Medical Science Educator最新文献

Student participation in course evaluations is essential for curriculum improvement, but response rates have been declining at many institutions. After other strategies failed, the University of Minnesota Medical School made completing course evaluations a required professional expectation. This policy was developed through a system-level approach where input was solicited from many different stakeholders, including students. It is reinforced by student buy-in, clear communication, providing students with dedicated time for completing evaluations and the ability to opt out of completing any particular evaluation, and non-punitive follow-up meetings for non-compliant students. Response rates rose from about 50 to 94% in the first semester after implementation, with minimal pushback from students. This approach offers a scalable model for institutions seeking to improve response rates, ensuring more representative feedback to guide curriculum development.

The decline in clinical operational skills among recent medical graduates in China presents a pressing challenge, particularly in the context of the "Healthy China 2030" initiative. This study, which is a systematic review using the PRISMA method, systematically examines the contributing factors and potential solutions through a review of contemporary medical education methods, emphasizing the integration of traditional and digital approaches. This study aims to explore factors influencing operational skill acquisition, challenges in clinical training and assessment, and potential solutions identified in prior research, particularly through digital tools such as AI-assisted learning and virtual simulation. This study uses a theoretical framework centered on digitalized medical education, clinical skills training, and assessment methodologies, using content analysis to evaluate and generalize findings from peer-reviewed literature. The results indicate that while digital tools, such as simulation-based training and online platforms, improve student engagement and satisfaction, their impact on operational proficiency remains inconsistent. Traditional methods continue to dominate clinical training, underscoring the need for a blended approach that takes advantage of the strengths of both modalities. The findings also reveal systemic problems in China's healthcare education system, including insufficient clinical rotation opportunities, lack of standardized assessment frameworks, and socioecological factors such as policy constraints, teacher-student ratios, and economic pressures. This study identifies significant gaps in existing research, particularly the absence of a unified framework to evaluate clinical skills and the limited focus on the digital competencies of undergraduate students. Additionally, demographic factors, including gender and socioeconomic status, emerge as critical influences on skill development. Further analysis suggests that future studies should prioritize longitudinal evaluations of digital education's long-term impact on clinical practice, especially its application in actual clinical situations.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02407-7.

Background: Last hours of life (LHoL) care is crucial but often uncovered in training programs. Practical experience is essential for developing skills, and clinical simulations with standardized patients offer valuable learning opportunities. Despite their potential, research on LHoL simulations is limited. To address this gap, a LHoL simulated scenario (SS) was developed.

Objective: To analyze medical and nursing students' experiences after conducting a LHoL SS and its perceived impact on their professional development.

Methods: A qualitative study was conducted with students enrolled in a Palliative Care course during 2021-2022. A total of 187 sixth-year medical and 129 fourth-year nursing students were invited; 180 participated (93 medical, 87 nursing). Data were collected using open-ended questions and analyzed through thematic analysis with triangulation by five researchers, comparing and contrasting the experiences of medical and nursing students.

Results: Students' experiences were categorized into three main themes: (a) an overall positive experience which elicited emotions, (b) a realistic experience in a safe environment, and (c) a useful "learning" experience for future professional practice. Related to learning outcomes, students highlighted the following: (a) understanding the importance of the contribution of professionals at the end of life, (b) emphasizing the humanistic perspective, (c) providing clinical guidance, and (d) exercising introspective self-knowledge.

Conclusion: Completing a LHoL SS was defined as a positive experience by the students, providing a secure and reflective environment that offered a technical guide for addressing difficult situations while encouraging reflective engagement. This experience enhanced their awareness of human aspects above and beyond professional roles and offered practical guidance aligned with the goals of palliative care education and broader curricular standards.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02457-x.

Introduction: Introducing medical students to sustainable healthcare and planetary health concepts is essential to preparing future physicians for the growing environmental challenges that impact human health. This study evaluates the effectiveness of an online elective course on sustainable healthcare and planetary medicine, designed to align with established sustainable healthcare priority learning outcomes.

Methods: This study used a one-group pretest-posttest design to evaluate an online course on planetary health and sustainable healthcare for third-year medical students at Alexandria University. The community of inquiry (CoI) framework guided course development. A non-probability sample of 206 students was recruited. Due to the short-term nature of this study, evaluation focused on the first two levels of Kirkpatrick's model: level 1 (reaction) used a satisfaction survey to measure engagement and effectiveness, and level 2 (learning) used a 20-item pretest-posttest exam to assess knowledge acquisition. The pretest also captured students' perceptions of their prior knowledge and attitudes toward incorporating planetary health into medical education.

Results: Before the course, only 29.1% of students perceived they had sufficient knowledge of sustainability in healthcare, while 93.2% expressed a need for more education in this area. At the end of the course, all students passed the 20-item posttest, with a statistically significant improvement in posttest scores compared to pretest scores (p < 0.05). Students reported the highest satisfaction with clarity of grading criteria, achievement of learning outcomes, instructor communication, response time for feedback, and overall course quality.

Discussion: The findings align with outcomes reported in comparable courses, demonstrating consistent improvements in student knowledge and engagement in planetary health and sustainable healthcare education.

Conclusion: The online elective course on planetary health and sustainable healthcare significantly enhanced students' knowledge and was well received, as evidenced by high satisfaction ratings. However, areas for enhancement include improving multimedia content, expanding course topics, and providing additional supplemental materials.

Trial registration: Not applicable.

Precision medicine tailors treatment based on individual genetic, environmental, and lifestyle differences. A key component is pharmacogenomics, which informs drug response and guides personalized care. We developed a pharmacogenomics curriculum for healthcare students using constructivist principles and mastery learning assessment. Activities included case-based quizzes, real-world simulations, and team projects. Among 87 students completing the elective, average quiz scores rose from 42 to 90%, and students scored ≥ 85% on performance tasks. All reported improved ability to apply genomic data to patient care. Our model aligns with genomic EPAs and prepares students for clinical integration.

Introduction: Sense of belonging is described by Anant as a "personal and contextually mediated experience." For medical students, their personal characteristics, patient care settings, and interactions with healthcare team members inform their perception of belonging. Students are designated as members of healthcare teams; however, feeling a sense of belonging, while necessary to achieve self-actualization, is not automatic. This study explored senior medical students' sense of belonging in patient care settings, specifically in their interactions with team members.

Methods: In this qualitative study, investigators conducted focus groups with senior medical students at six institutions between February and May 2022. Investigators collected anonymous responses to reflective open-ended questions and demographics from participants at the close of each focus group. Author teams iteratively coded transcripts and written responses to generate themes.

Results: Students' sense of belonging was influenced by interactions with team members that acknowledged shared experiences of stress and suffering, prioritized connection with team members, delineated expectations of students, and supported student autonomy, along with other contributors like physical spaces and team member characteristics.

Discussion: This study explores interactions supporting medical students' sense of belonging in patient care settings. Results highlight the previously underreported contributions that collectively shared experiences of stress and suffering have on medical student belongingness. Participants' descriptions of experiences that promoted their sense of belonging form the basis for strategies to support a sense of belonging for medical students. These strategies may allow busy clinical teams to positively impact medical student belongingness.

Introduction: Self-directed learning involves identifying needs, choosing strategies, and setting goals. Emotional intelligence relates to this process by boosting learners' confidence and ability to learn independently in challenging situations. This study evaluates emotional intelligence in Tabriz dentistry students and explores its relationship with self-directed learning.

Method: This cross-sectional study was conducted on 98 dentistry students in basic science and clinical phases, and the Bar-On questionnaire for emotional intelligence and the self-directed learning questionnaire were used. The relationship between emotional intelligence and self-directed learning and its components was analyzed using an independent t-test. The effects of the sub-components of emotional intelligence on self-directed learning were examined through simultaneous regression across two educational levels: basic and clinical sciences. SPSS 19 was used, with statistical significance set at 0.05.

Results: The mean emotional intelligence was 70.44 ± 6.75 for basic science students and 73.05 ± 8.43 for clinical students, with no significant difference (p = 0.094). Interpersonal skills (p < 0.001) and adaptability (p = 0.048) were significantly higher in clinical students. Self-directed learning scores were 75.85 ± 7.96 for basic science and 74.30 ± 9.43 for clinical students, with no significant difference (p = 0.382). Planning skills (p = 0.001) and communication (p = 0.010) were significantly higher in basic science students.

Conclusion: Emotional intelligence among students in basic sciences and clinical courses showed no differences. However, intrapersonal skills and adaptability were notably higher in the clinical group. Self-directed learning did not differ between groups, although planning skills and communication were better in basic sciences. A relationship was found between emotional intelligence and academic performance in the clinical group but not in basic sciences.

Purpose: To evaluate the impact of commercial third-party resource (TPR) integration into a preclinical curriculum and examine student perspectives on integrated versus non-integrated TPRs.

Method: Rx Bricks™ (Bricks) was integrated as a preclinical content framework at the University of North Carolina School of Medicine for academic year 2023-2024. A single-group cohort study with multivariate linear and logistic regressions was used to assess the relationship between Bricks usage and academic performance. Cross-sectional voluntary surveys captured student resource use and perspectives.

Results: Among 206 students, median Bricks usage remained above 95% but declined from 90 to 63% in the lowest-usage quartile. Bricks usage was associated with a 0.46% (95% CI 0.07-0.84%) increase in National Board of Medical Examiners (NBME) test score per 10% of assigned Bricks opened. Of 118 students surveyed, 55% reported using Bricks daily; however, other non-integrated resources were also frequently utilized. Students rated non-integrated resources as more efficient and exam-relevant (p < 0.01) than integrated resources, though ratings of accuracy and clinical relevance were similar.

Conclusions: Bricks usage was associated with modest academic benefits, but integration did not eliminate students' preference for non-integrated resources. Integration does not resolve tension between the formal curricula and TPRs, but it may enhance faculty resource allocation.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02456-y.

Introduction: Self-regulated learning (SRL) and self-directed learning (SDL) are widely studied in education, but debates about their relationship have hindered effective measurement in practice. The recently introduced SELF-ReDiAL framework (self-regulated and self-directed aptitudes of learning) addresses this by framing these as adaptable learning aptitudes, integrating SRL features and insights into SDL. Using this framework, we developed and validated a new tool to assess SELF-ReDiAL-particularly valuable for health students and professionals requiring lifelong learning-bridging educational theory and practice.

Methods: Guided by the SELF-ReDiAL framework, a 30-item questionnaire was developed and administered to students in health-related disciplines across Australia, New Zealand, the UK, and Canada. Exploratory and confirmatory factor analyses (EFA and CFA) assessed the scale's content and construct validity.

Results: Overall, 315 responses were analysed (mean age: 23.20 ± 6.73 years, range: 17-58), including 241 women, 70 men, and 4 individuals using other gender terms. Following EFA, 20 items were retained, yielding a four-factor model: 'Inquisitiveness' (31.17% variance explained), 'Accomplishment' (4.46% variance explained), 'Implementation' (4.11% variance explained), and 'Independence' (2.54% variance explained). CFA confirmed model fit (χ ² = 374.334, df = 164, p < 0.01, χ ²/df = 2.283; CFI: 0.91, TLI: 0.896, RMSEA: 0.064, SRMR: 0.0523). Both Cronbach's alpha and composite reliability closely met the threshold for all factors.

Discussion: The SELF-ReDiAL model offers a comprehensive perspective on learners' ability to take ownership of their learning when addressing gaps in professional knowledge. In health education, assessing SELF-ReDiAL helps identify influencing factors and informs strategies to enhance these aptitudes, prompting lifelong learning and ensuring high-quality patient care.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02454-0.

Introduction: As coaching increases in Academic Health Centers (AHCs), a deeper understanding of its benefits is needed. One gap is understanding potential impact on coaches themselves. As coaching is grounded in principles of Appreciative Inquiry (positivity begets positivity), coaching may also benefit coaches. Answering this question will allow for broader assessment of return on investment of coaching programs.

Methods: The authors developed an electronic survey using the theoretical framework of appreciative inquiry, collecting demographics and elements of the burnout scale rating (BSR), value of work rating (VWR), job satisfaction rating (JSR), and free-text benefits of being a coach. Using convenience sampling, the survey was distributed to coaches of physicians through author affiliations with coaching groups and listservs from the Association of American Medical Colleges (AAMC) Group on Faculty Affairs (GFA), an international coaching organization, and an AHC coaching group. Quantitative data were descriptively analyzed. Free-text answers underwent inductive thematic analysis.

Results: Eighty-nine of 433 survey viewers (21%) completed it. The majority feel valued, experience minimal feelings of burnout, and endorse job satisfaction. Analysis identified three major benefits: personal fulfillment, interpersonal benefit, and professional growth and advancement.

Discussion: Coaching positively impacts coaches themselves, adding evidence for its use in AHCs. Many coaches find their work deeply fulfilling as it aligns with their values, enhances self-awareness, and improves their wellbeing by fostering mindfulness and personal growth. Additionally, coaching strengthens their communication and leadership skills leading to better interactions with patients and trainees, professional development, and more effective leadership.