Medical Science Educator最新文献

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.

Introduction: Social media has numerous academic and professional benefits and is increasingly valued within healthcare. MedTwitter is an online community of medical professionals on the X platform (formerly Twitter). Despite MedTwitter's numerous benefits and far-reaching users, few medical schools teach students about this resource. We addressed this educational gap by implementing a MedTwitter curriculum designed for medical students.

Materials and methods: Utilizing the principles of Adult Learning Theory (ALT), we developed a 10-h, virtual, self-paced curriculum introducing medical students to MedTwitter and its applications within medicine and education. The curriculum included primary literature, expert commentary, select MedTwitter content, original slideshows, and hands-on MedTwitter activities. Surveys collected qualitative and quantitative data regarding interest, knowledge, perceptions, and comfort with MedTwitter before and after course completion.

Results: Forty-three pre-clinical students voluntarily registered; only 26% had used MedTwitter previously. Pre- and post-course surveys showed significantly increased perception of MedTwitter as a valuable resource, intent to increase MedTwitter utilization, and significantly higher comfort with MedTwitter skills. Learning objectives were achieved, determined by survey results, group discussion responses, and products of course activities. Networking and learning were frequently cited benefits. Most responded positively to the self-paced, virtual design.

Discussion: A short, virtual, self-paced MedTwitter curriculum for medical students addressed an important educational gap regarding a valuable resource for medical students. It was well-received and achieved learning objectives, supporting our use of ALT.

Conclusions: Our MedTwitter curriculum, designed using ALT, was well-received, effective, and potentially adaptable for other platforms and healthcare professions.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02122-9.

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