Educacion Medica最新文献

Introduction

The objective of the study was to verify the progress of implementation of the pedagogical model oriented to postgraduate competencies of a medical school, since it implemented a new curricular framework since 2016, achieving a first cohort of graduates, who will seek to consolidate their training in subspecialties offered by the academic unit.

Methods

Qualitative study with a hermeneutic, interpretive approach with teachers and final year residents of selected postgraduate courses. The data were obtained through semi-structured interviews and focus groups. The training programs were analyzed. The pedagogical model oriented to postgraduate competencies was the main category that guided the questions, the following dimensions being analyzed: academic management, teaching practice, professional student learning and curricular structure. Data collection concluded once theoretical saturation was obtained.

Results

Analyzing 22 interviews with teachers and focus groups with 16 final-year postgraduate residents, it was identified that the pedagogical model currently implemented is mostly content-based, with insufficiently developed innovations. Teachers with heterogeneous training and involvement in higher education and implementation of the new model. Residents of specialties perceived as spectators, not involved in the training process that should have been integrated into the postgraduate degree to ensure the necessary competencies indicated.

Conclusion

In the postgraduate field, the pedagogical model by content prevails, without the orientation by competencies having had continuity, verifying the need for interventions in teacher training, student involvement, improvement of infrastructure and assurance of educational quality, to saturate the objectives of the plan institutional strategic.

Introduction

Clinical reasoning is essential for effective clinical practice. Clinical reasoning helps medical students for clinical decision-making. However, development of clinical reasoning is challenging. The purpose of this study was to explore clinical reasoning perspectives among final year medical students.

Methods

Exploratory descriptive qualitative research design was employed. The study was approved by the Institutional Review Board and Ethics Committee. Data were collected through focused group discussion from 2 medical colleges in English language. A semi-structured guide was used for data collection. Manual content analysis was applied for data analysis. The data were summarized in categories, subcategories that were presented with their pertinent direct quotes.

Results

Six categories namely mentoring support and guidance, learning challenges, teaching and learning methods, assessment and feedback, systematic thinking, and being a life-long learning were developed. The categories represented appreciating and devaluating expressions of medical students for the development of clinical reasoning. Medical students expressed the need for mentoring, bridging theory-practice gap, clinical resources, thinking systematically and role of life-long learning. Whereas, curriculum overload, decontextualized curriculum, practice inconsistencies, and cultural issues hinder development of clinical reasoning. Challenges can be alleviated with effective clinical strategies, role modeling, being and becoming life-long learner and evidence-based medical practices.

Conclusion

Medical students were aware about the significance of clinical reasoning. However, development of clinical reasoning was hinder by number of learning challenges. Alleviation of learning challenges is imperative for the development of clinical reasoning.

Introduction-aim

Several studies show a high prevalence of burnout among medical students, with the learning environment being suggested as one of the potential contributing factors. The present analysis aims to describe burnout in medical students and its relationship with the educational climate.

We have investigated the relationship between burnout and academic climate. Previously, we found a correlation between a poor perception of academic climate with increased depression, anxiety, and other psychopathological symptoms.

Material and methods

The study was carried out in 2022 in all 44 medical schools in Spain and analyses the academic climate (Dundee Ready Education Environment Measure) and its relationship with the perception of burnout (Maslach Burnout Inventory) among medical students (n = 4374).

Results

The global academic climate and the burnout subscales present an inverse correlation with exhaustion and depersonalization, and a direct correlation with efficacy. Students in public schools presented greater values for exhaustion and depersonalization than those from private centers. The levels of burnout increase during the stay in the school in these 3 subscales.

Conclusion

Our study suggests a high correlation between a higher level of burnout and a worse assessment of the academic climate. The level of burnout varies according to gender, course, and type of medical school.

Introduction

The main objective of this study was to verify the association of perceived stress with anxiety, sleep quality, and academic performance among Moroccan medical students.

Methods

This cross-sectional study included 222 students enrolled at the Faculty of Medicine and Pharmacy of Fez in Morocco. An online self-administrated questionnaire, for the sociodemographic characteristics, Perceived Stress Scale (PSS-10), Test Anxiety Scale, and Pittsburgh Sleep Quality Index questionnaire were used for the assessment. A descriptive and correlational design was used in this investigation.

Results

One hundred and thirty-two students completed the survey. A high level of stress was found. A significant positive correlation was observed between the stress level among our population and their levels of anxiety. Stress was also positively correlated with the decrease of students’ sleep quality and academic performance.

Conclusion

The results of this investigation present worthy data that highlight the need for this subset of students to anti-stress programs that must be integrated into their curriculum to help them to better manage this psychological issue.

Introduction

There is a growing recognition of incorporating non-technical skills during the training process of a surgeon, as a strategy to increase their future professional performance. There is a gap in the educational methodology used. A panoramic review of the literature is carried out to identify the status, gaps and research opportunities.

Methods

Panoramic review of the literature with the Joanna Briggs Institute methodology. Studies that addressed instruction, measurement, outcome evaluation, and the educational impact of non-technical skills on residents were analyzed.

Results

The studies analyzed were carried out between 2012 and 2021. The skills studied were situational awareness, decision making, communication, teamwork, and leadership. There are studies on validation of instruments and implementation of education models. The knowledge gaps identified were the lack of standardization of the methods used for the training and evaluation of these competencies, as well as the lack of studies in Latin America.

Discussion

The teaching of non-technical skills is a pending issue in the training of a surgeon. The relevance of the topic requires its study and incorporation into study curricula.

Introduction

The article examines the impact of combining work and study on the learning environment of university nursing students, providing insights into the types of employment, work characteristics, and the consequences of simultaneously studying and working throughout their nursing careers.

Methods

Using data from a self-report questionnaire, the article analyzes the types of employment in which students engage, along with the resulting benefits, negative effects, and impact on the learning environment.

Results

We found that 70% of students work, many driven by financial reasons. Among working students, 55% have a short part-time job, 25% have a long part-time job, and 20% engage in full-time employment. Additionally, around 40% of students work in jobs related to their career. Despite receiving low pay, a significant number of students work long hours, leading to sleep deprivation, with nearly 50% sleeping less than 6 h per night. Combining work and study has negative effects on the learning environment, leading to stress and exhaustion, mainly from studying at night. However, this combination also offers positive outcomes, such as fostering financial independence, supporting families, and providing valuable work experience, especially when the work aligns with their field of study.

Conclusion

The article suggests that the balance between academic performance and workload depends on whether the work is related to the career and if students achieve an optimal work–life–college balance. We recommend that universities increase awareness of students' current workloads and consider introducing flexibility in assessments and course requirements.

Introduction

To design multiple-choice questions (MCQs) using Microsoft Bing (Copilot) and evaluate their quality and psychometric indices in medical education.

Materials and methods

A 180-question exam was designed using Microsoft Bing. It was evaluated by medical educators in terms of relevance and distractor quality. After administering the exam to students, difficulty and discrimination indices were calculated.

Results

Most questions were highly relevant, and the distractors were of high quality. The discrimination and difficulty indices were acceptable for the majority of the questions.

Conclusion

Microsoft Bing (Copilot) could be used as a substitute for ChatGPT in designing MCQs, given the evidence of validity collected in the study.

Introduction

Interprofessional education includes diverse strategies in order to promote competencies such as communication, ethics, critic reflection and quality processes. It is characterized by simultaneously including diverse discipline participants in the educative process. The assessment of these competencies is essential.

Aim

To design an assessment instrument for interprofessional health workers competencies and to measure its psychometric properties.

Method

An assessment instrument was designed, it included four competencies (communication, learning and critical reflection, quality and health processes, and ethics and values); in three dimensions (leadership and team work, roles and responsibilities, patient centered care). For content validity assessment, an expert judgement was made. Due to the fact that this instrument can be used as seven separate instruments, or, as well, as the combination of several of them due to intersection of the items between dimensions and competencies; seven exploratory factorial analysis were performed, four by competencies, and three by dimensions. The exploratory factorial analysis used varimax rotation, Bartlett test and KMO.

For reliability assessment Cronbach´s Alpha was performed for each dimension, for each competency and two general ones (one for dimension assessment and another one for competencies).

Results

Psychometric properties of the instrument are described. It shows adequate properties to be used in Mexican population.

Conclusions

The instrument is suitable for measuring interprofessional work competencies from different dimensions.

Introduction

There is currently a need to ensure the acquisition of clinical skills among Health Sciences students. Clinical practices are essential for this but are often ineffective. Research suggests that the feedback used in medical education is of little use, implying a need to change focus toward sustainable feedback, therefore this research aims to evaluate the effectiveness of implementing dialogic feedback in acquiring skills among Nutrition and Dietetics students.

Material and methods

Longitudinal study with a prospective cohort, follow-up was done on 13 students up for 3 years. Level of clinical skill was evaluated with a rubric on 7 cases, beginning with the Diagnostic in 2016; then in 2017 five cases were carried out with a dialogic feedback process at the end of each of the clinical experiences (Beginning, 3 formative and End), and the following year (2018) with a gap of 4-6 months in the Professional Practice. Each intervention with dialogic feedback lasted 30-45 minutes and encouraged self-assessment based on the evaluation items, ending with consensus on improvement objectives.

Results

There are significant differences between the skill level achieved by students in Diagnostic vs. End of clinical experiences and Internship, and between the Beginning and End of clinical experiences. There are also differences in the performance criteria evaluated.

Conclusion

Dialogic feedback contributes to acquiring clinical skills. We suggest that this process should be cyclical and motivated by teachers, to develop self-regulation and calibrate students’ evaluative judgment.