Pub Date : 2024-05-01Epub Date: 2023-11-15DOI: 10.1080/0142159X.2023.2280114
Janneke Z Muyselaar-Jellema, Sophie J Querido
Making a career choice is a multifaceted process and support for medical students on career choice is pivotal. Not all medical schools have programs or guidelines to support having meaningful conversations with medical students. However, medical students have questions and are seeking answers. This article presents twelve tips for having meaningful conversations with medical students for educators, mentors and internship tutors. The twelve tips have been grouped into three categories: the conversation, the reflection and the actions students can take in the process of their specialty career choice.
{"title":"Twelve tips for having more meaningful conversations with medical students on specialty career choice.","authors":"Janneke Z Muyselaar-Jellema, Sophie J Querido","doi":"10.1080/0142159X.2023.2280114","DOIUrl":"10.1080/0142159X.2023.2280114","url":null,"abstract":"<p><p>Making a career choice is a multifaceted process and support for medical students on career choice is pivotal. Not all medical schools have programs or guidelines to support having meaningful conversations with medical students. However, medical students have questions and are seeking answers. This article presents twelve tips for having meaningful conversations with medical students for educators, mentors and internship tutors. The twelve tips have been grouped into three categories: the conversation, the reflection and the actions students can take in the process of their specialty career choice.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134649348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01Epub Date: 2023-11-17DOI: 10.1080/0142159X.2023.2280144
Karli Brittz, Yvonne Botma, Tanya Heyns
Health professions educators in low-and middle-income countries are often sceptical about developing online learning units. This scepticism stems from the belief that online programmes are limited in developing clinical competence, and there are concerns about digital proficiency and resource availability. A social constructivist approach in designing online work-based learning units may overcome such scepticism. In this article, we use our experience in developing an online learning unit for healthcare education to suggest 12 tips for developing online learning units in a low-and middle-income context. The tips are nested in a 'promoting theory-practice integration framework' and include context, establishing communities of learning and practice, establishing foundational knowledge, practise in a work-based environment, and showcasing attainment of learning outcomes. By integrating the guidelines and framework, healthcare educators will be better equipped to develop online learning units and contribute to learning.
{"title":"Twelve tips for creating online learning units for the health professions in low-and middle-income countries.","authors":"Karli Brittz, Yvonne Botma, Tanya Heyns","doi":"10.1080/0142159X.2023.2280144","DOIUrl":"10.1080/0142159X.2023.2280144","url":null,"abstract":"<p><p>Health professions educators in low-and middle-income countries are often sceptical about developing online learning units. This scepticism stems from the belief that online programmes are limited in developing clinical competence, and there are concerns about digital proficiency and resource availability. A social constructivist approach in designing online work-based learning units may overcome such scepticism. In this article, we use our experience in developing an online learning unit for healthcare education to suggest 12 tips for developing online learning units in a low-and middle-income context. The tips are nested in a 'promoting theory-practice integration framework' and include context, establishing communities of learning and practice, establishing foundational knowledge, practise in a work-based environment, and showcasing attainment of learning outcomes. By integrating the guidelines and framework, healthcare educators will be better equipped to develop online learning units and contribute to learning.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136398131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01Epub Date: 2023-08-11DOI: 10.1080/0142159X.2023.2244660
Zixing Zhong
The Membership of the Royal College of Obstetricians and Gynaecologists (MRCOG) and the European Fellowship in Obstetrics and Gynaecology (EBCOG) exams are both well-renowned specialty qualifications that assess the competency of obstetricians and gynaecologists. In this article, an exam candidate shares his perspective on the changes made during the COVID-19 pandemic. Despite changing to an online format to allow candidates to take the exam remotely, the MRCOG Part 3 exam maintained its main exam structures: (1) simulated patient task to evaluate the candidates' interactions with well-trained patients in a tele-interview: (2) structure discussion with the clinical examiners based on some certain topics. In contrast, the EBCOG has created a brand new structure to suit the online model to assess the candidates' core clinical skills in broader aspects. Although it is unclear whether online exam will exist in future, this has been a unique experience for candidates during pandemic.
{"title":"A comparison of two different remote OSCEs during the COVID-19 pandemic: A candidate's perspective.","authors":"Zixing Zhong","doi":"10.1080/0142159X.2023.2244660","DOIUrl":"10.1080/0142159X.2023.2244660","url":null,"abstract":"<p><p>The Membership of the Royal College of Obstetricians and Gynaecologists (MRCOG) and the European Fellowship in Obstetrics and Gynaecology (EBCOG) exams are both well-renowned specialty qualifications that assess the competency of obstetricians and gynaecologists. In this article, an exam candidate shares his perspective on the changes made during the COVID-19 pandemic. Despite changing to an online format to allow candidates to take the exam remotely, the MRCOG Part 3 exam maintained its main exam structures: (1) simulated patient task to evaluate the candidates' interactions with well-trained patients in a tele-interview: (2) structure discussion with the clinical examiners based on some certain topics. In contrast, the EBCOG has created a brand new structure to suit the online model to assess the candidates' core clinical skills in broader aspects. Although it is unclear whether online exam will exist in future, this has been a unique experience for candidates during pandemic.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9976713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Due to policy changes in the context of COVID-19 pandemic, online teaching has become the main form of class in many Chinese universities. Flipped classroom has been widely used in other disciplines, but there is a dearth of evidence available about the use in online teaching of emergency medicine. This study aimed to develop a flipped classroom for online emergency medicine teaching and evaluate its effectiveness by comparing it with traditional lecture-based online teaching.
Methods: A total of 62 clinical medical undergraduates from Jinan University participated in this study from September to December in 2022. An online flipped classroom approach was developed (FC group, n = 31). Traditional lecture-based online teaching was applied as a contrast (LBT group, n = 31). The undergraduates completed examinations and questionnaires at the end of the course. A course experience questionnaire and course examination score were used to evaluate the effectiveness of the flipped classroom approach.
Results: Regarding the five dimensions of the course experience questionnaire, the scores for good teaching (3.47 ± 0.50 vs. 2.34 ± 0.48, p < .001), appropriate assessment (3.31 ± 0.68 vs. 2.95 ± 0.71, p = .043) and generic skills (3.16 ± 0.60 vs. 2.72 ± 0.39, p < .001) were higher for the FC group than for the LBT group. There was no significant difference between the two groups in clear goals and standards, and appropriate workload. The undergraduates in the FC group showed significantly higher overall satisfaction than those in the LBT group (3.52 ± 0.1.03 vs. 2.87 ± 0.92, p = .012). The examination scores (77.936 ± 11.573 vs. 70.484 ± 7.434, p < .001), especially the scores for questions related to case analysis (33.032 ± 5.363 vs. 26.968 ± 7.657, p < .001), were significantly higher in the FC group than in the LBT group.
Conclusions: The flipped classroom for online teaching was efficient in improving undergraduates' emergency medical academic performance and promoting the development of clinical case analysis ability. These findings provide an alternative flipped classroom approach for online teaching of emergency medicine.
简介:由于新冠肺炎疫情背景下的政策变化,在线教学已成为中国许多大学的主要课堂形式。翻转教室已在其他学科中广泛使用,但缺乏关于在急诊医学在线教学中使用的证据。本研究旨在开发一个用于在线急诊医学教学的翻转课堂,并通过与传统的基于讲座的在线教学进行比较来评估其有效性。方法:暨南大学2022年9月至12月共有62名临床医学本科生参与本研究。开发了一种在线翻转课堂方法(FC组,n = 31)。采用传统的基于讲座的在线教学作为对比(LBT组 = 31)。本科生在课程结束时完成了考试和问卷调查。使用课程体验问卷和课程考试成绩来评估翻转课堂方法的有效性。结果:在课程体验问卷的五个维度上,良好教学的得分(3.47 ± 0.50对2.34 ± 0.48,p p = .043)和通用技能(3.16 ± 0.60对2.72 ± 0.39,p p = .012)。考试成绩(77.936 ± 11.573对70.484 ± 7.434,p p 结论:翻转课堂在线教学对提高本科生急诊医学学习成绩、促进临床病例分析能力的发展具有重要作用。这些发现为急诊医学的在线教学提供了一种可供选择的翻转课堂方法。
{"title":"Effectiveness evaluation of flipped classroom in emergency medicine online teaching for medical undergraduates.","authors":"Fan Lu, Zhiquan Luo, Ting Huang, Xiuxiu Lv, Huadong Wang, Yiyang Wang, Haiyan Yin","doi":"10.1080/0142159X.2023.2273780","DOIUrl":"10.1080/0142159X.2023.2273780","url":null,"abstract":"<p><strong>Introduction: </strong>Due to policy changes in the context of COVID-19 pandemic, online teaching has become the main form of class in many Chinese universities. Flipped classroom has been widely used in other disciplines, but there is a dearth of evidence available about the use in online teaching of emergency medicine. This study aimed to develop a flipped classroom for online emergency medicine teaching and evaluate its effectiveness by comparing it with traditional lecture-based online teaching.</p><p><strong>Methods: </strong>A total of 62 clinical medical undergraduates from Jinan University participated in this study from September to December in 2022. An online flipped classroom approach was developed (FC group, <i>n</i> = 31). Traditional lecture-based online teaching was applied as a contrast (LBT group, <i>n</i> = 31). The undergraduates completed examinations and questionnaires at the end of the course. A course experience questionnaire and course examination score were used to evaluate the effectiveness of the flipped classroom approach.</p><p><strong>Results: </strong>Regarding the five dimensions of the course experience questionnaire, the scores for good teaching (3.47 ± 0.50 vs. 2.34 ± 0.48, <i>p</i> < .001), appropriate assessment (3.31 ± 0.68 vs. 2.95 ± 0.71, <i>p</i> = .043) and generic skills (3.16 ± 0.60 vs. 2.72 ± 0.39, <i>p</i> < .001) were higher for the FC group than for the LBT group. There was no significant difference between the two groups in clear goals and standards, and appropriate workload. The undergraduates in the FC group showed significantly higher overall satisfaction than those in the LBT group (3.52 ± 0.1.03 vs. 2.87 ± 0.92, <i>p</i> = .012). The examination scores (77.936 ± 11.573 vs. 70.484 ± 7.434, <i>p</i> < .001), especially the scores for questions related to case analysis (33.032 ± 5.363 vs. 26.968 ± 7.657, <i>p</i> < .001), were significantly higher in the FC group than in the LBT group.</p><p><strong>Conclusions: </strong>The flipped classroom for online teaching was efficient in improving undergraduates' emergency medical academic performance and promoting the development of clinical case analysis ability. These findings provide an alternative flipped classroom approach for online teaching of emergency medicine.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71424919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01Epub Date: 2023-12-23DOI: 10.1080/0142159X.2023.2295794
Jessica Sinyor
{"title":"Freedom of choice? A response to: 'Twelve tips for having more meaningful conversations with medical students on specialty career choice'.","authors":"Jessica Sinyor","doi":"10.1080/0142159X.2023.2295794","DOIUrl":"10.1080/0142159X.2023.2295794","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139032446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01Epub Date: 2023-11-02DOI: 10.1080/0142159X.2023.2273218
P Lusk, T Ark, R Crowe, V Monson, L Altshuler, V Harnik, L Buckvar-Keltz, M Poag, P Belluomini, A Kalet
Purpose: The Professional Identity Essay (PIE) is a theory and evidence-based Medical Professional Identity Formation (MPIF) measure. We describe trajectories of PIE-measured MPIF over a 4-year US medical school curriculum.
Methods: Students write PIEs at medical school orientation, clinical clerkships orientation, and post-advanced (near graduation) clerkship. A trained evaluator assigns an overall stage score to narrative responses to nine PIE prompts (inter-rater ICC 0.83, 95% CI [0.57 - 0.96], intra-rater ICC 0.85). Distribution of PIE stage scores across time points were analyzed in the aggregate and individual students were classified as Increase, Stable (no score change) or Decrease based on the trajectories of PIE stage scores over time.
Results: 202 students completed 592 PIEs from 2018-2023. There was a significant change in the proportion of PIEs in stages over time (X2 84.40, p < 0.001), 47% (n = 95) students were categorized in the Increase trajectory, 45.5% (n = 92) as Stable and 7.4% (n = 15) as Decrease. Older age and time-predicted stage scores change within trajectories (p < 0.05).
Conclusions: Medical students' PIE stage scores increase over time with three distinctive trajectories. Further study is needed to explore the utility of this method for formative assessment, program evaluation, and MPIF research.
{"title":"Measuring the development of a medical professional identity through medical school.","authors":"P Lusk, T Ark, R Crowe, V Monson, L Altshuler, V Harnik, L Buckvar-Keltz, M Poag, P Belluomini, A Kalet","doi":"10.1080/0142159X.2023.2273218","DOIUrl":"10.1080/0142159X.2023.2273218","url":null,"abstract":"<p><strong>Purpose: </strong>The Professional Identity Essay (PIE) is a theory and evidence-based Medical Professional Identity Formation (MPIF) measure. We describe trajectories of PIE-measured MPIF over a 4-year US medical school curriculum.</p><p><strong>Methods: </strong>Students write PIEs at medical school orientation, clinical clerkships orientation, and post-advanced (near graduation) clerkship. A trained evaluator assigns an overall stage score to narrative responses to nine PIE prompts (inter-rater ICC 0.83, 95% CI [0.57 - 0.96], intra-rater ICC 0.85). Distribution of PIE stage scores across time points were analyzed in the aggregate and individual students were classified as Increase, Stable (no score change) or Decrease based on the trajectories of PIE stage scores over time.</p><p><strong>Results: </strong>202 students completed 592 PIEs from 2018-2023. There was a significant change in the proportion of PIEs in stages over time (<i>X<sup>2</sup></i> 84.40, <i>p</i> < 0.001), 47% (<i>n</i> = 95) students were categorized in the Increase trajectory, 45.5% (<i>n</i> = 92) as Stable and 7.4% (<i>n</i> = 15) as Decrease. Older age and time-predicted stage scores change within trajectories (<i>p</i> < 0.05).</p><p><strong>Conclusions: </strong>Medical students' PIE stage scores increase over time with three distinctive trajectories. Further study is needed to explore the utility of this method for formative assessment, program evaluation, and MPIF research.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71424923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-30DOI: 10.1080/0142159X.2024.2343025
Sahar Karami, Mohammad Shariati, Dean Parmelee, Hooman Shahsavari, Akram Sadeghian, Roberto Baelo Alvarez, Abir Zitouni, Maryam Alizadeh
Introduction: The field of medical education has seen a growing interest in lecture free curriculum. However, it comes with its own set of challenges and obstacles. In this article, we aim to identify the prerequisites, facilitators, challenges, and barriers of lecture-free curriculum in medical education and examine their interrelationships using interpretive structural modeling (ISM) technique.
Methods: In this mixed-method study initially, we performed a scoping review and semi-structured interviews and determined the main prerequisites, facilitators, challenges, and barriers of lecture-free curriculum in medical education using qualitative content analysis approach. The interrelationships among these components were investigated using ISM. Therefore, self-interactive structural matrices were formed, initial and final reachability matrices were achieved, and MICMAC analysis was conducted to classify the factors.
Results: Finally, two ISM models of prerequisites and facilitators with 27 factors in 10 levels and challenges and obstacles with 25 factors in eight levels were developed. Each of the models was divided into three parts: key, strategic, and dependent factors. 'Providing relevant evidence regarding lecture free curriculum' emerged as the most important prerequisite and facilitator, and 'insufficient support from the university' was identified as the most critical barrier and challenge.
Conclusions: The study highlights the significant importance of lecture-free curriculum in medical education and provides insights into its prerequisites, facilitators, challenges, and barriers. The findings can be utilized by educational managers and decision-makers to implement necessary changes in the design and implementation of lecture-free in medical education, leading to more effective improvements in the quality and success of education.
简介医学教育领域对无讲授课程的兴趣与日俱增。然而,无讲授课程也面临着一系列挑战和障碍。本文旨在确定医学教育中无讲授课程的先决条件、促进因素、挑战和障碍,并使用解释性结构建模(ISM)技术研究它们之间的相互关系:在这项混合方法研究中,我们首先进行了范围综述和半结构式访谈,并采用定性内容分析法确定了医学教育中无讲授课程的主要先决条件、促进因素、挑战和障碍。使用 ISM 调查了这些组成部分之间的相互关系。因此,形成了自交互结构矩阵,实现了初始和最终可达性矩阵,并进行了 MICMAC 分析以对因素进行分类:结果:最后,建立了两个 ISM 模型,一个是先决条件和促进因素模型,包含 10 个层次的 27 个因素;另一个是挑战和障碍模型,包含 8 个层次的 25 个因素。每个模型都分为三个部分:关键因素、战略因素和从属因素。提供有关免费讲座课程的相关证据 "被认为是最重要的先决条件和促进因素,而 "大学的支持不足 "被认为是最关键的障碍和挑战:本研究强调了无讲授课程在医学教育中的重要性,并对其前提条件、促进因素、挑战和障碍进行了深入分析。教育管理者和决策者可以利用这些研究结果,对医学教育中的无讲授课程的设计和实施进行必要的改革,从而更有效地提高教育质量和成功率。
{"title":"Breaking down barriers and building up facilitators of lecture free curriculum in medical education: An interpretive structural modeling.","authors":"Sahar Karami, Mohammad Shariati, Dean Parmelee, Hooman Shahsavari, Akram Sadeghian, Roberto Baelo Alvarez, Abir Zitouni, Maryam Alizadeh","doi":"10.1080/0142159X.2024.2343025","DOIUrl":"https://doi.org/10.1080/0142159X.2024.2343025","url":null,"abstract":"<p><strong>Introduction: </strong>The field of medical education has seen a growing interest in lecture free curriculum. However, it comes with its own set of challenges and obstacles. In this article, we aim to identify the prerequisites, facilitators, challenges, and barriers of lecture-free curriculum in medical education and examine their interrelationships using interpretive structural modeling (ISM) technique.</p><p><strong>Methods: </strong>In this mixed-method study initially, we performed a scoping review and semi-structured interviews and determined the main prerequisites, facilitators, challenges, and barriers of lecture-free curriculum in medical education using qualitative content analysis approach. The interrelationships among these components were investigated using ISM. Therefore, self-interactive structural matrices were formed, initial and final reachability matrices were achieved, and MICMAC analysis was conducted to classify the factors.</p><p><strong>Results: </strong>Finally, two ISM models of prerequisites and facilitators with 27 factors in 10 levels and challenges and obstacles with 25 factors in eight levels were developed. Each of the models was divided into three parts: key, strategic, and dependent factors. 'Providing relevant evidence regarding lecture free curriculum' emerged as the most important prerequisite and facilitator, and 'insufficient support from the university' was identified as the most critical barrier and challenge.</p><p><strong>Conclusions: </strong>The study highlights the significant importance of lecture-free curriculum in medical education and provides insights into its prerequisites, facilitators, challenges, and barriers. The findings can be utilized by educational managers and decision-makers to implement necessary changes in the design and implementation of lecture-free in medical education, leading to more effective improvements in the quality and success of education.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140859132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-30DOI: 10.1080/0142159X.2024.2345842
Max Cooper, Carl Fernandes, Sarah Cooper
{"title":"Empathy, sympathy, compassion… but don't forget 'tenderness'.","authors":"Max Cooper, Carl Fernandes, Sarah Cooper","doi":"10.1080/0142159X.2024.2345842","DOIUrl":"https://doi.org/10.1080/0142159X.2024.2345842","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140866805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-30DOI: 10.1080/0142159X.2024.2345269
Danielle T Miller, Sarah Michael, Colin Bell, Cody H Brevik, Bonnie Kaplan, Ellie Svoboda, John Kendall
Purpose: Assessment in medical education has changed over time to measure the evolving skills required of current medical practice. Physical and biophysical markers of assessment attempt to use technology to gain insight into medical trainees' knowledge, skills, and attitudes. The authors conducted a scoping review to map the literature on the use of physical and biophysical markers of assessment in medical training.
Materials and methods: The authors searched seven databases on 1 August 2022, for publications that utilized physical or biophysical markers in the assessment of medical trainees (medical students, residents, fellows, and synonymous terms used in other countries). Physical or biophysical markers included: heart rate and heart rate variability, visual tracking and attention, pupillometry, hand motion analysis, skin conductivity, salivary cortisol, functional magnetic resonance imaging (fMRI), and functional near-infrared spectroscopy (fNIRS). The authors mapped the relevant literature using Bloom's taxonomy of knowledge, skills, and attitudes and extracted additional data including study design, study environment, and novice vs. expert differentiation from February to June 2023.
Results: Of 6,069 unique articles, 443 met inclusion criteria. The majority of studies assessed trainees using heart rate variability (n = 160, 36%) followed by visual attention (n = 143, 32%), hand motion analysis (n = 67, 15%), salivary cortisol (n = 67, 15%), fMRI (n = 29, 7%), skin conductivity (n = 26, 6%), fNIRs (n = 19, 4%), and pupillometry (n = 16, 4%). The majority of studies (n = 167, 38%) analyzed non-technical skills, followed by studies that analyzed technical skills (n = 155, 35%), knowledge (n = 114, 26%), and attitudinal skills (n = 61, 14%). 169 studies (38%) attempted to use physical or biophysical markers to differentiate between novice and expert.
Conclusion: This review provides a comprehensive description of the current use of physical and biophysical markers in medical education training, including the current technology and skills assessed. Additionally, while physical and biophysical markers have the potential to augment current assessment in medical education, there remains significant gaps in research surrounding reliability, validity, cost, practicality, and educational impact of implementing these markers of assessment.
{"title":"Physical and biophysical markers of assessment in medical training: A scoping review of the literature.","authors":"Danielle T Miller, Sarah Michael, Colin Bell, Cody H Brevik, Bonnie Kaplan, Ellie Svoboda, John Kendall","doi":"10.1080/0142159X.2024.2345269","DOIUrl":"https://doi.org/10.1080/0142159X.2024.2345269","url":null,"abstract":"<p><strong>Purpose: </strong>Assessment in medical education has changed over time to measure the evolving skills required of current medical practice. Physical and biophysical markers of assessment attempt to use technology to gain insight into medical trainees' knowledge, skills, and attitudes. The authors conducted a scoping review to map the literature on the use of physical and biophysical markers of assessment in medical training.</p><p><strong>Materials and methods: </strong>The authors searched seven databases on 1 August 2022, for publications that utilized physical or biophysical markers in the assessment of medical trainees (medical students, residents, fellows, and synonymous terms used in other countries). Physical or biophysical markers included: heart rate and heart rate variability, visual tracking and attention, pupillometry, hand motion analysis, skin conductivity, salivary cortisol, functional magnetic resonance imaging (fMRI), and functional near-infrared spectroscopy (fNIRS). The authors mapped the relevant literature using Bloom's taxonomy of knowledge, skills, and attitudes and extracted additional data including study design, study environment, and novice vs. expert differentiation from February to June 2023.</p><p><strong>Results: </strong>Of 6,069 unique articles, 443 met inclusion criteria. The majority of studies assessed trainees using heart rate variability (<i>n</i> = 160, 36%) followed by visual attention (<i>n</i> = 143, 32%), hand motion analysis (<i>n</i> = 67, 15%), salivary cortisol (<i>n</i> = 67, 15%), fMRI (<i>n</i> = 29, 7%), skin conductivity (<i>n</i> = 26, 6%), fNIRs (<i>n</i> = 19, 4%), and pupillometry (<i>n</i> = 16, 4%). The majority of studies (<i>n</i> = 167, 38%) analyzed non-technical skills, followed by studies that analyzed technical skills (<i>n</i> = 155, 35%), knowledge (<i>n</i> = 114, 26%), and attitudinal skills (<i>n</i> = 61, 14%). 169 studies (38%) attempted to use physical or biophysical markers to differentiate between novice and expert.</p><p><strong>Conclusion: </strong>This review provides a comprehensive description of the current use of physical and biophysical markers in medical education training, including the current technology and skills assessed. Additionally, while physical and biophysical markers have the potential to augment current assessment in medical education, there remains significant gaps in research surrounding reliability, validity, cost, practicality, and educational impact of implementing these markers of assessment.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140861971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-30DOI: 10.1080/0142159X.2024.2345271
Sean Tackett, Yvonne Steinert, Susan Mirabal, Darcy A Reed, Cynthia R Whitehead, Scott M Wright
Background: All individuals and groups have blind spots that can create problems if unaddressed. The goal of this study was to examine blind spots in medical education from international perspectives.
Methods: From December 2022 to March 2023, we distributed an electronic survey through international networks of medical students, postgraduate trainees, and medical educators. Respondents named blind spots affecting their medical education system and then rated nine blind spot domains from a study of U.S. medical education along five-point Likert-type scales (1 = much less attention needed; 5 = much more attention needed). We tested for differences between blind spot ratings by respondent groups. We also analyzed the blind spots that respondents identified to determine those not previously described and performed content analysis on open-ended responses about blind spot domains.
Results: There were 356 respondents from 88 countries, including 127 (44%) educators, 80 (28%) medical students, and 33 (11%) postgraduate trainees. At least 80% of respondents rated each blind spot domain as needing 'more' or 'much more' attention; the highest was 88% for 'Patient perspectives and voices that are not heard, valued, or understood.' In analyses by gender, role in medical education, World Bank country income level, and region, a mean difference of 0.5 was seen in only five of the possible 279 statistical comparisons. Of 885 blind spots documented, new blind spot areas related to issues that crossed national boundaries (e.g. international standards) and the sufficiency of resources to support medical education. Comments about the nine blind spot domains illustrated that cultural, health system, and governmental elements influenced how blind spots are manifested across different settings.
Discussion: There may be general agreement throughout the world about blind spots in medical education that deserve more attention. This could establish a basis for coordinated international effort to allocate resources and tailor interventions that advance medical education.
{"title":"Blind spots in medical education - International perspectives.","authors":"Sean Tackett, Yvonne Steinert, Susan Mirabal, Darcy A Reed, Cynthia R Whitehead, Scott M Wright","doi":"10.1080/0142159X.2024.2345271","DOIUrl":"https://doi.org/10.1080/0142159X.2024.2345271","url":null,"abstract":"<p><strong>Background: </strong>All individuals and groups have blind spots that can create problems if unaddressed. The goal of this study was to examine blind spots in medical education from international perspectives.</p><p><strong>Methods: </strong>From December 2022 to March 2023, we distributed an electronic survey through international networks of medical students, postgraduate trainees, and medical educators. Respondents named blind spots affecting their medical education system and then rated nine blind spot domains from a study of U.S. medical education along five-point Likert-type scales (1 = much less attention needed; 5 = much more attention needed). We tested for differences between blind spot ratings by respondent groups. We also analyzed the blind spots that respondents identified to determine those not previously described and performed content analysis on open-ended responses about blind spot domains.</p><p><strong>Results: </strong>There were 356 respondents from 88 countries, including 127 (44%) educators, 80 (28%) medical students, and 33 (11%) postgraduate trainees. At least 80% of respondents rated each blind spot domain as needing 'more' or 'much more' attention; the highest was 88% for 'Patient perspectives and voices that are not heard, valued, or understood.' In analyses by gender, role in medical education, World Bank country income level, and region, a mean difference of 0.5 was seen in only five of the possible 279 statistical comparisons. Of 885 blind spots documented, new blind spot areas related to issues that crossed national boundaries (e.g. international standards) and the sufficiency of resources to support medical education. Comments about the nine blind spot domains illustrated that cultural, health system, and governmental elements influenced how blind spots are manifested across different settings.</p><p><strong>Discussion: </strong>There may be general agreement throughout the world about blind spots in medical education that deserve more attention. This could establish a basis for coordinated international effort to allocate resources and tailor interventions that advance medical education.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140858931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}