Objectives: To determine the effectiveness of self-directed, case-based learning in cancer pain management via a digital learning platform (e-CBL) in interdisciplinary residents' knowledge and critical thinking skill level.
Methods: The prospective observational study was conducted on 51 first- and second-year residents from anesthesiology, surgery, and family medicine who had not received training in the management of cancer pain and were invited to participate by their Program Director. Participants voluntarily underwent e-CBL in cancer pain management using four modules (pain assessment, principles of pain management, pharmacological techniques, and non-pharmacological techniques) at their convenience within seven days via the Moodle platform. All participants underwent pre-and post-test assessments of knowledge and rated their satisfaction with the training on a 0-10 scale. Thirty-two residents completed Cornell Critical Thinking Test Level Z. Paired t-tests assessed changes, and the effect size was estimated by Cohen's d. A p-value < .05 was considered statistically significant.
Results: Knowledge and critical thinking test results significantly improved after the training (M=68, SD=16.99 to M=86, SD=13.96 correct responses; t(50)=11.24, p<.001, Cohen's d=1.56 for knowledge) and (M=39.8, SD=13.7 vs. M=46.1, SD=10.2 correct responses; t(31)=-3.67, p=.001, Cohen's d=0.65 for critical thinking test). Satisfaction of learning experiences for convenience and understandability was high (M=9.4, SD=0.8).
Conclusions: Use of the e-CBL improved knowledge in cancer pain management and critical thinking skills. This digital platform could play an important role in the future of pain education. Further investigation, including a control group, is warranted.
{"title":"Assessing the effectiveness of a digital, case-based learning platform for cancer pain management in residency training.","authors":"Saowanee Sawang, Rattaphol Seangrung, Nuj Tontisirin, Panita Wanpiroon","doi":"10.5116/ijme.6563.251d","DOIUrl":"10.5116/ijme.6563.251d","url":null,"abstract":"<p><strong>Objectives: </strong>To determine the effectiveness of self-directed, case-based learning in cancer pain management via a digital learning platform (e-CBL) in interdisciplinary residents' knowledge and critical thinking skill level.</p><p><strong>Methods: </strong>The prospective observational study was conducted on 51 first- and second-year residents from anesthesiology, surgery, and family medicine who had not received training in the management of cancer pain and were invited to participate by their Program Director. Participants voluntarily underwent e-CBL in cancer pain management using four modules (pain assessment, principles of pain management, pharmacological techniques, and non-pharmacological techniques) at their convenience within seven days via the Moodle platform. All participants underwent pre-and post-test assessments of knowledge and rated their satisfaction with the training on a 0-10 scale. Thirty-two residents completed Cornell Critical Thinking Test Level Z. Paired t-tests assessed changes, and the effect size was estimated by Cohen's d. A p-value < .05 was considered statistically significant.</p><p><strong>Results: </strong>Knowledge and critical thinking test results significantly improved after the training (M=68, SD=16.99 to M=86, SD=13.96 correct responses; t<sub>(50)</sub>=11.24, p<.001, Cohen's d=1.56 for knowledge) and (M=39.8, SD=13.7 vs. M=46.1, SD=10.2 correct responses; t<sub>(31)</sub>=-3.67, p=.001, Cohen's d=0.65 for critical thinking test). Satisfaction of learning experiences for convenience and understandability was high (M=9.4, SD=0.8).</p><p><strong>Conclusions: </strong>Use of the e-CBL improved knowledge in cancer pain management and critical thinking skills. This digital platform could play an important role in the future of pain education. Further investigation, including a control group, is warranted.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"187-192"},"PeriodicalIF":1.6,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11285026/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138799339","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}
Cecilie N Birkeli, Karin Isaksson Rø, Lisbeth Rustad, Monika Kvernenes
Objectives: During the past decade, educational supervision (ES) has gained popularity as a key support mechanism in residents' training. However, few studies have mapped physicians' understanding of their roles as educational supervisors. This study aims to explore how supervisors experience this role and how they approach providing support to residents.
Methods: We employed qualitative methodology and conducted semi-structured interviews with 13 senior hospital physicians regarding their experiences as educational supervisors. Participants were recruited via e-mail and snowball sampling. Interview transcripts were analysed using inductive systematic text condensation following a four-step procedure: (i) total impression (ii) identifying and sorting meaning units (iii) condensation from code to meaning (iv) synthesising condensation from description and concepts.
Results: Our analysis yielded four main themes. We found that while ES was considered important in theory, its purpose appeared unclear in everyday practise. Second, ES was associated with filling multiple and sometimes contradictory expectations. Third, establishing a good relationship between residents and supervisors was considered critical for effective ES. Finally, being a supervisor was described as experiencing a personal cost in the absence of support and resources.
Conclusions: The many roles embedded in attending physicians' understanding of ES indicate a wide definition of the supervisory role. Supervisors contribute to residents' training by ensuring educational quality while upholding quality in patient care. Educational supervisors considered themselves to be vital sources of support for residents, but found their role unclear in everyday practice. They strove to manage different expectations resulting from lack of supportive organisational structures.
{"title":"Educational supervisor's perceptions of their role in supporting residents' learning: a qualitative study.","authors":"Cecilie N Birkeli, Karin Isaksson Rø, Lisbeth Rustad, Monika Kvernenes","doi":"10.5116/ijme.6544.cf18","DOIUrl":"10.5116/ijme.6544.cf18","url":null,"abstract":"<p><strong>Objectives: </strong>During the past decade, educational supervision (ES) has gained popularity as a key support mechanism in residents' training. However, few studies have mapped physicians' understanding of their roles as educational supervisors. This study aims to explore how supervisors experience this role and how they approach providing support to residents.</p><p><strong>Methods: </strong>We employed qualitative methodology and conducted semi-structured interviews with 13 senior hospital physicians regarding their experiences as educational supervisors. Participants were recruited via e-mail and snowball sampling. Interview transcripts were analysed using inductive systematic text condensation following a four-step procedure: (i) total impression (ii) identifying and sorting meaning units (iii) condensation from code to meaning (iv) synthesising condensation from description and concepts.</p><p><strong>Results: </strong>Our analysis yielded four main themes. We found that while ES was considered important in theory, its purpose appeared unclear in everyday practise. Second, ES was associated with filling multiple and sometimes contradictory expectations. Third, establishing a good relationship between residents and supervisors was considered critical for effective ES. Finally, being a supervisor was described as experiencing a personal cost in the absence of support and resources.</p><p><strong>Conclusions: </strong>The many roles embedded in attending physicians' understanding of ES indicate a wide definition of the supervisory role. Supervisors contribute to residents' training by ensuring educational quality while upholding quality in patient care. Educational supervisors considered themselves to be vital sources of support for residents, but found their role unclear in everyday practice. They strove to manage different expectations resulting from lack of supportive organisational structures.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"178-186"},"PeriodicalIF":3.1,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693950/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138176169","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}
Objectives Investigate the prevalence and contextualize the relationship of impostor phenomenon (IP) and ambiguity tolerance (AT) in practicing physical therapists (PTs). Methods Online survey including demographic questions, Clance Impostor Phenomenon Scale (CIPS), and Tolerance of Ambiguity Scale (TAS). Descriptive analyses assessed (N = 422) demographic data, CIPS, and TAS scores. Chi-square tests determined distribution across demographic variables. Kruskal-Wallis tests assessed differences between CIPS and TAS. Age was a proxy for career stage in Pearson product-moment correlations to assess relationships between CIPS and TAS. Results In practicing PTs (M age = 42.12, SD = 12.34), moderate (48.6%; n = 205) to frequent (26.8%; n = 113) IP feelings were prevalent, but only 31.5% (n = 133) were true impostors. Significant differences exist in clinical experience for CIPS, H(7, n = 422) = 67.82, p <.001 and TAS, H(7, n = 422) = 21.79, p= .003. Most PTs tolerate ambiguity (M = 54.93, SD = 8.19). A moderate negative correlation between age and CIPS, r = -.36, p <.001 and a small negative correlation between age and TAS, r=-.19, p <.001 exists. Age accounts for 13% of the variance per IP and 3.6% variance per TAS score. A small positive relationship exists between CIPS and TAS, r = .10, p <.05. Conclusions Practicing PTs experience moderate to frequent IP and are ambiguity tolerant. Clinical experience is inversely related to IP and AT. Almost half of early-career PTs feel like impostors, which can lead to decreased job satisfaction, burnout, psychological distress, feelings of self-doubt, and depression.
{"title":"Impostor phenomenon and ambiguity tolerance in practicing physical therapists: an explorato-ry correlational study","authors":"Melissa Carroll, Sean Griech","doi":"10.5116/ijme.6532.4c20","DOIUrl":"https://doi.org/10.5116/ijme.6532.4c20","url":null,"abstract":"Objectives Investigate the prevalence and contextualize the relationship of impostor phenomenon (IP) and ambiguity tolerance (AT) in practicing physical therapists (PTs). Methods Online survey including demographic questions, Clance Impostor Phenomenon Scale (CIPS), and Tolerance of Ambiguity Scale (TAS). Descriptive analyses assessed (N = 422) demographic data, CIPS, and TAS scores. Chi-square tests determined distribution across demographic variables. Kruskal-Wallis tests assessed differences between CIPS and TAS. Age was a proxy for career stage in Pearson product-moment correlations to assess relationships between CIPS and TAS. Results In practicing PTs (M age = 42.12, SD = 12.34), moderate (48.6%; n = 205) to frequent (26.8%; n = 113) IP feelings were prevalent, but only 31.5% (n = 133) were true impostors. Significant differences exist in clinical experience for CIPS, H(7, n = 422) = 67.82, p <.001 and TAS, H(7, n = 422) = 21.79, p= .003. Most PTs tolerate ambiguity (M = 54.93, SD = 8.19). A moderate negative correlation between age and CIPS, r = -.36, p <.001 and a small negative correlation between age and TAS, r=-.19, p <.001 exists. Age accounts for 13% of the variance per IP and 3.6% variance per TAS score. A small positive relationship exists between CIPS and TAS, r = .10, p <.05. Conclusions Practicing PTs experience moderate to frequent IP and are ambiguity tolerant. Clinical experience is inversely related to IP and AT. Almost half of early-career PTs feel like impostors, which can lead to decreased job satisfaction, burnout, psychological distress, feelings of self-doubt, and depression.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":" 476","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135186372","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}
Matthew Grace, Arden Azim, Sarah Blissett, Amy Keuhl, Sarah Wojkowski, Matthew Sibbald
Objectives To explore how virtual, asynchronous modules can be used in interprofessional health education curricula and to identify any advantages and shortcomings of asynchronous interprofessional education. Methods A sample of 27 health professional students who attended in-person interprofessional education workshops at the McMaster Centre for Simulation-Based Learning from 2019-2020 were recruited through email discourse. Participants were asked to complete an asynchronous interprofessional education module and take part in a semi-structured interview that was recorded and transcribed verbatim. Techniques of direct content analysis were used to analyze the qualitative data from recorded transcripts. Results The following emergent themes from participants’ responses were identified: 1) the modules, as well as the features interspersed throughout, taught strategies for conflict resolution and interprofessional communication, 2) the modules have utility in preparing students for future interprofessional learning, 3) the convenience of virtual asynchronous modules introduces a sense of learner safety, and 4) a sense of isolation and fatigue was identified as a consequence of the lack of face-to-face interaction in these modules. Conclusion Asynchronous interprofessional education modules may be best suited to prepare students for future interprofessional learning in a synchronous setting. Asynchronous modules effectively provide an introduction to interprofessional objectives such as conflict resolution and role clarification, yet the competency of team functioning is more difficult to achieve in an asynchronous environment. Future studies may focus on establishing a sequence of completing asynchronous modules for ideal development of interprofessional competencies in health professions learners.
{"title":"Framing asynchronous interprofessional education: a qualitative study on medical, physiotherapy and nursing students.","authors":"Matthew Grace, Arden Azim, Sarah Blissett, Amy Keuhl, Sarah Wojkowski, Matthew Sibbald","doi":"10.5116/ijme.6531.02ac","DOIUrl":"10.5116/ijme.6531.02ac","url":null,"abstract":"Objectives To explore how virtual, asynchronous modules can be used in interprofessional health education curricula and to identify any advantages and shortcomings of asynchronous interprofessional education. Methods A sample of 27 health professional students who attended in-person interprofessional education workshops at the McMaster Centre for Simulation-Based Learning from 2019-2020 were recruited through email discourse. Participants were asked to complete an asynchronous interprofessional education module and take part in a semi-structured interview that was recorded and transcribed verbatim. Techniques of direct content analysis were used to analyze the qualitative data from recorded transcripts. Results The following emergent themes from participants’ responses were identified: 1) the modules, as well as the features interspersed throughout, taught strategies for conflict resolution and interprofessional communication, 2) the modules have utility in preparing students for future interprofessional learning, 3) the convenience of virtual asynchronous modules introduces a sense of learner safety, and 4) a sense of isolation and fatigue was identified as a consequence of the lack of face-to-face interaction in these modules. Conclusion Asynchronous interprofessional education modules may be best suited to prepare students for future interprofessional learning in a synchronous setting. Asynchronous modules effectively provide an introduction to interprofessional objectives such as conflict resolution and role clarification, yet the competency of team functioning is more difficult to achieve in an asynchronous environment. Future studies may focus on establishing a sequence of completing asynchronous modules for ideal development of interprofessional competencies in health professions learners.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"155-167"},"PeriodicalIF":3.1,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693952/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71481266","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}
Reflection facilitates medical education and professional practice by enhancing active and deep learning from experiences. The reflection period is a time for self-awareness and self-assessment of learning events and experiences to improve future experiences (e.g., skill acquisition). Advocates for reflection suggest that reflective practice has the power to enhance professionalism as it provides an opportunity for critical thinking. It can be of variable length and depth; however, the process should be explorative and factual. Critical reflection is a broader and in-depth consideration of historical, cultural and political contexts to challenge and change one’s or a group’s assumptions and actions. Although the process is beneficial to achieving the intended learning objectives, its impact on educational and clinical outcomes remains unclear in anaesthesia. The usefulness of reflection in the learning process or work practices varies depending on personal, professional and organisational factors. Several models and approaches are described to facilitate the reflection process. However, assessment of reflection within the curriculum boundaries and for workplace-based learning activities is complex and challenging due to the lack of validated tools for different types of reflection. PubMed and Google Scholar were searched for articles on reflection and its application in anaesthesia. The anaesthesia literature has minimal information on the theoretical and research aspects of reflective learning and teaching. This review aims to outline the purpose of reflection, discuss the utilisation of commonly used reflection models and underline the intricacy of reflection in anaesthesia learning, teaching and practice. This article highlights crucial factors which may foster or hinder reflection and its effectiveness in achieving meaningful intended outcomes.
{"title":"Role of Reflection in Education and Practice in Anaesthesia: Purpose, Process, Pitfalls and Promotion","authors":"Santosh Patel","doi":"10.3390/ime2040025","DOIUrl":"https://doi.org/10.3390/ime2040025","url":null,"abstract":"Reflection facilitates medical education and professional practice by enhancing active and deep learning from experiences. The reflection period is a time for self-awareness and self-assessment of learning events and experiences to improve future experiences (e.g., skill acquisition). Advocates for reflection suggest that reflective practice has the power to enhance professionalism as it provides an opportunity for critical thinking. It can be of variable length and depth; however, the process should be explorative and factual. Critical reflection is a broader and in-depth consideration of historical, cultural and political contexts to challenge and change one’s or a group’s assumptions and actions. Although the process is beneficial to achieving the intended learning objectives, its impact on educational and clinical outcomes remains unclear in anaesthesia. The usefulness of reflection in the learning process or work practices varies depending on personal, professional and organisational factors. Several models and approaches are described to facilitate the reflection process. However, assessment of reflection within the curriculum boundaries and for workplace-based learning activities is complex and challenging due to the lack of validated tools for different types of reflection. PubMed and Google Scholar were searched for articles on reflection and its application in anaesthesia. The anaesthesia literature has minimal information on the theoretical and research aspects of reflective learning and teaching. This review aims to outline the purpose of reflection, discuss the utilisation of commonly used reflection models and underline the intricacy of reflection in anaesthesia learning, teaching and practice. This article highlights crucial factors which may foster or hinder reflection and its effectiveness in achieving meaningful intended outcomes.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"13 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134909186","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}
During the COVID-19 pandemic, the education sector of Bangladesh suffered a lot. To adapt to this uncertain situation, the online teaching–learning method was introduced for the first time in the dental colleges to continue regular classes. This qualitative study explored the in-depth perception among students of this new, affordable, flexible online learning method and to find out the scope of improvement of the delivery method. Two focus group discussions (FGD) were conducted, each including 6–8 participants (N = 16, the male/female ratio was 7:9) for gaining an in-depth understanding of the perception of online teaching among dental students. With the help of the trigger questions, the facilitator and moderators conducted both FGDs. By analyzing the focus group discussion, four distinct themes were identified. The main themes extracted from the data refer to the difficulties which students faced during participation in online classes (e.g., low attention span, unusual timing of classes, internet accessibility, power cut, boring content, etc.), advantages of online learning (e.g., saves time, able to continue studying during the lockdown, saves money, avoids commuting, being safe during a pandemic situation, one can participate in classes if sick, etc.), disadvantages of online classes (e.g., not feasible for clinical classes and lab works, lack of social interactions, lack of group study, long screen time, lack of after-class peer discussion, lack of engagement, etc.), and also scopes of improvements (e.g., technological training for staff, recorded classes, technological orientation for students, more engaging contents, online support, more interactive lessons, short duration of the class, break after 30–45 min, and also teachers training for online facilitation, etc.). In Bangladesh, the online teaching–learning method is not a regular practice. Most of the institutions were forced to adopt this method on very short notice because of the COVID-19 pandemic lockdown. Online education in a clinical subject such as dentistry requires a special training program, online content preparation, and interactive lesson delivery setup, which are big challenges for a resource-constrained medical education setup. The focus group discussion unveiled some key issues which indicated that there are many scopes for improvement in online teaching methods. With the help of the medical education department and through faculty development, the online learning sessions can be made attractive as well as beneficiary for the key stakeholders.
{"title":"Student Perception of Online Teaching in Undergraduate Dental Education in Bangladesh: A Qualitative Study","authors":"Shegufta Mohammad, Labuda Sultana, Salahuddin Al Azad, Nurun Nahar, Vikram Chode, Sayeeda Rahman, Md Anwarul Azim Majumder","doi":"10.3390/ime2040024","DOIUrl":"https://doi.org/10.3390/ime2040024","url":null,"abstract":"During the COVID-19 pandemic, the education sector of Bangladesh suffered a lot. To adapt to this uncertain situation, the online teaching–learning method was introduced for the first time in the dental colleges to continue regular classes. This qualitative study explored the in-depth perception among students of this new, affordable, flexible online learning method and to find out the scope of improvement of the delivery method. Two focus group discussions (FGD) were conducted, each including 6–8 participants (N = 16, the male/female ratio was 7:9) for gaining an in-depth understanding of the perception of online teaching among dental students. With the help of the trigger questions, the facilitator and moderators conducted both FGDs. By analyzing the focus group discussion, four distinct themes were identified. The main themes extracted from the data refer to the difficulties which students faced during participation in online classes (e.g., low attention span, unusual timing of classes, internet accessibility, power cut, boring content, etc.), advantages of online learning (e.g., saves time, able to continue studying during the lockdown, saves money, avoids commuting, being safe during a pandemic situation, one can participate in classes if sick, etc.), disadvantages of online classes (e.g., not feasible for clinical classes and lab works, lack of social interactions, lack of group study, long screen time, lack of after-class peer discussion, lack of engagement, etc.), and also scopes of improvements (e.g., technological training for staff, recorded classes, technological orientation for students, more engaging contents, online support, more interactive lessons, short duration of the class, break after 30–45 min, and also teachers training for online facilitation, etc.). In Bangladesh, the online teaching–learning method is not a regular practice. Most of the institutions were forced to adopt this method on very short notice because of the COVID-19 pandemic lockdown. Online education in a clinical subject such as dentistry requires a special training program, online content preparation, and interactive lesson delivery setup, which are big challenges for a resource-constrained medical education setup. The focus group discussion unveiled some key issues which indicated that there are many scopes for improvement in online teaching methods. With the help of the medical education department and through faculty development, the online learning sessions can be made attractive as well as beneficiary for the key stakeholders.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135569213","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}
Recently, study abroad and elective programs have been facilitated via university partnerships based on student-exchange agreements. This study examined international medical student exchange agreements, focusing on reciprocity and stratification in the Japanese context. An empirical analysis was conducted using 581 agreements involving student exchanges with medical institutions in foreign countries based on a survey conducted by the Japanese Ministry of Education. We found that the average reciprocity rate via mutual tuition waivers was 52.84%: equivalent in Asia, slightly lower in Europe (49.61%), and higher in North America (58.06%). Europe has a balanced inbound and outbound exchange, Asia has a higher inbound exchange, and North America has an excess of outbound exchange from Japan. Moreover, selective institutions, such as former imperial or medical universities, have more than twice the number of agreements per university compared to others. In conclusion, it can be observed that international medical university partnerships are stratified, and reciprocity is intertwined with tuition waivers and the number of exchange students in the partnering institutions. As the results highlight the distinct characteristics of international education partnerships in Japan’s medical field compared to partnerships in all academic fields, it is necessary to investigate and develop international partnerships separately by field.
{"title":"Japanese Universities’ International Medical Partnerships: Reciprocity and Stratification","authors":"Maki Kato","doi":"10.3390/ime2040023","DOIUrl":"https://doi.org/10.3390/ime2040023","url":null,"abstract":"Recently, study abroad and elective programs have been facilitated via university partnerships based on student-exchange agreements. This study examined international medical student exchange agreements, focusing on reciprocity and stratification in the Japanese context. An empirical analysis was conducted using 581 agreements involving student exchanges with medical institutions in foreign countries based on a survey conducted by the Japanese Ministry of Education. We found that the average reciprocity rate via mutual tuition waivers was 52.84%: equivalent in Asia, slightly lower in Europe (49.61%), and higher in North America (58.06%). Europe has a balanced inbound and outbound exchange, Asia has a higher inbound exchange, and North America has an excess of outbound exchange from Japan. Moreover, selective institutions, such as former imperial or medical universities, have more than twice the number of agreements per university compared to others. In conclusion, it can be observed that international medical university partnerships are stratified, and reciprocity is intertwined with tuition waivers and the number of exchange students in the partnering institutions. As the results highlight the distinct characteristics of international education partnerships in Japan’s medical field compared to partnerships in all academic fields, it is necessary to investigate and develop international partnerships separately by field.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135918542","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}
Michelle M J Jacobs, Pauline M van Son, Alwin Scharstuhl, Petra J van Gurp, Esther Tanck
Objectives: To develop a reliable instrument to objectively assess feedback quality, to use it for assessment of the quality of students' narrative feedback and to be used as a self-assessment instrument for students in their learning process.
Methods: In a retrospective cohort study, 635 feedback narratives, provided by small groups of Medicine and Biomedical Sciences undergraduate students, have been extracted from available quarterly curriculum evaluation surveys. A rubric was developed based on literature and contents of our feedback education. It consists of seven subitems and has a maximum score of 20 points (sufficient score: >10 points). Rubric reliability was evaluated using intra-class correlation. The rubric was tested by analysing the feedback narratives. To test progression, we compared rubric scores between study years with a Kruskal-Wallis analysis and Dunn's post-hoc testing with Bonferroni correction.
Results: The rubric has an intra-class correlation of 0.894. First year students had a mean rubric score of 11.5 points (SD 3.6), second year students 12.4 (SD 3.4) and third year students 13.1 (SD 3.6). Kruskal-Wallis testing showed significant differences in feedback quality between study years (χ2(2, N=635) = 17.53, p<0.001). Dunn's post-hoc test revealed significant differences between study years one and two (p=0.012) and one and three (p<0.001).
Conclusions: The developed rubric is a reliable instrument to assess narrative feedback quality. Students were able to provide feedback of sufficient quality and quality improved across study years. The instrument will allow students to assess themselves and learn where there is still room for improvement.
{"title":"An innovative assessment tool for evaluating narrative feedback quality among Medicine and Biomedical Sciences students.","authors":"Michelle M J Jacobs, Pauline M van Son, Alwin Scharstuhl, Petra J van Gurp, Esther Tanck","doi":"10.5116/ijme.64f6.df43","DOIUrl":"10.5116/ijme.64f6.df43","url":null,"abstract":"<p><strong>Objectives: </strong>To develop a reliable instrument to objectively assess feedback quality, to use it for assessment of the quality of students' narrative feedback and to be used as a self-assessment instrument for students in their learning process.</p><p><strong>Methods: </strong>In a retrospective cohort study, 635 feedback narratives, provided by small groups of Medicine and Biomedical Sciences undergraduate students, have been extracted from available quarterly curriculum evaluation surveys. A rubric was developed based on literature and contents of our feedback education. It consists of seven subitems and has a maximum score of 20 points (sufficient score: >10 points). Rubric reliability was evaluated using intra-class correlation. The rubric was tested by analysing the feedback narratives. To test progression, we compared rubric scores between study years with a Kruskal-Wallis analysis and Dunn's post-hoc testing with Bonferroni correction.</p><p><strong>Results: </strong>The rubric has an intra-class correlation of 0.894. First year students had a mean rubric score of 11.5 points (SD 3.6), second year students 12.4 (SD 3.4) and third year students 13.1 (SD 3.6). Kruskal-Wallis testing showed significant differences in feedback quality between study years (χ<sup>2</sup>(2, N=635) = 17.53, p<0.001). Dunn's post-hoc test revealed significant differences between study years one and two (p=0.012) and one and three (p<0.001).</p><p><strong>Conclusions: </strong>The developed rubric is a reliable instrument to assess narrative feedback quality. Students were able to provide feedback of sufficient quality and quality improved across study years. The instrument will allow students to assess themselves and learn where there is still room for improvement.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"147-154"},"PeriodicalIF":3.1,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693959/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41235151","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}
Farhan H Alwadei, Blasé P Brown, Saleh H Alwadei, Ilene B Harris, Abdurahman H Alwadei
Objectives: To examine the impact of dental students' usage patterns within an adaptive learning platform (ALP), using ALP-related indicators, on their final exam performance.
Methods: Track usage data from the ALP, combined with demographic and academic data including age, gender, pre- and post-test scores, and cumulative grade point average (GPA) were retrospectively collected from 115 second-year dental students enrolled in a blended learning review course. Learning performance was measured by post-test scores. Data were analyzed using correlation coefficients and linear regression tests.
Results: The ALP-related variables (without controlling for background demographics and academic data) accounted for 29.6% of student final exam performance (R2=0.296, F(10,104)=4.37, p=0.000). Positive significant ALP-related predictors of post-test scores were improvement after activities (β=0.507, t(104)=2.101, p=0.038), timely completed objectives (β=0.391, t(104)=2.418, p=0.017), and number of revisions (β=0.127, t(104)=3.240, p=0.002). Number of total activities, regardless of learning improvement, negatively predicted post-test scores (β= -0.088, t(104)=-4.447, p=0.000). The significant R2 change following the addition of gender, GPA, and pre-test score (R2=0.689, F(13, 101)=17.24, p=0.000), indicated that these predictors explained an additional 39% of the variance in student performance beyond that explained by ALP-related variables, which were no longer significant. Inclusion of cumulative GPA and pre-test scores showed to be the strongest and only predictors of post-test scores (β=18.708, t(101)=4.815, p=0.038) and (β=0.449, t(101)=6.513, p=0.038), respectively.
Conclusions: Track ALP-related data can be valuable indicators of learning behavior. Careful and contextual analysis of ALP data can guide future studies to examine practical and scalable interventions.
{"title":"The utility of adaptive eLearning data in predicting dental students' learning performance in a blended learning course.","authors":"Farhan H Alwadei, Blasé P Brown, Saleh H Alwadei, Ilene B Harris, Abdurahman H Alwadei","doi":"10.5116/ijme.64f6.e3db","DOIUrl":"10.5116/ijme.64f6.e3db","url":null,"abstract":"<p><strong>Objectives: </strong>To examine the impact of dental students' usage patterns within an adaptive learning platform (ALP), using ALP-related indicators, on their final exam performance.</p><p><strong>Methods: </strong>Track usage data from the ALP, combined with demographic and academic data including age, gender, pre- and post-test scores, and cumulative grade point average (GPA) were retrospectively collected from 115 second-year dental students enrolled in a blended learning review course. Learning performance was measured by post-test scores. Data were analyzed using correlation coefficients and linear regression tests.</p><p><strong>Results: </strong>The ALP-related variables (without controlling for background demographics and academic data) accounted for 29.6% of student final exam performance (R<sup>2</sup>=0.296, F<sub>(10,104)</sub>=4.37, p=0.000). Positive significant ALP-related predictors of post-test scores were improvement after activities (β=0.507, t<sub>(104)</sub>=2.101, p=0.038), timely completed objectives (β=0.391, t<sub>(104)</sub>=2.418, p=0.017), and number of revisions (β=0.127, t<sub>(104)</sub>=3.240, p=0.002). Number of total activities, regardless of learning improvement, negatively predicted post-test scores (β= -0.088, t<sub>(104)</sub>=-4.447, p=0.000). The significant R<sup>2</sup> change following the addition of gender, GPA, and pre-test score (R<sup>2</sup>=0.689, F<sub>(13, 101)</sub>=17.24, p=0.000), indicated that these predictors explained an additional 39% of the variance in student performance beyond that explained by ALP-related variables, which were no longer significant. Inclusion of cumulative GPA and pre-test scores showed to be the strongest and only predictors of post-test scores (β=18.708, t<sub>(101)</sub>=4.815, p=0.038) and (β=0.449, t<sub>(101)</sub>=6.513, p=0.038), respectively.</p><p><strong>Conclusions: </strong>Track ALP-related data can be valuable indicators of learning behavior. Careful and contextual analysis of ALP data can guide future studies to examine practical and scalable interventions.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"137-144"},"PeriodicalIF":3.1,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693956/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41118450","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}
{"title":"COVID-19 and medical education in Japan: a struggle for fairness and transparency.","authors":"Yudai Kaneda, Yuka Higuchi, Makoto Yoshida, Yoshika Saito","doi":"10.5116/ijme.6512.8cb5","DOIUrl":"10.5116/ijme.6512.8cb5","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"145-146"},"PeriodicalIF":3.1,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693954/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41119752","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}
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