Advances in Medical Education and Practice最新文献

Background: The internship period for nursing students; the period of transition from nursing students to professional nurses who could work at different health organizations. Whereas the intern nurses were nurses who had achieved the required courses within the nursing department program and ready to join the internship nurses' program. Hence, it is of paramount importance to gain experience with various nursing skills, but it faces many obstacles and challenges including but not limited to organizing movement between departments and units, communicating with practitioners, and follow-up and coordination between colleges and hospitals. The current study aimed to assess the challenges and difficulties during the nursing internship program.

Methods: A cross-sectional descriptive study was carried out in the Asir region of Saudi Arabia, which included four hospitals. The study adopted the convenient sampling method accordingly, the number of participants was 112 (19 intern nurses (the trainees), 93 preceptors (trainers)). The data was collected through a questionnaire designed by the researcher and reviewed by the study team. The questionnaire consists of 5 domains (administrative procedures, organizational procedures, nursing procedures, challenges faced by the preceptors, and communication barriers).

Results: The results of the study in general showed most of the participants strongly agreed with the administrative procedures average (Mean 4.45), for the rest of the other four domains the participants agreed on the average range (Mean 4.0-4.1).

Conclusion: The overall high scores across domains reflect a generally well-received training program, with strong administrative and regulatory procedures. The preceptors' impression of the administrative procedures during the internship was very good (Mean 4.45), however, they faced difficulties in nursing procedures, especially regarding assigning non-nursing tasks to the interns' nurse, as well as barriers in communication due to the busyness of trainers.

Purpose: With the transition of USMLE Step 1 to pass/fail, Step 2 CK has become a critical factor in residency selection. This study evaluates the predictive value of preclinical academic metrics for Step 2 CK outcomes to help students assess their metrics for residency before starting clerkships.

Methods: We analyzed data from 58 students at the Kirk Kerkorian School of Medicine at UNLV. Academic metrics included MCAT scores, NBME-style Phase 1 exam performance, and CBSE scores. Pearson correlation coefficients were calculated between each predictor and Step 2 CK scores. Binary logistic regression was used, with Step 2 CK upper quartile (score >255) as the dependent variable and thresholds for each predictor as independent variables.

Results: MCAT scores showed a moderate positive correlation with Step 2 CK (r=0.37, p=0.004). Students scoring >510 on the MCAT were significantly more likely to achieve >255 on Step 2 CK. Phase 1 NBME exam performance had the strongest correlation (r=0.67, p<0.0001), with students scoring above the national mean on >75% of exams more likely to achieve >255. While CBSE scores showed a similar correlation (r=0.67, p<0.0001), logistic regression analysis revealed that their predictive ability was less consistent for students in the middle performance range, indicating variability in classification utility.

Conclusion: Preclinical NBME exam performance emerged as the strongest predictor of Step 2 CK success in our cohort, with MCAT and CBSE scores offering additional, though less robust, predictive value. These findings highlight the importance of early academic guidance to optimize residency preparedness and provide actionable insights for students assessing their readiness within the new Step 1 pass/fail framework. Further multi-institutional research is warranted to validate and generalize these results.

As the rapid development of large language model, artificial intelligence generated content (AIGC) presents novel opportunities for constructing medical examination questions. However, it is unclear about the way of effectively utilizing AIGC for designing medical questions. AIGC is characterized by its rapid response capabilities and high efficiency, as well as good performance in mimicking clinical realities. In this study, we revealed the limitations inherent in paper-based examinations, and provided a streamlined instruction for generating questions using AIGC, with a particular focus on multiple-choice questions, case study questions, and video questions. Manual review remains necessary to ensure the accuracy and quality of the generated content. Future development will be benefited from technologies like retrieval augmented generation, multi-agent system, and video generation technology. As AIGC continues to evolve, it is anticipated to bring transformative changes to medical examinations, enhancing the quality of examination preparation, and contributing to the effective cultivation of medical students.

Purpose: Aimed to examine the relationship between Individual participation, social support, self-efficacy and career planning among medical students of obstetrics and gynecology.

Patients and methods: Utilizing a cross-sectional survey, We evaluated 292 medical students specializing in obstetrics and gynecology across various educational stages. Questionnaires measured academic self-efficacy, social support, personal involvement, and career planning. We applied descriptive statistics, linear regression, and mediation effect analyses with the SPSS AU tool.

Results: This study evaluated the career planning status of 292 medical students rotating through obstetrics and gynecology at various educational stages using a cross-sectional survey. Linear regression analysis revealed that age has a negative impact on career planning scores, with each additional year reducing the score by an average of 0.065 points. Gender (with males scoring lower) and residence (with students from rural areas scoring higher) also had significant effects (all p <0.05). Positive factors included self-efficacy in academic ability, career planning guidance from parents and friends, participation in career planning-related training, medical practice projects, and medical competitions, all of which significantly and positively influenced career planning scores, the aforementioned factors account for 40.5% of the variation in career planning. Mediation effect analysis showed that social support and personal participation have significant indirect effects on career planning through self-efficacy, accounting for 7.746% and 5.338% of the total effect, respectively, and both have significant direct positive impacts on career planning, with total effects of 0.526 (95% CI [0.393, 0.658], p = 0.000 < 0.001) and 0.470 (95% CI [0.292, 0.648], p = 0.000 < 0.001), respectively. These results highlight the importance of enhancing social support and personal participation to improve career planning capabilities among medical students (all p < 0.05).

Conclusion: Enhancing social support and personal participation can improve career planning capabilities in medical students by boosting self-efficacy.

Background: Traditional classroom-based learning often lacks the depth of experience to develop the practical skills and decision-making abilities needed in disaster situations. Integrated Simulation Experiential Learning Disaster Nursing (ISEL-DN) is an innovative approach that combines simulation technology with experiential learning, providing a more immersive and interactive learning experience for students.

Purpose: This study aimed to explore the effectiveness of the ISEL-DN model in enhancing knowledge, attitudes, satisfaction, and self-confidence among undergraduate nursing students.

Methods: A quasi-experimental study with a control group was conducted on 94 undergraduate nursing students (Intervention group: 47 and control group: 47). Samples were recruited using convenience sampling by inclusion and exclusion criteria. The intervention group was given learning based on ISEL-DN. The data were analyzed univariately by displaying the frequency distribution and central tendency, and comparisons were made using the Wilcoxon rank and Mann-Whitney U-tests.

Results: Significant improvements were observed in the control group across variables: knowledge (p<0.001), attitude (p=0.042), satisfaction (p=0.001), and overall self-confidence (p=0.009). In the intervention group, all variables and subcomponents showed significant improvements (p<0.05). The ISEL-DN model significantly increased knowledge and satisfaction, much greater than traditional learning (p<0.05).

Conclusion: This study showed that the ISEL-DN model significantly improved nursing students' knowledge and satisfaction, attitudes, and self-confidence compared to traditional learning. The knowledge and satisfaction variables observed the most significant improvement, indicating that the ISEL-DN model provided a more interactive and in-depth learning experience. This model can be innovative in disaster nursing education to improve students' preparedness to deal with emergency situations effectively.

Purpose: There is no universally accepted definition of medical professionalism, making it challenging to identify the most effective teaching methods for embedding professionalism within postgraduate residency curricula. This study aimed to evaluate the effectiveness of case-based learning (CBL) in teaching professionalism to neurology residents at two training centers in Saudi Arabia. An additional objective was to assess the residents' knowledge of professionalism.

Methods: A pre- and post-test design was utilized using the Penn State College of Medicine Professionalism Questionnaire, which was administered to all neurology residents at the two participating hospitals. This approach measured the changes in residents' understanding of professionalism before and after they participated in three consecutive weeks of CBL sessions. Theses sessions included interactive case discussion aimed at enhancing their understanding of professionalism.

Results: Neurology residents exhibited significant improvements in several professionalism domains after interventions. The experimental group showed marked enhancements in accountability (P=0.002, effect size=0.59) and duty (P=0.018, effect size=0.46). The control group, after CBL sessions, improved significantly in altruism (P=0.0008, effect size=0.64) and honor/integrity (P=0.018, effect size=0.45). Post-intervention, the experimental group demonstrated superior altruism compared to the control group pre-intervention (P=0.03, effect size=0.40).

Conclusion: The observed improvements in various aspects of professionalism indicate that case-based learning is an effective method for bolstering neurology residents' understanding and knowledge of professionalism. This finding supports the inclusion of CBL in residency curricula to foster professional development.

Background: Journal clubs have proved to be very important in postgraduate education. This method is based on a problem-oriented teaching methodology. However, it is less commonly used in teaching undergraduate medical students. The aim of our study was to apply a journal club learning format in the teaching of cardiovascular medicine to senior undergraduate students and to assess the improvement of students' knowledge and skills in evidence-based medicine after participation in the journal club.

Methods: Participants were selected on a voluntary basis. A total of 30 undergraduate medical students were selected (15 students each from the fourth and fifth years). Each student was required to complete five journal club activities within 2 years. For each journal club activity, an instructor and two students were assigned to report separately. The content of the instructor's report was the analysis of a typical clinical case or the diagnosis and treatment standard and new development of the related disease. The literature reported by the students should be related to the case or new development reported by the teacher.

Results: Changes in students who participated in the journal club before and after the training were assessed using student self-assessments, student peer assessments, teacher assessments, and modified EPIC scale assessments. Statistical analysis showed that students' verbal expression, teamwork, intellectual curiosity, analytical skills, slide production, doctor-patient communication, clinical thinking, and research thinking improved significantly after participating in the journal club (p<0.001).

Conclusion: Participation in journal clubs by undergraduate medical students improved students' knowledge and skills in evidence-based medicine. A journal club format that combines literature reading and clinical cases is conducive to improving students' overall competence.

Introduction: Due to the importance of medical simulation as part of continuous professional development, we developed a specialized 12-month simulation program for Emergency Medical Services (EMS) personnel working at King Abdulaziz Medical City (KAMC), aiming to develop and maintain their clinical practice skills for various trauma/medical emergencies. This study, therefore, aimed to assess the level of satisfaction and experience with the developed simulation program to guide current and future simulation programs designed for EMS personnel.

Methods: A descriptive cross-sectional design was employed where an online survey was distributed to all EMS personnel at KAMC. Demographics, professional information, and satisfaction with simulation experience using the validated Satisfaction with Simulation Experience Scale (SSES) were collected from all participants. Descriptive and correlation analyses were performed to assess the effectiveness of the implemented simulation program.

Results: Of the 71 invited EMS personnel, 63 (88.7%) completed the survey. Most participants were males (88.9%) with less than 5-year experience (54%). The results showed high mean scores for all scale items, ranging from 4.44 to 4.63 on a scale of 1 to 5, with standard deviations ranging from 0.58 to 0.86. The correlation analyses showed no significant associations between demographics and professional information with simulation experience and satisfaction level.

Conclusion: These findings suggested that the simulation-based continuing professional development program at KAMC is effective in contributing to the professional development and skill enhancement of EMS personnel. Further, larger scale studies are needed to assess the effectiveness of simulation programs for EMS personnel.

Objective: This study aimed to assess the knowledge and attitude of Jordanian radiographers toward Cardiopulmonary Resuscitation (CPR), in addition to exploring factors associated with their knowledge and attitude.

Methods: This was a cross-sectional study. Convenience sampling was used to collect data from 359 radiographers currently working at governmental, university, military, and private hospitals across the country. Data were collected using an online Google form questionnaire between October 5, 2023 and December 27, 2023. The questionnaire included questions about demographic information, knowledge of CPR, and attitude toward performing CPR. The data were analyzed using SPSS IBM software v. 28, and P-values <0.05 were considered statistically significant.

Results: A total of 359 radiographers with a mean age of 31.71±8.22 years participated in the study. More than half of the sample were male (198, 55.2%) compared to 161 (44.8%) females. The mean scores for knowledge of CPR and attitude toward CPR were 5.74 ± 2.31 out of 10 and 3.94 ± 0.46 out of 5, respectively. Radiographers who received CPR training demonstrated significantly higher mean knowledge scores compared to those who did not receive CPR training (M=6.51±2.14, vs M=4.73±2.14, P<0.001). A correlation was observed between the age and knowledge of CPR (r=0.157, P=0.003), work experience and knowledge of CPR (r=0.177, P<0.001), and knowledge and attitude toward CPR (r=0.326, P<0.001), whereas no statistically significant differences were observed between male and female radiographers' knowledge (P≥0.05) and attitude (P≥0.05) toward CPR.

Conclusion: Radiographers had poor knowledge of CPR. However, there was a positive attitude toward CPR. Previous CPR training and educational level were significantly associated with higher knowledge and positive attitudes toward CPR, whereas radiographers' age and work experience were significantly associated with higher knowledge. Therefore, continuous CPR training is recommended to increase radiographers' knowledge of CPR.

Introduction: Physicians and nurses have a responsibility to provide evidence-based care to patients, which requires continuing education. The journal club model is an educational and collaborative tool widely used in healthcare for this purpose. However, further studies investigating the effectiveness and perception of participants are needed. The aim of this study is to explore the experience of medical and nursing students with the journal club approach applied to the subject of pharmacology.

Methods: Journal club sessions were developed within the pharmacology class of the medical and nursing degrees during the academic year 2023-2024. A total of 208 students participated in the study. 90 students (43.3%) were enrolled in the nursing degree course, while 118 (56.7%) were enrolled in the medical degree course. Students' perceptions were assessed through a qualitative questionnaire of 30 questions with 3 options.

Results: This study validated that this format is effective as a learning model, enhancing educational competences and non-educational competences required in health professionals. Our results showed the good acceptance of this format.

Conclusion: It is concluded that the journal club strategy enhances the educational and non-educational skills necessary for doctors and nurses to develop the competencies required in today's world.