research at Harvard Medical School and Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
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Ahmady S, Kohan N, Namazi H, Zarei A, Mirmoghtadaei ZS, Hamidi H. Outstanding qualities of a successful role model in medical education: Students and professors' points of view. Ann Med Surg (Lond) 2022; 82:104652. [PMID: 36268418 PMCID: PMC9577593 DOI: 10.1016/j.amsu.2022.104652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Revised: 09/05/2022] [Accepted: 09/10/2022] [Indexed: 11/25/2022] Open
Abstract
Introduction Role models play a crucial role in determining the professional development of medical trainees. The purpose of this study was to gain in-depth understanding of the outstanding qualities of successful role models. Material and methods In this qualitative-descriptive study, data were collected through conducting interviews, and the inductive content analysis was performed. The study was done at the school of medicine of Tehran University of Medical Sciences in Iran. Twenty-five medical students, medical graduates, and faculty members participated in 25 interviews from April to December 2019. The participants were recruited via purposive sampling. Results five categories and 13 subcategories were extracted from the data. The results of this study illustrated five crucial qualities of a good clinical role model including an excellent character, effective coach and mentor, inspiring medical leader, expert clinical teacher, and a professional physician. Our results also highlighted the lasting effects of positive role modeling of clinical teachers on medical trainees' professional careers. Another category in the present study was connected to future consequences of being a role model in a clinical setting. Conclusion The result of this study illustrated crucial qualities of a good medical role model. This result can assist the leaders to engage with medical educators to better understand the process of role modeling and design the best plan for development of role modeling in medical education. Medical role models can play an essential role in gradually helping medical trainees mature professionally. Role models can undoubtedly motivate medical students to stay on track, focus on life decisions, instill determination, and have perseverance in work.
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Affiliation(s)
- Soleiman Ahmady
- School of Management and Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Noushin Kohan
- Department of Medical Education, Smart University of Medical Sciences, Tehran, Iran
- Corresponding author. Department of Medical Education, Smart University of Medical Sciences, Sarafraz Street, Shaheed Beheshti Avenue, Tehran, Iran.
| | - Hamidreza Namazi
- Ethics and History of Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Afagh Zarei
- Department of Medical Education, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Zohre Sadat Mirmoghtadaei
- School of Management and Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Hadi Hamidi
- Department of English Language, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran
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Toro-Tobon D, Thornton S. Awareness, perceptions, and characteristics of internal medicine residents as role models. CLINICAL TEACHER 2022; 19:e13526. [PMID: 36065504 DOI: 10.1111/tct.13526] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Accepted: 08/23/2022] [Indexed: 11/29/2022]
Abstract
BACKGROUND Role modelling is an essential component of medical education in which trainees incorporate observed characteristics into their personal behaviour and practice style. Data on residents as role models is limited. There are no previous quantitative studies addressing residents as role models from the resident's perspective. OBJECTIVE This study aimed to dissect the awareness, perception, and positive characteristics of internal medicine (IM) residents as role models. METHODS This was a cross sectional study, in which 59 medical students (MS) and 64 IM residents from Medstar Georgetown University Hospital completed a questionnaire on role modelling. Descriptive and comparative analyses between both groups were conducted. FINDINGS Most participants perceived IM residents as role models, but MS were more likely to report that IM residents lack awareness of their role model status. While MS perceived spending more hours with residents, the residents perceived dedicating more of the time spent together to teaching. Most participants denied previous training in role modelling but expressed interest in receiving formal role modelling training. Most participants reported MS behaviours were modified based on their observations of IM residents; however, while most of these behaviours were positive, there were also negative behaviours reported. CONCLUSION There was a discrepancy between perception and awareness of residents as role models. This characterisation of IM residents as role models sets the ground for the design of interventions to increase awareness and create educational interventions aimed to support residents in their teaching role.
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Affiliation(s)
- David Toro-Tobon
- Division of Endocrinology, Mayo Clinic, Rochester, Minnesota, USA
| | - Sara Thornton
- Department of Medicine, MedStar Georgetown University Hospital, Washington, District of Columbia, USA
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Coventry J, Hampton JM, Muddiman E, Bullock A. Medical student and trainee doctor views on the 'good' doctor: Deriving implications for training from a Q-methods study. MEDICAL TEACHER 2022; 44:1007-1014. [PMID: 35357983 DOI: 10.1080/0142159x.2022.2055457] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE In context of changing patient demographics, this study explores what doctors and medical students believe being a 'good' doctor means and identifies implications for training. METHOD Using Q-methodology, a purposive sample of 58 UK medical students and trainees sorted 40 responses to the prompt 'Being a "good" doctor means….' Participants explained their array choices in a post-sort questionnaire. Factor-groups, consensus and distinguishing statements were identified using Principal Components Analysis in R. RESULTS Three factor-groups best described shared and divergent perspectives, accounting for 61.64% of variance. The largest, 'patient-centred generalist' group valued patient wellbeing and empowerment, compassion and complex needs. They prioritised knowledge breadth and understanding other specialties. The 'efficient working doctors' group valued good work-life balance, pay and did not seek challenge. Some believed these made a stressful career sustainable. The 'specialist' group valued skills mastery, expertise, depth of knowledge and leadership. Participant-groups were distributed across these factor-groups, all agreeing early specialisation should be avoided. CONCLUSIONS The largest factor-group's perceptions of holistic, patient-centred care align with Royal Colleges' curricula adaptions to equip doctors with generalist skills to manage multi-morbid patients. However, curriculum designers should acknowledge implications of generalist approaches for doctors' formulation of professional identities.
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Affiliation(s)
| | | | - Esther Muddiman
- School of Social Sciences, Cardiff University, Cardiff, Wales
| | - Alison Bullock
- School of Social Sciences, Cardiff University, Cardiff, Wales
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Virtual Immersion into a Poorly-Managed Medical Crisis Worsens Subsequent Performance: A Randomized, Controlled Trial. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.06.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Lamb E, Burford B, Alberti H. The impact of role modelling on the future general practitioner workforce: a systematic review. EDUCATION FOR PRIMARY CARE 2022; 33:265-279. [PMID: 35904161 PMCID: PMC9519122 DOI: 10.1080/14739879.2022.2079097] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Abstract
Role modelling has been identified as an important phenomenon in medical education. Key reports have highlighted the ability of role modelling to support medical students towards careers in family medicine although the literature of specific relevance to role modelling in speciality has not been systematically explored. This systematic review aimed to fill this evidence gap by assimilating the worldwide literature on the impact of role modelling on the future general practitioner (GP) workforce. A systematic search was conducted in Medline, Embase, Scopus, Web of Science, Cochrane, ERIC and CINAHL, and all authors were involved in the article screening process. A review protocol determined those articles selected for inclusion, which were then quality assessed, coded and thematically analysed. Forty-six articles were included which generated four broad themes: the identity of role models in general practice, role modelling and becoming a doctor, the impact of role modelling on attitudes towards the speciality, and the subsequent influence on behaviours/career choice. Our systematic review confirmed that role modelling in both primary and secondary care has a crucial impact on the future GP workforce, with the potential to shape perceptions, to attract and deter individuals from the career, and to support their development as professionals. Role modelling must be consciously employed and supported as an educational strategy to facilitate the training of future GPs.
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Affiliation(s)
- Elizabeth Lamb
- School of Medical Education, The Medical School, Newcastle University, Newcastle upon Tyne, UK
| | - Bryan Burford
- School of Medical Education, The Medical School, Newcastle University, Newcastle upon Tyne, UK
| | - Hugh Alberti
- School of Medical Education, The Medical School, Newcastle University, Newcastle upon Tyne, UK
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Govender L, Sadhai P. Serious illness conversations in South Africa. CLINICAL TEACHER 2022; 19:e13516. [PMID: 35842942 DOI: 10.1111/tct.13516] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Accepted: 07/07/2022] [Indexed: 11/30/2022]
Affiliation(s)
- Lynelle Govender
- Division of Anatomical Pathology, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
| | - Prabash Sadhai
- Department of Medicine, Tygerberg Hospital, Cape Town, South Africa
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Yao X, Jia X, Shi X, Liu G, Li Y, Zhang X, Du S, Li J, Yin Z. Exploring the experiences and expectations of pharmacist interns in large general hospitals in China: from the perspective of interns. BMC MEDICAL EDUCATION 2022; 22:528. [PMID: 35799164 PMCID: PMC9264576 DOI: 10.1186/s12909-022-03591-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Accepted: 06/21/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Hospital-based pharmacy internship (HBPI) is critical for the transition from "pharmacy students" to "professional pharmacists". This study explores the pharmacist interns' experiences and expectations for HBPI from their personal experiences intending to provide references for future hospital pharmacy education reform and policy development. METHODS This is a multicenter qualitative study applying focus group discussions. Pharmacist interns were invited as participants from large teaching hospitals in Henan, China. A thematic analysis was conducted to qualitatively analyze this data. Nvivo 12 was utilized for data management and processing. RESULTS Three focus group discussions were conducted, involving 16 interns as participants. Three themes were summarized regarding interns' expectations and experiences: (1) positive experiences of the HBPI; (2) negative experiences of the HBPI; (3) expectations and suggestions for the HBPI. CONCLUSION This study finds that the HBPI improves the professional knowledge, professional skills, and core competencies of interns. Therefore, the HBPI is an important preparation and transition stage for pharmacy students. However, the current pharmacy internship in China still has imperfections such as the insufficient ability of clinical teachers, unreasonable internship models, and unscientific internship content.
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Affiliation(s)
- Xiali Yao
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
| | - Xuedong Jia
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
| | - Xiangfen Shi
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
| | - Gang Liu
- Department of Pharmacology, School of Basic Medical Sciences, Guizhou Medical University, Guiyang, Guizhou, China
| | - Yuwei Li
- College of Pharmacy, Jiangsu Food and Pharmaceutical Science College, Jiangsu, Huaian, China
| | - Xiaojian Zhang
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
| | - Shuzhang Du
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
| | - Jun Li
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China.
| | - Zhao Yin
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China.
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Zhang J, Zhou F, Jiang J, Duan X, Yang X. Effective Teaching Behaviors of Clinical Nursing Teachers: A Qualitative Meta-Synthesis. Front Public Health 2022; 10:883204. [PMID: 35570969 PMCID: PMC9095952 DOI: 10.3389/fpubh.2022.883204] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Accepted: 04/04/2022] [Indexed: 11/23/2022] Open
Abstract
Objectives To identify, appraise, and synthesize the available evidence exploring the effective teaching behaviors of clinical nursing teachers. Design The Joanna Briggs Institute (JBI) guidelines were followed, and a meta-synthesis was conducted. Review Methods Following databases were searched for relevant qualitative studies published in English and reporting primary data analysis, including experiences and perceptions of nursing students: PubMed, EBSCOhost, OVID, etc. Qualitative Assessment and Review Instrument were used to pool the qualitative research findings. Through the repeated reading of the original literature, the similar findings were combined and sorted into new categories, and then summarized into different synthesized themes. Results A total of nine articles were included. The review process produced 29 subcategories that were aggregated into seven categories. The categories generated three synthesized findings: good teaching literacy, solid professional competence, and harmonious faculty-student relationship. Conclusions The effective teaching behaviors of clinical nursing teachers are the driving force for the progress and growth of nursing students. In order to improve the effectiveness of clinical nursing teaching, nursing teachers should be fully aware of effective teaching behaviors for nursing students to master nursing theories and skills.
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Affiliation(s)
- Jian Zhang
- Health School (Jinshan), Shanghai University of Medicine and Health Sciences, Shanghai, China
| | - Fenhua Zhou
- Health School (Jinshan), Shanghai University of Medicine and Health Sciences, Shanghai, China
| | - Jinxia Jiang
- Emergency Department, Shanghai Tenth People's Hospital, Tongji University School of Medicine, Shanghai, China
| | - Xia Duan
- Nursing Department, Shanghai First Maternity and Infant Hospital, Tongji University School of Medicine, Shanghai, China
| | - Xin Yang
- Department of Traditional Chinese Medicine, Shanghai Tenth People's Hospital, Tongji University School of Medicine, Shanghai, China
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Tawfik HE, Cascio MA, Gomaa N. Recommendations for implementing value-based practice in medicine. CLINICAL TEACHER 2022; 19:192-196. [PMID: 35315218 DOI: 10.1111/tct.13482] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Revised: 12/21/2021] [Accepted: 03/08/2022] [Indexed: 11/30/2022]
Affiliation(s)
- Huda E Tawfik
- Department of Foundational Science, Central Michigan University College of Medicine, Mount Pleasant, Michigan, USA
| | - M Ariel Cascio
- Medicine & Society, Department of Foundational Science, Central Michigan University College of Medicine, Mount Pleasant, Michigan, USA
| | - Nahla Gomaa
- Division of Otolaryngology-Head & Neck Surgery, Department of Surgery, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
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Makowska M. How Polish medical students are socialised to cooperate with the pharmaceutical industry: a focus group study of the importance of informal, hidden and null curricula. HEALTH SOCIOLOGY REVIEW : THE JOURNAL OF THE HEALTH SECTION OF THE AUSTRALIAN SOCIOLOGICAL ASSOCIATION 2022; 31:81-95. [PMID: 33784212 DOI: 10.1080/14461242.2021.1899842] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2020] [Accepted: 03/04/2021] [Indexed: 06/12/2023]
Abstract
This study analysed how Polish medical students are socialised to cooperate with the pharmaceutical industry via informal, hidden, and null curricula. Nine focus groups were run with medical students in their second year and upwards at three Polish medical universities. Initially, most students had difficulty in discerning pharmaceutical companies' presence in their education, but on reflection they all recognised this presence. Students said that they were surrounded by small medical gifts provided by companies, met pharmaceutical representatives, and took part in events for physicians organised and/or sponsored by the pharmaceutical industry. Nevertheless, they did not think they were the main target of the industry's marketing activities, saying that these were largely aimed at practicing doctors, and that they were only targeted as opportunities arose. Students' statements make it clear that their socialisation takes place within a culture which consents to medical professionals' cooperation with the industry. Medical students come to perceive cooperation with the industry as natural, and benefits from the industry as a privilege of doctors. Medical schools can prevent this by introducing guidelines, conflict of interest polices, and changing the formal curriculum, but the need for such measures is not currently recognised in Poland.
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Affiliation(s)
- Marta Makowska
- Institute of Sociological Sciences and Pedagogy, Warsaw University of Life Sciences, Warsaw, Poland
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36
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Orsmond P, McMillan H, Zvauya R. It's how we practice that matters: professional identity formation and legitimate peripheral participation in medical students: a qualitative study. BMC MEDICAL EDUCATION 2022; 22:91. [PMID: 35139839 PMCID: PMC8830078 DOI: 10.1186/s12909-022-03107-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Accepted: 01/03/2022] [Indexed: 06/01/2023]
Abstract
BACKGROUND The process of Legitimate Peripheral Participation (LPP) within a community of practice framework (CoP) was used to explore graduate entry medical students' professional identity formation (PIF) during their first year of study. A conceptual model has been developed that can be used by medical educators to better understand PIF and to aid the explicit incorporation of PIF activity within the undergraduate curriculum. METHODS Ten students from one UK medical school participated in the longitudinal study and were interviewed at three points during the first year. Semi-structured group interviews were used to explore students' experience of the clinical environment and the nature of their interactions with both clinicians and patients in a community-based medicine practice. The interviews were audio recorded and transcribed. Thematic analysis was used to identify overarching themes which are represented as facets in the model of PIF. RESULTS Results demonstrate that students are legitimately peripherally participating within both medical student CoPs and wider medical CoPs. Themes identified within the narratives have allowed the development of a new model to understand PIF within the context of LPP in a CoP. This has five facets: Awareness, Collaboration, Negotiation, Evaluation and Realisation. Sophisticated reflection-in-action is shown to be an important aspect of PIF and enables a more conscious understanding of the change that is occurring in our students. CONCLUSION PIF is a complex, non-linear process that is supported by reflection-in-action and early student introduction to clinical practice. It can be recognised in students' narratives in their changing use of language, their understanding of the medical COP, and their evolving relational participation with those around them. This study adds to those that have previously explored PIF. The model of PIF developed in this study illustrates how experiences in the clinical environment support PIF. Medical educators may find this model helpful when considering how PIF can be explicitly encouraged in the medical curriculum and how reflection may be used for the purpose of identity change.
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Affiliation(s)
- Paul Orsmond
- College of Medical and Dental Sciences, University of Birmingham, Birmingham, B15 2 TT UK
- Staffordshire Centre of Learning and Pedagogic Practice, Institute of Education Brindley Building, Staffordshire University, ST4 2DF Stoke-on-Trent, England
| | - Helen McMillan
- College of Medical and Dental Sciences, University of Birmingham, Birmingham, B15 2 TT UK
| | - Remigio Zvauya
- College of Medical and Dental Sciences, University of Birmingham, Birmingham, B15 2 TT UK
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Huang SX, Ham SA, Varghese M, Yoon JD. Moral Elevation, Physician Role Models, and Selected Markers of Professional Identity Formation and Well-Being: A Secondary Analysis from Two National Surveys. South Med J 2022; 115:129-135. [PMID: 35118502 DOI: 10.14423/smj.0000000000001357] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
OBJECTIVES Moral elevation is the underlying emotion that arises when witnessing admirable acts, and it is theorized to be the psychological mechanism driving the impact that positive clinical role models have on medical students' professional identity formation (eg, growth in professional virtues, higher sense of meaning, and well-being). This proof-of-concept study explores the development of the Moral Elevation Scale in Medicine by testing the association of moral elevation with various markers of professional identity formation. METHODS A secondary data analysis of two nationally representative samples of 960 medical students and 2000 physicians was performed. Respondents completed validated measures of moral elevation as well as markers of professional identity formation, including patient-centered virtues (empathic compassion, interpersonal generosity, mindfulness) and measures of well-being (life meaning, life satisfaction, spirituality, burnout). RESULTS The study obtained adjusted response rates of 56.2% (1047/1863, physician survey) and 48.7% (448/919, student survey). The national estimates for mean moral elevation in medical students and physicians are 4.34/5.00 and 4.22/5.00, respectively. In medical students and physicians, high moral elevation was associated with higher empathic compassion (student odds ratio [OR] 1.30, 95% confidence interval [CI] 1.02-1.67; physician OR 1.22, 95% CI 1.23-1.65) and, similarly, generosity. In addition, higher moral elevation in the physician cohort was associated with greater life meaning (OR 2.03, 95% CI 1.25-3.32) and similarly spirituality. CONCLUSIONS In medical students and practicing physicians, self-reported experiences of high moral elevation with physician role models were associated with higher self-reported measures of patient-centered virtues, spirituality, and life meaning. Our Moral Elevation Scale in Medicine demonstrates preliminary promise as a measure to assess environmental precursors needed for virtue development in professional identity formation, but further reliability and validity testing of this measure is needed.
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Affiliation(s)
- Shay X Huang
- From the Department of Medicine, Pritzker School of Medicine and the Center for Health and the Social Sciences, University of Chicago, and Mercy Hospital & Medical Center, Chicago, Illinois
| | - Sandra A Ham
- From the Department of Medicine, Pritzker School of Medicine and the Center for Health and the Social Sciences, University of Chicago, and Mercy Hospital & Medical Center, Chicago, Illinois
| | - Merlin Varghese
- From the Department of Medicine, Pritzker School of Medicine and the Center for Health and the Social Sciences, University of Chicago, and Mercy Hospital & Medical Center, Chicago, Illinois
| | - John D Yoon
- From the Department of Medicine, Pritzker School of Medicine and the Center for Health and the Social Sciences, University of Chicago, and Mercy Hospital & Medical Center, Chicago, Illinois
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Julia Tong T, Mohammadnezhad M, Salem Alqahtani N, Salusalu M. Perception of students on factors contributing to overweight and obesity among high school students in Kiribati: A qualitative study. PLoS One 2022; 17:e0260900. [PMID: 35051216 PMCID: PMC8775294 DOI: 10.1371/journal.pone.0260900] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2021] [Accepted: 11/18/2021] [Indexed: 02/05/2023] Open
Abstract
BACKGROUND Overweight and obesity among high school students is a growing distress not only to the individual wellbeing of a person but also to the productivity of communities and economic expense of both developed and developing nations. This study aimed to determine factors contributing to overweight and obesity among high school students in Kiribati through the perception of students. METHODS This qualitative study was conducted in four (4) randomly selected senior high schools on South Tarawa, Kiribati from August to November, 2020. A purposive sampling was used to select thirty-two (32) students enrolled into form levels 4-7. A semi-structured open-ended questionnaire was used for data collection using face-to-face in-depth interviews. Data was transcribed and analyzed using thematic analysis method. RESULTS This research revealed that the participants were 21 (65.6%) were females and 11 (34.4%) males from form levels four with 9 (28.1%) participants, five with 9 (28.1%) participants, and form seven with 14 (43.8%) participants. Five themes identified including determinants and prevention of overweight and obesity, education and health system factors, stigma, and being fat comes with high risk. These themes collectively elaborate on the essentials of overweight and obesity that are obtained from perspectives of students. CONCLUSION A strong cultural belief and practice has caused misperception of overweight and obesity among students with knowledge-behavior gap recognized as the main reason behind the failure in lifestyle changes among adolescents. Strengthen healthy behavioral lifestyle, improve awareness, and support feasible preventative strategies is recommended to all students.
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Affiliation(s)
- Tanebu Julia Tong
- Department of Public Health, Ministry of Health and Medical Services, South Tarawa, Kiribati
| | | | | | - Mosese Salusalu
- School of Public Health and Primary Care, Fiji National University, Suva, Fiji
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Shaw S, Chawla N, Singhal A. Role modeling: A powerful tool to imbibe professionalism in medical practice. JOURNAL OF MARINE MEDICAL SOCIETY 2022. [DOI: 10.4103/jmms.jmms_28_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Bigirwa JP, Ndawula S, Naluwemba EF. Technology Leadership Practices of End Users and the Adoption of E-Learning in Midwifery Institutions in Uganda. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2022; 9:23821205221096376. [PMID: 35677581 PMCID: PMC9168860 DOI: 10.1177/23821205221096376] [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] [Received: 08/13/2020] [Accepted: 04/06/2022] [Indexed: 06/15/2023]
Abstract
E-learning has gained popularity in Uganda. Midwifery institutions have invested in it to manage the increasing demand for education. However, its adoption is low, which is likely to hinder the enhancement of numbers, competencies, and skill mix of midwives. The study intended to ascertain if technology leadership practices were significant to e-learning adoption and sketch core practices. Ten midwifery institutions and 167 end users participated in the study. Two phases of data collection and analysis were executed. Technology leadership practices had substantial effect on adoption of e-learning (n = 167, r = 0.691, & p = 0.000), and was responsible for 47.5% of the change. Core technology leadership practices were; commitment to provide e-learning facilities; encouragement of learners to use e-learning facilities; appreciating those who excel at using e-learning facilities; grooming of e-learning champions; supportive environment for technological use; and institutionalising technological use in school activities. Midwifery institutions can focus on technology leadership core practices to improve e-learning adoption.
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Affiliation(s)
- June Patrick Bigirwa
- Department of Educational Planning & Management, Kyambogo
University, Kampala, Uganda
| | - Stephen Ndawula
- Open, Distance and e-Learning (ODeL) Centre, Kyambogo University,
Kampala, Uganda
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Fyfe M, Horsburgh J, Blitz J, Chiavaroli N, Kumar S, Cleland J. The do's, don'ts and don't knows of redressing differential attainment related to race/ethnicity in medical schools. PERSPECTIVES ON MEDICAL EDUCATION 2022; 11:1-14. [PMID: 34964930 PMCID: PMC8714874 DOI: 10.1007/s40037-021-00696-3] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Revised: 11/07/2021] [Accepted: 11/09/2021] [Indexed: 05/21/2023]
Abstract
INTRODUCTION Systematic and structural inequities in power and privilege create differential attainment whereby differences in average levels of performance are observed between students from different socio-demographic groups. This paper reviews the international evidence on differential attainment related to ethnicity/race in medical school, drawing together the key messages from research to date to provide guidance for educators to operationalize and enact change and identify areas for further research. METHODS Authors first identified areas of conceptual importance within differential attainment (learning, assessment, and systems/institutional factors) which were then the focus of a targeted review of the literature on differential attainment related to ethnicity/race in medical education and, where available and relevant, literature from higher education more generally. Each author then conducted a review of the literature and proposed guidelines based on their experience and research literature. The guidelines were iteratively reviewed and refined between all authors until we reached consensus on the Do's, Don'ts and Don't Knows. RESULTS We present 13 guidelines with a summary of the research evidence for each. Guidelines address assessment practices (assessment design, assessment formats, use of assessments and post-hoc analysis) and educational systems and cultures (student experience, learning environment, faculty diversity and diversity practices). CONCLUSIONS Differential attainment related to ethnicity/race is a complex, systemic problem reflective of unequal norms and practices within broader society and evident throughout assessment practices, the learning environment and student experiences at medical school. Currently, the strongest empirical evidence is around assessment processes themselves. There is emerging evidence of minoritized students facing discrimination and having different learning experiences in medical school, but more studies are needed. There is a pressing need for research on how to effectively redress systemic issues within our medical schools, particularly related to inequity in teaching and learning.
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Affiliation(s)
- Molly Fyfe
- Medical Education Innovation and Research Centre, Imperial College London, London, UK
| | - Jo Horsburgh
- Medical Education Innovation and Research Centre, Imperial College London, London, UK
- Centre for Higher Education Research and Scholarship, Imperial College London, London, UK
| | - Julia Blitz
- Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa
| | | | - Sonia Kumar
- Medical Education Innovation and Research Centre, Imperial College London, London, UK
| | - Jennifer Cleland
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.
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Douglas AH, Acharya SP, Allery LA. Communication skills learning through role models in Nepal; what are medical students really learning? A qualitative study. BMC MEDICAL EDUCATION 2021; 21:625. [PMID: 34930237 PMCID: PMC8691070 DOI: 10.1186/s12909-021-03049-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Accepted: 11/18/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Communication skills (CS) are important and teachable, however, many Asian medical schools' curricula do not incorporate them. Patan Academy of Health Sciences in Nepal identifies CS within its' aims and curriculum. CS are taught from commencement of medical school and re-emphasised throughout preclinical learning (first 2 years). There is no explicit CS teaching in clinical years but placements allow students to learn through observation. These 'role-modelling' interactions form part of CS learning and development. METHODS This study is a qualitative evaluation of CS learning in PAHS, through participants' experiences. Through purposive sampling, twenty medical students from 2nd, 4th and Intern years were selected for inclusion. Data were collected via audio recorded, semi-structured interviews, employing a piloted schedule. Transcripts were manually coded and analysed thematically. Codes were organised into themes and subthemes. This paper discusses themes related to role-modelling. RESULTS The majority of participants described role-modelling in CS learning, recounting both positive and negative incidents, reflected in the themes of; Positive and Negative experiences. Subthemes of Personal Qualities and Inspiring, emerged from positive experiences, describing students' desire to imitate or aspire to be like their role models. Learners reported predominantly negative experiences and interns exclusively so. From these emerged subthemes of; Good doctors but.., Contradictory messages, How not to behave, Unprofessional behaviour and Affect-Emotional Distress. Learners received conflicting messages from observing behaviour contradictory to explicit CS teaching. Many identified learning "how not to behave" from such incidents, however, several described feeling distressed. DISCUSSION Role-modelling is a powerful and important CS learning tool, seen as positively reinforcing or negatively contradicting explicit CS teaching. Negative modelling created internal conflict, confusion and distress amongst learners, despite its' potential for positive learning. The worldwide problem of negative role-modelling is also prevalent in Nepal. Medical educators need to ensure the explicit curriculum aligns with implicit learning. Clinical tutors must be alerted to their powerful role-model position and supported in developing intentional modelling skills. Learners' reflections upon their experiences should be facilitated, enabling them to critically evaluate observations and hence consciously adopt or reject role-modelled behaviour and attitudes.
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Affiliation(s)
- Amanda Helen Douglas
- Department of GP, Patan Academy of Health Sciences (PAHS), Lalitpur, P.O.Box 26500, Kathmandu, Nepal
| | - Samita Pant Acharya
- Department of GP, Patan Academy of Health Sciences (PAHS), Lalitpur, P.O.Box 26500, Kathmandu, Nepal
| | - Lynne A. Allery
- Reader in Medical Education, Centre for Medical Education, Cardiff University, Heath Park, Cardiff, CF14 4YS UK
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Sigurdardottir AS, Geirsdottir OG, Ramel A, Arnadottir IB. Cross-sectional study of oral health care service, oral health beliefs and oral health care education of caregivers in nursing homes. Geriatr Nurs 2021; 43:138-145. [PMID: 34890954 DOI: 10.1016/j.gerinurse.2021.11.010] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Revised: 11/15/2021] [Accepted: 11/17/2021] [Indexed: 11/04/2022]
Abstract
OBJECTIVES To assess oral care beliefs and oral hygiene procedures among nursing home personnel to identify strengths and weaknesses in managing oral care. METHODS A cross-sectional study in two nursing homes using an oral health care questionnaire including the Nursing Dental Coping Belief Scale. RESULTS A total of 109 health personnel participated. Oral care was seldomly achieved twice a day and dental supplies were not guaranteed. Registered nurses found the oral health of residents more acceptable than did allied health personnel with less oral care education, who mostly delivered daily care. Conversely, nursing staff with oral care education had lower dental coping beliefs, suggesting a lack of self-reliance in controlling oral health outcomes. CONCLUSION Dental supplies should be part of nursing care equipment. Educational programs could increase positive oral health beliefs and enhance the quality of care in these settings, particularly among those who are accountable for oral care.
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Affiliation(s)
| | - Olof Gudny Geirsdottir
- Faculty of Food Science and Nutrition, School of Health Sciences, University of Iceland, Aragata 14, 101 Reykjavik, Iceland
| | - Alfons Ramel
- Faculty of Food Science and Nutrition, School of Health Sciences, University of Iceland, Aragata 14, 101 Reykjavik, Iceland
| | - Inga Bergmann Arnadottir
- Faculty of Odontology, School of Health Sciences, University of Iceland, Vatnsmyravegur 16, 101 Reykjavík, Iceland
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Kelly D, O’Doherty D, Harney S, Slattery N, Crowley L, McKeague H. Tutor Uncertainty in Dealing with Unprofessional Behaviours of Medical Students and Residents: a Mixed Methods Study. MEDICAL SCIENCE EDUCATOR 2021; 31:1931-1940. [PMID: 34956705 PMCID: PMC8651887 DOI: 10.1007/s40670-021-01429-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/27/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Despite acknowledgement of medical students' expected professional behaviours and attitudes, there remains widespread reluctance to report students that behave inappropriately. Existing literature focuses on why faculty fail to fail, overlooking the tutors who deal with students day to day. We investigated how tutors address inappropriate behaviours and attitudes in students and residents. METHODS A mixed methods study was carried out consisting of a survey and two focus groups with tutors. Seventeen tutors from the University of Limerick School of Medicine, Ireland, took part in the survey (n = 22%) and eight tutors participated in two focus groups during the 2018-2019 academic year. RESULTS Findings suggested that 59% of tutors would take a different approach to addressing unprofessional behaviours witnessed in medical students and residents. A total of 88% of tutors said they intervened on a professionalism issue with 52% saying 'once in a while'. In contrast to the survey, tutors in the focus groups expressed a lack of confidence in addressing some behaviours due to a lack of time, not seeing the outcome of process/remediation etc. Tutors indicated a strong preference for case-based training on assessing professional identity formation (PIF). CONCLUSIONS We found tutors typically work closely with students on a day-to-day basis managing unprofessionalism issues. Tutors valued regular communication about policies and procedures about appropriate conduct as well as support, advice, and/or oversight from independent members of university staff. This research highlights the need for training designed for busy tutors as a distinct type of medical teacher. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01429-1.
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Affiliation(s)
- Dervla Kelly
- School of Medicine, University of Limerick, Limerick, Ireland
- ULCaN, Health Research Institute, University of Limerick, Limerick, Ireland
| | - Diane O’Doherty
- School of Medicine, University of Limerick, Limerick, Ireland
| | - Sarah Harney
- School of Medicine, University of Limerick, Limerick, Ireland
| | | | - Louise Crowley
- School of Medicine, University of Limerick, Limerick, Ireland
| | - Helena McKeague
- School of Medicine, University of Limerick, Limerick, Ireland
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Wang L, Yu P. Impact of exemplar education program on the professional commitment of nursing students: A quasi-experimental study. NURSE EDUCATION TODAY 2021; 107:105118. [PMID: 34507259 DOI: 10.1016/j.nedt.2021.105118] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Revised: 08/08/2021] [Accepted: 08/24/2021] [Indexed: 05/15/2023]
Abstract
BACKGROUND High attrition rate and nursing workforce shortage have been a prevailing world challenge. Professional commitment is a known key factor for attracting and retaining the nursing workforce. OBJECTIVE To design, implement and evaluate the impact of a one-week structured education program, underpinned by the exemplar education strategy, on the professional commitment of undergraduate nursing students. DESIGN A quasi-experimental study was designed with pre- and post-intervention measurements. The intervention was a structured, four module education program underpinned by the exemplar education strategy. SETTING Department of Nursing, Qianjiang College, Hangzhou Normal University, Zhejiang, China. PARTICIPANTS 152 third-year nursing students who attended the education program and consented to participate were enrolled in the research. METHODS The intervention, the education program, was delivered over 16 h in one week of an 18-week semester. It was sequenced in four modules: expert lectures (3 h each), visiting a hospital (3 h), alumni salon (3 h), and submitting a reflection report (4 h). Professional commitment was measured by the Nursing Professional Commitment Scale (NPCS) administered both pre- and post-intervention. RESULTS The total professional commitment measurement score was significantly improved after the intervention. There were statistically significant differences before and after intervention in the four dimensions of professional commitment, namely, belief in goals and values, willingness to make an effort, desire to stay in the profession, and intrinsic positive value of work. CONCLUSION The one-week professional education program underpinned by the exemplar education strategy effectively improved the level of professional commitment of the undergraduate nursing students. The program can be transferred into the curriculum to improve nursing students' professional commitment. The methodology can be applied in other aspects of nursing professional development.
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Affiliation(s)
- Liqi Wang
- Nursing Department, Qianjiang College, Hangzhou Normal University, Hangzhou, Zhejiang, China.
| | - Ping Yu
- Centre for Digital Transformation, School of Computing and Information Technology, Universtiy of Wollongong, Wollongong, NSW 2522, Australia.
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Mills A, Knight A, Burdett T. Supporting student nurses to develop healthy conversation skills. Br J Community Nurs 2021; 26:554-559. [PMID: 34731034 DOI: 10.12968/bjcn.2021.26.11.554] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
As advocates for health, nurses are ideally situated to deliver effective health promotion in their daily interactions with people. This work evaluates the integration of healthy conversation training, making every contact count (MECC), into a health promotion module in an undergraduate nursing degree at a higher education institute (HEI). In all, 108 students completed the online questionnaire I year after receiving healthy conversation training. 67% of students reported the regular or occasional use of healthy conversation skills and identified a wide range of scenarios where they had used the skills. 65% of students used health action planning framework in their own personal self-care. Student nurses acknowledged barriers and enablers to their use of healthy conversation skills. Having knowledgeable mentors who role modelled healthy conversations skills in their consultations was the most frequently raised factor, in addition to lack of knowledge of local resources, time and confidence. All placement settings should ensure that registered nurses, especially those undertaking mentorship responsibilities have access to healthy conversation training.
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Affiliation(s)
- Anne Mills
- Senior Lecturer, Department of Medical Sciences and Public Health, Bournemouth University, Bournemouth
| | - Anneyce Knight
- Senior Lecturer, Department of Nursing Science, Bournemouth University, Bournemouth
| | - Teresa Burdett
- Principal Lecturer, Department of Nursing Science, Bournemouth University, Bournemouth
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Peña IDL, Koch J. Teaching Intellectual Humility Is Essential in Preparing Collaborative Future Pharmacists. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8444. [PMID: 34965915 PMCID: PMC8715963 DOI: 10.5688/ajpe8444] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2020] [Accepted: 02/23/2021] [Indexed: 06/14/2023]
Abstract
Interprofessional teams contribute significantly to patient care and safety. However, barriers to effective interdisciplinary collaboration have been identified, such as power dynamics and mistrust among team members, contrasting ideologies, interests and levels of engagement of clinicians, and disciplinary territoriality, which could negatively impact patient care. Teaching current health professional students behaviors and personal values that promote collaboration is critical in equipping them to function effectively in an interdisciplinary care setting. In this commentary, we put forward the idea that teaching intellectual humility is important in preparing collaborative future pharmacists. The core dimensions of intellectual humility, namely, open-mindedness, intellectual modesty, engagement, and corrigibility are important behaviors that could address the above-mentioned barriers, and promote successful interdisciplinary collaboration. Furthermore, we suggest strategies through which student pharmacists could be taught intellectual humility, mainly within the interprofessional education setting.
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Affiliation(s)
- Ike de la Peña
- Loma Linda University, School of Pharmacy, Loma Linda, California
| | - Jessa Koch
- Loma Linda University, School of Pharmacy, Loma Linda, California
- Loma Linda University, School of Medicine, Loma Linda, California
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Gill Meeley N. Undergraduate student nurses' experiences of their community placements. NURSE EDUCATION TODAY 2021; 106:105054. [PMID: 34329964 DOI: 10.1016/j.nedt.2021.105054] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Revised: 06/14/2021] [Accepted: 07/05/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Community nursing placements play an increasingly important part in the undergraduate nursing students learning experience as a greater proportion of health care delivery is set to migrate to community care settings. Therefore, nursing education programmes and health services must ensure that student nurses are exposed to high quality community placements that provide suitable learning experiences for students to acquire the skills and knowledge required for the health service of the future. OBJECTIVES This qualitative evidence synthesis examines undergraduate nursing students' experiences of community nursing placements from 1996 to date. DESIGN Qualitative Evidence Synthesis, Thematic synthesis. DATA SOURCES CINHAL, EMBASE, ProQuest, Medline, Embase, Scopus, Psycinfo. REVIEW METHODS A systematic search across electronic databases was carried out to identify all available existing evidence relevant to the search question. Data was extracted and synthesised through thematic synthesis to identify and interpret emerging themes. RESULTS Six qualitative studies were included in the data, from these three themes were identified. The first of these highlighted the important influence of the community nursing teams and mentor on the students' placement experience. The second theme highlights the students' professional development as a result of their community placements and finally the third theme explores the students' perceptions of the essence of caring in the community. CONCLUSION The community provides valuable learning experiences of nursing from an alternative perspective, enhancing professional development and understanding of the nurse patient relationship. Mentorship and inclusion in teams are key factors that influence students' experiences and this working environment is useful for teaching about holistic care that is person and family centered. Role modeling is enhanced by the pace and proximity of the mentoring relationship.
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Jeon HJ, Jung JJ. Discovering the role model of authors by embedding research history. J Inf Sci 2021. [DOI: 10.1177/01655515211034407] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
A role model that supports career planning is important for authors in the academic area to improve research abilities. In this study, we discovered a role model in bibliographic networks based on two perspectives: (1) high research performance to be exemplary and (2) a similar research history that can be easily followed by authors. We assume that the year-wise subgraphs in the dynamic bibliographic network signify the ‘research history’. We discovered role models of authors in three steps: (1) learning vector representations of research history in dynamic bibliographic networks, (2) measuring the similarity of authors according to the research history and (3) visualising role models. With this process, we can recommend a reasonable role model whose research path the authors can easily follow. In addition, we verified the effectiveness of the research history embeddings and the accuracy of the recommended role model in a real data set.
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Affiliation(s)
- Hyeon-Ju Jeon
- Department of Computer Engineering, Chung-Ang University, Republic of Korea
| | - Jason J Jung
- Department of Computer Engineering, Chung-Ang University, Republic of Korea
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Gaida S, Dilly M, Tipold A, Härtl A. Motivation and Experience Matters: What Veterinary Mentors Think About Learning Communication Skills: A Qualitative Study. JOURNAL OF VETERINARY MEDICAL EDUCATION 2021; 48:441-450. [PMID: 33493095 DOI: 10.3138/jvme.2019-0068] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Communication skills are a core competence in veterinary medicine. These skills play a pivotal role in professional success in the animal health professions. Over the last few decades, there has been an increased focus on communication skills in veterinary curricula. Conversely, we know less about the knowledge and motivation behind the communication skills of those veterinarians in different work domains who are acting as mentors outside the university. In 2016, semi-structured interviews (n = 16) were conducted with German practitioners in workplaces ranging from companion to farm animal practice, and throughout the veterinary industry, veterinary research, and government service. We combined two qualitative methods: a thematic analysis approach and the generation of types to identify characteristics associated with the acquisition of communication skills. In the current study, three main themes were developed: "Motivation," "Experiences with the acquisition of communication skills," and "Communication skills training during formal education." Within the identified themes, we recognized three types of communicators: "self-experienced," "extrinsic-experienced," and "unexperienced." We found that acquisition of communication skills was closely linked to motivation; therefore, motivation must be considered when developing communication skills curricula for learners and educators. By extrapolating the findings of this explorative study, we determined that intrinsically motivated mentors from the field should be a main source of veterinary education to promote further development in communication training. This qualitative study also determined that most non-university veterinary mentors had only a basic knowledge of teaching and learning communication skills, leading us to recommend formal training. Interchange between practicing veterinarians and veterinary educators and curriculum coordinators can foster relevant curricular modifications.
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