International Journal of Medical Education最新文献

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Defining Leadership in Undergraduate Medical Education, Networks, and Instructors: A Scoping Review 定义本科医学教育、网络和教师的领导力:范围审查

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-03-09 DOI: 10.3390/ime2010006

Pablo Rodríguez-Feria, K. Czabanowska, S. Babich, Daniela Rodríguez-Sánchez, Fredy Leonardo Carreño Hernández, L. J. Hernández Florez

Reviews of the literature on leadership training in undergraduate medical education have been conducted since 2014. Previous reviews have not identified networks, defined leadership, studied the selection criteria for instructors, nor analyzed leadership as interprofessional or transprofessional education. This scoping review fills these gaps. Inclusion criteria included use of competency-based education to teach leadership in universities, and quality assessment. Indexes and grey literature in Spanish, Portuguese, and English languages were included from six databases. Hand searching and consultation were employed for selected bodies of literature. This review identified leadership interventions in nine countries which had national and international networks primarily in English-speaking and European countries. No literature was found in Spanish-speaking or Portuguese-speaking countries, nor in Africa. Teaching leadership was linked mainly with undergraduate medical education and interprofessional education. This review identified 23 leadership and leader definitions and underscored the importance of including values in leadership definitions. Instructors were selected by discipline, role, experience, and expertise. This review may be used to inform the teaching of leadership in undergraduate medical curricula by suggesting potential networks, reflecting on diverse leadership definitions and interprofessional/transprofessional education, and assisting in selection of instructors.

自2014年以来，对本科医学教育中领导力培训的文献进行了综述。以前的评论没有识别网络，定义领导力，研究导师的选择标准，也没有将领导力作为跨专业或跨专业教育进行分析。这个范围审查填补了这些空白。纳入标准包括在大学中使用基于能力的教育来教授领导力，以及质量评估。西班牙语、葡萄牙语和英语的索引和灰色文献从六个数据库中纳入。手工检索和咨询被用于选定的文献体。本综述确定了九个国家的领导干预措施，这些国家主要在英语国家和欧洲国家拥有国内和国际网络。在西班牙语或葡萄牙语国家和非洲都没有发现文献。教学领导主要与本科医学教育和跨专业教育相联系。本综述确定了23种领导力和领导者定义，并强调了在领导力定义中包含价值观的重要性。教师是根据学科、角色、经验和专业知识挑选的。本综述可通过建议潜在网络、反思不同的领导力定义和跨专业/跨专业教育，以及协助选择导师，为本科医学课程的领导力教学提供信息。

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引用次数: 0

Design and Implementation of an Antimicrobial Stewardship Certificate Program in the United Arab Emirates 在阿拉伯联合酋长国设计和实施抗菌药物管理证书项目

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-03-01 DOI: 10.3390/ime2010005

Rania M. El-Lababidi, B. Atallah, Sawsan Abdel-Razig

Introduction: The purpose of our report is to describe the design and implementation of the first antimicrobial stewardship certificate program (ASCP) in the United Arab Emirates (UAE). Methods: The ASCP was implemented in January 2019. A needs assessment was conducted before the implementation of the program. The program delivery utilized a blended learning format with both a live and an experiential component. Learner assessments consisted of pre- and post-course assessments, as well as structured feedback throughout the course. Course assessments and post-course evaluation results were utilized to assess the certificate program (CP) outcomes. Results: Between January 2019 to March 2020, 24 pharmacists were trained through the program. All participants passed the post-course assessment. Participants scored a median of 40 percent on the pre-course assessment at the start of the program and a median of 80 percent on the post-course assessment (p-value < 0.0001), demonstrating a significant improvement in their baseline knowledge. Overall, participants were highly satisfied with the program and felt that it would enhance their ability to take care of patients and/or result in practice change in their institution. Conclusions: The ASCP enhanced the knowledge of pharmacists in antimicrobial stewardship. The implemented model provides a sustainable blueprint for future CPs in specialty areas of practice for the Middle East region.

前言:本报告的目的是描述阿拉伯联合酋长国(UAE)首个抗菌药物管理证书项目(ASCP)的设计和实施。方法:于2019年1月实施ASCP。在实施该计划之前进行了需求评估。该项目采用了一种混合学习形式，既有现场教学，也有体验教学。学习者评估包括课前和课后评估，以及整个课程的结构化反馈。课程评估和课程后评估结果用于评估证书课程(CP)的结果。结果:2019年1月至2020年3月，共培训药师24名。所有参与者均通过课程后评估。参与者在课程开始时的课程前评估得分中位数为40%，课程后评估得分中位数为80% (p值< 0.0001)，表明他们的基线知识有了显着改善。总体而言，参与者对该计划非常满意，并认为这将提高他们照顾病人的能力和/或导致他们所在机构的实践变化。结论:ASCP提高了药师抗菌药物管理知识。实施的模型为中东地区未来专业执业领域的CPs提供了可持续的蓝图。

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引用次数: 1

Medical students' coping with stress and its predictors: a cross-sectional study. 医学生应对压力及其预测因素的横断面研究

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-02-28 DOI: 10.5116/ijme.63de.3840

Julia Cummerow, Katrin Obst, Edgar Voltmer, Thomas Kötter

Objectives: To analyse stress coping styles of medical students at different time points of medical education and to identify predictors of functional coping.

Methods: A cross-sectional study was conducted among medical students (N = 497, 361 women and 136 men) before year one (n = 141), after year one (n = 135) and after year five (n = 220). Students answered the Brief Coping Orientation to Problems Experienced Inventory, the Work-Related Behaviour and Experience Patterns, the Perceived Medical School Stress Instrument and the Maslach Burnout Inventory. Multiple regression was used to examine factors associated with functional coping.

Results: Single factor ANOVA indicated a significant difference for functional coping between the time points (F _{(2, 494)} = 9.52, p < .01), with fifth-year students scoring significantly higher than students before or after year one. There was a significant difference in dysfunctional coping (F _{(2, 494)} = 12.37, p < .01), with students before year one and after year five scoring higher than those after year one. Efficacy (β = 0.15, t ₍₂₁₃₎ = 4.66, p < .01), emotional distancing (β = 0.04, t ₍₂₁₃₎ = 3.50, p < .01) and satisfaction with life (β = 0.06, t ₍₂₁₃₎ = 4.87, p < .01) were positive predictors of functional coping.

Conclusions: Scores for both functional and dysfunctional coping vary during medical education. The reasons for low coping scores after year one require further explanation. These findings represent a starting point for investigations into how to promote functional coping during early medical education.

目的:分析医学生在医学教育不同时间点的压力应对方式，并探讨其功能应对的预测因素。方法:对医学生进行横断面研究(N = 497,361名女性和136名男性)，第一年(N = 141)，一年后(N = 135)和五年后(N = 220)。学生回答了“问题经验量表”、“工作行为与经验模式”、“医学院压力感知量表”和“马斯拉克职业倦怠量表”的简短应对倾向。采用多元回归方法分析与功能性应对相关的因素。结果:单因素方差分析显示，各时间点的功能应对差异有统计学意义(F (2,494) = 9.52, p < 0.01)，五年级学生的得分显著高于一年级前后的学生。在功能障碍应对方面存在显著性差异(F (2,494) = 12.37, p < 0.01)，一年级前和五年级后得分均高于一年级后。效能(β = 0.15, t (213) = 4.66, p < 0.01)、情绪距离(β = 0.04, t (213) = 3.50, p < 0.01)和生活满意度(β = 0.06, t (213) = 4.87, p < 0.01)是功能性应对的正向预测因子。结论:在医学教育过程中，功能应对和功能失调应对的得分存在差异。一年后应对得分低的原因需要进一步解释。这些发现为探讨如何在早期医学教育中促进功能性应对提供了一个起点。

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引用次数: 0

Education to support professional identity formation in medical students: guiding implicit social learning. 支持医学生职业认同形成的教育:引导内隐社会学习。

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-02-28 DOI: 10.5116/ijme.63f3.ddcb

Salome Scholtens, Pieter C Barnhoorn, Joke Fleer

引用次数: 0

Five Lessons for Effectively Transitioning Problem-Based Learning to Online Delivery 将基于问题的学习有效地转变为在线教学的五个教训

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-02-24 DOI: 10.3390/ime2010004

M. Jadhav, D. Shaligram, B. Bernstein, Sandra M. DeJong, J. Hunt, S. Ong, Anthony P. S. Guerrero, N. Skokauskas

Problem-based learning (PBL) is an active learning technique that promotes a life-long learning approach to understanding and using the principles of clinical medicine. It does so by helping learners hone their critical thinking skills in a team-based environment. It was originally developed for use in live, in-person settings. During the COVID-19 pandemic, it has had to be rapidly adapted for online delivery. In this article, we first highlight the key challenges faced by educators and learners in making this transition. We then share five lessons for effectively translating in-person PBL curricula to online and hybrid learning formats.

基于问题的学习(PBL)是一种主动学习技术，促进终身学习的方法来理解和使用临床医学的原则。它通过帮助学习者在基于团队的环境中磨练他们的批判性思维技能来做到这一点。它最初是为在现场、面对面的环境中使用而开发的。在2019冠状病毒病大流行期间，它必须迅速适应在线交付。在本文中，我们首先强调了教育者和学习者在这种转变中面临的主要挑战。然后，我们分享了将面对面PBL课程有效地转换为在线和混合学习格式的五个经验教训。

引用次数: 0

International Medical Graduates' perceptions about residency training experience: a qualitative study. 国际医学毕业生对住院医师培训经验的认知:一项质性研究。

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-01-27 DOI: 10.5116/ijme.63c3.e6b3

Marghalara Rashid, Julie Nguyen, Jessica L Foulds, Gordana Djordjevic, Sarah E Forgie

Objectives: To explore International Medical Graduates residents' experiences and perspectives of their residency training program.

Methods: This qualitative study was conducted at a large research-intensive University. Purposeful sampling was used to recruit 14 International medical graduates. The residents recruited for this study were at different levels in their training ranging from Postgraduate year one to five. Residents interviewed represented seven unique specialties. Each trainee was interviewed, and the data were recorded and transcribed verbatim. A thematic analysis framework was used to conduct the data analysis, resulting in the development of study themes.

Results: Our analysis generated six main themes. These themes were related to costly decisions, unspoken expectations, the stigma associated with being an IMG, fears of being an IMG, the strength and resilience of IMGs, and recommen-dations proposed by IMGs for program improvement.

Conclusions: In this study, we wanted to explore international residents' experiences with their programs. The experience of each individual international resident is unique. However, in this study, we were able to provide firsthand perceptions of IMGs from a research-intensive university and identified common themes experienced and perceived by our resi-dents. This study's findings may help educate, reduce stigma, and guide the implementation of effective individu-al and systemic support for these trainees. Which in turn will enhance the overall educational experiences for IMGs trainees. Our study found that themes seem to be recur-ring, hence, an urgency to bring about appropriate chang-es, equitable opportunities, and support for IMGs.

目的:探讨国际医学毕业生住院医师培训项目的经验和观点。方法:本定性研究在一所大型研究型大学进行。采用有目的抽样方法招募14名国际医学毕业生。本次研究招募的住院医师的培训水平从研究生一年级到五年级不等。接受采访的居民代表了七个独特的专业。每个受训者都接受了访谈，数据被逐字记录并转录。使用主题分析框架进行数据分析，从而形成研究主题。结果:我们的分析产生了六个主要主题。这些主题与昂贵的决策、未说出口的期望、成为管理团队的耻辱、成为管理团队的恐惧、管理团队的力量和韧性，以及管理团队为项目改进提出的建议有关。结论:在这项研究中，我们想要探索国际居民对他们的项目的体验。每个国际居民的经历都是独一无二的。然而，在这项研究中，我们能够从一所研究型大学提供对img的第一手看法，并确定了我们的居民经历和感知的共同主题。本研究的发现可能有助于教育、减少耻辱感，并指导对这些受训者实施有效的个人和系统支持。这反过来将提高IMGs学员的整体教育经验。我们的研究发现，主题似乎是反复出现的，因此，迫切需要带来适当的变化，公平的机会，并支持img。

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引用次数: 0

Designing an International Faculty Development Program in Medical Education: Capacity and Partnership 设计医学教育的国际教师发展计划:能力和伙伴关系

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-01-27 DOI: 10.3390/ime2010003

Martha Burkle, D. Rolfson, Mia Lang

Providing international medical educators with opportunities for faculty development has become a favorable moment for capacity building and the creation of partnerships with universities around the world. It has also become a social responsibility when such a development implies growth and improvement for the institutions involved. In 2018 and 2019, the University of Alberta Faculty of Medicine & Dentistry designed and delivered an international faculty development program (IFDP) in Edmonton, Canada, in collaboration with the faculty management from Jilin University and Wenzhou Medical University, and Shandong University. The inspiration for program driven by capacity development for three universities in China, all of whom were developing strategies to respond to new government policies for medical education. The focus of the course was based on the needs that the three institutions expressed: teaching innovation, research, and quality curriculum development. By design, the two-week, in-person program included lectures, personal tutorials, class and laboratories observations, as well as guided teaching visits to hospitals and university museums. Recommendations are offered to assist other international faculty development programs focused on capacity building for medical education.

为国际医学教育工作者提供教师发展的机会已成为能力建设和与世界各地大学建立伙伴关系的有利时机。当这种发展意味着相关机构的成长和改进时，它也成为一种社会责任。2018年和2019年，阿尔伯塔大学医学与牙科学院与吉林大学、温州医科大学和山东大学的教师管理部门合作，在加拿大埃德蒙顿设计并实施了国际教师发展计划(IFDP)。该计划的灵感来自中国三所大学的能力发展，这三所大学都在制定战略，以响应政府对医学教育的新政策。课程的重点是基于三个机构表达的需求:教学创新、研究和优质课程开发。根据设计，这个为期两周的面对面项目包括讲座、个人辅导、课堂和实验室观察，以及指导教师参观医院和大学博物馆。为协助其他以医学教育能力建设为重点的国际教师发展计划提供建议。

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引用次数: 0

Development of a low-cost, remote plastic surgery skills training course during the COVID-19 Pandemic. 在2019冠状病毒病大流行期间开发低成本、远程整形手术技能培训课程。

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-01-20 DOI: 10.5116/ijme.63b4.081d

Laura Awad, Benjamin Langridge, Edward Bollen, Zakee Abdi, Peter E M Butler

引用次数: 1

Knowledge, Attitudes and Institutional Readiness towards Social Accountability as Perceived by Medical Students at the University of the West Indies in Trinidad 特立尼达西印度群岛大学医学生对社会问责的认识、态度和体制准备情况

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-01-17 DOI: 10.3390/ime2010002

B. Sa, Christal Patrick, Onella Pascall, Jalisa Patrick, Sade Pierre, Diana Pillai, Kion Persad, Allan Patterson, Nicholas Peterson, R. Rafeek

Background: Social accountability is defined as “the obligation of medical schools to direct their education, research and service activities toward addressing the priority health concerns of the community, region, and/or nation that they have a mandate to serve”. It is becoming increasingly critical in evaluating medical school performance and education quality. Medical students must have an appropriate understanding of social accountability. This study explores knowledge, attitudes and institutional readiness as perceived by medical students towards social accountability. Method: An independent online cross-sectional survey was conducted, which included 121 medical students recruited through a convenience sampling technique. The survey instruments were validated through a pilot study and the responses were analyzed using chi-squared (χ2) tests. Frequencies and percentages were computed. Results: A total of 69% of students understood SA, 61.2% believed they demonstrated SA, and 82.6% believed it has a positive impact on their attitudes and behaviors. About 52.1% believed that their school has a positive impact on the community with a curriculum that includes (52.9%) and reflects the needs of the population that they will serve (49.6%). Conclusion: Based on the findings, a significant number of students have knowledge about social accountability, have a positive attitude towards the concept, and believe that their institution demonstrates readiness.

背景:社会责任被定义为“医学院有义务指导他们的教育、研究和服务活动，以解决他们有义务服务的社区、地区和/或国家的优先卫生问题”。它在评估医学院的表现和教育质量方面变得越来越重要。医学生必须对社会责任有适当的理解。本研究探讨医学生对社会责任的认知、态度和制度准备情况。方法:采用方便抽样法，采用独立的在线横断面调查方法，对121名医学生进行调查。通过初步研究验证了调查工具，并使用χ2检验分析了应答。计算频率和百分比。结果:69%的学生理解SA, 61.2%的学生认为他们表现出SA, 82.6%的学生认为SA对他们的态度和行为有积极的影响。约有52.1%的学生认为他们的学校对社区有积极影响，因为学校的课程包括(52.9%)和反映他们所服务的人口的需要(49.6%)。结论:根据调查结果，相当多的学生了解社会责任，对这一概念持积极态度，并相信他们的机构已经做好了准备。

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引用次数: 1

What Do Clinicians Mean by “Good Clinical Judgment”: A Qualitative Study 临床医生对“良好临床判断”的定义:一项定性研究

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-01-11 DOI: 10.3390/ime2010001

Michael Tsang, Leslie Martin, S. Blissett, Stephen Gauthier, Zeeshan Ahmed, Deeqo Muhammed, M. Sibbald

Good Clinical Judgment (GCJ) is associated with clinical excellence and accolades whereas poor clinical judgment is often associated with suboptimal care and the need for remediation. Although commonly referenced in practice, a shared definition for GCJ based on primary data is lacking. We interviewed 16 clinicians and surgeons across different specialties at one Canadian academic center to understand their conceptualization of GCJ. The data analysis led to the formulation of three pillars that were viewed by participants as core ingredients of GCJ. These included (1) a strong baseline knowledge and breadth of clinical experience, (2) the demonstration of curiosity, reflection, and wisdom, and (3) an ability to attend to contextual factors and understand the “bigger picture” when providing care to patients. Although there were inconsistent opinions regarding whether GCJ is innate or learned, participants reflected on strategies to support the development or improvement in clinical judgement for trainees.

良好的临床判断(GCJ)与临床卓越和荣誉有关，而不良的临床判断通常与次优护理和需要补救有关。尽管在实践中经常被引用，但缺乏基于原始数据的GCJ的共享定义。我们在加拿大的一个学术中心采访了16位不同专业的临床医生和外科医生，以了解他们对GCJ的概念。通过数据分析，得出了参与者认为是GCJ核心成分的三大支柱。这些包括(1)强大的基础知识和广泛的临床经验，(2)好奇心，反思和智慧的表现，以及(3)在为患者提供护理时关注上下文因素和理解“大局”的能力。虽然关于GCJ是天生的还是后天习得的观点并不一致，但参与者都反思了支持实习生临床判断发展或改进的策略。

引用次数: 0

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