Wassim Karkache, Samantha Halman, Christopher Tran, Rui Nie, Debra Pugh
Purpose: Given the COVID-19 pandemic, many Objective Structured Clinical Examinations (OSCEs) have been adapted to virtual formats without addressing whether physical examination maneuvers can or should be assessed virtually. In response, we developed a novel touchless physical examination station for a virtual OSCE and gathered validity evidence for its use.
Methods: We used a touchless physical examination OSCE station pilot-tested in a virtual OSCE in which Internal Medicine residents had to verbalize their approach to the physical examination, interpret images and videos of findings provided upon request, and make a diagnosis. We explored differences in performance by training year using ANOVA. In addition, we analyzed data using elements of Bloom's taxonomy of learning, i.e. knowledge, understanding, and synthesis.
Results: Sixty-seven residents (PGY1-3) participated in the OSCE. Scores on the pilot station were significantly different between training levels (F=3.936, p = 0.024, ηp2 = 0.11). The pilot station-total correlation (STC) was r = 0.558, and the item-station correlations ranged from r = 0.115-0.571, with the most discriminating items being those that assessed application of knowledge (interpretation and synthesis) rather than recall.
Conclusion: This touchless physical examination station was feasible, had acceptable psychometric characteristics, and discriminated between residents at different levels of training.
目的:鉴于 COVID-19 的流行,许多客观结构化临床考试(OSCE)已被改编为虚拟格式,但并未解决体格检查操作是否可以或应该进行虚拟评估的问题。为此,我们为虚拟 OSCE 开发了一种新型的非接触式体格检查站,并收集了其使用的有效性证据:方法:我们在虚拟 OSCE 中试用了无触摸体格检查站,在虚拟 OSCE 中,内科住院医师必须用语言表达他们的体格检查方法,解释根据要求提供的图像和视频结果,并做出诊断。我们使用方差分析探讨了不同培训年级的成绩差异。此外,我们还使用布卢姆学习分类学的要素(即知识、理解和综合)对数据进行了分析:67名住院医师(PGY1-3)参加了OSCE。不同培训水平的住院医师在试验站的得分有显著差异(F=3.936,p=0.024,ηp2=0.11)。试验站-总相关性(STC)为 r = 0.558,项目-试验站相关性范围为 r = 0.115-0.571,其中最具区分度的项目是那些评估知识应用(解释和综合)而非回忆的项目:结论:这种非接触式体格检查站是可行的,具有可接受的心理测量特征,并能区分不同培训水平的住院医师。
{"title":"Designing a touchless physical examination for a virtual Objective Structured Clinical Examination.","authors":"Wassim Karkache, Samantha Halman, Christopher Tran, Rui Nie, Debra Pugh","doi":"10.36834/cmej.74261","DOIUrl":"10.36834/cmej.74261","url":null,"abstract":"<p><strong>Purpose: </strong>Given the COVID-19 pandemic, many Objective Structured Clinical Examinations (OSCEs) have been adapted to virtual formats without addressing whether physical examination maneuvers can or should be assessed virtually. In response, we developed a novel touchless physical examination station for a virtual OSCE and gathered validity evidence for its use.</p><p><strong>Methods: </strong>We used a touchless physical examination OSCE station pilot-tested in a virtual OSCE in which Internal Medicine residents had to verbalize their approach to the physical examination, interpret images and videos of findings provided upon request, and make a diagnosis. We explored differences in performance by training year using ANOVA. In addition, we analyzed data using elements of Bloom's taxonomy of learning, i.e. knowledge, understanding, and synthesis.</p><p><strong>Results: </strong>Sixty-seven residents (PGY1-3) participated in the OSCE. Scores on the pilot station were significantly different between training levels (F=3.936, <i>p</i> = 0.024, η<sub>p</sub><sup>2</sup> = 0.11). The pilot station-total correlation (STC) was <i>r =</i> 0.558, and the item-station correlations ranged from <i>r =</i> 0.115-0.571, with the most discriminating items being those that assessed application of knowledge (interpretation and synthesis) rather than recall.</p><p><strong>Conclusion: </strong>This touchless physical examination station was feasible, had acceptable psychometric characteristics, and discriminated between residents at different levels of training.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11139800/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141201710","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}
Janeve Desy, Adrian Harvey, Kerri Martin, Christopher Naugler, Kevin McLaughlin
{"title":"Giving partial credit during a multiple-choice question assessment reappraisal does not make the assessment process fairer.","authors":"Janeve Desy, Adrian Harvey, Kerri Martin, Christopher Naugler, Kevin McLaughlin","doi":"10.36834/cmej.77957","DOIUrl":"10.36834/cmej.77957","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11139799/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141201529","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}
Pub Date : 2024-02-29eCollection Date: 2024-02-01DOI: 10.36834/cmej.75919
Erika Maxwell, Gillian Sheppard, Yanqing Yi
Background: Female physicians and patients experience gender bias in healthcare. The purpose of this research is to explore medical students' gender bias toward physicians and patients and whether their bias varies by gender.
Methods: We surveyed medical students at Memorial University between November 2020 and April 2021. We recruited participants through Facebook, email, and e-posters. We collected demographic information, including gender and class year. We used the Nijmegen Gender Awareness in Medicine Scale to measure gender sensitivity, gender role ideology toward patients, and gender role ideology toward doctors. We analyzed the data using averages and t-tests.
Results: Mean gender sensitivity scores were 4/5 indicating high gender sensitivity. Gender role ideology toward doctors mean scores were 2/5 indicating that students did not hold strong stereotypical views toward doctors. Although male students scored higher than female students (p<.05), mean scores for gender role ideology toward patients were low for both male and female students ( <2), indicating low stereotyping toward patients.
Conclusions: We found that students held largely non-biased ideologies surrounding gender in medicine and that female students were even less biased than male students for gender role ideology toward patients.
背景:女医生和女病人在医疗保健中存在性别偏见。本研究旨在探讨医学生对医生和患者的性别偏见,以及他们的偏见是否因性别而异:我们在 2020 年 11 月至 2021 年 4 月期间对纪念大学的医学生进行了调查。我们通过 Facebook、电子邮件和电子海报招募参与者。我们收集了人口统计学信息,包括性别和班级年级。我们使用奈梅亨医学性别意识量表(Nijmegen Gender Awareness in Medicine Scale)来测量性别敏感度、对患者的性别角色意识形态以及对医生的性别角色意识形态。我们使用平均数和 t 检验对数据进行了分析:结果:性别敏感度平均分为 4/5,表明性别敏感度较高。对医生的性别角色意识形态的平均得分为 2/5,表明学生对医生没有强烈的刻板印象。尽管男生的得分高于女生(px¯ 结论),但我们发现学生对医生的性别角色意识形态基本没有偏见:我们发现,学生对医学中的性别问题基本没有偏见,而在对病人的性别角色意识形态方面,女生甚至比男生更少偏见。
{"title":"A survey of undergraduate medical students' gender awareness and bias: the Newfoundland and Labrador perspective.","authors":"Erika Maxwell, Gillian Sheppard, Yanqing Yi","doi":"10.36834/cmej.75919","DOIUrl":"10.36834/cmej.75919","url":null,"abstract":"<p><strong>Background: </strong>Female physicians and patients experience gender bias in healthcare. The purpose of this research is to explore medical students' gender bias toward physicians and patients and whether their bias varies by gender.</p><p><strong>Methods: </strong>We surveyed medical students at Memorial University between November 2020 and April 2021. We recruited participants through Facebook, email, and e-posters. We collected demographic information, including gender and class year. We used the Nijmegen Gender Awareness in Medicine Scale to measure gender sensitivity, gender role ideology toward patients, and gender role ideology toward doctors. We analyzed the data using averages and t-tests.</p><p><strong>Results: </strong>Mean gender sensitivity scores were 4/5 indicating high gender sensitivity. Gender role ideology toward doctors mean scores were 2/5 indicating that students did not hold strong stereotypical views toward doctors. Although male students scored higher than female students (p<.05), mean scores for gender role ideology toward patients were low for both male and female students (<math><mover><mi>x</mi><mo>¯</mo></mover></math> <2), indicating low stereotyping toward patients.</p><p><strong>Conclusions: </strong>We found that students held largely non-biased ideologies surrounding gender in medicine and that female students were even less biased than male students for gender role ideology toward patients.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10961117/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140289802","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}
Pub Date : 2024-02-29eCollection Date: 2024-02-01DOI: 10.36834/cmej.77594
Ponn P Mahayosnand, Samiha Ahmed, Diana Mora Bermejo, Z M Sabra
{"title":"COVID-19 lessons learned: public health research should be integrated into medical school curricula.","authors":"Ponn P Mahayosnand, Samiha Ahmed, Diana Mora Bermejo, Z M Sabra","doi":"10.36834/cmej.77594","DOIUrl":"10.36834/cmej.77594","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10961125/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140289803","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}
Pub Date : 2024-02-29eCollection Date: 2024-02-01DOI: 10.36834/cmej.76338
E Bitektine, M A Hintermayer, A Chen, A Ko, C Rodriguez
Introduction: To provide competent care to patients with autism spectrum disorder (ASD) or intellectual developmental disorder (IDD), healthcare professionals must recognize the needs of neurodivergent populations and adapt their clinical approach. We assessed the perceived preparedness of medical students to adapt care delivery for patients with ASD/IDD, as well as their perceptions on neurodiversity education.
Methods: We conducted a sequential explanatory mixed-methods study on undergraduate medical students at McGill University during the academic year 2020-2021. We administered an online survey, followed by semi-structured interviews. We analyzed data using descriptive statistics and thematic analysis. We integrated findings at the interpretation level.
Results: We included two-hundred-ten survey responses (~29% of class), and 12 interviews. Few students felt prepared to adjust care for patients with ASD/IDD despite most indicating doing so was important. Ninety-seven percent desired more training regarding care accommodation for neurodivergent patients. Thematic analysis unveiled the perception of current insufficient education, and the value of experiential learning.
Discussion/conclusions: This study highlights low perceived preparedness of medical students to accommodate care for neurodivergent patients, and a desire for more instruction. Incorporating interactive training in medical school curricula regarding modifying care delivery for neurodivergent individuals may improve the perceived preparedness of medical trainees to work with these patients and care quality.
{"title":"Medical students' perceptions on preparedness and care delivery for patients with autism or intellectual disability.","authors":"E Bitektine, M A Hintermayer, A Chen, A Ko, C Rodriguez","doi":"10.36834/cmej.76338","DOIUrl":"10.36834/cmej.76338","url":null,"abstract":"<p><strong>Introduction: </strong>To provide competent care to patients with autism spectrum disorder (ASD) or intellectual developmental disorder (IDD), healthcare professionals must recognize the needs of neurodivergent populations and adapt their clinical approach. We assessed the perceived preparedness of medical students to adapt care delivery for patients with ASD/IDD, as well as their perceptions on neurodiversity education.</p><p><strong>Methods: </strong>We conducted a sequential explanatory mixed-methods study on undergraduate medical students at McGill University during the academic year 2020-2021. We administered an online survey, followed by semi-structured interviews. We analyzed data using descriptive statistics and thematic analysis. We integrated findings at the interpretation level.</p><p><strong>Results: </strong>We included two-hundred-ten survey responses (~29% of class), and 12 interviews. Few students felt prepared to adjust care for patients with ASD/IDD despite most indicating doing so was important. Ninety-seven percent desired more training regarding care accommodation for neurodivergent patients. Thematic analysis unveiled the perception of current insufficient education, and the value of experiential learning.</p><p><strong>Discussion/conclusions: </strong>This study highlights low perceived preparedness of medical students to accommodate care for neurodivergent patients, and a desire for more instruction. Incorporating interactive training in medical school curricula regarding modifying care delivery for neurodivergent individuals may improve the perceived preparedness of medical trainees to work with these patients and care quality.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10961132/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140289819","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}
Pub Date : 2024-02-29eCollection Date: 2024-02-01DOI: 10.36834/cmej.77634
Ethan Waisberg, Joshua Ong, Mouayad Masalkhi, Nasif Zaman, Prithul Sarker, Andrew G Lee, Alireza Tavakkoli
{"title":"Apple Vision Pro and the advancement of medical education with extended reality.","authors":"Ethan Waisberg, Joshua Ong, Mouayad Masalkhi, Nasif Zaman, Prithul Sarker, Andrew G Lee, Alireza Tavakkoli","doi":"10.36834/cmej.77634","DOIUrl":"10.36834/cmej.77634","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10961128/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45642977","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}
Pub Date : 2024-02-29eCollection Date: 2024-02-01DOI: 10.36834/cmej.79004
Marcel F D'Eon
{"title":"The medical school curriculum is not designed for long-term retention: we should stop being alarmed when our learners forget.","authors":"Marcel F D'Eon","doi":"10.36834/cmej.79004","DOIUrl":"10.36834/cmej.79004","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10961127/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140289821","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}
Pub Date : 2024-02-29eCollection Date: 2024-02-01DOI: 10.36834/cmej.75207
Karen Schultz, Nicholas Cofie, Heather Braund, Mala Joneja, Shayna Watson, John Drover, Laura MacMillan-Jones, Nancy Dalgarno
Background: While research suggests that manifestations of the hidden curriculum (HC) phenomenon have the potential to reinforce or undermine the values of an institution, very few studies have comprehensively measured its scope, impact, and the varied clinical teaching and learning contexts within which they occur. We explored the HC and examined the validity of newly developed constructs and determined the influence of context on the HC.
Methods: We surveyed medical students (n =182), residents (n =148), and faculty (n = 140) from all disciplines at our institution between 2019 and 2020. Based on prior research and expertise, we measured participants' experience with the HC including perceptions of respect and disrespect for different medical disciplines, settings in which the HC is experienced, impact of the HC, personal actions, efficacy, and their institutional perceptions. We examined the factor structure, reliability, and validity of the HC constructs using exploratory factor analysis Cronbach's alpha, regression analysis and Pearson's correlations.
Results: Expert judges (physician faculty and medical learners) confirmed the content validity of the items used and the analysis revealed new HC constructs reflecting negative expressions, positive impacts and expressions, negative impacts, personal actions, and positive institutional perceptions of the HC. Evidence for criterion validity was found for the negative impacts and the personal actions constructs and were significantly associated with the stage of respondents' career and gender. Support for convergent validity was obtained for HC constructs that were significantly correlated with certain contexts within which the HC occurs.
Conclusion: More unique dimensions and contexts of the HC exist than have been previously documented. The findings demonstrate that specific clinical contexts can be targeted to improve negative expressions and impacts of the HC.
{"title":"The hidden curriculum across medical disciplines: an examination of scope, impact, and context.","authors":"Karen Schultz, Nicholas Cofie, Heather Braund, Mala Joneja, Shayna Watson, John Drover, Laura MacMillan-Jones, Nancy Dalgarno","doi":"10.36834/cmej.75207","DOIUrl":"10.36834/cmej.75207","url":null,"abstract":"<p><strong>Background: </strong>While research suggests that manifestations of the hidden curriculum (HC) phenomenon have the potential to reinforce or undermine the values of an institution, very few studies have comprehensively measured its scope, impact, and the varied clinical teaching and learning contexts within which they occur. We explored the HC and examined the validity of newly developed constructs and determined the influence of context on the HC.</p><p><strong>Methods: </strong>We surveyed medical students (<i>n</i> =182), residents (<i>n</i> =148), and faculty (<i>n</i> = 140) from all disciplines at our institution between 2019 and 2020. Based on prior research and expertise, we measured participants' experience with the HC including perceptions of respect and disrespect for different medical disciplines, settings in which the HC is experienced, impact of the HC, personal actions, efficacy, and their institutional perceptions. We examined the factor structure, reliability, and validity of the HC constructs using exploratory factor analysis Cronbach's alpha, regression analysis and Pearson's correlations.</p><p><strong>Results: </strong>Expert judges (physician faculty and medical learners) confirmed the content validity of the items used and the analysis revealed new HC constructs reflecting <i>negative expressions, positive impacts and expressions, negative impacts, personal actions</i>, and <i>positive institutional perceptions of the HC</i>. Evidence for criterion validity was found for <i>the negative impacts</i> and the <i>personal actions</i> constructs and were significantly associated with the stage of respondents' career and gender. Support for convergent validity was obtained for HC constructs that were significantly correlated with certain contexts within which the HC occurs.</p><p><strong>Conclusion: </strong>More unique dimensions and contexts of the HC exist than have been previously documented. The findings demonstrate that specific clinical contexts can be targeted to improve negative expressions and impacts of the HC.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10961118/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48448157","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}
Pub Date : 2024-02-29eCollection Date: 2024-02-01DOI: 10.36834/cmej.75425
Nadine Wiper-Bergeron, Holly L Adam, Kaylee Eady, Katherine A Moreau, Christopher Rj Kennedy, Claire E Kendall
Background: Social accountability (SA), as defined by Boelen and Heck, is the obligation of medical schools to address the needs of communities through education, research and service activities. While SA is embedded within health profession education frameworks in medicine, they are rarely taught within graduate-level (MSc/PhD) education.
Methods: As these programs train future medical researchers, we invited first-year graduate students enrolled in a mandatory professionalism class at our institution (n = 111) to complete a survey on their perceptions of the importance of SA in their research, training, and future careers.
Results: Over 80% (n = 87) of respondents agreed that SA is relevant and felt committed to integrating it into their future research activities, only a limited number of students felt confident and/or supported in their abilities to integrate SA into their research.
Conclusions: Specific SA training in graduate education is necessary for students to effectively incorporate elements of SA into their research, and as such support the SA mandates of their training institutions. We posit that awareness of SA principles formalizes the professional standards for biomedical researchers and is thus foundational for developing a professionalism curriculum in graduate education programs in medicine. We propose an expansion of the World Health Organization (WHO) partnership pentagon to include partners within the research ecosystem (funding partners, certification bodies) that collaborate with biomedical researchers to make research socially accountable.
背景:根据 Boelen 和 Heck 的定义,社会责任(SA)是医学院校通过教育、研究和服务活动满足社区需求的义务。虽然社会责任已被纳入医学健康职业教育框架,但在研究生(理学硕士/博士)教育中却很少讲授:由于这些课程培养的是未来的医学研究人员,因此我们邀请了本校专业必修课的研究生一年级学生(n = 111)完成一项调查,了解他们对 "社会责任 "在其研究、培训和未来职业生涯中的重要性的看法:结果:超过 80% 的受访者(n = 87)认为 SA 具有相关性,并致力于将其融入未来的研究活动中,但只有少数学生对自己将 SA 融入研究的能力感到自信和/或支持:结论:研究生教育中专门的 SA 培训对于学生有效地将 SA 元素纳入其研究工作,从而支持其培训机构的 SA 任务是非常必要的。我们认为,对 SA 原则的认识正式确立了生物医学研究人员的职业标准,因此是在医学研究生教育项目中开发职业精神课程的基础。我们建议扩大世界卫生组织(WHO)合作伙伴五边形的范围,将研究生态系统中与生物医学研究人员合作的合作伙伴(资助合作伙伴、认证机构)纳入其中,使研究工作具有社会责任感。
{"title":"Extending social accountability mandates to biomedical research in Canadian faculties of medicine.","authors":"Nadine Wiper-Bergeron, Holly L Adam, Kaylee Eady, Katherine A Moreau, Christopher Rj Kennedy, Claire E Kendall","doi":"10.36834/cmej.75425","DOIUrl":"10.36834/cmej.75425","url":null,"abstract":"<p><strong>Background: </strong>Social accountability (SA), as defined by Boelen and Heck, is the obligation of medical schools to address the needs of communities through education, research and service activities. While SA is embedded within health profession education frameworks in medicine, they are rarely taught within graduate-level (MSc/PhD) education.</p><p><strong>Methods: </strong>As these programs train future medical researchers, we invited first-year graduate students enrolled in a mandatory professionalism class at our institution (<i>n</i> = 111) to complete a survey on their perceptions of the importance of SA in their research, training, and future careers.</p><p><strong>Results: </strong>Over 80% (<i>n</i> = 87) of respondents agreed that SA is relevant and felt committed to integrating it into their future research activities, only a limited number of students felt confident and/or supported in their abilities to integrate SA into their research.</p><p><strong>Conclusions: </strong>Specific SA training in graduate education is necessary for students to effectively incorporate elements of SA into their research, and as such support the SA mandates of their training institutions. We posit that awareness of SA principles formalizes the professional standards for biomedical researchers and is thus foundational for developing a professionalism curriculum in graduate education programs in medicine. We propose an expansion of the World Health Organization (WHO) <i>partnership pentagon</i> to include partners within the research ecosystem (funding partners, certification bodies) that collaborate with biomedical researchers to make research socially accountable.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10961123/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140289804","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}