Medical Science Educator最新文献

Objective: This study explored how native and nonnative study partners impact medical students' confidence, learning strategies, and perceptions of learning experiences in second language (L2) medical Dutch learning using Kolb's experiential learning framework.

Methods: Twelve third-year international bachelor medical students participated in a mixed-methods pre-post quasi-experimental design. Four students were paired with highly proficient native Dutch partners in a mixed group, and eight nonnative students formed pairs in a homogeneous group. The need satisfaction competence scale was used for pre- and post-tests, and individual interviews were analyzed for content and themes. Code co-occurrence and network analyses were carried out to identify the relationships between themes in the two groups.

Results: Common themes in both groups included a positive atmosphere, collaboration, and confidence. The mixed group prioritized language learning and motivation, while the homogeneous group emphasized interpersonal relationships and feedback-seeking behaviors. Nonnative students in homogeneous groups gained confidence, while confidence of those in mixed groups decreased, possibly due to comparing themselves with native partners. Homogeneous groups have communication focused collaborative strategies, while the mixed group emphasized personal growth with fewer drawbacks.

Conclusions: Our findings suggest that initiating the course with homogeneous nonnative student groups fosters collaboration and builds confidence among participants. However, to maintain motivation and further enhance language proficiency, it is advisable to introduce native Dutch partners at a later stage of the course. This approach allows students to benefit from both the positive collaborative atmosphere and interpersonal growth fostered in homogeneous groups, as well as the language learning and motivation gains associated with mixed-group experiences. Overall, our study highlights the importance of considering the stage of language learning and student needs in designing effective second language learning environments for medical students.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02138-1.

An increase in third-party commercial resources targeted towards medical students has led to substantial changes in the way students prepare for medical assessments. A systematic review and meta-analysis was conducted to identify the third-party resources most used by medical students. A total of 1056 citations were screened with 19 full-text studies included. Twenty-two unique third-party resources were examined, with meta-analysis revealing the three most used resources to be First Aid, UWorld, and Pathoma. Medical faculty should consider curriculum adaptation to better cater to the learning needs of students and institute systems that ensure equitable access to verified commercial resources.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02116-7.

Our study utilized Life101, a new self-assessment inventory, to assess changes in life skill competencies in students over the first year of medical school. Life101 employs nine scales centered around ubiquitous experiences to assess the relationships between beliefs and outcomes. Although not statistically significant, trends were revealed within the data.

Background: The long-term effects of use of the flipped classroom to teach geriatric medicine are still underexplored.

Objective: To investigate whether different educational interventions on geriatrics (i.e., flipped classrooms-FL and traditional lectures-TR) could have an influence on long-term attitudes and stereotypes among medical students compared to not having such exposure (control-CG) after 2 years of follow-up.

Method: An intervention study was conducted during the third year of medical school training. Two different educational strategies (FL and TR) were incorporated into a course of geriatrics. Students were evaluated at baseline, postintervention, and after 2 years of follow-up concerning their attitudes toward older persons (Maxwell-Sullivan, UCLA geriatric attitudes), empathy (Maxwell-Sullivan), knowledge and stereotypes (Palmore Facts on Aging), and self-reported opinions on older adults.

Results: A total of 216 medical students were included (68 CG, 72 TR, and 76 FL). At the 2-year follow-up, the FL had better scores than the TR on the Palmore Facts on Aging (d = 0.42); the FL had better scores than the control group for the Maxwell-Sullivan Attitudes (d = 0.40); and both the FL and TR had better scores for the Palmore Facts on Aging (d = 1.56 to 1.75) and the Likert items "preparedness" (d = 1.10 to 1.19), "knowledge" (d = 1.08 to 1.20), and "prescribing" (d = 0.33 to 0.40) compared to the CG.

Conclusions: Teaching geriatric medicine could impact the long-term outcomes of medical students and the way this teaching is delivered can influence students' learning.

Novel methods of bringing gross anatomy laboratory experiences into the lecture setting may offset decreased contact hours. The iOS and Android photogrammetry application WIDAR is a time and cost-effective method for generating 3D digital models of donor specimens for use in medical education.

Introduction: Medical sector students must be well-educated and competent to spread public awareness of antibiotics among the public to combat antibiotic resistance. This study aimed to assess the knowledge, attitude, and practice (KAP) of students regarding antibiotic use and resistance in Egypt.

Methodology: A cross-sectional questionnaire was specially designed and self-administered by final-year students (medicine (MS), pharmacy (PS), dentistry (DS), and nursing (NS)) during the last semester at nine universities.

Results: Among 1250 recruited students, with an 89% response rate, PS and MS showed the highest knowledge level, whereas NS scored the lowest. The study revealed some misconceptions and malpractices among students. Two-thirds of PS and NS, half of DS, and a third of MS believed antibiotics treat sore throats. Sixty percent of NS and DS were unaware that vancomycin treats methicillin-resistant Staphylococcus aureus. Over half of MS and NS and a third of DS and PS lacked knowledge of amoxicillin safety during pregnancy and breastfeeding. The prevalence of antibiotics self-medication (ABSM) was highest among PS (30%), followed by NS (27%) and DS (25%), while MS reported the lowest rate (16.6%). One-third of students preferred to use newer and more expensive antibiotics. Seven percent of the students used the local guidelines, 12% used the international guidelines as sources of information, and only 8% received relevant formal training.

Conclusions: The study found misconceptions and injudicious antibiotic use among medical sector students. Effective educational interventions and relevant training are needed to enhance their KAP on rational antibiotic use to minimize antibiotic resistance.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02117-6.

In 2020, the Dean of the University of Cincinnati College of Medicine created a college-wide task force to address inequities in the medical school curriculum. The task force consisted of four workgroups, each co-chaired by a faculty member and a student. This co-leadership model was chosen because it provided diverse perspectives and addressed the typical faculty-student power differentials. This co-leadership model balanced knowledge of medical education curriculum with the student experience. It also provided the opportunity for the co-chairs to take on new roles in leadership development: the student assumed a leadership role running the workgroup with guidance from the faculty member, while the faculty member gained insight and perspective on diversity and inclusion from the student. The purpose of this article is to describe our lessons learned during this co-leadership process.

Medical devices, 3D printing, and virtual reality are increasingly integral components of medical practice to improve patient outcomes. Physicians engage directly with clinical challenges but may need more training to develop innovations that prioritize patient-centered design. To bridge the gap, hands-on clerkships were implemented to develop foundational skills related to emerging medical technologies.

Feedback is an essential part of continuous quality improvement of cases used in medical curricula. This report describes results of qualitative analysis of feedback to elucidate what worked well and what needed improvement from the lens of our pre-clerkship medical students. Complexity, realism, and use of media were themes identified as strengths. Increasing the complexity, realism, and media as well as clarifying test results were themes for suggested improvements. While some feedback themes were similar across pre-clerkship years, others differed between first- and second-year students, likely representing the evolution of our learners.

Objectives: To summarize the evidence related to the experiences and challenges of International Medical Graduates (IMGs) in healthcare systems of English-speaking countries.

Methods: Following the PRISMA statement, we searched MEDLINE and EMBASE for all peer-reviewed articles using keywords including "international medical graduates," "foreign medical graduates," or "transition," from their inception to December 21st, 2022.

Results: In this review, we included 20 articles, comprising 17 descriptive studies and three quasi-experimental studies. These studies highlight the challenges centered around communication skills and languages including the use and meaning of slang, health system differences, cultural distinctions such as varying patient expectations, and the prevalence of biases and preconceived notions about IMGs.

Conclusion: This systematic review summarizes the current evidence related to IMGs' transition into healthcare systems in English-speaking countries. Despite the limited quality of available studies, several common issues were identified, including communication skills and language proficiency, cultural understanding, and system-related themes. To improve the experiences of IMGs and the quality of patient care, clinical educators, and residency program leaders may need to provide targeted needs assessments, focused orientations, and year-round programs.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02126-5.