Medical Education最新文献

{"title":"Peer-led formative OSCEs: Enhancing learning medicine together","authors":"Akshara Sharma,&nbsp;Zaki Hassan-Smith,&nbsp;Claire J. Stocker","doi":"10.1111/medu.15225","DOIUrl":"10.1111/medu.15225","url":null,"abstract":"<p>A single-site, multi-day, multi-cycle fOSCE for year 2 (58) and year 3 SLs (101 (2022); 113 (2023)) from a 5-year MBChB programme was delivered with faculty academic mentor supervision. The use of Microsoft work management, digital productivity tools, and SharePoint streamlined communications and schedules. This significantly reduced administrative tasks, document sharing, communication and follow-ups.</p><p>One Student PAL OSCE lead (SPOL) coordinated the event and a team of staff, SLs and SEs. The SPOL and academic mentors planned the logistics and learning outcomes ahead of the event. To incorporate the principles of assessment, quality assurance and analysis used in sOSCEs, the SPOL scheduled briefings and training of SEs by an academic mentor. The training covered station writing, circuit logistics, and tips for providing standardised objective, written, and discussion-based constructive feedback. SEs submitted their stations to the SPOL for quality assurance, evaluation and final academic mentor approval.</p><p>Mentors supervised two consecutive circuits per hour with four 14-minute stations per circuit. At the end of each station, SEs gave SLs handouts including written, objective, and discussion-based feedback, negating administrative time in generating results. Surveys were distributed to SEs and SLs to identify perceived benefits and improvements in their educational development.</p><p>The utility of online tools to facilitate the logistics of this activity depicts the novel approach of this fOSCE, reducing administrative time and costs on student organisers and medical school academics. Outcomes were consistent with other Peer-Led initiatives where both SEs and SLs benefit in their skill development and preparedness for their sOSCE.<span>¹</span></p><p>135/272 SLs and 56/58 SEs consented to feedback utilisation. SLs found the different modes of detailed feedback and handouts to be beneficial and the presence of SEs interactive and comforting. SLs found the fOSCE resembled sOSCEs and enjoyed the station diversity. 100% (135/135) SLs wanted more sessions with some SLs advocating more stations for their practice before their summative which is reliant on SE availability. In future we will recruit reserve SEs as last-minute unavailability impacted on-site logistics.</p><p>To ensure long-term sustainability, we will collate academic-reviewed OSCE station banks written by PAL SEs. To further support SEs, we will organise training workshops with station-specific guidance for standardised assessment and feedback.</p><p>54/56 (96.4%) SEs said that participating in fOSCE is helpful to improve their own confidence in sOSCEs. 193 (100%) SEs and SLs said further fOSCEs will be beneficial, highlighting the need for further formalised student-led fOSCEs for advancing the PPD for SEs and SLs.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1120-1121"},"PeriodicalIF":6.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15225","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10280457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interprofessional education workshop for prescription drug monitoring programs","authors":"Mitchell S. Howard,&nbsp;Shirley M. Bodi,&nbsp;Michael J. Peeters","doi":"10.1111/medu.15204","DOIUrl":"10.1111/medu.15204","url":null,"abstract":"&lt;p&gt;In current health care practice, substance misuse is a continuing concern. To monitor controlled substances, 49 states, the District of Columbia, and Guam have each implemented a Prescription Drug Monitoring Program (PDMP). Importantly, future providers who prescribe and dispense controlled substances need to appropriately use these valuable resources.&lt;/p&gt;&lt;p&gt;In the year following an interprofessional education (IPE) course for ~700 first-year health profession students on fundamentals of interprofessional collaboration,&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; medical and pharmacy students engaged together in a more complex IPE workshop/session. Two-hundred-seventy second-year students (176 medical students and 94 pharmacy students) participated in a 2-hour team-based learning workshop that focused on one state's PDMP (Ohio Automated Rx Reporting System; OARRS) within a broader discussion of substance use. Pharmacy students had just completed their pain and psychiatric therapeutic modules including an OARRS lecture 5 months prior, while medical students had their similar therapeutic modules 1 year prior. For class preparation, all students were provided Centers for Disease Control and Prevention resource handouts about opioids, Ohio opioid prescribing guidelines, and a 30-minute OARRS lecture. For teams, students were divided into teams of five medical and three pharmacy students. Due to social distancing guidelines at the time, some team members were present physically with others participating virtually via Microsoft Teams. At the start of the session, students completed individual then team quizzes over preparatory material. The individual quiz used a learning management system, while the team quiz used a scratch-off card that provided immediate feedback of answers. After quizzes, two application-based cases were discussed by teams followed by an instructor facilitated discussion among all teams for 90 minutes. Facilitators were one faculty pharmacist with background knowledge of OARRS, practical teaching and medication dispensing experience, along with one faculty physician with controlled substance prescribing and teaching experiences; both instructors had other IPE teaching experience. Cases included questions that forced teams to use OARRS Academy (an educational platform developed by the State of Ohio Board of Pharmacy that imitates OARRS) in their decision-making processes for practical application.&lt;/p&gt;&lt;p&gt;From this initial workshop, we first uncovered students' appreciation for collaborating interprofessionally. This was the most frequent comment from post-workshop evaluations. Second, with limited quiz reliability (10-items; Cronbach's α = 0.4), individual quiz-scores from pharmacy and medicine were not different [PharmD mean = 7.4, MD mean = 7.0. &lt;i&gt;p&lt;/i&gt; = 0.4), suggesting that students from both programmes were well-matched for knowledge/ability, and helpful collaboration ensued. The mean score on the team quizzes was 10. Third (also from student","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1161-1162"},"PeriodicalIF":6.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15204","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10635682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using the values exchange to teach research ethics","authors":"Tamara A. Kudaibergenova,&nbsp;Kenesh Dzhusupov","doi":"10.1111/medu.15220","DOIUrl":"10.1111/medu.15220","url":null,"abstract":"We wanted to create a learning environment that would actively engage medical students in learning research ethics. Because digital technology is normal to the younger generation, we speculated that the Values Exchange (VX) might offer a solution. The VX has a Facebook-like interface and uses commonplace scenarios. Each has a proposal to which students can agree or disagree. They are encouraged to give detailed reasons. Once they submit, they can see other students' ideas and debate with them. We designed a VX-based one-credit blended research ethics (RE) module for: Week 1: a one-day face-to-face workshop incorporating two lectures: (i) Introduction and Ethical Decision Making in RE and (ii) Introduction to the VX system. Weeks 2 and 3: students work on a public health ethics case ‘Consent or the public interest?’ using the VX (the case concerned a public health intervention without individual consent). Week 4: wrap-up in-person workshop. Sixty-one fourth-year students completed a cross-sectional survey which asked for (i) demographics, (ii) overall opinion on the VX RE module, (iii) opinion on the VX system for teaching RE and (iv) comparison of VX RE module to traditional classroom-based courses.","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1131"},"PeriodicalIF":6.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10651937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating video virtual reality teaching for nursing students","authors":"Isabel Trapero,&nbsp;Vanessa Sánchez-Martínez,&nbsp;Omar Cauli,&nbsp;Cristina Buigues","doi":"10.1111/medu.15234","DOIUrl":"10.1111/medu.15234","url":null,"abstract":"&lt;p&gt;The trend towards new educational methodologies includes virtual reality. However, very few studies translate this virtual reality into teaching environments, especially in theoretical subjects, an important topic for higher education. One of the challenges of online education in health professions is the lack of face to face student–teacher contact. Moreover, students' engagement and motivation are considered effective learning components for improving the quality of education. Therefore, creating a supportive and motivating learning environment is an important factor in promoting student involvement and achievement.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;We tested the usefulness of a new teaching material developed using the virtual reality Brainstorm Edison Pro 4.1.13 software. This material is focused, first, on the importance of visual student–teacher contact to facilitate learning as well as the importance of students seeing the teacher to understand the contents explained completely and, second, on the importance of motivating material with a visual impact on the students. This helped students maintain their attention and enhance knowledge acquisition in theoretical subjects.&lt;/p&gt;&lt;p&gt;New materials were created with the virtual reality software for two subjects in the second year of the nursing degree, and they were implemented from the academic years 2020–2021 until 2022–2023, using an inverted classroom as well as in a traditional classroom. The result is a learning video material lasting approximately 15–20 minutes. In the videos, the teacher is immersed at full length in a realistic or unrealistic environment related to the lesson with the incorporation of 3D objects. The teacher explains previously selected contents of the lesson that the students have in presentation format, with the teacher in full body simulating a face to face session. Its effectiveness was evaluated through an assessment of the students' evaluation results and a survey answered by the students (n = 214). The chi-squared test was used to analyse whether differences existed (p &lt; 0.05), and the open comments by the students were analysed through qualitative content analysis. We observed a significant increase from the year 2020–2021 with the incorporation of the new video learning material onwards in the percentage of students passing the exam. Regarding the student evaluation survey, for all questions, the percentage of students with a positive answer was almost 100%, and the students only expressed favourable opinions of the methodology in the open question.&lt;/p&gt;&lt;p&gt;This study highlighted the teacher's role as crucial in the acquisition of knowledge. It demonstrates how materials edited with a virtual reality program involving the teacher in the presentation increase motivation and content understanding, the percentage of students taking the exams and the percentage of students passing the subject. These benefits are further enhanced when combined with the traditional cl","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1157-1158"},"PeriodicalIF":6.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15234","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10651940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Instruction of content curation through learner-created infographics","authors":"David W. Mullins","doi":"10.1111/medu.15224","DOIUrl":"10.1111/medu.15224","url":null,"abstract":"Medical students are exposed to an ever-expanding universe of information, often in the context of asynchronous or self-directed learning. However, students often lack skill in content curation, the process of gathering information that is relevant to a particular topic, then adding value through directed selection, organisation, and communication. Skilful application of content curation may considerably reduce cognitive load and enhance student success in courses and standardised exam preparation, yet traditional approaches to teaching these skills have been poorly received. Therefore, we created a new teaching method to encourage students to develop their skills in content curation through an interactive team-based activity.","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1126"},"PeriodicalIF":6.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10286935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Biologically engineered bacteria can improve laboratory teaching biosafety","authors":"Guangyuan Zhang,&nbsp;Jia Liu,&nbsp;Yonglin He,&nbsp;Nan Lu","doi":"10.1111/medu.15236","DOIUrl":"10.1111/medu.15236","url":null,"abstract":"Laboratory classes are an essential and attractive part of studying medical microbiology. Unlike other courses, such as anatomy and physiology, medical microbiology laboratory classes involve living microorganisms, most of which must be handled in a laboratory of at least Biosafety Level II; such work carries potential risks. Therefore, undergraduate laboratory classes commonly adopt mitigation measures, including safety education, teacher supervision and constructing high biosafety level laboratories. However, these measures do not completely eliminate risk; laboratory-acquired infections, and even deaths, are reported every year. Furthermore, many schools in developing countries lack the resources to provide high-level biosafety laboratories and virtual equipment, in addition to having a low student–teacher ratio. Therefore, relevant experimental content may be omitted or replaced with low-quality substitutes, such as plastic specimens and images, which may hinder teaching. Nevertheless, in view of the COVID-19 pandemic, medical staff must become highly knowledgeable about pathogenic microorganisms, including through laboratory work.","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1124-1125"},"PeriodicalIF":6.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10651936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Closing a gap in medical education: Service learning to address health inequity in prisons","authors":"Hannah Calvelli,&nbsp;Olivia Duffield,&nbsp;Brian Tuohy","doi":"10.1111/medu.15217","DOIUrl":"10.1111/medu.15217","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1134"},"PeriodicalIF":6.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10634598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using fourth-year medical students as academic coaches","authors":"Stephen D. Schneid,&nbsp;Joe B. Blumer,&nbsp;Jonathan Y. Hong,&nbsp;Katharina Brandl","doi":"10.1111/medu.15233","DOIUrl":"10.1111/medu.15233","url":null,"abstract":"&lt;p&gt;Coaching helps learners visualise their future, promotes a trusting environment, facilitates self-directed learning, assists with goal setting and fosters accountability. Some of the biggest barriers to coaching students effectively are learner engagement, scheduling, coach training and resources to support a coaching programme. We piloted a coaching programme that would address these challenges and also benefit the coaches in a meaningful way.&lt;/p&gt;&lt;p&gt;In summer of 2022, we recruited 10 senior medical students to be volunteer coaches for the 21 incoming medical students enrolled in our online 7-week prematriculation course (PMC), offered as an option to all matriculating medical students. All coaches were starting a master's degree or research project after their third year, which made them more available. We thought our PMC was an ideal environment to incorporate coaching because of its unique structure, as it covers several challenging biomedical science organ systems and uses team-based learning with weekly assessments and self-reflections. Also, starting medical school is a major transition for students, especially those who take our PMC who are more likely to be non-science majors or have taken several gap years.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; Coaches were randomly assigned two or three students and met once per week. Since the coaches were students, they did not have access to their coachee's assessment data. The meetings were held weekly to facilitate building trust during a relatively short time-frame. The coaches were trained on coaching principles and philosophies such as appreciative inquiry and master adaptive learner. Coaches were encouraged to use publicly available American Medical Association (AMA) coaching resources, which included a book and video series depicting different types of coaching scenarios. There were also check-in meetings to share knowledge about coaching techniques and provide feedback.&lt;/p&gt;&lt;p&gt;The academic coaching component of the course received an overall student satisfaction score of 4.44/5. We also conducted a follow-up survey for PMC students 6 months into their first-year of medical school (N = 19). The coaching topics of study techniques/habits, navigation of personal/academic setbacks, identification and self-reflection on personal strengths/weaknesses, goal-setting and well-being/work–life balance were reported as the most helpful by students. Students commented that coaching was a good way to be introduced to trying different studying techniques. Most students agreed or strongly agreed that they would like to have continued coaching during their first-year of medical school with a frequency of once per month. Two students reported a negative experience because their coach focused on getting high test scores and generally did not connect. Students suggested that pairing coaches/coachees with similar backgrounds and life experiences would be more ideal. Several coaches and coachees have shown interest in being ","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1144-1145"},"PeriodicalIF":6.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15233","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10235384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical students learning about AI – with AI?","authors":"Manuel E. B. Müller,&nbsp;Matthias C. Laupichler","doi":"10.1111/medu.15211","DOIUrl":"10.1111/medu.15211","url":null,"abstract":"&lt;p&gt;Groundbreaking scientific discoveries are often neglected by Medical Schools due to curricular demands or scepticism towards innovations. The use of artificial intelligence (AI) in health care marks a paradigm shift that poses challenges for medical professionals, medical students and society. Today's students are the first generation of medical trainees confronted with this paradigm shift and will have to apply AI in practice in the near future. Therefore, medical students need to know how AI can be applied and how to use its results in an appropriate manner. Based on the current state of research, it is currently unforeseeable which theoretical and practical AI competencies will be required in medical practice. This poses risks, as students are inadequately prepared to administer and reflect on possibilities, limits and ethical-legal challenges of AI in applied medical science.&lt;/p&gt;&lt;p&gt;After the release of openAI's chatbot ChatGPT, we took up the public debate about ethical aspects and potential benefits as well as caveats of the application in our AI course. We used the hype surrounding ChatGPT to reduce students' concerns about AI and at the same time illustrate the potential impact of AI. As a final exercise of our AI course, students were invited to ask the chatbot about structural biases in the use of AI in health care. One exemplary question dealt with the influence of AI on transparency in medical diagnosis. The accuracy of ChatGPT's answers were then reviewed by participants based on ‘traditional’ sources (e.g., textbooks and online sources). Students were supposed to gain practical experience in the use of AI (application competence) on the one hand and learn to examine the answers of AI-applications in a critical manner (appraisal competence) on the other hand. By using this application-oriented final task, we moved away from the lower levels of Bloom's taxonomy&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; and reached an evaluation-oriented meta-level.&lt;/p&gt;&lt;p&gt;As a result, we take away two lessons learned: Through the assessment of the final exercise's results, we gained a unique insight into students' AI reflection skills. For instance, evaluation of ChatGPT's answers was consistently seen as potentially biased, whereas the selection bias of traditional sources such as online search engines or research literature remained unquestioned.&lt;/p&gt;&lt;p&gt;In addition, we found greater student interest in the final exercise compared with the previous cohort. This is reflected in the evaluation of the final assignment, which was rated more positively than in the years before.&lt;/p&gt;&lt;p&gt;It can be stated that the actual use of innovative medical-technological developments can increase the reflection competence of medical students. This is particularly important for AI applications, as these are increasingly reaching clinical practice and are sometimes subject to unfavourable biases that could limit the standard of medical treatment if future physicians are not trained to resp","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1156"},"PeriodicalIF":6.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15211","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10242283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Utilising cultural competemility as an anti-racism framework in medical education","authors":"Carl A. Frizell,&nbsp;Skylar Stewart-Clark,&nbsp;Monica L. Miles","doi":"10.1111/medu.15235","DOIUrl":"10.1111/medu.15235","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1137-1138"},"PeriodicalIF":6.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10297123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}