首页 > 最新文献

International Journal of Medical Education最新文献

英文 中文
How do mentors perceive and perform their role in a reflection-based mentoring programme for medical students? 在以反思为基础的医学生指导计划中,导师如何看待和履行自己的职责?
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-10-28 DOI: 10.5116/ijme.6712.35da
Fleur Helewaut, Jan Reniers, Ellen Paelinck, Serhat Yildirim

Objectives: To explore how mentors perceive and perform their role in a longitudinal mentorship programme with the objective of guiding medical students in becoming reflective learners.

Methods: A qualitative exploratory study was conducted using semi-structured interviews with 16 mentors from the Ghent University medical education mentoring programme. Participants were selected by purposeful sampling on gender, years of experience and area of specialisation. Interview transcripts were analysed using inductive thematic analysis. Afterwards, all transcripts were re-analysed combining the resulting themes to identify different mentoring profiles.

Results: Our analysis yielded three themes. First, the basic conditions for mentorship showed wide differences in competencies that mentors considered necessary. Second, goals and purposes of mentoring identified roles ranging from ombudsperson, confidential advisor, role model to guide towards professional and personal growth. Third, attitudes to the mentoring programme revealed a wide variation from fully embracing to rejecting the reflective method. Further analysis led to three mentor profiles: reflective, sharing and advising. Even reflective mentors struggled in varying degrees with applying the guidelines, mostly depending on prior experience with reflection. Advising mentors found the intervision techniques too constrictive and expressed doubts about the usefulness of the programme.

Conclusions: In this reflection-based mentoring programme, different mentor perceptions strongly determined how reflection is being taught to medical students. This may affect the students' professional identity formation. Training should enable mentors to reflect on their beliefs and mentoring style. Further research is needed on the effects of reflection in mentoring and on mentor selection.

目的探讨导师如何看待和履行其在纵向导师制项目中的角色,以指导医学生成为反思型学习者:通过对根特大学医学教育指导计划的 16 名导师进行半结构化访谈,开展了一项定性探索性研究。研究人员根据性别、工作年限和专业领域进行了有目的的抽样。访谈记录采用归纳式主题分析法进行分析。之后,我们对所有访谈记录进行了重新分析,并将分析得出的主题结合起来,以确定不同的指导情况:我们的分析产生了三个主题。首先,指导的基本条件表明,指导者认为必要的能力存在很大差异。第二,指导的目标和目的确定了从监察员、保密顾问、榜样到专业和个人成长指导等各种角色。第三,对指导计划的态度显示了从完全接受到拒绝接受反思方法的巨大差异。通过进一步分析,得出了三种导师类型:反思型、分享型和建议型。即使是反思型导师在不同程度上也很难运用指导原则,这主要取决于他们以前的反思经验。提供建议的指导者认为相互监督技术过于严格,并对该计划的实用性表示怀疑:在这项以反思为基础的指导计划中,导师的不同看法在很大程度上决定了向医学生教授反思的方式。这可能会影响学生专业身份的形成。培训应使导师能够反思自己的信念和指导风格。还需要进一步研究反思在指导和导师选择中的作用。
{"title":"How do mentors perceive and perform their role in a reflection-based mentoring programme for medical students?","authors":"Fleur Helewaut, Jan Reniers, Ellen Paelinck, Serhat Yildirim","doi":"10.5116/ijme.6712.35da","DOIUrl":"https://doi.org/10.5116/ijme.6712.35da","url":null,"abstract":"<p><strong>Objectives: </strong>To explore how mentors perceive and perform their role in a longitudinal mentorship programme with the objective of guiding medical students in becoming reflective learners.</p><p><strong>Methods: </strong>A qualitative exploratory study was conducted using semi-structured interviews with 16 mentors from the Ghent University medical education mentoring programme. Participants were selected by purposeful sampling on gender, years of experience and area of specialisation. Interview transcripts were analysed using inductive thematic analysis. Afterwards, all transcripts were re-analysed combining the resulting themes to identify different mentoring profiles.</p><p><strong>Results: </strong>Our analysis yielded three themes. First, the basic conditions for mentorship showed wide differences in competencies that mentors considered necessary. Second, goals and purposes of mentoring identified roles ranging from ombudsperson, confidential advisor, role model to guide towards professional and personal growth. Third, attitudes to the mentoring programme revealed a wide variation from fully embracing to rejecting the reflective method. Further analysis led to three mentor profiles: reflective, sharing and advising. Even reflective mentors struggled in varying degrees with applying the guidelines, mostly depending on prior experience with reflection. Advising mentors found the intervision techniques too constrictive and expressed doubts about the usefulness of the programme.</p><p><strong>Conclusions: </strong>In this reflection-based mentoring programme, different mentor perceptions strongly determined how reflection is being taught to medical students. This may affect the students' professional identity formation. Training should enable mentors to reflect on their beliefs and mentoring style. Further research is needed on the effects of reflection in mentoring and on mentor selection.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"130-138"},"PeriodicalIF":1.6,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142545357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Enhancing the learning experience by empowering medical students to co-create learning tools and classroom activities. 增强医学生共同创建学习工具和课堂活动的能力,从而提升学习体验。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-10-17 DOI: 10.5116/ijme.6702.4d43
Parama Chaipackdee, Thanakrit Tanjararak, Parit Prechachaisurat, Bhranai Sammatat, Patomthan Marknui, Chalinee Monsereenusorn, Chanchai Traivaree, Wittawat Chantkran, Pasra Arnutti, Thammanoon Srisaarn, Ram Rangsin, Mathirut Mungthin, Dusit Staworn, Piya Rujkijyanont

Objectives: This study aimed to enhance the learning experience among medical students by empowering them to co-create learning tools and classroom activities.

Methods: A cross-sectional study was conducted with 10 participants from Year 2 of the new curriculum volunteering to participate in this study. Five were selected based on their diversities and empowered to design learning tools and class activities. Student satisfaction was presented as mean scores. A comparison of self-confidence scores in subjects learned before and after the class was analyzed using the paired t-test. Comparisons of multiple-choice question (MCQ) scores before and after the class between Years 2 (n = 96) and Year 3 of the previous curriculum attending inclass teaching (n = 98) were analyzed using the independent sample t-test.

Results: A high level of satisfaction (M=87.5, SD=15.7%) and significant improvements in student self-confidence in subjects learned between before (M=46.4, SD=20.8%) and after (M=82.7, SD=16.9%) the class were noted (t (223) = -23.73, p<.001). Additionally, Year 2 students achieved significantly higher MCQ scores after the class (M=85.6, SD=19.0%) compared with the scores from Year 3 (M=77.3, SD=23.6%) (t (190) = 3.32, p<.001).

Conclusions: Empowering medical students to co-create learning tools and class activities could positively enhance their learning experience. The result of this study addressed the importance of student empowerment with well-designed student-centered learning strategies based on their learning environment. Additional qualitative research is required to better understanding the "why" and "how" behind the findings of this study.

研究目的本研究旨在通过增强医学生共同创建学习工具和课堂活动的能力,提升他们的学习体验:我们进行了一项横断面研究,10 名来自新课程二年级的学生自愿参与了这项研究。根据他们的多样性选择了五名参与者,并授权他们设计学习工具和课堂活动。学生满意度以平均分表示。使用配对 t 检验分析了上课前后所学科目自信心得分的比较。使用独立样本 t 检验分析了二年级(n = 96)和三年级(n = 98)的选择题(MCQ)得分在上课前后的比较:结果:学生的满意度很高(M=87.5,SD=15.7%),学生对所学科目的自信心在课前(M=46.4,SD=20.8%)和课后(M=82.7,SD=16.9%)有显著提高(t(223)=-23.73,p(190)=3.32,p结论:赋予医学生共同创造学习工具和课堂活动的权力,可以积极提升他们的学习体验。本研究的结果表明,根据学生的学习环境,采用精心设计的以学生为中心的学习策略来增强学生的能力非常重要。要更好地理解本研究结果背后的 "原因 "和 "方法",还需要进行更多的定性研究。
{"title":"Enhancing the learning experience by empowering medical students to co-create learning tools and classroom activities.","authors":"Parama Chaipackdee, Thanakrit Tanjararak, Parit Prechachaisurat, Bhranai Sammatat, Patomthan Marknui, Chalinee Monsereenusorn, Chanchai Traivaree, Wittawat Chantkran, Pasra Arnutti, Thammanoon Srisaarn, Ram Rangsin, Mathirut Mungthin, Dusit Staworn, Piya Rujkijyanont","doi":"10.5116/ijme.6702.4d43","DOIUrl":"https://doi.org/10.5116/ijme.6702.4d43","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to enhance the learning experience among medical students by empowering them to co-create learning tools and classroom activities.</p><p><strong>Methods: </strong>A cross-sectional study was conducted with 10 participants from Year 2 of the new curriculum volunteering to participate in this study. Five were selected based on their diversities and empowered to design learning tools and class activities. Student satisfaction was presented as mean scores. A comparison of self-confidence scores in subjects learned before and after the class was analyzed using the paired t-test. Comparisons of multiple-choice question (MCQ) scores before and after the class between Years 2 (n = 96) and Year 3 of the previous curriculum attending inclass teaching (n = 98) were analyzed using the independent sample t-test.</p><p><strong>Results: </strong>A high level of satisfaction (M=87.5, SD=15.7%) and significant improvements in student self-confidence in subjects learned between before (M=46.4, SD=20.8%) and after (M=82.7, SD=16.9%) the class were noted (t <sub>(223)</sub> = -23.73, p<.001). Additionally, Year 2 students achieved significantly higher MCQ scores after the class (M=85.6, SD=19.0%) compared with the scores from Year 3 (M=77.3, SD=23.6%) (t <sub>(190)</sub> = 3.32, p<.001).</p><p><strong>Conclusions: </strong>Empowering medical students to co-create learning tools and class activities could positively enhance their learning experience. The result of this study addressed the importance of student empowerment with well-designed student-centered learning strategies based on their learning environment. Additional qualitative research is required to better understanding the \"why\" and \"how\" behind the findings of this study.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"124-129"},"PeriodicalIF":1.6,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142464666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Profiles of intercultural sensitivity of healthcare students: a person-centred approach. 医学生的跨文化敏感性概况:以人为本的方法。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-26 DOI: 10.5116/ijme.66dd.beb3
Lilla Lucza, Tamás Martos, Viola Sallay, Tamás Simon, Anne Weiland, Peter Vermeir, Márta Csabai

Objectives: We aimed to explore healthcare students' intercultural sensitivity profiles and their relationship with empathy to develop effective education methods that promote non-discriminatory patient care.

Methods: We conducted a cross-sectional questionnaire study, involving a total of 508 international (n= 100) and local (n= 408) healthcare students in Hungary by convenience sampling. The survey included demographics, the Intercultural Sensitivity Scale, and the Interpersonal Reactivity Index. We applied latent profile analysis to identify distinct sensitivity profiles and used multinomial logistic regression to estimate the predictive power of several background variables on profile group membership.

Results: A four-profile solution emerged: "Interculturally average" (n= 241), "Interculturally uncertain" (n= 76), "Interculturally sensitive" (n= 132), and "Interculturally refusing" (n= 54). The model (R2= 0.123; p= 0.001) revealed that psychology major tended to predict "uncertain" group membership (OR= 0.56, p= 0.08) and higher personal distress was a significant predictor of this group (OR=1.11, p= 0.002). Male gender (OR= 3.03, p= 0.001), medicine major (OR= 5.49, p= 0.01), lower perspective-taking (OR= 0.91, p= 0.007) and higher personal distress (OR= 1.09, p= 0.028) were identified as predictors of "refusing" group membership, compared to the "average" group.

Conclusions: By exploring the ways students experience intercultural situations, a more personalized medical education can be developed with a special focus on vulnerable subgroups. For the "uncertain" group, the focus should be more on developing confidence, and intercultural experiences, whereas in the "refusing" group on strengthening empathy. In general, it can be useful to create mixed-gender, multidisciplinary, and intercultural learning environments.

目的我们旨在探究医学生的跨文化敏感性及其与同理心的关系,从而制定有效的教育方法,促进非歧视性的患者护理:我们通过方便抽样的方式,对匈牙利的 508 名国际学生(100 人)和本地学生(408 人)进行了横断面问卷调查。调查内容包括人口统计学、跨文化敏感性量表和人际反应指数。我们采用潜特征分析法来确定不同的敏感性特征,并使用多项式逻辑回归法来估计几个背景变量对特征群体成员的预测能力:结果:形成了四种特征解决方案:结果:得出了四种类型的解决方案:"文化差异一般"(人数= 241)、"文化差异不确定"(人数= 76)、"文化差异敏感"(人数= 132)和 "文化差异拒绝"(人数= 54)。模型(R2= 0.123;p= 0.001)显示,心理学专业倾向于预测 "不确定 "组的成员身份(OR= 0.56,p= 0.08),较高的个人困扰也是该组的一个重要预测因素(OR=1.11,p= 0.002)。与 "普通 "组相比,男性性别(OR= 3.03,p= 0.001)、医学专业(OR= 5.49,p= 0.01)、较低的透视能力(OR= 0.91,p= 0.007)和较高的个人困扰(OR= 1.09,p= 0.028)被认为是 "拒绝 "组的预测因素:通过探索学生体验跨文化情境的方式,可以开发出更加个性化的医学教育,并特别关注弱势群体。对于 "不确定 "组,重点应放在培养自信心和跨文化体验上,而对于 "拒绝 "组,则应放在加强同理心上。总之,创造男女混合、多学科和跨文化的学习环境是有益的。
{"title":"Profiles of intercultural sensitivity of healthcare students: a person-centred approach.","authors":"Lilla Lucza, Tamás Martos, Viola Sallay, Tamás Simon, Anne Weiland, Peter Vermeir, Márta Csabai","doi":"10.5116/ijme.66dd.beb3","DOIUrl":"https://doi.org/10.5116/ijme.66dd.beb3","url":null,"abstract":"<p><strong>Objectives: </strong>We aimed to explore healthcare students' intercultural sensitivity profiles and their relationship with empathy to develop effective education methods that promote non-discriminatory patient care.</p><p><strong>Methods: </strong>We conducted a cross-sectional questionnaire study, involving a total of 508 international (n= 100) and local (n= 408) healthcare students in Hungary by convenience sampling. The survey included demographics, the Intercultural Sensitivity Scale, and the Interpersonal Reactivity Index. We applied latent profile analysis to identify distinct sensitivity profiles and used multinomial logistic regression to estimate the predictive power of several background variables on profile group membership.</p><p><strong>Results: </strong>A four-profile solution emerged: \"Interculturally average\" (n= 241), \"Interculturally uncertain\" (n= 76), \"Interculturally sensitive\" (n= 132), and \"Interculturally refusing\" (n= 54). The model (R<sup>2</sup>= 0.123; p= 0.001) revealed that psychology major tended to predict \"uncertain\" group membership (OR= 0.56, p= 0.08) and higher personal distress was a significant predictor of this group (OR=1.11, p= 0.002). Male gender (OR= 3.03, p= 0.001), medicine major (OR= 5.49, p= 0.01), lower perspective-taking (OR= 0.91, p= 0.007) and higher personal distress (OR= 1.09, p= 0.028) were identified as predictors of \"refusing\" group membership, compared to the \"average\" group.</p><p><strong>Conclusions: </strong>By exploring the ways students experience intercultural situations, a more personalized medical education can be developed with a special focus on vulnerable subgroups. For the \"uncertain\" group, the focus should be more on developing confidence, and intercultural experiences, whereas in the \"refusing\" group on strengthening empathy. In general, it can be useful to create mixed-gender, multidisciplinary, and intercultural learning environments.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"113-123"},"PeriodicalIF":1.6,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142346194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effectively supporting widening participation learners in medical education through a capability approach lens. 从能力方法的角度有效支持医学教育中的扩大参与学习者。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-20 DOI: 10.5116/ijme.66d8.1a0f
Pirashanthie Vivekananda-Schmidt, John Sandars, Lopa Husain, Peter Leadbetter, Michelle Marshall
{"title":"Effectively supporting widening participation learners in medical education through a capability approach lens.","authors":"Pirashanthie Vivekananda-Schmidt, John Sandars, Lopa Husain, Peter Leadbetter, Michelle Marshall","doi":"10.5116/ijme.66d8.1a0f","DOIUrl":"https://doi.org/10.5116/ijme.66d8.1a0f","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"110-112"},"PeriodicalIF":1.6,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142286405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Exploring a metacognitive approach for case analysis based learning of anxiety adjustment in nurses: a qualitative study. 探索基于案例分析的护士焦虑调整学习的元认知方法:一项定性研究。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-23 DOI: 10.5116/ijme.66af.82fc
Yuji Iwama, Mitsuru Ikeda
{"title":"Exploring a metacognitive approach for case analysis based learning of anxiety adjustment in nurses: a qualitative study.","authors":"Yuji Iwama, Mitsuru Ikeda","doi":"10.5116/ijme.66af.82fc","DOIUrl":"https://doi.org/10.5116/ijme.66af.82fc","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"99-109"},"PeriodicalIF":1.6,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142055492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Current trends and obstacles in off-the-job nursing ethics training in Japanese hospitals: a cross-sectional study. 日本医院脱产护理伦理培训的当前趋势和障碍:一项横断面研究。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-08 DOI: 10.5116/ijme.669f.70b3
Mari Tsuruwaka

Objectives: This study aims to fill the existing gap by examining the current status of off-the-job nursing ethics training in large hospitals in Japan and its integration with on-the-job training to provide targeted insights for enhancing future ethics training.

Method: A cross-sectional study was conducted among the nursing education staff of large Japanese hospitals [N=309] by self-administered questionnaire. The questionnaire was the following main points 1) current trends in nursing ethics training 2) planners' concerns, and 3) the link between training and clinical practice. Descriptive statistics were used, closed-ended questions were analyzed through simple tabulations while open-ended questions underwent textual analysis.

Results: The hospitals of 76.6% (309) conducted off-the-job nursing ethics training. Their training consists of a combination of lectures and exercises. The focus was to raise nurses' awareness of ethical problems or improve their analytical ability. The objectives were to be able to participate in discussions from an ethical perspective. The main problems were the lack of connection with on-the-job, and a shortage of training personnel.

Conclusions: The key to providing off-the-job and on-the-job is to create a mechanism for circulation. The implications of the results are the necessity of constructing ethics education in medicine to develop medical professionals who can discuss and act from ethical perspectives. Future research is expected to include the creation of a multidisciplinary ethics training program for the hospital.

研究目的本研究旨在通过考察日本大型医院护理伦理脱产培训的现状及其与在职培训的结合情况来填补现有空白,从而为加强未来的伦理培训提供有针对性的见解:方法:对日本大型医院的护理教育人员[N=309]进行横断面研究,采用自填问卷的方式。问卷内容主要包括以下几点:1)当前护理伦理培训的趋势;2)规划者的关注点;3)培训与临床实践之间的联系。问卷采用了描述性统计方法,封闭式问题通过简单的表格进行分析,而开放式问题则进行了文本分析:76.6%(309 家)的医院开展了脱产护理伦理培训。培训内容包括讲座和练习。重点是提高护士对伦理问题的认识或分析能力。目标是能够从伦理角度参与讨论。主要问题是与在职培训缺乏联系,以及培训人员短缺:结论:提供脱产和在职培训的关键在于建立一种循环机制。研究结果的意义在于,有必要构建医学伦理教育,培养能够从伦理角度进行讨论和行动的医学专业人员。未来的研究有望包括为医院创建多学科伦理培训计划。
{"title":"Current trends and obstacles in off-the-job nursing ethics training in Japanese hospitals: a cross-sectional study.","authors":"Mari Tsuruwaka","doi":"10.5116/ijme.669f.70b3","DOIUrl":"10.5116/ijme.669f.70b3","url":null,"abstract":"<p><strong>Objectives: </strong>This study aims to fill the existing gap by examining the current status of off-the-job nursing ethics training in large hospitals in Japan and its integration with on-the-job training to provide targeted insights for enhancing future ethics training.</p><p><strong>Method: </strong>A cross-sectional study was conducted among the nursing education staff of large Japanese hospitals [N=309] by self-administered questionnaire. The questionnaire was the following main points 1) current trends in nursing ethics training 2) planners' concerns, and 3) the link between training and clinical practice. Descriptive statistics were used, closed-ended questions were analyzed through simple tabulations while open-ended questions underwent textual analysis.</p><p><strong>Results: </strong>The hospitals of 76.6% (309) conducted off-the-job nursing ethics training. Their training consists of a combination of lectures and exercises. The focus was to raise nurses' awareness of ethical problems or improve their analytical ability. The objectives were to be able to participate in discussions from an ethical perspective. The main problems were the lack of connection with on-the-job, and a shortage of training personnel.</p><p><strong>Conclusions: </strong>The key to providing off-the-job and on-the-job is to create a mechanism for circulation. The implications of the results are the necessity of constructing ethics education in medicine to develop medical professionals who can discuss and act from ethical perspectives. Future research is expected to include the creation of a multidisciplinary ethics training program for the hospital.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"84-98"},"PeriodicalIF":1.6,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141906614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Ensuring fairness in assessment in health professions education: rapid analysis tools to detect differential item functioning across groups. 确保卫生专业教育评估的公平性:检测不同群体项目功能差异的快速分析工具。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-07-23 DOI: 10.5116/ijme.6694.de69
Mohsen Tavakol, Claire Stewart, Claire C Sharpe
{"title":"Ensuring fairness in assessment in health professions education: rapid analysis tools to detect differential item functioning across groups.","authors":"Mohsen Tavakol, Claire Stewart, Claire C Sharpe","doi":"10.5116/ijme.6694.de69","DOIUrl":"10.5116/ijme.6694.de69","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"80-83"},"PeriodicalIF":1.6,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11285025/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141748151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Factors influencing intercultural competences of hospital workers for multicultural patients in South Korea. 影响韩国医院工作人员接待多元文化病人的跨文化能力的因素。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-21 DOI: 10.5116/ijme.6667.2270
Bo La Kim, Hyojin Bae, Heejin Choi, Myongsoon Sung

Objectives: This study aims to assess the intercultural competence of general hospital workers in South Korea by examining their understanding of cultural diversity in healthcare and to identify factors influencing their intercultural competence.

Methods: A cross-institutional survey was conducted with 439 participants from four South Korean general hospitals, employing inferential statistics such as one-way Analysis of Variance, Mann-Whitney U, and Kruskal-Wallis test followed by post-hoc, and multiple linear regression analyses.

Results: While 85% (n = 362) of participants acknowledged the significance of multiculturalism in Korean society, only 11% (n = 49) felt competent in treating multicultural patients. Additionally, 72% (n = 315) experienced significant linguistic difficulties in medical communication. Multiple regression analysis identified advanced English competency, multicultural training experiences, and peer support with organizational awareness of multicultural importance as significant positive contributors to intercultural competence.

Conclusions: Despite recognizing the importance of multiculturalism, general hospital workers face significant language barriers and low self-efficacy in providing care to multicultural patients. To address these challenges, hospitals should designate resident translators for culturally appropriate communication. Furthermore, a tri-tiered training approach is proposed to enhance the five domains of intercultural competence among general hospital workers in Korea, including overarching multicultural training, occupation-specific courses, and long-term managerial programs aimed at managing cultural diversity effectively in healthcare settings.

研究目的本研究旨在通过考察韩国综合医院工作人员对医疗保健领域文化多样性的理解,评估他们的跨文化能力,并找出影响其跨文化能力的因素:对来自韩国四家综合医院的 439 名参与者进行了跨机构调查,并采用了单因素方差分析、Mann-Whitney U 和 Kruskal-Wallis 检验等推断统计方法,然后进行了事后分析和多元线性回归分析:85%(n = 362)的参与者承认多元文化在韩国社会中的重要性,但只有 11%(n = 49)的参与者认为自己有能力治疗多元文化患者。此外,72%(n = 315)的人在医疗交流中遇到了严重的语言障碍。多元回归分析表明,先进的英语能力、多元文化培训经历和同伴支持以及组织对多元文化重要性的认识对跨文化能力有显著的积极促进作用:尽管认识到多元文化的重要性,但综合医院的工作人员在为多元文化患者提供医疗服务时仍面临严重的语言障碍和较低的自我效能感。为应对这些挑战,医院应指定常驻翻译,以进行文化上适当的交流。此外,为提高韩国综合医院工作人员跨文化能力的五个领域,建议采用三层培训方法,包括总体多元文化培训、特定职业课程和长期管理项目,旨在有效管理医疗机构中的文化多样性。
{"title":"Factors influencing intercultural competences of hospital workers for multicultural patients in South Korea.","authors":"Bo La Kim, Hyojin Bae, Heejin Choi, Myongsoon Sung","doi":"10.5116/ijme.6667.2270","DOIUrl":"10.5116/ijme.6667.2270","url":null,"abstract":"<p><strong>Objectives: </strong>This study aims to assess the intercultural competence of general hospital workers in South Korea by examining their understanding of cultural diversity in healthcare and to identify factors influencing their intercultural competence.</p><p><strong>Methods: </strong>A cross-institutional survey was conducted with 439 participants from four South Korean general hospitals, employing inferential statistics such as one-way Analysis of Variance, Mann-Whitney U, and Kruskal-Wallis test followed by post-hoc, and multiple linear regression analyses.</p><p><strong>Results: </strong>While 85% (n = 362) of participants acknowledged the significance of multiculturalism in Korean society, only 11% (n = 49) felt competent in treating multicultural patients. Additionally, 72% (n = 315) experienced significant linguistic difficulties in medical communication. Multiple regression analysis identified advanced English competency, multicultural training experiences, and peer support with organizational awareness of multicultural importance as significant positive contributors to intercultural competence.</p><p><strong>Conclusions: </strong>Despite recognizing the importance of multiculturalism, general hospital workers face significant language barriers and low self-efficacy in providing care to multicultural patients. To address these challenges, hospitals should designate resident translators for culturally appropriate communication. Furthermore, a tri-tiered training approach is proposed to enhance the five domains of intercultural competence among general hospital workers in Korea, including overarching multicultural training, occupation-specific courses, and long-term managerial programs aimed at managing cultural diversity effectively in healthcare settings.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"66-79"},"PeriodicalIF":1.6,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11285027/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141446140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Workforce nurturing: an approach to improving wellbeing, burnout and professional fulfilment among Australian doctors. 劳动力培养:改善澳大利亚医生福祉、职业倦怠和职业成就感的方法。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-15 DOI: 10.5116/ijme.6639.1a23
Emma Hodge, Alan Sandford

Objective: To assess the workplace drivers of professional fulfilment, burnout and perceived impact of workplace issues on wellbeing in doctors working in a regional Australian hospital, following a 6-month period of comprehensive workforce nurturing strategies.

Methods: An online cross-sectional survey combined both qualitative feedback and quantitative measures of wellbeing including the Stanford Professional Fulfillment Index to assess professional fulfillment and burnout and a workplace issues inventory to assess the relative perceived influence on work-related wellbeing.

Results: Survey responses from 124 doctors comprised approximately 60% (n=74) prevocational doctors, 12% (n=15) registrars and 28% (n=35) specialist doctors. Around 63% (n=78) of participants were international medical graduates. Overall, 25% (n=31) reported professional fulfilment and 13% (n=13) reported burnout. The top 6 workplace issues were (i) inefficient work practices and/or processes, (ii) medical officer vacancies in my department, (iii) inadequate support staff and/or excessive admin burden, (iv) inadequate workplace staff amenities, (v) poor access to nutritious onsite food, (vi) inability to access my entitled daily meal break. Factors perceived as having a minimal impact on wellbeing included learning opportunities, rostering, access to leave and support during challenging clinical situations, were directly related to the workforce nurturing strategies implemented.

Conclusions: This comprehensive evaluation of wellbeing in a regional healthcare setting provides a novel contribution to the literature by illustrating the transformative potential of workforce nurturing. Notably, the findings reflect the potential impact of workforce nurturing upon professional fulfilment and burnout, in the context of a regional hospital setting.

目的在澳大利亚一家地区医院工作的医生,在实施了为期6个月的全面劳动力培养策略后,评估工作场所对职业成就感、职业倦怠的驱动因素,以及工作场所问题对幸福感的影响:一项在线横截面调查结合了定性反馈和定量幸福感测量,包括斯坦福职业满足感指数(Stanford Professional Fulfillment Index),用于评估职业满足感和职业倦怠,以及工作场所问题清单(workplace issues inventory),用于评估对工作相关幸福感的相对感知影响:来自124名医生的调查回复中,约60%(n=74)为职前医生,12%(n=15)为注册医生,28%(n=35)为专科医生。约 63%(n=78)的参与者是国际医学毕业生。总体而言,25%(n=31)的参与者表示有职业成就感,13%(n=13)的参与者表示有职业倦怠。排在前六位的工作场所问题是:(i) 工作方法和/或流程效率低下;(ii) 我所在科室的医务人员空缺;(iii) 辅助人员不足和/或行政负担过重;(iv) 工作场所的员工设施不足;(v) 难以获得有营养的现场食物;(vi) 无法享受我应得的每日用餐时间。被认为对福利影响最小的因素包括学习机会、轮调制、休假机会以及在具有挑战性的临床情况下获得的支持,这些因素都与所实施的劳动力培养战略直接相关:这项对地区医疗机构员工福利的全面评估,通过说明员工培养的变革潜力,为相关文献做出了新的贡献。值得注意的是,研究结果反映了在地区医院环境中,员工培养对职业成就感和职业倦怠的潜在影响。
{"title":"Workforce nurturing: an approach to improving wellbeing, burnout and professional fulfilment among Australian doctors.","authors":"Emma Hodge, Alan Sandford","doi":"10.5116/ijme.6639.1a23","DOIUrl":"10.5116/ijme.6639.1a23","url":null,"abstract":"<p><strong>Objective: </strong>To assess the workplace drivers of professional fulfilment, burnout and perceived impact of workplace issues on wellbeing in doctors working in a regional Australian hospital, following a 6-month period of comprehensive workforce nurturing strategies.</p><p><strong>Methods: </strong>An online cross-sectional survey combined both qualitative feedback and quantitative measures of wellbeing including the Stanford Professional Fulfillment Index to assess professional fulfillment and burnout and a workplace issues inventory to assess the relative perceived influence on work-related wellbeing.</p><p><strong>Results: </strong>Survey responses from 124 doctors comprised approximately 60% (n=74) prevocational doctors, 12% (n=15) registrars and 28% (n=35) specialist doctors. Around 63% (n=78) of participants were international medical graduates. Overall, 25% (n=31) reported professional fulfilment and 13% (n=13) reported burnout. The top 6 workplace issues were (i) inefficient work practices and/or processes, (ii) medical officer vacancies in my department, (iii) inadequate support staff and/or excessive admin burden, (iv) inadequate workplace staff amenities, (v) poor access to nutritious onsite food, (vi) inability to access my entitled daily meal break. Factors perceived as having a minimal impact on wellbeing included learning opportunities, rostering, access to leave and support during challenging clinical situations, were directly related to the workforce nurturing strategies implemented.</p><p><strong>Conclusions: </strong>This comprehensive evaluation of wellbeing in a regional healthcare setting provides a novel contribution to the literature by illustrating the transformative potential of workforce nurturing. Notably, the findings reflect the potential impact of workforce nurturing upon professional fulfilment and burnout, in the context of a regional hospital setting.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"59-65"},"PeriodicalIF":1.6,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11285030/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141330877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The correlation between parents' education attainment and humanistic literacy of eight-year medical students. 父母教育程度与八年制医学生人文素养的相关性。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-05-14 DOI: 10.5116/ijme.661d.10af
Yao Yu, Guiyi Yang, Yixuan Qin, Linhan Fang, Yuxuan Liao, Wenxuan Bai, Jianzhen Wu, Pengfei Rong

Objectives: To explore the content, ways, and methods of family education in cultivating students' humanistic literacy.

Methods: We used a cross-sectional study and collected questionnaire data from 616 eight-year clinical medical students of Central South University by a convenience sampling survey. To determine the influence of parents' educational attainment on children's humanistic literacy, the students were mainly divided into two groups including parents' education attainment was college or above (Group B) and parents' education attainment below college (Group A). Non-parametric tests are used to test the differences between the two groups in humanistic spirit, interpersonal communication, humanistic knowledge and ability, and development planning.

Results: Group B had better social morality and a sense of social responsibility than group A (P=0.024, P=0.001). Compared to group A, students in group B could better integrate into the new environment, communicate with students from different institutes, and take an active part in activities (P=0.001). In a nutshell, students in group B had more excellent humanistic knowledge and ability and could consult medical literature and write in Chinese or English more proficiently than group A (P=0.0001, P=0.0001).

Conclusions: We found that the eight-year medical students whose parents' highest education attainment is college or above almost mastered a higher level of humanistic literacy. It demonstrated family humanistic literacy education is irreplaceable. We recommend systematic efforts to build a reasonable and effective family humanistic literacy education platform and form an educational synergy with school education to make the cultivation of humanistic literacy among students more efficient.

目的:探讨家庭教育培养学生人文素养的内容、途径和方法:探讨家庭教育在培养学生人文素养方面的内容、途径和方法:采用方便抽样调查法,对中南大学 616 名八年制临床医学专业学生进行问卷调查。为了确定父母受教育程度对子女人文素养的影响,主要将学生分为两组,包括父母受教育程度为大专及以上(B 组)和父母受教育程度为大专以下(A 组)。采用非参数检验方法检验两组学生在人文精神、人际交往、人文知识与能力、发展规划等方面的差异:结果:B 组学生的社会公德和社会责任感优于 A 组(P=0.024,P=0.001)。与 A 组相比,B 组学生能更好地融入新环境,与来自不同学院的学生进行交流,并积极参加各项活动(P=0.001)。总之,与 A 组相比,B 组学生具有更优秀的人文知识和能力,能更熟练地查阅医学文献和用中文或英文写作(P=0.0001,P=0.0001):我们发现,父母最高学历为大专及以上的八年制医学生几乎掌握了更高的人文素养。这表明家庭人文素养教育具有不可替代性。建议有计划地搭建合理有效的家庭人文素养教育平台,与学校教育形成教育合力,使学生人文素养的培养更有效率。
{"title":"The correlation between parents' education attainment and humanistic literacy of eight-year medical students.","authors":"Yao Yu, Guiyi Yang, Yixuan Qin, Linhan Fang, Yuxuan Liao, Wenxuan Bai, Jianzhen Wu, Pengfei Rong","doi":"10.5116/ijme.661d.10af","DOIUrl":"10.5116/ijme.661d.10af","url":null,"abstract":"<p><strong>Objectives: </strong>To explore the content, ways, and methods of family education in cultivating students' humanistic literacy.</p><p><strong>Methods: </strong>We used a cross-sectional study and collected questionnaire data from 616 eight-year clinical medical students of Central South University by a convenience sampling survey. To determine the influence of parents' educational attainment on children's humanistic literacy, the students were mainly divided into two groups including parents' education attainment was college or above (Group B) and parents' education attainment below college (Group A). Non-parametric tests are used to test the differences between the two groups in humanistic spirit, interpersonal communication, humanistic knowledge and ability, and development planning.</p><p><strong>Results: </strong>Group B had better social morality and a sense of social responsibility than group A (P=0.024, P=0.001). Compared to group A, students in group B could better integrate into the new environment, communicate with students from different institutes, and take an active part in activities (P=0.001). In a nutshell, students in group B had more excellent humanistic knowledge and ability and could consult medical literature and write in Chinese or English more proficiently than group A (P=0.0001, P=0.0001).</p><p><strong>Conclusions: </strong>We found that the eight-year medical students whose parents' highest education attainment is college or above almost mastered a higher level of humanistic literacy. It demonstrated family humanistic literacy education is irreplaceable. We recommend systematic efforts to build a reasonable and effective family humanistic literacy education platform and form an educational synergy with school education to make the cultivation of humanistic literacy among students more efficient.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"48-58"},"PeriodicalIF":1.6,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11285023/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140945028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
期刊
International Journal of Medical Education
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1