International Journal of Medical Education最新文献_第5页

How Can Curricular Elements Affect the Motivation to Study? 课程要素如何影响学习动机?

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-07-26 DOI: 10.3390/ime2030015

Catherine Bopp, Aline Salzmann, Silke Ohlmeier, Melanie Caspar, E. Schmok, Sara Volz-Willems, Johannes Jäger, Fabian Dupont

(1) Background: This qualitative study aimed to identify and describe course components which affect a student’s motivation to learn within a blended-learning competency-based curriculum. (2) Methods: The data were gathered via two consecutive semi-structured group interviews. The participants were purposefully sampled from medical students attending the Family Medicine (FM) class at Saarland University (UdS) in Winter 2020. The two interviews were transcribed verbatim and inductively analysed using content analysis. (3) Results: Three categories of curricular components that affected motivation were inductively formed: (a) the provision of structure (curriculum design), where providing external learning milestones to self-regulated learning positively influenced an interviewee’s learning motivation; (b) the provision of interpersonal interactions and emotional relatedness by staff, where constructive feedback and enthusiasm from a teacher facilitated intrinsic motivation and real-life examples helped the students to remember content more easily; and (c) perceived gain in self-efficacy, where a participant’s motivation to learn a particular subject area was especially high if it appeared to be highly relevant to practice or exams and the applicability of the knowledge gained was readily apparent. (4) Conclusions: It is important for educators to be aware of how they influence a student’s motivation. This study may help to provide an orientation on what to avoid and what to include in a curriculum design project to purposefully foster motivation in students.

(1)背景:本定性研究旨在识别和描述在基于混合学习能力的课程中影响学生学习动机的课程组成部分。(2)方法:采用连续两次半结构化的小组访谈收集数据。参与者是有目的地从2020年冬季萨尔大学(UdS)家庭医学(FM)班的医学生中抽取的。对两次访谈进行逐字记录，并采用内容分析法进行归纳分析。(3)研究结果表明:影响学习动机的课程成分可归纳为三类:(a)提供结构(课程设计)，其中为自我调节学习提供外部学习里程碑对被调查者的学习动机有积极影响;(b)教职员提供人际互动和情感联系，其中教师的建设性反馈和热情促进了内在动机，而现实生活中的例子有助于学生更容易地记住内容;(c)自我效能感的感知增益，即参与者学习某一特定学科领域的动机特别高，如果该学科领域与实践或考试高度相关，并且所获得的知识的适用性很明显。(4)结论:对于教育者来说，意识到他们如何影响学生的动机是很重要的。本研究可能有助于提供一个方向，在课程设计项目中应避免什么和包括什么，以有目的地培养学生的动机。

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引用次数: 0

Examining factors that drive health-related students to seek help for psychological challenges. 研究促使健康相关学生寻求心理帮助的因素。

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-07-24 DOI: 10.5116/ijme.64a7.bffb

Nidwaree Sojindamanee, Sirichai Hongsanguansri, Somboon Hataiyusuk, Nareemarn Neelapaichit, Karn Suttapanit, Ponjit Jithavech, Komsan Kiatrungrit

Objectives: This study aims to find the prevalence of mental health problems and the rates of seeking mental health care among health-related students, as well as identifying factors associated with seeking mental health care.

Methods: A cross-sectional online survey was conducted among students from the Faculty of Medicine at a university in the 2021 academic year. A total of 832 students voluntarily completed an online survey measuring mental health problems and factors influencing mental health care seeking. Descriptive and analytic statistics including t-test, Pearson's chi-square test, and binary logistic regression analysis, were used to analyze the data.

Results: Among the participants, 46.80% (n = 389) reported experiencing mental health problems, but only 16.97% (n = 66) of them sought mental health care. Binary logistic regression analysis revealed that female (OR = 2.63 (1.08 - 6.43)) and LGBTQ (OR = 4.26 (1.36 - 13.37)) students, and those with a positive attitude toward professionals (OR = 1.10 (1.02 - 0.19)), were more likely to seek formal mental health care than those who did not.

Conclusions: The study findings indicate that mental health problems are prevalent among health-related students, yet formal mental health care uptake is low. To address this issue, mental health screening programs, improved knowledge and attitudes about mental health care, and mental health training for academic staffs who work with health-related students are necessary. Future studies should explore interventions to increase the uptake of mental health services among health-related students.

目的:本研究旨在了解健康相关学生心理健康问题的患病率、寻求心理健康护理的比例，以及寻求心理健康护理的相关因素。方法:对某大学医学院2021学年学生进行横断面在线调查。共有832名学生自愿完成了一项在线调查，测量了心理健康问题和影响心理保健寻求的因素。采用描述性统计和分析性统计，包括t检验、Pearson卡方检验和二元logistic回归分析。结果:在参与者中，46.80% (n = 389)报告有精神健康问题，但只有16.97% (n = 66)的人寻求精神卫生保健。二元logistic回归分析显示，女性学生(OR = 2.63(1.08 ~ 6.43))、LGBTQ学生(OR = 4.26(1.36 ~ 13.37))以及对专业人员持积极态度的学生(OR = 1.10(1.02 ~ 0.19))寻求正规心理健康服务的可能性高于未寻求专业人员服务的学生。结论:研究结果表明，心理健康问题在与健康相关的学生中普遍存在，但正规心理卫生保健的使用率较低。为了解决这一问题，有必要开展心理健康筛查项目，提高对心理健康护理的认识和态度，并对与健康相关的学生打交道的学术人员进行心理健康培训。未来的研究应探索干预措施，以增加健康相关学生对心理健康服务的接受。

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引用次数: 0

Exploring Factors and Challenges Influencing Nursing Interns’ Training Experiences in Emergency Departments in Saudi Arabia 探讨影响沙特阿拉伯急诊科护理实习生培训经验的因素和挑战

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-07-04 DOI: 10.3390/ime2030013

Reem Alotaibi, Rawan Alkhaldi, Abeer Adel Turkistani, Manar Musallam Alfaqih, Lena Saeed Alzaidi, Zainab Shabab Alosaimi, Manar Hamed Almutairi, Abdulellah Al Thobaity

This study aims to investigate nursing interns’ training experiences in emergency departments (EDs) in Saudi Arabia and explore the factors influencing their experiences. A descriptive research design was employed utilizing a survey distributed to nursing interns who completed their ED rotation within the last three months. The data were analyzed using SPSS version 27, and principal component analysis (PCA) was conducted to identify the challenges encountered by the interns. This study analyzed the responses of 126 nursing internship students in various regions of Saudi Arabia to assess their training experiences in emergency departments. The principal component analysis revealed two significant factors: (1) “Emergency Department Training and Skill Development”, which focused on challenges faced during training, and (2) “Integrated Emergency Department Training and Competence Development”, which provided a holistic view of nursing internship students’ experiences and preparedness for their careers. The results indicated moderately below-average challenges and a moderately positive overall training experience. The findings suggest a need to address these challenges to improve the training experience and better prepare nursing internship students for careers in emergency departments. This study recommends enhancing the nursing curricula alignment with practical training objectives, focusing on technical and interpersonal skills development. A supportive learning environment in emergency departments is crucial, including effective communication and collaboration. Diverse clinical experiences and reflection on training can guide students in exploring potential career paths in emergency departments or other specialized nursing areas.

本研究旨在调查沙特阿拉伯急诊科护理实习生的培训经历，并探讨影响其经历的因素。采用描述性研究设计，对在过去三个月内完成急诊科轮转的护理实习生进行调查。数据分析采用SPSS 27版，采用主成分分析(PCA)识别实习生面临的挑战。本研究分析了沙特阿拉伯不同地区126名护理实习学生的反馈，以评估他们在急诊科的培训经历。主成分分析显示两个显著因子:(1)“急诊科培训与技能发展”，重点关注培训过程中面临的挑战;(2)“急诊科综合培训与能力发展”，提供了护理实习学生经历和职业准备的整体观点。结果表明，挑战程度略低于平均水平，整体训练体验略积极。研究结果表明，需要解决这些挑战，以改善培训体验，更好地为急诊部门的护理实习学生做好准备。本研究建议加强护理课程与实际培训目标的一致性，注重技术和人际交往能力的发展。急诊科的支持性学习环境至关重要，包括有效的沟通和协作。丰富的临床经验和对培训的反思可以指导学生探索急诊科或其他专业护理领域潜在的职业道路。

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引用次数: 2

Self-Regulated Video-Based Learning for Cultivating Surgical Skills: A Systematic Review and Meta-Analysis of Randomized Controlled Trials 自我调节的基于视频的外科技能培养:随机对照试验的系统回顾和荟萃分析

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-07-04 DOI: 10.3390/ime2030014

N. Pakkasjärvi, S. Anand, H. Anttila, K. Pyhältö

In recent decades, there has been a shift towards competency-based approaches in surgical training. The effectiveness of video-based learning (VBL) in enhancing surgical skills, particularly in the context of self-regulated learning (SR-VBL), was assessed in this study. While VBL is cost-effective, flexible, and can improve proficiency in technical skills prior to clinical practice, it is resource-challenging. SR-VBL includes many of VBL’s benefits but has utility in individual and distance settings due to its autarkic nature. This study identified and analyzed contemporary literature on SR-VBL using PRISMA guidelines, focusing on original randomized controlled studies published in international peer-reviewed journals during the COVID-19 pandemic in 2020–2022. Seven studies with 462 participants were included, with three eligible for the meta-analysis. The results showed that self-regulated video-based learning contributes to the learning of technical skills and can be applied to learners of all levels across surgical specialties. The meta-analysis revealed that improvements in validated outcome assessment scores (OSATS) were at least equal to traditional methods with a statistically significant result, though the effect was modest. Therefore, contemporary surgical training could incorporate SR-VBL for technical training to help surgeons of all levels in surgical self-assessment.

近几十年来，在外科培训中已经有了向基于能力的方法的转变。本研究评估了基于视频的学习(VBL)在提高手术技能方面的有效性，特别是在自我调节学习(SR-VBL)的背景下。虽然VBL具有成本效益，灵活性，并且可以在临床实践之前提高技术技能的熟练程度，但它具有资源挑战性。SR-VBL包括许多VBL的优点，但由于其自给自足的性质，在个人和远程环境中具有实用性。本研究使用PRISMA指南对SR-VBL的当代文献进行了识别和分析，重点研究了2020-2022年COVID-19大流行期间发表在国际同行评审期刊上的原始随机对照研究。纳入了7项462名参与者的研究，其中3项符合荟萃分析的条件。结果表明，自我调节的基于视频的学习有助于技术技能的学习，可以应用于外科专业的各级学习者。荟萃分析显示，有效结果评估分数(OSATS)的改善至少与传统方法相同，结果具有统计学意义，尽管效果不大。因此，当代外科培训可纳入SR-VBL进行技术培训，帮助各级外科医生进行手术自我评估。

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引用次数: 0

The importance of crafting a good introduction to scholarly research: strategies for creating an effective and impactful opening statement. 撰写一个好的学术研究导言的重要性:创建一个有效和有影响力的开场白的策略。

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-06-29 DOI: 10.5116/ijme.6499.82af

Mohsen Tavakol, David O'Brien

引用次数: 0

Tutors Matter: The Relationship between Medical Students’ Satisfaction from Their Tutor and Their Overall Satisfaction from Clinical Rotations 导师重要:医学生对导师满意度与临床轮转整体满意度的关系

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-06-22 DOI: 10.3390/ime2030012

N. Dickman, B. Hijazi, A. Samson, Lea Even

Background and Aim: Medical students are required to complete a number of clinical rotations in hospital departments, affiliated with the Azrieli Faculty of Medicine, under the supervision of a department tutor. Our experience shows that departments receiving good scores typically also receive good feedback for their tutor. Accordingly, our aim was to assess the tutor contribution to students’ overall satisfaction from clinical rotations in hospital departments across northern Israel. Methods: Here, we recorded the students’ reported satisfaction with tutors as well as the satisfaction with clinical rotations in different departments of Galilee Medical Center (GMC) in Naharia, and Baruch Padeh Medical Center in Poria. The students’ reported satisfaction was assessed numerically and verbally using questionnaires over a period of three years. Results: We find that the students reported satisfaction with a clinical rotation is positively and significantly correlated with the student satisfaction with the tutor, and less with other factors such as hospital organization and department facilities, geographical distance from home, working hours, etc. Conclusion: Our findings suggest that medical schools can increase students’ satisfaction through investment in good tutors.

背景和目的:医学生必须在阿兹列利医学院附属医院部门完成一些临床轮转，并在部门导师的监督下完成。我们的经验表明，获得高分的院系通常也会得到对其导师的良好反馈。因此，我们的目的是评估导师对以色列北部医院部门临床轮转学生总体满意度的贡献。方法:在Naharia加利利医疗中心(GMC)和Poria巴鲁克帕德医疗中心(Baruch Padeh Medical Center)的不同科室，我们记录了学生对导师的满意度和对临床轮转的满意度。在三年的时间里，学生们报告的满意度通过数字和口头调查问卷进行了评估。结果:学生轮转满意度与导师满意度呈显著正相关，与医院组织机构、科室设施、离家距离、工作时间等因素呈显著正相关。结论:本研究结果表明，医学院可以通过对优秀导师的投入来提高学生的满意度。

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引用次数: 0

Psychological need fulfillment in virtual teaching: insights of residents and faculty. 虚拟教学中的心理需求满足:住院医师与教师的见解。

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-06-22 DOI: 10.5116/ijme.6488.2625

Oksana Babenko, Shannon Gentilini, Nathan Turner, Olga Szafran, Sudha Koppula

Objective: To explore benefits and challenges experienced by residents and faculty when teaching in virtual settings.

Methods: This was a qualitative descriptive study employing one-on-one semi-structured interviews with 10 residents and 12 faculty in the Department of Family Medicine at the University of Alberta, Canada, from May 2021 to May 2022. Participants were recruited via social media, resident and department events and email lists. Interview transcripts were analyzed descriptively and thematically employing the Self-Determination Theory (SDT) framework to map the identified benefits and challenges as facilitators and barriers to fulfilling teacher's basic psychological needs for autonomy, competence, and relatedness in virtual settings.

Results: Resident and faculty participants used virtual technology not only to deliver education, but also leveraged various platform features to support their needs in virtual settings. The emerging themes within benefits and challenges of virtual teaching were amenable to mapping onto three basic psychological needs of the SDT framework - autonomy (e.g., increased accessibility; lack of control over teaching environment), competence (e.g., increased self-confidence; technological limitations hindering skill development), and relatedness (e.g., timely exchange of information; difficulty with professional identity formation).

Conclusions: Despite the inherent challenges, teaching in virtual settings can support teachers' psychological needs. Recommendations for the future delivery and facilitation of virtual learning include: giving high priority to engagement and active participation; nurturing autonomy and greater individual responsibility for learning; and creating an environment of emotional support. The SDT-informed strategies shown to be effective in in-person teaching need to be examined for their applicability in virtual settings.

目的:探讨住院医师和教师在虚拟环境中教学时所经历的好处和挑战。方法:这是一项定性描述性研究，采用一对一半结构化访谈，于2021年5月至2022年5月对加拿大阿尔伯塔大学家庭医学系的10名住院医生和12名教师进行访谈。参与者是通过社交媒体、住院医师和院系活动以及电子邮件列表招募的。采用自我决定理论(SDT)框架对访谈记录进行了描述性和主题性分析，以绘制出在虚拟环境中作为满足教师自主性、能力和相关性基本心理需求的促进因素和障碍的已识别的利益和挑战。结果:住院医师和教师参与者不仅使用虚拟技术来提供教育，而且还利用各种平台功能来支持他们在虚拟环境中的需求。虚拟教学的好处和挑战中出现的主题符合SDT框架的三个基本心理需求-自主性(例如，增加可访问性;缺乏对教学环境的控制)、能力(例如，自信心增强;阻碍技能发展的技术限制)和相关性(例如，及时交换信息;难以形成职业认同)。结论:尽管存在固有的挑战，但虚拟环境下的教学可以支持教师的心理需求。关于未来提供和促进虚拟学习的建议包括:高度重视参与和积极参与;培养自主性和更大的个人学习责任感;创造一个情感支持的环境。基于sdt的策略在面对面教学中被证明是有效的，需要对其在虚拟环境中的适用性进行检验。

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引用次数: 0

The need to accelerate COVID-19 education across medical schools. 加快医学院COVID-19教育的必要性。

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-06-16 DOI: 10.5116/ijme.6488.1a6e

Susan J Rees, Nada Hamad

COVID-19 (SARS-CoV-2) is one of the most devastating viral outbreaks of modern history, with serious impacts on medical systems and clinical practice. Despite evidence that medical practice is slowly adapting to manage the considerable health effects of COVID-19, many teaching environments have not formally integrated COVID-19 into their curriculum.1-3 There is a need for COVID-19 specific education and curriculum development, and for the evolving scientific knowledge base to be shared globally across medical schools.4 This is because the magnitude of illness and risk for mortality associated with the novel COVID-19 virus requires that all students have the capacity to integrate COVID-19 learning into their clinical practice and reasoning, decision making, and patient management.1-3

引用次数: 0

Competency and Level of Confidence of Emergency Residents When Dealing with Ocular Emergency Cases in Saudi Arabia 沙特阿拉伯急诊居民处理眼部急诊病例的能力和信心水平

Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-06-08 DOI: 10.3390/ime2020011

Faisal Almishali, Adhwaa Allihyani, Norah Albdaya, Ghidaa Gosty, Lujain Marghlani, Mohannad Alqurashi

Patients with ocular emergencies often visit emergency doctors before they visit an ophthalmologist. Therefore, emergency physicians must have adequate knowledge for preliminary diagnosis. We aimed to assess emergency resident doctors’ training in managing eye emergencies, as well as their level of confidence, competence, and equipment use skills in dealing with ocular emergencies. This cross-sectional, multicenter, questionnaire-based study included all emergency resident doctors in the Western, Central, and Eastern regions of Saudi Arabia. In total, 181 emergency residents were enrolled. Moreover, 28.2% received adequate training in the management of eye emergencies, and 72.2% reported that they received training from senior emergency medical staff. Overall, 14.9% of residents expressed confidence in handling emergency eye cases, compared with 66.3% who expressed less confidence. The prevalence of residents demonstrating confidence in the management of emergency eye cases was significantly high among those who received instructions on how to use an ophthalmoscope (p < 0.001), those who had been taught to use the slit lamp (p < 0.001), and those who expressed confidence in using the slit lamp (p < 0.001). We advise integrating basic ophthalmic clinical skills into emergency resident training programs to help gain greater insight, reduce the workload of ophthalmic services, and provide proper emergency eye care.

眼科急症患者通常在去看眼科医生之前先去看急诊医生。因此，急诊医师必须具备足够的初步诊断知识。我们的目的是评估急诊住院医生在处理眼部紧急情况方面的培训，以及他们在处理眼部紧急情况方面的信心水平、能力和设备使用技能。这项横断面、多中心、基于问卷的研究包括沙特阿拉伯西部、中部和东部地区的所有急诊住院医生。总共登记了181名急诊住院医生。此外，28.2%的人接受了眼科急诊管理方面的充分培训，72.2%的人报告说他们接受了高级急救医务人员的培训。总体而言，14.9%的居民表示有信心处理紧急眼科病例，66.3%的居民表示信心不足。在接受了如何使用检眼镜的指导的居民中，对急诊眼科病例管理表现出信心的比例显著高(p <0.001)，那些被教导使用裂隙灯的人(p <0.001)，以及那些表示有信心使用裂隙灯的人(p <0.001)。我们建议将基本的眼科临床技能纳入急诊住院医师培训计划，以帮助获得更大的洞察力，减少眼科服务的工作量，并提供适当的急诊眼科护理。

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引用次数: 0

Undergraduate Interprofessional Education in the European Higher Education Area: A Systematic Review 欧洲高等教育区的本科跨专业教育:系统回顾

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-06-07 DOI: 10.3390/ime2020010

V. Colonnello, Yukako Kinoshita, Nao Yoshida, Itzel Bustos Villalobos

Background: As a contribution to developing interprofessional education (IPE) synergy between medical education systems in the European Higher Education Area (EHEA), this review aims to describe the IPE experiences for undergraduate medical students implemented in EHEA member countries. Methods: This systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The search was conducted on SCOUPS and MEDLINE databases. Inclusion criteria were peer-reviewed English language articles about undergraduate medical students, interprofessional education, and EHEA countries, published January 2000–September 2022. Results: The 32 included studies were from 14 of the 49 EHEA countries. In most of the studies, the theoretical background leading the intervention was not reported (n = 25), and in several studies (n = 16) the students were from two professions only. The reported outcomes were related to self-assessment knowledge about IPE and satisfaction about the program. In 24 studies, the assessment was based on the study’s ad hoc measures only. Limitations ranged from selection bias to lack of objective measures. Conclusion: Future directions should envision developing IPE among EHEA countries, including agreement and consistency across EHEA countries in reporting theories, educational methods, and standardized IPE evaluation measures.

背景:为促进欧洲高等教育区(EHEA)医学教育系统间跨专业教育(IPE)的协同发展，本综述旨在描述欧洲高等教育区(EHEA)成员国医本科生跨专业教育的实施经验。方法:本系统评价遵循系统评价和荟萃分析的首选报告项目(PRISMA)指南。检索在SCOUPS和MEDLINE数据库中进行。纳入标准是同行评议的关于医科本科生、跨专业教育和EHEA国家的英文文章，发表于2000年1月至2022年9月。结果:纳入的32项研究来自49个EHEA国家中的14个。在大多数研究中，没有报告导致干预的理论背景(n = 25)，在一些研究中(n = 16)，学生只来自两个专业。报告的结果与自我评估的IPE知识和对项目的满意度有关。在24项研究中，评估仅基于该研究的特别措施。局限性包括选择偏差和缺乏客观测量。结论:未来的发展方向应该是在EHEA国家之间发展IPE，包括EHEA国家在报告理论、教育方法和标准化的IPE评估措施方面的一致性和一致性。

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引用次数: 0