Journal of Medical Education and Curricular Development最新文献

Objectives: Near-peer advising (NPA) is an effective intervention to address gaps in medical education by pairing advisees with advisors of similar social, educational, and professional levels.

Methods: We implemented an NPA program within a core obstetrics and gynecology (OBGYN) clerkship. The near-peer advisor's role was to lead orientation sessions, send clerkship resources, provide mid- and end-clerkship in-person check-ins, and serve as a feedback liaison between students and clerkship leadership. A postclerkship survey explored how the NPA program impacted clerkship students' learning and experience including setting up for clinical success, implementing feedback, developing an organizational system, providing study resources, navigating interpersonal relationships, and understanding clerkship logistics. Descriptive statistics were reported and qualitative themes were identified using content analysis.

Results: At the three clerkship sites there were 179 students who completed the OBGYN clerkship between February 2022 and March 2023. Of those, 36 (20.1%) completed the postsurvey and 22 (61.1%) of clerkship students reported the NPA program had a positive impact on their clerkship experience. The program helped students perform successfully in clinical settings (n = 18, 54.5%), implement feedback (n = 9, 27.3%), develop an organizational system for studying (n = 13, 39.4%), access study resources (n = 19, 57.6%), navigate interpersonal relationships (n = 7, 21.2%) and understand clerkship logistics (n = 14, 42.4%). Qualitative themes included clearer orientation, improved studying preparedness, and providing safety-net resources.

Conclusion: The majority of clerkship students found NPAs a useful resource to assist them in effectively participating in the OBGYN clerkship, developing an organizational system of learning, and navigating team dynamics. NPA interventions are a feasible, effective, and accessible method to improve student experience in the core OBGYN clerkship.

Objectives: Simulation is an effective teaching method that improves learner competence and confidence. Optimizing group size balances efficiency without sacrificing efficacy. While simulation technology is widely used in medical education, no standard for learner group size exists. This study investigates the optimal group size for simulation, aiming to identify best practices that maximize efficiency and efficacy in learning environments.

Methods: This systematic review adheres to Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. A team of emergency medicine educators screened citations and reviewed relevant full-text articles. Inclusion criteria focused on group sizes with the best outcomes. Quality assessment employed the Medical Education Research Study Quality Instrument approach to evaluate evidence.

Results: Thirty-four articles were identified; 17 were deemed relevant for full-text review. The studies varied in methods, including prospective and retrospective reviews, mixed methods, and randomized controlled trials. Smaller groups improved outcomes, with an ideal size dependent on learning objectives. Five studies suggested groups of up to 4 learners were optimal, with mixed results on the exact number. One study identified 6 as the ideal group size. Debriefing was effective in larger groups, while procedural skills were best taught in groups of 2 to 4 learners.

Conclusion: This review suggests smaller group sizes are more effective for efficiency, knowledge, and confidence. For procedural skills, groups of 2 to 4 are most effective, and effectiveness declines with more than 6 participants. Smaller groups allow for more hands-on learning and cognitive engagement. While clinical skills can be taught in larger groups, learners favor smaller groups for debriefing and complex scenarios. Effective curriculum planning should account for available resources, the type of simulation, and the material being taught, with group sizes adjusted to optimize learning outcomes.

Background: The goal of clinical practice is to bridge the gap between theory and practice by preparing students to apply their classroom-based knowledge and skills to real patient situations. However, clinical practice faces many challenges based on the setting and infrastructure of the country's clinical learning environment. This qualitative study focused to explore the challenges faced by Medical Radiology technology students and instructors during clinical practice at Hawassa University.

Methods: A qualitative exploratory approach was conducted from June 15, 2022, to July 15, 2022. The participants consisted of 28 medical radiology technology students and 8 medical radiology technology instructors. The participants were selected using a purposive sampling technique, and data were collected using semi-structured open-ended questions. Focus group discussions and in-depth interviews were audio-recorded, and notes were also taken. The audio-recorded data were transcribed, translated, coded, categorized, and conceptualized into 4 major themes using thematic analysis and ATLAS ti.7.

Results: In the study, we conducted a thematic data analysis to identify 4 key themes that emerged from the data. The findings revealed that department-related factors, clinical learning environment factors, clinical supervision-related issues, and poor pedagogical approaches negatively impacted the clinical experiences of radiology technology trainees.

Conclusion: The study revealed significant challenges faced by radiology technology students during clinical practice in the study area. These included insufficient supervision, disorganized training, inadequate equipment, and overcrowded clinical settings. To enhance students' clinical competence and future radiography skills, the curriculum and clinical training model should be revised to better integrate theory and practice. Establishing supportive clinical learning environments through improved supervision, structured protocols, adequate equipment, and reasonable patient loads is crucial for developing radiographers who can use radiology technology equipment safely and appropriately.

Background: Reflexivity enables individuals to analyze a situation based on past experience to develop other ways of thinking and perspectives for action. Reflexivity is therefore crucial for the improvement of professional practice. In medical education, recent studies have identified patient engagement as a promising strategy for fostering reflexivity in students; however, few evaluative studies have explored such a link. This article describes the reflexive effects of an intervention that engages patients in small-group discussion workshops about ethical, moral, and social issues arising from practice (as part of an undergraduate medical course at Université Laval) and presents the main processes involved in producing these effects.

Methods: The study subscribes to a qualitative case study design. Cases are three groups that received the intervention in winter 2021. Data collection involved semi-structured interviews and non-participatory observation. Analysis entailed within-case and cross-case analysis. The study mobilizes Sandars' proposition of a three-stage reflexive process which is enhanced with other models of reflexivity.

Results: The main reflexive effects and processes involved: (i) better understanding disembodied theoretical content, (ii) awareness of the limits of the clinical view for grasping complex situations, (iii) questioning one's convictions about the self and the profession, and (iv) awareness of the patient-doctor social distance. When considering concrete implications for action, reflexive effects refer to a patient-centered approach, implying other ways of doing, being, and thinking as a physician.

Conclusions: This study was an opportunity to identify patient engagement in discussion workshops as a promising avenue to foster medical students' reflexivity and to better understand its whys and hows. It sheds new light on patient engagement's relevance and value in medical education. By identifying factors influencing the reflexive process, it also provides concrete support to medical schools wishing to commit to transformative educational postures and approaches involving patients.

Background: The incorporation of video-based resources into medical education has become common practice in many middle- and high-income countries. This study aimed to assess the knowledge, usage, and receptivity of video-based learning among medical students in a resource-limited setting in Nigeria.

Methods: A mixed-method approach was utilized, involving both quantitative and qualitative data collection among fourth, fifth, and sixth-year medical students. Sampling was conducted via simple random selection, and data were collected using questionnaires and focus group discussions. Quantitative data were analyzed using SPSS version 21 for descriptive statistics, while thematic coding was applied to qualitative data using NVivo.

Results: A majority (79%) were aware of video-based learning, with YouTube being the most used platform. However, barriers such as high data cost (79.7%) and poor internet connectivity (77.2%) limited utilization. Qualitative analysis highlighted the value of flexible, engaging content in learning and restructuring of existing curriculum to maximize the benefits of videos but raised concerns about standardization, patient privacy, and infrastructure.

Conclusion: Although students recognize the effectiveness of video-based learning, its integration into medical curricula requires addressing barriers such as internet access and content quality. Institutional support is critical for maximizing its potential.

Background: Traditional anatomical education often lacks clinical application. This study aimed to investigate the feasibility of clinical-relevant education in the anatomy curriculum.

Methods: A total of 109 4th-year and 5th-year undergraduate medical students, including 8 international students, completed the questionnaire. The questionnaire comprised 20 questions divided into 5 sections, resulting in 109 responses collected for all questions. Students enrolled in the 5-year program at Guizhou Medical University in 2019 (n = 27) and 2020 (n = 30) were included in the clinical-relevant education evaluation in the anatomy curriculum.

Results: The questionnaire return rate was 100%. Approximately 40.4% of undergraduate medical students expressed neutrality or dissatisfaction with the traditional anatomy teaching methods. Most students felt that the methodology overly emphasized theory while neglecting clinical experience. Over half had not taken advantage of clinical opportunities offered by the university, and only 58.7% felt adequately prepared with anatomical knowledge for clinical work. Forty-four percent had not systematically reviewed the dissection laboratory after starting clinical practice. However, the majority strongly supported the need for clinical experiential education, with abdominal surgical observation being the most preferred type. In the "Human Anatomy" course, average daily scores for students enrolled in 2019 and 2020 were 89.6 ± 1.4 and 90.9 ± 2.3 (P < .05), respectively. For "Regional Anatomy" averages were 88.8 ± 3.6 and 91.5 ± 0.7 (P < .001). The final scores for "Human Anatomy" were 67.7 ± 10.6 and 81.0 ± 7.6 (P < .0001), while "Regional Anatomy" scores were 92.4 ± 3.9 and 96.3 ± 3.0 (P < .0001).

Conclusions: This study highlights students' dissatisfaction with their anatomical knowledge and the traditional anatomical education. Our reform demonstrates the positive impact of the clinical-relevant learning anatomy curriculum we are currently implementing.

In this reflective essay, the author explores the parallels between climbing El Capitan, a 3000-foot granite monolith in Yosemite Valley, and his medical education, with a focus on how Knowles' andragogical model of adult learning shaped his approach to both. Drawing from his experience as an adult learner, he examines how the principles of self-directed learning, experiential learning, and motivation apply both to scaling a challenging rock face and to the demands of medical school. He reflects on how understanding the relevance of learning, taking ownership of progress, integrating previous experiences, and maintaining intrinsic motivation were key to success in both endeavors. Through this comparison, the author argues that Knowles' model can offer valuable insights into improving medical education, particularly by creating curricula that are relevant, appropriately challenging, and grounded in real-world applications. This reflection underscores the importance of fostering a learning environment that is experiential, self-directed, and intrinsically motivating, enhancing both academic success and personal growth for medical students.

Introduction: The National Medical Commission's mandate to standardize medical education through implementing Competency-Based Medical Education (CBME) has necessitated the need for robust assessment strategies aligned with desired clinical competencies.

Methodology: In the context, the current study was conducted at Pramukhswami Medical College, Karamsad on 150 first-year MBBS students and investigates the efficacy of Direct Observation with Checklist as a teaching-learning and assessment method in anatomy education, specifically surface anatomy in the Abdomen and Pelvis regions of gross anatomy. The study employed qualitative and quantitative methods to evaluate student performance and perceptions.

Results: Quantitative analysis revealed a significant difference in scores between Direct Observation with Checklist and traditional viva voce methods, underscoring its effectiveness. Qualitative findings from focus group discussions highlighted that this method enhanced understanding, retention, and confidence among students. It provided structured feedback, promoted reflective learning, and reduced assessor bias, thus supporting its role in assessing competencies at the "shows how" level of Miller's pyramid and aligning with CBME objectives.

Conclusion: The research underscores the transformative potential of Direct Observation with Checklist as a pedagogical tool in anatomy education, advocating for its wider adoption across medical disciplines as it evolves towards competency-based frameworks, such methods are crucial for ensuring that graduates are well-prepared for life-long clinical practice.

Background: Obtaining a clinical research mentor is a major barrier for medical students interested in research.

Objective: To increase access to research, a Near-Peer Mentor Program (NPMP) was developed to pair medical students with resident mentors to submit case reports to an annual in-hospital research conference.

Methods: Students and residents were recruited via surveys and paired based on students' specialty interests. Support in the form of templates, instructions and timelines were given. To evaluate the program's impact, we reviewed the number of pairs' projects at the conference, awards, and who advanced their projects to publications and conferences from 2019 to 2022.

Results: During the study period, 173 students enrolled. The majority 106 (61.2%) were interested in medical specialties, followed by 47 (27.2%) in surgery and surgical subspecialities, and 20 (11.6%) undecided. All students were paired. One hundred and seventy (98.3%) had projects under resident mentors matching their specialty interests. One hundred and fifty (82.9%) completed the program and submitted a case report to the conference. Years with NPMP led to a 122% (55 in 2019 vs 122 in 2020) and 232% (50 in 2021 vs 166 in 2022) increase in medical student conference posters compared to the previous year without NPMP. In both years, NPMP students won all top 3 awards for best case report. Additionally, 10 pairs produced 6 peer-reviewed publications, 5 conference abstracts, and 2 conference oral presentations as first authors.

Conclusion: The NPMP successfully promoted medical student participation in clinical research. The program substantially increased student poster presentations and subsequent publications and presentations stemming from them.

Background: Evaluating the oral histology curriculum offers critical insights into effective teaching strategies and curriculum design to optimize learning outcomes. This study examines the strengths and weaknesses of the current oral histology curriculum and explores teaching and learning methods employed in a Saudi dental school from the students' perspective, offering recommendations for future curriculum enhancements.

Materials and methods: This cross-sectional study involved 80 students (40 males and 40 females) who attended oral histology lectures and lab sessions at the Faculty of Dentistry, King Abdulaziz University, during the 2022-2023 academic year. A pre-structured and pre-tested online questionnaire comprising 24 questions, divided into 7 sections to cover different aspects of the oral histology course, was used. Descriptive statistical analysis of responses was conducted using SPSS version 26.

Results: The study revealed a strong consensus on the importance of the course, with high levels of agreement regarding the clarity of objectives (72%) and course organization (69%). High engagement levels were noted in both class and lab sessions, with a preference for diverse teaching methods. Male and female participants agreed on the difficulty but recognized the critical importance of the oral histology course. However, opinions varied on teaching methods that encourage participation (P = .0001), continuous assessments (P = .004), and class attendance (P = .030). Most aspects of the course showed no significant gender differences.

Conclusion: This study highlights the need for refinement in the oral histology curriculum, focusing on enhanced teaching methods and gender-specific participation and assessment needs. Improving continuous assessments, attendance strategies, and interactive learning approaches can further boost student engagement and optimize educational outcomes.