{"title":"Baseline Assessment of Communication Skills of Undergraduate Medical Students at a Medical College in Bhopal","authors":"A. Athavale","doi":"10.52547/edcj.15.45.1","DOIUrl":"https://doi.org/10.52547/edcj.15.45.1","url":null,"abstract":"","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47551361","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}
Background: A common recommendation to develop skillful practice is to playback videos during debriefing; however, no study has addressed the advantages of such a technique. Objectives: The present study aimed to compare the pedagogical effectiveness of video-assisted debriefing and oral debriefing in simulation-based training. By comparing video-assisted debriefing and traditional oral debriefing, it was hypothesized that video-assisted debriefing would improve medical students' decision-making skills and professional attitudes. Methods: This quasi-experimental study used a pretest-posttest design. The study encompassed 76 medical students in the fourth year of their seven-year training program. The participants were selected using a census and were then randomly divided into intervention (video-assisted debriefing, n = 36) and control (oral debriefing, n = 40) groups. The required data were collected using a demographic information questionnaire, the Penn State College of Medicine Professionalism Questionnaire, and Lauri and Salantera’s (2002) Clinical Decision-making Questionnaire. Descriptive statistics such as mean and standard deviation were used to describe the participants’ characteristics. Paired t-test and independent t-test were run to compare the medical students’ clinical decision-making and professional attitude scores before and after the intervention within and between the groups. Results: There was no significant difference in the medical students’ clinical decision-making skills between the two groups before the intervention (P = 0.09); however, significant differences were observed in both groups after the intervention (P < 0.001). Moreover, there was no significant difference in the professional attitude of medical students between the two groups before the intervention (P = 0.03); however, there were significant differences in both groups after the intervention (P < 0.001). Conclusions: The findings revealed that simulation-based training with video-assisted debriefing was more effective in developing the undergraduate medical students' decision-making skills and promoting their professional attitudes.
{"title":"Effectiveness of Video-assisted Debriefing Versus Standard Oral Debriefing Following Screen-based Simulation (CyberPatient TM) Training","authors":"Toktam Masoumain Hosseini, S. Ahmady","doi":"10.5812/jme-127021","DOIUrl":"https://doi.org/10.5812/jme-127021","url":null,"abstract":"Background: A common recommendation to develop skillful practice is to playback videos during debriefing; however, no study has addressed the advantages of such a technique. Objectives: The present study aimed to compare the pedagogical effectiveness of video-assisted debriefing and oral debriefing in simulation-based training. By comparing video-assisted debriefing and traditional oral debriefing, it was hypothesized that video-assisted debriefing would improve medical students' decision-making skills and professional attitudes. Methods: This quasi-experimental study used a pretest-posttest design. The study encompassed 76 medical students in the fourth year of their seven-year training program. The participants were selected using a census and were then randomly divided into intervention (video-assisted debriefing, n = 36) and control (oral debriefing, n = 40) groups. The required data were collected using a demographic information questionnaire, the Penn State College of Medicine Professionalism Questionnaire, and Lauri and Salantera’s (2002) Clinical Decision-making Questionnaire. Descriptive statistics such as mean and standard deviation were used to describe the participants’ characteristics. Paired t-test and independent t-test were run to compare the medical students’ clinical decision-making and professional attitude scores before and after the intervention within and between the groups. Results: There was no significant difference in the medical students’ clinical decision-making skills between the two groups before the intervention (P = 0.09); however, significant differences were observed in both groups after the intervention (P < 0.001). Moreover, there was no significant difference in the professional attitude of medical students between the two groups before the intervention (P = 0.03); however, there were significant differences in both groups after the intervention (P < 0.001). Conclusions: The findings revealed that simulation-based training with video-assisted debriefing was more effective in developing the undergraduate medical students' decision-making skills and promoting their professional attitudes.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82013105","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}
Gelareh Biazar, Ali Pourramzani, H. S. Fayazi, Reyhaneh Shahrokhi Rad, M. Habibi, Zahra Atrkarroushan, M. Ahmadi, Fatemeh Ramezani Kashal
Background: Breaking Bad News (BBN) is a multidisciplinary and unpleasant task, and nurses play a vital role in this process as they are often exposed to such situations. It is a critical duty that has not been adequately addressed. Objectives: This study investigated the performance of nurses in academic hospitals affiliated with Guilan University of Medical Sciences (GUMS) regarding BBN. Methods: During 2020, eligible nurses were interviewed, and a questionnaire containing 16 items about environmental and psychical support was filled out. The first 10 questions evaluated psychical support, and the next six assessed environmental support. Each question scored 10, "never," to 50, "always." Results: A total of 384 out of 410 nurses filled out the questionnaires, and a response rate of 93.65% was obtained. As shown, 346 (90.1%) responders were women, and 38 (9.9%) were men. Also, 289 (75.3%) had passed educational courses. A positive association was observed between psychical and environmental support and age (P = 0.007, P = 0.003) and years of experience (P = 0.013, P = 0.004). However, there was no significant difference respecting educational programs (P > 0.05). Conclusions: This study revealed that the current educational programs are not practical and could not induce a significant difference in nurses' answers. Effective interventions to improve nurses' communication skills are strongly warranted.
背景:突发坏消息(BBN)是一项多学科和令人不快的任务，护士在这一过程中扮演着至关重要的角色，因为他们经常暴露在这样的情况下。这是一项尚未得到充分处理的关键职责。目的:调查桂兰医科大学附属学术医院护士在BBN方面的表现。方法:在2020年期间，对符合条件的护士进行访谈，填写包含16个项目的环境和心理支持问卷。前10个问题评估心理支持，后6个问题评估环境支持。每个问题得分为10分，“从不”到50分，“总是”。结果:410名护士中有384人填写了问卷，问卷回复率为93.65%。如图所示，346名应答者(90.1%)为女性，38名应答者(9.9%)为男性。此外，289人(75.3%)通过了教育课程。心理和环境支持与年龄(P = 0.007, P = 0.003)和工作年限(P = 0.013, P = 0.004)呈正相关。在教育方案方面差异不显著(P > 0.05)。结论:本研究发现现行的教育方案不具有实用性，不能使护士的回答产生显著差异。有效的干预措施，以提高护士的沟通技巧是非常必要的。
{"title":"The Way of Breaking Bad News by Nurses: A Report from Guilan Academic Hospitals","authors":"Gelareh Biazar, Ali Pourramzani, H. S. Fayazi, Reyhaneh Shahrokhi Rad, M. Habibi, Zahra Atrkarroushan, M. Ahmadi, Fatemeh Ramezani Kashal","doi":"10.5812/jme-120468","DOIUrl":"https://doi.org/10.5812/jme-120468","url":null,"abstract":"Background: Breaking Bad News (BBN) is a multidisciplinary and unpleasant task, and nurses play a vital role in this process as they are often exposed to such situations. It is a critical duty that has not been adequately addressed. Objectives: This study investigated the performance of nurses in academic hospitals affiliated with Guilan University of Medical Sciences (GUMS) regarding BBN. Methods: During 2020, eligible nurses were interviewed, and a questionnaire containing 16 items about environmental and psychical support was filled out. The first 10 questions evaluated psychical support, and the next six assessed environmental support. Each question scored 10, \"never,\" to 50, \"always.\" Results: A total of 384 out of 410 nurses filled out the questionnaires, and a response rate of 93.65% was obtained. As shown, 346 (90.1%) responders were women, and 38 (9.9%) were men. Also, 289 (75.3%) had passed educational courses. A positive association was observed between psychical and environmental support and age (P = 0.007, P = 0.003) and years of experience (P = 0.013, P = 0.004). However, there was no significant difference respecting educational programs (P > 0.05). Conclusions: This study revealed that the current educational programs are not practical and could not induce a significant difference in nurses' answers. Effective interventions to improve nurses' communication skills are strongly warranted.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83159215","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}
Background: Learning experiences help learners achieve educational goals and are usually related to the educational context that occurs in teaching groups, teacher-student relationships, and teaching-learning activities. Objectives: The current study aimed to explain the views of non-Iranian students on the quality of learning experiences at Shahid Beheshti University of Medical Sciences, Tehran, Iran. Methods: This was a qualitative study with the directional content analysis method. The participants were 12 non-Iranian students studying in the last year or before the last year in medicine, nursing, and paramedical faculties of Shahid Beheshti University of Medical Sciences who were randomly selected from non-Iranian students for semi-structured oral interviews. The interviews continued until data saturation. Results: After content analysis, 85 initial codes were extracted. Based on the relationship between the codes, 14 subcategories were obtained and placed into 4 main categories. The main categories were available resources, available content, learning flexibility, and the quality of professors’ relationships with students. Conclusions: Based on the results, the quality of learning experiences plays a critical role in effective learning. Paying attention to the experiences and viewpoints of non-Iranian students studying at Shahid Beheshti University of Medical Sciences is very important to improve the quality of learning experiences and attract non-Iranian students.
{"title":"Explanation of Non-Iranian Students’ Views on the Quality of Learning Experiences at Shahid Beheshti University of Medical Sciences, Tehran, Iran","authors":"Somayeh Akbari farmad, Masoume Hashemi, Somaye Sohrabi","doi":"10.5812/jme-119704","DOIUrl":"https://doi.org/10.5812/jme-119704","url":null,"abstract":"Background: Learning experiences help learners achieve educational goals and are usually related to the educational context that occurs in teaching groups, teacher-student relationships, and teaching-learning activities. Objectives: The current study aimed to explain the views of non-Iranian students on the quality of learning experiences at Shahid Beheshti University of Medical Sciences, Tehran, Iran. Methods: This was a qualitative study with the directional content analysis method. The participants were 12 non-Iranian students studying in the last year or before the last year in medicine, nursing, and paramedical faculties of Shahid Beheshti University of Medical Sciences who were randomly selected from non-Iranian students for semi-structured oral interviews. The interviews continued until data saturation. Results: After content analysis, 85 initial codes were extracted. Based on the relationship between the codes, 14 subcategories were obtained and placed into 4 main categories. The main categories were available resources, available content, learning flexibility, and the quality of professors’ relationships with students. Conclusions: Based on the results, the quality of learning experiences plays a critical role in effective learning. Paying attention to the experiences and viewpoints of non-Iranian students studying at Shahid Beheshti University of Medical Sciences is very important to improve the quality of learning experiences and attract non-Iranian students.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86872888","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}
{"title":"Professional Medical Teachers: What Do They Have to Declare Aloud?","authors":"S. Moradi","doi":"10.5812/jme-123745","DOIUrl":"https://doi.org/10.5812/jme-123745","url":null,"abstract":"<jats:p />","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80311520","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}
Context: Massive open online courses (MOOCs) have much potential in higher education, including medical education. This paper explores the challenges and potential solutions through planning, developing, and integrating MOOCs into the medical curriculum. Evidence Acquisition: A non-systematic review study was conducted in March and April 2021. A comprehensive literature search was done on Pubmed, Scopus, Web of Science, Google Scholar, and websites to retrieve articles on MOOCs and medical education using relevant search terms. Results: With their wide availability, open access, and affordability, MOOCs have attracted the attention of several educationalists and learners. Indian medical undergraduates face several problems, such as introducing the new competency-based curriculum, information overload, the COVID-19 pandemic, and increased health care demand. The advantages of MOOCs can be leveraged to solve some of the problems in medical education. They can be effectively used to educate and empower the general public and provide patient education and continuous professional development. Conclusions: With embedded advanced interactive tools, MOOCs have the potential to reshape medical education. Sustained commitment, promotion competition, and collaboration can help overcome the common barriers to MOOC development and integration into the undergraduate medical curriculum.
背景:大规模在线开放课程(MOOCs)在包括医学教育在内的高等教育中具有很大的潜力。本文探讨了通过规划、开发和整合MOOCs到医学课程中所面临的挑战和潜在的解决方案。证据获取:2021年3月和4月进行了一项非系统评价研究。在Pubmed、Scopus、Web of Science、Google Scholar和其他网站上进行了全面的文献检索，使用相关搜索词检索mooc和医学教育方面的文章。结果:mooc以其广泛的可用性、开放获取和可负担性吸引了许多教育家和学习者的注意。印度医学本科生面临着一些问题，如引入新的以能力为基础的课程，信息过载，COVID-19大流行以及医疗保健需求增加。mooc的优势可以用来解决医学教育中的一些问题。它们可以有效地用于教育和赋予公众权力，并提供耐心的教育和持续的专业发展。结论:通过嵌入先进的互动工具，mooc具有重塑医学教育的潜力。持续的承诺、促进竞争和合作可以帮助克服MOOC发展和融入本科医学课程的共同障碍。
{"title":"Addressing Challenges of Undergraduate Medical Education in India Through Massive Open Online Courses (MOOCs)","authors":"Rakesh Kumar","doi":"10.5812/jme-118562","DOIUrl":"https://doi.org/10.5812/jme-118562","url":null,"abstract":"Context: Massive open online courses (MOOCs) have much potential in higher education, including medical education. This paper explores the challenges and potential solutions through planning, developing, and integrating MOOCs into the medical curriculum. Evidence Acquisition: A non-systematic review study was conducted in March and April 2021. A comprehensive literature search was done on Pubmed, Scopus, Web of Science, Google Scholar, and websites to retrieve articles on MOOCs and medical education using relevant search terms. Results: With their wide availability, open access, and affordability, MOOCs have attracted the attention of several educationalists and learners. Indian medical undergraduates face several problems, such as introducing the new competency-based curriculum, information overload, the COVID-19 pandemic, and increased health care demand. The advantages of MOOCs can be leveraged to solve some of the problems in medical education. They can be effectively used to educate and empower the general public and provide patient education and continuous professional development. Conclusions: With embedded advanced interactive tools, MOOCs have the potential to reshape medical education. Sustained commitment, promotion competition, and collaboration can help overcome the common barriers to MOOC development and integration into the undergraduate medical curriculum.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80352162","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}
{"title":"Debriefing is Missing Loop of Simulation-enhanced Clinical Education: Prescription for Best Practice","authors":"Toktam Masoumain Hosseini, S. Ahmady","doi":"10.5812/jme-127075","DOIUrl":"https://doi.org/10.5812/jme-127075","url":null,"abstract":"<jats:p />","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79260443","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}
Background: The foundation course (FC) is proposed for undergraduate medical students in India at the beginning of the curriculum. The present study planned to evaluate the FC conducted at Medical College Kolkata, India, by comparing students’ ratings of pre-course and post-course skills. Objectives: This study aimed to assess the self-rated baseline communication skills, interpersonal skills, intellectual skills, self-management skills, learning skills, and management-career skills of recently admitted medical undergraduates and the magnitude of change in self-rated skills by completing the FC. Methods: A random sample of 100 Bachelor of Medicine and Bachelor of Surgery students admitted in 2021 were enrolled for this prospective pre-post study. Data collection was electronic by self-administered 39 items on skills in a learning questionnaire. This questionnaire had six subscales, including communication skills, interpersonal skills, intellectual skills, self-management skills, learning skills, and management-career development skills, which were to be rated within 1 - 6, with 1 as the worst and 6 as the best. The outcome was calculated as total and subscale mean with their confidence interval, comparison of mean, and percentage of skill improvement. Results: In this study, 97 respondents completed the questionnaires. The mean age of the subjects was 19.8 years, and 62.9% of the participants were male. The total score and scores for all subscales improved after the FC, with significant improvement in communication (P = 0.001), interpersonal (P = 0.008), management-career development (P = 0.002), and overall learning skills (P = 0.001). Interpersonal and communication skills were significantly higher for students staying at the campus hostel and having knowledge of the local language (P < 0.05). Conclusions: Communication and interpersonal skills improved following the FC at the study institute, although the course was only moderately successful in the improvement of overall learning skills. Hostel living and local vernacular reinforced skills are learned in FC.
{"title":"Evaluation of Foundation Course for First-Year Medical Undergraduates in a Medical College of Eastern India","authors":"Mousumi Datta, S. Bhattacharya, Soumitra Mondal","doi":"10.5812/jme-122116","DOIUrl":"https://doi.org/10.5812/jme-122116","url":null,"abstract":"Background: The foundation course (FC) is proposed for undergraduate medical students in India at the beginning of the curriculum. The present study planned to evaluate the FC conducted at Medical College Kolkata, India, by comparing students’ ratings of pre-course and post-course skills. Objectives: This study aimed to assess the self-rated baseline communication skills, interpersonal skills, intellectual skills, self-management skills, learning skills, and management-career skills of recently admitted medical undergraduates and the magnitude of change in self-rated skills by completing the FC. Methods: A random sample of 100 Bachelor of Medicine and Bachelor of Surgery students admitted in 2021 were enrolled for this prospective pre-post study. Data collection was electronic by self-administered 39 items on skills in a learning questionnaire. This questionnaire had six subscales, including communication skills, interpersonal skills, intellectual skills, self-management skills, learning skills, and management-career development skills, which were to be rated within 1 - 6, with 1 as the worst and 6 as the best. The outcome was calculated as total and subscale mean with their confidence interval, comparison of mean, and percentage of skill improvement. Results: In this study, 97 respondents completed the questionnaires. The mean age of the subjects was 19.8 years, and 62.9% of the participants were male. The total score and scores for all subscales improved after the FC, with significant improvement in communication (P = 0.001), interpersonal (P = 0.008), management-career development (P = 0.002), and overall learning skills (P = 0.001). Interpersonal and communication skills were significantly higher for students staying at the campus hostel and having knowledge of the local language (P < 0.05). Conclusions: Communication and interpersonal skills improved following the FC at the study institute, although the course was only moderately successful in the improvement of overall learning skills. Hostel living and local vernacular reinforced skills are learned in FC.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82685920","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：