Medical Teacher最新文献

Introduction: Bibliographic databases are essential research tools. In medicine, key databases are MEDLINE/PubMed, Embase, and Cochrane Central (MEC). In education, the Education Resource Information Center (ERIC) is a major database. Medical education, situated between medicine and education, has no dedicated database of its own. Many medical education researchers use MEC, some use ERIC and some do not.

Methods: We performed a descriptive analysis using search strategies to retrieve medical education references from MEC and ERIC. ERIC references which were duplicates with MEC references were removed. Unique ERIC references were tallied.

Results: Between 1977 and 2022, MEC has 359,354 unique references relevant to medical education. ERIC provided 3925 unique references for the same period, all of which would be missed by searching only MEC. The mean unique ERIC medical education references per year for all 46 years is 85 (SD = ±29), or 119 (SD = ±15) for the last 10 years from 2013 to 2022.

Conclusion: ERIC consistently offered a small yet significant number of unique references relevant to medical education for decades. We recommend the use of ERIC for medical education research when comprehensive literature searches are required, such as in systematic reviews, scoping reviews, evidence synthesis, or guideline development.

Introduction: A major challenge is retention of complex clinical skills. Spacing training and testing have been demonstrated to increase knowledge and skill retention but the combination has not been previously investigated in complex clinical skills. The aim of our study was to compare the effectiveness of combined spacing and testing for Basic Life Support (BLS) and Advance Life Support (ALS) simulation training in one group (intervention group), with combined spacing and testing, and another group (control) that received simulation training in a single-session simulation training without testing.

Methods: A quasi-experimental study.

Results: Thirteen nursing students were in the intervention group and 18 in the control group. After three months, there was no significant reduction in retention of BLS knowledge (p > 0.05) or BLS skills (p < 0.05) in the intervention group, but there was a significant reduction in both (p < 0.05) in the control group. We found no significant reduction in retention of ALS knowledge in the control group (p > 0.05), but there was a significant reduction in the intervention group (p < 0.05). There was no significant decay of ALS skills in both groups (p < 0.05).

Discussion: This is the first study to demonstrate that combined spacing and testing could be highly effective for complex skills simulation training to increase retention after three months.

Background: A service-focussed placement model involves an innovative partnership between service and education providers to a) address service delivery needs and b) facilitate students' competency development. Services are collaboratively redesigned such that students are positioned as collaborators in service delivery with their learning supported through evidence-informed educational design. This model was implemented in the hospital setting and was found to promote positive patient outcomes. Our study explored whether this model supports student learning.

Methods: Students' perception of learning was explored using a multiple-case study design with data collected from 22 semi-structured focus groups and interviews with 64 senior year allied health students (physiotherapy n = 55; occupational therapy n = 9) across six placement settings. Inductive thematic analysis identified aspects of this placement model that facilitated and challenged students' learning.

Results: A service-focussed placement model provides a quality student learning experience. Students identified the need to be prepared for independent learning. This placement model promoted their professional development and sense of autonomy through engaging them in early, active learning within a safe learning environment.

Conclusions: Students perceived that a service-focussed placement model equipped them for the ever-changing complexities and challenges of hospital services.

Purpose: Digital assessments have rapidly permeated higher education, offering both advantages and challenges for learners and educators. However, prior research has made limited attempts to holistically summarize existing knowledge on the application of digital assessments in medical education through literature reviews. This paper presents a scoping review of previous studies on the application of digital assessments in medical education.

Methods: The following databases were searched: PubMed, Embase (Ovid), Scopus, PsycINFO, CINAHL, and Web of Science, in February of 2024. The inclusion criteria for the review were: (1) articles that investigated digital assessments in medical education, (2) presented original research, (3) were in English, and (4) were published from the year 2012 forward.

Results: Of the 1553 articles identified, we analyzed 89 articles from recognized digital databases. The review results provide a comprehensive understanding of prior research related to the use of digital assessments in medical education, including information on existing studies, attitudes, benefits, and challenges, as well as recommendations for the implementation of digital assessments in the field of medical education.

Conclusions: This review reports the current literature surrounding digital assessment applications in medical education, highlighting predominantly positive perceptions and significant advantages. While challenges persist, the proposed recommendations offer guidance in how to navigate these issues towards future initiatives that facilitate its appropriate research and adoption and harness its capabilities to enrich the learning and assessment processes in medicine.

What was the educational challenge?: Representation gaps in medical education publishing are widely recognized and may be attributed to epistemic injustice, defined as 'wrong done to someone in their capacity as a knower.' Although peer review is meant to ensure 'rigor,' some quality assurance practices can inadvertently silence entire populations and impede understanding of a field's foundational concepts.

What was the proposed solution?: To honor our journal's commitment to equitable knowledge production, a diversity, equity, and inclusion working group at Teaching and Learning in Medicine (TLM) reimagined rigor to include striving for a 'more equitable, diverse, and inclusive research system.'

How was the proposed solution implemented?: We implemented structural peer review reform at TLM by adapting Hogan et al.'s Dimensionality and R4P framework for health equity, prioritizing change in our communication with contributors.

What lessons learned are relevant to a wider audience?: Since implementation, our journal has received feedback expressing appreciation for humanity and personal connection in our peer review, and we have observed increased publications from geographically marginalized authors. We believe our outcomes result from respecting marginalized authors' authority to pursue their own interests, concerns, and successes with respect to knowledge production.

What are the next steps?: We believe our approach can be adopted by other peer-reviewed journals. We invite application and critique of our framework to advance community development in creating relevant, accessible, and equitable knowledge production for all people.

In response to the growing expectation and recognized potential for integrating information and communication technology (ICT) into medicine, the Model Core Curriculum for Medical Education in Japan incorporated 'the ability to use information science and technology' as a new competency in its 2022 revision. This study aimed to identify specific learning objectives that medical students should achieve to acquire this competency. The research team developed an initial list of 107 learning objectives through a literature survey. Subsequently, two rounds of expert panel surveys were conducted to refine these objectives. Seventy-four medical education stakeholders participated in the expert panel, including medical and non-medical faculty, medical students, graduate students, and university staff. Through the expert panel surveys, 13 learning objectives were finally established from the initial list, consisting of three categories: 'Ethics and rules for dealing with information science and technology,' 'Principles of information science and technology necessary for medical care and surrounding society,' and 'Application of information science and technology in clinical practice.' Our investigation effectively identified essential components of competencies for integrating ICT into medical education. The identified learning objectives would provide valuable insights for designing curricula for undergraduates in the new era of information and artificial intelligence.