Educacion Medica最新文献

Background

Over the past years, choice of specialization in Anaesthesiology and intensive care has become more popular in Spain among medical students. We designed a survey to study this trend, assessing theoretical knowledge and factors which participated to the choice of anaesthesia, among first-year residents in the region of Madrid.

Methods

A survey was designed to evaluate the background, exposure to anaesthesia during medical school training, and motivation, followed by a test of knowledge based on 15 multiple choice questions. The questions were proposed to the seventy residents of the Madrid Autonomous Region who started their training program in 2022.

Results

60/70 (85,7%) residents answered the survey. Only 58,3% of respondents had studied in Madrid and 98,3% had chosen anaesthesia as their first option. During their medical degree, 65% of them had received theoretical lectures in anaesthesia and 66,7% did a clinical rotation. Choosing to specialize in Anaesthesiology was influenced by doing clinical rotations (p < 0,001), but not by receiving lectures (p = 0,88). When asked about the main reasons for selecting anaesthesia, the variety of technical skills available had influenced 76,7% residents, the width of knowledge 75% and the career opportunities 73,3% of residents. The median score for the knowledge test reached 13/15 of correct answers.

Conclusion

Most of our first-year residents did a clinical rotation during their medical degree and were exposed to their future specialty, which oriented their choice. When considering anaesthesia as a choice, technical skills was the most influencing factor.

Introduction

This study aims to adapt and assess the validity and reliability of the “Mes Outils de Travail Intellectuel” (My Intellectual Work Tools) scale for measuring learning strategies among Moroccan nursing students.

Subjects and methods

The validation study was conducted in the Marrakesh-Safi region of Morocco, utilizing the “Mes Outils de Travail Intellectuel” scale developed by Wolfs in 1998. To accommodate the Moroccan linguistic context, the scale was maintained in French, undergoing revision by local experts and pre-testing with 30 nursing students. Subsequently, it was administered to a comprehensive sample of 465 first-year undergraduate students for psychometric validation. Acceptability was evaluated by examining refusal rates, missing data, and item comprehension. Factorial validity was assessed through principal component analysis for each questionnaire construct, while reliability was determined using Cronbach's alpha coefficient.

Results and discussion

The questionnaire achieved a response rate of 98%, with no instances of misunderstanding or missing data. Principal component analysis facilitated the removal of irrelevant items and extraction of essential factors from the dataset. The reliability of the questionnaire constructs was satisfactory, with Cronbach's alpha exceeding 0.7. These findings affirm the efficacy of the adapted “Mes Outils de Travail Intellectuel” scale for evaluating learning strategies among Moroccan nursing students. Although the study is limited to first-year students, it establishes a framework for the instrument's application in the specific context of nursing education in Morocco.

Medical education's teaching and learning process evolves. This requires a change in instruction and assessment. An assessment's validity is threatened by poorly aligned tests or those with irrelevant variance. A well-designed test blueprint bridges gaps and integrates various education pillars, ensuring an accurate representation of learning outcomes and domains. This study reviewed the test blueprint approach in the relevant literature and highlighted its advantages in improving test measures, particularly those for validity and reliability. We searched MEDLINE/PubMed and Scopus for relevant articles; duplicates were eliminated, and those that met our eligibility criteria were chosen. For data extraction, a charting framework was created. Quantitative and qualitative data were reported and analyzed. Thematic analysis was performed for selected studies. To verify the selected studies, experts were consulted.

Out of 487 selected studies, 22 were included in the review, 18 of which focused on blueprinting design and implementation, and 4 of which used blueprinting to improve medical curriculum design and evaluation practices. The review comprised a qualitative study, 2 cohort studies, 8 cross-sectional studies, 6 quasi-experimental studies, 3 review articles, one of which was a practical guide for test blueprint design, and 1 case report. Finally, as evidenced by their findings, the majority of studies addressed the qualities of a good test, the primary threats to validity and reliability, the benefits, and the methodologies for designing test blueprints. Nonetheless, a lack of experimental studies was observed. Electronic blueprinting and a blueprint for programmatic assessment approaches were lacking and warrant additional research.

Introduction

Training students in non-clinical scenarios is necessary to prepare them for their encounters with patients.

Methods

An experimental prospective cohort research was conducted, with undergraduate students who performed a pretest, with previous theoretical instruction, then they were randomized into 3 groups, group 1 was accompanied by a surgeon, group 2 was accompanied by scrub nurse and group 3 practiced with videos. Subsequently, they performed a post-test, which was reviewed asyncronically by another surgeon, applying OSATS. In addition, students conducted surveys about their confidence.

Results

59 students participated, in the pretest the students behaved homogeneously. In the post-test, there was statistically significant improvement in all groups (p<0.001), with no differences between groups. Confidence in unsupervised suturing, instrument handling, and anxiety improved in all students at the end of the test.

Conclusion

It can be evidenced that involving technologies (videos) is equivalent to basic instruction by experts. OSATS is useful in formative assessment.

In conclusion, the method of instruction with video or accompaniment of experts are equivalent to the final result measured by the OSATS scale, as the perception of confidence of the students.

Palliative care is an “ethical responsibility of healthcare systems”. The WHO proposes undergraduate and postgraduate medical education as one dimension to assess its development in a country. In Latin America, 15% of medical schools have an undergraduate palliative care course. In Argentina, there is still no consensus on the essential content of undergraduate medical curricula.

Method

This study sought to reach a consensus on what an undergraduate curriculum in palliative medicine should look like in Argentina using the Delphi methodology (2019–2020). Sociodemographic data, profession, years of experience, university education, thematic content, pedagogical modality, study plan and hourly load were collected. Quantitative analysis was performed using percentages and mean values to indicate the level of agreement on 5-point scales. Interquartile ranges were calculated to provide indicators of agreement and consensus. Thematic content analysis was carried out.

Results

Two hundred fifty experts were convened, of whom 85 responded to two rounds of consultation. A high degree of agreement was reached on ten general, dynamic, and flexible recommendations adapted to different contexts. 98% considered it necessary to teach palliative care transversally and suggested a specific course contextualised to chronic patients and end-of-life situations. However, there was a tension between the traditional training model and competency-based education. Experiential learning is appropriate, but linking theory and practice was recommended.

Conclusion

For the first time in Argentina, a consensus of experts was reached, which defined a set of recommendations on content, teaching methodology, academic cycle and competencies in palliative care.

The Support Program for Medical Students of the Faculty of Medicine, University of the Vic-Universitat Central de Catalunya (UVic-UCC) offers students support throughout the entire Degree. This program aims to identify and address the student's needs which include any condition that impacts their academic development. As soon as these support needs are identified, they are assessed with a multidimensional approach -academic, psycho-emotional and personal situation- in order to determine an individualized action plan. The services offered by the Support Program for Medical Students include 3 approaches: 1) Optimization of the academic performance: group and individual orientation tutorials (study strategies and exam techniques); 2) Individualized psychological care, whether related to psychological or learning difficulties, or functional diversity; 3) Mentoring: monitoring and guidance in the curricular itinerary and in their personal and professional development. Th program provides information that allows for a much deeper understanding of the reality of the students and makes it possible to implement teaching changes that have an impact on improving learning and, also, mental health of the students.