Advances in Medical Education and Practice最新文献

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.

Objective: Interprofessional education (IPE) is widely recognized as an effective practice in healthcare education that helps healthcare students understand different professional roles, and values related to collaboration, teamwork, and leadership within healthcare teams. This study was conducted to measure attitudes and readiness for IPE among healthcare students at Taif University and to explore any differences in students' attitudes in relation to their healthcare program, year of study and other related factors.

Methods: Healthcare undergraduates participated in a cross-sectional study conducted from January 2024 to March 2024. Data was collected electronically by filling out an electronic version of The Readiness for Interprofessional Learning Scale (RIPLS), which was sent to students in advanced years of study, 3^rd year and higher, depending on the program. Data was analyzed descriptively and statistically using appropriate univariate and bivariate analyses.

Results: A total of 263 healthcare students participated in the study (68.8% female, 31.2% male), and the majority were from pharmacy program (55.1%), followed by nursing (25.1%) and medicine (19.8%). The overall RIPLS score for all students was 76.58, indicating positive attitudes towards IPE. The RIPLS score differed significantly (P=0.01) in relation to the program of study, with nursing students showing the highest readiness (77.59), and medical students showed the least (73.56). For the other factors, no significant difference was found in RIPLS scores in relation to gender, clinical training experience, attending previous IPE sessions, or the year of study.

Conclusion: Attitudes and readiness for IPE among healthcare undergraduates at Taif University were positive, particularly among nursing students. The reasons behind differences in readiness for IPE among programs need further investigation by researchers and healthcare educators. Offering introductory sessions to introduce the concept of IPE to healthcare programs with lower readiness might be helpful to raise students' awareness of the value of IPE.

Purpose: Providing medical and pharmacy schools students with effective patient safety education is one of the important factors in improving the quality of health care delivery. To provide effective education, understanding the level of patient safety awareness among medical and pharmacy school students at the time of admission and implementing tailored educational approaches based on their characteristics are essential. This study was performed to measure and compare the level of patient safety awareness between medical and pharmacy school students at the time of admission, to aid in improving effectiveness of patient safety education.

Methods: A total of 132 first-year medical school students and 367 first-year pharmacy school students enrolled at Teikyo University in 2019 completed an anonymous and self-administered questionnaire upon admission. The questionnaire included questions regarding the demographics of the participants as well as a translated and modified survey classifying patient safety awareness into "perception", "knowledge", and "attitude" which were evaluated on a 5-point Likert scale (Cronbach's alpha coefficient was 0.70). To assess overall patient safety awareness, we calculated the total scores for the three sub-constructs using a 5-point Likert scale-Strongly Agree (5 points), Agree (4 points), Neutral (3 points), Disagree (2 points), and Strongly Disagree (1 point)-and compared these scores between the two groups.

Results: The total scores (mean ± standard deviation) were 104.2 ± 10.2 for medical school students and 97.2 ± 9.9 for pharmacy school students (mean difference: 7.1, p < 0.001, 95% Confidence Interval (CI): 4.9-9.2). After controlling for confounders through analysis of covariance, a statistically significant difference was observed between the two groups (Least Square mean: 5.6, p < 0.001, 95% CI: 3.3-7.9). A higher percentage of medical school students exhibited positive responses across three sub-constructs when compared to their counterparts.

Conclusion: Medical school students had a higher level of patient safety awareness than pharmacy school students at the time of admission, prior to receiving patient safety education.

Introduction: The assumption of a prioi trust between students and institutions of medical education is anachronistic and promotes both unnecessary student anxiety and the adoption of hidden curriculums to offset perceived risk due to a lack of transparency. Compared to the past, students now have access to a wealth of outside data to evaluate their curricular progress and career prospects against, and yet institutions are lagging behind in openly disclosing information related to metrics of student success (course passing rates, number of repeat students per class, Step 1 pass rate, etc.) that would engender trust and afford students greater agency in their academic decisions.

Approach: In developing a new academic counseling office, the author deployed a method of using brutalist honesty as a means of student support, both in terms of answering all curriculum questions truthfully no matter the topic and with individualized data analytics to provide objective evidence as to student performance progress. The overarching goal was to foster student trust and have a positive relationship, both of which are necessary to give meaningful recommendations.

Outcomes: As a result, the 2023 graduating medical school class, the first class to go through a full 4 years of this approach, rated the academic counseling office with a 96.2% satisfaction rate. This is above the national average of 88.1%, and the class performed 9 points higher than the institution's three-year historical average on Step 1.

Next steps: Our goal is to maintain this approach to see if student satisfaction continues to remain high, or if given time, brutalist honesty becomes an assumed trait of the program. Additionally, we aim to push for high-quality research into student perceptions of trust and the impact that has on their academic outcomes.

Background: The occurrence of disasters in the world is natural, but we must learn how to deal with their occurrence and mitigate their impact on people and property. It is important to understand how to behave during hospital disasters and properly evacuate the affected areas. Simulation-based education and training are effective ways to increase knowledge, skills, awareness, and experience in the event of an internal hospital disaster.

Aim: To evaluate the effectiveness of simulated education and training in enhancing undergraduate nursing students' disaster evacuation knowledge, skills, and preparedness.

Methods: The study utilized a quasi-experimental, single-group pre-and post-test design to assess the impact of simulation training on emergency and disaster preparedness among nursing students. It was conducted in the Simulation Nursing Laboratories at the College of Applied Medical Sciences, Taif University. The sample consisted of 119 undergraduate nursing students, including 60 male students and 59 female students. The Evacuation Disaster Simulation Questionnaire (EDSQ) was used to assess the knowledge and skills of the nursing students. The items cover three key subcategories: time, process, and transportation.

Results: The results showed that the mean score of the time in the pre-test group was 1.24±1.49, while it increased to 3.74±1.92 in the post-test. In the Process, the mean before the test is 2.23±1.05 and increased to 3.13±1.17 after the test. Lastly, in transportation, the mean score of the pre-test group was 3.26±1.41, but in the post-test group, the mean score on the scale rose to 4.13±1.28. This indicated an increase in students' understanding and awareness after the lecture and simulation training with a highly significant improvement (P=0.000).The highest mean score regarding evacuation disaster simulation competencies performance and total scores at pre- and post-educational intervention (Time (3.73), Process (3.13), and Transportation (4.12). Moreover, total scores (39.66) for the study group post-intervention program with a highly significant improvement (P= 0.000).

Conclusion: We can see the effectiveness and impact of education through simulation on students, indicating an increase in students' knowledge, understanding, and awareness after the lecture and simulation training.

Purpose: Many diversity-focused, premedical enrichment programs anchor around a mentored research experience. Data, however, are lacking on how participation in mentored biomedical research in these program impacts participants' subsequent medical student experience. To begin to address this gap, a cohort of first year medical students who had matriculated through a diversity-focused premedical enrichment programs was queried about the impact of their previous research experiences and their perceptions regarding medical school related research.

Methods: This mixed methods study involved 10 first year medical students from groups underrepresented in medicine (URiM) who had matriculated to the Perelman School of Medical School of Medicine through the Penn Access Summer Scholars (PASS Program) and 10 non-URiM first year peers. At the start of medical school and after their first year, participants completed structured interviews and Likert style surveys to assess the impact of their pre-medical school research experiences and their current beliefs about the significance of research experiences to their medical education.

Results: The quantitative analyses of the survey data demonstrated that the PASS and the non-PASS students were similar in their attitudes, beliefs, and assessments of their research competence. In contrast, qualitative analyses of the interviews offered a more nuanced picture of the differences and similarities between the two groups. The PASS students expressed more confidence in their research skills and felt better able to establish and maintain connections with mentors compared to their non-PASS peers. Both groups of students, however, expressed frustration at the lack of identity-concordant mentors to support their research aspirations and felt the pressure to do research to support their competitiveness for the residency match.

Conclusion: The research experiences of diversity-focused enrichment programs may foster the agency and self-efficacy of participants in ways that support their success in medical school.

Objective: Student self-assessment is a skill that is taught, assessed, and attained in education for lifelong learning. In dental education, developing self-assessment is essential during the early stages of psychomotor learning. This study compared dental students' self-assessments and instructors' assessments in competency examinations and evaluated the progress and potential predictors of self-assessment performance, including achievement level and gender, in a Preclinical Operative Dentistry course.

Methods: The preclinical operative dentistry assessment and self-assessment records by instructors and students, respectively, were collected retrospectively from intra-semester and final examination assessment rubrics. The instructors' scoring agreement level was measured using inter-rater reliability and intra-class correlations (ICCs). Students' self-assessment data were compared with instructors' assessment data, and agreement was tested using inter-rater reliability estimates. The significance level was set at 0.05.

Results: Instructors were calibrated based on significant agreement (p < 0.001) between full-time and part-time instructors (ICCs = 0.888 and 0.859, respectively). A significant difference (p < 0.001) was found between instructors' and students' mean scores. Students' gender was significantly associated with their evaluation of performance in the intra-semester examination (p = 0.048). Most male students (58%) overestimated their performance, while the majority (44%) of female students tend to evaluate their performance accurately. There was no significant difference in the scoring of instructors and high achievers classified in the "excellent" category (p = 0.392).

Conclusion: In preclinical operative dentistry education, students' ability to accurately self-assess the quality of their work varies, and may be predicted by gender and achievement level. Students who underestimate their performance in self-assessment tend not to show improvement in their actual performance.

Background: The evaluation of students' impression regarding their dental college experience is a crucial indicator of the effectiveness and achievement of dental education. The aim of this study is to evaluate the levels of confidence demonstrated by senior dental students and new interns during the execution of various endodontic treatment at College of Dentistry, University of Hail.

Methods: A total of 76 senior students and 21 new interns at the University of Hail, Saudi Arabia, were administered anonymous surveys. Participants were instructed to assess their level of self-confidence using a Likert scale that spanned from 1 to 5. The statistical significance between the analysed groups was assessed using the Mann-Whitney U-test and the chi-squared test.

Results: 63.9% of participants indicated their satisfaction with the quantity of teeth that were determined to require treatment. The majority of participants (91.8%) indicated that they believe their confidence in the field of endodontics will be strengthened by greater exposure to practical experience. Around 49.5% of the respondents indicated their intention to seek specialization in the future. Overall, the results of this study indicate that students and males tend to have lower levels of self-confidence in various endodontic procedures compared to interns and females (p < 0.05). A significant difference (p < 0.05) was noted in the levels of confidence between students and interns in treating various teeth. However, there were no statistically significant differences between the genders (p > 0.05). There were no statistically significant differences (p > 0.05) observed in the self-confidence levels related to the management of various indications between the two groups.

Conclusion: The level of confidence pertaining to endodontic treatment among the participants is deemed satisfactory. The dental interns demonstrated a notable degree of self-assurance in executing root canal therapy, primarily attributable to their extensive engagement in clinical practice.