Medical Science Educator最新文献

The negative influence of the hidden curriculum in medical education is often foregrounded in the literature. This scoping review explores the positive influence of the hidden curriculum on medical student's learning, offering recommendations to harness its potential for teaching and learning. Following Arksey and O'Malley's six-stage review process, four themes were developed: positive role-modelling, supportive team environments, positive institutional culture, and navigating ambiguity. These factors shape the positive influences of the hidden curriculum, influencing students' implicit learning. By acknowledging the diverse aspects of the hidden curriculum, faculty and clinical teachers can prepare students to critically reflect on their learning experiences, recognizing the positive influences that enable learning and shape their identities as professionals.

Academic advising in medical schools is crucial for student success, offering support in academic, professional, and personal development. This paper examines the advisor's role, highlighting challenges such as blurred boundaries, increased expectations, and the impact of digital communication. Despite high student satisfaction, advisors face time constraints and insufficient compensation. The paper calls for a better understanding of the advisor role and strategies to support them effectively.

We describe the construction of a homemade laparoscope that undergraduate and medical students can use to learn abdominal gross anatomy from a different perspective. Students can also explore basic concepts in the laparoscopic procedure. This reliable and low-cost instrument can reduce the learning gap in low-resource universities.

Purpose: Graphic medicine provides a unique method for medical students transitioning to clinical rotations to express their sentiments.

Materials and methods: In total, 36 cartoons created by 248 third-year medical students to represent their transition to clinical rotations in 2018-2019 were qualitatively analyzed for tone and common thematic elements.

Results: Twenty-four (67%) of these cartoons were coded as negative, eight (22%) were mixed, and four (11%) were positive. Common themes present were the use of horror imagery, feelings of inadequacy, and time pressure.

Discussion: Analysis of graphic medicine provides educators an opportunity to reflect and incorporate ways to address the problems highlighted.

Introduction: This study aimed to evaluate the impact of infographics and social media threads (SMT) on academic performance in the Musculoskeletal Medical and Surgical Pathology (MMSP) course. Additionally, gender differences in the effectiveness of these tools were examined.

Methods: A within-subject educational intervention study was conducted over three academic years, involving 459 fifth-year medical students. Infographics and SMT were exclusively provided for the rheumatology section of the MMSP course, while no additional tools were offered for the traumatology section, serving as a control. Students completed a final exam comprising multiple-choice questions (MCQs) for both sections. Survey data were collected to assess tool usage and perceptions (completed by 84.1%). Statistical analysis included Mann-Whitney U, Kruskal-Wallis, and Jonckheere-Terpstra tests with Z-score standardization.

Results: The use of infographics significantly improved standardized scores in rheumatology MCQs (p = 0.035), particularly among male students (p = 0.046), while no impact was observed for traumatology section. SMT showed limited association with improved performance. Surveys indicated that 86% of students found infographics helpful for studying, and 85% would recommend them. In contrast, SMT received lower ratings, with 44% of students finding them useful for studying.

Conclusions: Infographics effectively enhanced academic performance, with gender-specific variations in impact. In contrast, SMT had limited influence. These findings suggest that infographics are effective supplementary tools in medical education, especially when designed to align with diverse learning preferences. Further exploration of SMT's potential and development of gender-inclusive teaching strategies is warranted.

Graphical abstract:

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02384-x.

Graduate health professions students have experienced increased stress, anxiety, depression, and impostor phenomenon with higher rates of burnout and poorer career satisfaction. Evidence suggests an increasing prevalence of impostor phenomenon in medical students, dental students, and nursing students, but there is little to no research on the prevalence of impostor phenomenon in student physical therapists. The purpose of this quantitative study was to identify prevalence and severity of impostor phenomenon in student physical therapists and assess whether a relationship exists between impostor phenomenon and self-compassion in student physical therapists. Thirty-nine student physical therapists completed an online survey assessing impostor phenomenon and self-compassion scores using the Clance Impostor Phenomenon Scale and the Self-Compassion Scale. Descriptive and non-parametric inferential statistics were used for data analysis. Results indicated 100% of student physical therapists experienced moderate to intense levels of impostor phenomenon. A scatter plot and Spearman rank test indicated a strong negative correlation between impostor phenomenon severity and self-compassion. Results of this study are the first indicating student physical therapists experience higher prevalence and severity of impostor phenomenon than peer graduate health profession students. Additionally, results of this study indicate an inverse relationship exists between impostor phenomenon severity scores and self-compassion scores. Future studies should expand on this work to assess the impact of self-compassion training to reduce the prevalence and severity of impostor phenomenon in student physical therapists.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02386-9.

Background: Despite intravenous cannulation being an essential skill for many health care professionals, the training received prior to cannulating a patient is variable. Simulation is one way to refine cannulation skills, whilst minimising potentially harmful novice attempts on patients and the associated emotional burden on the learner. Unfortunately, simulation models are not always available in the clinical environment, leading to loss of skill prior to performance.

Approach: We created a training package with a novel simulation model that is quickly constructed from inexpensive equipment that is readily available in the clinical environment. To complement the model, we produced six-step instructions and video demonstrations. Pre- and post-intervention questionnaires were used to evaluate the impact.

Evaluation: In total, 67% (26/39) reported increased cannulation confidence after using the package. Comparison of cannulation success rates on real patients before and after demonstrated an increase in first-pass success from 50% (4/8) to 91% (10/11). All learners found each component of the training package to be useful and 95% (41/43) intend on using it again.

Implications: Together, the six-step instructions, hand model, videos, and trainer feedback provide a complementary training package that can be used to increase cannulation experience, confidence, and success immediately prior to cannulating a patient. The equipment for assembling the model is inexpensive and readily available in clinical environments, offering increased simulation opportunities, even in resource-poor environments.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02378-9.

Master of Health Professions Education Programs (MPHEs) have been increasing in number since the founding of the first in 1967. In that time, relatively little work has been done to show the impact of these programs on participants' careers. All alumni (n = 38) of the Yale School of Medicine (YSM) Master of Health Science Medical Education Track (MHS Med Ed) were invited to participate in the study, which consisted of interviews and CV analysis to explore the impact of the program. Thirteen participants enrolled in the interview portion, representing each of the program's cohorts. Ten alumni from the classes of 2018, 2019, and 2020 participated in the CV analysis. For the CV sample, we only included alumni with CVs that featured at least 2 years post-graduation to ensure there was sufficient data for post-program CV analysis. We found that participants' promotions, academic productivity, educational leadership roles, and other measures of career advancement such as honors, journal service, and invited speaker engagements increased after program completion. In addition, enhancement of research skills, networking, mentorship opportunities, feelings of legitimacy, and educational skill development emerged as significant mediators identified by alumni. These outcomes all benefited from the protected time allotted to participants. Despite a small sample size, this study builds upon results from the few other studies in the field and demonstrates that this program is an effective way for medical educators to enhance their careers, and develop skills, knowledge, and research in education. Furthermore, these results may demonstrate that other MPHEs may be an effective way for clinician educators to hone their skills and advance in their fields.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02375-y.

Introduction: The transition of the United States Medical Licensing Examination (USMLE®) Step 1 to pass/fail has increased the perceived importance of Step 2 Clinical Knowledge (CK) scores, making effective exam preparation increasingly important. Our study characterizes Step 2 CK resource usage patterns and analyzes their relationship with scores.

Methods: Data from an anonymous, retrospective survey of fourth-year medical students from the Mercer University School of Medicine (MUSM) and the University of Alabama at Birmingham Marnix E. Heersink School of Medicine (HSOM) were analyzed to assess their study resource utilization patterns and self-reported Step 2 CK scores.

Results: A total of 275 students reported average usage of 4.4 resources, including 1.6 question banks (Qbanks), 1.2 video, 0.6 podcast, 0.5 flashcard, and 0.6 print resources. All but one used Qbanks; all used digital resources, while 42.1% also used print resources. The mean Step 2 CK score of 247.3 (SD = 12.8) mirrored national averages. Total resources used did not impact scores significantly. Using 3 + Qbanks was significantly associated with lower scores. Video usage corresponded to lower scores. Students using no print resources scored significantly higher. Podcast and flashcard usage had no significant associations. The most popular resources were UWorld (97.7%), Anki (50.3%), Divine Intervention (50.3%), and AMBOSS (49.7%).

Conclusion: Medical students accessed diverse resources for Step 2 CK preparation but focused on commercial question banks most frequently and print materials minimally. Students should avoid resource overload and emphasize active learning with 1-2 Qbanks and use other materials judiciously, building upon past course work to enhance Step 2 CK scores. Ongoing monitoring of study resource usage can guide a school's academic coaching, curricular decisions, and resource acquisition.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02362-3.