Pub Date : 2018-01-01DOI: 10.5455/jcme.20180625062031
McKinley Thomas, Jeff Jones
The importance of primary care as a means toward individual and community health is unchallenged. However, with the number of primary care physicians (PCPs) entering the field on the decline in the United States, a clear view of the career pipeline becomes crucial, especially with regard to the role of medical education. The literature posits a number of predictive variables as important determinants of career selection. Much of the research focused on career decisions is based upon preclinical ideation rather than occupational outcomes. We conducted a synthesis of the literature to explore factors most influential when selecting primary care as a profession. CINAHL, Web of Science, Ovid MEDLINE, and PubMed MEDLINE were explored from January 2008 to December 2017 to identify salient factors associated with a career decision to follow a primary care pathway. This review yielded 226 publications with 27 meeting our inclusion and quality criteria. Our analysis generated five overarching categories that best represent salient influences toward primary care as a career: general academic experiences, pipeline programs, student debt, characteristics of the educational institution, and student characteristics. We found that career decisions toward primary care were best supported by sound medical educational practice, remunerative expectations, and individual qualities such as familial background and preferred lifestyle. Our findings are congruent with earlier analyses in that academic experiences play an important role in career development toward primary care. However, our study did not capture rural experiences or demographic factors, both reported in previous studies in which preclinical students were queried. For medical educators, administrators, and students themselves, these outcomes represent largely modifiable factors when addressing the looming physician shortage.
初级保健作为实现个人和社区健康的一种手段的重要性是不容置疑的。然而，随着美国初级保健医生(pcp)进入该领域的人数不断下降，对职业发展渠道的清晰认识变得至关重要，特别是在医学教育的作用方面。文献假设了一些预测变量作为职业选择的重要决定因素。许多关于职业决策的研究都是基于临床前的想法，而不是职业结果。我们对文献进行了综合，以探索在选择初级保健作为职业时最具影响力的因素。从2008年1月到2017年12月，我们对CINAHL、Web of Science、Ovid MEDLINE和PubMed MEDLINE进行了研究，以确定与选择初级保健途径的职业决定相关的显著因素。本综述共纳入226篇文献，其中27篇符合我们的纳入标准和质量标准。我们的分析产生了五个最能代表对初级保健作为职业的显著影响的总体类别:一般学术经历、管道项目、学生债务、教育机构特征和学生特征。我们发现，良好的医学教育实践、薪酬预期和个人素质(如家庭背景和首选生活方式)最能支持初级保健的职业决定。我们的研究结果与早期的分析一致，即学术经历在初级保健的职业发展中起着重要作用。然而，我们的研究没有捕捉到农村经验或人口因素，这两者在之前的研究中都有报道，这些研究询问了临床前学生。对于医学教育工作者、管理人员和学生自己来说，这些结果在解决迫在眉睫的医生短缺问题时，在很大程度上代表了可修改的因素。
{"title":"Choosing Primary Care as a Profession: A Systematic Review","authors":"McKinley Thomas, Jeff Jones","doi":"10.5455/jcme.20180625062031","DOIUrl":"https://doi.org/10.5455/jcme.20180625062031","url":null,"abstract":"The importance of primary care as a means toward individual and community health is unchallenged. However, with the number of primary care physicians (PCPs) entering the field on the decline in the United States, a clear view of the career pipeline becomes crucial, especially with regard to the role of medical education. The literature posits a number of predictive variables as important determinants of career selection. Much of the research focused on career decisions is based upon preclinical ideation rather than occupational outcomes. We conducted a synthesis of the literature to explore factors most influential when selecting primary care as a profession. CINAHL, Web of Science, Ovid MEDLINE, and PubMed MEDLINE were explored from January 2008 to December 2017 to identify salient factors associated with a career decision to follow a primary care pathway. This review yielded 226 publications with 27 meeting our inclusion and quality criteria. Our analysis generated five overarching categories that best represent salient influences toward primary care as a career: general academic experiences, pipeline programs, student debt, characteristics of the educational institution, and student characteristics. We found that career decisions toward primary care were best supported by sound medical educational practice, remunerative expectations, and individual qualities such as familial background and preferred lifestyle. Our findings are congruent with earlier analyses in that academic experiences play an important role in career development toward primary care. However, our study did not capture rural experiences or demographic factors, both reported in previous studies in which preclinical students were queried. For medical educators, administrators, and students themselves, these outcomes represent largely modifiable factors when addressing the looming physician shortage.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"313 1","pages":"28-37"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813728","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}
Pub Date : 2018-01-01DOI: 10.5455/JCME.20180613062630
T. Wyatt, Sarah Egan, Elena A Wood
Purpose: The phrase take ownership of your patients is commonly used by physicians to communicate the importance of demonstrating dedication and commitment to patients and their care. In an attempt to understand how patient ownership is supported in students clerkship experiences, this exploratory study collected data on students perceptions of ownership in their clerkships and the ways in which clerkship directors supported students in taking ownership. Method: An adapted survey on psychological ownership was distributed to 233 third-year medical students upon a clerkship completion. The survey assessed the students' perception of ownership and the extent to which clerkships supported its development patient care. Follow-up interviews with clerkship directors were conducted to interpret the data and understand how each of the clerkships support students development of patient ownership. Results: The results demonstrate differences between clerkship experiences. In those clerkships where students perceive the clerkship as developing their ownership, clerkship directors were intentional in setting up a system that supported this goal. Data suggest that when clerkship directors use consistent language across the clerkship, provide resident and faculty training to support students in taking ownership, and are explicit in their expectations for students to engage in patient ownership behavior, students perceive the clerkship as supporting their ability to take ownership. Conclusion: Clerkship directors have the ability to impact students ability to take ownership of their patients by being intentional in their development of the clerkship climate.
{"title":"Assessing Patient Ownership in clerkships: An exploratory study of student and clerkship directors' perceptions","authors":"T. Wyatt, Sarah Egan, Elena A Wood","doi":"10.5455/JCME.20180613062630","DOIUrl":"https://doi.org/10.5455/JCME.20180613062630","url":null,"abstract":"Purpose: The phrase take ownership of your patients is commonly used by physicians to communicate the importance of demonstrating dedication and commitment to patients and their care. In an attempt to understand how patient ownership is supported in students clerkship experiences, this exploratory study collected data on students perceptions of ownership in their clerkships and the ways in which clerkship directors supported students in taking ownership. Method: An adapted survey on psychological ownership was distributed to 233 third-year medical students upon a clerkship completion. The survey assessed the students' perception of ownership and the extent to which clerkships supported its development patient care. Follow-up interviews with clerkship directors were conducted to interpret the data and understand how each of the clerkships support students development of patient ownership. Results: The results demonstrate differences between clerkship experiences. In those clerkships where students perceive the clerkship as developing their ownership, clerkship directors were intentional in setting up a system that supported this goal. Data suggest that when clerkship directors use consistent language across the clerkship, provide resident and faculty training to support students in taking ownership, and are explicit in their expectations for students to engage in patient ownership behavior, students perceive the clerkship as supporting their ability to take ownership. Conclusion: Clerkship directors have the ability to impact students ability to take ownership of their patients by being intentional in their development of the clerkship climate.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"26 1","pages":"38-41"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813577","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}
Pub Date : 2018-01-01DOI: 10.5455/jcme.20161127013430
Anand Srinivasan, Joan D. Bryant
BACKGROUND AND AIM Critical thinking and application are imperative skills for medical students as they learn to look for clinical features, interpret investigation, diagnose and treat patients. Many educational strategies exist to foster this process, one of which is Problem based learning (PBL). Though the concept of PBL looks lucid and uncomplicated, it requires understanding of the principles by faculties and students to make it more student oriented. We used a Magnetic Building Set as a mind opener to orient the teaching faculty at RAK Medical and Health Sciences University (RAKMHSU) to the core concepts of PBL. The main aim of the workshop was to familiarize the faculty on various aspects of PBL especially the importance of identification of learning objectives; designing a problem on predesigned objectives and the relation of PBL to inquiry based learning. The study also depicts how a simple game can make the participants correlate with the principles behind PBL. METHODS A total of 17 new faculty members, some of them having previous exposure of teaching in a PBL curricula were included in the Medical Education orientation workshop on PBL. The faculty members were divided into groups and each group was given a magnetic building set, which consisted of metallic spheres and magnetic rods. Initially there were asked to make design of their choice using all the materials and later a second task was given asking them to make a specific structure. The game is then correlated to the key principles of PBL using a pre and post- game questionnaire. RESULTS After the game, the knowledge of the faculty regarding the concepts and efficient use of PBL increased dramatically. The post-game questionnaire showed all the faculty understood well about the concepts of PBL. CONCLUSION Various instructional strategies are employed in adult learning. Game based learning is one amongst them and the current study highlights how a simple game can be used as an innovative and effective approach to introduce the concepts of PBL.
{"title":"Transformational magnetic play set as mind opener game in a Problem Based Learning workshop","authors":"Anand Srinivasan, Joan D. Bryant","doi":"10.5455/jcme.20161127013430","DOIUrl":"https://doi.org/10.5455/jcme.20161127013430","url":null,"abstract":"BACKGROUND AND AIM Critical thinking and application are imperative skills for medical students as they learn to look for clinical features, interpret investigation, diagnose and treat patients. Many educational strategies exist to foster this process, one of which is Problem based learning (PBL). Though the concept of PBL looks lucid and uncomplicated, it requires understanding of the principles by faculties and students to make it more student oriented. We used a Magnetic Building Set as a mind opener to orient the teaching faculty at RAK Medical and Health Sciences University (RAKMHSU) to the core concepts of PBL. The main aim of the workshop was to familiarize the faculty on various aspects of PBL especially the importance of identification of learning objectives; designing a problem on predesigned objectives and the relation of PBL to inquiry based learning. The study also depicts how a simple game can make the participants correlate with the principles behind PBL. METHODS A total of 17 new faculty members, some of them having previous exposure of teaching in a PBL curricula were included in the Medical Education orientation workshop on PBL. The faculty members were divided into groups and each group was given a magnetic building set, which consisted of metallic spheres and magnetic rods. Initially there were asked to make design of their choice using all the materials and later a second task was given asking them to make a specific structure. The game is then correlated to the key principles of PBL using a pre and post- game questionnaire. RESULTS After the game, the knowledge of the faculty regarding the concepts and efficient use of PBL increased dramatically. The post-game questionnaire showed all the faculty understood well about the concepts of PBL. CONCLUSION Various instructional strategies are employed in adult learning. Game based learning is one amongst them and the current study highlights how a simple game can be used as an innovative and effective approach to introduce the concepts of PBL.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"107 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813070","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}
Pub Date : 2018-01-01DOI: 10.5455/jcme.20170819111733
P. Nicklen, J. Keating, S. Maloney
Objective: The objective of this study was to evaluate web-conferenced case-based learning (WCBL) through the student experience across a semester of learning. Learning was also evaluated via unit examination and compared to the previous years cohort, which did not include WCBL (F2F). Methods: This study took place over the first semester of the third year of a Bachelor of Physiotherapy program at Monash University, Australia, in 2014. Having experienced two years of weekly face-to-face case-based learning (F2F-CBL) activities since commencing the program, students were transitioned to WCBL for the duration of this study. Primary outcomes included measures of satisfaction, attendance, communication, issues with information technology, and perceived depth of learning, with data collected via a post-unit survey. The secondary outcome was student learning, evaluated with the unit examination results. Results: 76/78 students completed the post-unit survey (non-participation rate 2.6%). Although 95% of participants reported that WCBL was a valuable addition to the teaching activities of the unit, students reported a range of new challenges and rewards from the transition to small-group WCBL activities. Strong themes emerged encompassing adaptation of communication, increased responsibility for learning, technical difficulties, and learning in a remote environment. Overall, 92% of participants agreed that they were satisfied with WCBL. The unit exam result was comparable for the 2013 (F2F-CBL) and the 2014 (WCBL) cohorts (Mean (SD) 2013 (%) 75.97 (9.56) n = 73; 2014 (%) 76.74 (6.57) n = 78, effect size (95% C.I) = 0.09 (-0.23 0.41). Conclusion: Web conferencing may be a suitable medium for students to participate in collaborative case-based learning activities. Further study should evaluate the financial implications of implementing WCBL across an entire semester in regard to student and facility costs.
目的:本研究的目的是通过学生在一个学期的学习体验来评估网络会议案例学习(WCBL)。学习也通过单元考试进行评估，并与前一年的队列进行比较，其中不包括WCBL (F2F)。方法:本研究于2014年在澳大利亚莫纳什大学物理治疗学士课程第三年第一学期进行。自项目开始以来，学生们已经经历了两年的每周面对面案例学习(F2F-CBL)活动，在研究期间，学生们过渡到WCBL。主要结果包括满意度、出勤率、沟通、信息技术问题和感知学习深度，数据通过单元后调查收集。次要指标为学生学习情况，以单元考试成绩评价。结果:76/78名学生完成单元后调查(未参与率2.6%)。虽然95%的参与者报告说，WCBL是本单元教学活动的一个有价值的补充，但学生们报告了从小组WCBL活动过渡到一系列新的挑战和回报。出现了包括适应交流、增加学习责任、技术困难和在远程环境中学习在内的强烈主题。总体而言，92%的参与者对WCBL表示满意。2013年(F2F-CBL)和2014年(WCBL)队列的单元检查结果具有可比性(Mean (SD) 2013 (%) 75.97 (9.56) n = 73;2014 (%) 76.74 (6.57) n = 78，效应量(95% ci) = 0.09(-0.23—0.41)。结论:网络会议可能是学生参与合作案例学习活动的合适媒介。进一步的研究应该评估在整个学期中实施WCBL对学生和设施成本的财务影响。
{"title":"Evaluating the Learning Experience of Web-Conferenced Case Based Learning -","authors":"P. Nicklen, J. Keating, S. Maloney","doi":"10.5455/jcme.20170819111733","DOIUrl":"https://doi.org/10.5455/jcme.20170819111733","url":null,"abstract":"Objective: The objective of this study was to evaluate web-conferenced case-based learning (WCBL) through the student experience across a semester of learning. Learning was also evaluated via unit examination and compared to the previous years cohort, which did not include WCBL (F2F). Methods: This study took place over the first semester of the third year of a Bachelor of Physiotherapy program at Monash University, Australia, in 2014. Having experienced two years of weekly face-to-face case-based learning (F2F-CBL) activities since commencing the program, students were transitioned to WCBL for the duration of this study. Primary outcomes included measures of satisfaction, attendance, communication, issues with information technology, and perceived depth of learning, with data collected via a post-unit survey. The secondary outcome was student learning, evaluated with the unit examination results. Results: 76/78 students completed the post-unit survey (non-participation rate 2.6%). Although 95% of participants reported that WCBL was a valuable addition to the teaching activities of the unit, students reported a range of new challenges and rewards from the transition to small-group WCBL activities. Strong themes emerged encompassing adaptation of communication, increased responsibility for learning, technical difficulties, and learning in a remote environment. Overall, 92% of participants agreed that they were satisfied with WCBL. The unit exam result was comparable for the 2013 (F2F-CBL) and the 2014 (WCBL) cohorts (Mean (SD) 2013 (%) 75.97 (9.56) n = 73; 2014 (%) 76.74 (6.57) n = 78, effect size (95% C.I) = 0.09 (-0.23 0.41). Conclusion: Web conferencing may be a suitable medium for students to participate in collaborative case-based learning activities. Further study should evaluate the financial implications of implementing WCBL across an entire semester in regard to student and facility costs.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"7 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813333","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}
Pub Date : 2018-01-01DOI: 10.5455/JCME.20180411105347
M. Borrelli, B. Leung, M. Morgan, S. Saxena, A. Hunter
Introduction: Art has played a pivotal role in the understanding and teaching of human anatomy for centuries, and the use of drawing as a teaching tool had been well documented. With the global modernization of medical education, the teaching of anatomy has diminished. We present a model of teaching anatomy through drawing, and assess its efficacy in improving students retention of anatomical knowledge. Methods: We designed a series of four anatomy drawing workshops (upper limb, lower limb, thorax, and head & neck) for students studying medicine, dentistry, and allied science degrees. Students were only allowed to attend one of the four workshops. Workshops were delivered by medically-qualified anatomy demonstrators using a combination of whiteboard drawing demonstrations and cadaveric demonstrations and drawings. A pre- and post-anatomy test consisting of 12 multiple choice questions (MCQs) and quantitative self-score questionnaires on confidence in drawing anatomy and anatomical knowledge were completed. Qualitative questionnaires on reasons for attendance, skills learnt, and what improvements could be made were also completed. Results: A total of 49 students attended the drawing workshops, the majority studied medicine (58.3%). Twenty-seven pre- and post-anatomy MCQ tests were completed, and demonstrated a significant mean improvement of 1.11 points (p = 0.001). Confidence in drawing anatomy and Knowledge of anatomy significantly improved by 43.2% and 41.4% (p = 0.001), respectively. Only 13% of students used drawing as their main learning tool. The most commonly reported barrier in using drawing as a revision tool was time constraints. Qualitative feedback was excellent. Students suggested that these workshops should be integrated into the core anatomy curriculum. Conclusion: Learning anatomy through drawing, is not only more engaging and fun, encourages students to visualize and better understand anatomical planes, thus, allowing them to retain anatomical knowledge easier. The two-part nature of our sessions enabled students to apply and translate the more conceptual knowledge from the whiteboard drawing demonstration onto the more real-life structures in the prosection and cadaveric demonstration. With the decline in anatomy teaching throughout universities, most prominently dissection, drawing may offer an alternative and economical way of training students to learn anatomy.
{"title":"Should drawing be incorporated into the teaching of anatomy","authors":"M. Borrelli, B. Leung, M. Morgan, S. Saxena, A. Hunter","doi":"10.5455/JCME.20180411105347","DOIUrl":"https://doi.org/10.5455/JCME.20180411105347","url":null,"abstract":"Introduction: Art has played a pivotal role in the understanding and teaching of human anatomy for centuries, and the use of drawing as a teaching tool had been well documented. With the global modernization of medical education, the teaching of anatomy has diminished. We present a model of teaching anatomy through drawing, and assess its efficacy in improving students retention of anatomical knowledge. Methods: We designed a series of four anatomy drawing workshops (upper limb, lower limb, thorax, and head & neck) for students studying medicine, dentistry, and allied science degrees. Students were only allowed to attend one of the four workshops. Workshops were delivered by medically-qualified anatomy demonstrators using a combination of whiteboard drawing demonstrations and cadaveric demonstrations and drawings. A pre- and post-anatomy test consisting of 12 multiple choice questions (MCQs) and quantitative self-score questionnaires on confidence in drawing anatomy and anatomical knowledge were completed. Qualitative questionnaires on reasons for attendance, skills learnt, and what improvements could be made were also completed. Results: A total of 49 students attended the drawing workshops, the majority studied medicine (58.3%). Twenty-seven pre- and post-anatomy MCQ tests were completed, and demonstrated a significant mean improvement of 1.11 points (p = 0.001). Confidence in drawing anatomy and Knowledge of anatomy significantly improved by 43.2% and 41.4% (p = 0.001), respectively. Only 13% of students used drawing as their main learning tool. The most commonly reported barrier in using drawing as a revision tool was time constraints. Qualitative feedback was excellent. Students suggested that these workshops should be integrated into the core anatomy curriculum. Conclusion: Learning anatomy through drawing, is not only more engaging and fun, encourages students to visualize and better understand anatomical planes, thus, allowing them to retain anatomical knowledge easier. The two-part nature of our sessions enabled students to apply and translate the more conceptual knowledge from the whiteboard drawing demonstration onto the more real-life structures in the prosection and cadaveric demonstration. With the decline in anatomy teaching throughout universities, most prominently dissection, drawing may offer an alternative and economical way of training students to learn anatomy.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"6 1","pages":"34-48"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813522","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}
Pub Date : 2017-06-12DOI: 10.5455/jcme.20170530064220
S. Agius, Jeremy M. Brown, E. Stratta, J. Hayden, P. Baker
Objective: Evidence exists of an apparent decline in empathy during medical training which may be detrimental to patient care. This qualitative study explores the reflections of a group of newly-qualified foundation doctors with regard to empathy in medical training and practice. Methods: Doctors in a UK Foundation Training Programme were invited to reflect on the subject of empathy in medical training and practice. Researchers obtained consent to access their anonymous reflective statements and analyze for recurring themes using framework analysis. Results: Coding of 65 trainees’ reflective statements resulted in identification of two thematic categories: (i) preparedness for empathic patient care and (ii) therapeutic effect of empathy. Conclusions: Trainees are aware of the value of empathy as a therapeutic tool. Many use it instinctively but not systematically. Clinical pressures can impact negatively on empathic dealings with patients and relatives. Targeted educational interventions and positive role modeling may assist foundation doctors enhance their skills in patient-centered care.
{"title":"How do newly-qualified doctors perceive empathy in medical trainingand practice?","authors":"S. Agius, Jeremy M. Brown, E. Stratta, J. Hayden, P. Baker","doi":"10.5455/jcme.20170530064220","DOIUrl":"https://doi.org/10.5455/jcme.20170530064220","url":null,"abstract":"Objective: Evidence exists of an apparent decline in empathy during medical training which may be detrimental \u0000to patient care. This qualitative study explores the reflections of a group of newly-qualified foundation doctors \u0000with regard to empathy in medical training and practice. Methods: Doctors in a UK Foundation Training \u0000Programme were invited to reflect on the subject of empathy in medical training and practice. Researchers \u0000obtained consent to access their anonymous reflective statements and analyze for recurring themes using \u0000framework analysis. Results: Coding of 65 trainees’ reflective statements resulted in identification of two \u0000thematic categories: (i) preparedness for empathic patient care and (ii) therapeutic effect of empathy. \u0000Conclusions: Trainees are aware of the value of empathy as a therapeutic tool. Many use it instinctively but \u0000not systematically. Clinical pressures can impact negatively on empathic dealings with patients and relatives. \u0000Targeted educational interventions and positive role modeling may assist foundation doctors enhance their \u0000skills in patient-centered care.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"5 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2017-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48193457","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}
Pub Date : 2017-01-01DOI: 10.5455/jcme.20170426112117
Usha Carounanidy, Sethuraman Kr, Ananthakrishnan Nilakantan, Narayan Ka
{"title":"Multi-source feedback in Dental post graduation - A qualitative research","authors":"Usha Carounanidy, Sethuraman Kr, Ananthakrishnan Nilakantan, Narayan Ka","doi":"10.5455/jcme.20170426112117","DOIUrl":"https://doi.org/10.5455/jcme.20170426112117","url":null,"abstract":"","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"5 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812819","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}
Pub Date : 2017-01-01DOI: 10.5455/jcme.20170216062547
I. A. Majid, F. K. Alikutty, S. Rahaman
Objective: Undergraduate education in a dentistry program aims to produce competent practitioners equipped with appropriate knowledge, behavior, attitudes and skills necessary to blend into independent dental practice. Assessment is crucial in the learning process of the students, and assessment drives learning is universally accepted. A number of traditional assessment methods are in common use; lately, Objective Structured Clinical Examination (OSCE) has been suggested to assess the clinical competencies and skills in health sciences. Argyris recommended developing an implementation strategy of advocacy and inquiry to encourage the acceptance of personal responsibility to overcome resistance (to changes being introduced into the existing assessment system). The purpose of this study was to investigate the effectiveness of implementation strategy by measuring the attitudes of both staff and students towards OSCE in a dental school. Methods: Following sequential steps of providing information, advocacy, participation to minimize resistance towards introduction of OSCE in the course of oral medicine, fourteen staff members and thirty six students participated in pilot/mini OSCE which included one rest and five test stations. Later, a more definitive final OSCE was designed with 10 test plus one rest station. After completion of both pilot/mini and final OSCE, a questionnaire adopted from a previously conducted study was answered by the staff and students. Results: The staff scores were significantly higher following the final OSCE for all the questions except “increase useâ€. In the student group, “increase use†and “difficulty/ease†improved from pilot to final OSCE, but the difference was statistically insignificant. Comparison between the groups revealed staff were significantly more enthusiastic, believed the use of OSCE to be increased and felt the test was relevant. Conclusion: Involvement, participation and joint control of the staff in designing and developing the OSCE stations and its implementation led to a successful implementation of the new assessment method.
目的:牙科本科教育旨在培养具备独立牙科实践所需的适当知识、行为、态度和技能的合格从业人员。评价在学生的学习过程中起着至关重要的作用，评价驱动学习已被普遍接受。一些传统的评估方法是常用的;最近，客观结构化临床检查(OSCE)被建议用于评估健康科学的临床能力和技能。Argyris建议制定一项宣传和调查的执行战略，以鼓励接受个人的责任，以克服(对现行评价制度进行改革的)阻力。本研究的目的是通过测量一所牙科学校的员工和学生对欧安组织的态度来调查实施策略的有效性。方法:按照提供信息、宣传、参与的顺序步骤，尽量减少在口腔医学课程中引入欧安组织的阻力，14名工作人员和36名学生参加了试点/迷你欧安组织，其中包括1个休息和5个试验站。后来，更明确的欧安组织最终设计了10个测试站和1个休息站。在完成试点/小型和最终欧安组织之后，工作人员和学生回答了一份从以前进行的研究中采用的问卷。结果:在最终的OSCE测试后，除€œincrease use €外，所有问题的员工得分均显著提高。在学生组中，从试点到最终的OSCE， €œincrease use €和€œdifficulty/ ease€有所改善，但差异无统计学意义。两组之间的比较显示，工作人员明显更加热情，认为欧安组织的使用将会增加，并认为测试是相关的。结论:工作人员参与、参与和共同控制欧安组织台站的设计和发展及其实施，使新的评估方法得以成功实施。
{"title":"Introduction of Objective Structured Clinical Examination, an assessment method for undergraduate students in a dental school -","authors":"I. A. Majid, F. K. Alikutty, S. Rahaman","doi":"10.5455/jcme.20170216062547","DOIUrl":"https://doi.org/10.5455/jcme.20170216062547","url":null,"abstract":"Objective: Undergraduate education in a dentistry program aims to produce competent practitioners equipped with appropriate knowledge, behavior, attitudes and skills necessary to blend into independent dental practice. Assessment is crucial in the learning process of the students, and assessment drives learning is universally accepted. A number of traditional assessment methods are in common use; lately, Objective Structured Clinical Examination (OSCE) has been suggested to assess the clinical competencies and skills in health sciences. Argyris recommended developing an implementation strategy of advocacy and inquiry to encourage the acceptance of personal responsibility to overcome resistance (to changes being introduced into the existing assessment system). The purpose of this study was to investigate the effectiveness of implementation strategy by measuring the attitudes of both staff and students towards OSCE in a dental school. Methods: Following sequential steps of providing information, advocacy, participation to minimize resistance towards introduction of OSCE in the course of oral medicine, fourteen staff members and thirty six students participated in pilot/mini OSCE which included one rest and five test stations. Later, a more definitive final OSCE was designed with 10 test plus one rest station. After completion of both pilot/mini and final OSCE, a questionnaire adopted from a previously conducted study was answered by the staff and students. Results: The staff scores were significantly higher following the final OSCE for all the questions except “increase useâ€. In the student group, “increase use†and “difficulty/ease†improved from pilot to final OSCE, but the difference was statistically insignificant. Comparison between the groups revealed staff were significantly more enthusiastic, believed the use of OSCE to be increased and felt the test was relevant. Conclusion: Involvement, participation and joint control of the staff in designing and developing the OSCE stations and its implementation led to a successful implementation of the new assessment method.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"92 1","pages":"18-22"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813204","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}
Pub Date : 2017-01-01DOI: 10.5455/JCME.20170123025249
Emma Beddows, Harry Laughlin, Alana Easthaugh, D. Liew, Kim Robitschko, M. Buist
Introduction: The degree of comfort that medical students have in different social settings with staff and faculty has not been documented. Methods: We undertook in 2012 a survey of 53 fourth and fifth year medical students at the University of Tasmanian Rural Clinical School to determine the incidence of previous inappropriate social invitations/interactions and perceptions of comfort to 5 different hypothetical social scenarios of different appropriateness. Results: Two students had received what they considered to be an inappropriate invitation. Most students were comfortable with communal public social situations. However, in an overt “date” scenario 8 students were either completely at ease with or comfortable. Eighteen students although uncomfortable with this scenario would still attend and only 14 students would decline the invitation. Conclusion: There needs to be increased awareness that certain social interactions between health professionals when there is significant difference in hierarchy may not always be appropriate
{"title":"What is an appropriate social scenario for staff and students at an Australian Rural Clinical School? A survey of 4th and 5th year medical student’s resident in rural Tasmania","authors":"Emma Beddows, Harry Laughlin, Alana Easthaugh, D. Liew, Kim Robitschko, M. Buist","doi":"10.5455/JCME.20170123025249","DOIUrl":"https://doi.org/10.5455/JCME.20170123025249","url":null,"abstract":"Introduction: The degree of comfort that medical students have in different social settings with staff and faculty has not been documented. Methods: We undertook in 2012 a survey of 53 fourth and fifth year medical students at the University of Tasmanian Rural Clinical School to determine the incidence of previous inappropriate social invitations/interactions and perceptions of comfort to 5 different hypothetical social scenarios of different appropriateness. Results: Two students had received what they considered to be an inappropriate invitation. Most students were comfortable with communal public social situations. However, in an overt “date” scenario 8 students were either completely at ease with or comfortable. Eighteen students although uncomfortable with this scenario would still attend and only 14 students would decline the invitation. Conclusion: There needs to be increased awareness that certain social interactions between health professionals when there is significant difference in hierarchy may not always be appropriate","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"5 1","pages":"6-9"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813194","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}
Pub Date : 2017-01-01DOI: 10.5455/JCME.20170426112130
M. Idris, N. Rahma, O. Elfaki, Waly Elfakey, K. Salih
{"title":"Relation of the final year performance in different assessment modalities in Final MBBS Pediatrics, College of Medicine, Bahri Universit","authors":"M. Idris, N. Rahma, O. Elfaki, Waly Elfakey, K. Salih","doi":"10.5455/JCME.20170426112130","DOIUrl":"https://doi.org/10.5455/JCME.20170426112130","url":null,"abstract":"","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"5 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812866","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}
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