Medical Teacher最新文献

There has been a rise in the amount of medical schools in the United States and Canada that are offering 3-year programs to graduation. From a student perspective, there are numerous pros and cons with the authors overall being in favor of an accelerated medical education.

Faculty Development (FD) has become essential in shaping design, delivery and quality assurance of health professions education. The growth of FD worldwide has led to a heightened expectation for quality and organizational integrity in the delivery of FD programmes. To address this, AMEE, An International Association for Health Professions Education, developed quality standards for FD through the development of the AMEE ASPIRE to Excellence criteria. This guide uses the ASPIRE criteria as a framework for health professions educators who wish to establish or expand approaches to FD delivery and scholarship within their institutions.

An internship with the Association for Medical Education in Europe (AMEE) Faculty Development (FacDev) Committee has proven to be a useful approach to engaging and supporting emerging faculty developers through social learning and communities of practice. An essential aspect of this internship process is to expand the membership of the faculty development team, fostering the individual and collective capabilities required to navigate the complexity of implementing AMEE faculty development goals.

Framework analysis methods (FAMs) are structured approaches to qualitative data analysis that originally stem from large-scale policy research. A defining feature of FAMs is the development and application of a matrix-based analytical framework. These methods can be used across research paradigms and are thus particularly useful tools in the health professions education (HPE) researcher's toolbox. Despite their utility, FAMs are not frequently used in HPE research. In this AMEE Guide, we provide an overview of FAMs and their applications, situating them within specific qualitative research approaches. We also report the specific characteristics, advantages, and disadvantages of FAMs in relation to other popular qualitative analysis methods. Using a specific type of FAM-i.e. the framework method-we illustrate the stages typically involved in doing data analysis with an FAM. Drawing on Sandelowski and Barroso's continuum of data transformation, we argue that FAMs tend to remain close to raw data and be descriptive or exploratory in nature. However, we also illustrate how FAMs can be harnessed for more interpretive analyses. We propose that FAMs are valuable resources for HPE researchers and demonstrate their utility with specific examples from the HPE literature.

Objective: To explore the use of ChatGPT by educators and students in a medical school setting.

Method: This study used the public version of ChatGPT launched by OpenAI on November 30, 2022 (https://openai.com/blog/chatgpt/). We employed prompts to ask ChatGPT to 1) generate a content outline for a session on the topics of cholesterol, lipoproteins, and hyperlipidemia for medical students; 2) produce a list of learning objectives for the session; and 3) write assessment questions with and without clinical vignettes related to the identified learning objectives. We assessed the responses by ChatGPT for accuracy and reliability to determine the potential of the chatbot as an aid to educators and as a "know-it-all" medical information provider for students.

Results: ChatGPT can function as an aid to educators, but it is not yet suitable as a reliable information resource for educators and medical students.

Conclusion: ChatGPT can be a useful tool to assist medical educators in drafting course and session content outlines and create assessment questions. At the same time, caution must be taken as ChatGPT is prone to providing incorrect information; expert oversight and caution are necessary to ensure the information generated is accurate and beneficial to students. Therefore, it is premature for medical students to use the current version of ChatGPT as a "know-it-all" information provider. In the future, medical educators should work with programming experts to explore and grow the full potential of AI in medical education.

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.

Purpose: The development of Educator Identity has a significant impact on well-being, motivation, productivity, and the quality of teaching. Previous research has shown that conflicting responsibilities and a challenging work environment could negatively affect the development of Clinical Educator Identity within an organization. However, there is a lack of research that identifies the factors affecting Clinical Educator Identity Formation and provides guidance on how organizations can support its development, maintenance, and advancement.

Methods: To examine the phenomenology of Professional Identity Development in experienced Senior Clinical Educators in Singaporean hospitals, the study utilized an exploratory qualitative approach. The data was collected from September 2021 to May 2022 through one-to-one interviews. Four investigators analyzed the data using constant comparative analysis to identify relevant themes.

Results: Eleven senior educators revealed that personal, relational, and organizational factors influenced the development of Clinical Educator Identity. The relational aspect was a vital enabler, while organizational culture was a strong barrier. The study also identified several ways in which organizations can support Educator Identity development.

Conclusion: The study findings provide insight into how organizations can support the development of Clinical Educator Identity. The results could aid organizations in understanding the areas where they can channel resources to support Clinical Educator Identity development.

Purpose: Physicians' empathy and ambiguity tolerance have recently become a focus of medical education. However, the association between the two concepts remains unclear. This study examined the association between empathy and ambiguity tolerance in the clinical context among medical trainees.

Methods: We conducted a multicenter cross-sectional study in 12 institutions: 2 universities for medical students and 10 hospitals for residents. We assessed ambiguity tolerance using the Japanese version of the Tolerance of Ambiguity in Medical Students and Doctors scale. The outcome variable was empathy, measured using the Japanese translation of the Jefferson Scales of Empathy (JSE).

Results: Data from 100 medical students and 135 residents were analyzed. After adjustment for possible confounders, the factor scores of 'tolerance for things that are not black or white in medicine' showed a dose-dependent association with the JSE. There was no clear trend in the association between the total scores or other factor scores and empathy.

Conclusion: This nationwide multicenter study showed that the factor scores of 'tolerance for things that are not black or white in medicine' were associated with empathy among medical trainees. Our findings may be helpful for developing interventions in the field of medical education to nurture empathy.

In programmes of assessment with both high and low-stakes assessments, the inclusion of open-ended long answer questions in the high-stakes examination can contribute to driving deeper learning among students. However, in larger institutions, this would generate a seemingly insurmountable marking workload. In this study, we use a focused ethnographic approach to explore how such a marking endeavour can be tackled efficiently and pragmatically. In marking parties, examiners come together to individually mark student papers. This study focuses on marking parties for two separate tasks assessing written clinical communication in medical school finals at Southampton, UK. Data collected included field notes from 21.3 h of marking parties, details of demographics and clinical and educational experience of examiners, examiners' written answers to an open-ended post-marking party questionnaire, an in-depth interview and details of the actual marks assigned during the marking parties. In a landscape of examiners who are busy clinicians and rarely interact with each other educationally, marking parties represent a spontaneous and sustainable community of practice, with functions extending beyond the mere marking of exams. These include benchmarking, learning, managing biases and exam development. Despite the intensity of the work, marking parties built camaraderie and were considered fun and motivating.