Objectives: To examine the related factors associated with medical students' attitudes toward team collaboration.
Methods: This cross-sectional study targeted medical students, residents, and doctors. A survey was conducted from 2016 to 2017 using the Japanese version of the Jefferson Scale of Attitudes Toward Interprofessional Collaboration (JeffSATIC-J), which evaluated "working relationship" and "accountability." We analyzed 2409 questionnaire responses with JeffSATIC-J items and the gender item. Analysis of variance was used for factors associated with the JeffSATIC-J score and Spearman's rank correlation coefficient for the relationship between educational intervention and the JeffSATIC-J score.
Results: First-year students' scores were the highest (F(2, 2045) = 13.42 to 18.87, p < .001), and female students' scores were significantly higher than those of male students (F(1, 2045) = 21.16 to 31.10, p < .001). For residents' scores, the institution was not a significant variable. Female "accountability" scores were significantly higher than those of males (F (1,108) = 4.95, p = .03). Gender was not a significant variable for doctors' scores. Sixth-year students' scores were significantly correlated with the length of clinical clerkship (r(5)=.78 to .96, p<.05), with the exception of females' "working relationship" scores. The medical school with the highest JeffSATIC-J scores had the longest clinical clerkship in the community.
Conclusions: These results indicate that long-term clinical clerkship in the community at higher grades is important in improving medical students' attitudes toward team collaboration. A qualitative study is required to confirm our findings.
目的:探讨影响医学生团队合作态度的相关因素。方法:本横断面研究以医学生、住院医师和医生为研究对象。2016年至2017年进行了一项调查，使用了日文版的杰斐逊跨专业合作态度量表(jeffstic - j)，评估了“工作关系”和“问责制”。我们对2409份问卷的反馈进行了分析，采用了JeffSATIC-J项目和性别项目。对与JeffSATIC-J得分相关的因素进行方差分析，并对教育干预与JeffSATIC-J得分的关系进行Spearman等级相关系数分析。结果:大一学生得分最高(F(2,2045) = 13.42 ~ 18.87, p < .001)，女生得分显著高于男生(F(1,2045) = 21.16 ~ 31.10, p < .001)。对于居民的分数来说，学校并不是一个显著的变量。女性“问责”得分显著高于男性(F (1108) = 4.95, p = 0.03)。性别对医生的得分没有显著影响。六年级学生的成绩与临床见习时间显著相关(r(5)=)。78 ~ 0.96, p结论:高年级长期社区临床见习对提高医学生团队合作态度有重要作用。需要进行定性研究来证实我们的发现。
{"title":"Long-term clinical clerkship improves medical students' attitudes toward team collaboration.","authors":"Kazunori Ganjitsuda, Masami Tagawa, Kazuya Tomihara, Takuya Saiki, Makoto Kikukawa, Akiteru Takamura, Hitoaki Okazaki, Yasushi Matsuyama, Rika Moriya, Hiroki Chiba, Yasushi Takagi, Hitoshi Setoyama, Akihiro Tokushige, Hidetaka Yokoh","doi":"10.5116/ijme.633f.e97a","DOIUrl":"https://doi.org/10.5116/ijme.633f.e97a","url":null,"abstract":"<p><strong>Objectives: </strong>To examine the related factors associated with medical students' attitudes toward team collaboration.</p><p><strong>Methods: </strong>This cross-sectional study targeted medical students, residents, and doctors. A survey was conducted from 2016 to 2017 using the Japanese version of the Jefferson Scale of Attitudes Toward Interprofessional Collaboration (JeffSATIC-J), which evaluated \"working relationship\" and \"accountability.\" We analyzed 2409 questionnaire responses with JeffSATIC-J items and the gender item. Analysis of variance was used for factors associated with the JeffSATIC-J score and Spearman's rank correlation coefficient for the relationship between educational intervention and the JeffSATIC-J score.</p><p><strong>Results: </strong>First-year students' scores were the highest (F<sub>(2, 2045)</sub> = 13.42 to 18.87, p < .001), and female students' scores were significantly higher than those of male students (F<sub>(1, 2045)</sub> = 21.16 to 31.10, p < .001). For residents' scores, the institution was not a significant variable. Female \"accountability\" scores were significantly higher than those of males (F <sub>(1,108)</sub> = 4.95, p = .03). Gender was not a significant variable for doctors' scores. Sixth-year students' scores were significantly correlated with the length of clinical clerkship (r<sub>(5)</sub>=.78 to .96, p<.05), with the exception of females' \"working relationship\" scores. The medical school with the highest JeffSATIC-J scores had the longest clinical clerkship in the community.</p><p><strong>Conclusions: </strong>These results indicate that long-term clinical clerkship in the community at higher grades is important in improving medical students' attitudes toward team collaboration. A qualitative study is required to confirm our findings.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9911282/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10735132","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}
Michael H. Campbell, M. Majumder, Shani Venner, Maisha K. Emmanuel
This commentary describes COVID-19-related disruptions and responsive accommodations to facilitate a research project required to complete postgraduate psychiatry training in a resource-limited small island developing state. After providing context concerning the impact of the pandemic on medical education, we focus on implications for postgraduate training in psychiatry. Lessons learned from this experience have relevance for ongoing discussions concerning the role and implementation of research training in residency programs. Research skills are essential for evidence-based practice as well as academic careers. Longitudinal integration of research training and flexibility of research requirements are needed in postgraduate psychiatry to balance residents’ development of research skills with demands of clinical service.
{"title":"COVID-19-Related Disruptions Are an Opportunity for Reflection on the Role of Research Training in Psychiatric Residency Programs","authors":"Michael H. Campbell, M. Majumder, Shani Venner, Maisha K. Emmanuel","doi":"10.3390/ime1020009","DOIUrl":"https://doi.org/10.3390/ime1020009","url":null,"abstract":"This commentary describes COVID-19-related disruptions and responsive accommodations to facilitate a research project required to complete postgraduate psychiatry training in a resource-limited small island developing state. After providing context concerning the impact of the pandemic on medical education, we focus on implications for postgraduate training in psychiatry. Lessons learned from this experience have relevance for ongoing discussions concerning the role and implementation of research training in residency programs. Research skills are essential for evidence-based practice as well as academic careers. Longitudinal integration of research training and flexibility of research requirements are needed in postgraduate psychiatry to balance residents’ development of research skills with demands of clinical service.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77028862","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}
Namrata Prasad, Shavi Fernando, Sue Willey, Kym Davey, Jennifer Hocking, Atul Malhotra, Arunaz Kumar
Objectives: To explore student perceptions of learning and interprofessional aspects of obstetric and neonatal emergencies through online simulation-based workshops.
Methods: This qualitative study was conducted at Monash University, Australia. Data were obtained from six separate online Obstetric Neonatal Emergency Simulation workshops held between May 2020 and August 2021. A total of 385 students attended and were invited to participate in the study by completing an online survey two-three weeks later. Of the attendees, 144 students completed the survey (95 medical, 45 midwifery), equating to a response rate of 37%. Survey responses were downloaded from online survey platform and separated into medical and midwifery responses. Thematic analysis of data was performed using a coding framework, resulting in development of themes and subthemes.
Results: Main themes were adaptability, connectivism, preparedness for practice, experiential learning, learning through modelling and dynamics of online interaction. Students reported that online workshop was a useful alternative method to experience simulation-based learning, increase their readiness for clinical practice and foster positive interprofessional relationships. Consistent with existing literature evaluating similar in-person programs, midwifery students were most interested in interprofessional interaction (predominant theme: dynamics of online interaction), whilst medical students were more concerned with developing clinical skills (predominant themes: learning through modelling, experiential learning).
Conclusions: Online learning may be a useful and convenient way of delivering interprofessional simulation-based education during the pandemic, in remote areas and as an adjunct to in-person teaching. Future studies should evaluate the impact of online learning with a mixed methods study and in comparison, to in-person programs.
{"title":"Evaluation of online interprofessional simulation workshops for obstetric and neonatal emergencies.","authors":"Namrata Prasad, Shavi Fernando, Sue Willey, Kym Davey, Jennifer Hocking, Atul Malhotra, Arunaz Kumar","doi":"10.5116/ijme.6342.9214","DOIUrl":"https://doi.org/10.5116/ijme.6342.9214","url":null,"abstract":"<p><strong>Objectives: </strong>To explore student perceptions of learning and interprofessional aspects of obstetric and neonatal emergencies through online simulation-based workshops.</p><p><strong>Methods: </strong>This qualitative study was conducted at Monash University, Australia. Data were obtained from six separate online Obstetric Neonatal Emergency Simulation workshops held between May 2020 and August 2021. A total of 385 students attended and were invited to participate in the study by completing an online survey two-three weeks later. Of the attendees, 144 students completed the survey (95 medical, 45 midwifery), equating to a response rate of 37%. Survey responses were downloaded from online survey platform and separated into medical and midwifery responses. Thematic analysis of data was performed using a coding framework, resulting in development of themes and subthemes.</p><p><strong>Results: </strong>Main themes were adaptability, connectivism, preparedness for practice, experiential learning, learning through modelling and dynamics of online interaction. Students reported that online workshop was a useful alternative method to experience simulation-based learning, increase their readiness for clinical practice and foster positive interprofessional relationships. Consistent with existing literature evaluating similar in-person programs, midwifery students were most interested in interprofessional interaction (predominant theme: dynamics of online interaction), whilst medical students were more concerned with developing clinical skills (predominant themes: learning through modelling, experiential learning).</p><p><strong>Conclusions: </strong>Online learning may be a useful and convenient way of delivering interprofessional simulation-based education during the pandemic, in remote areas and as an adjunct to in-person teaching. Future studies should evaluate the impact of online learning with a mixed methods study and in comparison, to in-person programs.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9911278/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10731796","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}
C. Jacobs, Georgia Foote, R. Joiner, Michael Williams
Immersive technology is a growing field in healthcare education—attracting educationalists to evaluate its utility. There has been a trend of increasing research in this field; however, a lack of quality assurance surrounding the literature prompted the narrative review. Web Of Science database searches were undertaken from 2002 to the beginning of 2022. The studies were divided into three mixed reality groups: virtual reality (VR), augmented reality (AR), 360 videos, and learning theory subgroups. Appraising 246 studies with the Medical Education Research Study Quality Instrument (MERSQI) indicated a gap in the validation of measures used to evaluate the technology. Although, those conducted in VR or those detailing learning theories scored higher according to MERSQI. There is an educational benefit to immersive technology in the healthcare setting. However, there needs to be caution in how the findings are interpreted for application beyond the initial study and a greater emphasis on research methods.
沉浸式技术在医疗保健教育中是一个不断发展的领域，吸引着教育学家对其效用进行评估。这一领域的研究有增加的趋势;然而，缺乏质量保证的文献促使叙述性审查。从2002年到2022年初进行了Web Of Science数据库搜索。这些研究被分为三个混合现实组:虚拟现实(VR)、增强现实(AR)、360视频和学习理论子组。用医学教育研究质量工具(MERSQI)评估246项研究表明，用于评估该技术的措施在验证方面存在差距。尽管在MERSQI中，那些在VR中进行的或详细介绍学习理论的测试得分更高。在医疗保健环境中，沉浸式技术具有教育效益。然而，在如何将这些发现解释为最初研究之外的应用时需要谨慎，并更加强调研究方法。
{"title":"A Narrative Review of Immersive Technology Enhanced Learning in Healthcare Education","authors":"C. Jacobs, Georgia Foote, R. Joiner, Michael Williams","doi":"10.3390/ime1020008","DOIUrl":"https://doi.org/10.3390/ime1020008","url":null,"abstract":"Immersive technology is a growing field in healthcare education—attracting educationalists to evaluate its utility. There has been a trend of increasing research in this field; however, a lack of quality assurance surrounding the literature prompted the narrative review. Web Of Science database searches were undertaken from 2002 to the beginning of 2022. The studies were divided into three mixed reality groups: virtual reality (VR), augmented reality (AR), 360 videos, and learning theory subgroups. Appraising 246 studies with the Medical Education Research Study Quality Instrument (MERSQI) indicated a gap in the validation of measures used to evaluate the technology. Although, those conducted in VR or those detailing learning theories scored higher according to MERSQI. There is an educational benefit to immersive technology in the healthcare setting. However, there needs to be caution in how the findings are interpreted for application beyond the initial study and a greater emphasis on research methods.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89877645","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}
D. Uwayezu, Eustache Ntigura, A. Gatarayiha, A. S. Erem, Mainul Haque, M. Majumder, M. Razzaque
Superstition is a belief that is not based on scientific knowledge. Traditional healers usually use superstition in their practices to manage human health problems and diseases; such practices create a conflict with the medical profession and its evidence-based practices. Medical professionals confirm that this kind of practice is unsafe as it is performed by untrained people (e.g., traditional healers) utilizing unsterilized instruments within unhygienic environments. Most of the cases eventually develop a variety of complications, which are sometimes fatal. Female genital mutilation, uvulectomy, oral mutilation (tooth bud extraction to cure “Ibyinyo”), and eyebrow incisions are examples of the many different types of superstitious practices which occur commonly in other parts of the world. We describe how these traditional practices of superstition have been and continue to be performed in various parts of the world, their complications on oral and general health, and how such practices hinder modern medical practices and highlight huge inequalities and disparities in healthcare-seeking behavior among different social groups. This paper aims to increase health literacy and awareness of these superstition-driven traditional and potentially harmful practices by promoting the importance of evidence-based medical practices.
{"title":"Conflict between Science and Superstition in Medical Practices","authors":"D. Uwayezu, Eustache Ntigura, A. Gatarayiha, A. S. Erem, Mainul Haque, M. Majumder, M. Razzaque","doi":"10.3390/ime1020007","DOIUrl":"https://doi.org/10.3390/ime1020007","url":null,"abstract":"Superstition is a belief that is not based on scientific knowledge. Traditional healers usually use superstition in their practices to manage human health problems and diseases; such practices create a conflict with the medical profession and its evidence-based practices. Medical professionals confirm that this kind of practice is unsafe as it is performed by untrained people (e.g., traditional healers) utilizing unsterilized instruments within unhygienic environments. Most of the cases eventually develop a variety of complications, which are sometimes fatal. Female genital mutilation, uvulectomy, oral mutilation (tooth bud extraction to cure “Ibyinyo”), and eyebrow incisions are examples of the many different types of superstitious practices which occur commonly in other parts of the world. We describe how these traditional practices of superstition have been and continue to be performed in various parts of the world, their complications on oral and general health, and how such practices hinder modern medical practices and highlight huge inequalities and disparities in healthcare-seeking behavior among different social groups. This paper aims to increase health literacy and awareness of these superstition-driven traditional and potentially harmful practices by promoting the importance of evidence-based medical practices.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84851909","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}
Martine S Nielsen, Jesper H Clausen, Joachim Hoffmann-Petersen, Lars Konge, Anders B Nielsen
Objectives: This study aimed to develop and gather the validity evidence for a standardised simulation-based skills test in transthoracic echocardiography and to establish a credible pass/fail score.
Methods: Experts developed a virtual-reality simulator test in cardiology, medical education and simulation-based education. Thirty-six physicians with different experiences in transthoracic echocardiography completed the test at Odense University Hospital, Denmark. The performances of novice, intermediate and experienced participants were compared using the Bonferroni post hoc test. Cronbach's alpha was used to determine the internal consistency reliability of the test. The consistency of performance was analysed using the intraclass correlation coefficient. A pass/fail score was established using the contrasting groups' standard-setting method.
Results: We developed a test with high consistent reliability (Alpha = .81), 95% CI [.69, .89]. In both cases, the performers' level was consistent, fitting others at the same level of experience (intraclass correlation r(35)=.81, p<.001). A pass/fail score of 48/50 points was established based on the mean test score of novice and experienced physicians.
Conclusions: We developed a standardised virtual-reality simulation-based test of echocardiography skills with the ability to distinguish between participants with different levels of transthoracic echocardiography experience. This test could direct a mastery learning training program where trainees practise until they reach the pre-defined level and secure a higher level of competency to ensure quality and safety for patients.
{"title":"Can virtual-reality simulation ensure transthoracic echocardiography skills before trainees examine patients?","authors":"Martine S Nielsen, Jesper H Clausen, Joachim Hoffmann-Petersen, Lars Konge, Anders B Nielsen","doi":"10.5116/ijme.6321.8e5d","DOIUrl":"https://doi.org/10.5116/ijme.6321.8e5d","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to develop and gather the validity evidence for a standardised simulation-based skills test in transthoracic echocardiography and to establish a credible pass/fail score.</p><p><strong>Methods: </strong>Experts developed a virtual-reality simulator test in cardiology, medical education and simulation-based education. Thirty-six physicians with different experiences in transthoracic echocardiography completed the test at Odense University Hospital, Denmark. The performances of novice, intermediate and experienced participants were compared using the Bonferroni post hoc test. Cronbach's alpha was used to determine the internal consistency reliability of the test. The consistency of performance was analysed using the intraclass correlation coefficient. A pass/fail score was established using the contrasting groups' standard-setting method.</p><p><strong>Results: </strong>We developed a test with high consistent reliability (Alpha = .81), 95% CI [.69, .89]. In both cases, the performers' level was consistent, fitting others at the same level of experience (intraclass correlation r<sub>(35)</sub>=.81, p<.001). A pass/fail score of 48/50 points was established based on the mean test score of novice and experienced physicians.</p><p><strong>Conclusions: </strong>We developed a standardised virtual-reality simulation-based test of echocardiography skills with the ability to distinguish between participants with different levels of transthoracic echocardiography experience. This test could direct a mastery learning training program where trainees practise until they reach the pre-defined level and secure a higher level of competency to ensure quality and safety for patients.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9904995/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10718079","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: To investigate the association between online activities and the number of new obstetrics and gynecology senior residents.
Methods: A nationwide web-based, self-administered anonymous survey was conducted to investigate recruitment and clerkship activities during the coronavirus disease 2019 pandemic. An online questionnaire was sent to 576 obstetrics and gynecology training institutions in Japan between December 21, 2020, and January 31, 2021. Overall, 334 institutions that gave valid responses were included (response rate: 58.0%). Multivariate logistic regression analysis examined the association between online activities, including recruitment and clerkship activities, and the number of new obstetrics and gynecology senior residents in 2021. The stratified analysis by implementing face-to-face activities was conducted to clarify the association.
Results: The number of new senior residents increased in 187 facilities (56.0%) and decreased in 147 facilities (44.0%). The facilities that implemented face-to-face and online activities were 185 (55.4%) and 120 (35.9%), respectively. In multivariate logistic regression analysis, an increased number of new obstetrics and gynecology senior residents was significantly associated with face-to-face activities (adjusted odds ratio (AOR)=2.58, 95% confidence interval (CI): 1.11-5.97, p<.001) but not with online activities. In the stratified analysis, online activities were significantly associated with an increased number of new obstetrics and gynecology senior residents among the facilities without face-to-face activities (AOR=3.81, 95% CI: 1.40-10.32, p=.009) but not among those with face-to-face activities (AOR=0.87, 95% CI: 0.42-1.78).
Conclusions: Online activities were associated with an increased number of new obstetrics and gynecology senior residents among the facilities that did not conduct face-to-face activities.
{"title":"Association of online activities with obstetrics and gynecology specialty choice: a nationwide online survey.","authors":"Yuto Maeda, Akihiro Hasegawa, Ryuta Miyake, Mihoko Dofutsu, Yayoi Higuchi, Daiken Osaku, Tokumasa Suemitsu, Yohei Onodera, Makio Shozu, Kiyonori Miura, Yoshio Yoshida, Hiroaki Komatsu, Hidemichi Watari","doi":"10.5116/ijme.6320.36eb","DOIUrl":"https://doi.org/10.5116/ijme.6320.36eb","url":null,"abstract":"<p><strong>Objectives: </strong>To investigate the association between online activities and the number of new obstetrics and gynecology senior residents.</p><p><strong>Methods: </strong>A nationwide web-based, self-administered anonymous survey was conducted to investigate recruitment and clerkship activities during the coronavirus disease 2019 pandemic. An online questionnaire was sent to 576 obstetrics and gynecology training institutions in Japan between December 21, 2020, and January 31, 2021. Overall, 334 institutions that gave valid responses were included (response rate: 58.0%). Multivariate logistic regression analysis examined the association between online activities, including recruitment and clerkship activities, and the number of new obstetrics and gynecology senior residents in 2021. The stratified analysis by implementing face-to-face activities was conducted to clarify the association.</p><p><strong>Results: </strong>The number of new senior residents increased in 187 facilities (56.0%) and decreased in 147 facilities (44.0%). The facilities that implemented face-to-face and online activities were 185 (55.4%) and 120 (35.9%), respectively. In multivariate logistic regression analysis, an increased number of new obstetrics and gynecology senior residents was significantly associated with face-to-face activities (adjusted odds ratio (AOR)=2.58, 95% confidence interval (CI): 1.11-5.97, p<.001) but not with online activities. In the stratified analysis, online activities were significantly associated with an increased number of new obstetrics and gynecology senior residents among the facilities without face-to-face activities (AOR=3.81, 95% CI: 1.40-10.32, p=.009) but not among those with face-to-face activities (AOR=0.87, 95% CI: 0.42-1.78).</p><p><strong>Conclusions: </strong>Online activities were associated with an increased number of new obstetrics and gynecology senior residents among the facilities that did not conduct face-to-face activities.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9905000/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10712939","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":"Medical student sensitivity training on the differences in sex development.","authors":"Paul Endres, Deborah Ziring, Dimitrios Papanagnou","doi":"10.5116/ijme.631e.e8fd","DOIUrl":"https://doi.org/10.5116/ijme.631e.e8fd","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9905001/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10712938","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}
Background: The urgency for heightened levels of the Coronavirus disease of 2019 (COVID-19) awareness is due to their estimated face-to-face participation in the COVID-19 pandemic and similar pandemics. The unavailability of updated pandemic information is a significant challenge. There is no available data or previous studies undertaken to investigate the level of pandemic awareness of medical students in Trinidad, Tobago, or the wider Caribbean. Methods: A cross-sectional study of medical students, years one to five, at the University of the West Indies (UWI) St. Augustine campus, Faculty of Medical Sciences, was conducted using random sampling. Data was collected using a 20-item questionnaire structured to test awareness. Chi-square analysis was done using SPSS version 28.0.1.0 (142). Results: Of the 137 participants, 100% claimed to be aware of the COVID-19 pandemic, mainly via social media and the Ministry of Health press conferences. Though all claimed to be aware, 98.5% were aware of COVID-19 being a viral infection, whilst 87.6% were aware of the modes of transmission. Less than half of the population (45.3%) stated they were prepared to be a frontline worker exposed to and treating COVID-19 patients, while the majority (76.6%) were worried about exposure to the virus. Conclusions: The data collected in this research indicated that the level of awareness increases with higher levels of education, whereas age has no effect. Additionally, it was determined that undergraduate medical students had an average knowledge base of COVID-19 but would need training programs to increase their preparedness as future healthcare professionals. Lastly, it was discovered that the two top sources of information were social media and press conferences held by the government.
{"title":"COVID-19 Awareness among Undergraduate Medical Students in Trinidad: A Cross-Sectional Study","authors":"S. Umakanthan, Aalia Ramlagan, Celine Ramlal, Pavitra Ramlal, Diva Ramlochan, Anagha-Devi Ramlogan, Priya Ramnarace, Tanisha Ramnarine, Aderlene Ramnath","doi":"10.3390/ime1020006","DOIUrl":"https://doi.org/10.3390/ime1020006","url":null,"abstract":"Background: The urgency for heightened levels of the Coronavirus disease of 2019 (COVID-19) awareness is due to their estimated face-to-face participation in the COVID-19 pandemic and similar pandemics. The unavailability of updated pandemic information is a significant challenge. There is no available data or previous studies undertaken to investigate the level of pandemic awareness of medical students in Trinidad, Tobago, or the wider Caribbean. Methods: A cross-sectional study of medical students, years one to five, at the University of the West Indies (UWI) St. Augustine campus, Faculty of Medical Sciences, was conducted using random sampling. Data was collected using a 20-item questionnaire structured to test awareness. Chi-square analysis was done using SPSS version 28.0.1.0 (142). Results: Of the 137 participants, 100% claimed to be aware of the COVID-19 pandemic, mainly via social media and the Ministry of Health press conferences. Though all claimed to be aware, 98.5% were aware of COVID-19 being a viral infection, whilst 87.6% were aware of the modes of transmission. Less than half of the population (45.3%) stated they were prepared to be a frontline worker exposed to and treating COVID-19 patients, while the majority (76.6%) were worried about exposure to the virus. Conclusions: The data collected in this research indicated that the level of awareness increases with higher levels of education, whereas age has no effect. Additionally, it was determined that undergraduate medical students had an average knowledge base of COVID-19 but would need training programs to increase their preparedness as future healthcare professionals. Lastly, it was discovered that the two top sources of information were social media and press conferences held by the government.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87468160","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}
Michael W. Myers, Kris Siriratsivawong, Y. Kudo, Yuka Hiraizumi, Miyuki Hashimoto
In 2019, Showa University implemented a compulsory clinical English course for all 4th-year medical students that included a medical interview with an English-speaking standardized patient (ESSP), but since 2020 the interviews have been conducted online due to the novel coronavirus pandemic. These students reported difficulties with eye contact and reading body language/non-verbal cues of the ESSP. In this project report, we describe a telemedicine lecture that we included in the 2021 course and compare students’ reported difficulties during the online medical interview for two years. The 2021 cohort reported significantly less difficulties with eye contact than the 2020 cohort, and a similar trend was found for reading body language/nonverbal cues and creating rapport with the ESSP. While possible third variables, such as 2021 cohort’s greater comfort in using teleconference platforms, may limit the interpretation of these results, we conclude that Japanese medical students can clearly benefit from the inclusion of telemedicine education into the medical curriculum as online healthcare services become the “new normal” in Japan.
{"title":"Impact of Telemedicine Lecture on Online Medical Interview Performance","authors":"Michael W. Myers, Kris Siriratsivawong, Y. Kudo, Yuka Hiraizumi, Miyuki Hashimoto","doi":"10.3390/ime1010005","DOIUrl":"https://doi.org/10.3390/ime1010005","url":null,"abstract":"In 2019, Showa University implemented a compulsory clinical English course for all 4th-year medical students that included a medical interview with an English-speaking standardized patient (ESSP), but since 2020 the interviews have been conducted online due to the novel coronavirus pandemic. These students reported difficulties with eye contact and reading body language/non-verbal cues of the ESSP. In this project report, we describe a telemedicine lecture that we included in the 2021 course and compare students’ reported difficulties during the online medical interview for two years. The 2021 cohort reported significantly less difficulties with eye contact than the 2020 cohort, and a similar trend was found for reading body language/nonverbal cues and creating rapport with the ESSP. While possible third variables, such as 2021 cohort’s greater comfort in using teleconference platforms, may limit the interpretation of these results, we conclude that Japanese medical students can clearly benefit from the inclusion of telemedicine education into the medical curriculum as online healthcare services become the “new normal” in Japan.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90278915","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}
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