Medical Science Educator最新文献

Students in health professional studies are often faced with the daunting task of memorizing large volumes of information in a limited time. Gross anatomy is usually the first course students may take in their curriculum, and the volume and complexity of anatomical information students must memorize, including muscle names, become overwhelming. Here, we outline a teaching method and pedagogical application of self-retrieval in gross anatomy courses, where students were provided with a number system that served as goals and cues for easy retrieval of muscle names for different anatomical regions.

[This corrects the article DOI: 10.1007/s40670-024-02098-6.].

Introduction: Medical education utilizes standard clinical practice and recommends clinical algorithms to inform trainee curricula. The use of race and ethnicity as a medical screening tool impacts medical outcomes by associating race with genetics without considering that race incorporates social, economic, and cultural variables that influence outcomes.

Methods: To evaluate underlying factors contributing to differences in hypertension prevalence, control, and treatment recommendations across race/ethnicities, a 2-week elective course was developed for third- and fourth-year medical students. In this elective course, students performed self-directed literature-based research on hypertension health disparities. We then developed three videos that addressed the racial/ethnic impact on hypertension prevalence and control and incorporated the students' research findings. The videos were presented at a lunch-and-learn session, open to medical students and health professionals, that was focused on healthcare inequities in hypertension. Pre- and post-session survey data was collected to assess how the discussion changed participant knowledge and impressions of the role race plays in hypertension prevalence, control, and treatment.

Results: Survey results denoted that 100% of lunch-and-learn participants increased their understanding of the impact of health inequities on hypertension. Overall, there were significant differences in knowledge gained and understanding of health disparities that influence hypertension treatment across participants from all genders and racial or ethnic groups. Notably, pre-session survey results indicated that participants tended to agree that treatment guidelines incorporating race improve equity in the treatment of hypertension whereas post-session results showed that participants were less likely to agree with this assertion.

Conclusions: Developing educational opportunities to discuss health inequities can influence perceptions of patient care.

Purpose: Problem-based learning (PBL) is an established learning method in medical education that uses small groups to address a "problem" in the form of a patient's medical condition. Compared to lectures, there is compelling evidence that PBL performs better in numerous areas including student basic knowledge and satisfaction. Inquiry case (IQ) learning is a modified form of PBL, which can be described as faster-paced and requires more student responsibility. Here, a novel strategy to transition students from the PBL to IQ format is introduced that can be adopted by other programs engaging in PBL.

Method: Students already engaged in PBL were introduced to the IQ format through participation in a series of hybrid PBL/IQ cases. A voluntary, anonymous survey about the hybrid system was conducted with two cohorts of students. The timing of the survey was after engaging in IQ learning following completion of the PBL/IQ hybrid system.

Results: Eighty-seven of the 103 (84.47%) students completed the survey. Regarding the approach to IQ learning, students in a leader position (66.28%, n = 57) used journal articles as resources more than non-leaders (54.65%, n = 47) (p < 0.05). Qualitative data analysis provided insights into the biggest challenges students face as IQ learning leaders (activity creation (40%, n = 52/130 responses)) and non-leaders (level of preparedness (46%, n = 37/80 responses)). Survey responses also reported the positive impact the PBL/IQ hybrid system had on their success in IQ learning.

Conclusions: This PBL/IQ hybrid method addresses the biggest challenges faced in the IQ format as leaders and non-leaders, including preparedness, time management within the sessions and in preparing for the sessions, and creating the learning experience for the second day of cases. Additionally, the hybrid approach assisted students with their transition to increased student responsibilities in the IQ format, while allowing them to develop successful strategies for success in IQ learning.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02097-7.

Crossword puzzles have been utilised as a means of health professions education (HPE) gamification. A systematic review conducted in accordance with PRISMA guidelines was performed to evaluate the educational impact and describe the characteristics of crosswords in HPE contexts. Twenty-nine studies fulfilled inclusion criteria. Crossword puzzles are an enjoyable learning activity and provide positive educational impact. The available evidence suggests crossword puzzles increase student knowledge on objective measures.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02085-x.

To prepare for the complex and evolving world of clinical practice, medical students must acquire a large body of knowledge, become proficient pursuing self-directed learning (SDL), and learn to collaborate effectively in teams. We propose an innovative educational approach that fosters these competencies and was inspired by both SDL and team-based learning (TBL), called self-directed-team learning (SDTL).

We describe the development of two formats of a Students as Teachers (SaT) program that was designed to train fourth-year medical students as near-peer teachers in the pre-clinical classroom. This program has served 191 students since its inception in 2017 through a 2-week credit bearing elective or an evening workshop series. We describe key elements of the courses and positive outcomes of our program within a learning communities' framework. We present these data for other institutions interested in creating their own SaT program.