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Elzinga K, Croft A, Steffan R, Bivins K, Ramon K, Frick K, Fellows A, Devireddy D, Johnson A, Jones J. Breaking bad news: How doctors communicate life-threatening diagnoses on television. Am J Emerg Med 2024:S0735-6757(24)00308-5. [PMID: 38971638 DOI: 10.1016/j.ajem.2024.06.043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2024] [Accepted: 06/29/2024] [Indexed: 07/08/2024] Open
Affiliation(s)
- Katrina Elzinga
- Michigan State University College of Human Medicine, Department of Emergency Medicine, Grand Rapids, MI, United States of America
| | - Amanda Croft
- Michigan State University College of Human Medicine, Department of Emergency Medicine, Grand Rapids, MI, United States of America
| | - Richard Steffan
- Michigan State University College of Human Medicine, Department of Emergency Medicine, Grand Rapids, MI, United States of America
| | - Kyle Bivins
- Michigan State University College of Human Medicine, Department of Emergency Medicine, Grand Rapids, MI, United States of America
| | - Kaleb Ramon
- Michigan State University College of Human Medicine, Department of Emergency Medicine, Grand Rapids, MI, United States of America
| | - Kurt Frick
- Michigan State University College of Human Medicine, Department of Emergency Medicine, Grand Rapids, MI, United States of America
| | - Austin Fellows
- Michigan State University College of Human Medicine, Department of Emergency Medicine, Grand Rapids, MI, United States of America
| | - Deepthi Devireddy
- Michigan State University College of Human Medicine, Department of Emergency Medicine, Grand Rapids, MI, United States of America
| | - Ainslie Johnson
- Michigan State University College of Human Medicine, Department of Emergency Medicine, Grand Rapids, MI, United States of America
| | - Jeffrey Jones
- Michigan State University College of Human Medicine, Department of Emergency Medicine, Grand Rapids, MI, United States of America.
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Cambra-Badii I, Baños JE, Biurrun Garrido A, Alcaraz-Vidal L, Vila Granados R, Robleda Font G. A cinenurducation activity using Call the Midwife to teach about sexually transmitted infections and preeclampsia: design, implementation, and assessment. NURSE EDUCATION TODAY 2024; 138:106198. [PMID: 38583344 DOI: 10.1016/j.nedt.2024.106198] [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: 10/10/2023] [Revised: 03/26/2024] [Accepted: 04/02/2024] [Indexed: 04/09/2024]
Abstract
BACKGROUND Nursing students need to learn about sexually transmitted infections and preeclampsia. Cinenureducation is a rigorous method that uses materials from commercial movies or television series to teach health sciences students. OBJECTIVES Using content analysis of the television series Call the Midwife, design a cinenureducation activity teaching nursing students about sexually transmitted infections and preeclampsia. Evaluate its effectiveness in knowledge acquisition. DESIGN, IMPLEMENTATION, AND PRE-POST ASSESSMENT OF KNOWLEDGE GAIN FOR TEACHING ACTIVITIES: The study comprised three main steps: designing the teaching activity, implementing it, and analyzing its pedagogical effectiveness through a pre-and-post study to assess knowledge acquisition resulting from the teaching activity. PARTICIPANTS A six-member panel assessed the suitability of materials for the teaching goals. All second-year undergraduate nursing students in the course "Nursing management and leadership" at a nursing school in the 2022-2023 academic year were invited to participate (N = 160). METHODS The panel conducted a content analysis of the first two seasons of the series to determine the usefulness of each episode for teaching the chosen topics. Students were randomly assigned to groups watching episodes emphasizing either sexually transmitted infections or preeclampsia, followed by discussion. Learning was gauged through a pre-post viewing 20-question multiple-choice test. Additionally, students' satisfaction was evaluated. RESULTS A total of 142 nursing students participated. Significant differences between mean scores before and after intervention were found [6.90 vs. 6.42 on the preintervention assessment, p < 0.05; mean gain, 0.49 (95 % CI: 0.22-0.76)]. Most students were satisfied with the activity. CONCLUSIONS The activity was useful for teaching about sexually transmitted infections and preeclampsia. The use of a television series portraying nurses enables the exploration of these critical topics. This has potential implications for integrating similar methods into nurse education curricula, emphasizing the broader impact of the research on pedagogical practices in healthcare education.
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Affiliation(s)
- Irene Cambra-Badii
- Research group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M(3)O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVIC-UCC), Vic, Spain; Institute for Research and Innovation in Life Sciences and Health in Central Catalonia (IRIS-CC), Vic, Spain; Faculty of Medicine, University of Vic-Central University of Catalonia, Vic, Spain.
| | - Josep-E Baños
- Institute for Research and Innovation in Life Sciences and Health in Central Catalonia (IRIS-CC), Vic, Spain; Faculty of Medicine, University of Vic-Central University of Catalonia, Vic, Spain
| | - Ainoa Biurrun Garrido
- Nursing School, Campus Docent Sant Joan de Déu-Private Foundation, University of Barcelona, Sant Boi de Llobregat, Spain
| | - Lucia Alcaraz-Vidal
- Department of Obstetrics and Gynecology, University Hospital Germans Trias i Pujol, Badalona, Spain; Research Group on Sexual and Reproductive Healthcare (GRASSIR) (2021-SGR-01489), Barcelona, Spain
| | - Raquel Vila Granados
- Sant Camil Hospital Residence, Alt Penedès-Garraf Healthcare Consortium (CSAPG), Sant Pere de Ribes, Spain
| | - Gemma Robleda Font
- Nursing School, Campus Docent Sant Joan de Déu-Private Foundation, University of Barcelona, Sant Boi de Llobregat, Spain; Iberoamerican Cochrane Centre, Biomedical Research Institute Sant Pau (IIB Sant Pau), Barcelona, Spain; Grupo DAFNIS, Campus Docent Sant Joan de Déu, Universitat de Barcelona, Sant Boi de Llobregat, Spain
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Baños JE, Blanco-Reina E, Bellido-Estévez I, Bosch F, Cabello MR, Cambra-Badii I, De la Cruz JP, D'Ocón P, Ivorra MD, Ferrándiz M, González-Correa JA, Martín-Montañez E, Martos F, Pavía J, Sanz E. Beyond lectures and practical courses: Teaching pharmacology using imaginative pedagogical tools. Pharmacol Res 2024; 202:107130. [PMID: 38447748 DOI: 10.1016/j.phrs.2024.107130] [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: 10/29/2023] [Revised: 02/28/2024] [Accepted: 03/01/2024] [Indexed: 03/08/2024]
Abstract
Pharmacology has broadened its scope considerably in recent decades. Initially, it was of interest to chemists, doctors and pharmacists. In recent years, however, it has been incorporated into the teaching of biologists, molecular biologists, biotechnologists, chemical engineers and many health professionals, among others. Traditional teaching methods, such as lectures or laboratory work, have been superseded by the use of new pedagogical approaches to enable a better conceptualization and understanding of the discipline. In this article, we present several new methods that have been used in Spanish universities. Firstly, we describe a teaching network that has allowed the sharing of pedagogical innovations in Spanish universities. A European experience to improve prescribing safety is described in detail. The use of popular films and medical TV series in biomedical students shows how these audiovisual resources can be helpful in teaching pharmacology. The use of virtual worlds is detailed to introduce this new approach to teaching. The increasingly important area of the social aspects of pharmacology is also considered in two sections, one devoted to social pharmacology and the other to the use of learning based on social services to improve understanding of this important area. Finally, the use of Objective Structured Clinical Evaluation in pharmacology allows to know how this approach can help to better evaluate clinical pharmacology students. In conclusion, this article allows to know new pedagogical methods resources used in some Spanish universities that may help to improve the teaching of pharmacology.
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Affiliation(s)
- J E Baños
- School of Medicine, Universitat de Vic - Universitat Central de Catalunya, Vic, Spain.
| | - E Blanco-Reina
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - I Bellido-Estévez
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - F Bosch
- School of Medicine, Universitat de Vic - Universitat Central de Catalunya, Vic, Spain
| | - M R Cabello
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - I Cambra-Badii
- School of Medicine, Universitat de Vic - Universitat Central de Catalunya, Vic, Spain; Research group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Science and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | - J P De la Cruz
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - P D'Ocón
- Department of Pharmacology, School of Pharmacy, Universitat de València, Spain
| | - M D Ivorra
- Department of Pharmacology, School of Pharmacy, Universitat de València, Spain
| | - M Ferrándiz
- Department of Pharmacology, School of Pharmacy, Universitat de València, Spain
| | - J A González-Correa
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - E Martín-Montañez
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - F Martos
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - J Pavía
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - E Sanz
- School of Health Sciences, Universidad de La Laguna, Hospital Universitario de Canarias, Servicio Canario de Salud, Spain
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Xiao J. Integrating digital literacies and scientific communication in a multimedia anatomy group assignment to advance contextual learning. ANATOMICAL SCIENCES EDUCATION 2024; 17:55-65. [PMID: 37614080 DOI: 10.1002/ase.2331] [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: 01/22/2023] [Revised: 07/22/2023] [Accepted: 08/07/2023] [Indexed: 08/25/2023]
Abstract
Anatomists are facing a new generation of learners who will study and work in a technology-rich environment. Indeed, digital technologies are tremendously changing how information and knowledge are communicated and retrieved. However, it remains unclear whether an anatomy assessment can be designed to promote contextual learning through integrating a digital communication strategy. To investigate this, assessment methods were diversified in the first-year neuroanatomy and third-year regional anatomy curricula through implementing a multimedia human anatomy group assignment integrating digital literacies and scientific communication. Through completing this multimedia assignment, students demonstrated their anatomy knowledge transfer using a range of approaches. The main mode of presentations chosen in the two anatomy units were non-animated video presentations (~50%), animated video presentations (~30%), storyboards (~10%), podcasts (~3%), and filmed videos (~3%). A 5-point Likert scale learning and teaching survey was conducted for a total of 195 undergraduate health science students to evaluate students' perception of this group assignment. The majority of students (70-80%) strongly agreed or agreed that the multimedia group assignment helped their teamwork skills. Students who produced animated videos significantly outperformed those who adopted the non-animated presentations during the end-of-semester theory examination (p < 0.05). This study demonstrates that an anatomy group assignment integrating digital literacy and scientific communication is an effective assessment strategy associated with a positive learning experience and outcome. This inquiry-based assignment promotes learning through assessment, allowing students to not only consolidate and extend anatomy knowledge but also developing effective digital communication skills, providing new insights into non-didactic anatomy assessments.
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Affiliation(s)
- Junhua Xiao
- Department of Health Sciences and Biostatistics, School of Health Sciences, Swinburne University of Technology, Hawthorn, Victoria, Australia
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Chen LYC, Quach TTT, Dayan R, Giustini D, Teunissen PW. Academic half days, noon conferences and classroom-based education in postgraduate medical education: a scoping review. CMAJ Open 2023; 11:E411-E425. [PMID: 37160324 PMCID: PMC10174266 DOI: 10.9778/cmajo.20210203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 05/11/2023] Open
Abstract
BACKGROUND Classroom-based education (CBE) is ubiquitous in postgraduate medical education (PGME), but to date no studies have synthesized the literature on the topic. We conducted a scoping review focusing on academic half days and noon conferences. METHODS We searched 4 databases (MEDLINE [OVID], Embase [OVID], ERIC [EBSCO] and Web of Science) from inception to December 2021, performed reference and citation harvesting, and applied predetermined inclusion and exclusion criteria to our screening. We used 2 frameworks for the analysis: "experiences, trajectories and reifications" and "description, justification and clarification." RESULTS We included 90 studies, of which 55 focused on resident experiences, 29 on trajectories and 6 on reification. We classified 44 studies as "description," 38 as "justification" and 8 as "clarification." In the description studies, 12 compared academic half days with noon conferences, 23 described specific teaching topics, and 9 focused on resources needed for CBE. Justification studies examined the effects of CBE on outcomes, such as examination scores (17) and use of teaching strategies in team-based learning, principles of adult learning and e-learning (15). Of the 8 clarification studies, topics included the role of CBE in PGME, stakeholder perspectives and transfer of knowledge between classroom and workplace. INTERPRETATION Much of the existing literature is either a description of various aspects of CBE or justification of particular teaching strategies. Few studies exist on how and why CBE works; future studies should aim to clarify how CBE facilitates resident learning within the sociocultural framework of PGME.
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Affiliation(s)
- Luke Y C Chen
- Centre for Health Education Scholarship (Chen, Quach); Division of Hematology (Chen); Department of Obstetrics and Gynaecology (Dayan); Biomedical Branch Library (Giustini), University of British Columbia, Vancouver, BC; School of Health Professions Education, Faculty of Health Medicine and Life Sciences (Teunissen), Maastricht University; Department of Obstetrics and Gynecology (Teunissen), Maastricht University Medical Centre, Maastricht, Netherlands
| | - Tien T T Quach
- Centre for Health Education Scholarship (Chen, Quach); Division of Hematology (Chen); Department of Obstetrics and Gynaecology (Dayan); Biomedical Branch Library (Giustini), University of British Columbia, Vancouver, BC; School of Health Professions Education, Faculty of Health Medicine and Life Sciences (Teunissen), Maastricht University; Department of Obstetrics and Gynecology (Teunissen), Maastricht University Medical Centre, Maastricht, Netherlands
| | - Riki Dayan
- Centre for Health Education Scholarship (Chen, Quach); Division of Hematology (Chen); Department of Obstetrics and Gynaecology (Dayan); Biomedical Branch Library (Giustini), University of British Columbia, Vancouver, BC; School of Health Professions Education, Faculty of Health Medicine and Life Sciences (Teunissen), Maastricht University; Department of Obstetrics and Gynecology (Teunissen), Maastricht University Medical Centre, Maastricht, Netherlands
| | - Dean Giustini
- Centre for Health Education Scholarship (Chen, Quach); Division of Hematology (Chen); Department of Obstetrics and Gynaecology (Dayan); Biomedical Branch Library (Giustini), University of British Columbia, Vancouver, BC; School of Health Professions Education, Faculty of Health Medicine and Life Sciences (Teunissen), Maastricht University; Department of Obstetrics and Gynecology (Teunissen), Maastricht University Medical Centre, Maastricht, Netherlands
| | - Pim W Teunissen
- Centre for Health Education Scholarship (Chen, Quach); Division of Hematology (Chen); Department of Obstetrics and Gynaecology (Dayan); Biomedical Branch Library (Giustini), University of British Columbia, Vancouver, BC; School of Health Professions Education, Faculty of Health Medicine and Life Sciences (Teunissen), Maastricht University; Department of Obstetrics and Gynecology (Teunissen), Maastricht University Medical Centre, Maastricht, Netherlands
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Choe MS, Huffman LC, Feldman HM, Hubner LM. Academic Half-Day Education Experience in Post-graduate Medical Training: A Scoping Review of Characteristics and Learner Outcomes. Front Med (Lausanne) 2022; 9:835045. [PMID: 35308489 PMCID: PMC8926071 DOI: 10.3389/fmed.2022.835045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Accepted: 01/28/2022] [Indexed: 11/13/2022] Open
Abstract
Background The academic half-day (AHD) has grown in popularity for medical education because it intends to provide learners with uninterrupted, immersive learning time that may promote participant attendance, engagement, and knowledge. Little is known about the extent of use, forms, or effectiveness of AHD in Post-graduate medical education. This scoping review summarizes existing literature and describes the learning outcomes, according to the Kirkpatrick model of learning evaluation, of AHD experiences on Post-graduate medical trainees. Methods Authors used Arksey and O'Malley's methodological framework, searching electronic scientific literature databases from the years of 1977-2019 with relevant key terms and identifying 735 papers. Two independent raters completed title/abstract screening and then extracted pertinent data from papers meeting specified criteria. Results Authors identified 38 relevant papers published in English, originating from programs in US (n = 19) and Canada (n = 19), spanning 4 disciplines: Medicine (n = 17, 45%), Pediatrics (n = 10, 26%), Critical Care/Surgery (n = 9, 24%), Radiology (n = 2, 5%). A majority (n = 33, 87%) described specific educational experiences; most focused on residents only (n = 27). The educational experiences included various teaching strategies; few were didactics only (n = 4) and most were multi-modal including simulation, case-based learning, problem-based learning, and/or self-directed online study. AHD size ranged from 5 to 364 participants (median 39). AHD length was 1.5-6 h (median 3). Required resources were inconsistently described. When evaluations of the specific educational experience were reported (n = 35 studies), the majority of studies used weak research designs (e.g., one group, pre/post-test, n = 19); few studies used strong research designs (e.g., randomized controlled trial, n = 2). Positive effects of AHD ranged across Kirkpatrick levels 1-3 learner outcomes. Conclusions The composition and content of AHD in Post-graduate medical education vary. Few studies of AHD use stringent research designs, and none include learner outcome measures at the highest Kirkpatrick level (i.e., level 4 results/patient outcomes). A consensus definition and further high-quality research on AHD in Post-graduate medical education is needed.
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Affiliation(s)
- Myong Sun Choe
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, Stanford University School of Medicine, California, CA, United States
| | - Lynne C Huffman
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, Stanford University School of Medicine, California, CA, United States
| | - Heidi M Feldman
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, Stanford University School of Medicine, California, CA, United States
| | - Lauren M Hubner
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, Stanford University School of Medicine, California, CA, United States
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Rueb M, Siebeck M, Rehfuess EA, Pfadenhauer LM. Cinemeducation in medicine: a mixed methods study on students' motivations and benefits. BMC MEDICAL EDUCATION 2022; 22:172. [PMID: 35279156 PMCID: PMC8918310 DOI: 10.1186/s12909-022-03240-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Accepted: 03/07/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Cinemeducation courses are used to supplement more standard teaching formats at medical schools and tend to emphasise biopsychosocial aspects of health. The purpose of this paper is to explore why medical students attend the cinemeducation course M23 Cinema (M23C) at LMU Munich and whether a film screening with a subsequent expert and peer discussion benefits their studies and their future careers as medical doctors. METHODS An exploratory sequential mixed methods study design was used. Qualitative research, i.e. three focus groups, four expert interviews, one group interview and one narrative interview, was conducted to inform a subsequent quantitative survey. Qualitative data was analysed using qualitative content analysis and quantitative data was analysed descriptively. The findings were integrated using the "following a thread" protocol. RESULTS In total, 28 people were interviewed and 503 participants responded to the survey distributed at seven M23C screenings. Participants perceive the M23C as informal teaching where they learn about perspectives on certain health topics through the combination of film and discussion while spending time with peers. The reasons for and reported benefits of participation varied with educational background, participation frequency and gender. On average, participants gave 5.7 reasons for attending the M23C. The main reasons for participating were the film, the topic and the ability to discuss these afterwards as well as to spend an evening with peers. Attending the M23C was reported to support the students' memory with regards to certain topics addressed in the M23C when the issues resurface at a later stage, such as during university courses, in the hospital, or in their private life. CONCLUSIONS The M23C is characterised by its unique combination of film and discussion that encourages participants to reflect upon their opinions, perspectives and experiences. Participating in the M23C amplified the understanding of biopsychosocial aspects of health and illness in students. Thus, cinemeducative approaches such as the M23C may contribute to enabling health professionals to develop and apply humane, empathetic and relational skills.
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Affiliation(s)
- Mike Rueb
- Pettenkofer School of Public Health, Elisabeth-Winterhalter-Weg 6, 81377, Munich, Germany.
- Institute for Medical Information Processing, Biometry and Epidemiology, LMU Munich, Elisabeth-Winterhalter-Weg 6, 81377, Munich, Germany.
- Department of Psychiatry and Psychotherapy, University Hospital, LMU Munich, Nussbaumstrasse 7, 80336, Munich, Germany.
| | - Matthias Siebeck
- Institute of Medical Education, University Hospital, LMU Munich, Pettenkoferstrasse 8a, 80336, Munich, Germany
| | - Eva A Rehfuess
- Pettenkofer School of Public Health, Elisabeth-Winterhalter-Weg 6, 81377, Munich, Germany
- Institute for Medical Information Processing, Biometry and Epidemiology, LMU Munich, Elisabeth-Winterhalter-Weg 6, 81377, Munich, Germany
| | - Lisa M Pfadenhauer
- Pettenkofer School of Public Health, Elisabeth-Winterhalter-Weg 6, 81377, Munich, Germany
- Institute for Medical Information Processing, Biometry and Epidemiology, LMU Munich, Elisabeth-Winterhalter-Weg 6, 81377, Munich, Germany
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Cambra-Badii I, Moyano E, Ortega I, Baños JE, Sentí M. TV medical dramas: health sciences students' viewing habits and potential for teaching issues related to bioethics and professionalism. BMC MEDICAL EDUCATION 2021; 21:509. [PMID: 34565375 PMCID: PMC8474903 DOI: 10.1186/s12909-021-02947-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Accepted: 09/15/2021] [Indexed: 05/25/2023]
Abstract
BACKGROUND Medical dramas have been popular since their inception, especially among medical students. We hypothesized that the recent increase in the availability of TV medical series through online streaming platforms has probably changed health science students' viewing habits as well as the representation of bioethical conflicts and health professionals. METHODS We invited undergraduate students of medicine, nursing, and human biology to complete a self-administered questionnaire about their viewing habits and perceptions of the depictions of bioethical issues and professionalism in TV medical series. RESULTS Of the 355 respondents, 98.6 % had watched TV in the last year, 93.5 % watched TV series, and 49.6 % watched medical dramas more than once a week. The most-viewed medical dramas were The Good Doctor, House MD, and Grey's Anatomy. The most-remembered bioethical topics were medical errors, inappropriate professional behaviors, and death. Most students considered that ideals of professionalism were depicted positively and professionals were portrayed as intelligent, professionally qualified, and competent. CONCLUSIONS Medical dramas are very popular with health science students and are potentially useful as teaching tools for discussing issues related to bioethics and professionalism.
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Affiliation(s)
- Irene Cambra-Badii
- Chair in Bioethics, Universitat de Vic - Universitat Central de Catalunya, Carrer Miquel Marti i Pol, 1, 08500, Vic, Spain.
- Research Group Education in Health Sciences, Department of Experimental and Health Sciences, Universitat Pompeu Fabra, Barcelona, Spain.
| | - Elisabet Moyano
- Research Group Education in Health Sciences, Department of Experimental and Health Sciences, Universitat Pompeu Fabra, Barcelona, Spain
| | - Irene Ortega
- School of Health and Life Sciences, Universitat Pompeu Fabra, Barcelona, Spain
| | - Josep-E Baños
- School of Medicine, Universitat de Vic - Universitat Central de Catalunya, Vic, Spain
| | - Mariano Sentí
- Research Group Education in Health Sciences, Department of Experimental and Health Sciences, Universitat Pompeu Fabra, Barcelona, Spain
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Tan XH, Foo MA, Lim SLH, Lim MBXY, Chin AMC, Zhou J, Chiam M, Krishna LKR. Teaching and assessing communication skills in the postgraduate medical setting: a systematic scoping review. BMC MEDICAL EDUCATION 2021; 21:483. [PMID: 34503497 PMCID: PMC8431930 DOI: 10.1186/s12909-021-02892-5] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2020] [Accepted: 08/17/2021] [Indexed: 05/17/2023]
Abstract
BACKGROUND Poor communication skills can potentially compromise patient care. However, as communication skills training (CST) programs are not seen as a priority to many clinical departments, there is a discernible absence of a standardised, recommended framework for these programs to be built upon. This systematic scoping review (SSR) aims to gather prevailing data on existing CSTs to identify key factors in teaching and assessing communication skills in the postgraduate medical setting. METHODS Independent searches across seven bibliographic databases (PubMed, PsycINFO, EMBASE, ERIC, CINAHL, Scopus and Google Scholar) were carried out. Krishna's Systematic Evidence-Based Approach (SEBA) was used to guide concurrent thematic and content analysis of the data. The themes and categories identified were compared and combined where possible in keeping with this approach and then compared with the tabulated summaries of the included articles. RESULTS Twenty-five thousand eight hundred ninety-four abstracts were identified, and 151 articles were included and analysed. The Split Approach revealed similar categories and themes: curriculum design, teaching methods, curriculum content, assessment methods, integration into curriculum, and facilitators and barriers to CST. Amidst a wide variety of curricula designs, efforts to develop the requisite knowledge, skills and attitudes set out by the ACGME current teaching and assessment methods in CST maybe categorised into didactic and interactive methods and assessed along Kirkpatrick's Four Levels of Learning Evaluation. CONCLUSIONS A major flaw in existing CSTs is a lack of curriculum structure, focus and standardisation. Based upon the findings and current design principles identified in this SSR in SEBA, we forward a stepwise approach to designing CST programs. These involve 1) defining goals and learning objectives, 2) identifying target population and ideal characteristics, 3) determining curriculum structure, 4) ensuring adequate resources and mitigating barriers, 5) determining curriculum content, and 6) assessing learners and adopting quality improvement processes.
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Affiliation(s)
- Xiu Hui Tan
- Yong Loo Lin School of Medicine, National University of Singapore, 11 Hospital Dr, Singapore, 169610, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Crescent, Singapore, 169610, Singapore
| | - Malia Alexandra Foo
- Yong Loo Lin School of Medicine, National University of Singapore, 11 Hospital Dr, Singapore, 169610, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Crescent, Singapore, 169610, Singapore
| | - Shaun Li He Lim
- Yong Loo Lin School of Medicine, National University of Singapore, 11 Hospital Dr, Singapore, 169610, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Crescent, Singapore, 169610, Singapore
| | - Marie Bernadette Xin Yi Lim
- Yong Loo Lin School of Medicine, National University of Singapore, 11 Hospital Dr, Singapore, 169610, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Crescent, Singapore, 169610, Singapore
| | - Annelissa Mien Chew Chin
- Medical Library, National University of Singapore Libraries, Block MD 6, 14 Medical Drive, #05-01, Singapore, 117599, Singapore
| | - Jamie Zhou
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Crescent, Singapore, 169610, Singapore
- Lien Centre of Palliative Care, Duke-NUS Graduate Medical School, 8College Road, Singapore, 169857, Singapore
- Duke-NUS Medical School, National University of Singapore, 8 College Rd, Singapore, 169857, Singapore
| | - Min Chiam
- Division of Cancer Education, National Cancer Centre Singapore, 11 Hospital Crescent, Singapore, 169610, Singapore
| | - Lalit Kumar Radha Krishna
- Yong Loo Lin School of Medicine, National University of Singapore, 11 Hospital Dr, Singapore, 169610, Singapore.
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Crescent, Singapore, 169610, Singapore.
- Duke-NUS Medical School, National University of Singapore, 8 College Rd, Singapore, 169857, Singapore.
- Division of Cancer Education, National Cancer Centre Singapore, 11 Hospital Crescent, Singapore, 169610, Singapore.
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, Cancer Research Centre, University of Liverpool, 200 London Rd, Liverpool, L3 9TA, UK.
- Centre of Biomedical Ethics, National University of Singapore, Block MD 11, 10 Medical Drive, #02-03, Singapore, 117597, Singapore.
- PalC, The Palliative Care Centre for Excellence in Research and Education, PalC c/o Dover Park Hospice, 10 Jalan Tan Tock Seng, Singapore, 308436, Singapore.
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Birnbach DJ, Rosen LF, Fitzpatrick M, Shekhter I, Arheart KL. Preparing Anesthesiology Residents for Operating Room Communication Challenges: A New Approach for Conflict Resolution Training. Anesth Analg 2021; 133:1617-1623. [PMID: 33929385 DOI: 10.1213/ane.0000000000005561] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
BACKGROUND The hierarchical culture in high-stake areas such as operating rooms (ORs) may create volatile communication challenges. This unfunded exploratory study sought to establish whether a conflict resolution course was effective in preparing anesthesiology residents to handle and deescalate disagreements that may arise in the clinical environment, especially when challenging a surgeon. METHODS Thirty-seven anesthesiology residents were assessed for ability to deescalate conflict. Nineteen had completed a conflict resolution course, and 18 had not. The 2-hour course used 10 videotaped vignettes that showed attending anesthesiologists, patients, and surgeons challenging residents in a potentially confrontational situation. Guided review of the videos and discussions was focused on how the resident could optimally engage in conflict resolution. To determine efficacy of the conflict resolution course, we used simulation-based testing. The setting was a simulated OR with loud music playing (75-80 dB) under the control of the surgeon. The music was used as a tool to create a potential, realistic confrontation with the surgeon to test conflict resolution skills. The initial evaluation of the resident was whether they ignored the music, asked for the surgeon to turn it off, or attempted to turn it off themselves. The second evaluation was whether the resident attempted to deescalate (eg, calmly negotiate for the music to be turned off or down) when the surgeon was scripted to adamantly refuse. Two trained observers evaluated residents' responses to the surgeon's refusal. RESULTS Of the residents who experienced the confrontational situation and had not yet taken the conflict resolution course, 1 of 5 (20.0%; 95% CI, 0.5-71.6) were judged to have deescalated the situation. In comparison, of those who had taken the course, 14 of 15 (93.3%; 95% CI, 68.1-99.8) were judged to have deescalated the situation (P = .002). Only 2 of 19 (10.5%; 95% CI, 1.3-33.1) of those who completed the course ignored the music on entering the OR versus 10 of 18 (55.6%; 95% CI, 30.8-78.5) who did not complete the course (P = .004). CONCLUSIONS This study suggests that a conflict resolution course may improve the ability of anesthesiology residents to defuse clinical conflicts. It also demonstrated the effectiveness of a novel, simulation-based assessment of communication skills used to defuse OR confrontation.
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Affiliation(s)
- David J Birnbach
- From the Department of Anesthesiology, University of Miami Miller School of Medicine, UM-JMH Center for Patient Safety, Miami, Florida
| | - Lisa F Rosen
- University of Miami Miller School of Medicine, UM-JMH Center for Patient Safety, Miami, Florida
| | - Maureen Fitzpatrick
- University of Miami Miller School of Medicine, UM-JMH Center for Patient Safety, Miami, Florida
| | | | - Kristopher L Arheart
- Department of Public Health Sciences, University of Miami Miller School of Medicine, Miami, Florida
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Pontell ME, Makhoul AT, Ganesh Kumar N, Drolet BC. The Change of USMLE Step 1 to Pass/Fail: Perspectives of the Surgery Program Director. JOURNAL OF SURGICAL EDUCATION 2021; 78:91-98. [PMID: 32654997 PMCID: PMC7347473 DOI: 10.1016/j.jsurg.2020.06.034] [Citation(s) in RCA: 56] [Impact Index Per Article: 18.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Revised: 06/23/2020] [Accepted: 06/28/2020] [Indexed: 05/10/2023]
Abstract
OBJECTIVE This study sought to evaluate the perspectives of surgical program directors regarding the change of USMLE Step 1 to pass/fail grading. DESIGN Validated electronic survey. SETTING Vanderbilt University Medical Center Department of Plastic Surgery. PARTICIPANTS Program directors of all ACMGE-accredited General Surgery, Integrated Vascular Surgery, Integrated Thoracic Surgery, and Integrated Plastic Surgery residency programs. RESULTS The overall response rate was 55.5%. Most PDs (78.1%) disagreed with the scoring change. Only 19.6% believe this change will improve medical student well-being. For 63.5% of PDs, medical school pedigree will become more important, and 52.7% believe it will place international medical graduates at a disadvantage. Only 6.2% believe Step 2 CK should also be pass/fail, while 88.7% will increase the weight of Step 2 CK and 88.4% will now require Step 2 CK score submission with the electronic residency application service. CONCLUSIONS While well-intentioned, changing USMLE Step 1 to pass/fail may have unintended consequences and may disadvantage certain groups of applicants. The emphasis on Step 1, and resulting test-taking apprehension, will likely shift to Step 2 CK. Proponents of equitable evaluation should direct their efforts toward increasing, not decreasing, the number of objective measures available for student assessment.
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Affiliation(s)
- Matthew E Pontell
- Department of Plastic Surgery, Vanderbilt University Medical Center, Nashville, Tennessee
| | - Alan T Makhoul
- School of Medicine, Vanderbilt University, Nashville, Tennessee
| | - Nishant Ganesh Kumar
- Division of Plastic Surgery, University of Michigan Hospital, Ann Arbor, Michigan
| | - Brian C Drolet
- Department of Plastic Surgery, Center for Biomedical Ethics and Society, Vanderbilt University Medical Center, Nashville, Tennessee.
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Roberts J, Bennett B, Slack H, Borrelli S, Spiby H, Walker L, Jomeen J. Midwifery students' views and experiences of birth on mainstream factual television. Midwifery 2020; 92:102859. [PMID: 33129184 DOI: 10.1016/j.midw.2020.102859] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Revised: 10/07/2020] [Accepted: 10/13/2020] [Indexed: 11/29/2022]
Abstract
OBJECTIVES To investigate midwifery students' experiences of viewing childbirth on mainstream factual television and to explore implications for student career intentions and potential pedagogical uses of television excerpts in midwifery education. DESIGN Twenty-two undergraduate midwifery students at one of two universities took place in focus groups between February and June 2019. Ethical approval was obtained at both sites. Thematic analysis was employed to generate key themes from the data. SETTING Two UK universities based in the East Midlands and East Yorkshire regions of England. PARTICIPANTS Twenty-two midwifery students at any stage of their studies. FINDINGS Researchers generated four key themes from the data a) Changed Perspectives on Televised Childbirth, b) Representations of Midwives and Social Implications, c) Representation of Childbirth and Social Implications and d) The Role of Televising Childbirth in Midwifery Education. KEY CONCLUSIONS Midwifery students often experience a change of perspective on birth on television as they acquire new knowledge and skills. They recognise the potential social implications of how childbirth and midwifery are represented on television. Pedagogical use of televised birth has potential benefits but needs further investigation in the context of midwifery education. IMPLICATIONS FOR PRACTICE Midwifery students are likely to begin their studies with pre-existing views and experiences around how birth is represented on mainstream factual television. They may need support to reflect on these to consider their expectations of the profession, to effectively support childbearing women and to potentially influence future production of media images of childbirth.
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Affiliation(s)
- Julie Roberts
- Division of Midwifery, School of Health Sciences, Floor 12, Tower Building, University Park, University of Nottingham NG7 2RD UK.
| | - Beatrice Bennett
- Division of Midwifery, School of Health Sciences, Floor 12, Tower Building, University Park, University of Nottingham NG7 2RD UK
| | - Hannah Slack
- Division of Midwifery, School of Health Sciences, Floor 12, Tower Building, University Park, University of Nottingham NG7 2RD UK
| | - Sara Borrelli
- Division of Midwifery, School of Health Sciences, Floor 12, Tower Building, University Park, University of Nottingham NG7 2RD UK
| | - Helen Spiby
- Division of Midwifery, School of Health Sciences, Floor 12, Tower Building, University Park, University of Nottingham NG7 2RD UK
| | - Louise Walker
- Division of Midwifery, School of Health Sciences, Floor 12, Tower Building, University Park, University of Nottingham NG7 2RD UK
| | - Julie Jomeen
- Faculty of Health Sciences, University of Hull, Hull HU6 7RX UK
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Pastor Junior ADA, Tavares CMDM. Literature review of audiovisual practices in Nursing education. Rev Bras Enferm 2019; 72:190-199. [DOI: 10.1590/0034-7167-2017-0890] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2017] [Accepted: 06/08/2018] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: to carry out a literature review to characterize the production in the Nursing area about the use of movies and videos in Nursing education, related to underlying communication assumptions and contents taught. Method: integrative bibliographic review carried out in the PUBMED databases, CAPES journal portal, and SCIELO online library, with studies from 2007 to 2016. Results: 36 articles were included, in which audiovisual resources are part of the research subject. There are predominance of validation and effectiveness studies, in which audiovisual resources are used mostly as a reproduction of reality, mainly to develop clinical skills, with the purpose of illustrating procedures or bringing students closer to real contexts of action. Final considerations: the results point to a weak theoretical support of most of the studies. It is suggested that more empirical research be conducted to offer more consistent contributions to Nursing teaching.
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Abstract
TV series such as “House MD”, “Grey´s Anatomy” or “Emergency Room” are well perceived by medical students. Seminars featuring medical TV series such as “House MD” might serve as door-opener to attract medical students to learn more about rare diseases. The TV series “House MD” is troublesome for the main character Dr. House is an excellent diagnostician but at the same time a rather misanthropic person. Therefore, lecturing medicine with the help of “House MD” requires constant evaluation. From 2008 to 2016 we are using the well-known TV series “House MD” continuously to attract medical students and teach them about rare diseases as well as diagnostic strategies. We collected from 213 students a detailed questionnaire assessing their learning experience. 76.6% of our students (n = 157) reported to watching medical dramas on a regular basis. The Dr. House seminar was compared to traditional seminars and our students reported an improved learning effect (69.9%), better concentration (89.7%), higher motivation to participate (88.7%), and more fun (86.7%) (all p<0.001). The students see Dr. House’s behavior quite critically. Likert assessment on a 5-point scale identified strong disagreement with Dr. House´s interpersonal skills in dealing with his colleagues (median = 1) and patients (median = 1). At the same time, the students strongly agreed with his outstanding diagnostic (median = 5) and therapeutic capabilities (median = 4). Medical students visiting a Dr. House teaching seminar are highly motivated to learn more about rare diseases. They were positively influenced by TV series such as Dr. House to improve their diagnostic and clinical skills. At the same time, they are critical enough not to see Dr. House as a role model for their own personality. Well performed medical TV shows such as Dr. House can successfully be used in an educational setting to motivate medical students to come into seminars to learn more about rare diseases.
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Hoffman BL, Hoffman R, Wessel CB, Shensa A, Woods MS, Primack BA. Use of fictional medical television in health sciences education: a systematic review. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2018; 23:201-216. [PMID: 28083814 DOI: 10.1007/s10459-017-9754-5] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/11/2016] [Accepted: 01/06/2017] [Indexed: 06/06/2023]
Abstract
While medical television programs are popular among health profession trainees, it is not clear to what extent these programs affect their knowledge, perceptions, and/or behaviors. Therefore, we conducted a systematic review of research evaluating associations between program exposure and outcomes. We conducted systematic literature searches in Pubmed, CINAHL, and PsycINFO. Selected studies were required to be scholarly research, involve exposure to fictionalized medical television programming by health professional students, and assess associations between exposure and outcomes. Studies were classified according to quality and factors related to population, exposure, and outcomes. Of 3541 studies identified, 13 met selection criteria. Six studies involved undergraduate medical students, one involved nursing students, two involved both medical and nursing students, two involved medical residents, one involved medical students, residents and attending physicians, and one involved graduate epidemiology students. Mean study quality according to the MERSQI was 8.27. The most commonly assessed television programs were ER and Grey's Anatomy (six each). Five studies assessed regular viewing habits, and found that fictional medical programs are popular among students and that students recall health topics from episodes. The eight studies that assessed the association with outcomes when using clips as educational tools reported high satisfaction and increased knowledge of the presented health topics. While relatively few published studies have explored influences of fictional medical television on health professional students, those conducted suggest that students often view these television programs independently and that integration of this programming into medical education is feasible and acceptable.
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Affiliation(s)
- Beth L Hoffman
- Division of General Internal Medicine, Department of Medicine, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
- Center for Research on Media, Technology, and Health, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | | | - Charles B Wessel
- Health Sciences Library System, University of Pittsburgh, Pittsburgh, PA, USA
| | - Ariel Shensa
- Division of General Internal Medicine, Department of Medicine, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
- Center for Research on Media, Technology, and Health, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Michelle S Woods
- Division of General Internal Medicine, Department of Medicine, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
- Center for Research on Media, Technology, and Health, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Brian A Primack
- Division of General Internal Medicine, Department of Medicine, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA.
- Center for Research on Media, Technology, and Health, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA.
- Division of Adolescent Medicine, Department of Pediatrics, University of Pittsburgh School of Medicine, 230 McKee Place Suite 600, Pittsburgh, PA, 15213, USA.
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Janssen M, Sagasser MH, Laro EAM, de Graaf J, Scherpbier-de Haan ND. Learning intraprofessional collaboration by participating in a consultation programme: what and how did primary and secondary care trainees learn? BMC MEDICAL EDUCATION 2017; 17:125. [PMID: 28724408 PMCID: PMC5517789 DOI: 10.1186/s12909-017-0961-9] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2017] [Accepted: 07/10/2017] [Indexed: 05/09/2023]
Abstract
BACKGROUND A growing number of patients require overview and management in both primary and secondary care. This situation requires that primary and secondary care professionals have well developed collaborative skills. While knowledge about interprofessional collaboration and education is rising, little is known about intraprofessional collaboration and education between physicians of various disciplines. This study examines a newly developed consultation programme for trainees in general practice and internal medicine to acquire intraprofessional collaboration skills. METHODS Focus groups were conducted with trainees and their supervisors and mentors to explore what and how the trainees learned by participating in the consultation programme. RESULTS Trainees reported that they gained knowledge about and skills in collaboration and consultation they could not have gained otherwise. Furthermore, the programme gave the opportunity to gain other competencies relevant for becoming the medical expert trainees they are expected to be. Learning outcomes were comparable to those described in interprofessional education literature. Interaction, by meeting each other and by discussing cases with mentors or supervisors, appeared to be a key factor in the learning process. Meetings, discussing preconceptions and enthusiasm of the mentors and supervisors facilitated the learning. Technical problems and lack of information hampered the learning. These influencing factors are important for future development of intraprofessional learning programmes. CONCLUSIONS Participants in an innovative consultation programme for GP- and IM-trainees reported that they acquired consultation and collaboration skills they could not have gained otherwise. Interaction appeared to be an important factor in the learning process. The findings of this study can inform developers of intraprofessional education programmes between primary and secondary care trainees.
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Affiliation(s)
- Marijn Janssen
- Department of Internal Medicine, Radboud University Medical Centre, Post box 9101, 6500 HB Nijmegen, the Netherlands
| | - Margaretha H. Sagasser
- Department of Primary and Community care, Radboud University Medical Centre, Post box 9101, 6500 HB Nijmegen, Nijmegen, the Netherlands
- National postgraduate training programme in general practice, Post box 20072, 3502 LB, Utrecht, the Netherlands
| | - Elisabeth A. M. Laro
- Department of Primary and Community care, Radboud University Medical Centre, Post box 9101, 6500 HB Nijmegen, Nijmegen, the Netherlands
| | - Jacqueline de Graaf
- Department of Internal Medicine, Radboud University Medical Centre, Post box 9101, 6500 HB Nijmegen, the Netherlands
| | - Nynke D. Scherpbier-de Haan
- Department of Primary and Community care, Radboud University Medical Centre, Post box 9101, 6500 HB Nijmegen, Nijmegen, the Netherlands
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Klemenc Ketiš Z, Švab I. Using movies in family medicine teaching: A reference to EURACT Educational Agenda. Zdr Varst 2017; 56:99-106. [PMID: 28289469 PMCID: PMC5329773 DOI: 10.1515/sjph-2017-0013] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2016] [Accepted: 09/13/2016] [Indexed: 11/15/2022] Open
Abstract
INTRODUCTION Cinemeducation is a teaching method where popular movies or movie clips are used. We aimed to determine whether family physicians' competencies as listed in the Educational Agenda produced by the European Academy of Teachers in General Practice/Family Medicine (EURACT) can be found in movies, and to propose a template for teaching by these movies. METHODS A group of family medicine teachers provided a list of movies that they would use in cinemeducation. The movies were categorised according to the key family medicine competencies, thus creating a framework of competences, covered by different movies. These key competencies are Primary care management, Personcentred care, Specific problem-solving skills, Comprehensive approach, Community orientation, and Holistic approach. RESULTS The list consisted of 17 movies. Nine covered primary care management. Person-centred care was covered in 13 movies. Eight movies covered specific problem-solving skills. Comprehensive approach was covered in five movies. Five movies covered community orientation. Holistic approach was covered in five movies. CONCLUSIONS All key family medicine competencies listed in the Educational Agenda can be taught using movies. Our results can serve as a template for teachers on how to use any appropriate movies in family medicine education.
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Affiliation(s)
- Zalika Klemenc Ketiš
- University of Maribor, Faculty of Medicine, Department of Family Medicine, Taborska 8, 2000 Maribor, Slovenia
- University of Ljubljana, Faculty of Medicine, Department of Family Medicine, Poljanski nasip 58, 1000 Ljubljana, Slovenia
- Community Health Centre Ljubljana, Metelkova 9, 1000 Ljubljana, Slovenia
| | - Igor Švab
- University of Ljubljana, Faculty of Medicine, Department of Family Medicine, Poljanski nasip 58, 1000 Ljubljana, Slovenia
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Law M, Kwong W, Friesen F, Veinot P, Ng SL. The current landscape of television and movies in medical education. PERSPECTIVES ON MEDICAL EDUCATION 2015; 4:218-224. [PMID: 26381289 PMCID: PMC4602016 DOI: 10.1007/s40037-015-0205-9] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
BACKGROUND Using commercially available television and movies is a potentially effective tool to foster humanistic, compassionate and person-centred orientations in medical students. AIM We reviewed pedagogical applications of television and movies in medical education to explore whether and why this innovation holds promise. METHODS We performed a literature review to provide a narrative summary on this topic. RESULTS Further studies are needed with richer descriptions of innovations and more rigorous research designs. CONCLUSION As we move toward evidence-informed education, we need an evidence- based examination of this topic that will move it beyond a 'show and tell' discussion toward meaningful implementation and evaluation. Further exploration regarding the theoretical basis for using television and movies in medical education will help substantiate continued efforts to use these media as teaching tools.
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Affiliation(s)
- Marcus Law
- Department of Family & Community Medicine, Faculty of Medicine, University of Toronto, Room 2325, Medical Sciences Building, 1 King's College Circle, M5S 1A8, Toronto, ON, Canada.
- Centre for Faculty Development, Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, ON, Canada.
- Toronto East General Hospital, Toronto, ON, Canada.
| | | | - Farah Friesen
- Centre for Faculty Development, Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, ON, Canada
| | | | - Stella L Ng
- Centre for Faculty Development, Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, ON, Canada
- Department of Speech-Language Pathology, University of Toronto, Toronto, Ontario, Canada
- Centre for Ambulatory Care Education, Women's College Hospital, Toronto, Ontario, Canada
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Eid A, Hsieh P, Shah P, Wolff R. Cross-sectional longitudinal study of the academic half-day format in a hematology-oncology fellowship training program. BMC MEDICAL EDUCATION 2015; 15:139. [PMID: 26302745 PMCID: PMC4549017 DOI: 10.1186/s12909-015-0418-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2015] [Accepted: 07/29/2015] [Indexed: 05/25/2023]
Abstract
BACKGROUND Few published studies have evaluated the effectiveness of changing the traditional curriculum of several hourly educational sessions per week to an academic half-day (AHD) educational format. This study describes our experience with implementing an AHD format in the Hematology-Oncology Fellowship Program at The University of Texas MD Anderson Cancer Center and evaluates the perceptions that learners had for this format. METHODS Using a mixed quantitative and qualitative approach, we evaluated our AHD program using four yearly fellows' surveys to assess the Hematology-Oncology Fellows' perceptions of the effectiveness of the AHD format. We analyzed the fellows' perceptions using descriptive statistics and thematic analysis of the qualitative data collected from the surveys. We used a quality improvement approach by implementing and testing changes to the AHD over 4 years on the basis of the data collected from the yearly fellows' surveys. We also collected third-year fellows' Oncology In Training Exam (ITE) scores from 2008 to 2014. RESULTS We found that the fellows perceived the AHD format favorably; fellows agreed that they had more motivation to attend AHD, more concentration during the sessions, more effective weekly work organization, and increased knowledge retention. We established the reliability of our survey tool (Cronbach's alpha = 0.83) as well as content and construct validity. We saw an increasing trend in ITE scores since the AHD was implemented. CONCLUSIONS Our results contribute to further understanding the effect of the AHD format on trainees. Using a continuous evaluation and an educational quality improvement strategy, we found that the AHD curriculum was associated with a rising trend in learners' exam scores and increased learner satisfaction.
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Affiliation(s)
- Ahmed Eid
- Department of General Medical Oncology, Unit 0462, The University of Texas MD Anderson Cancer Center, 1515 Holcombe Blvd., Houston, TX, 77030, USA.
| | - Peggy Hsieh
- Department of Internal Medicine, The University of Texas Medical School at Houston, 6431 Fannin, Suite JJL 302, Houston, TX, 77030, USA.
| | - Pankil Shah
- Department of Infectious Disease & Infection Control Research, The University of Texas MD Anderson Cancer Center, Houston, TX, USA.
| | - Robert Wolff
- Department of Gastrointestinal Medical Oncology, UT MD Anderson Cancer Center, Houston, TX, USA.
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Chen LYC, McDonald JA, Pratt DD, Wisener KM, Jarvis-Selinger S. Residents' views of the role of classroom-based learning in graduate medical education through the lens of academic half days. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2015; 90:532-8. [PMID: 25517701 DOI: 10.1097/acm.0000000000000605] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
PURPOSE To examine the role of classroom-based learning in graduate medical education through the lens of academic half days (AHDs) by exploring residents' perceptions of AHDs' purpose and relevance and the effectiveness of teaching and learning in AHDs. METHOD The authors invited a total of 186 residents in three programs (internal medicine, orthopedic surgery, and hematology) at the University of British Columbia Faculty of Medicine to participate in semistructured focus groups from October 2010 to February 2011. Verbatim transcripts of the interviews underwent inductive analysis. RESULTS Twenty-seven residents across the three programs volunteered to participate. Two major findings emerged. Purpose and relevance of AHDs: Residents believed that AHDs are primarily for knowledge acquisition and should complement clinical learning. Classroom learning facilitated consolidation of clinical experiences with expert clinical reasoning. Social aspects of AHDs were highly valued as an important secondary purpose. Perceived effectiveness of teaching and learning: Case-based teaching engaged residents in critical thinking; active learning was valued. Knowledge retention was considered suboptimal. Perspectives on the concept of AHDs as "protected time" varied in the three programs. CONCLUSIONS Findings suggest that (1) engagement in classroom learning occurs through participation in clinically oriented discussions that highlight expert reasoning processes; (2) formal classroom teaching, which focuses on knowledge acquisition, can enhance informal learning occurring during clinical activity; and (3) social aspects of AHDs, including their role in creating communities of practice in residency programs and in professional identity formation, are an important, underappreciated asset for residency programs.
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Affiliation(s)
- Luke Y C Chen
- Dr. Chen is clinical assistant professor, Department of Medicine and Centre for Health Education Scholarship, University of British Columbia, Vancouver, British Columbia, Canada. Dr. McDonald is tutor for medical education, Centre for Medical Education, University of Dundee, Dundee, Scotland. Dr. Pratt is professor, Department of Educational Studies, and senior scholar, Centre for Health Education Scholarship, University of British Columbia, Vancouver, British Columbia, Canada. Ms. Wisener is research coordinator, eHealth Strategy Office, University of British Columbia, Vancouver, British Columbia, Canada. Dr. Jarvis-Selinger is associate professor, Department of Surgery, assistant dean for faculty development, and director of curriculum, MD Undergraduate Program, University of British Columbia, Vancouver, British Columbia, Canada
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Peterson EB, Calhoun AW, Rider EA. The reliability of a modified Kalamazoo Consensus Statement Checklist for assessing the communication skills of multidisciplinary clinicians in the simulated environment. PATIENT EDUCATION AND COUNSELING 2014; 96:411-418. [PMID: 25103180 DOI: 10.1016/j.pec.2014.07.013] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/15/2014] [Revised: 06/25/2014] [Accepted: 07/12/2014] [Indexed: 06/03/2023]
Abstract
OBJECTIVE With increased recognition of the importance of sound communication skills and communication skills education, reliable assessment tools are essential. This study reports on the psychometric properties of an assessment tool based on the Kalamazoo Consensus Statement Essential Elements Communication Checklist. METHODS The Gap-Kalamazoo Communication Skills Assessment Form (GKCSAF), a modified version of an existing communication skills assessment tool, the Kalamazoo Essential Elements Communication Checklist-Adapted, was used to assess learners in a multidisciplinary, simulation-based communication skills educational program using multiple raters. 118 simulated conversations were available for analysis. Internal consistency and inter-rater reliability were determined by calculating a Cronbach's alpha score and intra-class correlation coefficients (ICC), respectively. RESULTS The GKCSAF demonstrated high internal consistency with a Cronbach's alpha score of 0.844 (faculty raters) and 0.880 (peer observer raters), and high inter-rater reliability with an ICC of 0.830 (faculty raters) and 0.89 (peer observer raters). CONCLUSION The Gap-Kalamazoo Communication Skills Assessment Form is a reliable method of assessing the communication skills of multidisciplinary learners using multi-rater methods within the learning environment. PRACTICE IMPLICATIONS The Gap-Kalamazoo Communication Skills Assessment Form can be used by educational programs that wish to implement a reliable assessment and feedback system for a variety of learners.
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Affiliation(s)
- Eleanor B Peterson
- Department of Pediatrics, University of Louisville School of Medicine, Louisville, USA.
| | - Aaron W Calhoun
- Department of Pediatrics, University of Louisville School of Medicine, Louisville, USA
| | - Elizabeth A Rider
- Department of Pediatrics, Harvard Medical School, Boston, USA; Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Boston, USA
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Cerny C, Friedman SH, Smith D. Television's "crazy lady" trope: female psychopathic traits, teaching, and influence of popular culture. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2014; 38:233-241. [PMID: 24574097 DOI: 10.1007/s40596-014-0035-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2013] [Accepted: 01/09/2014] [Indexed: 06/03/2023]
Abstract
OBJECTIVE This article describes notable illustrations of female psychopathy on modern television to review various characters that will have utility in teaching students about female psychopathy in distinction to male psychopathy and to encourage consideration of the potential effects that viewing these countless examples may have on a generation of young women. METHODS The authors use examples from soap operas, crime procedurals, reality television, fantasy, comedies, and young adult programs to illustrate gender differences in psychopathy and make specific teaching points. They also review the research literature related to popular culture's impact on behavior and gender roles. RESULTS Gender differences in real-world psychopathy are mirrored in television portrayals. For example, female psychopaths, on TV and in reality, use sexual manipulation, demonstrate unstable emotions, and employ social aggression to achieve their ambitions. The examples of female psychopathic traits are prevalent on TV and easily accessible for teaching purposes. Research does give some support for a popular culture impact on behavior and gender roles. CONCLUSIONS As compared to male psychopathy, female psychopathy is less recognized, and there are some notable differences in how the psychopathic traits manifest. Television provides myriad teaching examples that can highlight the gender distinctions such as use of sexual manipulation, emotional instability, and social aggression. Research suggests that the prevalence of "crazy ladies" on television may be negatively impacting gender stereotypes and normalizing bad behavior in young women.
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Gross AF, Stern TW, Silverman BC, Stern TA. Portrayals of professionalism by the media: trends in etiquette and bedside manners as seen on television. PSYCHOSOMATICS 2012; 53:452-5. [PMID: 22902087 DOI: 10.1016/j.psym.2012.03.010] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2012] [Revised: 03/27/2012] [Accepted: 03/28/2012] [Indexed: 11/25/2022]
Abstract
BACKGROUND Critics of current healthcare argue that professionalism, as manifest by etiquette and bedside manners, has been eroding, in part as a consequence of portrayals on television (TV) and in the media. OBJECTIVE We sought to identify changing patterns of physicians' behaviors as shown on TV (as these interactions have often served as models for physicians-in-training) over the last 30 years. METHOD We selected popular TV shows that portrayed practicing physicians and analyzed doctor-family, doctor-doctor, and doctor-nurse interactions as well as methods of disclosing errors to identify changing behavioral trends. RESULTS We found that difficult news was more commonly delivered while standing, and that handshakes were rarely offered to patients. Male physicians were seen raising their voices toward, disclosing errors to, as well as inappropriately touching, peers or subordinates. In comparison, female physicians were identified as raising their voices toward, disclosing errors to, as well as inappropriately touching, their supervisors. Over the past several decades, official salutations between physicians and nurses have become less common; physicians have started to address nurses solely by their first names. More recently, sexual banter and sexual activity have been portrayed as occurring predominantly between male physicians and female nurses. CONCLUSIONS While shifts in behavioral patterns (in etiquette, bedside manners, and professionalism) of physicians as seen on television have not been radical, potentially concerning trends were identified. Media portrayals may change patients' perceptions of physicians, hospitals, and the health care profession as well as influence behaviors of medical trainees. Moreover, TV and the media can be used as teaching tools about professionalism in healthcare providers.
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Affiliation(s)
- Anne F Gross
- Dept. of Psychiatry, Oregon Health & Science University, Portland, OR 97239–3098, USA.
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Simmenroth-Nayda A, Alt-Epping B, Gágyor I. Breaking bad news - an interdisciplinary curricular teaching-concept. GMS ZEITSCHRIFT FUR MEDIZINISCHE AUSBILDUNG 2011; 28:Doc52. [PMID: 22205910 PMCID: PMC3244731 DOI: 10.3205/zma000764] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/18/2011] [Revised: 07/04/2011] [Accepted: 07/22/2011] [Indexed: 11/30/2022]
Abstract
Background: The concerns of patients suffering from life-threatening disease and end-of-life care aspects have gained increasing attention in public perception. The increasing focus on palliative medicine questions can be considered to be paradigmatic for this development. Palliative medicine became a compulsory subject of the undergraduate curriculum in Germany to be implemented until 2013. The preexisting conditions and qualifications at the medical faculties vary, though. We describe the conceptual process, didactic background, and first experiences with the new interdisciplinary course “Delivering bad news” as a compulsory part of the palliative medicine curriculum. Methods: Since autumn 2009, this course has been taught at the University Medical Center Göttingen, consisting of two double lessons in the final year of medical education. Considering the curriculum-based learning goals in Göttingen, the focus of this course is to impart knowledge, attitudes and communication skills relating to “bad news”. Results: Although the seminar requires adequate staff and is time-consuming, students have accepted it and gave high marks in evaluations. In particular, the teachers’ performance and commitment was evaluated positively. Discussion and Conclusions: We describe the first experiences with a new course. Didactic structure, theoretical contents, role-plays and usage of media (film, novel) are well- suited to communicate topics such as “bad news”. Additional experiences and evaluations are necessary. According to the progressive nature of learning, it might be worthwhile to repeat communication- centered questions several times during medical studies.
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Affiliation(s)
- Anne Simmenroth-Nayda
- Georg August Universität Göttingen, Abteilung Allgemeinmedizin, Göttingen, Deutschland.
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Weaver R, Wilson I. Australian medical students' perceptions of professionalism and ethics in medical television programs. BMC MEDICAL EDUCATION 2011; 11:50. [PMID: 21798068 PMCID: PMC3162942 DOI: 10.1186/1472-6920-11-50] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/19/2011] [Accepted: 07/29/2011] [Indexed: 05/12/2023]
Abstract
BACKGROUND Medical television programs offer students fictional representations of their chosen career. This study aimed to discover undergraduate medical students' viewing of medical television programs and students' perceptions of professionalism, ethics, realism and role models in the programs. The purpose was to consider implications for teaching strategies. METHODS A medical television survey was administered to 386 undergraduate medical students across Years 1 to 4 at a university in New South Wales, Australia. The survey collected data on demographics, year of course, viewing of medical television programs, perception of programs' realism, depiction of ethics, professionalism and role models. RESULTS The shows watched by most students were House, Scrubs, and Grey's Anatomy, and students nominated watching 30 different medical programs in total. There was no statistical association between year of enrolment and perceptions of accuracy. The majority of students reported that friends or family members had asked them for their opinion on an ethical or medical issue presented on a program, and that they discussed ethical and medical matters with their friends. Students had high recall of ethical topics portrayed on the shows, and most believed that medical programs generally portrayed ideals of professionalism well. CONCLUSIONS Medical programs offer considerable currency and relevance with students and may be useful in teaching strategies that engage students in ethical lessons about practising medicine.
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Affiliation(s)
- Roslyn Weaver
- Family and Community Health Research Group, University of Western Sydney, Narellan Road Campbelltown NSW 2560, Australia
| | - Ian Wilson
- Medical Education Unit, School of Medicine, University of Western Sydney, Narellan Road Campbelltown NSW 2560, Australia
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