BMC Medical Education最新文献

Background: The outbreak of the Coronavirus epidemic has caused a huge crisis initiating fundamental changes in education since this crisis has turned face-to-face education into virtual training. This questionnaire-based study employed the comprehensive CIPP Model (Context, Input, Process, Product) to obtain the perspectives of both faculty members and students from six different faculties at one university in Iran concerning implementation of virtual learning in during COVID 19.

Methodology: The participants in this cross-sectional study were 522 students and 38 members of the faculty in six different faculties who were selected via stratified random sampling. The research tool was a validated and reliable researcher-made questionnaire developed based on the context, input, process, and product (CIPP) evaluation model. The survey included a scale for each of the four CIPP components, with scales comprised of 9 to 12 questions. The data were analyzed through SPSS 23 using descriptive and inferential (Mann-Whitney, Kruskal-Wallis, and Spearman correlation) methods.

Results: The scale items for each of the CIPP components that elicited the highest levels of agreement by both professors and students were as follows based on a five point scale where higher scores indicated higher levels of respondent agreement: Context: Topics presented in the virtual training are determined according to the course plan (3.63), and virtual education reduces the teacher's control over class (3.56); Input: Designated hours are suitable for virtual learning classes (3.29); Process: Professors have less commitment and responsibility in providing virtual courses (3.48); and Product: Student participation in virtual classes is low (3.78), and virtual learning saves time (3.67)." For both students and faculty, the mean scores for the context, input, process, and product scales all averaged near the mid-point of the scale, 3.00. No significant difference was observed between professors and students except for the input construct. Students responded significantly differently according to their age and educational level on the product construct, and significantly differently according to their faculty and marital status on each of the CIPP constructs.

Conclusion: This study has highlighted various issues related to virtual education, and the opinions of professors and students regarding changes to the online educational program should be strategically considered. The present findings can facilitate decision-making and policy-making at the macro level, enabling officials to plan appropriately, take professional measures, and decide whether to continue, cease, or revise educational goals, inputs, processes, and products.

Background: The field of medical sciences has continuously been changing and evolving rapidly pertaining to the newly introduced practices and guidelines according to the principles of evidence-based medicine. Therefore, it is of utmost importance for the healthcare practitioners to keep themselves updated and regulated through self-directed learning.

Methodology: A cross-sectional survey was conducted to assess the readiness of self-directed learning among undergraduate medical students. A total of 824 students participated both from public and private medical colleges of KPK. A self-reported validated SRSSDL scale was used to obtain data. The perception of public and private medical colleges students was compared and analyzed using SPSS version 24. Differences in SDL mean scores of student groups were analyzed through independent sample t-test for groups having two categories (e.g. gender, medical college setting etc.). Mean scores of all the five academic years were compared using one-way Analysis of Variance (ANOVA). The levels of SDL readiness (e.g. good, average, poor) were cross tabulated with gender, medical college setting and academic years categories by using Chi-square test. the p - value was set at 0.05.

Results: The self-rated scale for SDL readiness among undergraduate medical students showed a mean score of 226.91 ± 30.074 (Minimum score = 81, Maximum score = 300) with a range of 219. On the whole, among 824 students, 61.3% of students reported good readiness for self-directed learning, 38.2% average readiness. Students enrolled in private medical colleges were more likely to report good readiness for SDL (58.4%) compared to those enrolled in public sector medical colleges (41.6%).

Conclusion: The findings of this vast survey suggest that overall undergraduate medical students are ready for self-directed learning in their prevailing circumstances at undergraduate medical education. It also finds that students enrolled in private medical colleges are more likely to be ready for self-directed learning than those studying in public medical colleges. However, further research with qualitative analysis and longitudnal designs is recomended to explore factors promoting or preventing self directed learning.

Purpose: Medical students are integrated into an interprofessional team to help them learn how to provide effective, patient-centered care. Indiana University School of Medicine (IUSM) introduced a unique, easy-to-implement interprofessional exercise into each clerkship to improve students' understanding of each professional's contribution to patient care.

Methods: Between 2022 and 2023, IUSM medical students interviewed a variety of healthcare professionals engaged in the care of mutual patients using a template of questions; they wrote a brief report and evaluated the experience. Students interviewed a different professional in each clerkship to broaden their exposure.

Results: 3088 encounters occurred, 68% at the Indianapolis campus and 32% at regional campuses. More than 82% of students agreed or strongly agreed to each of the following prompts regarding the exercise: aided their understanding of the benefits of an interprofessional team to patient care, better understood when participation of the specific healthcare professional would benefit their patient, the experience contributed to their understanding of the role of that profession within the healthcare team, their confidence in engaging other healthcare professionals on the health care team improved, and the experience aided in understanding of their own role as a member of the health care team.

Conclusion: This exercise was easy to implement across a multi-campus system and improved student comprehension of the interprofessional team and indications for their engagement in patient care.

Background: Medical research plays a crucial role in advancing the treatment and prevention of diseases, in addition to enhancing public health.

Objectives: This study aims to assess knowledge, attitude, and practice (KAP) of healthcare providers (HCPs) in relation to medical research, identify motivating factors and barriers that prevent them from conducting research, and identify associated factors with good knowledge, practice and positive attitude.

Methods: In this cross-sectional study, a validated questionnaire was employed to gather data of HCPs who work at healthcare institutions affiliated with MOH. The Proportionate stratified random sampling method was used to recruit HCPS. Proportion (%), and median and interquartile range (IQR) were used to represent the data. Logistic regression analysis was carried out to identify associated factors with good knowledge, positive attitude, and good practice.

Results: A total of 285 HCPs were included in the analysis. The median score for knowledge was 43%, with scores ranging from 14 to 57%, for most participants showing variability in their knowledge levels. For attitude, the median score was 100%, indicating a generally positive outlook, with scores between 80% and 100% for most participants. The practice score had a median of 59%, with scores ranging from 33 to 83%, showing a wide range in research activity among the HCPS. The most reported motivators were strength of the resume (91.80%) and fulfilment of work requirements (90.80%). The most reported barriers were lack of financial support (82.3%), poor time management (78.7%), no enough research facilities (75.2%), lack of motivation (74.8%), inadequate skills and knowledge (72.3%), and lack of rewards (71.6%). Good knowledge was significantly associated with taken research methodology course (p. value = 0.001) and qualification (p. values = < 0.05). Positive attitude was significantly associated with workplace and qualification. Nationality (p. value = 0.005) and taking a research methodology course (p. value = 0.001) were significantly associated with good practice.

Conclusion: Although HCPs showed a positive attitude towards medical research, their knowledge and practice were inadequate. They are necessarily needed for amelioration. This improvement can be achieved through effective and regular research methodology courses, workshops, and enhancement of the research environment.

Background: Capacity-building initiatives targeting medical personnel in low- and middle-income countries have focused on individual medical professionals within specific disciplines. However, it has become evident that the enhancement of healthcare quality necessitates more than just individual capacity-building efforts. As a part of The National Radiotherapy and Medical Oncology Center Project in Côte d'Ivoire, the National Cancer Center Korea has initiated a training project for hospital personnel in Côte d'Ivoire.

Methods: From May to November 2023, 51 hospital personnel from 21 disciplines from Côte d'Ivoire underwent invitation-based training in Korea. A quantitative analysis of the training outcomes for the trainees and a qualitative assessment of the enablers of the training, involving trainees, trainers, and the coordinating team, were conducted.

Results: The average score at pre- and post-training evaluation of capabilities of the trainees increased from 2.3 to 4.0 (out of 5.0). In addition to medical knowledge and technical skills sharing, trainees collaborated in group activities to develop workflow manuals for disease-, discipline-, and department-specific tasks through a multidisciplinary and cross-functional approach. The qualitative assessment indicated the importance of contextually relevant curriculum development with a special focus on establishing hospital operational plans, maintaining trainee autonomy and motivation, building mutual trust and cooperation between partner countries, engaging stakeholders actively, and providing effective leadership and support structures through a dedicated coordinating team were crucial factors for program success.

Conclusions: Effective hospital personnel capacity building programs should not only focus on imparting medical knowledge and technical skills but also actively engage trainees in developing hospital operational plans. Furthermore, ensuring mutual trust and cooperation among various stakeholders, along with the establishment of a dedicated coordinating team, is essential for the success of the program.

Background: In health sciences practice, interpersonal skills, critical thinking, and learning-to-learn are crucial transversal skills. Effective teaching necessitates the understanding of undergraduates' views. This study explored undergraduate experiences in human biology, medicine, and nursing degrees in learning transversal skills.

Methods: An exploratory sequential mixed method design with qualitative data collection and a subsequent online survey study. Three focus groups were conducted with third- and fourth-year undergraduates, and data were analyzed with thematic analysis. The online survey targeted undergraduate students from all academic years to address inconclusive details. Analysis entailed descriptive statistics, and associations differences in responses by degrees were analyzed using chi-square tests or Fisher's Exact Test.

Results: Thirteen undergraduates participated in focus groups and 159 in the online survey. Three thematic areas emerged: the training received and its perceived relevance, the evaluation, and the learning methods. Undergraduates expressed that transversal skills were necessary for self-personal growth and professional development; however 50.7% reported not receiving specific training. Human biology and medicine undergraduates reported less training in critical thinking compared to nursing (29.03% and 32.7% vs. 76%, p < 0.001) and in interpersonal and relational skills (16.1% and 16.3% vs. 57%, p < 0.001). Subjectivity is an issue compared to traditional testing, with 39.6% of undergraduates reporting knowing the assessment methods of transversal skills and 56% trusting the preparation of teaching staff. >80% of undegraduate students wanted more participatory methodologies -from classroom methodology to problem-based assessments and simulation, while plenary lectures and gamification were less preferred.

Conclusion: Health sciences undergraduates advocated for effectively integrating transversal skills in their programs. Nursing undergraduates showed higher satisfaction and expressed having experienced more transversal skills learning than human biology and medicine undergraduates. Undergraduates required educators to receive more support and training in adopting methodologies that facilitate transversal skill acquisition through changes in the assessment methods and substantive transformation of the program curricula.

Background: The HPV vaccination rate of Chinese college students remains low. Therefore, there is an urgent need to provide health education regarding HPV vaccination among college students in China. We used a pre-test/post-test model to implement a health education intervention for the HPV vaccine among undergraduate medical students and subsequently evaluated its effectiveness.

Methods: A total of 180 undergraduate medical students who were attending classes at the gynaecological department of the Third Affiliated Hospital of Sun Yat-sen University from October 2022 to March 2023 were selected for inclusion in the study. Before class, all students completed a questionnaire and a pre-class quiz to obtain key points in the course. The class regarding HPV and the HPV vaccine was taught by senior teachers. After the course, all students completed a post-class quiz consisting of the same questions as the pre-class quiz. The pre-class and post-class scores were compared to evaluate the effectiveness of this teaching model.

Results: After the HPV health education intervention in the pre-test/post-test model, the post-class scores were significantly higher than the pre-class scores for different gender, years of study, clinical majors, different willingness of vaccine to receive the vaccine(p < 0.05).

Conclusion: A pre-test/post-test model may be an effective approach for HPV health education interventions.

Background and objectives: Assessing and improving academic writing skills is a crucial component of higher education. To support students in this endeavor, a comprehensive self-assessment toolkit was developed to provide personalized feedback and guide their writing improvement. The current study aimed to rigorously evaluate the validity and reliability of this academic writing self-assessment toolkit.

Methods: The development and validation of the academic writing self-assessment toolkit involved several key steps. First, a thorough review of the literature was conducted to identify the essential criteria for authentic assessment. Next, an analysis of medical students' reflection papers was undertaken to gain insights into their experiences using AI-powered tools for writing feedback. Based on these initial steps, a preliminary version of the self-assessment toolkit was devised. An expert focus group discussion was then convened to refine the questions and content of the toolkit. To assess content validity, the toolkit was evaluated by a panel of 22 medical student participants. They were asked to review each item and provide feedback on the relevance and comprehensiveness of the toolkit for evaluating academic writing skills. Face validity was also examined, with the students assessing the clarity, wording, and appropriateness of the toolkit items.

Results: The content validity evaluation revealed that 95% of the toolkit items were rated as highly relevant, and 88% were deemed comprehensive in assessing key aspects of academic writing. Minor wording changes were suggested by the students to enhance clarity and interpretability. The face validity assessment found that 92% of the items were rated as unambiguous, with 90% considered appropriate and relevant for self-assessment. Feedback from the students led to the refinement of a few items to improve their clarity in the context of the Persian language. The robust reliability testing demonstrated the consistency and stability of the academic writing self-assessment toolkit in measuring students' writing skills over time.

Conclusion: The comprehensive evaluation process has established the academic writing self-assessment toolkit as a robust and credible instrument for supporting students' writing improvement. The toolkit's strong psychometric properties and user-centered design make it a valuable resource for enhancing academic writing skills in higher education.

Background: Social determinants of health (SDoH) contribute to up to 80% of an individual's health, underscoring its importance in medical education. Research has shown that community exposure and engagement during undergraduate medical education increases the likelihood of students working in underserved areas in the future. Given the limited research on the feasibility and educational effects of SDoH experiences implemented at the early stages of medical education, this study presents a unique perspective on an interactive learning opportunity during the preclinical curriculum. The purpose of this study is to evaluate the educational impact of an immersive social determinants of health learning intervention for first-year medical students.

Methods: First year medical students visited one of five underserved neighborhoods in Pittsburgh during Orientation Week. Students received materials about neighborhoods and community engagement etiquette prior to their visit. Visits spanned four hours with two groups of approximately 15 students for each neighborhood, led by at least one faculty member and two student facilitators. Students visited two to four community organizations in each neighborhood and participated in a debrief session. Students completed a feedback survey, and results were analyzed with Chi-square Test of Independence (p < 0.05).

Results: The survey response rate was 58.2%. Students ranked the intervention as "Excellent" (77%), "Above Average" (14%), and "Good" (7%). When asked to rate the comfortability of helping patients obtain community resources on a scale of 1-5, 64.3% of students rated 4 or above. Similarly, 91.6% of students rated 4 or above when asked about knowledge of available resources in their neighborhood. The major learning outcomes from students were richness of community resources/history (35.7%), food insecurity (26.2%), and dissipation of previous stigma (23.8%). There was a significant association between growing up in Pittsburgh and self-rating of comfortableness with helping patients obtain community resources (p = 0.02). Students who completed pre-visit materials were more likely to rate the materials (p < 0.01) and debrief session as helpful (p < 0.01).

Conclusions: Prior exposure to and information about communities was found to enhance the neighborhood learning experience. This initiative demonstrates the benefit of early engagement with community resources and neighborhood-based health disparities in undergraduate medical education.

Background: Teledentistry is a part of telemedicine and can be used for dental diagnosis, dental care, consultation, and dental education. The objective of this study was to assess the awareness, knowledge, and attitudes of undergraduate dental students toward teledentistry, as well as to investigate the influence of enrolling in a teledentistry course on these variables.

Methods: A structured questionnaire-based online survey (Google Form) was used as the survey tool to evaluate the undergraduate dental students' awareness, knowledge, and attitudes towards teledentistry. All undergraduate dental students during the 2022-2023 academic year, were invited to join this questionnaire. The questionnaire was posted to the students who agreed to answer the survey online. Associations between categorical variables were evaluated using the Pearson Chi-square test or Fisher-Freeman-Halton Exact test. The Mann-Whitney U test was used to compare two independent groups, and the Kruskal-Wallis test was used to compare more than two independent groups. All analyses were conducted using IBM SPSS Statistics for Windows, Version 23.0 (IBM Corp. Released 2015, Armonk, NY: IBM Corp.). The significance level was set at p < 0.05 for all analyses. Explanatory factor analysis and item analysis were used for the evaluation of the validity of the questionnaire.

Results: There were 293 participants from five classes, with a 36.08% response rate; 190 (64.8%) were female and 103 (35.2%) were male, with a median age of 21 years (minimum 17 years, maximum 44 years). In this study, 37.9% of the participants had heard of teledentistry, 30.7% knew what teledentistry is, approximately one-third of the students were aware that there is a course called teledentistry in our faculty, and only 11.6% took the course. Undergraduate dental students had high levels of knowledge and awareness about the advantages and limitations of teledentistry. Dental students who had taken the course had a more positive attitude towards using teledentistry.

Conclusions: Enhancing dental students' knowledge and awareness of teledentistry could beneficially influence their utilization of teledentistry in their future careers.

Clinical trial number: This study is not a clinical trial involving medicinal products or therapeutic interventions, so the clinical trial number is not applicable.