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Guo L, Ma L, Dou H, Liu R. Application of the "hand-foot combination" teaching method in single-channel endoscopy anatomy. Asian J Surg 2024:S1015-9584(24)00222-7. [PMID: 38331621 DOI: 10.1016/j.asjsur.2024.01.168] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Accepted: 01/26/2024] [Indexed: 02/10/2024] Open
Affiliation(s)
- Longcheng Guo
- Inner Mongolia Medical University, Department of Orthopedics, Affiliated Hospital of Inner Mongolia Medical University, Huhehot North Street, Inner Mongolia, 010050, China
| | - Li Ma
- Inner Mongolia Medical University, Department of Orthopedics, Affiliated Hospital of Inner Mongolia Medical University, Huhehot North Street, Inner Mongolia, 010050, China.
| | - Huimin Dou
- Inner Mongolia Medical University, Hepatobiliary Surgery, Affiliated Hospital of Inner Mongolia Medical University, Huhehot North Street, Inner Mongolia, 010050, China
| | - Rui Liu
- Inner Mongolia Medical University, Department of Orthopedics, Affiliated Hospital of Inner Mongolia Medical University, Huhehot North Street, Inner Mongolia, 010050, China
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Novo-Veleiro I, Bengoa R, Pose-Reino A. Teaching about chronicity in medical schools - A review of the current situation. Rev Clin Esp 2023; 223:100-13. [PMID: 36564002 DOI: 10.1016/j.rceng.2022.12.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Accepted: 12/01/2022] [Indexed: 12/24/2022]
Abstract
In recent decades, progressive population aging in developed countries has led to a significant increase in the number of people with at least one chronic medical condition. As a result, acquiring knowledge about chronicity in medical school is key for physicians to be able to provide proper management for these patients. However, the presence of chronicity in educational curricula is scarce and highly variable. On the one hand, this work consisted of a review of the educational programs of the main medical schools on each continent with the aim of identifying whether they included chronicity and, on the other, a literature review focused on identifying educational projects in the field of chronicity. The presence of chronicity in most medical schools' curricula is marginal and only a few universities include specific skills or competences linked to chronicity. In most cases, this topic appears as a global, cross-curricular competence that students are supposed to acquire over the course of their entire education. The literature review retrieved 21 articles on innovative teaching projects on chronicity. Direct contact with chronic patients, most times as "health mentors," the role of the student as a teacher, and continuous evaluation and feedback from all participants are the main characteristics of the projects analyzed. Some previously published experiences support the usefulness of innovative methodologies for better approaching this capital field in current medical practice. Despite the current situation in which chronic patients consume most healthcare resources, the presence of chronicity in medical schools is marginal. However, a literature review did identify some useful experiences for improving education on chronicity in medical schools. Medical schools should change their academic curricula and redirect them towards providing students all the necessary tools for improving their knowledge on chronicity.
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Straßer P, Nikendei C, Bugaj TJ, Kühl M, Kühl SJ. Environmental issues hidden in medical education: What are the effects on students' environmental awareness and knowledge? Z Evid Fortbild Qual Gesundhwes 2022; 174:97-102. [PMID: 36064704 DOI: 10.1016/j.zefq.2022.07.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Revised: 06/29/2022] [Accepted: 07/21/2022] [Indexed: 12/14/2022]
Abstract
INTRODUCTION Global warming is one of the major challenges faced by society. To raise students' awareness related to these issues, we embedded environmental learning goals in mandatory courses. The aim of this initiative was to determine whether the integration of environmental topics into a seminar focussing on non-environmental issues facilitates changes in the environmental knowledge and awareness of students. METHODS Third-year molecular medicine students (intervention group, IG) were assigned short environment-related tasks in a not environment-related scientific writing seminar. Using standardized questionnaires before and after the seminar, students were assessed with a set of up to 48 questions relating to environmental affect, cognition, behavioral intention and knowledge as well as specific personal aspects. The comparison group (CG) consisted of third-year dentistry students who were assessed twice during an equivalent pre-post time period and who did not attend the seminar. The analysis was carried out with 15 students from the IG and 14 from the CG. RESULTS Integrating environmental topics into a scientific writing seminar focussing on non-environmental issues led to a significantly increased level of awareness of the threats from climate change in the IG (p<0.05). No further significant changes in other areas of environmental awareness were observed in either group. In addition, the environmental knowledge of the IG students (p≤0.01) but not of the CG students (p=0.285) was significantly enhanced. DISCUSSION AND CONCLUSION This study shows that factual environmental knowledge on the issues addressed can be increased by a cautious approach of environmental communication. However, more deep-seated personal attitudes and environmental awareness cannot be sustainably changed using this low intervention dose.
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Affiliation(s)
- Patrick Straßer
- Institute of Biochemistry and Molecular Biology, Ulm University, Ulm, Germany
| | - Christoph Nikendei
- Clinic of General Internal Medicine and Psychosomatics, University Clinic Heidelberg, Heidelberg, Germany
| | - Till J Bugaj
- Clinic of General Internal Medicine and Psychosomatics, University Clinic Heidelberg, Heidelberg, Germany
| | - Michael Kühl
- Institute of Biochemistry and Molecular Biology, Ulm University, Ulm, Germany
| | - Susanne J Kühl
- Institute of Biochemistry and Molecular Biology, Ulm University, Ulm, Germany.
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Rathberger K, Ried M, Hofmann HS. [Case-based learning in thoracic surgery : A comparison between online and face-to-face teaching]. Chirurgie (Heidelb) 2022; 93:870-875. [PMID: 35362738 PMCID: PMC8973651 DOI: 10.1007/s00104-022-01626-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/27/2022] [Indexed: 10/27/2022]
Abstract
BACKGROUND In modern medical education, traditional face-to-face teaching is increasingly being supplemented by innovative teaching methods, such as case-based learning or e‑learning. AIM OF THE WORK Design and evaluation of a new course concept in thoracic surgery to motivate students and at the same time find ways to relieve the medical staff in their teaching activities. MATERIAL AND METHODS All students of the third clinical semester at the University of Regensburg completed a case-based course on the topic of pulmonary nodules in the summer semester 2016 and winter semester 2016/2017 as part of the practical course in thoracic surgery. This involved a moderated face-to-face seminar for one group of students and a purely online event for the other group. The knowledge gain and the subjective learning experience of the students were evaluated via questionnaires. RESULTS A total of 190 students took part in the courses, 88 in the face-to-face course and 102 in the online course. Although both groups recorded a significant increase in knowledge as a result of the course intervention, the students in the face-to-face course showed significantly higher subjective satisfaction compared to their peers in the online course. CONCLUSION Case-based learning was shown to be a promising concept in thoracic surgery education, although establishing online learning procedures proved to be more challenging than presence-based teaching.
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Affiliation(s)
- Katharina Rathberger
- Abteilung für Thoraxchirurgie, Universitätsklinikum Regensburg, Franz-Josef-Strauß-Allee 11, 93053, Regensburg, Deutschland.
| | - Michael Ried
- Abteilung für Thoraxchirurgie, Universitätsklinikum Regensburg, Franz-Josef-Strauß-Allee 11, 93053, Regensburg, Deutschland
| | - Hans-Stefan Hofmann
- Abteilung für Thoraxchirurgie, Universitätsklinikum Regensburg, Franz-Josef-Strauß-Allee 11, 93053, Regensburg, Deutschland
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Jutant EM, Sesé L, Patout M, Messika J, Maître B, Gille T, Zysman M. Objective structured clinical examinations (OSCEs) for students' training and assessment in the French respiratory medicine departments in 2021: An overview. Respir Med Res 2022; 81:100883. [PMID: 35247680 DOI: 10.1016/j.resmer.2022.100883] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2021] [Revised: 01/11/2022] [Accepted: 01/28/2022] [Indexed: 11/17/2022]
Abstract
BACKGROUND Medical professional performances can be assessed by objective structured clinical examinations (OSCEs) where medical trainees go through a series of simulated clinical situations. OSCEs are now the gold standard for the assessment of medical students' competence during their training. In France, the first national OSCEs will take place in May 2024 and respiratory teachers will be involved in this reform and will use OSCEs for students' training and assessment in respiratory medicine. Students training regarding this final OSCE may vary across medical faculties and may impact students' results. Therefore, we aimed to provide a national overview of OSCE's training performed by respiratory teachers and their interest in developing a common French databank of OSCEs. METHODS We conducted a national anonymous online survey among the members of the French college of respiratory teachers (CEP), from 2021 February the 15th to 2021 June the 15th. The survey consisted of 32 questions. RESULTS Among 118 French pulmonologists teachers, 52 (45%) responded to the survey. We received a response from at least one of each of the French Medical Universities. Twenty-two (42%) had received specific training on how to conduct an OSCE. Twenty-eight (54%) of respondents used OSCEs for training purposes and 24 (46%) for assessment purposes, for less than 1 year in more than half of the participants. The average satisfaction scores out of 10 about OSCEs was 7.3 ± 1.7 for training and 7.4 ± 1.5 for students' assessment. Respondents were willing (8.9 ± 1.8 out of ten) to develop a common databank to share OSCEs subjects in respiratory medicine in France. CONCLUSIONS This survey confirms heterogeneity in the training and the use of OSCEs among French respiratory teachers. However, a common national databank could be a useful tool to reduce these disparities.
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Affiliation(s)
- Etienne-Marie Jutant
- Respiratory department, CHU de Poitiers, INSERM CIC 1402, ALIVES Research Group, University of Poitiers, Poitiers, France; INSERM UMR_S 999 «Pulmonary Hypertension: Pathophysiology and Novel Therapies», Hôpital Marie Lannelongue, Le Plessis-Robinson, Université Paris-Saclay, School of Medicine, Le Kremlin-Bicêtre, France; Assistance Publique - Hôpitaux de Paris (AP-HP), Department of Respiratory and Intensive Care Medicine, Pulmonary Hypertension National Referral Center, Hôpital Bicêtre, Le Kremlin-Bicêtre, France
| | - Lucile Sesé
- Université Sorbonne Paris Nord, Bobigny, France; INSERM UMR 1272 " Hypoxia & the Lung", UFR SMBH Léonard de Vinci, Université Sorbonne Paris Nord, Bobigny, France; Hôpitaux Universitaires de Paris Seine-Saint-Denis, Assistance Publique - Hôpitaux de Paris (AP-HP), Department of Physiology and Functional Explorations, Bobigny, France.
| | - Maxime Patout
- AP-HP, Groupe Hospitalier Universitaire APHP-Sorbonne Université, site Pitié-Salpêtrière, Service des Pathologies du Sommeil (Département R3S), F-75013 Paris, France; Sorbonne Université, INSERM, UMRS1158 Neurophysiologie Respiratoire Expérimentale et Clinique, F-75005 Paris, France
| | - Jonathan Messika
- APHP. Nord-Université de Paris, Hôpital Bichat, Service de Pneumologie B et Transplantation Pulmonaire, F-75018, Paris, France; Université de Paris, INSERM PHERE UMRS 1152, F-75018 Paris, France
| | - Bernard Maître
- Univ Paris Est-Créteil, Faculté de Santé, INSERM, IMRB, Créteil, France; Pulmonary Department, Hôpital Intercommunal de Créteil, Créteil, France
| | - Thomas Gille
- Université Sorbonne Paris Nord, Bobigny, France; INSERM UMR 1272 " Hypoxia & the Lung", UFR SMBH Léonard de Vinci, Université Sorbonne Paris Nord, Bobigny, France; Hôpitaux Universitaires de Paris Seine-Saint-Denis, Assistance Publique - Hôpitaux de Paris (AP-HP), Department of Physiology and Functional Explorations, Bobigny, France
| | - Maeva Zysman
- Pulmonary Department, CHU Haut-Lévèque, Bordeaux, France; Univ. Bordeaux, Centre de Recherche cardio-thoracique, INSERM U1045, CIC 1401. F-33600 Pessac, France
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Green D, Agarwal G, Lichtstein DM, Knickerbocker CB, Maguire M, Shaya GE. Characteristics of academic medicine change agents as revealed by 4th-year medical students' reflections-on-practice. Med Sci Educ 2022; 32:91-102. [PMID: 35154895 PMCID: PMC8814076 DOI: 10.1007/s40670-021-01498-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/10/2021] [Indexed: 06/14/2023]
Abstract
PROBLEM At present, formal training in adult learning principles, educational theories, and educational methods is not a core objective of most medical school curricula. As academic medical centers aim to develop the next generation of medical educators, students must be provided an opportunity to learn educational principles, engage in supervised teaching activities, and develop experiences in academic medicine to foster interest early in their development as educators. INTERVENTION We developed a longitudinal medical education elective for fourth-year medical students, which was comprised of attending five seminars, leading 15 teaching sessions, formulating a medical education project, and writing a reflective essay. The seminars covered the history of medical education in the USA, adult learning theory and teaching principles, use of various teaching strategies and formats, construction and organization of curricula, effective models of evaluation and feedback provision, and principles of educational research. CONTEXT This exploratory quasi-experiment incorporated a concurrent mixed methods data collection approach via pre- and post-seminar surveys and narrative reflection essay document analyses. IMPACT Learners revealed favorable changes in their self-efficacy and self-perceived knowledge and attitudes towards medical education. A qualitative analysis of the reflective essays revealed five thematic categories (learning impacts, medical educator growth, leadership growth, medical school reflections, and future professional plans) and thirteen sub-categories. Students found many opportunities to implement high-quality educational projects, expressed commitment to pursuing teaching careers, and felt better equipped to assume a leadership role as change agents in academic medicine. LESSONS LEARNED Findings are likely relevant to critical stakeholders who advocate for the inclusion of formal educational skills training into medical education curricula.
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Affiliation(s)
- David Green
- Division of Innovations in Medical Education, University of Miami Miller School of Medicine, Miami, FL USA
| | - Gauri Agarwal
- University of Miami Miller School of Medicine, Miami, FL USA
| | | | | | - Michael Maguire
- Sidney Kimmel College Medicine, Thomas Jefferson University, ChristianaCare and A.I. duPont Hospital for Children, Wilmington, DE USA
| | - Gabriel E. Shaya
- Division of Cardiology, Johns Hopkins University, Baltimore, MD USA
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Riedel M, Hennigs A, Dobberkau AM, Riedel C, Bugaj TJ, Nikendei C, Amann N, Karge A, Eisenkolb G, Tensil M, Recker F, Riedel F. The role of gender-specific factors in the choice of specialty training in obstetrics and gynecology: results from a survey among medical students in Germany. Arch Gynecol Obstet 2022; 305:129-137. [PMID: 34550446 PMCID: PMC8782790 DOI: 10.1007/s00404-021-06232-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Accepted: 08/17/2021] [Indexed: 11/30/2022]
Abstract
PURPOSE The field of obstetrics and gynecology (OB/GYN) is facing growing competition for young professionals in Germany, with high interest rates among female graduates and a declining proportion of male students who choose residency training in the field. The aim of this study is to analyze general and gender-dependent factors that influence the decision for or against specialty training in OB/GYN among medical students in Germany. METHODS Between February and November 2019, n = 346 medical students in their 5th and 6th year of undergraduate training at Heidelberg University received a questionnaire with 44 items. RESULTS n = 286 students (61.3 female; 38.7% male) participated in the study. 28% of the female students and 9% of the male students had considered OB/GYN for their specialty training. The students reported different general and gender-specific influencing factors in their choice of a specialty. Both genders desired a good work-life-balance, however, in comparison with their female colleagues, male students had heavily weighted factors related to their later careers and professional success, including competition among colleagues. Male students had gained little practical experience during compulsory internships (26.9% for females vs. 8.8% for males) or had chosen their final-year elective in OB/GYN (15.9% for females vs. 5.5% for males). Female students had worried about the negative effects of their sex on their career (35.4% for females vs. 5.9% for males). CONCLUSION OB/GYN must become more appealing and attractive to young female and male professionals alike. A better compatibility of career and family should go hand in hand with the implementation of differentiated, (extra) curricular teaching approaches that take the different preferences of female and male students into account.
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Affiliation(s)
- Maximilian Riedel
- Department of Gynecology and Obstetrics, Klinikum rechts der Isar, Technical University of Munich, Munich, Germany
| | - André Hennigs
- Department of Gynecology and Obstetrics, Heidelberg University Hospital, Heidelberg, Germany
| | - Anna Maria Dobberkau
- Department of Gynecology and Obstetrics, Heidelberg University Hospital, Heidelberg, Germany
| | - Caroline Riedel
- Department of General Internal Medicine and Psychosomatics, Heidelberg University Hospital, Heidelberg, Germany
| | - Till Johannes Bugaj
- Department of General Internal Medicine and Psychosomatics, Heidelberg University Hospital, Heidelberg, Germany
| | - Christoph Nikendei
- Department of General Internal Medicine and Psychosomatics, Heidelberg University Hospital, Heidelberg, Germany
| | - Niklas Amann
- Department of Obstetrics and Gynecology, Ludwig Maximilians University (LMU), Munich, Germany
| | - Anne Karge
- Department of Gynecology and Obstetrics, Klinikum rechts der Isar, Technical University of Munich, Munich, Germany
| | - Gabriel Eisenkolb
- Department of Gynecology and Obstetrics, Klinikum rechts der Isar, Technical University of Munich, Munich, Germany
| | - Maria Tensil
- Kirinus Clinic for Psychotherapy, Munich, Germany
| | - Florian Recker
- Department of Obstetrics and Gynecology, Bonn University Hospital, Bonn, Germany
| | - Fabian Riedel
- Department of Gynecology and Obstetrics, Heidelberg University Hospital, Heidelberg, Germany.
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Zhang Z, Tang Z, Wang F, Yu J, Tang Y, Jiang B, Gou Y, Lu B, Tang A, Tang X. Achieving physical examination competence through optimizing hands-on practice cycles: a prospective cohort comparative study of medical students. PeerJ 2021; 9:e12544. [PMID: 34917424 PMCID: PMC8643100 DOI: 10.7717/peerj.12544] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Accepted: 11/04/2021] [Indexed: 11/20/2022] Open
Abstract
Background Deliberate practice (DP) was proposed for effective clinical skill training, which highlights focused, repetitive practice and feedback as the key points for practice. Although previous studies have investigated the effect of feedback in DP, little is known about the proper repetitive cycles of clinical skills training especially in physical examination (PE) training. Methods We drew learning curves and designed a comparative study to find out the optimal number of hands-on practice cycles, an important aspect of DP, in abdominal PE training for medical students. A comparative study was conducted to validate the optimal number of hands-on practice by dividing students into two cohorts including Cohort A (high-frequency hand-on training) and B (low-frequency hand-on training). Results The learning curve study of 16 students exhibited a threshold of four repetitive practices when 81.25% students reached the competence score. A total of 74 students’ final exam scores were collected for analysis. Students in Cohort A (4–5 PEs) scored significantly higher than those in Cohort B (≤3 PEs) (84.41 ± 11.78 vs 76.83 ± 17.51] in the final exam (P = 0.030)). Conclusion High-frequency practice can improve students’ competence of abdominal PE skill. We recommend four cycles of hands-on practice for each student in a training course like PE training.
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Affiliation(s)
- Zinan Zhang
- Xiangya Medical School, Central South University, Changsha, China.,Department of Gastroenterology, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Zhenwei Tang
- Xiangya Medical School, Central South University, Changsha, China.,Department of Dermatology, Xiangya hospital of Central South University, Changsha, China
| | - Fang Wang
- Department of Endocrinology and Metabolism, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Jingjia Yu
- Department of Cardiovascular Medicine, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Youzhou Tang
- Department of Nephrology, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Boyue Jiang
- Xiangya Medical School, Central South University, Changsha, China
| | - Yue Gou
- Xiangya Medical School, Central South University, Changsha, China
| | - Ben Lu
- Department of Haematology, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Anliu Tang
- Department of Gastroenterology, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Xiaohong Tang
- Department of Cardiovascular Medicine, The Third Xiangya Hospital of Central South University, Changsha, China.,The Clinical Skills Training Center, The Third Xiangya Hospital of Central South University, Changsha, China
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Zhao W, Song J, Liu R, Wang J. Efficient application of the "Hand As Foot" teaching method in the clinical teaching of ectopic pregnancy. Asian J Surg 2021; 44:871-872. [PMID: 33895049 DOI: 10.1016/j.asjsur.2021.03.019] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Accepted: 03/19/2021] [Indexed: 10/21/2022] Open
Affiliation(s)
- Wei Zhao
- Inner Mongolia Medical University, Department of Obstetrics and Gynecology, Affiliated Hospital of Inner Mongolia Medical University, Hohhot North Street, Inner Mongolia 010050, China
| | - Jiandong Song
- Inner Mongolia Medical University, Department of Obstetrics and Gynecology, Affiliated Hospital of Inner Mongolia Medical University, Hohhot North Street, Inner Mongolia 010050, China.
| | - Rui Liu
- Inner Mongolia Medical University, Department of Orthopedics, Affiliated Hospital of Inner Mongolia Medical University, Hohhot North Street, Inner Mongolia 010050, China
| | - Jie Wang
- Inner Mongolia Medical University, Department of Obstetrics and Gynecology, Affiliated Hospital of Inner Mongolia Medical University, Hohhot North Street, Inner Mongolia 010050, China
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Naglik L, Ravindran P. A commentary on "The coronavirus (COVID-19) pandemic: Adaptations in medical education". Int J Surg 2020; 84:89-90. [PMID: 33126084 PMCID: PMC7588796 DOI: 10.1016/j.ijsu.2020.10.017] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Accepted: 10/15/2020] [Indexed: 11/27/2022]
Affiliation(s)
- Leah Naglik
- St George's University of London, London, UK.
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Wang Z, Wang H, Kong F, Chen Z, Wu H, Wang X, Jian F. Application of a Microsurgical Space Restrictor in Microsurgical Simulation Training. World Neurosurg 2020; 140:e289-e293. [PMID: 32407919 DOI: 10.1016/j.wneu.2020.05.031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2020] [Revised: 05/02/2020] [Accepted: 05/04/2020] [Indexed: 11/18/2022]
Abstract
OBJECTIVE To investigate the effect of the application of a microsurgical space restrictor in microsurgical simulation training. METHODS A microsurgical space restrictor that can restrict the operation space was designed and produced. Forty neurosurgery residents with standardized training were selected as the study subjects and were randomly divided into the experimental group (group A) and the control group (group B). Group A was trained using the space restrictor, and group B was trained using the traditional method. The skills and overall performance of the 2 groups of trainees were assessed by the Stanford Microsurgery and Resident Training (SMaRT) scale. The assessment was divided into 2 stages: the unobstructed microsurgery test, and the test with the microsurgical operation space restrictor. RESULTS In group A, the score for the first stage (A1) was 3.9 ± 0.6, the score for the second stage (A2) was 3.4 ± 0.6, and the score for A1 was better than that for A2 (P = 0.000); in group B, the score for the first stage (B1) was 3.57 ± 0.6, the score for the second stage (B2) was 3.0 ± 0.6, and the score for B1 was better than that for B2 (P = 0.000). Overall, the score for A1 was better than that for B1 (P = 0.046), and the score for A2 was better than that for B2 (P = 0.009). CONCLUSIONS Microsurgical space restrictor use can improve the effect of microsurgical simulation training and help trainees better master microsurgical operation skills.
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Affiliation(s)
- Zuowei Wang
- Department of Neurosurgery, Xuanwu Hospital, Capital Medical University, Neurospine Center, China International Neuroscience Institute, Beijing, People's Republic of China; Department of Neurosurgery, Education Department, Beijing Hospital, National Center of Gerontology, Beijing, People's Republic of China
| | - Haifeng Wang
- Department of Neurosurgery, Education Department, Beijing Hospital, National Center of Gerontology, Beijing, People's Republic of China
| | - Feng Kong
- Department of Neurosurgery, Xuanwu Hospital, Capital Medical University, Neurospine Center, China International Neuroscience Institute, Beijing, People's Republic of China
| | - Zan Chen
- Department of Neurosurgery, Xuanwu Hospital, Capital Medical University, Neurospine Center, China International Neuroscience Institute, Beijing, People's Republic of China
| | - Hao Wu
- Department of Neurosurgery, Xuanwu Hospital, Capital Medical University, Neurospine Center, China International Neuroscience Institute, Beijing, People's Republic of China
| | - Xingwen Wang
- Department of Neurosurgery, Xuanwu Hospital, Capital Medical University, Neurospine Center, China International Neuroscience Institute, Beijing, People's Republic of China
| | - Fengzeng Jian
- Department of Neurosurgery, Xuanwu Hospital, Capital Medical University, Neurospine Center, China International Neuroscience Institute, Beijing, People's Republic of China.
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Anderson T. The art of medicine: The reflections of a very junior doctor in breaking bad news. Patient Educ Couns 2020; 103:670-671. [PMID: 31635937 DOI: 10.1016/j.pec.2019.09.019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2018] [Revised: 06/12/2019] [Accepted: 09/15/2019] [Indexed: 06/10/2023]
Abstract
Being a clinician is not simply about making the diagnosis and treating the patient. In this fast paced and ever evolving medical interface where time is of the essence, it has become unfortunately less common to witness situations that remind us that medicine is in fact, an art. Breaking bad news is an example of this. Compassion is not something that can be taught, but rather it is something that can be observed, practised and later honed. It is by observing these skills in our peers and reflecting on them that we may better ourselves as clinicians. Allow me to recount a memory of the first time that I was witness to that art at its finest.
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Himmelbauer M, Seitz T, Seidman C, Löffler-Stastka H. Standardized patients in psychiatry - the best way to learn clinical skills? BMC Med Educ 2018; 18:72. [PMID: 29625572 PMCID: PMC5889557 DOI: 10.1186/s12909-018-1184-4] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/01/2016] [Accepted: 03/27/2018] [Indexed: 02/07/2023]
Abstract
BACKGROUND Standardized patients (SP) have been successfully utilized in medical education to train students' communication skills. At the Medical University of Vienna communication training with SPs in psychiatry is a mandatory part of the curriculum. In the training, the SP plays the role of four different patients suffering from depression/suicidal tendencies, somatoform disorder, anxiety disorder, or borderline disorder while the student attempts to gather the patient's medical history. Both the instructor and SP then give the student constructive feedback afterwards. METHOD The aim of the study was to evaluate the quality of the SP's roleplay and feedback, using a self-created questionnaire. Additionally, we wanted to gauge the differences between the students' and teachers' evaluations of the SP's role playing performance and feedback. RESULTS The questionnaire was completed by 529 students and 29 teachers who attended the training. Overall, both students and teachers evaluated the SPs' performance and feedback very well. In comparison to the responses given by the teachers, more students reported that the "SP overacted" while fewer students believed that the "SP could be a real patient". The feedback given by the SP was evaluated similarly by students and teachers, suggesting that students are able to recognize the quality of constructive feedback. Furthermore, the SP's quality of roleplaying was evaluated as the poorest while playing the psychiatric disorder "depression/suicidal tendencies." CONCLUSIONS Our study showed that students and teachers appreciate SPs' competence of role play and of giving feedback. However, further studies should be performed to figure out why both students and teachers alike evaluated the played psychiatric disorder "depression/suicidal tendencies" to be the worst.
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Affiliation(s)
- Monika Himmelbauer
- 0000 0000 9259 8492grid.22937.3dTeaching Center, Medical University of Vienna, Vienna, Austria
| | - Tamara Seitz
- Department of Infectious Diseases and Tropical Medicine, SMZ Süd, Kundratstraße 10, 1100 Wien, Austria
| | - Charles Seidman
- 0000000419368729grid.21729.3fColumbia University, New York, USA
| | - Henriette Löffler-Stastka
- 0000 0000 9259 8492grid.22937.3dDepartment of Psychoanalysis and Psychotherapy, and Teaching Center/Postgraduate Unit, Medical University of Vienna, Währinger Gürtel 18-20, 1090 Vienna, Austria
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Engbers R, Fluit CRMG, Bolhuis S, Sluiter R, Stuyt PMJ, Laan RFJM. Relations between policy for medical teaching and basic need satisfaction in teaching. Adv Health Sci Educ Theory Pract 2015; 20:969-80. [PMID: 25503924 DOI: 10.1007/s10459-014-9575-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2014] [Accepted: 12/06/2014] [Indexed: 05/24/2023]
Abstract
Policy initiatives that aim to elevate the position of medical teaching to that of medical research could influence the satisfaction of three basic psychological needs related to motivation for medical teaching. To explore relations between the satisfaction of three basic psychological needs towards medical teaching and two policy initiatives for medical teaching: (Junior) Principal Lecturer positions [(J)PL positions] and Subsidized Innovation and Research Projects in Medical Education (SIRPMEs). An online questionnaire was used to collect data about medical teaching in the setting of a university hospital. We adapted the Work-related Basic Need Satisfaction scale (Van den Broeck et al. in J Occup Organ Psychol, 83(4):981-1002, 2010), in order to measure feelings of autonomy, competence, and relatedness in teaching. We examined the relations between (J)PL positions and SIRPMEs and the satisfaction of three basic psychological needs. A total of 767 medical teachers participated. The initiatives appear to be related to different beneficial outcomes in terms of feelings of autonomy, competence, and relatedness in medical teaching. Either a (J)PL position is obtained by teachers who feel competent and related towards medical teaching, or obtaining a (J)PL position makes teachers feel more competent and related towards teaching, or these relations could be interacting. Also, either a SIRPME is obtained by teachers who feel competent and autonomous towards medical teaching, or obtaining a SIRPME makes teachers feel more competent and autonomous towards teaching, or these relations could be interacting. Additional research needs to scrutinize the causal or interacting relations further and to determine optimal conditions for these policy initiatives more specifically. Implications for future research are discussed.
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Affiliation(s)
- Rik Engbers
- Department for Evaluation, Quality and Development of Medical Education, Radboud University Medical Center, P.O. Box 9101, 6500 HB, Nijmegen, The Netherlands.
| | - Cornelia R M G Fluit
- Department for Evaluation, Quality and Development of Medical Education, Radboud University Medical Center, P.O. Box 9101, 6500 HB, Nijmegen, The Netherlands
| | - Sanneke Bolhuis
- Department for Evaluation, Quality and Development of Medical Education, Radboud University Medical Center, P.O. Box 9101, 6500 HB, Nijmegen, The Netherlands
| | - Roderick Sluiter
- Department of Political Science, Nijmegen School of Management, Radboud University, Nijmegen, The Netherlands
| | - Paul M J Stuyt
- Department for Evaluation, Quality and Development of Medical Education, Radboud University Medical Center, P.O. Box 9101, 6500 HB, Nijmegen, The Netherlands
| | - Roland F J M Laan
- Department for Evaluation, Quality and Development of Medical Education, Radboud University Medical Center, P.O. Box 9101, 6500 HB, Nijmegen, The Netherlands
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Reis LO, Ikari O, Taha-Neto KA, Gugliotta A, Denardi F. Delivery of a urology online course using Moodle versus didactic lectures methods. Int J Med Inform 2014; 84:149-54. [PMID: 25466380 DOI: 10.1016/j.ijmedinf.2014.11.001] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2014] [Revised: 10/19/2014] [Accepted: 11/03/2014] [Indexed: 10/24/2022]
Abstract
PURPOSE To subjectively and objectively compare an accessible interactive electronic library using Moodle with lectures for urology teaching of medical students. METHODS Forty consecutive fourth-year medical students and one urology teacher were exposed to two teaching methods (4 weeks each) in the form of problem-based learning: - lectures and - student-centered group discussion based on Moodle (modular object-oriented dynamic learning environment) full time online delivered (24/7) with video surgeries, electronic urology cases and additional basic principles of the disease process. RESULTS All 40 students completed the study. While 30% were moderately dissatisfied with their current knowledge base, online learning course delivery using Moodle was considered superior to the lectures by 86% of the students. The study found the following observations: (1) the increment in learning grades ranged from 7.0 to 9.7 for students in the online Moodle course compared to 4.0-9.6 to didactic lectures; (2) the self-reported student involvement in the online course was characterized as large by over 60%; (3) the teacher-student interaction was described as very frequent (50%) and moderately frequent (50%); and (4) more inquiries and requisitions by students as well as peer assisting were observed from the students using the Moodle platform. CONCLUSIONS The Moodle platform is feasible and effective, enthusing medical students to learn, improving immersion in the urology clinical rotation and encouraging the spontaneous peer assisted learning. Future studies should expand objective evaluations of knowledge acquisition and retention.
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Affiliation(s)
- Leonardo Oliveira Reis
- School of Medical Sciences, University of Campinas - UNICAMP, Brazil; Pontifical Catholic University of Campinas, PUC-Campinas, Campinas, SP, Brazil.
| | - Osamu Ikari
- School of Medical Sciences, University of Campinas - UNICAMP, Brazil
| | - Khaled A Taha-Neto
- Pontifical Catholic University of Campinas, PUC-Campinas, Campinas, SP, Brazil
| | - Antonio Gugliotta
- School of Medical Sciences, University of Campinas - UNICAMP, Brazil; Pontifical Catholic University of Campinas, PUC-Campinas, Campinas, SP, Brazil
| | - Fernandes Denardi
- School of Medical Sciences, University of Campinas - UNICAMP, Brazil
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Casademont J, Porcel JM, Vargas Núñez JA, González Macías J. Current status of General Pathology training in Spain. Rev Clin Esp 2013; 213:421-7. [PMID: 23743547 DOI: 10.1016/j.rce.2013.04.006] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2013] [Revised: 04/03/2013] [Accepted: 04/07/2013] [Indexed: 11/24/2022]
Abstract
BACKGROUND AND OBJECTIVES One of the core subjects in university training of the physicians has been General Pathology. Responsibility for this has historically fallen on Internal Medicine specialists. However, we are unaware if this situation is currently maintained. METHODS A questionnaire was sent to the coordinators of the subject of the 39 Spanish medical schools to know, among other things, the current denomination of the subjects (traditionally known as «General Pathology»), number of credits, teaching activities included in the subject and number and specialty of the professors responsible for it. Some data from the medical schools that did not respond were obtained from their web pages. RESULTS A total of 28 of the 39 (72%) medical schools existing in Spain answered the survey. The current denomination of the subject «General Pathology» varied greatly. The mean number of credits (one credit=20-25 h) was 11.2 (range 3 to 29). In 22 of 34 schools (65%), the subject was taught in the third year of the studies, but in 21% of the schools, it was partially and in 15% of the schools, totally, taught in the second year. More than half of the professors (54%) who taught the subject were Internal Medicine specialists, although this responsibility was shared with other specialists in a large proportion. CONCLUSIONS Teaching of General Pathology shows a marked heterogeneity that does not seem to be due to teaching or pedagogic criteria among the different schools of Spain. These facts may be due to less presence in the university setting of Internal Medicine compared to other specialties.
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Affiliation(s)
- J Casademont
- Servei de Medicina Interna, Hospital de la Santa Creu i Sant Pau, Universitat Autònoma de Barcelona, Barcelona, España.
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Abstract
The registered screen resolution of e-learning study moments in MedicalEducation.nl was used in this research to investigate the readiness of students and medical professionals to study e-learning on a mobile device. Between January 2008 and September 2012 the use of e-learning on a mobile device by students has quintupled to 2.29 %, while medical professionals lag behind in this development. If the use of mobile devices for e-learning is better supported, a rapid further increase should be anticipated. Further research on the desire of both students and medical professionals to study e-learning on a mobile device should be conducted.
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