BMC Medical Education最新文献

Background: The use of immersive technology in healthcare education is on the rise, yet its impact on learner engagement, knowledge retention, and specifically in areas like hand hygiene training, remains underexplored. The aim of this scoping review was to summarize the existing studies of immersive technology in hand hygiene training of healthcare providers and health professions students.

Methods: A scoping review following the Levac et al. framework was conducted. The literature search was performed in databases PubMed, CINAHL Ultimate, ScienceDirect (Elsevier), Web of Science in addition to Google Scholar and ProQuest Dissertation & Theses. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis: Extension for Scoping Reviews (PRIMSA-ScR) guideline was used to report the results. We analysed data using tabular and descriptive summary.

Results: In the final analysis 11 studies from seven countries were included. Most of the studies (n = 10, 90,91%) used virtual reality in hand hygiene training of healthcare providers and health professions students. Most studies have found that immersive technology is useful in teaching hand hygiene (n = 6, 54,55%). There are some theories and concepts that support the teaching of hand hygiene with immersive technology, but most of the research is not supported by them. Theories or concepts were included in two studies (18,18%).

Conclusion: Immersive technology, especially virtual reality, enhances hand hygiene learning and engagement compared to traditional methods. However, most studies lack theoretical support. To advance this field, exploring immersive technology for further research and incorporating relevant theories is encouraged. Additionally, conducting a thorough cost-effectiveness analysis and establishing a robust evaluation framework, encompassing both short-term and long-term outcomes, will be beneficial for a comprehensive understanding of the impact of immersive technology in hand hygiene education.

Background: Amid the COVID-19 pandemic, students increasingly used online platforms with webcams, leading to a phenomenon known as Zoom dysmorphia, where users felt discomfort regarding their appearance. This study aimed to explore how students' self-efficacy and dysmorphic concern influence zoom dysmorphia.

Methods: This cross-sectional correlational study was conducted in 2021-2022 at Jahrom University of Medical Sciences, IRAN. The study employed three questionnaires: Zoom dysmorphia (31-items), Self-efficacy (17-items), and Dysmorphic Concern (7-items). Data collection was done using an online questionnaire, and the sample size was estimated at 250 based on Cochran's formula. Questionnaires were sent through students' emails and randomly stratified across different faculties. The data were analyzed using IBM SPSS Statistics (Version 24), utilizing one-sample t-tests, independent groups t-tests, ANOVA, Pearson's correlation, and linear regression techniques.

Results: Out of the 250 online questionnaires distributed, 179 participants completed them fully. The overall mean score for Zoom Dysmorphia was 65.93 ± 24.82, indicating a moderate level. Students exhibited a moderate level of self-efficacy (57.70 ± 11.75), while the dysmorphic concern score had a mean of 6.26 ± 9.74, lower than the cut-off point. The strongest correlations with the total score of zoom dysmorphia and its subscales were found with metacognitive control strategies (r = 0.95), Coalition of thought (r = 0.91), positive and negative metacognitive beliefs (r = 0.89), and Safety behaviors (r = 0.77). Self-efficacy had a reducing effect as a predictor on zoom dysmorphia (r = 0.26), while dysmorphic concern had a positive correlation and an increasing effect on zoom dysmorphia (r = 0.74). Gender and field of study did not show a relationship with zoom dysmorphia (p > 0.05). The moderating variable of self-efficacy had a diminishing effect on the impact of dysmorphic concern on zoom dysmorphia.

Conclusion: While it is important to improve technological proficiency and self-efficacy, addressing dysmorphic concern through cognitive interventions and psychological support is crucial in managing zoom dysmorphia.

Background: Clinical education plays a very important role in creating the necessary abilities and skills in the students of medical sciences. Any problem in clinical education complicates the patient safety and quality of health care delivery. In this regard, "continuous evaluation", "educational innovation", and "participatory learning" will contribute to more efficiency, and all the mentioned items can be implemented in gamification. The present study is to design, implement, and evaluate a childbirth protocol training application based on gamification in midwifery students.

Methods: This educational scholarship study will focus on all midwifery students entering Babol University of Medical Sciences in 2020 and 2021 during the second semester of the 2023-2024 academic year. The educational intervention will cover six childbirth protocol topics presented through gamification to two groups of midwifery students. Students will complete a demographic and Sibria Sherring's emotional intelligence questionnaire before the intervention, the childbirth protocol knowledge questionnaire and performance checklist at the mother's bedside before and four weeks after the intervention, and the training method satisfaction questionnaire four months' post-intervention. Data will be analyzed using SPSS 28 software with a significance level of less than 5%.

Results: This study will involve preparing, teaching, and evaluating six childbirth protocol topics through a game. It is assumed that the findings indicate that the educational method of gamification is better than the lecture method and by increasing the learning rate, the teaching process will be improved and the students will be fully satisfied with the teaching method.

Discussion: The effectiveness of the gamification method has been reported in various studies in the education of nurses, cardiopulmonary neurology for students, and health professions for medical students. Therefore, this approach can be effective in the delivery of protocol education for midwifery students. This study was approved by the Ethics Committee of Smart University of Medical Sciences (IR.SMUMS.REC.1402.029) and the study protocol was registered in the Iran Clinical Trial Registry (IRCT20180218038783N7).

Background: The present research aimed to investigate the relationship between electronic learning and emotional and cultural intelligence in Shiraz University of Medical Sciences nursing students who entered the university in the years 2021 and 2022.

Methods: This is a cross-sectional and correlational study conducted in the School of Nursing in Shiraz University of Medical Sciences. 172 nursing students who were studying in the academic year 2021-2022 participated in this study. 90 nursing students in 2021 and 82 in 2022 entered the university. Using Morgan's sampling table, we selected 118 nursing students as the statistical sample. Due to the emergence of the Covid-19, available sampling was used. To collect the data, we used three emotional intelligence, cultural intelligence, and e-learning questionnaires. Pearson's correlation coefficient and multiple linear regression tests were employed to analyze the data.

Results: It was shown that there was a significant relationship between emotional intelligence and e-learning with students' cultural intelligence. In addition, there was a significant relationship between electronic learning and emotional intelligence dimensions. Also, there was a positive and significant relationship between e-learning and the dimensions of cultural intelligence. The optimism, strategic, and motivational components could predict electronic learning in students.

Discussion and conclusion: According to the findings of the research, e-learning is a new teaching method that was used in Iran following the conditions of the COVID-19 pandemic in the world and provides many educational opportunities for the educational system of the country. It exists, prompting experts and curriculum specialists to examine e-learning and its influencing factors seriously and comprehensively. When students are at a favorable level in terms of emotional intelligence and cultural intelligence, they can accept electronic learning and improve and develop it.

Background: The authors aim to evaluate the perception, strengths, and challenges in the implementation of "Clinical Laboratory Shadowing" as an elective module for third-year professional medical students.

Methods: Clinical Laboratory shadowing is an elective module designed by the faculty of Biochemistry for Phase III part-2 medical students. The elective comprises modules explaining the functioning of the Biochemistry Laboratory in a hospital. The students are provided insights into the different processes involved in laboratory testing. They are taught about total quality management of the Biochemistry Laboratory. Thirteen students from Batch 2019 and eight students from Batch 2020 volunteered to attend the elective. Students' feedback regarding the learning was analyzed with the help of a questionnaire. Pre-test and post-test questions were evaluated to test the knowledge gained during the elective. Two focus group discussions were conducted regarding the benefits and areas for improvement for the elective.

Results: Following the elective module there was a significant improvement in the test score compared to baseline. A majority (84-95%) of students perceived that the shadowing elective was well planned, and materials were well prepared, there was appropriate engagement with the facilitators, gained knowledge on the principles of total quality management, good laboratory practices, disease process, and diagnosis. Most (53-74%) of the students felt that this elective was not monotonous and not difficult. Around 84-95% of students felt that this elective module enhanced the importance of interprofessional communication and teamwork. Moreover, through focused group discussions, several recurring themes emerged. Among these, the scope for improvement within the module is profound. The faculties were of the opinion that the shift from conventional training to competency-based learning was effectively embraced by the students, underscoring the importance of consistent small group activities in the module to enhance the skills of Good laboratory practices. The students expressed a desire for additional clinical correlation and interpretation classes in the elective module, showing their preference for student-centred clinically oriented learning.

Conclusion: The current study concludes that including an elective module on Clinical laboratory shadowing is an overall positive experience for medical students in enhancing their knowledge of basic sciences and application of the concepts in diagnosing cases. This elective may be desirable to adopt in other medical colleges in India.

Background: Individuals with diabetes and co-existing psychiatric disorders have more diabetes complications and lower life expectancy than those with diabetes but no co-existing psychiatric disorders. Psychiatric health professionals may have a role in improving these outcomes but often lack diabetes knowledge and skills. This study aims to examine the effectiveness of a diabetes training course for psychiatric health professionals on their diabetes knowledge and skills and clinical outcomes, diabetes support and diabetes distress among individuals with diabetes and psychiatric disorders treated in psychiatric outpatient clinics.

Methods: A pragmatic non-randomized controlled cluster trial was conducted in eight psychiatric outpatient clinics in Denmark. All psychiatric health professionals from four clinics participated in the diabetes training course (the intervention) and completed a questionnaire on experience of the training course and a 20-item pre- and post-test to measure diabetes knowledge and skills. Difference in pre- and post-tests were analyzed using t-tests. From August 2018 - June 2019, individuals with diabetes were recruited from the intervention clinics (n = 49) and from four control clinics continuing usual clinical practice (n = 57). Differences in clinical outcomes, diabetes support and diabetes distress between the intervention and control groups at six and 12 months after the training course, were analyzed using logistic and linear regression models adjusted for baseline levels.

Results: Psychiatric health professionals (n = 64) had more correct answers after completing the course, with a mean increase of 6.3 [95% CI 5.6 to 7.0] correct answers. A total of 49 and 57 individuals were recruited for the intervention and control group, respectively. At follow-up, individuals treated in the intervention group had lower levels (clinical improvement) of systolic blood pressure, but had lower receipt of annual assessment of blood pressure, and body mass index (BMI) (worsening of process measures). While there were observed differences in odds and means for several other outcomes, none of these received statistical significance (see Table 2 and Fig. 2).

Conclusions: Training psychiatric health professionals in diabetes care improved their diabetes knowledge and skills and improved clinical levels of systolic blood pressure in individuals treated in the intervention group. However, this training intervention was associated with a lower likelihood of receiving annual assessment of blood pressure and BMI.

Trial registration: ISRCTN registry registration number ISRCTN15523920, registration date: 02/10/2019.

Background: As new-formed basic-level teaching organizations, medical virtual teaching and research offices (VTROs) have been established in China since 2021. There still a lack of a comprehensive standard for them. The aim of this study was to construct a comprehensive system for evaluation of the medical VTROs.

Methods: The authors developed an initial draft of the VTROs evaluation system, based on the context, input, process, product model and a literature review. A total of 19 experts were invited to provide supportive advice and modification suggestions on the evaluation system in two Delphi rounds, and calculated coefficient value, consistency ratio, and weight for each first-, second-, and third-level indices.

Results: The CIPP model-based evaluation system developed included the subject and course categories. The subject category had 4 first-level indices, 14 s-level indices, and 46 third-level indices, while the course category had 4 first-level indices, 13 s-level indices, and 49 third-level indices. The recovery rates for two rounds were 94.7% and 89.5%. Coefficient value for the two subscales ranged from 0.097 to 0.207 in the second round, while weighted quality index values were established at all levels, with a consistency ratio < 0.1.

Conclusions: The VTROs evaluation system is CIPP-oriented, comprehensive, and reliable. It can serve a guide for construction, implementation, and evaluation of VTROs in medical field.

Within physiotherapy and occupational therapy practice placements, there is a predominance of the one-to-one supervision model which creates limitations for placement capacity expansion. Alternative placement models must be explored to meet training requirements for these professions and ensure the availability of a future workforce. The aim of this review is to explore the experiences and perceptions of practice educators and learners regarding alternative placement models, to inform future planning and the adoption of these opportunities. This qualitative systematic review followed the Joanna Briggs Institute methodology. A comprehensive search was conducted across six databases (CINAHL, MEDLINE, PubMed, Scopus, ERIC, PsycINFO), covering the period from January 2010 to December 2022. Meta-aggregation was used to synthesise the findings from the included studies. A total of 16 articles were included within this review. The learner voice was represented in 14 categories aggregated to five synthesised findings: professional growth and development, personal and psychological adaptation, alliances within collaborative learning, educational and learning process, and managing professional relationships. The practice educator voice was represented in 11 categories aggregated into four synthesised findings: providing the right support; professional identity; peer relationships and levels of satisfaction. This review highlights positive aspects associated with skill development, personal growth, and the formation of professional identity following alternative placement experiences. However, it also reveals concerns including uncertainty and anxiety related to role clarity, expectations, and the structure within these environments. This understanding of the perceptions and experiences of both learners and practice educators can inform the development of targeted support and guidance from universities, addressing these challenges and enhancing overall satisfaction. Further adoption of alternative placement models has the potential to expand practice placement capacity for learners offering a promising environment for healthcare education. These models provide learners with invaluable experiences and skills essential for their future careers.

Background: Interactive teaching methods such as patient narratives and role plays are effective tools in medical education. Incorporating the patient's perspective of the disease and standardized treatment in the teaching process helps the students become more empathetic and have better doctor-patient communication.

Methods: An interactive module was conducted using role plays and patient narratives to teach communication skills and doctor-patient relationships to randomly chosen Seventy-seven final-year(4th year) medical students to address the various psychosocial problems faced by the patients with breast cancer. Participants' perspectives regarding the intervention were collected using pre and post-tests, session feedback, and interviews. The data were analyzed quantitatively and qualitatively, as appropriate. Observed Structured Clinical Examination (OSCE)stations with case scenarios to break bad news to simulated patients were used for the assessment.

Results: Most participants felt that such interactive sessions were needed where they played the role of a doctor before facing an actual patient. While reading the narratives, they felt that the narrators' emotions were genuine and that they felt involved. Most of them could relate to the social and emotional aspects of the patient and understood the Interprofessional (IP) teamwork in the treatment of a breast cancer patient. 93.4% of the participants felt they gained competence in managing difficult communication situations with patients.

Conclusion: Interactive teaching methods like narratives and role play may help enhance students' communication and empathy, which is vital for future doctors. They seamlessly integrate into existing curricula, offering practical experiences that deepen understanding and empathy without disrupting learning.

Background: Self-Directed Learning (SDL) is a subjective concept with no universally agreed definition. The aim of this project was to obtain the perspectives of Orthopaedic trainee registrars on SDL.

Methods: Seven Orthopaedic trainees in the Southwest Peninsula region were recruited in person by the primary author as an Orthopaedic trainee on the same programme as the participants. A one-hour Microsoft teams video interview was arranged at a mutually convenient time exploring several topics including learning resources, experiential learning, learning strategies, training programme requirements and assessment. The interviews were audio recorded and transcribed verbatim. Transcripts were coded using Corbin's and Strauss's published coding method and analysed to develop a model of SDL in this training context.

Results: Six learning stages were identified from the coded transcripts and these stages were like Knowles's stages of SDL. Participants felt less autonomous during the identification of knowledge gaps, goal setting and evaluation of learning stages. Participants perceived to have more control over the selection of strategies, and learning stages of SDL. The factors which influenced autonomy at various stages of SDL included supervisors, experiential learning opportunities, service provision competing with learning opportunities, training programme requirements and the power dynamic between trainees and supervisors. Self-advocacy by the trainees for experiential learning opportunities and for their progression was an additional action relevant to SDL that was evident. Online learning resources such as Orthobullets.com, YouTube videos, external revision courses, collaboration and webinars encouraged more autonomy with SDL.

Conclusions: Although the United kingdom's Trauma and Orthopaedic curriculum is described as trainee led and SDL is encouraged, in practice Orthopaedic trainees felt limited autonomy with the various stages of SDL due to external factors including their level of experience and the training environment. Trainees' experiences around self-advocacy highlighted the importance of a collaborative and supportive learning culture emphasising dialogue, receiving high quality feedback, and openness for successful progression.