BMC Medical Education最新文献

Objective: This study explored the effectiveness of combining problem-based learning (PBL) and case-based learning (CBL) in the clinical teaching of ectopic pregnancy.

Methods: Fifth-year students majoring in clinical medicine were recruited from the Department of Gynecology at the Hengyang Central Hospital and Hainan General Hospital between September 2023 and June 2024. The students were randomly assigned to either the combined PBL-CBL or the traditional group. At the end of the class, both groups of students were required to complete a post-class quiz and an anonymous questionnaire.

Results: The basic knowledge score in the combined PBL-CBL group was significantly higher than that in the traditional group (42.6 ± 3.6 vs 35.0 ± 2.3, p = 0.000). Similarly, the case analysis score was higher in the combined PBL-CBL group than that in the traditional group (37.1 ± 6.2 versus 33.8 ± 5.7, p = 0.013). The scores for learning motivation, understanding, student-teacher interaction, communication skills, clinical thinking skills, self-learning skills, knowledge absorption, and satisfaction with the course in the combined PBL-CBL group were significantly higher than those in the traditional group (p < 0.05). However, the score for the amount of free time consumed by the combined PBL-CBL group was significantly higher than that of the traditional group (p < 0.05).

Conclusion: The study suggests that the combined PBL-CBL teaching method might be a promising new mode of gynecological education.

Background: Learning analytics (LA) is a tool for gathering, analysing, and interpreting data related to student's learning behaviour, engagement, and performance. As the student data collected by the institutions are used to construct LA, it is essential to understand the acceptance and readiness of the students regarding the implementation of LA.

Methods: A sequential mixed method research design was used in this study. A validated questionnaire was distributed to undergraduate students of Medicine, Dentistry and Pharmacy programmes to collect their general views on LA. Focus group interviews with a total of 18 students were conducted to explore their perceptions in depth, followed by thematic analysis of the transcribed data.

Results: Generally, the students were aware of their demographic data, utilisation of learning management system and academic performance data being collected by the university. They were agreeable for collection of those data which had direct association with their learning to be used for LA. However, they expressed concerns about the privacy, confidentiality, and security of the collected data. Three themes emerged from the interviews, i.e., self-regulated learning, evidence-based decision making and data management. The students perceived that LA could help them to monitor achievement of learning outcomes and provide support for individualised learning paths through recommendations of learning resources and learning motivation. They also opined that LA could help educators and institutions by providing feedback on teaching and learning methods, resource allocation and interventions to create conducive learning environment.

Conclusions: LA is a useful tool to support self-regulated learning, however, precautions should be exercised during implementation to ensure data privacy and security.

Background: Patient education is an important aspect of physiotherapy. Effective education is based on quality communication and understanding of patients' needs. For a successful practice, it is necessary to recognize the factors that affect the ability to teach the patient and prepare new physiotherapists for this task. The research aims to determine the effect of training on the self-efficacy and skills of physiotherapy students in patient education.

Methods: Final-year physiotherapy students were randomized into an intervention group (52 students) and a control group (51 students). The intervention group participated in 2.5 hours of lectures, discussions, simulated exercises with colleagues, and video examples of patient education. Students in the control group received standardized instruction without the additional intervention provided to the experimental group. All students performed a self-assessment of their teaching abilities. Patient education was assessed by a blinded evaluator using the Objective Structured Clinical Examination from an audio-recorded simulated clinical practice task.

Results: The results show no differences in demographic variables, while a significant improvement was achieved for the intervention group after the training. The intervention group before the experiment did not perform differently than the control group on self-efficacy items (p>.05), but they did perform significantly better than the control group after the experiment (p<.001). The intervention group showed better results than the control group in almost all observed fields.

Conclusion: Short-term educational intervention significantly enhances physiotherapy students' self-efficacy and patient education skills, emphasizing the value of structured educational interventions.

Background: Impostor syndrome and burnout are highly prevalent among medical students and trainees, significantly impacting their mental health and professional development. The advent of online educational interventions provides a promising solution, offering accessibility and flexibility to tackle these issues. This systematic review aims to evaluate the effectiveness of online educational interventions in alleviating impostor syndrome and burnout among medical learners.

Methods: A comprehensive literature search was conducted across PubMed, Cochrane Library, Embase, Scopus and PsycInfo, identifying relevant studies published up to March 2024. Studies focusing on online interventions targeting impostor syndrome and burnout among medical students, residents, and fellows were included, and their quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI).

Results: Among the screened studies, six met our inclusion criteria, comprising four randomized controlled trials, one qualitative study, and one mixed-methods study. Their mean MERSQI score was 14.67 (SD 1.23), indicating a high methodological quality. The interventions adopted in these studies varied, including group coaching sessions, workshops, and provision of educational resources. Notably, two randomized trials demonstrated significant reductions in impostor syndrome symptoms after online interventions, compared with the control groups. On the other hand, results for burnout outcomes were equivocal, with some studies reporting improved emotional exhaustion scores and decreased burnout risk, while others found no significant differences.

Conclusions: Current evidence suggests that structured online educational interventions, particularly those incorporating coaching and cognitive reframing strategies, can effectively reduce impostor syndrome among medical trainees. However, the impact on burnout remains inconclusive. Further research is needed to optimize online program components and implementation strategies to comprehensively address both impostor syndrome and burnout in this population.

Clinical trial number: As this is a systematic review rather than a clinical trial, no clinical trial number is applicable. Nonetheless, this systematic review has been prospectively registered with PROSPERO (registration number: CRD42024541034), in line with best practice recommendations for systematic reviews.

Aim: There is no conclusive evidence which one is the optimal methodology for enhancing the quality and efficacy of learning for medical students. Therefore, this systematic review and network meta-analysis aims to evaluate and prioritize various teaching strategies in medical education, including simulation-based learning (SBL), flipped classrooms (FC), problem-based learning (PBL), team-based learning (TBL), case-based learning (CBL), and bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary (BOPPPS).

Methods: We conducted a comprehensive systematic search of PubMed, Embase, Web of Science, the Cochrane Library, and some key medical education journals up to November 31, 2023. The following keywords were searched in MeSH: ("medical students") AND ("problem-based learning" OR "problem solving") AND ("Randomized Controlled Trials as Topic"). Two authors independently carried out data extraction and quality assessment from the final selection of records following a full-text assessment based on strict eligibility criteria. Pairwise and network meta-analyses were then applied to calculate pooled standardized mean differences (SMDs) and 95% confidence intervals (95%CIs) using a random-effects model. Statistical analysis was performed by R software (4.3.1) and Stata 14 software.

Results: A total of 80 randomized controlled trials with 6,180 students were included in the study. Compared to LBL, CBL (SMD = 1.19; 95% CI 0.49-1.90; p < 0.05; SUCRA = 89.4%), PBL (SMD = 3.37; 95% CI 1.23-5.51; p < 0.05; SUCRA = 93.3%), and SBL (SMD = 2.64; 95% CI 1.28-4.00; p < 0.05; SUCRA = 96.2%) were identified as the most effective methods in enhancing theoretical test scores, experimental or practical test scores, and students' satisfaction scores, respectively. Furthermore, subgroup analysis indicated that CBL (SUCRA = 97.7%) and PBL (SUCRA = 60.3%) were the most effective method for enhancing learning effectiveness within clinical curricula.

Conclusions: Among the six novel teaching strategies evaluated, CBL and PBL are more effective in enhancing the quality and efficacy of learning for medical students; SBL was determined to offer a superior learning experience throughout the educational process. However, this analysis revealed only minor differences among those novel teaching strategies.

Background: Student-run free clinics are critical for medical education and medical care of underserved populations. This paper explores the feasibility of establishing ethical preventative health services at student-run free clinics such as the Rochester Education and Advocacy for Community Health (REACH) Clinic, affiliated with the Mayo Clinic Alix School of Medicine. Our analysis discusses the challenges and ethical considerations of providing preventative healthcare in student-run clinics. This paper also provides recommendations for implementing preventative care at REACH and other student-run clinics.

Methods: A literature search was conducted by an experienced librarian across four databases using keywords "student-run clinics" and "preventative healthcare." Additionally, contributing authors identified and gathered data about community service organizations that provide preventative healthcare services to residents of Rochester, MN and surrounding areas.

Results: The literature search yielded 50 articles, 20 of which were included in the narrative review. Vaccinations and cancer screenings were the two preventative care initiatives most commonly undertaken by student-run clinics. The benefits of student-run clinic initiatives for both patients and students were an emerging theme. Clinics often achieved high vaccination and screening rates, and integration of preventative care topics into medical curricula was valued by students. However, the limitations of student-run clinics also emerged as a theme, particularly limitations to resources and comprehensive follow-up. 15 community health organizations in/around Rochester, MN were identified; of these, five provide preventative healthcare services.

Conclusion: Student-run clinics like REACH play a key role in delivering preventative care to underserved populations, bridging critical gaps in our healthcare system, and benefiting patients and students alike. However, the ethical principles of beneficence and non-maleficence should be considered when student-run clinics decide what services to offer. Preventative care has been successfully implemented at other student-run clinics but requires careful arrangement of adequate follow-up care, especially when it comes to cancer screening. Vaccinations are a low-cost, high-impact initiative that can be feasibly implemented at most student-run clinics.

Background: There is a gap in the literature about the experiences of active-duty military students pursuing a graduate degree in health sciences at a university that emphasizes a military context. This exploratory study investigates how graduate students navigate stress in the context of a military university.

Method: The study applied a mixed-methods approach including a survey (N = 59) and in-depth interviews (N = 16) of students enrolled in a graduate program at the School of Medicine (368 students) and School of Nursing (187 students). Survey data was collected via email blasts to various health science departments. In the survey, students could opt-in to complete in-depth interviews. Survey data were analyzed using cross-tabulations while a transcendental phenomenological approach was employed to code and analyze qualitative data.

Results: Survey findings showed that more civilian students (70.6%) felt more noticeably and severely stressed than their active-duty counterparts (64.3%). Active-duty students were more likely to see their grades as a source of stress (76.2%) than their civilian counterparts (64.7%). Active-duty students were less likely to see finances as a source of stress (67.7%) than their civilian counterparts. Active-duty students were not as connected to their families and friends as their civilian counterparts were. The interviews found that active-duty students anticipated the coursework and were adept at juggling multiple demands; whereas, the civilian students centered their concerns around culture and collaboration. Active-duty students saw their program as less of a "big deal;" whereas, civilian students highlighted how they were concerned about the program and financial situations. Active-duty students relied on technical knowledge to understand their well-being; whereas, civilian students understood their well-being in holistic terms. Active-duty students focused on the idea of the individual, and how they take personal responsibility; whereas, civilian students focused more on self-care and compassion.

Conclusion: The study found how civilian and active-duty students experienced stress, stressors, and other aspects that contextualize their experience with stress. Study findings may inform the design of interventions to improve student well-being and resilience mechanisms among similar graduate school contexts.

Introduction: Combating the several public health threats on the African continent requires trained and equipped workforce. The establishment of the 6-month Africa CDC Public Health Emergency Management (PHEM) fellowship provides a pathway for developing a cadre of workforce that is capable of initiating and leading emergency management programs in Africa.

Objective: We present the process undertaken to draw up a competency-based curriculum for the first continental advanced training program in PHEM.  METHOD: A multi-step, mixed methodology was employed in this study. Systematic review process was triangulated with case reviews of similar training programs to provide the first draft of competencies. Through subsequent consultations with experts and technical iterations, the program's competencies and curriculum were developed.

Result: Through four iterative revisions, the competencies framework evolved with input from each stage, resulting in a final structure of three competency domains and 10 sub-domains. These informed the development of an 11-course syllabus with corresponding learning objectives, outline and content.

Conclusion: A curriculum that reflects the foundational skills desirable of professionals engaged in the practice, education, and research in public health emergency management in Africa was developed utilizing mixed methods. Although this exercise was designed for the advanced PHEM Fellowship program at Africa CDC, the process, emerging competencies and curriculum could benchmark competency-based emergency management training across the African continent.

Purpose: This study outlines the initiation of an interprofessional education (IPE) program designed for optometry and education students. The program aimed to foster interdisciplinary collaboration and improve the management of eye health in children with special educational needs (SEN) - a vulnerable and underserved group.

Methods: This program incorporated lectures and workshops to impart essential knowledge about SEN and to develop the necessary attitudes and skills for conducting eye examinations. A key component involved vision screenings at two special education schools, where optometry (n = 43) and education students (n = 39) collaborated to serve 170 children with mild to moderate intellectual disabilities. Quantitative data was gathered pre- and post-program using a single-stage, five-level Likert scale. Qualitative insights were drawn from students' reflective writings to evaluate their learning outcomes, understanding, and confidence in managing eye health for children with SEN.

Results: Of the participants, 37 optometry and 21 education students completed the survey (70.7% response rate). The survey results indicated significant improvements in understanding SEN characteristics (p ≤ 0.013) and increased confidence when conducting eye examinations for children with SEN (p < 0.007) after the training program. The analysis of reflective writings highlighted the program's beneficial impacts on students. They recognized the value of interprofessional collaboration, reported enhanced professional competence, gained deeper insights into their own and their peers' roles within multidisciplinary teams, and developed a strengthened sense of social responsibility.

Conclusion: This IPE program proved to be an effective method for enhancing optometry and education students' knowledge and confidence in managing eye health needs of children with SEN. The findings support the advocacy for continued collaborative efforts between healthcare providers and educators to ensure comprehensive care for this population. Such disciplinary collaboration provides positive evidence in early stages of training in both disciplines.

Clinical trial number: Not applicable.

Background: Access to eye care in rural Nigeria remains limited, as most optometrists work in urban areas. This study explores the factors influencing Nigerian optometry students' decision to work in rural settings after graduation.

Methods: A cross-sectional survey was conducted among 400 optometry students from ten accredited Nigerian universities. The students were surveyed on their preferences regarding rural practice and the factors affecting their decisions.

Results: The majority of respondents (81.3%) were not inclined to establish their first optometric practice in rural areas, with poor living conditions (26.34%) being the most common deterrent. However, a significant proportion (52.8%) expressed willingness to consider establishing subsequent practices in rural areas. Motivation to help the community (56.6%) and the potential to enhance their optometric practice (74.6%) were key drivers for rural practice. Chi-square test revealed that participants' year of study had a significant influence on their preference to practice in rural areas (p < 0.05). However, there was no significant connection between participants' gender and place of origin, and their preference for rural practice (p > 0.05).

Conclusion: While many students, particularly from urban backgrounds, are reluctant to initiate practice in rural areas after graduation, primarily due to concerns over living conditions. In contrast, students from rural backgrounds show a higher likelihood of considering rural practice, especially within NGOs or the public sector. Hence, such factors should be considered by academic institutions and government bodies when designing policies to address workforce imbalances.