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Dziadzko M, Varvinskiy A, Di Loreto R, Scipioni H, Ateleanu B, Klimek M, Berger-Estilita J. Examiner workload comparison: three structured oral examination formats for the European diploma in anaesthesiology and intensive care. MEDICAL EDUCATION ONLINE 2024; 29:2364990. [PMID: 38848480 PMCID: PMC11164053 DOI: 10.1080/10872981.2024.2364990] [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: 02/13/2024] [Accepted: 06/03/2024] [Indexed: 06/09/2024]
Abstract
The COVID-19 pandemic triggered transformations in academic medicine, rapidly adopting remote teaching and online assessments. Whilst virtual environments show promise in evaluating medical knowledge, their impact on examiner workload is unclear. This study explores examiner's workload during different European Diploma in Anaesthesiology and Intensive Care Part 2 Structured Oral Examinations formats. We hypothesise that online exams result in lower examiner's workload than traditional face-to-face methods. We also investigate workload structure and its correlation with examiner characteristics and marking performance. In 2023, examiner's workload for three examination formats (face-to-face, hybrid, online) using the NASA TLX instrument was prospectively evaluated. The impact of examiner demographics, candidate scoring agreement, and examination scores on workload was analysed. The overall NASA TLX score from 215 workload measurements in 142 examiners was high at 59.61 ± 14.13. The online examination had a statistically higher workload (61.65 ± 12.84) than hybrid but not face-to-face. Primary contributors to workload were mental and temporal demands, and effort. Online exams were associated with elevated frustration. Male examiners and those spending more time on exam preparation experienced a higher workload. Multiple diploma specialties and familiarity with European Diploma in Anaesthesiology and Intensive Care exams were protective against high workload. Perceived workload did not impact marking agreement or examination scores across all formats. Examiners experience high workload. Online exams are not systematically associated with decreased workload, likely due to frustration. Despite workload differences, no impact on examiner's performance or examination scores was found. The hybrid examination mode, combining face-to-face and online, was associated with a minor but statistically significant workload reduction. This hybrid approach may offer a more balanced and efficient examination process while maintaining integrity, cost savings, and increased accessibility for candidates.
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Affiliation(s)
- Mikhail Dziadzko
- Department of Anesthesia, Intensive Care and Pain Management, Hospices Civils de Lyon, Hôpital de la Croix Rousse, Lyon, France
- Research on Healthcare Performance (RESHAPE) U1290-INSERM, Université Claude Bernard Lyon 1, Lyon, France
| | - Andrey Varvinskiy
- South Devon Healthcare NHS Foundation Trust, Department of Anesthesia and Intensive Care, Torquay, UK
| | - Rodolphe Di Loreto
- European Society of Anaesthesiology and Intensive Care, Examinations Office, Brussels, Belgium
| | - Hugues Scipioni
- European Society of Anaesthesiology and Intensive Care, Examinations Office, Brussels, Belgium
| | - Bazil Ateleanu
- European Society of Anesthesiology and Intensive Care, Examinations Committee, Brussels, Belgium
- Department of Anaesthesia, University Hospital of Wales, Cardiff, UK
| | - Markus Klimek
- European Society of Anesthesiology and Intensive Care, Examinations Committee, Brussels, Belgium
- Department of Anaesthesiology, Erasmus University Medical Centre, Rotterdam, Netherlands
| | - Joana Berger-Estilita
- European Society of Anesthesiology and Intensive Care, Examinations Committee, Brussels, Belgium
- Institute for Medical Education, University of Bern, Bern, Switzerland
- Hirslanden Hospital Group, Institute of Anaesthesiology and Intensive Care, Salem Spital, Bern, Switzerland
- CINTESIS - Centre for Health Technology and Services Research, Faculty of Medicine, Porto, Portugal
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Daniels R, Buramba E, Denis K. Belongingness in medical students: did it change during lockdown? MEDICAL EDUCATION ONLINE 2024; 29:2403807. [PMID: 39270108 PMCID: PMC11404386 DOI: 10.1080/10872981.2024.2403807] [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: 11/06/2023] [Revised: 06/01/2024] [Accepted: 09/06/2024] [Indexed: 09/15/2024]
Abstract
Belongingness has been proposed as a potential proxy for legitimate peripheral participation in medical education. Previous studies have shown good internal and external validity for tools designed to measure this variable, with potential use measuring the effectiveness of clinical teaching environments and as a marker of student wellbeing. This study examined changes in belongingness in medical students at the University of Exeter measured in spring 2019 and the equivalent period in 2021, during which COVID-19 related restrictions were in place in the United Kingdom. This study used a validated assessment tool that was self-administered via an online survey platform in 2021. Anonymised data was collected from undergraduate medical students from all years of training and results compared with previous data collected in 2019. The belongingness assessment tool described here had validity in undergraduate medical students studying at the University of Exeter and identified statistically significant changes in belongingness (as measured with this tool) between 2019 and the period during which COVID-19 restrictions were in place. These results suggest that belongingness - in undergraduate medical students fluctuates and varies under different conditions and that there was a statistically significant change during the period of lockdown restrictions. The ability to measure this key facet of educational development has the potential to monitor teaching environments to ensure optimal learning conditions for all students. Further work is required to assess whether the impacts of lockdown restrictions are transient or persist beyond the period of teaching restrictions and to determine any association with academic outcomes.
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Affiliation(s)
- Rob Daniels
- School of Health and Life Sciences, University of Exeter, Exeter, UK
| | - Eric Buramba
- School of Health and Life Sciences, University of Exeter, Exeter, UK
| | - Kato Denis
- Department of Trade Statistics, National Institute of Statistics of Rwanda, Kigali, Rwanda
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Rajesh E, Subramaniam S, Pasupathy P, Suresh T, Gopichandran V. Lived experiences of medical students of online learning: lessons for adopting virtual learning in medical education. BMC MEDICAL EDUCATION 2024; 24:982. [PMID: 39256674 PMCID: PMC11384720 DOI: 10.1186/s12909-024-05953-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2024] [Accepted: 08/23/2024] [Indexed: 09/12/2024]
Abstract
BACKGROUND The COVID 19 lockdown created a shift in medical education from the traditional physical classroom to online learning. OBJECTIVES To explore the lived experiences of students in various years of medical education attending a medical college in Chennai, India. METHODS In this qualitative exploration of lived experiences we conducted 4 focus group discussions among students of the four years in the medical college with the help of a checklist. We recorded the interviews, transcribed them and performed a thematic content analysis. RESULTS There was a gendered impact of the lockdown on the online learning experiences with women students finding it challenging to attend classes balancing their gender roles of performing household chores. Online learning offered some advantages in the form of increased participation and engagement due to the partial anonymity. The greatest disadvantage of online learning was lack of clinical learning experience. The students resorted to fabricating case studies for discussion, which some students found useful and some commented that it can never replace real life clinical discussions. A generational gap between adoption of technology between the senior professors and the students hampered the online learning. Online assessments were challenging, and many students resorted to cheating in these exams. CONCLUSIONS Though online learning offers several advantages, it has serious limitations in offering the clinical learning experience. While planning adoption of online learning into routine medical education adequate time must be set aside for real life clinical exposure in addition to the online lectures and demonstrations for conceptual understanding.
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Affiliation(s)
| | | | - Priya Pasupathy
- Institute of Community Medicine, Madras Medical College, Chennai, India
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Mueller M, Ganesh R, Schroeder D, Beckman TJ. A post-COVID syndrome curriculum for continuing medical education (CME): in-person versus livestream. Front Med (Lausanne) 2024; 11:1438068. [PMID: 39257891 PMCID: PMC11385658 DOI: 10.3389/fmed.2024.1438068] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2024] [Accepted: 08/05/2024] [Indexed: 09/12/2024] Open
Abstract
Background Nearly 30% of patients with COVID-19 infection develop post-COVID Syndrome. Knowledge of post-COVID Syndrome is evolving, creating the need for adaptable curricula. Flipped classrooms (FC) are flexible and dynamic with demonstrated utility in continuing medical education (CME), yet there has been no research on application of FCs, or comparisons between livestream and in-person learning, in post-COVID CME. Methods We implemented a novel post-COVID curriculum using FCs for in-person and livestream participants at four Mayo Clinic CME conferences. Outcomes were validated measures of knowledge; perceptions of FCs and CME teacher effectiveness; and learner engagement. Pre-conferences surveys were a post-COVID knowledge test and the Flipped Classroom Perception Inventory (FCPI). Post-conference surveys were a post-COVID knowledge test, the FCPI, the CME Teaching Effectiveness Instrument (CMETE), and the Learner Engagement Inventory (LEI). Pre-post knowledge and FCPI scores were analyzed using linear mixed models. CMETE and LEI were compared for in-person versus livestream participants using the Wilcoxon rank-sum test. Results Overall, 59 participants completed the pre-test, and 72 participants completed the post-test, surveys. Participants were predominantly female (58%), were in nonacademic group practices (65%), and lacked prior experience with flipped classrooms (83%). Following the presentations, participants showed significant improvements in post-COVID knowledge (47% correct precourse to 54% correct postcourse, p-value = 0.004), and a trend toward improved FCPI scores. Teaching effectiveness, learner engagement, and pre-post change in COVID knowledge did not differ significantly between participants of in-person versus livestream sessions. Conclusion This post-COVID FC curriculum was feasible and associated with improved knowledge scores among a diverse population of physician learners in CME, without any apparent compromise in learner engagement, or in perceptions of teaching effectiveness and FCs, among livestream versus in-person participants.
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Dimassi Z, Chaiban L, Zgheib NK, Sabra R. Re-conceptualizing medical education in the post-COVID era. MEDICAL TEACHER 2024; 46:1084-1091. [PMID: 38086531 DOI: 10.1080/0142159x.2023.2290463] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 11/29/2023] [Indexed: 06/30/2024]
Abstract
PURPOSE The COVID-19 pandemic has forced changes in the delivery of medical education. We aimed to explore these changes and determine whether they will impact the future of medical education in any way. METHODS We invited leaders in medical education from all accessible US-based medical schools to participate in an online individual semi-structured interview. RESULTS Representatives of 16 medical schools participated. They commented on the adequacy of online education for knowledge transfer, and the logistical advantages it offered, but decried its negative influence on social learning, interpersonal relationships and professional development of students, and its ineffectiveness for clinical education. Most participants indicated that they would maintain online learning for didactic purposes in the context of flipped classrooms but that a return to in-person education was essential for most other educational goals. Novel content will be introduced, especially in telemedicine and social medicine, and the students' roles and responsibilities in patient care and in curricular development may evolve in the future. CONCLUSIONS This study is the first to document the practical steps that will be adopted by US medical schools in delivering medical education, which were prompted and reinforced by their experience during the COVID-19 pandemic.
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Affiliation(s)
- Zakia Dimassi
- Department of Medical Sciences, Khalifa University College of Medicine and Health Sciences, Abu Dhabi, United Arab Emirates
| | - Lea Chaiban
- Department of Pharmacology and Toxicology, Faculty of Medicine, American University of Beirut, Beirut, Lebanon
| | - Nathalie K Zgheib
- Department of Pharmacology and Toxicology, and Program for Research and Innovation in Medical Education (PRIME). Faculty of Medicine, American University of Beirut, Beirut, Lebanon
| | - Ramzi Sabra
- Department of Pharmacology and Toxicology, and Program for Research and Innovation in Medical Education (PRIME). Faculty of Medicine, American University of Beirut, Beirut, Lebanon
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Ortiz Riofrio AG, Valdivieso-Andrade EJ, Acosta Masaquiza NM, Aguirre AS, Almeida Villavicencio NA, Calderón Pilla CS, Del Pozo Acosta P, Guaillas Japón A, Luna Chonata DV, Mafla Roca NB, Mendoza García AS, Muñoz Caicedo LA, Muñoz Salazar GA, Pacheco Reinoso KM, Pazmiño Chávez CN, Proaño Lozada NK, Rzonzew Sauer J, Saldaña Armas GA, Salinas Avalo IE, Saltos Granizo AC, Soria Sarabia BF, Suárez Morales DA, Sulca Caillagua RF, Zavala Cárdenas MA, Carrera Verdesoto F, Cisneros-Heredia D, Estrella Porter P, Guillemot JR. COVID-19: Medical education from the point of view of medical students using the participatory Delphi method. PLoS One 2024; 19:e0297602. [PMID: 38968213 PMCID: PMC11226019 DOI: 10.1371/journal.pone.0297602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2024] [Accepted: 04/04/2024] [Indexed: 07/07/2024] Open
Abstract
BACKGROUND The COVID-19 pandemic has prompted a transformation of medical training. Although there were obvious medical education and social interaction challenges, e-learning presented some advantages, which may have generated medical curricula innovation and adjustments to novel technological methodologies. This study aims to generate consensuses among medical students regarding medical education provided during the pandemic in the resource-limited context of a Global South university. METHODS The implementation of a participatory Delphi method included a recruitment campaign, training, constitution of Delphi panels and questions, and development of the Delphi exercises. Students from the second to the sixth year of medicine of a university in Quito, Ecuador, constituted two Delphi panels, developed questions about the education received during the pandemic, and answered them over 3.5 rounds. FINDINGS Twenty-two medical students participated in the Delphi exercises about their perception of medical education during the COVID-19 pandemic. The analysis consisted of a total of 22 Delphi questions divided into five distinct categories: adaptations and innovations, curriculum and assessment changes, virtual clinical practice, time management, and mental health. The authors established high, medium, and low consensuses for analysis. CONCLUSIONS Consensuses were reached based on students' academic year and focused on the changes in lecture delivery, the usage of new technologies, patient care skills, the impact of the educational routine, and the mental health of the COVID-19 pandemic. The way the pandemic affected medical education in the Global South set the stage for the need for a comprehensive review of tools, skills, and curricula for students from culturally diverse backgrounds. This study offers a highly replicable methodology to generate consensuses and introduce students to academic research.
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Affiliation(s)
- Andrea Gabriela Ortiz Riofrio
- Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Instituto de Medicina Social & Desafíos Globales, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | - Emilia José Valdivieso-Andrade
- Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Instituto de Medicina Social & Desafíos Globales, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | | | - Alex S. Aguirre
- Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Instituto de Medicina Social & Desafíos Globales, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | | | | | | | - Auki Guaillas Japón
- Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | - Flavio Carrera Verdesoto
- Programa UNIDiversidad, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Instituto de Estudios Avanzados en Desigualdades, Colegio de Ciencias Sociales y Humanidades, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | - Diego Cisneros-Heredia
- Laboratorio de Ecología Urbana y Rural, Instituto IBIOTROP, Colegio de Ciencias Biológicas y Ambientales, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Laboratorio de Salud Animal, Escuela de Medicina Veterinaria, Instituto IBIOTROP, Hospital de Fauna Silvestre TUERI, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | - Pablo Estrella Porter
- Departamento de Medicina Preventiva y Salud Pública, Hospital Clínico Universitario de Valencia, Valencia, Spain
| | - Jonathan Raymond Guillemot
- Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Instituto de Medicina Social & Desafíos Globales, Universidad San Francisco de Quito USFQ, Quito, Ecuador
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Nejadghaderi SA, Khoshgoftar Z, Fazlollahi A, Nasiri MJ. Medical education during the coronavirus disease 2019 pandemic: an umbrella review. Front Med (Lausanne) 2024; 11:1358084. [PMID: 39036099 PMCID: PMC11257851 DOI: 10.3389/fmed.2024.1358084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2023] [Accepted: 06/24/2024] [Indexed: 07/23/2024] Open
Abstract
Background The coronavirus disease 2019 (COVID-19) pandemic affected many aspects of lifestyle and medical education during the recent years. We aimed to determine the impacts of COVID-19 pandemic on medical education to provide an overview of systematic reviews on it. Methods We searched PubMed, Scopus, Web of Science, Cochrane library, Google Scholar, and medRxiv, with the following keywords: "SARS-CoV-2," "COVID-19," "Medical Education," "E-learning," "Distance Education," "Online Learning," "Virtual Education," "systematic review," and "meta-analysis," up to 15 April 2023. Studies were included if they were systematic reviews assessing the impacts of the COVID-19 pandemic on medical sciences students. We used A MeaSurement Tool to Assess systematic Reviews 2 (AMSTAR-2) checklist for quality assessment. Results A total of 28 systematic reviews were included. The eligible reviews included between five and 64 primary studies, ranging from 897 to 139,381 participants. Technology-enhanced learning and simulation-based learning were the most frequently used strategies. Virtual teaching has several drawbacks like technical difficulties, confidentiality problems, lower student involvement, connection problems, and digital fatigue. The overall satisfaction rate for online learning was above 50%. Also, favorable opinions about perception, acceptability, motivation, and engagement were reported. The quality of 27 studies were critically low and one was low. Conclusion There were reduced clinical exposure and satisfaction for medical students during the pandemic. Further high-quality systematic reviews are required.
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Affiliation(s)
- Seyed Aria Nejadghaderi
- Department of Medical Education, School of Medical Education and Learning Technology, Shahid Beheshti University of Medical Sciences, Tehran, Iran
- HIV/STI Surveillance Research Center, and WHO Collaborating Center for HIV Surveillance, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Zohreh Khoshgoftar
- Department of Medical Education, School of Medical Education and Learning Technology, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Asra Fazlollahi
- Student Research Committee, Tabriz University of Medical Sciences, Tabriz, Iran
- Research Center for Integrative Medicine in Aging, Aging Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Mohammad Javad Nasiri
- Department of Microbiology, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
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Berthold A, Luchsinger L, Siegrist M. The Perceived Influence of the COVID-19 Pandemic on the Medical Education of Residents in 2021 and 2022. J Grad Med Educ 2024; 16:318-322. [PMID: 38882422 PMCID: PMC11173043 DOI: 10.4300/jgme-d-23-00361.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/19/2023] [Revised: 10/24/2023] [Accepted: 03/12/2024] [Indexed: 06/18/2024] Open
Abstract
Background Recent studies reported how the COVID-19 pandemic influenced the medical education community. However, little is known about the further influence of the pandemic over time and about the impact across the different medical disciplines. Objective Our objective was to investigate how residents working in different disciplines and on different tracks (full- vs part-time) perceived the influence of the COVID-19 pandemic in 2021 and 2022 on their education. Methods The data were collected with a questionnaire (developed by the Swiss Federal Institute of Technology and the Swiss Institute for Medical Education) as part of the Swiss national annual survey on medical education. We assessed the influence of the pandemic on medical residents from different specialties in 2021 and 2022 with 3 items: global effect on education, available time for education, and effect on teaching. Results The questionnaire had a response rate of 70% (8496 of 12 137) in 2021 and 2022 (8823 of 12 604). In 2021, residents reported that the pandemic had a negative influence (3.5 of 5; P<.001; 95% CI 0.49, 0.53) and impaired their education. The negative influence declined (t=7.91; P<.001; 95% CI 0.07, 0.11) but remained noticeable in 2022 (3.4 of 5; P<.001; 95% CI 0.41, 0.44). This pattern of results was similar among the different medical specialties. In both years, residents working full-time reported a more severe influence of the pandemic than those working part-time (eg, in 2021 impaired education: 3.1 of 4 vs 2.9 of 4; P<.01; 95% CI -0.26, -0.14). Conclusions The negative influence of the pandemic declined across all medical disciplines.
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Affiliation(s)
- Anne Berthold
- is Researcher, Consumer Behavior Group, ETH Zurich, Zurich, Switzerland
| | - Larissa Luchsinger
- is Researcher, Consumer Behavior Group, ETH Zurich, Zurich, Switzerland; and
| | - Michael Siegrist
- is Professor, Consumer Behavior Group, ETH Zurich, Zurich, Switzerland
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Wilkes FA, Looi JCL, Maguire PA, Bonner D, Reay RE, Brazel M, Keightley P, Tedeschi M, Wardle C, Kramer D. Online medical student OSCE examinations during the first three years of the COVID-19 pandemic compared to three years pre-pandemic: An Australian experience in psychiatry and addiction medicine. MEDICAL TEACHER 2024; 46:776-781. [PMID: 38113876 DOI: 10.1080/0142159x.2023.2279918] [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: 12/21/2023]
Abstract
PURPOSE We have evaluated the final-year Psychiatry and Addiction Medicine (PAM) summative Objective Structured Clinical Examination (OSCE) examinations in a four-year graduate medical degree program, for the previous three years as a baseline comparator, and during three years of the COVID-19 pandemic (2020-2022). METHODS A de-identified analysis of medical student summative OSCE examination performance, and comparative review for the 3 years before, and for each year of the pandemic. RESULTS Internal reliability in test scores as measured by R-squared remained the same or increased following the start of the pandemic. There was a significant increase in mean test scores after the start of the pandemic compared to pre-pandemic for combined OSCE scores for all final-year disciplines, as well as for the PAM role-play OSCEs, but not for the PAM mental state examination OSCEs. CONCLUSIONS Changing to online OSCEs during the pandemic was related to an increase in scores for some but not all domains of the tests. This is in line with a nascent body of literature on medical teaching and examination following the start of the pandemic. Further research is needed to optimise teaching and examination in a post-pandemic medical school environment.
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Affiliation(s)
- Fiona A Wilkes
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Jeffrey C L Looi
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Paul A Maguire
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Daniel Bonner
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Rebecca E Reay
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Matthew Brazel
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Philip Keightley
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Michael Tedeschi
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Claire Wardle
- Medical Education Unit, College of Health and Medicine, The Australian National University School of Medicine and Psychology, Acton, Australia
| | - David Kramer
- Medical Education Unit, College of Health and Medicine, The Australian National University School of Medicine and Psychology, Acton, Australia
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Yánez Benítez C, Ottolino Lavarte P, Richard L, Ivatury R, Ferrada R, Borráez O, Turegano F, Puyana JC, Aranda J, Pareja F, Peralta R, Rodríguez A. Innovation in surgical trauma care education: assessment of a Panamerican Trauma Society online surgical skills course hosted by the Spanish Surgical Association. Eur J Trauma Emerg Surg 2024; 50:1101-1110. [PMID: 38216674 DOI: 10.1007/s00068-023-02431-5] [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: 09/14/2023] [Accepted: 12/28/2023] [Indexed: 01/14/2024]
Abstract
PURPOSE Incorporating surgical skills education in trauma care is essential for young surgeons and surgical trainees. This study describes an innovative e-learning course for teaching trauma care surgical skills in an international cooperative setting. Furthermore, it aims to offer valuable insights on enhancing e-learning practices. METHODS The Panamerican Trauma Society and the Spanish Surgical Association have joined forces to launch an online course focusing on advanced trauma care surgical skills. This report provides an in-depth examination of the project and scrutinizes participant feedback through a post-course survey. The survey thoroughly evaluates their satisfaction level, the usefulness of the course content, and their view on its clinical relevance. RESULTS Three hundred eighty-two surgeons from 16 countries completed an online course. Three hundred seventy-nine of them responded to the post-course survey. The mean age was 36, with 64% females and 36% males. The course consisted of 9.9 h of academic content, including 5 h of video lectures and 4.9 h of live discussions. Ninety-seven percent of the participants were practicing general and acute care surgeons, and only 2% were exclusively dedicated to trauma surgery. Sixty-one percent of participants highly valued real-time interaction with faculty, and 95% believed their trauma surgical skills would improve. Additionally, 93% of the participants were satisfied or very satisfied with the e-learning experience. CONCLUSIONS The use of video-based instructional materials has revolutionized surgical education. With online courses in trauma surgery, surgeons can now improve their skills and better prepare themselves to handle severe trauma cases. This innovative approach to surgical education has proven to be very effective and can potentially enhance patients' quality of care.
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Affiliation(s)
- Carlos Yánez Benítez
- Department of General Surgery, San Jorge University Hospital, SALUD, Ave. Martínez de Velasco, 36, 22004, Huesca, Spain.
| | | | - Luis Richard
- Faculty of Medicine, Department of General Surgery, Universidad Autónoma de Centro, Domingo Luciani Hospital, Caracas, Venezuela
| | - Rao Ivatury
- School of Medicine, Virginia Commonwealth University, Richmond, VA, USA
- Division of Trauma, Critical Care and Emergency General Surgery, Virginia Commonwealth University Medical Center, Richmond, VA, USA
| | | | - Oswaldo Borráez
- Department of General Surgery, San Blas Hospital, Bogotá, Colombia
| | - Fernando Turegano
- Department of General Surgery, Emergency Surgery Section, Gregorio Marañón Hospital, Madrid, Spain
| | | | - José Aranda
- Department of General Surgery, Emergency Surgery Section, Carlos Haya University Hospital, Málaga, Spain
| | - Felipe Pareja
- Department of General Surgery, Emergency Surgery Section, Virgen del Rocio University Hospital, Seville, Spain
| | - Rubén Peralta
- Department of Surgery, Trauma Surgery, Hamad Medical Corporation, Doha, Qatar
| | - Aurelio Rodríguez
- University of Maryland, College Park, USA
- Drexel University College of Medicine, Philadelphia, USA
- R Adams Cowley Shock Trauma Center, Baltimore, USA
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11
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Alrumi N. The impact of COVID-19 on medical education and training. Br J Hosp Med (Lond) 2024; 85:1-7. [PMID: 38815970 DOI: 10.12968/hmed.2023.0462] [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: 06/01/2024]
Abstract
The COVID-19 pandemic social isolation policies have accelerated the shift to online teaching for medical students and doctors in training worldwide. Online learning is cost-effective, available, and flexible. However, it can be challenging due to the technical system errors, which results in the disruption of the learning process and social isolation yielding to less satisfaction among students and teachers. The above can have negative consequences on the mental health of medical students and trainees, which is an under-researched area. United Kingdom based medical students and doctors in speciality training encountered disruptions to medical education and training due to the pandemic. Medical school and deaneries had to endorse adjustments to teaching and training delivery methods, examination, and assessments to ensure the continued progression of learning and training. A successful e-learning model depends on motivated and well-prepared medical students and teachers and structured educational materials in supported learning environment and institutions. A blended model is likely to be utilised by medical institutions for medical training in the future, which will need to be researched.
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Affiliation(s)
- Nahil Alrumi
- General Internal Medicine, Northwick Park Hospital, Harrow, UK
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12
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Alania-Contreras RD, Ruiz-Aquino M, Alvarez-Risco A, Condori-Apaza M, Chanca-Flores A, Fabián-Arias E, Rafaele-de-la-Cruz M, Del-Aguila-Arcentales S, Davies NM, Ortiz de Agui ML, Yáñez JA. Evolving attitudes toward online education in Peruvian university students: A quantitative approach. Heliyon 2024; 10:e30566. [PMID: 38726101 PMCID: PMC11079248 DOI: 10.1016/j.heliyon.2024.e30566] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2023] [Revised: 04/21/2024] [Accepted: 04/29/2024] [Indexed: 05/12/2024] Open
Abstract
Introduction The COVID-19 pandemic has accelerated universities' adaptation process toward online education, and it is necessary to know the students' attitudes toward this online education. Objective To describe the evolution of the attitude toward online education among social science students at a public university in Peru in the academic year 2020, in the context of the COVID-19 pandemic. Methods The study uses a quantitative approach, a descriptive level, a non-experimental design, and a longitudinal trend. The sample consisted of 1063 students at the beginning of the class period, 908 during the classes, and 1026 at the end of the class period. The questionnaire for data collection was the Attitude scale toward online education for university students during the COVID-19 pandemic. The data was collected using Google Forms. Results As a result, the attitude towards online education was predominantly weak negative at the beginning (51.1 %) and during the classes (49.1 %), and weak positive (48.1 %) at the end of the class period. The changes were not significant when comparing the three moments, the levels of attitude toward, intention to adopt, ease of use, technical and pedagogical support, stressors, and need for online education (p-value <0.05). Conclusion The evolution of the attitude towards online education in the sample had a non-significant positive trend. In the initial and process stages, a weak negative attitude prevailed due to the institution's inexperience and poor digital infrastructure; in the end, the attitude became weak and positive due to the adaptation and need for online education.
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Affiliation(s)
| | | | | | | | | | | | | | | | - Neal M. Davies
- Faculty of Pharmacy & Pharmaceutical Sciences, University of Alberta. Edmonton, AB T6G 2H1, Canada
| | | | - Jaime A. Yáñez
- Facultad de Educación, Carrera de Educación y Gestión del Aprendizaje, Universidad Peruana de Ciencias Aplicadas. Lima 15023, Peru
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Jayas A, Shaull L, Grbic D, Andriole DA, McOwen KS. Graduating Medical Students' Perceptions of the COVID-19 Pandemic's Impact on Their Medical School Experiences and Preparation for Careers as Physicians: A National Study. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2024; 99:541-549. [PMID: 38134326 DOI: 10.1097/acm.0000000000005611] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/24/2023]
Abstract
PURPOSE The COVID-19 pandemic resulted in unprecedented changes to the medical education learning environment. The graduating class of 2021 was particularly affected. To better understand how students were affected, the authors explored positive and negative experiences described by graduating U.S. medical students. METHOD Using the conceptual framework of affordances, the authors examined narrative responses to 2 new open-ended questions on the Association of American Medical Colleges 2021 Graduation Questionnaire in which graduating students described the pandemic's positive and negative effects on their medical school experiences and career preparation. Conventional content analysis was used to identify affordances and themes in responses. RESULTS Of 16,611 Graduation Questionnaire respondents, 8,926 (54%) provided narrative responses. Of these 8,926 respondents, responses from 2,408 students (27%) were analyzed. Students described positive and negative perceptions of affordances, centering around virtual learning, social connection, and transition to residency. Fewer in-person and increased virtual clinical rotations offered students flexible scheduling, allowing them greater opportunity to explore academic and professional interests. Additionally, students' sense of isolation from their medical school was alleviated when schools exercised intentional open communication and student involvement in decision making. Although many described a diminished sense of preparedness for residency due to limited access to in-person clinical experiences and to assessing residencies largely through virtual away rotations and interviews, the sense of community, adaptability, and resiliency gained through varied activities reinforced students' professional identity and commitment to medicine during a time of much uncertainty. CONCLUSIONS This national exploration of students' pandemic experiences highlights what students value as fundamental elements of medical education and student support and describes how innovation can improve long-standing practices. These findings, guided by students' insights, can help inform the work of educational leaders as they consider which innovations should remain to continue enhancing student learning, engagement, and well-being.
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Cardoso Pinto AM, Soussi D, Qasim S, Dunin-Borkowska A, Rupasinghe T, Ubhi N, Ranasinghe L. The Use of Animations Depicting Cardiac Electrical Activity to Improve Confidence in Understanding of Cardiac Pathology and Electrocardiography Traces Among Final-Year Medical Students: Nonrandomized Controlled Trial. JMIR MEDICAL EDUCATION 2024; 10:e46507. [PMID: 38654573 PMCID: PMC11063581 DOI: 10.2196/46507] [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: 02/14/2023] [Revised: 03/17/2024] [Accepted: 03/22/2024] [Indexed: 04/26/2024]
Abstract
Background Electrocardiography (ECG) interpretation is a fundamental skill for medical students and practicing medical professionals. Recognizing ECG pathologies promptly allows for quick intervention, especially in acute settings where urgent care is needed. However, many medical students find ECG interpretation and understanding of the underlying pathology challenging, with teaching methods varying greatly. Objective This study involved the development of novel animations demonstrating the passage of electrical activity for well-described cardiac pathologies and showcased them alongside the corresponding live ECG traces during a web-based tutorial for final-year medical students. We aimed to assess whether the animations improved medical students' confidence in visualizing cardiac electrical activity and ECG interpretation, compared to standard ECG teaching methods. Methods Final-year medical students at Imperial College London attended a web-based tutorial demonstrating the 7 animations depicting cardiac electrical activity and the corresponding ECG trace. Another tutorial without the animations was held to act as a control. Students completed a questionnaire assessing their confidence in interpreting ECGs and visualizing cardiovascular electrical transmission before and after the tutorial. Intervention-arm participants were also invited to a web-based focus group to explore their experiences of past ECG teaching and the tutorial, particularly on aspects they found helpful and what could be further improved in the tutorial and animations. Wilcoxon signed-rank tests and Mann-Whitney U tests were used to assess the statistical significance of any changes in confidence. Focus group transcripts were analyzed using inductive thematic analysis. Results Overall, 19 students attended the intervention arm, with 15 (79%) completing both the pre- and posttutorial questionnaires and 15 (79%) participating in focus groups, whereas 14 students attended the control arm, with 13 (93%) completing both questionnaires. Median confidence in interpreting ECGs in the intervention arm increased after the tutorial (2, IQR 1.5-3.0 vs 3, IQR 3-4.5; P<.001). Improvement was seen in both confidence in reviewing or diagnosing cardiac rhythms and the visualization of cardiac electrical activity. However, there was no significant difference between the intervention and control arms, for all pathologies (all P>.05). The main themes from the thematic analysis were that ECGs are a complex topic and past ECG teaching has focused on memorizing traces; the visualizations enabled deeper understanding of cardiac pathology; and ECG learning requires repetition, and clinical links remain essential. Conclusions This study highlights the value of providing concise explanations of the meaning and pathophysiology behind ECG traces, both visually and verbally. ECG teaching that incorporates relevant pathophysiology, alongside vignettes with discussions regarding investigations and management options, is likely more helpful to students than practices based solely on pattern recognition. Although the animations supported student learning, the key element was the tutor's explanations. These animations may be more helpful as a supplement to teaching, for instance, as open-access videos.
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Affiliation(s)
| | - Daniella Soussi
- School of Medicine, Imperial College London, London, United Kingdom
| | - Subaan Qasim
- School of Medicine, Imperial College London, London, United Kingdom
| | | | - Thiara Rupasinghe
- School of Medicine, University College London, London, United Kingdom
| | - Nicholas Ubhi
- University Hospitals Sussex NHS Foundation Trust, Sussex, United Kingdom
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Rayan-Gharra N, Malatskey L, Ofir-Gutler M, Sakhnini R, Yousef A, Khatib M, Skorecki K, Spitzer S. Assisting primary care teams and patients in a culturally diverse periphery: impact on medical students' future career choices. BMC MEDICAL EDUCATION 2024; 24:288. [PMID: 38486173 PMCID: PMC10941400 DOI: 10.1186/s12909-024-05272-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2023] [Accepted: 03/07/2024] [Indexed: 03/17/2024]
Abstract
BACKGROUND Medical students can assist in reducing healthcare disparities and promote health equity by engaging with rural communities and gaining insights into their unique healthcare needs. A two-arm student-delivered program was designed and implemented during COVID-19 in a social-geographic peripheral area to assist clinics with complex chronic and/or socially disadvantaged patients and improve preventive behavior in townships through home visits delivering community kits. METHODS We conducted a pre-post design study which included weekly structured medical student reports and monthly structured telephone interviews with clinic directors and municipal partners. Students completed pre-post program survey on their knowledge, skills, and capabilities to address chronic patients from diverse cultural backgrounds (n = 73). The Wilcoxon-Signed-Rank test for related samples was used to determine differences. RESULTS Following the program, the knowledge and awareness levels of students about working in the community (P < 0.001) and their knowledge of common chronic diseases were significantly improved (Mean Difference (MD) = 0.31; p < 0.001). The program significantly increased students' interest to integrate into community care alongside a hospital (P = 0.012). Thematic analysis of student reports revealed improved insight into the role of primary care. Clinic directors (90%) were highly satisfied and reported that students became an integral part of the clinics' teams. CONCLUSIONS Integrating medical students into the community through primary-care clinics and home visits in diverse communities, exposed students to the interwoven effect of clinical and social determinants on health and improve their knowledge of common chronic diseases. Participation in the program encouraged students to consider a career in community care.
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Affiliation(s)
- Nosaiba Rayan-Gharra
- Azrieli Faculty of Medicine, Bar-Ilan University, Zefat, Israel.
- The Cheryl Spencer Department of Nursing, University of Haifa, Haifa, Israel.
| | | | | | - Rizan Sakhnini
- Azrieli Faculty of Medicine, Bar-Ilan University, Zefat, Israel
- Maccabi Health Services, Northern District, Haifa, Israel
| | - Awni Yousef
- Azrieli Faculty of Medicine, Bar-Ilan University, Zefat, Israel
- Clalit Health Services, Northern District, Nazareth, Israel
| | - Mohammad Khatib
- The Galilee Society - The Arab National Society for Health Research and Services, Shefa-Amr, Israel
- Zefat Academic College, Zefat, Israel
| | - Karl Skorecki
- Azrieli Faculty of Medicine, Bar-Ilan University, Zefat, Israel
| | - Sivan Spitzer
- Azrieli Faculty of Medicine, Bar-Ilan University, Zefat, Israel
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16
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Moll-Khosrawi P, Küllmei J, Chindris V, Ganzhorn A, Haus JM, Zöllner C, Schulte-Uentrop L. Medical student´s motivational changes during the COVID-19 university lockdown: a mixed-method study. BMC MEDICAL EDUCATION 2024; 24:226. [PMID: 38438991 PMCID: PMC10913361 DOI: 10.1186/s12909-024-05204-9] [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: 02/13/2023] [Accepted: 02/21/2024] [Indexed: 03/06/2024]
Abstract
BACKGROUND During the crucial stage of the COVID-19 pandemic, face-to-face undergraduate medical education was disrupted and replaced with online teaching activities. Based on its emphasized impact on several outcomes, a deeper insight into the pandemic related effects on medical students´ motivation is aspirational. Therefore, this study aimed to assess the motivational changes that took place during the pandemic in medical students and explored, how motivation of medical students is influenced. METHODS Using a mixed method inter-cohort study design, 4th year medical students´ motivation, assessed pre- and post-pandemic were compared. In subsequent qualitative analyses underlying variables that may have contributed to both- medical students´ motivation and pandemic related changes were identified. These variables were then systematically explored- both individually and in combination. In a final step, the results were embedded within the Self-Determination Theory. RESULTS Students who were affected by the university lockdown reported significantly higher levels of less self-determined motivation and amotivation. The qualitative analysis identified determinants that influence medical students´ motivation. The common core of these determinants is lacking social interaction and support, with a great emphasis on the interaction with the lecturer and patients. CONCLUSION This study emphasizes the crucial role of medical educators, patient contact, social interactions and personal support on students´ motivation. Students need to be strengthened in their beliefs about their abilities, the value of their task at hand and receive encouragement in their efforts. All this will result in an increased identification with the task and less detrimental outcomes.
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Affiliation(s)
- Parisa Moll-Khosrawi
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany.
| | - Josephine Küllmei
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Viorel Chindris
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Alexander Ganzhorn
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Jan Marcus Haus
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Christian Zöllner
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Leonie Schulte-Uentrop
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
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Surapaneni KM. Innovative Self-directed, Problem-oriented, Lifelong learning, Integrated Clinical case Exercise (SPLICE) modules promote critical thinking skills, early clinical exposure, and contextual learning among first professional-year medical students. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:69-79. [PMID: 38031725 DOI: 10.1152/advan.00211.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 10/31/2023] [Accepted: 11/27/2023] [Indexed: 12/01/2023]
Abstract
Medical education is undergoing various transformations to promote a more personalized and contextual way of learning. In light of this, the innovative "Self-directed, Problem-oriented, Lifelong learning, Integrated Clinical case Exercise" (SPLICE) modules were designed, implemented, and evaluated for medical students in the first professional year as a strategy for early clinical exposure in a collaborative and self-directed way of learning. This is a mixed methods study involving first-year medical students. Students were divided randomly into the control and the intervention groups. Six SPLICE modules were administered to the intervention while the control group followed the traditional curricula. The educational outcome was compared using an end-of-module assessment. In addition, 13-item and 8-item questionnaires were administered to students to evaluate the SPLICE and plenary sessions on a 5-point Likert scale. Furthermore, students' feedback was obtained on a 10-point rating scale and in in-depth small-group interviews. The majority of students perceived that the SPLICE module improved their communication and encouraged meaningful, active learning. Students found the plenary sessions to be well organized, with sufficient interaction with professionals. Students also gave excellent scores for feedback on SPLICE modules, demonstrating the effectiveness of the innovation. In terms of test scores used in assessing learning outcomes, the intervention group outperformed the control group (P < 0.0001). The innovative SPLICE curriculum facilitated early clinical exposure and active self-directed learning. Students perceived SPLICE modules to be highly helpful in terms of promoting meaningful learning and the future application of knowledge.NEW & NOTEWORTHY The very essence of this innovative "Self-directed, Problem-oriented, Lifelong learning, Integrated Clinical case Exercise" (SPLICE) curriculum is the team-based learning of integrated pre-, para-, and clinical learning objectives right from the first professional year of study serving as an early clinical exposure. This unique way of learning creates a holistic educational environment by combining both academic and professional development thereby empowering the next generation of physician leaders to take autonomy of their own learning strategies and emerge as competent lifelong learners.
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Affiliation(s)
- Krishna Mohan Surapaneni
- Department of Biochemistry, Panimalar Medical College Hospital & Research Institute, Varadharajapuram, Poonamallee, Chennai, Tamil Nadu, India
- Department of Medical Education, Panimalar Medical College Hospital & Research Institute, Varadharajapuram, Poonamallee, Chennai, Tamil Nadu, India
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Permashwar B, Mangru J, Yu E, Spencer KM, Goble K, Singhal M. An Internal Medicine Learning Collaborative Facilitating a Virtual Continuing Medical Education Program in Guyana and the Wider Caribbean During the COVID-19 Pandemic. Cureus 2024; 16:e56972. [PMID: 38665748 PMCID: PMC11045031 DOI: 10.7759/cureus.56972] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/26/2024] [Indexed: 04/28/2024] Open
Abstract
OBJECTIVES To collaborate and share medical knowledge between US and Caribbean physicians during the COVID-19 pandemic via a free online continuing medical education (CME) series. Method: This was a multi-institution collaborative effort between the Southern Regional Area Health Education Center and Cape Fear Valley Medical Center, both located in North Carolina, USA, and its Caribbean partners, the Guyana Medical Council and Ministry of Health, and the University of the West Indies Medical Alumni Association, Jamaica. The lecture series ran from July 2021 to October 2022. The Zoom (Zoom Video Communications Inc., San Jose, CA, USA) meeting platform was used for the monthly lectures on the fourth Thursday between 7 and 8 p.m. Eastern Standard Time (EST). Results: Analysis of program data from July 2021 through October 2022 (excluding December 2021) found 1,105 unique individuals engaged in the 15 continuing education sessions. The series had a cumulative total of 2,411 participants, with a mean session participation of 161 and a range of 94 to 299 participants per lecture. An outcome survey assessing the reasons for attendance identified that the most significant factors in their participation in the series were: a) the quality of educational content (83.21%), b) the ease of access and Zoom platform (81.76%), and c) the lectures being offered at no cost (61.31%), and 80.84% gained new medical knowledge leading to practice changes. Conclusion: The Internal Medicine Learning Collaborative (IMLC) model can be easily replicated by following the steps outlined. It overcomes barriers such as travel and quarantine restrictions and is cost-effective to initiate and maintain. It allows physicians with access to resources and specialty training in the United States to share medical knowledge with colleagues in the developing world where such access may be limited, thus promoting health care and continuing education activity in their respective regions using freely available technologies.
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Affiliation(s)
- Balichand Permashwar
- Hospital Medicine, Cape Fear Valley Medical Center, Fayetteville, USA
- Hospital Medicine, FirstHealth of the Carolinas, Pinehurst, USA
- Medicine, Campbell University School of Osteopathic Medicine, Lillington, USA
| | | | - Eric Yu
- Internal medicine, Campbell University School of Osteopathic Medicine, Fayetteville, USA
| | | | - Karen Goble
- Medicine, Southern Regional Area Health Education Center (SR-AHEC), Fayetteville, USA
| | - Mayank Singhal
- Internal Medicine, Cape Fear Valley Medical Center, Fayetteville, USA
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Imanipour M, Gheiasi SF, Taheri L. Experiences of medical educational managers in the early COVID-19 pandemic: A qualitative thematic analysis. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2024; 13:68. [PMID: 38559479 PMCID: PMC10979772 DOI: 10.4103/jehp.jehp_140_23] [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: 02/01/2023] [Accepted: 04/24/2023] [Indexed: 04/04/2024]
Abstract
BACKGROUND The coronavirus (COVID-19) pandemic changed and disrupted education at medical universities. Educational managers face new challenges and special complexities to manage this situation. This study aimed to explain the experiences of educational managers of Iranian medical universities in the early COVID-19 pandemic. MATERIALS AND METHODS This descriptive-qualitative study was conducted at the Tehran University of Medical Sciences, 2020-2021. The study population included all educational managers in one of the positions of the dean of the faculty, educational Vice-Chancellor, head of the department, and other relevant educational directors in medical sciences universities during the COVID-19 pandemic. Data collected from semi-structured interviews were analyzed in MAXQDA2020 software using the thematic analysis approach. RESULTS Four main themes and nine subthemes were identified: "The ups and downs of the transition from face-to-face training to virtual training," "Crisis in educational management," "Testing and Evaluation: Obstacles and Problems," "Education and lessons learned from COVID-19." CONCLUSION Themes identified from the experiences of educational managers provide new information about the negative and positive effects of the COVID-19 pandemic on the learning and teaching process of medical sciences students. Lessons learned and experiences of educational managers in medical sciences universities amid the COVID-19 pandemic will help health education policymakers so that they can create transformation and innovation in the education of medical science students. Strengthening the e-learning infrastructure will help to create a foundation for a rich way of educating medical students in the post-corona era and when the outbreak of other emerging diseases is inevitable in the future.
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Affiliation(s)
- Masoomeh Imanipour
- Department of ICU Nursing, School of Nursing & Midwifery, Nursing and Midwifery Care Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Seyede Fatemeh Gheiasi
- Department of ICU Nursing, School of Nursing & Midwifery, Tehran University of Medical Sciences, Tehran, Iran
| | - Leila Taheri
- Department of Pediatric Nursing, School of Nursing, Qom University of Medical Sciences, Qom, Iran
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20
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Rahman MW, Hasan MM, Palash MS, Asaduzzaman M. Medical education in Bangladesh from Student and Teacher's Perspective: Impact and challenges of the COVID-19 pandemic. MEDEDPUBLISH 2024; 13:209. [PMID: 38689938 PMCID: PMC11058450 DOI: 10.12688/mep.19761.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/30/2024] [Indexed: 05/02/2024] Open
Abstract
Background In low- and middle-income countries like Bangladesh, where medical education faces a range of challenges-such as lack of infrastructure, well-trained educators, and advanced technologies, abrupt changes in methodologies without adequate preparation are more challenging than in higher-income countries. This was worsened during the COVID-19 pandemic and these challenges have resulted in a change in medical education methodology. This study assesses the medical education procedure, impacts and adaptation strategies and challenges of the COVID-19 pandemic in the medical education system of Bangladesh from learners' as well as educators' perspectives. Methods The study collected data from 22 Medical Colleges/Universities across 18 districts of eight divisions using quantitative and qualitative methods. A total of 408 samples were collected consisting of 316 from students and 92 from medical teachers. Descriptive analysis and probit model were performed for obtaining results. Results The efficacy of online learning was questionable, but results showed that it was more effective for theory classes (92.4%) followed by clinical classes (75.63%) and the efficacy rate was low for practical classes (54.11%). All types of classes (theory, practical and clinical) are currently using mixed methods to some extent in medical education in Bangladesh. Regarding impacts and adaptation strategy, approximately 75.3% of the students surveyed expressed their acceptance of online education. Over 80% of the participants acknowledged the advantages of online learning, highlighting the freedom to learn from home, cost and time savings, and avoiding physical closeness with other students as major benefits. Conclusions To address future challenges like the COVID-19 pandemic in medical education in Bangladesh, a comprehensive policy approach such as strengthening technological infrastructure, promoting blended learning approaches, enhancing faculty training and support, integrating telemedicine into the curriculum, and continuously evaluating and improving policies and interventions can enhance the resilience of its medical education system, and prepare for future challenges.
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Affiliation(s)
- M. Wakilur Rahman
- Professor, Department of Rural Sociology, Bangladesh Agricultural University, Mymensingh, Dhaka Division, 2202, Bangladesh
| | - Md Mahfuzul Hasan
- Department of Agribusiness and Marketing, Bangladesh Agricultural University, Mymensingh, Dhaka Division, 2202, Bangladesh
| | - Md. Salauddin Palash
- Professor, Department of Agribusiness and Marketing, Bangladesh Agricultural University, Mymensingh, Dhaka Division, 2202, Bangladesh
| | - Md Asaduzzaman
- Assistant Professor, Department of Rural Sociology, Bangladesh Agricultural University, Mymensingh, Dhaka Division, Bangladesh
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van der Merwe LJ, van Zyl S, Joubert G. "But This Is the New Reality, and I Will Adapt": Understanding Lecturers' Experiences of COVID-19 Lockdown Online Learning and Teaching. MEDICAL SCIENCE EDUCATOR 2024; 34:89-102. [PMID: 38510388 PMCID: PMC10948629 DOI: 10.1007/s40670-023-01925-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/19/2023] [Indexed: 03/22/2024]
Abstract
Following the 2020 COVID-19 pandemic national lockdown in South Africa, the University of the Free State launched various support initiatives for academic staff and students. Teaching and learning activities and assessments were adapted for emergency remote teaching. Students and academic staff members experienced disruption due to the migration to the online environment. This study aimed to investigate the experiences of academic staff members in an undergraduate medical programme using a mixed-methods approach in the form of a sequential exploratory design in two phases. Quantitative data were obtained through an online questionnaire survey that were triangulated and complemented with qualitative data obtained from responses to open questions in the questionnaire survey and online reflective essays. Quantitative data revealed that although most academic staff members had received training in and used mostly administrative functions in the learning management system (Blackboard) prior to lockdown, its uses almost doubled during the lockdown. Qualitative data analysis gave an in-depth understanding of academic staff members' experiences identified in the themes Teaching and Learning, Assessment, Technology, Communication, and Personal Experience. Concerns were expressed regarding students' access to technology and adaptation to online learning, and training needs and challenges were identified. The lessons learnt through the resilient, transformative responses to this global disruptor can guide future strategies for medical education.
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Affiliation(s)
- Lynette J. van der Merwe
- Division Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, PO Box 339, Bloemfontein, 9300 South Africa
| | - Sanet van Zyl
- Department of Basic Medical Sciences, Faculty of Health Sciences, University of the Free State, PO Box 339, Bloemfontein, 9300 South Africa
| | - Gina Joubert
- Department of Biostatistics, Faculty of Health Sciences, University of the Free State, PO Box 339, Bloemfontein, 9300 South Africa
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Iyer P, Mok V, Sehmbi AS, Kessaris N, Zakri R, Dasgupta P, Chandak P. Online versus in-person surgical near-peer teaching in undergraduate medical education during the COVID-19 pandemic: A mixed-methods study. Health Sci Rep 2024; 7:e1889. [PMID: 38357488 PMCID: PMC10864811 DOI: 10.1002/hsr2.1889] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2023] [Revised: 12/03/2023] [Accepted: 01/15/2024] [Indexed: 02/16/2024] Open
Abstract
Background and Aims The coronavirus disease 2019 (COVID-19) pandemic stimulated a paradigm shift in medical and surgical education from in-person teaching to online teaching. It is unclear whether an in-person or online approach to surgical teaching for medical students is superior. We aim to compare the outcomes of in-person versus online surgical teaching in generating interest in and improving knowledge of surgery in medical students. We also aim the quantify the impact of a peer-run surgical teaching course. Methods A six-session course was developed by medical students and covered various introductory surgical topics. The first iteration was offered online to 70 UK medical students in March 2021, and the second iteration was in-person for 20 students in November 2021. Objective and subjective knowledge was assessed through questionnaires before and after each session, and also for the entire course. Data were analyzed from this mixed-methods study to compare the impact of online versus in-person teaching on surgical knowledge and engagement. Results Students in both iterations showed significant improvement of 33%-282% across the six sessions in knowledge and confidence after completing the course (p < 0.001). There was no significant difference in the level of objective knowledge, enjoyment, or organization of the course between online and in-person groups, although the in-person course was rated as more engaging (mean Likert score 9.1 vs. 9.7, p = 0.033). Discussion Similar objective and subjective surgical teaching outcomes were achieved in both iterations, including in "hands-on" topics such as suturing, gowning, and gloving. Students who completed the online course did not have any lower knowledge or confidence in their surgical skills; however, the in-person course was reported to be more engaging. Surgical teaching online and in-person may be similarly effective and can be delivered according to what is most convenient for the circumstances, such as in COVID-19.
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Affiliation(s)
- Priyanka Iyer
- Faculty of Life Sciences and MedicineKing's College LondonLondonUK
| | - Valerie Mok
- Faculty of Life Sciences and MedicineKing's College LondonLondonUK
- Faculty of MedicineUniversity of British ColumbiaVancouverBritish ColumbiaCanada
| | | | - Nicos Kessaris
- Department of Inflammation Biology, School of Immunology and Microbial Sciences, King's College LondonCentre for Nephrology, Urology and TransplantationLondonUK
- Department and Stem Cell and Regenerative Medicine, Centre for Developmental Biology & CancerUniversity College London and Great Ormond Street Institute of Child HealthLondonUK
| | - Rhana Zakri
- Department of Inflammation Biology, School of Immunology and Microbial Sciences, King's College LondonCentre for Nephrology, Urology and TransplantationLondonUK
| | - Prokar Dasgupta
- MRC Centre for Transplantation, Guy's HospitalKing's College LondonLondonUK
| | - Pankaj Chandak
- Faculty of Life Sciences and MedicineKing's College LondonLondonUK
- The Royal London HospitalBarts Health NHS TrustLondonUK
- Department of Inflammation Biology, School of Immunology and Microbial Sciences, King's College LondonCentre for Nephrology, Urology and TransplantationLondonUK
- Department and Stem Cell and Regenerative Medicine, Centre for Developmental Biology & CancerUniversity College London and Great Ormond Street Institute of Child HealthLondonUK
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23
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Rock LD, Macdonald LK, Compton SM, MacDonald LL, Kanji Z. Motivations for and outcomes of graduate education amongst dental hygienists: A pan-Canadian study. Int J Dent Hyg 2024; 22:258-267. [PMID: 37635457 DOI: 10.1111/idh.12726] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Revised: 04/09/2023] [Accepted: 07/30/2023] [Indexed: 08/29/2023]
Abstract
OBJECTIVES Motivations and career outcomes of dental hygienists with baccalaureate degrees have been recently reported; however, few studies have explored Canadian dental hygienists pursuing graduate education. There is limited evidence to inform career outcomes and motivating factors for advanced education, limiting knowledge of how professional outcomes have evolved alongside advancements in graduate program offerings. This study focused on understanding motivating factors to pursue graduate education and the professional outcomes of dental hygienists with graduate degrees. METHODS This nested online anonymous survey was conducted between November and December 2021 with dental hygienists who graduated from one of four Canadian baccalaureate-level dental hygiene degree programs and had further indicated that they were pursuing or had obtained additional graduate-level education (n = 60). Participants were asked to report on any advanced graduate-level education. Open-ended questions on graduate degree education were analysed through thematic analysis. RESULTS Motivations for pursuing graduate degrees were influenced by personal and professional preferences. Master's degree recipients cited expanded career opportunities, alternate interests, convenience, and dissatisfaction with/desire to leave clinical practice as major motivators. Doctoral degree holding dental hygienists identified expanded/alternate career opportunities as major motivation but also cited program convenience as an influencer. The availability of distance and flexible programming is a novel finding that positively influences the pursuit of advanced education. CONCLUSION Dental hygienists are pursuing graduate education to expand their scope of knowledge and create new career opportunities. Graduate degree programs that accommodate work-life balance through flexible and online offerings are very attractive to dental hygienists.
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Affiliation(s)
- Leigha D Rock
- School of Dental Hygiene, Faculty of Dentistry, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Lindsay K Macdonald
- School of Dental Hygiene, Faculty of Dentistry, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Sharon M Compton
- Dental Hygiene Program, School of Dentistry, Faculty of Medicine and Dentistry University of Alberta, Edmonton, Alberta, Canada
| | - Laura L MacDonald
- School of Dental Hygiene, Dr. Gerald Niznick College of Dentistry, University of Manitoba, Winnipeg, Manitoba, Canada
| | - Zul Kanji
- Department of Oral Biological and Medical Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
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24
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Nishimura A, Miyoshi T, Otsuka F, Matsukawa A. Influence of the coronavirus disease 2019 pandemic on the post-graduate career paths of medical students: a cross-sectional study. BMC MEDICAL EDUCATION 2024; 24:55. [PMID: 38200534 PMCID: PMC10782557 DOI: 10.1186/s12909-023-05021-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2023] [Accepted: 12/29/2023] [Indexed: 01/12/2024]
Abstract
BACKGROUND The World Health Organization first declared the coronavirus disease 2019 (COVID-19) pandemic in March 2020 and announced the end of the emergency in May 2023. Additionally, the COVID-19 pandemic significantly impacted individuals globally, including medical students. Although the COVID-19 pandemic increased online education, it restricted clinical training, extracurricular activities, and interprovincial travel. Therefore, this study aimed to examine whether the COVID-19 pandemic influenced the choice of training hospitals and career paths among 3rd- to 6th-year medical students in Japan. METHODS We developed a questionnaire comprising 21 multiple-choice and 1 open-ended questions, which was administered anonymously via online platforms. The survey targeted Japanese medical students to obtain insights into their preferences for training hospitals and career paths during the COVID-19 pandemic. Participants included 4th- to 6th-year medical students from 51 medical schools in Japan. The survey was conducted through student networks from 8 February 2022 to 20 March 2022. RESULTS Overall, 507 medical students participated in the survey, with representation from various academic years as follows: 102 (20.1%), 134 (26.4%), 121 (23.9%), and 150 (29.6%) students from the 3rd, 4th, 5th, and 6th year, respectively. Of these, 338 (66.6%) students reported that the COVID-19 pandemic had influenced their choice of training hospitals. The degree of the influence varied based on the university region and the student year. However, most of the students (473, 93.3%) did not change their course for clinical, basic research, or administrative pathways due to the COVID-19 pandemic. Among the clinically oriented students, 391 (77.2%) did not change their preferred speciality. CONCLUSIONS The COVID-19 pandemic influenced medical students' choice of training hospitals. Although many students believed that the pandemic would not change their career choices, our results indicate a potential subconscious trend to avoid internal medicine, which is the speciality most directly involved in treating patients with COVID-19.
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Affiliation(s)
- Ayumu Nishimura
- Okayama University Medical School Faculty of Medicine, Okayama, Japan
| | - Tomoko Miyoshi
- Department of General Medicine, Graduate School of Medicine, Dentistry and Pharmaceutical Sciences, Okayama University, Okayama, Japan.
| | - Fumio Otsuka
- Department of General Medicine, Graduate School of Medicine, Dentistry and Pharmaceutical Sciences, Okayama University, Okayama, Japan
| | - Akihiro Matsukawa
- Department of Pathology and Experimental Medicine, Graduate School of Medicine, Dentistry and Pharmaceutical Sciences, Okayama University, Okayama, Japan
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Liang JZ, Ng DKW, Raveendran V, Teo MYK, Quah ELY, Chua KZY, Lua JK, Owyong JLJ, Vijayan AV, Abdul Hamid NAB, Yeoh TT, Ong EK, Phua GLG, Mason S, Fong W, Lim C, Woong N, Ong SYK, Krishna LKR. The impact of online education during the Covid-19 pandemic on the professional identity formation of medical students: A systematic scoping review. PLoS One 2024; 19:e0296367. [PMID: 38181035 PMCID: PMC10769105 DOI: 10.1371/journal.pone.0296367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 12/09/2023] [Indexed: 01/07/2024] Open
Abstract
Evolving individual, contextual, organizational, interactional and sociocultural factors have complicated efforts to shape the professional identity formation (PIF) of medical students or how they feel, act and think as professionals. However, an almost exclusive reliance on online learning during the COVID-19 pandemic offers a unique opportunity to study the elemental structures that shape PIF and the environmental factors nurturing it. We propose two independent Systematic Evidence-Based Approach guided systematic scoping reviews (SSR in SEBA)s to map accounts of online learning environment and netiquette that structure online programs. The data accrued was analysed using the clinically evidenced Krishna-Pisupati Model of Professional Identity Formation (KPM) to study the evolving concepts of professional identity. The results of each SSR in SEBA were evaluated separately with the themes and categories identified in the Split Approach combined to create richer and deeper 'themes/categories' using the Jigsaw Perspective. The 'themes/categories' from each review were combined using the Funnelling Process to create domains that guide the discussion. The 'themes/categories' identified from the 141 included full-text articles in the SSR in SEBA of online programs were the content and effects of online programs. The themes/categories identified from the 26 included articles in the SSR in SEBA of netiquette were guidelines, contributing factors, and implications. The Funnelling Process identified online programs (encapsulating the content, approach, structures and the support mechanisms); their effects; and PIF development that framed the domains guiding the discussion. This SSR in SEBA identifies the fundamental elements behind developing PIF including a structured program within a nurturing environment confined with netiquette-guided boundaries akin to a Community of Practice and the elemental aspect of a socialisation process within online programs. These findings ought to be applicable beyond online training and guide the design, support and assessment of efforts to nurture PIF.
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Affiliation(s)
- Jonathan Zhen Liang
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Donovan Kai Wei Ng
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Vijayprasanth Raveendran
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Mac Yu Kai Teo
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Elaine Li Ying Quah
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Keith Zi Yuan Chua
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Jun Kiat Lua
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | | | - Andrew Vimal Vijayan
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
| | | | - Ting Ting Yeoh
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Department of Pharmacy, National Cancer Centre Singapore, Singapore, Singapore
| | - Eng Koon Ong
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Assisi Hospice, Singapore, Singapore
| | - Gillian Li Gek Phua
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Lien Centre for Palliative Care, Duke-NUS Medical School, Singapore, Singapore
| | - Stephen Mason
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, United Kingdom
| | - Warren Fong
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, Singapore
| | - Crystal Lim
- Medical Social Services, Singapore General Hospital, Singapore, Singapore
| | - Natalie Woong
- Department of Internal Medicine, Singapore General Hospital, Singapore, Singapore
| | - Simon Yew Kuang Ong
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Division of Medical Oncology, National Cancer Centre Singapore, Singapore, Singapore
| | - Lalit Kumar Radha Krishna
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, United Kingdom
- PalC, The Palliative Care Centre for Excellence in Research and Education, Singapore, Singapore
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Ghahramani S, Moghadami M, Omidifar N, Tabatabaei SMM, Sayari M, Bagheri Lankarani K. Factors contributing to the burnout of the faculties of a medical university in Iran: A cross-sectional study. Brain Behav 2024; 14:e3384. [PMID: 38376037 PMCID: PMC10794124 DOI: 10.1002/brb3.3384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Revised: 12/19/2023] [Accepted: 12/21/2023] [Indexed: 02/21/2024] Open
Abstract
BACKGROUND AND AIMS Faculty members confront a variety of obstacles over time, the most recent of which is the coronavirus disease 2019 pandemic, which may increase their vulnerability to burnout (BO). This study aims to examine BO in medical school faculties, as well as the factors that lead to BO and well-being in them. METHODS This cross-sectional study was conducted in 2021 using online questionnaires completed by 222 faculty members of a medical university in Iran. The Maslach Burnout Inventory-Human Services Survey (MBI-HSS) and the Well-being index (WBI) were used. Additionally, we gathered individual-level profiles (demographic, well-being) and occupational information (job profile, attitude toward work). RESULTS A total of 60 (27%) faculties reported having high BO, and 112 (50.5%) reported having low well-being. Being female (odds ratio, OR = 2.69), having time to spend with the family (OR = .26), the intent of turnover (OR = 8.65), job recommendation to the offspring (OR = .26), and experiencing violence last year (OR = 2.97) were some of the individual-level factors and job-related attitudes associated with a higher BO. In the neural network for BO, the most important variables were the intention of turnover, followed by adequate family time. CONCLUSION One third of the responding faculty reported severe BO, and BO was found to be significantly associated with lower well-being. The increased levels of BO and a decreased experience of well-being were both associated with a higher intention of turnover. According to the study, it is important to pay attention to both clinical and nonclinical field faculty members, female faculty members, those who have a high workload, and members who have experienced violence in the workplace. By acknowledging the unique challenges and experiences faced by these individuals, tailored measures can be developed to address their specific concerns and foster a supportive and inclusive environment.
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Affiliation(s)
- Sulmaz Ghahramani
- Health Policy Research Center, Institute of HealthShiraz University of Medical SciencesShirazIran
| | - Mohsen Moghadami
- Department of Internal Medicine, School of MedicineShiraz University of Medical SciencesShirazIran
| | - Navid Omidifar
- Department of Internal Medicine, School of MedicineShiraz University of Medical SciencesShirazIran
| | | | - Mohammad Sayari
- Department of Mathematical Sciences and Research Methods CentreDurham UniversityDurhamUK
| | - Kamran Bagheri Lankarani
- Health Policy Research Center, Institute of HealthShiraz University of Medical SciencesShirazIran
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27
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Dyrbye LN, Brushaber D, West CP. Association of COVID-19 Intensity With Burnout and Perceptions of Residency Preparedness Among Medical Students. JAMA Netw Open 2023; 6:e2347957. [PMID: 38091043 PMCID: PMC10719746 DOI: 10.1001/jamanetworkopen.2023.47957] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/28/2023] [Accepted: 11/02/2023] [Indexed: 12/17/2023] Open
Abstract
This cross-sectional study of US medical students assesses the association of COVID-19 intensity in the clinical learning environment with student burnout and perceptions regarding residency preparedness.
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Affiliation(s)
- Liselotte N. Dyrbye
- Division of General Internal Medicine, Department of Medicine, University of Colorado Anschutz Medical Campus, Aurora
| | - Danielle Brushaber
- Division of Biomedical Statistics and Informatics, Department of Quantitative Health Sciences, Mayo Clinic, Rochester, Minnesota
| | - Colin P. West
- Division of Biomedical Statistics and Informatics, Department of Quantitative Health Sciences, Mayo Clinic, Rochester, Minnesota
- Division of General Internal Medicine, Department of Internal Medicine, Mayo Clinic Rochester, Minnesota
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28
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Ho CM, Yeh CC, Wang JY, Hu RH, Lee PH. Linking the choice of the class format and preclass learning experiences sheds light on a step further in blended medical education. MEDICAL EDUCATION ONLINE 2023; 28:2186207. [PMID: 36866636 PMCID: PMC9987758 DOI: 10.1080/10872981.2023.2186207] [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: 09/12/2022] [Revised: 02/26/2023] [Accepted: 02/26/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The core principle of HyFlex ('hybrid' and 'flexible') learning is to maintain learning equity under most circumstances. Within a blended framework in precision medical education, how different preferences of synchronous learning environment influence learning process and outcome is limited. We investigated students' preclass online video learning experiences and their choices toward synchronous class formats. METHODS This was a mixed-methods study. During the 2021 academic year, all 5th-year medical students who had viewed online video clips presenting core concepts were asked to complete a survey on their preference for future synchronous class format (face-to-face, online, or HyFlex) and asked to provide reflective comments on their self-learning. Anonymous survey data, online records, and summative assessment scores (short-term learning outcomes) were collected. Kruskal - Wallis or Chi-square tests were used to compare differences between groups, and multiple linear regression was managed to select the factors associated with various choices. The students' comments were coded in a descriptive thematic analysis. RESULTS Among 152 medical students, 150 responded to the questionnaires, and 109 provided comments. Medical students spent a median of 32 min online, significantly shorter in the face-to-face group than in the online and HyFlex groups. The online group had a lower preclass video completion rate for certain concepts. The choice was not associated with short-term learning outcomes. Student feedback revealed a higher frequency of multiple themes for each student in the face-to-face and HyFlex groups, and these themes fell into the categories of learning efficiency, focus concentration, and course attractiveness. CONCLUSIONS Linking the choice of the class format and learning experiences of preclass online videos sheds light on a step further within a blended framework of precision medical education. Supplement of online interactive elements may help secure learning engagement among students choosing 'online only' class format of HyFlex learning.
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Affiliation(s)
- Cheng-Maw Ho
- Department of Surgery, National Taiwan University Hospital, Taipei, Taiwan
- School of Medicine, College of Medicine, National Taiwan University, Taipei, Taiwan
| | - Chi-Chuan Yeh
- Department of Surgery, National Taiwan University Hospital, Taipei, Taiwan
- School of Medicine, College of Medicine, National Taiwan University, Taipei, Taiwan
| | - Jann-Yuan Wang
- School of Medicine, College of Medicine, National Taiwan University, Taipei, Taiwan
- Department of Internal Medicine, National Taiwan University Hospital, Taipei, Taiwan
- Center of Faculty Development and Curriculum Integration, College of Medicine, National Taiwan University Hospital, Taipei, Taiwan
| | - Rey-Heng Hu
- Department of Surgery, National Taiwan University Hospital, Taipei, Taiwan
- School of Medicine, College of Medicine, National Taiwan University, Taipei, Taiwan
| | - Po-Huang Lee
- Department of Surgery, National Taiwan University Hospital, Taipei, Taiwan
- School of Medicine, College of Medicine, National Taiwan University, Taipei, Taiwan
- Department of Surgery, E-Da Hospital, I-Shou University, Kaohsiung, Taiwan
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Albahri AH, Alnaqbi SA, Alnaqbi SA, Shorbagi S. Telemedicine perception and interest among medical students at the University of Sharjah, United Arab Emirates, 2023. BMC MEDICAL EDUCATION 2023; 23:892. [PMID: 37993860 PMCID: PMC10666329 DOI: 10.1186/s12909-023-04859-0] [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: 08/07/2023] [Accepted: 11/09/2023] [Indexed: 11/24/2023]
Abstract
BACKGROUND Telemedicine is becoming an integral part of healthcare. Training medical students in telemedicine is encouraged by many medical organizations. However, in the United Arab Emirates in particular, most medical schools have not incorporated it into their curriculum. Therefore, this study aims to assess medical students' perceptions and interest in telemedicine teaching at the University of Sharjah, UAE. METHODS A questionnaire-based survey was built based on the current literature and was distributed to all medical students at the University of Sharjah between February and March 2023. The questionnaire assessed the participants for their demographic data, access to and use of digital devices, exposure to and beliefs related to telemedicine, and their medical school experience with distance learning and telemedicine. The data were analyzed via simple statistics, and the Chi-square test was used to assess the associated factors affecting the participants' interest in receiving telemedicine teaching. RESULTS The questionnaire had a 70.4% (547/777) response rate. The mean age (SD) of the participants was 20.7 years (1.57), and the majority were female (68.4%). Over 98% of the students reported having easy access to and being comfortable with using computers and the internet. Most students (90.5%) believed that the medical school curriculum should include teaching in telemedicine; however, 78.2% of these students stated that it should be included as an elective course. The participants' interest in receiving teaching in telemedicine had a statistically significant association with the following factors: being female, being familiar with telemedicine, having read literature on telemedicine, having beliefs that telemedicine is an opportunity to improve current medical practice, that its use should be encouraged, that it has an important role to play in healthcare, that it does not pose greater threat to current medical practice, having a preference to continue distance learning at medical school and having an interest in incorporating telemedicine in their future careers. CONCLUSIONS It is an ideal time to incorporate telemedicine into the medical curriculum at the University of Sharjah with most students expressing interest in it. However, further research is needed to assess its applicability to other medical schools in the country and elsewhere.
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Affiliation(s)
- Abdulaziz H Albahri
- Primary Healthcare Services Sector, Dubai Academic Health Corporation, Dubai, United Arab Emirates.
| | - Shatha A Alnaqbi
- Primary Healthcare Services Sector, Dubai Academic Health Corporation, Dubai, United Arab Emirates
| | - Shahad A Alnaqbi
- Primary Healthcare Services Sector, Dubai Academic Health Corporation, Dubai, United Arab Emirates
| | - Sarra Shorbagi
- Department of Family Medicine and Community Medicine and Behavioral Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
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Mohd Suria TYI, Omar AF, Wan Mokhtar I, Rahman ANAA, Kamaruddin AA, Ahmad MS. Special care dentistry education during the COVID-19 pandemic: The impact of online peer-assisted learning. SPECIAL CARE IN DENTISTRY 2023; 43:848-855. [PMID: 37013967 DOI: 10.1111/scd.12857] [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: 05/03/2022] [Revised: 12/31/2022] [Accepted: 03/21/2023] [Indexed: 04/05/2023]
Abstract
OBJECTIVES This study aims to analyze the impact and students' perceptions of online peer-assisted learning (OPL), developed as an alternative and innovative approach to Special Care Dentistry (SCD) training during the COVID-19 pandemic. Online peer-assisted learning (OPL) is an alternative pedagogical approach that combines online education and peer-assisted teaching. METHODS The OPL session was conducted by two postgraduate students in SCD (as teachers), to final year undergraduate dental students (as learners) (n = 90), supervised by two specialists in SCD-related areas (as supervisors). Vetted online pre- and post-intervention quizzes were conducted before and after the session, respectively, followed by an online validated feedback survey of the students' learning experiences. Meanwhile, a reflective session was conducted between the postgraduate students and supervisors to explore their perceptions of OPL. Quantitative data was analyzed via paired t-test (significance level, P < .05). Qualitative data was analyzed via thematic analysis. RESULTS Overall, 68 (response rate = 75.6%) and 81 (response rate = 90.0%) undergraduate students completed the quiz and feedback survey, respectively. There was a significant difference in total mean scores, and mean scores of 7 (out of 10) individual items on the quizzes. Most students offered positive reviews of multiple aspects of OPL. They acknowledged the benefit of OPL for its content and preparation process, technology utilized, and experts' roles. Postgraduate students perceived that OPL encourages knowledge-recall and utilization of technology-based educational tools, while improving their teaching skills. CONCLUSION Students provided positive responses toward the implementation of OPL as an innovative approach to the teaching and learning of SCD during the COVID-19 pandemic.
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Affiliation(s)
- Tun Yasmin Iffah Mohd Suria
- Faculty of Dentistry, Selangor Branch, Sungai Buloh Campus, Universiti Teknologi MARA, Sungai Buloh, Malaysia
- Faculty of Dentistry, Pandan Indah Campus, Universiti Sains Islam Malaysia, Kuala Lumpur, Malaysia
| | - Aminda Faizura Omar
- Faculty of Dentistry, Selangor Branch, Sungai Buloh Campus, Universiti Teknologi MARA, Sungai Buloh, Malaysia
| | - Ilham Wan Mokhtar
- Faculty of Dentistry, Selangor Branch, Sungai Buloh Campus, Universiti Teknologi MARA, Sungai Buloh, Malaysia
| | | | - Azwin Assilah Kamaruddin
- Faculty of Dentistry, Selangor Branch, Sungai Buloh Campus, Universiti Teknologi MARA, Sungai Buloh, Malaysia
| | - Mas Suryalis Ahmad
- Faculty of Dentistry, Selangor Branch, Sungai Buloh Campus, Universiti Teknologi MARA, Sungai Buloh, Malaysia
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Jahani MA, Ghanavatizadeh A, Delavari S, Abbasi M, Nikbakht HA, Farhadi Z, Darzi A, Mahmoudi G. Strengthening E-learning strategies for active learning in crisis situations: a mixed-method study in the COVID-19 pandemic. BMC MEDICAL EDUCATION 2023; 23:754. [PMID: 37821892 PMCID: PMC10568816 DOI: 10.1186/s12909-023-04725-z] [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: 08/01/2023] [Accepted: 09/25/2023] [Indexed: 10/13/2023]
Abstract
BACKGROUND Medical universities are responsible for educating and training healthcare workers. One of the fields significantly impacted by the pandemic is medical education. The aim of this study is to identify strategies for enhancing e-learning for active learning and finding solutions for improving its quality. METHODS This mixed-method (quantitative-qualitative) research was conducted in 2023 at three selected universities in Mazandaran Province. In the quantitative phase, 507 students participated via stratified random sampling using a standard questionnaire. In the qualitative phase, data were collected through semi-structured interviews with 16 experts until data saturation was achieved. SPSS 21 and MAXQDA 10 software were used for data analysis. RESULTS In the multivariate regression analysis, an increase of one point in the dimensions of student-teacher interaction, active time, immediate feedback, and active learning corresponded to an average increase in learning scores of 0.11, 0.17, 0.16, and 1.42 respectively (p≤0.001). After the final analysis in the qualitative phase, four main domains (infrastructure, resources, quantity of education, and quality of education) and 16 sub-domains with 84 items were identified. CONCLUSIONS The greatest challenge in e-learning is the interaction and cooperation between students and teachers. The implementation of the identified strategies in this research could provide useful evidence for policymakers and educational administrators to implement interventions aimed at addressing deficiencies and enhancing e-learning.
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Affiliation(s)
- Mohammad-Ali Jahani
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
| | - Aram Ghanavatizadeh
- Hospital Administration Research Center, Sari Branch, Islamic Azad University, Sari, Iran
| | - Sahar Delavari
- Institute for the Developing Mind, Children's Hospital Los Angeles, Keck School of Medicine, University of Southern California, Los Angeles, CA, USA
| | - Mahdi Abbasi
- Department of Health Economics and Management, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
| | - Hossein-Ali Nikbakht
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
| | - Zeynab Farhadi
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
| | | | - Ghahraman Mahmoudi
- Hospital Administration Research Center, Sari Branch, Islamic Azad University, Sari, Iran.
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Graham P, Padley J, Williams S, Gonzalez-Chica D, Isaac V, Walters L. Australian rural medical students' perceived readiness for work as a junior doctor: A cross-sectional national survey. Aust J Rural Health 2023; 31:999-1007. [PMID: 37650537 DOI: 10.1111/ajr.13035] [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: 03/20/2023] [Revised: 08/07/2023] [Accepted: 08/20/2023] [Indexed: 09/01/2023] Open
Abstract
OBJECTIVE To report self-perceived readiness for work as a junior doctor in a national cohort of rural clinical school students. DESIGN Cross-sectional study using a self-report questionnaire. Independent variables included 14 individual readiness items related to clinical and professional tasks, sociodemographic data and reported experience of rural clinical school (RCS) training. Participants were 668 medical students (55.3% females) completing a full academic year in rural Australia. Multivariable analysis explored factors associated with overall readiness for work as a junior doctor. FINDINGS 86% agreed that RCS experience prepared them to undertake the roles and responsibilities of a junior doctor. Self-ratings for specific clinical and professional tasks varied from a mean score of 5.9-8.0 out of 10, and 13 of the 14 items were associated with the outcome (p-value <0.001, except for performing spirometry). Lowest readiness scores were seen for some aspects including raising concerns about a colleague (mean score 6.1) or responding to workplace bullying (mean score 6.0). Aspects of the RCS experience that were strongly associated with overall readiness included: feeling a valued team-member (OR 9.28, 95%CI 2.43-35.39), feeling well-supported academically (OR 6.64, 95%CI 3.39-13.00), having opportunity for unsupervised but supported clinical practice (OR 4.67, 95%CI 1.45-15.00), having a rural mentor (OR 3.38, 95%CI 1.89-6.06) and having a previous health professional qualification (OR 2.7, 95%CI 1.32-5.54). DISCUSSION Most RCS students felt ready for work as a junior doctor. Important aspects of RCS experience are likely to include students feeling integrated within the clinical team and having opportunities for authentic clinical roles. There remains a significant challenge for medical school curricula to address professional areas where graduates felt less prepared.
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Affiliation(s)
- Patrick Graham
- Adelaide Rural Clinical School, University of Adelaide, Adelaide, South Australia, Australia
| | - James Padley
- Adelaide Rural Clinical School, University of Adelaide, Adelaide, South Australia, Australia
| | - Susan Williams
- Adelaide Rural Clinical School, University of Adelaide, Adelaide, South Australia, Australia
| | - David Gonzalez-Chica
- Adelaide Rural Clinical School, University of Adelaide, Adelaide, South Australia, Australia
| | - Vivian Isaac
- Discipline of Rural and Remote Health, Flinders University, Adelaide, South Australia, Australia
| | - Lucie Walters
- Adelaide Rural Clinical School, University of Adelaide, Adelaide, South Australia, Australia
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Guinez-Molinos S, Buendía-García F, Sierra-Rodríguez JL, Gayoso-Cabada J, González-Díaz J. Computer-Supported Collaborative Design of Standardized Clinical Cases: Algorithm Development and Validation. JMIR Med Inform 2023; 11:e45315. [PMID: 37787663 PMCID: PMC10547937 DOI: 10.2196/45315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Revised: 07/31/2023] [Accepted: 08/02/2023] [Indexed: 08/03/2023] Open
Abstract
Background The creation of computer-supported collaborative clinical cases is an area of educational research that has been widely studied. However, the reuse of cases and their sharing with other platforms is a problem, as it encapsulates knowledge in isolated platforms without interoperability. This paper proposed a workflow ecosystem for the collaborative design and distribution of clinical cases through web-based computing platforms that (1) allow medical students to create clinical cases collaboratively in a dedicated environment; (2) make it possible to export these clinical cases in terms of the Health Level 7 (HL7) Fast Healthcare Interoperability Resources (FHIR) interoperability standard; (3) provide support to transform imported cases into learning object repositories; and (4) use e-learning standards (eg, Instructional Management Systems Content Packaging [IMS-CP] or Sharable Content Object Reference Model [SCORM]) to incorporate this content into widely-used learning management systems (LMSs), letting medical students democratize a valuable knowledge that would otherwise be confined within proprietary platforms. Objective This study aimed to demonstrate the feasibility of developing a workflow ecosystem based on IT platforms to enable the collaborative creation, export, and deployment of clinical cases. Methods The ecosystem infrastructure for computer-supported collaborative design of standardized clinical cases consists of three platforms: (1) Mosaico, a platform used in the design of clinical cases; (2) Clavy, a tool for the flexible management of learning object repositories, which is used to orchestrate the transformation and processing of these clinical cases; and (3) Moodle, an LMS that is geared toward publishing the processed clinical cases and delivering their course deployment stages in IMS-CP or SCORM format. The generation of cases in Mosaico is exported in the HL7 FHIR interoperability standard to Clavy, which is then responsible for creating and deploying a learning object in Moodle. Results The main result was an interoperable ecosystem that demonstrates the feasibility of automating the stages of collaborative clinical case creation, export through HL7 FHIR standards, and deployment in an LMS. This ecosystem enables the generation of IMS-CPs associated with the original Mosaico clinical cases that can be deployed in conventional third-party LMSs, thus allowing the democratization and sharing of clinical cases to different platforms in standard and interoperable formats. Conclusions In this paper, we proposed, implemented, and demonstrated the feasibility of developing a standards-based workflow that interoperates multiple platforms with heterogeneous technologies to create, transform, and deploy clinical cases on the web. This achieves the objective of transforming the created cases into a platform for web-based deployment in an LMS.
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Affiliation(s)
| | - Félix Buendía-García
- Escuela Técnica Superior de Ingeniería Informática, Universitat Politècnica de Valencia, Valencia, Spain
| | | | - Joaquín Gayoso-Cabada
- Escuela Técnica Superior de Ingeniería de Sistemas Informáticos, Universidad Politécnica de Madrid, Madrid, Spain
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Kushnir T, Sandhaus Y, Castel H, Golik A, Salai M, Tzabari A, Yahav Y, Grossman Z, Mazuz H, Ashkenazi S. Physician-Patient Communication Course: When the Inauguration of a New Israeli Medical School Coincided with COVID-19 Pandemic. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1013-1024. [PMID: 37745031 PMCID: PMC10517698 DOI: 10.2147/amep.s410953] [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: 04/12/2023] [Accepted: 08/13/2023] [Indexed: 09/26/2023]
Abstract
Purpose The curriculum of the Adelson School of Medicine at Ariel University, the newly established sixth medical school in Israel, includes a simulation center-based extended course on physician-patient communication, aiming to help students master the core competency of interpersonal and communication skills. For more than a year following the emergence of the COVID-19 pandemic, the school suspended most face-to-face (F2F) encounters, transforming most teaching activities to remote platforms. The paper outlines the ways we adapted teaching of this course to these circumstances, the reactions of students and mentors to the changes and results of 1st year students' survey. Methods During the lockdown in the first year 48 of 70 first-year students participated in a voluntary anonymous online evaluation of the course assessing motivation to become a physician; perceptions, feelings and attitudes towards the communication course, and advantages and disadvantages of online and F2F medical interviews. Results 46.1% of the responding students reported that the pandemic strengthened their desire to become physicians. 56.3% claimed that they were able to a relatively large extent to empathize with COVID-19 patients who were exposed to the virus; 79.1% viewed their mentors as positive role models of communication skills. The students were able to receive and offer social support to their peers. They evaluated very highly the short instructional videos produced by the faculty. Conclusion During the lockdown, the respondents generally indicated positive attitudes towards the communication course, the mentors and the inclusion of physician-patient communication as a topic in medical education. The students and mentors reported many disadvantages and few advantages of remote learning. Yet inevitably remote learning including online-based simulations is a step towards preparations for future practice within virtual medical care and telemedicine. The limitations of this study include the cross-sectional design, small sample size and self-reporting.
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Affiliation(s)
- Talma Kushnir
- Adelson School of Medicine, Ariel University, Ariel, Israel
- Department of Psychology, Ariel University, Ariel, Israel
| | - Yoram Sandhaus
- Adelson School of Medicine, Ariel University, Ariel, Israel
| | - Hana Castel
- Adelson School of Medicine, Ariel University, Ariel, Israel
| | - Ahuva Golik
- Adelson School of Medicine, Ariel University, Ariel, Israel
| | - Moshe Salai
- Adelson School of Medicine, Ariel University, Ariel, Israel
| | | | - Yakov Yahav
- Adelson School of Medicine, Ariel University, Ariel, Israel
| | - Zachi Grossman
- Adelson School of Medicine, Ariel University, Ariel, Israel
| | - Hana Mazuz
- Simulation Center, Ariel University, Ariel, Israel
| | - Shai Ashkenazi
- Adelson School of Medicine, Ariel University, Ariel, Israel
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Ma GW, Summers deLuca L, Bernatchez J, Ojeda CC, Chauhan A, Botros D, Selim O, Kayssi A. Evaluation of the Efficacy of an Online Learning Module to Increase Wound Care Theoretical Knowledge Amongst Medical Students. JOURNAL OF SURGICAL EDUCATION 2023; 80:1098-1103. [PMID: 37286469 DOI: 10.1016/j.jsurg.2023.05.007] [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: 02/28/2023] [Revised: 04/11/2023] [Accepted: 05/08/2023] [Indexed: 06/09/2023]
Abstract
OBJECTIVE We developed and evaluated an online learning module for teaching wound care basics to junior medical learners, which was assessed for its ability to increase theoretical knowledge of wound care, and medical learners' perceptions on the use of an online module to teach wound care practices. DESIGN Between February 2022 to November 2022, participants were enrolled into our unblinded, matched-pair single-arm study. Participants completed a pre- and postquiz prior to and after completing the online module, respectively. Scores on the pre- and postquiz were matched by participant and evaluated for improvement. The online module was composed of free text, animated videos with voiceovers, pictorial examples, and tables, as well as unscored knowledge checks, covering the categories of i) normal wound healing physiology, ii) describing wounds/assessment of wounds, iii) choosing dressings for wounds, and iv) addressing and understanding wound aetiologies, including diabetic, arterial, and venous ulcers. SETTING Participants were enrolled at the University of Toronto in Toronto, Canada. PARTICIPANTS Participants were recruited from the undergraduate medicine and physician assistant programs at the University of Toronto. Students were provided with information on how to participate in the study through email and in-person recruitment. Thirty-three participants entered the study, and 23 participants completed the study. RESULTS Across all participants, the prequiz to postquiz score increase averaged 13.29%, representing a statistically significant increase (p = 0.0000013). Ten of the 20 questions and all question categories had a statistically significant increase in the postquiz scores. All respondents found the module very useful (67%) or extremely useful (33%) for learning wound care, and 67% were very satisfied overall with the quality of the module, with the remainder (33%) of respondents somewhat satisfied. CONCLUSIONS Online learning modules are effective at increasing wound care knowledge in junior medical learners, with high satisfaction amongst learners.
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Affiliation(s)
- Gar-Way Ma
- Division of Vascular Surgery, Sunnybrook Health Sciences Centre, University of Toronto, Toronto, Ontario, Canada
| | - Leslie Summers deLuca
- Division of Vascular Surgery, Sunnybrook Health Sciences Centre, University of Toronto, Toronto, Ontario, Canada
| | - Julien Bernatchez
- Division of Vascular Surgery, Sunnybrook Health Sciences Centre, University of Toronto, Toronto, Ontario, Canada
| | - Cesar Cuen Ojeda
- Division of Vascular Surgery, Sunnybrook Health Sciences Centre, University of Toronto, Toronto, Ontario, Canada
| | - Anjali Chauhan
- Division of Vascular Surgery, Sunnybrook Health Sciences Centre, University of Toronto, Toronto, Ontario, Canada
| | - Daniel Botros
- Division of Vascular Surgery, Sunnybrook Health Sciences Centre, University of Toronto, Toronto, Ontario, Canada
| | - Omar Selim
- Division of Vascular Surgery, Sunnybrook Health Sciences Centre, University of Toronto, Toronto, Ontario, Canada
| | - Ahmed Kayssi
- Division of Vascular Surgery, Sunnybrook Health Sciences Centre, University of Toronto, Toronto, Ontario, Canada.
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Patera E. Commentary: Is There a Lack of Insight on the Anatomy Teaching Adaptations Made by "Cadaver-Free" Medical Schools in Response to the COVID-19 Pandemic? MEDICAL SCIENCE EDUCATOR 2023; 33:1013-1016. [PMID: 37546201 PMCID: PMC10403470 DOI: 10.1007/s40670-023-01822-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/16/2023] [Indexed: 08/08/2023]
Abstract
The COVID-19 pandemic negatively impacted anatomy education as it ceased face-to-face anatomy teaching sessions and laboratory practicals. In the past 2 years, a growing body of literature has been dedicated to the adaptations made in the teaching of anatomy predominantly by medical schools who employ cadaveric dissection and prosection-based practicals to teach anatomy. Despite this, there is dearth of evidence in terms of the challenges that medical schools who do not use cadaveric dissection or prosected specimens to teach anatomy faced as well as the adaptations they made in response to the pandemic.
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Affiliation(s)
- Eleni Patera
- Section of Anatomy, St George’s University of London, London, UK
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Pandit K, Chu DL, Russell R, Wright M, Titone L, Diaz T, Truong J, Murano T, Egan DJ. The utility of an online discussion board for reflective writing in an emergency medicine rotation. AEM EDUCATION AND TRAINING 2023; 7:e10899. [PMID: 37529174 PMCID: PMC10387829 DOI: 10.1002/aet2.10899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Revised: 07/05/2023] [Accepted: 07/08/2023] [Indexed: 08/03/2023]
Abstract
Background Narrative analysis and reflection have been found to support professional identity formation (PIF) and resilience among medical students. In the emergency department, students have used reflective practice to process challenging clinical experiences, such as ethical dilemmas or moral distress. An online discussion board, however, has not been described as a curricular component of emergency medicine (EM) rotations. The objective of this educational innovation was to support medical students in an EM clinical rotation via an online discussion board for reflecting on and debriefing clinical experiences with faculty and peers. Methods Fifty-two medical students enrolled in the pass/fail EM elective between May 13, 2019, and October 30, 2020. Each cohort of six students took part in a cohort-specific discussion using the Canvas learning management system. Students were encouraged to post about any observations, reflections, or emotions after their shifts. Faculty course directors responded to each post using concepts of debriefing, coaching, and trauma-informed teaching. Results Over 18 months, 49 of 52 (94%) students participated in the discussion board. Of 346 total posts, half were by students, and the other half were faculty responses. Students posted 3.27 times each, on average. Students rarely raised questions about scientific knowledge content, fact-based aspects of patient care, or specific skills. Rather, they often posted about intensely affective reactions to experiences that left them with complex emotions. Upon review of posts by the course directors, the majority (54%) of students' posts contained a range of affective responses. Students appreciated faculty responses and supported each other in their written responses to peers. Conclusions An online discussion board can be used successfully for asynchronous reflective practice to debrief clinical experiences during an EM rotation, if designed incorporating faculty and peer support using trauma-informed teaching principles to bolster well-being and PIF.
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Affiliation(s)
- Kiran Pandit
- Department of Emergency MedicineAlbert Einstein College of MedicineBronxNew YorkUSA
| | - David L. Chu
- New York‐Presbyterian Hospital CenterNew YorkNew YorkUSA
| | - Roxanne Russell
- Mailman School of Public HealthColumbia UniversityNew YorkNew YorkUSA
| | - Melissa Wright
- Center for Engaged PedagogyBarnard CollegeNew YorkNew YorkUSA
| | - Lauren Titone
- Department of Emergency MedicineColumbia University Vagelos College of Physicians & SurgeonsNew YorkNew YorkUSA
| | - Tomas Diaz
- Department of Emergency MedicineColumbia University Vagelos College of Physicians & SurgeonsNew YorkNew YorkUSA
| | - Jimmy Truong
- Department of Emergency MedicineColumbia University Vagelos College of Physicians & SurgeonsNew YorkNew YorkUSA
| | - Tiffany Murano
- Department of Emergency MedicineColumbia University Vagelos College of Physicians & SurgeonsNew YorkNew YorkUSA
| | - Daniel J. Egan
- Department of Emergency MedicineMassachusetts General Hospital and Brigham and Women's HospitalBostonMassachusettsUSA
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Peters P, Lemos M, Bönsch A, Ooms M, Ulbrich M, Rashad A, Krause F, Lipprandt M, Kuhlen TW, Röhrig R, Hölzle F, Puladi B. Effect of head-mounted displays on students' acquisition of surgical suturing techniques compared to an e-learning and tutor-led course: a randomized controlled trial. Int J Surg 2023; 109:2228-2240. [PMID: 37161620 PMCID: PMC10442110 DOI: 10.1097/js9.0000000000000464] [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: 07/28/2022] [Accepted: 05/01/2023] [Indexed: 05/11/2023]
Abstract
BACKGROUND Although surgical suturing is one of the most important basic skills, many medical school graduates do not acquire sufficient knowledge of it due to its lack of integration into the curriculum or a shortage of tutors. E-learning approaches attempt to address this issue but still rely on the involvement of tutors. Furthermore, the learning experience and visual-spatial ability appear to play a critical role in surgical skill acquisition. Virtual reality head-mounted displays (HMDs) could address this, but the benefits of immersive and stereoscopic learning of surgical suturing techniques are still unclear. MATERIAL AND METHODS In this multi-arm randomized controlled trial, 150 novices participated. Three teaching modalities were compared: an e-learning course (monoscopic), an HMD-based course (stereoscopic, immersive), both self-directed and a tutor-led course with feedback. Suturing performance was recorded by video camera both before and after course participation (>26 h of video material) and assessed in a blinded fashion using the Objective Structured Assessment of Technical Skills (OSATS) Global Rating Score (GRS). Furthermore, the optical flow of the videos was determined using an algorithm. The number of sutures performed was counted, the visual-spatial ability was measured with the Mental Rotation Test (MRT), and courses were assessed with questionnaires. RESULTS Students' self-assessment in the HMD-based course was comparable to that of the tutor-led course and significantly better than in the e-learning course ( P =0.003). Course suitability was rated best for the tutor-led course ( x̄ =4.8), followed by the HMD-based ( x̄ =3.6) and e-learning ( x̄ =2.5) courses. The median ΔGRS between courses was comparable ( P =0.15) at 12.4 (95% CI 10.0-12.7) for the e-learning course, 14.1 (95% CI 13.0-15.0) for the HMD-based course, and 12.7 (95% CI 10.3-14.2) for the tutor-led course. However, the ΔGRS was significantly correlated with the number of sutures performed during the training session ( P =0.002), but not with visual-spatial ability ( P =0.615). Optical flow ( R2 =0.15, P <0.001) and the number of sutures performed ( R2 =0.73, P <0.001) can be used as additional measures to GRS. CONCLUSION The use of HMDs with stereoscopic and immersive video provides advantages in the learning experience and should be preferred over a traditional web application for e-learning. Contrary to expectations, feedback is not necessary for novices to achieve a sufficient level in suturing; only the number of surgical sutures performed during training is a good determinant of competence improvement. Nevertheless, feedback still enhances the learning experience. Therefore, automated assessment as an alternative feedback approach could further improve self-directed learning modalities. As a next step, the data from this study could be used to develop such automated AI-based assessments.
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Affiliation(s)
| | | | - Andrea Bönsch
- Visual Computing Institute, Faculty of Mathematics, Computer Science and Natural Sciences, RWTH Aachen University, Aachen, Germany
| | - Mark Ooms
- Department of Oral and Maxillofacial Surgery
| | - Max Ulbrich
- Department of Oral and Maxillofacial Surgery
| | | | - Felix Krause
- Department of Operative Dentistry, Periodontology and Preventive Dentistry
| | - Myriam Lipprandt
- Institute of Medical Informatics, University Hospital RWTH Aachen
| | - Torsten W. Kuhlen
- Visual Computing Institute, Faculty of Mathematics, Computer Science and Natural Sciences, RWTH Aachen University, Aachen, Germany
| | - Rainer Röhrig
- Institute of Medical Informatics, University Hospital RWTH Aachen
| | | | - Behrus Puladi
- Department of Oral and Maxillofacial Surgery
- Institute of Medical Informatics, University Hospital RWTH Aachen
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Koh SJQ, Woon TH, Fong W, Kwan YH, Lim SH, Lee JLH, Tan HK. Residents' Report of COVID-19 Associated Training Disruptions, Stressors, and Opportunities During the Pandemic-The Singapore Experience. J Grad Med Educ 2023; 15:494-499. [PMID: 37637339 PMCID: PMC10449353 DOI: 10.4300/jgme-d-22-00569.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 01/26/2023] [Accepted: 05/05/2023] [Indexed: 08/29/2023] Open
Abstract
Background The COVID-19 pandemic has disrupted residency training. Several studies have been performed to investigate the impact of the pandemic on residency training in Accreditation Council for Graduate Medical Education-International (ACGME-I)-accredited institutions. However, these were either limited to certain specialties or failed to consider possible opportunities from the pandemic. Objective To determine the stressors on residents as well as the opportunities that arose from the COVID-19 pandemic across multiple specialities in Singapore. Methods A cross-sectional survey among SingHealth residents was conducted between July and September 2020. The survey assessed the balance between service and training during hospital postings, the pandemic's influence on examination and teaching, the psychological impact of the pandemic, the level of burnout, and the effect on morale of residents during the pandemic. Results The response rate was 27.1% (253 of 934). Out of the 253 residents, 136 (53.8%) felt stressed during the pandemic. Concerns about family's health and safety pertaining to potential COVID-19 infection, progression in training, and completion of examinations were the top 3 stressors. One-hundred and three residents (40.7%) had their training disrupted either by being placed in an interim posting not part of their residency requirements or being deployed to care for patients with COVID-19. Although administrative support and information for virtual teaching were sufficient, only 108 (42.7%) agreed it had the same value as face-to-face sessions. Despite the challenges, 179 (70.8%) thought that experiencing this crisis provided more meaning in their career. Conclusions The COVID-19 pandemic has brought about challenges and learning opportunities for residents.
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Affiliation(s)
- Samuel Ji Quan Koh
- Samuel Ji Quan Koh, MBBS, MRCP,* is a Resident, SingHealth Internal Medicine Residency Programme, Singapore Health Services, Singapore
| | - Ting Hui Woon
- Ting Hui Woon, MS, BSc,* is a Research Coordinator, Department of Rheumatology and Immunology, Singapore General Hospital, Singapore
| | - Warren Fong
- Warren Fong, MBBS, MRCP, FAMS, is Clinical Associate Professor, Department of Rheumatology and Immunology, Singapore General Hospital, Senior Consultant, Duke-NUS Medical School, and Program Director, Department of Medicine, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Yu Heng Kwan
- Yu Heng Kwan, BSc, MD, PhD, is a Resident, SingHealth Internal Medicine Residency Program, Singapore Health Services, Singapore, Adjunct Senior Research Fellow, Program in Health Services & Systems Research, Duke NUS Medical School, and Adjunct Lecturer, Department of Pharmacy, National University of Singapore, Singapore
| | - Swee Han Lim
- Swee Han Lim, MBBS, FRCSEd, FRCP, FAMS, is Clinical Professor, Department of Emergency Medicine, Singapore General Hospital, and Senior Consultant and Associate Designated Institutional Official, SingHealth Residency, Singapore Health Services, Singapore, and Duke-NUS Medical School
| | - Jodie Ling Horng Lee
- Jodie Ling Horng Lee, MS, BEng, PGDip, EMBA, is Senior Manager, Centre for Residents and Faculty Development, Graduate Medical Education Office, SingHealth Residency, Singapore Health Services, Singapore; and
| | - Hak Koon Tan
- Hak Koon Tan, MBBS, FRCOG, MMed, MRACOG, FAMS, is Designated Institutional Official, Department of Obstetrics and Gynecology, Singapore General Hospital, SingHealth Residency, Singapore Health Services, Singapore, and Duke-NUS Medical School
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Vaca-Cartagena BF, Quishpe-Narváez E, Cartagena Ulloa H, Estévez-Chávez JP. Differences in medical education before, during, and in the post-peak period of the COVID-19 pandemic-exploring senior medical students' attitudes. BMC MEDICAL EDUCATION 2023; 23:506. [PMID: 37443057 DOI: 10.1186/s12909-023-04489-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2022] [Accepted: 06/30/2023] [Indexed: 07/15/2023]
Abstract
BACKGROUND The burden that COVID-19 has brought to the economy, healthcare systems, and education is unmatched. Public health and social measures were implemented to halt transmission. Thus, social gathering and in-person learning, core aspects of medical education, were interrupted. Studies have documented the detrimental impact students graduating during the pandemic have had on their confidence and skills. However, data comparing pre-pandemic, pandemic, and post-peak students still lack. This study aimed to identify senior medical students' attitudes regarding their education and compare them according to the three previously described periods. METHODS In this cross-sectional study, the survey employed was designed based on a previous questionnaire and applied to senior medical students before graduating between January 2018 and June 2022. Answers were collected using a three-point Likert scale and Yes/No questions. Associations between variables were examined using Chi-squared, Fisher's Exact tests, and ANOVA, employing logistic regression to calculate odds ratio (OR) when appropriate. RESULTS A total of 679 responses were analyzed. Most students (59%) were women. Up to 383, 241, and 55 senior medical students answered the survey before, during, and in the post-peak period of the COVID-19 pandemic, respectively. There was a staggering decrease in the percentage of students in the post-peak compared to the pre-pandemic period that considered certain factors such as being taught about the doctor-patient relationship (62% vs 75%), practicing teamwork (33% vs 54%), preclinical & clinical subjects (44% vs 63%), and being taught to conduct research (22% vs 32%) as "very useful" to their professional traineeship. There was a significant difference between pre-pandemic, pandemic, and post-peak students when asked if the study curriculum accomplished the goal of training a professional with integrity (89% vs 66% vs 64%, p < 0.001), respectively. In a multivariate analysis graduating during the pandemic (OR 3.92; 95% CI, 2.58-5.94) and in the post-peak period (OR 4.24; 95% CI, 2.23-8.07) were independent factors for the appreciation that the study curriculum did not meet its objective. CONCLUSIONS The pandemic has hindered medical education. Students' appreciation of their instruction has deteriorated. Urgent interventions that halt the negative impact on training, ensure readiness for future problems and improve schooling worldwide are needed.
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Affiliation(s)
- Bryan F Vaca-Cartagena
- Breast Cancer Center, Hospital Zambrano Hellion TecSalud, Tecnologico de Monterrey, San Pedro Garza Garcia, Nuevo Leon, Mexico
| | - Erika Quishpe-Narváez
- Pontificia Universidad Católica del Ecuador, 12 de Octubre #1076, Quito, Pichincha, Ecuador
| | - Heidi Cartagena Ulloa
- Pontificia Universidad Católica del Ecuador, 12 de Octubre #1076, Quito, Pichincha, Ecuador
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Li CH, Ganesananthan S, Pinchemain T, Godoi A, Lim SM, Baskaran R, Mukhopadhyay S, Foo EF, Ooi SZY, Woo T, Yeo V, Sweetland H. Value of a UK medical degree for international students (VISION): a cross-sectional study. BMJ Open 2023; 13:e065062. [PMID: 37429674 DOI: 10.1136/bmjopen-2022-065062] [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] [Indexed: 07/12/2023] Open
Abstract
OBJECTIVES It is estimated that NHS staff consist of over 200 different nationalities, with a reported 30.7% of doctors holding a nationality other than British. Despite this, international medical students represent 7.5% of all medical students studying in the UK and pay on average, 4-6 times more in tuition fees when compared with the £9250 per annum (Great British Pounds (£) in 2021) paid by home students. This study's aim and objective are to evaluate the perception of the financial cost and value of the UK medical degree for international students and their motivations for pursuing such a degree. METHODS This is a cross-sectional observational study enquiring about international premedical, medical and medical school graduates' perception of the value of the UK medical degree and factors influencing their decision to study in the UK.A questionnaire was developed and distributed to 24 medical schools and 64 secondary schools both internationally and across the UK. RESULTS A total of 352 responses from 56 nationalities were recorded. 96% of international students identified clinical and academic opportunities as the most important factors to study medicine in the UK, closely followed by quality of life (88%). The least important factor was family reasons, with 39% of individuals identifying this factor. Only 4.82% of graduates in our study considered leaving the UK after training. Overall, 54% of students felt the UK degree was value for money. This belief was significantly higher in premedical students compared with existing students and graduates (71% vs 52% and 20%, p<0.001 for all comparisons). CONCLUSION The quality of medical education and international prestige are attractive factors for international students to study medicine in the UK. However, further work is needed to ascertain reasons for the differing perceptions of the value by international students at different stages in their clinical training.
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Affiliation(s)
- Chun Hei Li
- Vascular Surgery, St George's University Hospitals NHS Foundation Trust, London, UK
- School of Medicine, Cardiff University, Cardiff, UK
| | - Sashiananthan Ganesananthan
- School of Medicine, Cardiff University, Cardiff, UK
- National Heart and Lung Institute, Imperial College London, London, UK
| | | | - Amanda Godoi
- School of Medicine, Cardiff University, Cardiff, UK
| | | | | | | | - Eu Fang Foo
- School of Medicine, Cardiff University, Cardiff, UK
| | | | - Timothy Woo
- School of Medicine, Cardiff University, Cardiff, UK
- Department of Haematological Medicine, King's College Hospital NHS Foundation Trust, London, UK
| | - Vanessa Yeo
- School of Medicine, Cardiff University, Cardiff, UK
- Ophthalmology, Sandwell and West Birmingham Trust, Birmingham, UK
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Malhotra K, Ali A, Soran V, Ogiliev T, Zhou D, Melson E, Davitadze M, Kempegowda P. Levelling the learning ground for healthcare professionals across the world through SIMBA: a mixed-methods study. BMJ Open 2023; 13:e069109. [PMID: 37429686 PMCID: PMC10335543 DOI: 10.1136/bmjopen-2022-069109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Accepted: 05/31/2023] [Indexed: 07/12/2023] Open
Abstract
OBJECTIVES To compare the acceptance, strengths and limitations of Simulation via Instant Messaging-Birmingham Advance (SIMBA) in low/middle-income countries (LMICs) and high-income countries (HICs), on healthcare professionals' professional development and learning. DESIGN Cross-sectional study. SETTING Online (either mobile or computer/ laptop or both). PARTICIPANTS 462 participants (LMICs: 29.7%, n=137 and HICs: 71.3%, n=325) were included. INTERVENTIONS Sixteen SIMBA sessions were conducted between May 2020 and October 2021. Doctors-in-training solved anonymised real-life clinical scenarios over WhatsApp. Participants completed pre-SIMBA and post-SIMBA surveys. PRIMARY AND SECONDARY OUTCOME MEASURES Outcomes were identified using Kirkpatrick's training evaluation model. LMIC and HIC participants' reactions (level 1) and self-reported performance, perceptions and improvements in core competencies (level 2a) were compared using the χ2 test. Content analysis of open-ended questions was performed. RESULTS Postsession, there were no significant differences in application to practice (p=0.266), engagement (p=0.197) and overall session quality (p=0.101) between LMIC and HIC participants (level 1). Participants from HICs showed better knowledge of patient management (LMICs: 77.4% vs HICs: 86.5%; p=0.01), whereas participants from LMICs self-reported higher improvement in professionalism (LMICs: 41.6% vs HICs: 31.1%; p=0.02). There were no significant differences in improved clinical competency scores in patient care (p=0.28), systems-based practice (p=0.05), practice-based learning (p=0.15) and communication skills (p=0.22), between LMIC and HIC participants (level 2a). In content analysis, the major strengths of SIMBA over traditional methods were providing individualised, structured and engaging sessions. CONCLUSIONS Healthcare professionals from both LMICs and HICs self-reported improvement in their clinical competencies, illustrating that SIMBA can produce equivalent teaching experiences. Furthermore, SIMBA's virtual nature enables international accessibility and presents potential for global scalability. This model could steer future standardised global health education policy development in LMICs.
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Affiliation(s)
- Kashish Malhotra
- Department of Medicine, Dayanand Medical College and Hospital, Ludhiana, India
- Institute of Applied Health Research, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
| | - Anisah Ali
- Birmingham Medical School, University of Birmingham, Birmingham, UK
| | - Vina Soran
- Birmingham Medical School, University of Birmingham, Birmingham, UK
| | - Tamzin Ogiliev
- Lancaster Medical School, Lancaster University, Lancaster, UK
| | - Dengyi Zhou
- Imperial College Healthcare NHS Trust, London, UK
| | - Eka Melson
- Leicester Diabetes Centre, University of Leicester, Leicester, UK
- Institute of Metabolism and Systems Research, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
| | - Meri Davitadze
- Institute of Applied Health Research, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
- Clinic NeoLab, Tbilisi, Georgia
| | - Punith Kempegowda
- Institute of Applied Health Research, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
- Queen Elizabeth Hospital, University Hospitals Birmingham NHS Foundation Trust, Birmingham, UK
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Peramuna Gamage M, Baskaran R, Mukhopadhyay S, Dalavaye N, Leveridge B, Ganesananthan S, Spencer R, Manivannan S, Zaben M. Assessment of Factors That Students Perceive to Affect Their Virtual Learning of Clinical Skills for OSCE. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:707-712. [PMID: 37440771 PMCID: PMC10335294 DOI: 10.2147/amep.s402920] [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: 02/02/2023] [Accepted: 05/25/2023] [Indexed: 07/15/2023]
Abstract
Purpose Objective Structured Clinical Examination (OSCE) is a vital examination that must be passed to graduate as a qualified doctor. The delivery of OSCE teaching was changed to an online format to accommodate COVID-19 restrictions. Therefore, this study evaluates factors that students perceive to affect their virtual learning of clinical skills for OSCE. Methods In this cross-sectional study, all medical students from across the world who attended "The Respiratory Station" session delivered by OSCEazy (a medical student organization providing free online medical education) in the academic year 2020-2021 received an online questionnaire about their perceptions of this learning opportunity. The survey was created on Google™ forms and consisted of 5-point Likert scales as well as free-text boxes. Results A total of 556 responses were received (mean age: 24, female: 76.6%). Most students agreed that online OSCE teaching offers more flexibility and convenience (median: 5, IQR: 4-5) but their likeliness to ask questions in either format was similar (median: 4, IQR: 3-5 vs median: 4, IQR: 3-4, p value: 0.94). The use of visual aids (median: 5, IQR: 4-5) and breakout rooms (median: 3, IQR: 2-4) were thought to enhance the quality of virtual OSCE teaching. The biggest concern about online teaching was access to a stable internet connection (69.1%). Conclusion The flexibility and convenience of virtual OSCE teaching enables the sharing of knowledge and skills to a wider audience and thus may be a very useful adjunct to face-to-face OSCE teaching in the future.
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Affiliation(s)
| | - Ravanth Baskaran
- School of Medicine, Cardiff University, Heath Park Campus, Cardiff, CF14 4YS, UK
| | - Srinjay Mukhopadhyay
- School of Medicine, Cardiff University, Heath Park Campus, Cardiff, CF14 4YS, UK
| | - Nishaanth Dalavaye
- School of Medicine, Cardiff University, Heath Park Campus, Cardiff, CF14 4YS, UK
| | - Becky Leveridge
- School of Medicine, Cardiff University, Heath Park Campus, Cardiff, CF14 4YS, UK
| | | | - Robert Spencer
- Neuroscience and Mental Health Innovation Institute (NMHII), Cardiff University, Cardiff, UK
- Department of Neurosurgery, University Hospital of Wales, Cardiff, UK
| | - Susruta Manivannan
- Division of Psychological Medicine and Clinical Neurosciences, University Hospital of Wales, Cardiff, UK
| | - Malik Zaben
- Neuroscience and Mental Health Innovation Institute (NMHII), Cardiff University, Cardiff, UK
- Department of Neurosurgery, University Hospital of Wales, Cardiff, UK
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Gardanova Z, Belaia O, Zuevskaya S, Turkadze K, Strielkowski W. Lessons for Medical and Health Education Learned from the COVID-19 Pandemic. Healthcare (Basel) 2023; 11:1921. [PMID: 37444754 DOI: 10.3390/healthcare11131921] [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: 05/23/2023] [Revised: 06/27/2023] [Accepted: 07/01/2023] [Indexed: 07/15/2023] Open
Abstract
Our paper analyzes lessons for medical education and health education stemming from the experience gained in the course of the COVID-19 pandemic. Moreover, it tackles the issue of the social health and psychological wellbeing of medical students involved in online education during the COVID-19 pandemic. The paper systematizes up-to-date data on how medical schools and universities have adapted to the conditions of the COVID-19 pandemic and implemented novel effective solutions for the learning process, such as transitioning from traditional in-person classes to online learning, incorporating virtual simulations and telemedicine experiences for clinical training, and collaborating with health authorities to provide support in testing and contact tracing efforts. The paper contains an analysis of various aspects of medical education, such as the changes in practical classes, the impact of the pandemic on the formation of communication skills, methods for assessing students' knowledge and skills, and many others. It also considers case studies related to the implementation of educational programs, methodologies, and novel digital technologies in a pandemic. Additionally, the paper features an empirical study that is based on the results of our own survey that was carried out with the help of a snowball convenient sampling that involved 710 medical students between 19 and 25 years of age (56% females and 44% males) from 4 Russian regions (Moscow, Krasnodar, Kazan, and Saint Petersburg). We applied the correlation between stress scores, anxiety scores, factors of stress, and strategies for coping with stress and various economic and demographic variables (age, environment, and gender) that were analyzed using the chi-square test. Our results demonstrate that over 85% of the students in our sample yielded an above-average vulnerability to stress due to the COVID-19 restrictions. At the same time, around 61% of the students experienced severe anxiety during online education in the COVID-19 pandemic. The important factors leading to stress and anxiety were the fear of getting infected and social distancing, and the best strategy to deal with stress and increase wellbeing was self-control. Through a comprehensive review of the literature and empirical estimations, our paper identifies key areas of improvement, including curriculum adaptation, technology integration, faculty development, student support, and interprofessional collaboration. The proposed recommendations aim at strengthening medical education systems and preparing healthcare professionals to effectively navigate future pandemics.
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Affiliation(s)
- Zhanna Gardanova
- Department of Psychotherapy, Pirogov Russian National Research Medical University, Ostrovitianov Str. 1, Moscow 117997, Russia
| | - Olga Belaia
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Svetlana Zuevskaya
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Klavdiya Turkadze
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Wadim Strielkowski
- Department of Trade and Finance, Faculty of Economics and Management, Czech University of Life Sciences Prague, Kamýcká 129, Prague 6, 165 00 Prague, Czech Republic
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Paul J, Govindan R, Vijayalakshmi P, Kathyayani BV, Gandhi S, Madegowda RK, Basavarajappa C, Manjunatha N, Kumar CN, Math SB. An audit of initial six years of 5885 telepsychiatric direct video consultations: Findings from "benefits of savings" analysis and the effect of COVID-19 pandemic. Indian J Psychiatry 2023; 65:611-616. [PMID: 37485418 PMCID: PMC10358816 DOI: 10.4103/indianjpsychiatry.indianjpsychiatry_131_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/01/2023] [Revised: 04/06/2023] [Accepted: 04/12/2023] [Indexed: 07/25/2023] Open
Abstract
Background Telepsychiatric direct video consultations (DVCs) meant for continuity of care began in 2017 and continued during the coronavirus disease 2019 (COVID-19) pandemic. Telemedicine-based consultation gained its long-due importance during the COVID-19 travel restriction, despite its existence for a long. The authors intend to share the utility and growth of the initial six years of live telepsychiatric DVCs from an academic hospital in India and also plan to understand the effects of the COVID-19 pandemic on its growth and report findings from an innovative "benefits of savings" (BOS) analysis from these clinics. Methods A first six years of medical audit of the files and registers of telepsychiatric DVCs from two kinds of continuity of care clinics during 2017-2022 is performed. An analysis of 4991 (84.8%) live DVCs is successfully conducted for 1570 patients from the 5885 scheduled appointments. Year-on-year (YOY) growth and BOS analysis of successful DVCs from these clinics were performed. Results and Discussion The growth suggests a gradual increase in DVCs yearly. The BOS analysis suggests its increased acceptability, feasibility at both user and provider ends, and possible cost-effectiveness of these video clinics. YOY analysis suggests a natural growth of these clinics than from the effect of the COVID-19 pandemic, except for an initial surge in 2020 and 2021 and observing stabilization effect by 2022. Conclusion In the authors' understanding, this is the largest study of providing DVCs from India, irrespective of any medical/surgical specialty. The video/remote clinics could be an alternative model for regular follow-ups in ensuring the continuity of care among patients with psychiatric disorders. These clinics also saved significant travel time, travel distance, and travel costs for the patients that could have occurred for their in-person consultations.
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Affiliation(s)
- James Paul
- Department of Nursing, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, Karnataka, India
| | - Radhakrishnan Govindan
- Department of Nursing, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, Karnataka, India
| | | | | | - Sailaxmi Gandhi
- Department of Nursing, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, Karnataka, India
| | | | | | - Narayana Manjunatha
- Tele-Medicine Centre, NIMHANS Digital Academy, Department of Psychiatry, NIMHANS, Bengaluru, Karnataka, India
| | - C Naveen Kumar
- Tele-Medicine Centre, NIMHANS Digital Academy, Department of Psychiatry, NIMHANS, Bengaluru, Karnataka, India
| | - Suresh Bada Math
- Tele-Medicine Centre, NIMHANS Digital Academy, Department of Psychiatry, NIMHANS, Bengaluru, Karnataka, India
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Tekeş E, Toraman Ç. Diagnostic branched tree as an assessment and feedback tool in undergraduate pharmacology education. BMC MEDICAL EDUCATION 2023; 23:374. [PMID: 37226136 PMCID: PMC10210285 DOI: 10.1186/s12909-023-04342-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Accepted: 05/09/2023] [Indexed: 05/26/2023]
Abstract
BACKGROUND Multiple-choice, true-false, completion, matching, oral presentation type questions have been used as an evaluation criterion in medical education for many years. Although not as old as other question types, performance evaluation and portfolio-like assessment types, can be called alternative evaluation, have been used for a considerable time. While summative assessment maintains its importance in medical education, the value of formative assessment is gradually increasing. In this research, the use of Diagnostic Branched Tree (DBT), which is used both as a diagnostic and feedback tool, in pharmacology education was examined. METHODS The study was conducted on 165 students (112 DBT, 53 non-DBT) on the 3rd year of undergraduate medical education. 16 DBTs prepared by the researchers were used as data collection tool. Year 3 first committee was elected for implementation. DBTs were prepared according to the pharmacology learning objectives within the committee. Descriptive statistics, correlation and comparison analyzes were used in the analysis of the data. RESULTS DBTs with the most wrong exits are DBTs entitled phase studies, metabolism, types of antagonism, dose-response relationship, affinity and intrinsic activity, G-protein coupled receptors, receptor types, penicillins and cephalosporins. When each question in the DBTs is examined separately, it is seen that most of the students could not answer the questions correctly regarding phase studies, drugs that cause cytochrome enzyme inhibition, elimination kinetics, chemical antagonism definition, gradual and quantal dose response curves, intrinsic activity and inverse agonist definitions, important characteristics of endogenous ligands, changes in the cell as a result of G-protein activation, ionotropic receptor examples, mechanism of action of beta-lactamase inhibitors, excretion mechanism of penicillins, differences of cephalosporins according to generations. As a result of the correlation analysis, the correlation value calculated between the DBT total score and the pharmacology total score in the committee exam. The comparisons showed that the average score of the pharmacology questions in the committee exam of the students who participated in the DBT activity was higher than the students who did not participate. CONCLUSIONS The study concluded that DBTs are a candidate for an effective diagnostic and feedback tool. Although this result was supported by research at different educational levels, support could not be shown in medical education due to the lack of DBT research in medical education. Future research on DBTs in medical education may strengthen or refute our research results. In our study, receiving feedback with DBT had a positive effect on the success of the pharmacology education.
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Affiliation(s)
- Ender Tekeş
- Faculty of Medicine, Department of Pharmacology, Çanakkale Onsekiz Mart University, Çanakkale, 17020, Turkey.
| | - Çetin Toraman
- Department of Medical Education, Çanakkale Onsekiz Mart University, Çanakkale, Turkey
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Shah AP, Walker KA, Walker KG, Hawick L, Cleland J. "It's making me think outside the box at times": a qualitative study of dynamic capabilities in surgical training. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2023; 28:499-518. [PMID: 36287293 PMCID: PMC9607851 DOI: 10.1007/s10459-022-10170-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2022] [Accepted: 09/27/2022] [Indexed: 05/11/2023]
Abstract
Craft specialties such as surgery endured widespread disruption to postgraduate education and training during the pandemic. Despite the expansive literature on rapid adaptations and innovations, generalisability of these descriptions is limited by scarce use of theory-driven methods. In this research, we explored UK surgical trainees' (n = 46) and consultant surgeons' (trainers, n = 25) perceptions of how learning in clinical environments changed during a time of extreme uncertainty (2020/2021). Our ultimate goal was to identify new ideas that could shape post-pandemic surgical training. We conducted semi-structured virtual interviews with participants from a range of working/training environments across thirteen Health Boards in Scotland. Initial analysis of interview transcripts was inductive. Dynamic capabilities theory (how effectively an organisation uses its resources to respond to environmental changes) and its micro-foundations (sensing, seizing, reconfiguring) were used for subsequent theory-driven analysis. Findings demonstrate that surgical training responded dynamically and adapted to external and internal environmental uncertainty. Sensing threats and opportunities in the clinical environment prompted trainers' institutions to seize new ways of working. Learners gained from reconfigured training opportunities (e.g., splitting operative cases between trainees), pan-surgical working (e.g., broader surgical exposure), redeployment (e.g., to medical specialties), collaborative working (working with new colleagues and in new ways) and supervision (shifting to online supervision). Our data foreground the human resource and structural reconfigurations, and technological innovations that effectively maintained surgical training during the pandemic, albeit in different ways. These adaptations and innovations could provide the foundations for enhancing surgical education and training in the post-pandemic era.
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Affiliation(s)
- Adarsh P Shah
- Centre for Healthcare Education Research and Innovation (CHERI), School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, AB25 2ZD, UK.
| | - Kim A Walker
- Centre for Healthcare Education Research and Innovation (CHERI), School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, AB25 2ZD, UK
| | - Kenneth G Walker
- NHS Education for Scotland, Centre for Health Science, Inverness, UK
| | - Lorraine Hawick
- Centre for Healthcare Education Research and Innovation (CHERI), School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, AB25 2ZD, UK
| | - Jennifer Cleland
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
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Monticelli P, Seymour C, Adami C. Risk of burnout and depression: A survey of veterinary anaesthesia specialists in-training during COVID-19. Vet Anaesth Analg 2023:S1467-2987(23)00062-4. [PMID: 37179142 PMCID: PMC10102702 DOI: 10.1016/j.vaa.2023.04.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 03/28/2023] [Accepted: 04/10/2023] [Indexed: 05/15/2023]
Abstract
OBJECTIVE To investigate risk, risk factors and effects on adherence to adequate clinical standards, of burnout and depression in veterinary anaesthesia residents. STUDY DESIGN Closed online cross-sectional survey study. STUDY POPULATION A sample of 89 residents registered to the European and/or the American Colleges of Veterinary An (ae)sthesia and Analgesia out of a total of 185. METHODS A link to access an online questionnaire, which included the Maslach Burnout Inventory-Human Services Survey (MBI-HSS), the Harvard National Depression Screening Day Scale (HANDS) and 28 questions developed to assess adherence to adequate clinical standards, was sent by email to 185 residents. The three components of the MBI-HSS namely emotional exhaustion (EE), depersonalization and reduced personal accomplishment were analysed separately. Analysis of proportions and two-step regression statistical modelling were used for data analysis, and p values < 0.05 were considered statistically significant. RESULTS The response rate was 48%. Based on HANDS and MBI-HSS scores, 49% of the residents were at high risk of both depression and burnout. These residents expressed greater concern of delivering inadequate animal care (p < 0.001), of decreased quality of supervision during COVID-19 (p = 0.038) and of negative impact of the pandemic on their training programme (p = 0.002) than residents at low-to-moderate risk. Working in a clinical environment for ≥ 60 hours/week was a risk factor for both depression (p = 0.016) and EE (p = 0.022), while female sex was a risk factor for EE only (p = 0.018). CONCLUSIONS AND CLINICAL RELEVANCE A large proportion of residents is at high risk of depression and burnout, a scenario likely worsened by the pandemic. The findings of this study suggest that reducing the clinical workload and increasing the level of support and supervision may help to improve residents' mental health.
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Affiliation(s)
| | | | - Chiara Adami
- Department of Veterinary Medicine, University of Cambridge, Cambridge, UK.
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Zhong T, Liao C, Shi H. Differential attitudes and outcomes of endodontics education between mainland and non-mainland chinese students during COVID-19 pandemic. BMC Oral Health 2023; 23:205. [PMID: 37024816 PMCID: PMC10078075 DOI: 10.1186/s12903-023-02901-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2023] [Accepted: 03/20/2023] [Indexed: 04/08/2023] Open
Abstract
BACKGROUND The COVID-19 pandemic has changed the learning style and campus life of dental students. This study aimed to evaluate the learning attitudes and outcomes of endodontics among mainland Chinese students and non-mainland Chinese students (students from Hong Kong, Macao, and Taiwan) during the pandemic. METHODS A cross-sectional survey was conducted in November 2022 at the School of Stomatology, Jinan University, utilizing a self-report online questionnaire, including demographic characteristics and attitudes toward the endodontic course and the COVID-19 pandemic. The endodontics scores were collected from recruited students for further analysis. The collected data were analyzed using SPSS 22.0 software, with independent two-sample t-tests to compare continuous variables and chi-square tests for categorical variables. RESULTS A total of 215 dental students completed the survey, with 126 (58.6%) of them being non-mainland Chinese students. Compared to mainland Chinese students, non-mainland Chinese students had lower scores in both theoretical (63.6 ± 13.5 vs. 83.2 ± 8.00) and skill (88.4 ± 5.38 vs. 90.0 ± 4.91) endodontic assessments. Non-mainland Chinese students reported significantly greater impacts of the COVID-19 pandemic on their learning emotions, personal hygiene, and future career choices compared to mainland Chinese students. CONCLUSIONS Non-mainland Chinese students had poorer academic performance in endodontics and experienced a greater impact from the COVID-19 pandemic in terms of their studies and lives. Dental educators should consider the diversity of students and take necessary measures to support their mental health and enhance learning outcomes in the post-COVID-19 era.
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Affiliation(s)
- Ting Zhong
- School of Stomatology, Jinan University, Guangzhou, 510632, China
| | - Chufang Liao
- School of Stomatology, Jinan University, Guangzhou, 510632, China
| | - Haishan Shi
- School of Stomatology, Jinan University, Guangzhou, 510632, China.
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Maani A, Forma A, Brachet A, Czarnek K, Alashkham A, Baj J. The Future of Morphological Science Education: Learning and Teaching Anatomy in the Wake of the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:5367. [PMID: 37047981 PMCID: PMC10094021 DOI: 10.3390/ijerph20075367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Revised: 03/04/2023] [Accepted: 03/13/2023] [Indexed: 06/19/2023]
Abstract
The COVID-19 Pandemic has conveyed an unprecedented worldwide challenge. Although there is much emphasis on caring for patients and communities, the high incidence of SARS-CoV-2 had seriously disturbed education and calls for prompt as well as serious consideration from educators in medical schools. The necessity to teach and prepare prospective medics, as well as clinicians, has certainly not been as intense as it is currently. The global effects of coronavirus disease 2019 may cause a permanent change in the education of future clinicians. The COVID-19 era presented logistical and practical obstacles and fears for the patients' well-being, taking into consideration the fact that students may be potential channels for the spread of the virus when asymptomatic and may get infected while being in training and attending lectures. This paper discusses the present state of morphological science education, depicting the effect of COVID-19 on learning environments, as well as highlights the probable effects of COVID-19 on medical instruction in the future.
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Affiliation(s)
- Amr Maani
- Jackson Park Hospital & Medical Center, 7531 Stony Island Ave, Chicago, IL 60649, USA
- Department of Anatomy, Medical University of Lublin, 20-090 Lublin, Poland
| | - Alicja Forma
- Department of Forensic Medicine, Medical University of Lublin, 20-059 Lublin, Poland
| | - Adam Brachet
- Department of Anatomy, Medical University of Lublin, 20-090 Lublin, Poland
| | - Katarzyna Czarnek
- Institute of Health Sciences, Faculty of Science and Health Sciences in Lublin, The John Paul II Catholic University of Lublin, ul. Konstantynów 1 H, 20-708 Lublin, Poland
| | - Abduelmenem Alashkham
- Anatomy, School of Biomedical Sciences: Edinburgh Medical School, University of Edinburgh, Edinburgh EH8 9AG, UK
| | - Jacek Baj
- Department of Anatomy, Medical University of Lublin, 20-090 Lublin, Poland
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