Advances in Medical Education and Practice最新文献

Purpose: Lung cancer is the leading cause of cancer-related deaths worldwide and in Canada. Primary care providers (PCPs) play a vital role in incorporating lung cancer prevention and early detection into routine practice. This study outlines the co-design of Creating Safe Connections, an e-learning module developed to build PCPs' capacity to deliver equity-oriented preventative care.

Methods: This manuscript describes the pre-design and co-design phases of the innovation process, guided by the Generative Co-Design Framework for Healthcare Innovation. The pre-design phase established a governance structure comprising patient partners with lived/living experience and interest-holders including PCPs. During the co-design phase, key module priorities and research goals were identified, including barriers to access, stigma and trauma, and operationalizing equity-oriented care. All aspects of the module-its name, logo, content, and knowledge mobilization strategies-were co-developed with the patient partners and health system partners. To inform the e-learning module content, interviews were conducted with community-based PCPs in Ontario, Canada to explore how they apply equity-oriented skills in practice. Interviews were analyzed using deductive content analysis.

Results: PCPs' (five family physicians, two nurse practitioners) interview analysis was informed by the four pillars of Trauma- and Violence-Informed Care: recognizing the impact of trauma and violence; creating emotionally, culturally, and physically safe environments; promoting choice, collaboration, and connection; and adopting a strengths-based, capacity-building approach. These themes shaped the co-design of a Continuing Medical Education-accredited module, which includes video narratives, case studies, a learner's notebook, and interactive assessments.

Conclusion: This work offers a model for the participatory co-design of equity-focused educational interventions that bridge gaps in provider training while aligning with the care needs and priorities identified by structurally underserved populations. The module uses lung cancer screening as a case example to illustrate approaches to addressing inequities in preventative care.

Background: Nursing students often experience high levels of stress during exams, which may be exacerbated by generalized anxiety disorder and associated somatic symptoms. This dual burden can adversely affect their physical health, mental well-being, and academic achievements.

Aim: This study aimed to investigate the combined impact of generalized anxiety disorder and co-occurring somatic symptoms on the well-being of nursing students during exam periods at Qassim University.

Methods: A cross-sectional correlational study was conducted among 706 nursing students at Qassim University during the exam period in May 2025. Using a standardized self-administered questionnaire to assess generalized anxiety disorder (GAD), patient health questionnaire-15 (PHQ-15) and world health organization's 5 -item (WHO-5) well-being index. Statistical analysis was performed to examine correlations and identify significant associations.

Results: Most students were female aged 18-20 years. Over half (56%) reported moderate anxiety, and (52.7%) experienced minimal somatic symptoms. In contrast, the Well-Being Index showed over half of the respondents (52.7%) scoring the high well-being category. A significant positive correlation was found between GAD and PHQ-15 scores (r=0.480, p<0.001). In contrast, both GAD and PHQ-15 were negatively correlated with WHO-5 scores (r=-0.238 and r=-0.346 respectively; p<0.001).

Conclusion: The findings indicate that generalized anxiety disorder and co-occurring somatic symptoms are prevalent among nursing students during exam periods, particularly affecting younger, female, and early-year students, and are significantly associated with reduced mental well-being. These results provide novel insight into the interplay between anxiety, somatic symptoms, and demographic factors in this population. To mitigate the negative impact of stress and enhance both academic achievements and overall health among nursing students, it is essential to implement mental health support strategies through early screening and intervention, as well as programs to promote student well-being during exams.

Background: Learning enjoyment significantly influences motivation, enthusiasm, and overall learning experiences. Past studies, lacking an objective tool for measuring enjoyment and facing diverse influencing factors, have yielded conflicting results on the enjoyment levels of instructional methods.

Purpose: This study aimed to validate the Learning Enjoyment Scale (LES) as an objective tool for measuring students' enjoyment in teaching sessions, and to apply it in evaluating the enjoyment of first-year students in Physiology lectures.

Methods: We developed the Learning Enjoyment Scale (LES) to assess students' enjoyment during learning activities. The scale consists of two sections, each with six items rated on a five-point Likert scale. The first section yields a quantitative value for cross-comparisons between various teaching activities, and its total score is categorized as excellent, acceptable, or low. The second section is employed to evaluate specific factors known to impact the overall enjoyment score. In a cross-sectional study, we applied the LES to 112 first-year medical and dental students immediately following didactic physiology lectures.

Results: The LES demonstrated high reliability (0.914), indicating robust internal consistency among its items. Of all participants, 55% achieved an acceptable total LES score, 40% achieved an excellent score, and 5% received a low score. Enjoyment of physiology lectures exhibited a significant correlation with several factors, including teachers' proficiency, difficulty with the topic, active student participation, fulfillment of objectives, a low level of stress during the activity, and self-perception of acquired skills (P < 0.001).

Conclusion: This study underscores the reliability of the Learning Enjoyment Scale (LES) as a valuable tool for assessing teaching activities and analyzing associated factors. The LES revealed that the lectures are well received by undergraduate students, emphasizing their enduring significance as a crucial instructional method in higher education.

Purpose: With the advancement of educational technology and the continuous evolution of teaching philosophies, undergraduate teaching methods have undergone significant changes. In recent years, interactive teaching, inquiry-based learning, and problem-based learning (PBL) have been increasingly integrated into undergraduate education, emphasizing student participation and practical experience. Virtual simulation teaching, an emerging educational approach, leverages computer and virtual reality technologies to simulate real clinical environments and procedures, allowing students to practice and operate in a virtual context. This study investigates the application and effectiveness of a virtual simulation platform in undergraduate oral radiology education.

Methods: The study involved 80 undergraduate students, who were enrolled in an oral radiology course. The students were divided into two groups: Group A received traditional classroom teaching, while Group B supplemented traditional teaching with the Oral Radiology Virtual Reality (ORVR) system. The ORVR system consisted of four modules: Knowledge Base, Image Library, Virtual Radiographic Imaging, and Virtual Clinical Training. The effectiveness of the virtual simulation teaching was evaluated through system usage data, theoretical exam scores, and a questionnaire survey.

Results: The results showed that Group B scored significantly higher than Group A in both imaging diagnosis and case analysis exams. The questionnaire survey revealed that over 90% of the students in Group B found the virtual simulation system innovative and engaging, helping them better understand the principles of oral imaging techniques, enhance theoretical knowledge, and improve diagnostic abilities. Although user satisfaction with the system indicated room for improvement, the overall satisfaction with the teaching process was high.

Conclusion: The application of virtual simulation teaching in undergraduate oral radiology education improves students' practical skills and clinical reasoning abilities while stimulating their interest and initiative in learning. This approach supports cultivating high-quality dental professionals and represents a significant advancement in dental education.

The Northern Medical Program (NMP) is the most rural site of the University of British Columbia's distributed medical school. Situated in northern British Columbia, Canada, the NMP strives for health equity by training physicians to meet the needs of northern, rural and Indigenous patients with innovative approaches to curriculum delivery which maintain comparability to the rest of the program and alignment with the assessment structure. Medical schools have a social accountability mandate to train physicians to serve the needs of rural and Indigenous peoples, to address the challenges of rural recruitment and retention, and to eliminate health inequities. Here we describe the creation of a new blended clerkship which places students in a small rural community for a 6-month longitudinal integrated clerkship and in a small urban community for a 6-month rotational clerkship. This new clerkship provides a unique opportunity for learners to learn and experience rural generalist medicine while meeting the accreditation standard of comparability. Early implementation has shown promise in enhancing rural medical education while maintaining curricular comparability, with positive reception from students and faculty.

Introduction: Grade point average (GPA) is a widely used measure of academic performance in educational programs. However, its correlation with real-world work performance among healthcare professionals is widely debated.

Objective: To systematically review the literature regarding the relationships between GPA and indicators of job performance and success among healthcare professionals.

Methods: A comprehensive search of the following electronic databases was conducted to retrieve studies published between January 2000 and December 2023: PubMed, EMBASE, CINHAL, and the Cochrane Library. Grey literature was also reviewed for eligibility using ProQuest and Google Scholar. Only original research involving healthcare practitioners after graduation was included in the study. The impact of GPA on relevant work performance indicators was summarized by healthcare professional group. The risk of bias was assessed using the National Institutes of Health (NIH) quality assessment tools.

Results: Fourteen original studies were included in this review. Of these, six studies focused on physicians, six on nurses, and two on pharmacists. Thirteen of the studies were observational cohort studies, whereas one was a case-control study. Four of the studies were rated as "good quality", five as "fair quality", and five as "poor quality". The relationship between GPA and job performance indicators varied across the included studies and healthcare professionals. The findings showed inconsistent correlations: GPA weakly to moderately predicted physicians' performance, influenced pharmacists' pursuit of postgraduate training, and had variable effects on nurses' critical thinking, emotional intelligence, and job turnover.

Conclusion: The link between GPA and work performance differed depending on the healthcare professional group and the specific performance indicator being measured. While GPA may impact certain professional outcomes, its predictive value varies across roles and settings, underscoring the need for further research to clarify its utility as a performance indicator in healthcare.

Background and purpose: Clinical education serves as a vital bridge between theoretical knowledge and practical application, preparing healthcare professionals to meet societal health needs. Social accountability, as defined by the World Health Organization, obliges educational institutions to align education, research, and service activities with community health priorities. Although widely recognized, the integration of social accountability into clinical education remains underexplored, with notable gaps in evaluation, curriculum alignment, and implementation strategies. This scoping review's purpose is to bridge the existing knowledge gap by synthesizing current evidence, analysing various implementation methods, identifying barriers and evaluation frameworks, and outlining opportunities for advancing socially accountable clinical training.

Methods: This scoping review synthesizes current evidence on embedding social accountability within clinical education. Guided by the Population-Concept-Context (PCC) framework, the review asked: How is social accountability integrated into clinical education for healthcare professionals, students, and educators across clinical training settings? Studies involving healthcare students, professionals, and educators in hospitals, community clinics, and rural placements were included. A comprehensive search of six databases (PubMed, CINAHL, Scopus, Web of Science, PsycINFO, and ERIC) was conducted from inception up to February 28, 2025. Only English-language publications were included. Data extraction followed Joanna Briggs Institute and PRISMA-ScR guidelines, with thematic analysis conducted using Braun and Clarke's approach.

Results: From 893 identified records, 58 studies met the inclusion criteria. Key themes emerged, including curricular integration, faculty engagement, barriers to implementation, community engagement, practical applications, Educational Outcomes and evaluation strategies.

Conclusion: Integrating social accountability into clinical education promotes equity in healthcare and prepares graduates to address systemic health challenges. However, persistent obstacles related to implementation and assessment remain. Future research should focus on identifying effective strategies for integrating social accountability into clinical training, considering diverse regional and cultural contexts, and exploring innovative approaches to evaluation and stakeholder collaboration.

Background: In professional health education, it is common to align teaching strategies with students' preferred learning and thinking styles. However, the evidence supporting this "meshing" approach is weak. To address this gap, this study aimed to investigate the learning and thinking styles of first-year female pharmacy students and compare them to their performance in an anatomy course.

Material and methods: This cross-sectional study evaluated first-year female Doctor of Pharmacy students enrolled in an anatomy course over two consecutive academic years. Two validated inventory tools were used to assess students' learning and thinking styles: the Visual, Aural, Read/Write, and Kinesthetic Learning Styles Inventory (VARK) and the Thinking Style Indicator (TSI). The students' final course grades were compared with their thinking and learning styles.

Results: 259 students (98% of both cohorts) provided complete data on both instruments. The kinesthetic (58%) and concrete-sequential learners (32%) had the highest grades among the studied population. Neither learning style (P = 0.959) nor thinking style (P = 0.918) predicted the performance of students in the anatomy course. On the other hand, students with multimodal learning and thinking styles tended to have better scores than those who were unimodal.

Conclusion: The results of the study demonstrate that learning and thinking styles do not have a significant role in the performance of pharmacy students in an anatomy course, which led us to reject the null hypothesis. Thus, anatomy educators should make full use of multiple active blended learning modalities available to accommodate the full range of individualized learning preferences.

Background: Case-based learning (CBL) is a student-centered pedagogy that introduces students to real-life scenarios by presenting an authentic case, mirroring situations encountered in clinical practice. It serves as a bridge between theoretical knowledge and practical applications in nursing practice, fostering development of critical thinking skills in clinical decision-making by providing practical and immersive learning experiences to students. This study examined the impact of CBL on critical thinking in clinical decision-making among student nurses at Kampala International University (KIU), Uganda.

Methodology: -The study used descriptive design with criterion purposive sampling. 28 students nurses consented and participated in the study. The procedure involved CBL pedagogy, implemented using framework for teaching that was adopted and adapted by researchers and prepared instructional content on "Anemia in Pregnancy". The instrument for data collection was the California Critical Thinking Skills Test (CCTST) questionnaire (34-point scale). Collected data were analyzed using percentages, descriptive statistics and ANOVA for sub-scale scores with a significance P-value of <0.05.

Results: Very few (7.1%) participants had strong, whereas majority (92.9%) had superior overall CCTST scores. Participants' CCTST total mean score was 27.39, sub-scale analysis 5.79, evaluation 3.96, inference 5.64, deductive reasoning 5.54, and inductive reasoning 6.46 as their mean scores. CBL was a statistically significant factor influencing participants' scores in analysis (P =0.016), evaluation (P =0.007), and deductive reasoning (P =0.025) but did not have a statistically significant effect on inference (P =0.932) or inductive reasoning (P =0.670) sub-scale scores.

Conclusion: As a pedagogy, CBL has an excellent impact on KIU student nurses' critical thinking in clinical decision-making, as shown by study findings. However, there is a need to use more than one student-centered pedagogy to transfer adequate knowledge in curriculum to student nurses and strengthen clinical teaching to enhance their clinical management skills were recommended.

Purpose: Maternal Advanced Cardiovascular Life Support (ACLS) training is crucial for effective maternal cardiopulmonary resuscitation education. Traditional lecture-based approach for maternal cardiopulmonary resuscitation falls short in providing opportunities for adequate practice and active participating. Peyton's four-step teaching method shows advantages in the acquisition of procedural skills. Its effectiveness is constrained in group settings due to the 1:1 teacher-student ratio requirement. This study aims to evaluate the effectiveness of a modified Peyton's four-step teaching method in maternal ACLS training, with the objective of optimizing clinical training strategies.

Methods: Sixty physicians participating in ACLS training at our hospital from October 2023 to December 2024 were enrolled and randomly divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received the modified Peyton's four-step teaching method, while the control group underwent traditional lecture-based training. Teaching effectiveness was compared through knowledge assessments, skill evaluations, and feedback questionnaires.

Results: No significant difference was observed in knowledge scores between the two groups (experimental group: 94.6 ± 4.1 vs control group: 94.3 ± 3.9, P > 0.05). However, the experimental group demonstrated significantly higher accuracy in skill operations, including uterine displacement maneuvers, peripartum cesarean section decision-making, defibrillation, and resuscitation drug administration (P < 0.05). Teamwork performance and adherence to maternal cardiac arrest (CA) protocols were also superior in the experimental group (P < 0.05). Questionnaire results indicated higher satisfaction (4.5 ± 0.7 vs 4.1 ± 0.5, P < 0.05) and greater learning engagement (4.5±0.6 vs 4.0±0.6, P < 0.05) in the experimental group.

Conclusion: The modified Peyton's four-step teaching method significantly enhances physicians' mastery of maternal ACLS skills, improves teamwork capabilities, and elevates both teaching quality and learner satisfaction.