Advances in Medical Education and Practice最新文献

{"title":"Quality Assessment of Systematic Reviews Performed As An Undergraduate thesis in A Peruvian University: A Systematic Review","authors":"Rafael Pichardo-Rodriguez, Valeria Altuna-Moscoso, Karen Aviles-Antezana, Alondra Lorena Cahuana-Mendoza, Antonio André Challco Alvarado, Cristhian Gonzales-Rospigliosi, Shirley Oscco-Coila, Enzo Rafael-Tarazona, Marcos Saavedra-Velasco, Liz Cordova-Cueva, Jhony A De La Cruz-Vargas, Fernando Munayco-Guillen, Herney Andrés García-Perdomo","doi":"10.2147/amep.s443710","DOIUrl":"https://doi.org/10.2147/amep.s443710","url":null,"abstract":"<strong>Objective:</strong> To determine the quality of systematic reviews submitted as a thesis in the Medical School of Ricardo Palma University.<br/><strong>Methods:</strong> We conducted a systematic review. We included systematic reviews submitted as theses from Ricardo Palma University, and we excluded narrative reviews, editorials, clinical experiments, and those with incomplete data. We performed a structured search on EMBASE, PubMed, Scopus, and Institutional Repository from the Ricardo Palma University and RENATI. The risk of bias assessment was performed through the AMSTAR-2 and the modified AMSTAR-2 tools. The primary outcome was review quality. A qualitative synthesis of the information was performed.<br/><strong>Results:</strong> One thousand four hundred eighty-seven theses were identified, and exclusion criteria were applied, whereby 11 theses were selected for review and thorough consultation. Of the 11 selected theses, and through the AMSTAR-2 and modified AMSTAR-2 tools, the findings reached were that 90.9% of the included theses presented critically low quality that was not modified even when the quality was reevaluated after its publication as a scientific article.<br/><strong>Conclusion:</strong> The systematic reviews presented as undergraduate thesis in the Medical School of Ricardo Palma University showed low and critically low quality. Improvement in systematic review training is required for both students and institutional advisors.<br/><br/><strong>Keywords:</strong> thesis, systematic review, medical school<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"45 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141746353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effectiveness and Benefits of Disaster Simulation Training for Undergraduate Medical Students in Saudi Arabia","authors":"Rasha Doumi, Wajdan Alassaf, Muna Aljahany, Sarah Aldobeaban, Hamda Ahmed Mirghani, Yara BinSaleh, Samah F Ibrahim","doi":"10.2147/amep.s453879","DOIUrl":"https://doi.org/10.2147/amep.s453879","url":null,"abstract":"<strong>Background:</strong> There is a growing recognition of the need for disaster management training for medical students in Saudi Arabia, but there is limited research on its effectiveness. Thus, this study evaluated the effectiveness of a disaster simulation training program for undergraduate medical students in Saudi Arabia.<br/><strong>Methods:</strong> A disaster management simulation activity was conducted for 32 medical students. The students attended a 30-minute lecture about mass casualty incidents (MCIs) and completed a pre-simulation survey. They were then randomly assigned to one of three groups (performer, actor, observer) and asked to apply their skills to triage patients after a Level C MCI. A debriefing session was conducted using the plus/delta debriefing method. Then, the students completed a post-simulation survey.<br/><strong>Results:</strong> The results showed that after the simulation training the students’ self-confidence in their ability to respond to a disaster increased from 40.7% to 59.4% (p value &lt; 0.01), to utilize incident command structure increased from 37.9% to 62.5% (p value &lt; 0.01), to demonstrate START triage for victims of a disaster increased from 28.2% to 65.7% (p value &lt; 0.01), and to apply safe search and rescue techniques increased from 40.7% to 59.4% (p value &lt; 0.01). The students’ self-confidence in their ability to perform basic first aid skills also increased after the simulation.<br/><strong>Conclusion:</strong> The study findings suggest that disaster management simulation training can be an effective way to increase medical students’ self-confidence and preparedness for disaster response.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"46 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141718626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Response to “Medical Education Electives Can Promote Teaching and Research Interests Among Medical Students” [Letter]","authors":"Viraj Shah, Rayan Kamal, Aya Alsilawi","doi":"10.2147/amep.s486054","DOIUrl":"https://doi.org/10.2147/amep.s486054","url":null,"abstract":"Letter for the article Medical Education Electives Can Promote Teaching and Research Interests Among Medical Students","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"71 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141609844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating Interprofessional Education Readiness and Perceptions Among Health Professions Students","authors":"Nouf Sulaiman Alharbi, Nourah Mohammed Alenazi, Alaa Althubaiti, Reem Alkahtani, Seema Nasser, Marwh Gassim Aldriwesh","doi":"10.2147/amep.s461901","DOIUrl":"https://doi.org/10.2147/amep.s461901","url":null,"abstract":"<strong>Background:</strong> Inter-professional learning (IPL) or more broadly Inter-professional Education (IPE) refer to a pedagogical approach that involves creating a learning experience where students from different professions learn about, from, and with each other. IPE is crucial for preparing health professionals to offer patient-centered care as part of an interdisciplinary team. This study aims to assess the readiness for IPL among students from different health professions colleges at King Saud bin Abdulaziz University for Health Sciences.<br/><strong>Methods:</strong> A cross-sectional design was conducted for this study, with a total of 476 undergraduate students from College of Medicine, College of Nursing, and College of Applied Medical Sciences. By using quota sampling, the readiness for interprofessional learning scale (RIPLS) was used to assess the student’s readiness for interprofessional learning.<br/><strong>Results:</strong> The overall mean score of RIPLS for the students participating was 76.20, with the highest mean score in teamwork and collaboration at 39.73. The lowest mean score was in roles and responsibility at 8.45. The professional identity subscale had a mean score of 26.85. A significant difference in professional identity was found between students in applied medical sciences, nursing, and medicine colleges.<br/><strong>Conclusion:</strong> The study reveals that undergraduate students have positive attitudes towards interprofessional education, which can enhance their engagement in developing competencies necessary for effective contribution to interprofessional healthcare teams. High readiness among medical, nursing, and applied medical sciences students allows for the Introduction of IPL.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"40 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141574938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Student Experience and Tooth Location on Finish Line Width and Angle of Full Metal Crown Preparations in Preclinical Setting","authors":"Nabeel Munshi","doi":"10.2147/amep.s460140","DOIUrl":"https://doi.org/10.2147/amep.s460140","url":null,"abstract":"<strong>Purpose:</strong> To determine the effect of experience and tooth location on the finish line width and angle of crown preparations performed by undergraduate students.<br/><strong>Methods:</strong> Eighty full metal crown preparations on typodont teeth were divided into four groups: Group 1: 20 preparations performed on mandibular first molar in the first semester. Group 2: 20 preparations performed on mandibular first molar in the second semester. Group 3: 20 preparations performed on mandibular second molar in the first semester. Group 4: 20 preparations performed on mandibular second molar in the second semester. All prepared teeth were scanned, and the finish line width and angles were measured at 8 different locations. Paired <em>t</em>-test in the SPSS software was used to compare and determine the effect of experience and tooth location on the students’ performance.<br/><strong>Results:</strong> There was a statistically significant difference in the mandibular first molar finish line width between the first and second semesters for the same student in the distal, distolingual, and mesiobuccal areas of the tooth. There was a statistically significant increase in finish line width between first and second molars in the distobuccal, distal, distolingual, lingual, and mesial side of the tooth. Regarding the finish line angle, there was a statistically significant difference between the first and second semesters on the distal side of the tooth. There was a statistically significant increase in finish line angle between first and second molars in the distobuccal side of the tooth.<br/><strong>Conclusion:</strong> As students gain more experience in different types of tooth preparations, they tend to produce a wider finish line than that recommended for full metal crown preparation. The tooth location in the mouth influences the width and angle of the finish line hence the more inaccessible areas on the tooth have a wider finish line.<br/><br/><strong>Keywords:</strong> fixed prosthodontics, dental education, undergraduate, finish line design, full cast restoration<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"29 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141574766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The State of Mastery Learning in Pediatric Graduate Medical Education: A Scoping Review","authors":"Michaela Mills-Rudy, Megan Thorvilson, Cynthia Chelf, Stephanie Mavis","doi":"10.2147/amep.s463382","DOIUrl":"https://doi.org/10.2147/amep.s463382","url":null,"abstract":"<strong>Objective:</strong> The aim of this study was to characterize the state of mastery learning interventions, identify gaps in current approaches, and highlight opportunities to improve the rigor of ML in pediatric graduate medical education (GME) training programs.<br/><strong>Methods:</strong> In October 2022, we searched Ovid, PubMed, Scopus, and ERIC. Two reviewers independently screened 165 citations and reviewed the full manuscripts of 20 studies. We developed a modified data abstraction tool based on the Recommendations for Reporting Mastery Education Research in Medicine (ReMERM) guidelines and extracted variables related to mastery learning curricular implementation and design and learner assessment.<br/><strong>Results:</strong> Eleven studies of ML approaches within pediatric GME were included in the full review, with over half published after 2020. ML interventions were used to teach both simple and complex tasks, often in heterogeneous learner groups. While deliberate practice and feedback were consistently reported features of ML in pediatrics, opportunities for improvement include clearly defining mastery, conducting learning over multiple sessions, presenting sufficient validity evidence for assessment tools, adhering to rigorous standard setting processes, and reporting psychometric data appropriate for ML.<br/><strong>Conclusion:</strong> In pediatric GME, ML approaches are in their infancy. By addressing common shortcomings in the existing literature, future efforts can improve the rigor of ML in pediatric training programs and its impact on learners and patients.<br/><br/><strong>Plain Language Summary:</strong> While mastery learning is a well-described, effective educational intervention utilized in multiple medical specialties, we perceived a relative lack of published studies on mastery learning in pediatric graduate medical education. Mills-Rudy’s team searched the current literature to identify gaps in mastery learning approaches in pediatrics training and to highlight ways to improve the rigor of mastery learning in pediatric training programs. Their search yielded 11 studies of mastery learning approaches in pediatric graduate medical education. They identified major gaps in curriculum development and implementation as well as learner assessment. Opportunities to improve mastery learning in pediatrics include clearly defining mastery, conducting learning over several sessions, presenting sufficient validity evidence for assessment tools, adhering to rigorous standard setting processes, and reporting psychometric data appropriate for mastery learning. Future mastery learning interventions in pediatrics can address these gaps to improve the rigor of mastery learning in pediatric training programs.<br/><br/><strong>Keywords:</strong> competency-based medical education, graduate medical education<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"18 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141574767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pathology as a Basic Medical Subject: Its Relevance and Application During Clinical Practice in Jordanian MD Programs, Interns’ and Residents’ Perspectives","authors":"Mohamad Saleh Al-Saghbini, Mohammed Ali Fayyad, Lobna Gharaibeh","doi":"10.2147/amep.s446158","DOIUrl":"https://doi.org/10.2147/amep.s446158","url":null,"abstract":"<strong>Aim:</strong> Medical literature revealed that there is a lack of information about the opinions of medical interns and residents about curricula provided to them during their undergraduate programs, either in a group of detached subjects or an incorporated and efficacious topic (ie, pathology).<br/><strong>Purpose:</strong> To assess and compare the interns’ and residents’ perspectives towards Pathology as a subject. To recognize their opinions toward the relevance and application of Pathology while practicing clinically.<br/><strong>Methods:</strong> This study was a cross-sectional online, self-administered questionnaire targeting interns and residents. The questionnaire consisted of 30 questions, enquiring about the demographic data, subject strength, teaching duration, interest in the subject, and usefulness of Pathology as a subject in clinical practice.<br/><strong>Results:</strong> Overall, 103 participants completed the survey. The female and male percentage was 59.2% and 40.8% respectively. 86.4% of participants were interns, while 13.6% were residents. 87% of participants agreed that applying pathology during clinical practice is a skill that should be strengthened in the early stages of preclinical education of Medicine. A modest percentage believed that a practitioner could efficiently treat the majority of patients with no need to know the specifics of the pathological mechanisms involved. Most of the participants believed that pathology courses helped them in making a differential diagnosis, analysis of normal and pathological constituents, and dissection and identification of structures.<br/><strong>Conclusion:</strong> This study highlights the positive perceptions of Jordanian interns and residents toward pathology courses. It also demonstrates that participants prefer an active and dynamic educational model with an emphasis on better integration of pathology courses and clinical experiences that fit their needs in clinical practice. Thus, we recommend future studies to compare the competencies of interns and residents enrolled in the courses with integrated medical curricula, of pathology versus those who studied the conventional medical curricula of pathology, as well as to evaluate their perceptions of medical education.<br/><br/><strong>Keywords:</strong> medical education, traditional, case-based, problem-based learning, clinical relevance, pathology<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"10 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141551656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Incorporating Technology Adoption in Medical Education: A Qualitative Study of Medical Students’ Perspectives","authors":"Fahad Abdulaziz Alrashed, Tauseef Ahmad, Muneera M Almurdi, Asma A Alderaa, Saad A Alhammad, Mohammad Serajuddin, Abdulrahman M Alsubiheen","doi":"10.2147/amep.s464555","DOIUrl":"https://doi.org/10.2147/amep.s464555","url":null,"abstract":"<strong>Introduction:</strong> The integration of technology into medical education has witnessed significant growth in recent years, with tools such as virtual reality, artificial intelligence, and telemedicine gaining prominence. These tool in medical education, offering immersive, experiential learning experiences.<br/><strong>Methods:</strong> We approached medical students currently enrolled in medical education programs and who are familiar with and actively use AI in medical education. Initially, we invited 21 random students to participate in the study; however, only 13 agreed to interviews. Some students cited their busy exam schedules as the reason for not participating. The participants were informed of the objective of the study before the commencement of the recorded interviews. Semi-structured interviews were used to guide the record interviews. Audio recordings were transcribed and analyzed using Atlas.ti, a qualitative data analysis software.<br/><strong>Results:</strong> Participants exhibited a diverse range of perceptions and levels of awareness regarding VR, AI, and telemedicine technologies. Learning with virtual reality was considered to be fun, memorable, inclusive, and engaging by participants. The use of virtual reality technology is seen as complementing current teaching and learning approaches, helping to build learners’ confidence, as well as providing medical students with a safe environment for problem-solving and trial-and-error learning. The students reported that AI was seen as a potential game-changer in the healthcare sector. Participants hoped that telemedicine would provide healthcare services to remote and underserved populations.<br/><strong>Conclusion:</strong> The study conducted focus group discussions with medical students and residents in Saudi Arabia to explore their views on integrating VR, AI, and telemedicine in medical education and practice. Their insights highlight the need for informed decision-making and strategic development to optimize the benefits and address challenges like initial investments, technical issues, ethics, and regulations. These considerations are crucial for fully realizing the potential benefits of technology in medical education globally.<br/><br/><strong>keywords:</strong> learning education, medical education, medical education with virtual reality, technology in medical education, qualitative research teaching technology, artificial intelligence<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"26 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141508157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Pre-Admission Grade Point Averages on Anesthesiologist Assistant Student Performance at Emory University School of Medicine.","authors":"Katherine S Monroe, William Bundy, Yulanda Greene, Gregory Jarvis, Jennifer Stever, Gaurav P Patel","doi":"10.2147/AMEP.S465374","DOIUrl":"10.2147/AMEP.S465374","url":null,"abstract":"<p><strong>Purpose: </strong>The Anesthesiologist Assistant career is gaining significant popularity in the health professions in the United States. Given that this medical occupation is relatively young, there is limited information regarding student success in this demanding graduate-level program. Assessing if pre-admission metrics influence how students perform during the curriculum is essential to recruiting the appropriate candidates. Grade point averages have been shown to correlate with student success in medical education programs for both medical students and physician assistant students, but there is currently no information regarding anesthesiologist assistant students.</p><p><strong>Methods: </strong>Pre-matriculation science and cumulative grade point averages were accessed in a deidentified manner for Emory University Anesthesiologist Assistant Students, and 2-tailed Pearson coefficients were calculated to see if there was a correlation with performance during the science/didactic curriculum of our program and with the clinical curriculum of the program.</p><p><strong>Results: </strong>The 2-tailed Pearson coefficients showed a moderately strong positive correlation between pre-admission science and cumulative grade point averages and performance during the science curriculum of the Emory program (r=0.522). Data also suggested a moderate correlation with grade point averages at graduation from our program (r=0.484). Similar results were found with cumulative grade point averages as well.</p><p><strong>Conclusion: </strong>Given the limited information, we have regarding pre-admission metrics and performance in an Anesthesiologist Assistant program, our study shows that pre-admission science scores and grades in general in undergraduate studies does in fact mimic the information found from studies of other health profession students. Further studies are needed to elucidate how to choose the most appropriate candidates for admission to anesthesiologist assistant programs.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"611-614"},"PeriodicalIF":1.8,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11214574/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141471563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Erratum: Health Care Clinical Preceptors' Attitudes Towards Interprofessional Education in Saudi Arabia: A Cross-Sectional Study [Corrigendum].","authors":"","doi":"10.2147/AMEP.S482425","DOIUrl":"https://doi.org/10.2147/AMEP.S482425","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.2147/AMEP.S451938.].</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"609-610"},"PeriodicalIF":1.8,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11214546/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141471561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}