Medical Science Educator最新文献

Developing effective teaching strategies relies on understanding factors that contribute to student learning. Two areas that are commonly considered in this context are study habits and student learning approaches. While study habits can encompass a wide range of behaviors, learning approach is often viewed on two scales: deep and surface. Although learning approach and study habits are interrelated, they are often looked at in isolation and their impact on student learning is not fully understood. With this in mind, we investigated the relationship between learning approach, study habits, and examination performance in a baccalaureate-level human anatomy course. The revised two-factor Study Process Questionnaire was used to determine student learning approach preferences. In addition, an in-house survey was designed to collect data related to the amount of time and distribution effort students used in preparation for examinations. Results indicate that students with a comparatively stronger reliance on a deep approach typically spent more time studying, but other study-related behaviors, such as how study time was distributed, were not consistently correlated with learning approach and learning approach itself was not a strong predictor of examination performance. The most notable finding related to examination performance was that students who increased the amount of time devoted to studying improved significantly, regardless of their learning approach. Overall, these findings highlight the complex nature of student learning and underscore the need to continue refining how learning approach is measured.

Objective: This study evaluates the effectiveness of a virtual reality (VR)-based empathy training program, augmented with a haptic glove, in fostering cognitive, affective, and compassionate empathy among audiology students for patients with hearing loss (HL) and manual dexterity limitations.

Methods: Using a mixed-methods design, two immersive VR simulation scenarios were developed to replicate challenges faced by patients with HL and impaired manual dexterity. Students participated in these scenarios while wearing Cambridge simulation gloves to restrict hand movement, simulating physical limitations. Pre- and post-intervention surveys assessed empathy using the Jefferson Scale of Empathy, alongside measures of immersion, usefulness, educational value, and adverse effects. Qualitative feedback provided insights into participants' reflections.

Results: Empathy scores significantly improved from pre- to post-intervention (Hedges' g = 0.50, 95% CI 0.061-0.915; P < .05). High levels of immersion (74-86%), perceived usefulness (87%), and perceived educational value (91-100%) were reported. Qualitative feedback highlighted the training's ability to engage students in the three key empathy dimensions.

Conclusion: The VR-based training, integrated with haptic Cambridge simulation gloves, effectively enhanced students' understanding of patient challenges related to HL and impaired manual dexterity. This innovative approach demonstrates the potential for fostering empathy in audiology education.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02403-x.

The landscape of public health education is transforming, and online learning technologies are rapidly being adopted. This narrative review examines how public health education has evolved by comparing traditional and online learning environments, focusing on how smart learning environments can enhance educational outcomes. The analysis is grounded in the community of inquiry framework, Gardner's theory on multiple intelligences, and the theory of self-regulated learning. This review first outlines the key competencies required by public health professionals, including epidemiology, health policy, and biostatistics, and then discusses how these competencies are taught traditionally. This description is followed by an exploration of online learning environments and the unique challenges faced by learners, such as the need for self-regulation and motivation. Smart learning environments should integrate adaptive learning technologies and personalized learning pathways to address these challenges and provide a more engaging and supportive learning experience. These technologies enable real-time feedback and customization of learning materials, allowing students to monitor their progress and adjust their learning strategies. Smart learning environments can also contribute to community and collaborative learning in online environments. Integrating smart learning environments into public health curricula can enhance student learning outcomes and prepare future public health professionals to navigate a rapidly changing digital world. The purpose of this review is to contribute to the ongoing discourse on the modernization of public health education by proposing a conceptual community of inquiry framework for smart learning environments, suggesting a balanced approach that leverages the strengths of traditional and online learning methods.

Over the past 50 years, there has been increased awareness of the importance of social determinants of health (SDOH) in undergraduate medical education (UME) curricula. Since the societal guidelines and accreditation standards started to address SDOH topics, it has further evolved to recognize the impacts of SDOH on the medical outcomes for our patients. Medical schools across the United States have been integrating SDOH content across the curriculum in response to expectations from accrediting bodies, guided by national organizations, and fueled by internal efforts of curricular reform and improvement. Since its inception in 2017, our college of allopathic medicine has made SDOH a major pillar in its vertically and horizontally integrated 4-year curriculum. To evaluate the depth and breadth of SDOH integration, we searched "eMedley," our curriculum management system, for content specifically addressing these topics. We identified various curricular activities integrating SDOH-related topics across all 4 years, including hands-on learning projects, as well as small-group discussions and large group discussions with a heavy emphasis on the clinical impact of SDOH. Based on our review of current trends and our experience, we recommend a progressive competency-based transition of SDOH learning and assessment across pre-clerkship, clerkship, and graduate medical education to ensure a meaningful longitudinal learning process.

Introduction: The purpose of this study was to determine whether exposure to musculoskeletal (MSK) ultrasound (US) enhanced medical students' knowledge and self-efficacy in understanding basic US principles, MSK anatomy and physical examination, and use of US to evaluate MSK structures.

Materials and methods: Forty-three second-year medical students were divided into control (n = 22) and experimental (n = 21) groups. All participants completed a pre-session self-efficacy questionnaire and were encouraged to view a recorded 20-min MSK US lecture. All participants then attended a physician-led 35-min MSK US hands-on scanning session covering the shoulder and knee. The control group took a multiple-choice assessment before the session, while the experimental group took the same assessment after the session. All participants completed a post-session self-efficacy questionnaire. After the session, the physician instructors attended a 30-min Zoom focus group.

Results: Participants' self-efficacy in understanding basic US principles, knee and shoulder anatomy, physical examination, and sonoanatomy significantly improved after the MSK US session (all p < 0.01). Participants who took the content assessment after the MSK US session outperformed participants who took the assessment before the MSK US session (p = 0.02). Qualitative open-ended question responses from students and instructor focus group discussion detailed strengths and shortcomings and proposed actionable improvements for future iterations of the MSK US curriculum.

Conclusion: When implemented at a point in the preclinical curriculum where US experience was previously absent, a single, focused physician-led 35-min US session covering the shoulder and knee is an effective adjunct educational tool for preclinical medical students to reinforce US basics, MSK anatomy and physical examination and improve self-efficacy in MSK US scanning.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02414-8.

Concepts in Online Resources for Accelerated Learning (CORAL), a 17 micro-eLearning collection, enhances medical educators' teaching through theory-driven design with a personalized dashboard and an automated ePortfolio. Expert and participant evaluations highlighted high levels of design quality, professional relevance, and instructional motivation. This innovation addresses pedagogical gaps by providing scalable, sustainable, and engaging online training tailored for busy medical educators.

Background: Interprofessional education, which gives students the opportunity to learn "about, with and from" other health professionals, is an important tool for teaching collaboration on interprofessional teams. While there exists a range of simulation, case-based, or procedure-focused interprofessional education activities for medical and nursing students within pediatrics, these activities do not typically occur in the clinical learning environment while students engage in patient care.

Objectives: We designed and implemented a novel hospital-based interprofessional education activity for teams of nursing and clerkship medical students within pediatrics.

Methods: Nursing students demonstrated nursing care activities at the bedside, while medical students explained the dynamics of patient rounds, decoding discipline-specific jargon for one another to promote understanding. The activity concluded with a 1-h debrief led by medical and nursing faculty. At the end of the session, students completed a self-assessment of interprofessional skills, and faculty evaluated student performance.

Results: A total of 45 medical and 42 nursing students participated in the activity and completed the survey between February 2022 and May 2023. Paired sample t-tests showed statistically significant differences (p < 0.001) in self-reported skills relating to communication, collaboration, and role understanding, with improved scores after the activity for both medical and nursing students. Qualitative data was positive and emphasized the importance of the experience.

Conclusions: This unique in-person, hospital-based interprofessional education activity was effective and well received. By facilitating real-time co-learning in the clinical learning environment, this activity allowed nursing and medical students to gain understanding and appreciation for their colleagues' contributions on interprofessional teams.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02411-x.

Professional identity formation involves adopting values that build patient trust, a process that can be disrupted by professionalism lapses. The transformative learning process suggests that successful remediation requires shifts in underlying assumption. This scoping review examines how literature exploring professionalism remediation integrates the transformative learning process. A MEDLINE and EMBASE search identified 76 relevant studies. Most studies align with the disorienting dilemma domain, focusing on contextualization of lapses. Reflective writing and mentorship are tools to promote insight and ownership. The transformative learning process supports deeper engagement beyond behaviorist models of remediation, warranting future research in structured applications of this framework.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02412-w.

This experimental study examines the efficacy of team-based reflection versus individual reflection in enhancing communication skills among second-year MBBS students. The impact of collaborative learning and reflection on professional development through teamwork was studied. Pre- and post-tests, teaching sessions, and individual and team-based reflective activities were conducted, analysis was done using SPSS 27, and reflections were marked through REFLECT rubric. Communication skills were taught to the whole class which was at the beginner level, followed by a pre-test to select and divide the sample. Both groups showed significant improvement in communication skills after their respective reflections (p < 0.000). These findings demonstrate that team-based reflection is as effective as individual reflection for enhancing communication skills and developing reflective capacities in medical students. This study offers valuable insights for educators and institutions aiming to implement innovative pedagogical strategies, particularly those using a team-based curriculum to cultivate reflective practitioners in the medical field. A team-based reflective approach could reduce the time spent checking students' reflections, as individual reflections are more time-consuming to track. Also, this approach could aid in providing collective feedback from students regarding their learning to the faculty and peer support to the students, which could pique their interest in an otherwise seemingly uninteresting but important task.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02405-9.