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Education Initiative for Essential Conversations with Parents-Serious Illness Guide for Pediatrics (SICG-Peds©-Peds). 与父母进行必要对话的教育倡议-儿科严重疾病指南(SICG-Peds©-Peds)。
IF 2 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-12-12 eCollection Date: 2024-01-01 DOI: 10.1177/23821205241298590
Camara van Breemen, Nadine Lusney, Megan Doherty, Elisa Castro-Noriega, Harold Hal Siden

Objectives: To explore whether training on the SICG-Peds© (Serious Illness Guide for Pediatrics) impacts a pediatric clinician's confidence and knowledge in participating and initiating/leading difficult conversations with families of children living with a serious illness.

Methods: Over 2 years, clinicians from BC and Ontario who care for children with serious illnesses attended training workshops on the SICG-Peds©. These workshops were evaluated using pre- and post-workshop questionnaires. Participants reported confidence scores on a scale of 1 to 10.

Results: In total, 134 and 140 clinicians attended the workshops in BC and Ontario, respectively. The majority of clinicians who completed the immediate post-workshop survey (N = 223, 94.5%), responded that the content enhanced their knowledge about pediatric serious illness conversations (SIC). Confidence scores in initiating/leading a SIC significantly increased from median 5 (interquartile range [IQR] 3-7) pre-workshop to 7 (IQR 7-9) immediately post-workshop (P < .0001). Confidence scores in participating as a non-leader in a SIC also significantly increased from median 7 (IQR 6-9) pre-workshop to median 8 (IQR 7-9) immediately post-workshop (P < .0001).

Conclusions: Overall, these workshops significantly improved participants' confidence. Effectiveness and knowledge enhancement were other areas where the majority of participants reported positive improvements. Areas for continued support were identified as more mentoring, and training for supporting the guide's use in a clinical setting.

目的:探讨SICG-Peds©(儿科严重疾病指南)培训是否会影响儿科临床医生参与和发起/领导与患有严重疾病的儿童家庭进行困难对话的信心和知识。方法:在2年多的时间里,来自BC省和安大略省的治疗严重疾病儿童的临床医生参加了SICG-Peds©的培训讲习班。使用研讨会前和研讨会后问卷对这些研讨会进行评估。参与者报告了1到10分的信心得分。结果:在BC省和安大略省,共有134名和140名临床医生参加了研讨会。大多数完成工作坊后即时调查的临床医生(N = 223, 94.5%)回应说,该内容增强了他们对儿科严重疾病对话(SIC)的了解。启动/领导SIC的信心得分从研讨会前的中位数5(四分位数范围[IQR] 3-7)显著增加到研讨会后的7 (IQR 7-9) (P P)。效率和知识的提高是大多数参与者报告的积极改进的其他领域。继续支持的领域被确定为更多的指导和培训,以支持指南在临床环境中的使用。
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引用次数: 0
Enhancing Familiarity and Utility: A Pre-Post Survey Study on Mental Practice Workshop Outcomes. 提高熟悉度与效用:心理练习工作坊结果的调查研究。
IF 2 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-12-12 eCollection Date: 2024-01-01 DOI: 10.1177/23821205241299583
Carlos Hölzing, Benjamin Gordon, Patrick Meybohm, Nadia Spitznagel, Stephen Hearns, Oliver Happel

Objectives: Mental practice, a cognitive technique for practicing skills without physical movement, holds promise for enhancing clinical outcomes in emergency medicine. This study investigates its recognition and the impact of a basic workshop on emergency physicians' attitudes toward mental practice.

Methods: This pre-post survey study involved 20 medical professionals who participated in a 2-day workshop. Assessments were conducted before and after the intervention using a structured questionnaire.

Results: Initial findings revealed that 65% of participants were aware of mental practice, and only 10% utilized it in clinical settings. Postworkshop, familiarity, and perceived helpfulness significantly increased from 2.2 to 4.1 and 3.9 to 4.7, respectively, with marked improvements in confidence and the intention to apply these techniques clinically by 100% of the participants.

Conclusion: The results suggest that brief educational interventions can substantially influence medical professionals' engagement with mental practice, advocating its inclusion in medical training curricula to enhance procedural skills and patient care.

目的:心理练习是一种无需身体运动就能练习技能的认知技术,有望提高急诊医学的临床效果。本研究旨在探讨急诊医师对心理实践的认知及基础工作坊对心理实践态度的影响。方法:本研究对20名医学专业人员进行了为期2天的培训。在干预前后使用结构化问卷进行评估。结果:初步调查结果显示,65%的参与者意识到心理练习,只有10%的人在临床环境中使用它。讲习班结束后,熟悉度和感知帮助度分别从2.2和3.9显著增加到4.1和4.7,100%的参与者在信心和临床应用这些技术的意图方面有显著改善。结论:研究结果表明,简短的教育干预可以显著影响医务人员对心理实践的参与,提倡将其纳入医疗培训课程,以提高程序技能和病人护理。
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引用次数: 0
From Theory to Action: Evaluation of a Longitudinal Project-Based Antiracism Course for Post-Graduate Physicians. 从理论到行动:基于纵向项目的医师研究生反种族主义课程评价。
IF 2 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-12-11 eCollection Date: 2024-01-01 DOI: 10.1177/23821205241303643
Camila M Mateo, Danny McCormick, Chrissie Connors, Gaurab Basu

Objectives: Few opportunities exist for postgraduate physicians to learn to address racism in their professional practice. We created a virtual, 5-session antiracism course that included the development of a formal action project to address racism at participants' home institution.

Methods: We delivered this curriculum virtually to 2 cohorts (2021 and 2022) of postgraduate physicians, nationally. The curriculum had 3 educational aims: (1) to increase knowledge on antiracism, (2) to increase comfort and engagement in discussing antiracism at home institutions, and (3) to increase self-efficacy to execute an institution-based project. Theory-informed practice, community building, and project-based learning were used to achieve our educational aims. We analyzed changes in these domains in addressing racism using matched 7-item Likert-scale questions from pre- and post-course surveys and the Wilcoxon signed rank test. We assessed perceptions and impacts of the course with post-course survey items using descriptive statistics.

Results: Forty-three of 50 participants (86%) who completed pre- and post-course surveys were included in the analysis. We found pre-post course increases in mean scores (converted from Likert scales), for all 15 paired questions. For example, we found improvements in understanding the historical context of racism in medical institutions (mean score change: 5.12 [SD 1.00] to 6.42 [SD 0.76], P < .001), comfort in talking to colleagues about racism (5.21 [SD 1.08] to 6.19 [SD 0.70], P < .001), and capacity to address racism in patient care at their home institution (4.51 [SD 1.35] to 5.56 [SD 0.91], P < 0.001). 93% reported the course increased the likelihood of working to address racism at their institution.

Conclusion: This project-based antiracism course for postgraduate learners increased self-reported knowledge of, comfort with, and self-efficacy in addressing racism and was well received by participants.

目的:很少有机会存在的研究生医生学习解决种族主义在他们的专业实践。我们创建了一个虚拟的五节课反种族主义课程,其中包括制定一个正式的行动项目,以解决参与者所在机构的种族主义问题。方法:我们在全国范围内对2组(2021年和2022年)研究生医师进行了虚拟课程教学。该课程有三个教育目标:(1)增加反种族主义知识;(2)增加在国内机构讨论反种族主义时的舒适感和参与度;(3)提高执行机构项目的自我效能感。以理论为基础的实践、社区建设和基于项目的学习被用来实现我们的教育目标。我们使用课前和课后调查中匹配的7项李克特量表问题和Wilcoxon签名秩检验来分析这些领域在解决种族主义方面的变化。我们评估的看法和影响的课程后调查项目使用描述性统计。结果:50名参与者中有43名(86%)完成了课程前和课程后的调查,被纳入分析。我们发现,所有15个配对问题的平均分数(从李克特量表转换)在课程前有所增加。例如,我们发现对医疗机构种族主义历史背景的理解有所改善(平均得分变化:5.12 [SD 1.00]至6.42 [SD 0.76], P P P结论:针对研究生学习者的基于项目的反种族主义课程提高了自我报告的种族主义知识,舒适度和自我效能,并受到参与者的好评。
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引用次数: 0
Improving Diversity in Learning Activities in a Teaching Curriculum in Higher Medical Education. 提高高等医学教学课程中学习活动的多样性。
IF 2 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-12-10 eCollection Date: 2024-01-01 DOI: 10.1177/23821205241293487
Habiba Ishmail, Nnabuike Chibuoke Ngene

The growing demand for medical professionals in undergraduate and graduate/postgraduate medical education to attain comprehensive health training has not abated and necessitates the development of curricula encompassing relevant issues pertaining to clinical practice as well as the educational context. Therefore, diversity in learning activities should be embedded in a teaching curriculum to achieve the required competencies. This includes considering at least the following during the design and analysis of a teaching curriculum: Harden's ten questions to be posed when designing a curriculum; Canadian Medical Education Directives for Specialists (CanMEDS) competency framework which has been approved by the Royal College of Physicians and Surgeons of Canada; 21st-century skills; Diana Laurilliard's conversational framework; and general quality measures to improve diversity in a teaching curriculum.

本科和研究生/研究生医学教育对医学专业人员的需求不断增长,以获得全面的健康培训,这一需求并未减少,因此有必要开发包含与临床实践和教育背景有关的相关问题的课程。因此,学习活动的多样性应该嵌入到教学课程中,以实现所需的能力。这包括在设计和分析教学课程时至少考虑以下几点:哈登在设计课程时要提出的十个问题;加拿大皇家内科医生和外科医生学会批准的《加拿大专家医学教育指令》(CanMEDS)能力框架;21世纪的技能;戴安娜·劳里亚德的对话框架;以及提高教学课程多样性的一般质量措施。
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引用次数: 0
Medical Education: Considerations for a Successful Integration of Learning with and Learning about AI. 医学教育:关于人工智能学习与人工智能学习成功整合的思考。
IF 2 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-12-08 eCollection Date: 2024-01-01 DOI: 10.1177/23821205241284719
Dina Domrös-Zoungrana, Neda Rajaeean, Sebastian Boie, Emma Fröling, Christian Lenz

Artificial intelligence (AI) with its diverse domains such as expert systems and machine learning already has multiple potential applications in medicine. Based on the latest developments in the multifaceted field of AI, it will play a pivotal role in medicine, with a high transformative potential in multiple areas, including drug development, diagnostics, patient care and monitoring. In the pharmaceutical industry AI is also rapidly gaining a crucial role. The introduction of innovative medicines requires profound background knowledge and the latest means of communication. This drives us to intensively engage with the topic of medical education, which is becoming more and more demanding due to the dynamic knowledge landscape, among other things, accelerated even more by digitalization and AI. Therefore, we argue for the incorporation of AI-based tools and methods in medical education, including personalized learning, diagnostic pathways, and data analysis, to prepare healthcare professionals for the evolving landscape of AI in medicine and support the fluency in dealing with AI by regular contact with various AI-based tools (Learning with AI). Understanding AI's vast potential and its caveats as well as gaining a basic knowledge of how AI works should be an important part of medical education to ensure that physicians can effectively and responsibly leverage AI-based systems in their daily practice and in scientific communication (Learning about AI).

人工智能(AI)具有专家系统和机器学习等多种领域,在医学上已经有了多种潜在的应用。基于人工智能多方面领域的最新发展,它将在医学中发挥关键作用,在药物开发、诊断、患者护理和监测等多个领域具有很高的变革潜力。在制药行业,人工智能也正在迅速发挥关键作用。引进创新药物需要深厚的背景知识和最新的传播手段。这促使我们深入研究医学教育的主题,由于动态的知识环境,除其他外,数字化和人工智能加速了这一主题的发展,医学教育的要求越来越高。因此,我们主张在医学教育中纳入基于人工智能的工具和方法,包括个性化学习、诊断途径和数据分析,以使医疗保健专业人员为医学中人工智能的不断发展做好准备,并通过定期接触各种基于人工智能的工具(使用人工智能学习)来支持流畅地处理人工智能。了解人工智能的巨大潜力及其警告,以及获得人工智能工作原理的基本知识,应该是医学教育的重要组成部分,以确保医生能够在日常实践和科学交流中有效和负责任地利用基于人工智能的系统(了解人工智能)。
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引用次数: 0
Practice and Evaluation of Competence in Assessment of Arterial Circulation of the Lower Limbs among Medical Students and Physicians in Training - A Systematic Review. 医学生与实习医师下肢动脉循环能力评估的实践与评价——系统综述。
IF 2 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-12-05 eCollection Date: 2024-01-01 DOI: 10.1177/23821205241303560
Martin Macek, Frida Eek, Axel Wrede, Talha Butt, Stefan Acosta

Introduction: A recent study on patients with acute lower limb ischemia showed that the proportion of inadequate examination of lower extremity circulation was associated with higher rate of amputation and death. The aim of this systematic review was to explore evidence for how practical competence in performing a peripheral vascular status of the lower limb among medical students and junior doctors should be taught and examined.

Methods: The systematic review followed PRISMA guidelines and was published in PROSPERO. Articles were searched for in PubMed, Cochrane Library and Embase. The result was processed by two researchers. After title- and abstract screenings, articles were scrutinized in full text for inclusion, result extraction, risk of bias assessment through Medical Education Research Study Quality Instrument (MERSQI), and evidence grading with the GRADE approach.

Results: Thirteen studies were included. Two studies were randomized controlled trials (RCTs). Study samples varied between medical students (n = 9), junior doctors (n = 3) and residents (n = 3). Interventions varied between theoretical, practical, repetitive training, feedback-based learning, and clinical experience. Assessed measurements (outcomes) were ankle-brachial index (ABI) (n = 9), theoretical knowledge (n = 4), pulse palpation (n = 1) and complete vascular status (n = 1). Experienced residents had better theoretical knowledge than inexperienced residents, but performance of the entire ABI procedure without any mistake according to guidelines was inadequate in both groups. One RCT showed that experimental training significantly increased ability to perform ABI measurements, but this ability decreased after six months without repetition.

Conclusion: Theoretical training alone is not sufficient in ensuring proficiency in vascular examination of the lower limbs. Continuous practice and clinical exposure are crucial to maintain proficiency in performing vascular examination of the lower limbs. Data is limited and heterogenous. The level of certainty for the evidence was judged to be very low.

最近一项对急性下肢缺血患者的研究表明,下肢循环检查不充分的比例与较高的截肢率和死亡率相关。本系统综述的目的是探讨如何对医学生和初级医生进行下肢外周血管检查的实践能力进行教学和考核。方法:系统评价遵循PRISMA指南,发表在PROSPERO杂志上。文章在PubMed, Cochrane Library和Embase中检索。结果由两名研究人员处理。在标题和摘要筛选后,对文章进行全文审查,包括纳入、结果提取、通过医学教育研究质量工具(MERSQI)评估偏倚风险,并使用GRADE方法对证据进行评分。结果:纳入13项研究。两项研究为随机对照试验(RCTs)。研究样本在医学生(n = 9)、初级医生(n = 3)和住院医生(n = 3)之间存在差异。干预措施包括理论、实践、重复训练、基于反馈的学习和临床经验。评估的测量(结果)包括踝肱指数(ABI) (n = 9)、理论知识(n = 4)、脉搏触诊(n = 1)和完整血管状态(n = 1)。经验丰富的住院医师比经验不足的住院医师有更好的理论知识,但两组在整个ABI过程中均未出现任何错误。一项随机对照试验显示,实验训练显著提高了进行ABI测量的能力,但6个月后这种能力在没有重复训练的情况下下降。结论:单纯的理论训练不足以保证下肢血管检查的熟练程度。持续的实践和临床暴露对于保持下肢血管检查的熟练程度至关重要。数据是有限的和异构的。据判断,证据的确定程度非常低。
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引用次数: 0
Teaching Sex- and Gender-Sensitive Medicine Is Not Just a Matter of Content. 教授性和对性别敏感的医学不仅仅是内容问题。
IF 2 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-12-05 eCollection Date: 2024-01-01 DOI: 10.1177/23821205241304531
Laura Wortmann, Sabine Oertelt-Prigione

Despite a growing integration of sex and gender-sensitive content in medical education around the globe, the focus on content often leads to a lack of consideration of the hidden curriculum. To foster an inclusive, sex- and gender-sensitive culture in medical education, we have to take a holistic approach that transcends a sole focus on explicit teaching content. This article provides reflections about the practice of teaching sex and gender-sensitive medicine focusing on the impactful yet implicit notions we convey about sex and gender in medical education. We propose action for leaders and teachers in medical education to explicitly address sex/gender in the hidden curriculum and within their institution, challenging the invisible practices of academia in the medical field.

尽管在全球医学教育中越来越多地融合了性和性别敏感的内容,但对内容的关注往往导致对隐性课程的考虑不足。为了在医学教育中培养一种包容的、对性别和性别问题敏感的文化,我们必须采取一种整体的方法,而不是仅仅关注明确的教学内容。这篇文章提供了关于性和性别敏感医学教学实践的思考,重点是我们在医学教育中传达的关于性和性别的有影响力但隐含的概念。我们建议医学教育的领导者和教师采取行动,在隐性课程和机构内明确解决性/性别问题,挑战医学领域学术界的隐形做法。
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引用次数: 0
Engagement in Extracurricular Activities During Medical School: A Cross-Sectional Study on Student Motivations and Challenges. 医学院学生参与课外活动的情况:关于学生动机和挑战的横断面研究。
IF 2 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-11-26 eCollection Date: 2024-01-01 DOI: 10.1177/23821205241296980
Natália Machado Oliveira, Dayanne de Aguiar Viana, Jade Rodrigues Santos, Luiz Fernando Quintanilha, Rodrigo Francisco de Jesus, Katia de Miranda Avena, Bruno Bezerril Andrade

Objectives: Extracurricular activities (EA) are crucial for medical education, fostering professional and personal growth. They complement formal curriculum structures, addressing students' social, psychological, and academic needs. Understanding students' motivations for choosing EA is essential for creating effective educational strategies. Our study examined medical students' engagement in EA, focusing on the most common activities, perceived importance, and the motivations and challenges faced.

Methods: This was a cross-sectional study, employing both quantitative and qualitative designs, involving a convenience sample of medical students from Brazil. Data collection was carried out using an anonymous, structured electronic form to gather information on the sociodemographic profile of students and aspects related to EA participation. The analysis included both descriptive statistics and qualitative content analysis, providing detailed insights into student motivations and their experiences with EA.

Results: Out of 221 study participants, 82.4% were actively involved in EA. Sports (44.8%), scientific events (39.4%), artistic activities (33.5%), and participation in scientific programs (28.1%) were prominent choices, with students dedicating 8.5 h per week. Students under the age of 28 (P = .017) and those without a previous academic degree (P = .036) showed a higher frequency of involvement in EA, as confirmed by logistic regression analysis revealing significant associations for these variables (OR = 1.16, 95% CI: 1.02-1.32, P = .017; and OR = 0.88, 95% CI: 0.78-1.00, P = .036, respectively). Motivations for EA participation were primarily driven by a desire to enhance curriculum vitae and develop essential professional skills. Challenges such as time management and academic adjustment were common among medical students.

Conclusions: Our findings highlight the widespread involvement of medical students in EA, illustrating a diverse range of interests. Younger students and those without previous academic training are more likely to participate. Motivations include enriching the curriculum and refining skills, yet challenges such as time management and adjusting to academic demands are significant, especially for new students.

目的:课外活动(EA)对医学教育至关重要,可促进专业和个人成长。课外活动是对正规课程结构的补充,可满足学生的社交、心理和学术需求。了解学生选择课外活动的动机对于制定有效的教育策略至关重要。我们的研究考察了医学生参与 EA 的情况,重点是最常见的活动、认为的重要性、动机以及面临的挑战:这是一项横断面研究,采用定量和定性设计,对巴西的医学生进行抽样调查。数据收集采用匿名、结构化的电子表格,以收集学生的社会人口概况和参与 EA 的相关方面的信息。分析包括描述性统计和定性内容分析,详细了解学生参与 EA 的动机和经历:在 221 名研究参与者中,82.4% 积极参与了 EA。体育运动(44.8%)、科学活动(39.4%)、艺术活动(33.5%)和参与科学项目(28.1%)是主要选择,学生每周投入 8.5 小时。28 岁以下(P = .017)和没有学历(P = .036)的学生参与 EA 的频率较高,这一点在逻辑回归分析中得到了证实,这些变量之间存在显著关联(OR = 1.16,95% CI:1.02-1.32,P = .017;OR = 0.88,95% CI:0.78-1.00,P = .036)。参加 EA 的动机主要是希望增强履历和发展基本专业技能。医学生普遍面临时间管理和学业适应等挑战:我们的研究结果表明,医学生广泛参与 EA,这说明他们的兴趣多种多样。年龄较小和未接受过学术培训的学生更有可能参与其中。参与的动机包括丰富课程和提高技能,但时间管理和适应学术要求等挑战也很严峻,尤其是对新生而言。
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引用次数: 0
The State of Academic Bullying Among Medical Students in Tanzania: Prevalence, Forms and Associated Factors. A Cross-Sectional Study. 坦桑尼亚医学生的学业霸凌状况:流行程度、形式及相关因素横断面研究。
IF 2 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-11-26 eCollection Date: 2024-01-01 DOI: 10.1177/23821205241301928
Harold L Mashauri, Cornel M Angolile, Baraka L Max, Angela O Makule, Ashrak M Peter, Lisbeth Mhando, Francis Sakita

Introduction: Academic bullying is prevalent in medical schools due to their unique study settings. Globally, the prevalence of academic bullying is increasing markedly; it ranges from 27% to 99.1%. However, the extent, forms, and associated factors of academic bullying among medical students in Tanzania are unknown.

Objective: To determine the prevalence, forms, and factors associated with academic bullying among medical students in Tanzania.

Methodology: This was a cross-sectional study among medical students in 10 medical schools in Tanzania using an online structured questionnaire. Statistical analysis included the use of frequencies, percentages, chi-square and univariate logistic regression at 95% confidence intervals (CIs) and significance at p-value <0.05.

Results: The study included 427 medical students. Majority (71.7%) of the medical students were in their clinical years. Among the participants, 80.8% had heard of academic bullying in medical school. Prevalence of academic bullying was 34.7% while 28.7% had a secondary experience. It was more common in clinical rotation settings (65.4%). Verbal abuse was the most common form of bullying. Factors associated with academic bullying included age, sex, marital status, religion, class category, year of study, presence of mentorship programs, having a mentor or not, presence of bullying reporting system, friendliness of bullying reporting system and students perceived overall rating of the learning environment.

Conclusion: Despite being relatively low compared to most countries, the prevalence of academic bullying among medical students in Tanzania is potentially of both medical education, career prosperity and mental health concern especially among medical students. Collaborative efforts among national respective authorities, medical schools and students are crucial in prevention and control of academic bullying practice.

导读:由于医学院校独特的学习环境,校园欺凌现象普遍存在。在全球范围内,学术欺凌的普遍性正在显著增加;范围从27%到99.1%。然而,坦桑尼亚医学生中学术欺凌的程度、形式和相关因素尚不清楚。目的:了解坦桑尼亚医学生学业霸凌的发生率、形式及相关因素。方法:这是一项横断面研究,在坦桑尼亚10所医学院的医学生中使用在线结构化问卷。统计分析包括使用频率、百分比、卡方和单变量logistic回归,95%置信区间(ci)和p值显著性。结果:研究纳入427名医学生。大部分医学生(71.7%)处于临床学时。80.8%的受访者听说过医学院的学术欺凌。学业霸凌的发生率为34.7%,而有二次欺凌经历的占28.7%。在临床轮转环境中更为常见(65.4%)。言语虐待是最常见的欺凌形式。与学业霸凌相关的因素包括年龄、性别、婚姻状况、宗教信仰、班级类别、学习年份、是否有导师、是否有霸凌报告制度、霸凌报告制度的友好性和学生对学习环境的总体评价。结论:尽管与大多数国家相比,坦桑尼亚医学生中普遍存在的学术欺凌现象相对较低,但这可能是医学教育、职业繁荣和心理健康问题的潜在原因,尤其是在医学生中。国家有关当局、医学院和学生之间的合作努力对于预防和控制学术欺凌行为至关重要。
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引用次数: 0
Student Critical Self-Reflection and Perceptions of Video-Based Pro-Section Computer-Assisted Instruction. 学生对基于视频的专业课程计算机辅助教学的批判性自我反思和看法。
IF 2 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-11-25 eCollection Date: 2024-01-01 DOI: 10.1177/23821205241296984
Emily S Ho, Erica Dove, Lorna Aitkens, Andrea Duncan, Anne M R Agur

Introduction: The cost, high resource demands, and psychological significance of in-person cadaveric labs are barriers to their use. Computer-assisted instruction (CAI) of gross anatomy is widely available as an alternative option. However, student engagement, reflections, and expectations of learning anatomy with CAI instead of in-person labs may influence their learning experience and outcomes.

Purpose: To evaluate students' critical self-reflection and perceptions of learning using online self-guided anatomy modules with video-based pro-section CAI.

Methods: A prospective observational cross-sectional study was conducted with first-year occupational therapy students who received anatomy education using CAI involving online self-guided anatomy modules with video-based pro-section instruction. Critical self-reflection was measured using Kember's Critical Self-Reflection Questionnaire scores and open-ended comments. Paired analysis of self-reported Kember nonreflective and reflective actions was conducted followed by quantitative (correlation, Student t-tests) and qualitative (directed content analysis) exploration of factors associated with critical self-reflection.

Results: Of the 126 students enrolled in the study, 97 consented and completed the study. The students' Kember Understanding (U) subscale mean score was significantly higher than the Habitual Action (HA), Reflection, and Critical Self-Reflection subscales. The largest effect size was found between the U and HA subscales (ds  = 1.3, 95% CI [1.0, 1.5]). Academic outcomes (anatomy quiz sum score, term grade) did not correlate with the Kember scores. Overall, students felt that video-based anatomy pro-section CAI was best used in a supplementary manner and opportunities for hands-on learning of anatomy were needed.

Conclusion: Video-based anatomy pro-section CAI helped students understand anatomy but did not readily engage students in critical self-reflection. Strategic course and curriculum design with integrated and hands-on learning opportunities are needed to optimize student anatomy learning experience and academic outcomes while using this type of CAI.

导言:面对面尸体实验室的成本、高资源需求和心理意义是其使用的障碍。大体解剖学计算机辅助教学(CAI)作为一种替代选择已被广泛使用。目的:评估学生的批判性自我反思以及对使用在线自导解剖模块和基于视频的剖面 CAI 学习的看法:方法: 对使用在线自导解剖模块和基于视频的剖面演示 CAI 接受解剖教育的一年级职业治疗学生进行了一项前瞻性观察横断面研究。批判性自我反思使用 Kember 的批判性自我反思问卷得分和开放式评论进行测量。对自我报告的 Kember 非反思行为和反思行为进行配对分析,然后对与批判性自我反思相关的因素进行定量(相关性、学生 t 检验)和定性(定向内容分析)探索:在参加研究的 126 名学生中,97 人同意并完成了研究。学生的 Kember Understanding (U) 分量表平均得分明显高于 Habitual Action (HA)、Reflection 和 Critical Self-Reflection 分量表。U和HA分量表之间的效应大小最大(ds = 1.3,95% CI [1.0,1.5])。学习成绩(解剖学测验总分、学期成绩)与 Kember 分数没有关联。总的来说,学生们认为基于视频的解剖学剖腹产 CAI 最好以辅助方式使用,还需要动手学习解剖学的机会:结论:基于视频的解剖学剖腹产 CAI 有助于学生理解解剖学,但不容易让学生进行批判性的自我反思。在使用这种类型的 CAI 时,需要战略性的课程和课程设计,并提供综合和实践学习机会,以优化学生的解剖学习体验和学术成果。
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Journal of Medical Education and Curricular Development
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