Medical Science Educator最新文献

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).

Objective: Describe a student coproduced curriculum to lay the foundation for professional identity development (PID).

Methods: Occurring during the introductory course of medical school, the Grab Bag Activity (GBA) is coordinated by upper-level students to offer informal, self-selected activities sponsored by upper-level students or faculty for incoming first-year students. Various levels of relationship are fostered: student to peer, student to near-peer, and student to faculty. Role-modeling, self-reflection, and coproduction of curriculum occur in these relationships.

Results: Participation has grown over the years of offering the GBA. Formal student feedback suggests perceived value of this activity. Students report increased confidence in communication, wellness, and career advancement awareness after involvement in the introductory course (including the GBA).

Conclusion: This large-scale, student coproduced GBA lays the foundation of PID through building community and fostering role-modeling between students and faculty. A detailed assessment of GBA is needed to further define the benefit perceived from students.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02100-1.

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.

Objectives: We explored whether gender differences in burnout and work engagement characteristics among residents changed after the representation of female physicians has surpassed the 30% threshold of critical mass between 2005 and 2015, as well as if these gender differences are influenced by working in a surgical versus a non-surgical specialty.

Methods: This study used data of two questionnaire surveys on the well-being of Dutch residents, collected in 2005 (N = 2115) and 2015 (N = 1231). Burnout was measured with the validated Dutch translation of the Maslach Burnout Inventory, covering the characteristics emotional exhaustion, depersonalisation and personal accomplishment. Work engagement was measured with the Utrecht Work Engagement Scale, covering the characteristics vigour, dedication and absorption. Gender differences in residents' engagement and burnout characteristics in 2005 and 2015 were analysed using hierarchical regression analyses. Factorial analyses of variance were used to compare gender differences in residents' burnout and engagement characteristics in general surgery with those in internal medicine.

Results: In both years, female residents reported higher emotional exhaustion, lower depersonalisation, personal accomplishment, and vigour than males. These gender differences were similar in general surgery and internal medicine.

Conclusions: This study demonstrated unchanged gender differences in burnout and work engagement characteristics among residents after 10 years of demographic feminisation (increasing female representation), indicating higher risk for burnout and lower work engagement among females, both in surgical and non-surgical specialties. In view of the ever-increasing number of female residents, educators and hospitals need to create supporting work environments that safeguard residents' well-being.

Patients seen at student-run free clinics are often limited in the extent of services they can receive through these outpatient clinics. We initiated a student-led program assisting patients to apply for the local county hospital's fee assistance program, facilitating access to a wider range of healthcare services for a reduced cost.

Objectives: Many physicians today struggle to learn the complexities of the biological basis for evidence-based medicine. To bridge this gap, the Medical Scholar Research Pathway Program (MSRPP) founded in 2019 prepares medical students for analytical reasoning and critical thinking while engaging in faculty-mentored research projects in a community-based public medical school.

Methods: MSRPP is an application-based extracurricular research program, designed for novice and experienced medical students. Three distinct pathways offer ample opportunities for pre-clinical and clinical students to participate in research on a flexible schedule. The program director guides students in one-on-one coaching meetings to set achievable goals with their faculty mentor, and plan their research deliverables, considering their interests and residency plans.

Results: We report the implementation of a multi-year and multi-campus research training program for medical students across five campuses. Our results show that five class cohorts (2021-2025) of MSRPP students were twice as likely to seek formal research support than students not in the program. MSRPP students continuously growth their self-confidence to disseminate their research by practicing oral communication in monthly Launch talk research reports and bi-annual research conferences. Moreover, students report they learn technical communication skills and feel inspired to participate in research by interacting with invited faculty seminars. MSRPP students have a significantly higher scholarship output as compared to non-MSRPP students. Early indicators show that students that participate in formal research programs have a measurable difference for matching into competitive residencies.

Conclusions: MSRPP students report that they have gained research competencies and technical skills to establish a baseline to promote their future research engagement. This study provides other peer medical schools with strategies to create the infrastructure to support and promote medical student research.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02098-6.