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Psychiatrists’ Engagement in Research as a Pathway towards the Expansion of Distributed Medical Education (DME): A Regional Analysis across Two Provinces in Atlantic Canada
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The Impact of COVID-19 and Racial Injustices on Resilience of Incoming Medical Students
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The Impact of Simulated Ward Rounds on the Clinical Education of Final-Year Medical Students: A Systematic Review
Journal Description
International Medical Education
International Medical Education
is an international, peer-reviewed, open access journal on international medical education. The journal is owned by the Academic Society for International Medical Education and is published quarterly online by MDPI.
- Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
- Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 27.3 days after submission; acceptance to publication is undertaken in 3.9 days (median values for papers published in this journal in the second half of 2023).
- Recognition of Reviewers: APC discount vouchers, optional signed peer review, and reviewer names published annually in the journal.
Latest Articles
Design and Assessment of a Multidisciplinary Training Programme on Child Abuse and Child Protection for Medical Students Comprising Coursework and a Seminar
Int. Med. Educ. 2024, 3(3), 239-256; https://doi.org/10.3390/ime3030020 - 27 Jun 2024
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Child abuse affects millions of children globally. Comprehensive training is essential to promote its recognition and trigger appropriate responses to prevent missed opportunities for intervention. We describe a child abuse and child protection training programme for University of Ghana Medical School students and
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Child abuse affects millions of children globally. Comprehensive training is essential to promote its recognition and trigger appropriate responses to prevent missed opportunities for intervention. We describe a child abuse and child protection training programme for University of Ghana Medical School students and the cross-sectional survey of student assessment at the end. The programme comprised a lectures, dissertations, community surveys, case reports, public health advocacy topics, and poster designs. These were carried out as part of regular coursework in community health, using individual and group—methods. It culminated in a one-day whole-class seminar after their final examinations with completion and analyses of self-administered student assessment questionnaires. The seminar comprised nineteen 10-min oral presentations, twelve poster presentations on community surveys and dissertations, nine educative posters, three leaflets and a question-and-answer session. The training involved 208 students, and 126 completed the questionnaires. The majority of the students had good knowledge (80–100%). They correctly identified the types (91%), risk factors (87%), and gained clarity in selected areas. Added benefits were awards, a book of abstracts and summaries, policy brief and continuous professional development points for doctors. This training programme exemplifies the establishment of medical education in the context of the needs of the population to—be served.
Full article
Open AccessArticle
Exploring Progression: A Case Study on Student Performance Using the National Clinical Assessment Tool in Emergency Medicine
by
Xiaomei Song and Derek Schaller
Int. Med. Educ. 2024, 3(3), 229-238; https://doi.org/10.3390/ime3030019 - 27 Jun 2024
Abstract
Entrustable Professional Activities-based (EPAs-based) assessments gained much interest among clinical educators, especially after the AAMC publication in 2014. In 2016, a standardized tool, the National Clinical Assessment Tool for Medical Students in Emergency Medicine (NCAT-EM), was developed at a national conference. Since 2018,
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Entrustable Professional Activities-based (EPAs-based) assessments gained much interest among clinical educators, especially after the AAMC publication in 2014. In 2016, a standardized tool, the National Clinical Assessment Tool for Medical Students in Emergency Medicine (NCAT-EM), was developed at a national conference. Since 2018, the modified NCAT-EM has been used at Central Michigan University School of Medicine at shift ends, midway through clerkships, and upon completion of the clerkship. This empirical study analyzed student performance progression in order to enhance school assessment practices and inform future action plans. Descriptive and inferential statistics were calculated. During the 2021–2022 academic year, 89 faculty and residents assessed 97 students on 238 submission days. The students generally received multiple sets of daily shift feedback. Two domains, note writing and practice-based learning, showed significant differences between the mid-clerkship formative and summative scoring. Professionalism issues were evident with this cohort of students. The study provides some validity evidence regarding student performance and progression within the context. The NCAT-EM provides values and benefits as evidenced by the substantial volume of assessor feedback during its fourth year of implementation. This study provides directions for future action plans for faculty training, promising continuous improvement in emergency medicine assessment practices.
Full article
Open AccessArticle
Validity Evidence for Using the Situational Motivation Scale to Assess Pre-Clerkship Medical Student Motivation
by
Brian Wasicek and Douglas McHugh
Int. Med. Educ. 2024, 3(3), 212-228; https://doi.org/10.3390/ime3030018 - 26 Jun 2024
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Motivation is essential in education, with highly motivated learners engaging more deeply with content and more ably transferring knowledge to new contexts. However, the validity of scales to measure motivation has been underexplored in pre-clerkship medical education. This study evaluates the validity of
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Motivation is essential in education, with highly motivated learners engaging more deeply with content and more ably transferring knowledge to new contexts. However, the validity of scales to measure motivation has been underexplored in pre-clerkship medical education. This study evaluates the validity of the Situational Motivation Scale (SIMS) for measuring motivation among pre-clerkship medical students in post-situational and short-term contexts. Using a sample of n = 156 students from the Frank H. Netter MD School of Medicine at Quinnipiac University, SIMS was tested to construct validity, with attention paid to content, response process, internal structure, relationships to other variables, and consequences of use evidence. Small modifications from present to past tense in English were made for clarity following focus-group feedback, and content validity was ensured via expert consultation. The SIMS demonstrated strong internal consistency, with a satisfactory Cronbach’s alpha for all subscales and anticipated patterns of correlations. The factor analysis confirmed appropriate factor loadings, with a stronger model fit for the short-term context, and no observed adverse effects on student engagement. These findings support the robustness of the SIMS in capturing intrinsic, extrinsic, and amotivation in pre-clerkship medical students, highlighting its applicability for short-term and situational motivational assessment.
Full article
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Open AccessArticle
Impact of Global Health Scholarship Programs in the Faculty of Medicine at Mbarara University of Science and Technology
by
Jonans Tusiimire, Miriam Josephine Nakiwala, Brian Turigye, Daphine Ansiimire, Annet Kembabazi, Stephen Asiimwe and Joseph Ngonzi
Int. Med. Educ. 2024, 3(3), 190-211; https://doi.org/10.3390/ime3030017 - 24 Jun 2024
Abstract
In recognition of the critical role of residency programs in narrowing healthcare inequalities, Global Health scholarships were introduced at Mbarara University of Science and Technology (MUST) in 2011. Since then, at least 154 postgraduate students in priority programs have benefited. We conducted an
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In recognition of the critical role of residency programs in narrowing healthcare inequalities, Global Health scholarships were introduced at Mbarara University of Science and Technology (MUST) in 2011. Since then, at least 154 postgraduate students in priority programs have benefited. We conducted an online cross-sectional survey to examine how the scholarships and beneficiaries have impacted MUST and the community. Fifty (50) beneficiaries, representing 32.5%, responded, of whom 36 (72%) were alumni. Most respondents were males (n = 30; 60%) pursing Master of Medicine (n = 29; 58%) or Master of Nursing Science (n = 20; 40%) programs. The scholarship schemes included First Mile (n = 29; 58%), Kayanja (n = 12; 24%), Paiko (n = 5; 10%) and Seed (n = 4; 8%). The majority of the scholarships supported both tuition and research fees (n = 41; 82%), the rest being partial. Career advancement was undertaken by eight (16%) of the scholars in the form of fellowships (n = 3; 6%), other masters (n = 3; 6%) and PhDs (n = 3; 6%), with some students having attained a combination of these. All scholars belonged to at least one health professional association. Over 88% (n = 32) of the alumni and 28% (n = 4) of the students were employed. The majority of those employed were in the public sector (n = 24; 66.7%), mainly the health sector (n = 18; 50%), academia (n = 14; 38.9) or both (n = 4; 11.1%). There was a high impact on health care provision, undergraduate training and research carried out by the scholars both during training and post-graduation. High levels of career satisfaction, scholarship impact and academic program relevance were reported. The findings provide insights on how low-fund specialty scholarships can have a far-reaching impact on local training, health care and research in low- and middle-income countries.
Full article
(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)
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Open AccessBrief Report
Simulation-Based Medical Education: 3D Printing and the Seldinger Technique
by
David Hyndman and Douglas McHugh
Int. Med. Educ. 2024, 3(3), 180-189; https://doi.org/10.3390/ime3030016 - 24 Jun 2024
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Three-dimensional (3D)-printed models with high anatomic fidelity are an increasingly viable tool in simulation-based medical education. One advantage of 3D models is they provide enhanced tactile and spatial understanding of complex anatomy to develop technical skills used in minimally invasive procedures. We propose
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Three-dimensional (3D)-printed models with high anatomic fidelity are an increasingly viable tool in simulation-based medical education. One advantage of 3D models is they provide enhanced tactile and spatial understanding of complex anatomy to develop technical skills used in minimally invasive procedures. We propose that 3D anatomical models can improve the development of interventional radiology vascular access skills—first described in the 1950s as the Seldinger technique—for pre-clerkship medical students. The early adoption of 3D-printed technology in pre-clinical medical education can lead to improved student engagement and satisfaction when learning procedural techniques. This study involved creating a 3D model of the upper limb vasculature from an anonymized Computed tomography (CT) angiogram, using it as a medical education tool for 31 pre-clinical medical students practicing the Seldinger Technique on a prefabricated venipuncture upper limb, and assessing student satisfaction with this form of learning. Overall, attendees responded positively to the incorporation of the 3D model in medical education to improve their anatomic understanding and application of the Seldinger technique. These results indicate that the use of 3D models in simulation-based medical education can provide benefits in acquiring technical skills and the potential to decrease training costs without harming a patient.
Full article
![](https://pub.mdpi-res.com/ime/ime-03-00016/article_deploy/html/images/ime-03-00016-g001-550.jpg?1719223273)
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Open AccessArticle
A Peer Mentoring Program for Faculty Development in Presentation Skills
by
Jeremy Smith, Zachary D. Goldberger and Laura J. Zakowski
Int. Med. Educ. 2024, 3(2), 171-179; https://doi.org/10.3390/ime3020015 - 30 May 2024
Abstract
Junior faculty are often called upon to deliver high-stakes large-group presentations. Training in the skills needed to do this effectively is often lacking. We devised a 1.25 h coaching program. The coach analyzed a practice run of the presentation using a locally developed
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Junior faculty are often called upon to deliver high-stakes large-group presentations. Training in the skills needed to do this effectively is often lacking. We devised a 1.25 h coaching program. The coach analyzed a practice run of the presentation using a locally developed assessment tool. Areas covered included public speaking skills, promoting learner understanding and retention, creating a dynamic learning climate, and optimal use of slides. COVID-19 necessitated a switch to virtual coaching, and we studied the impact of virtual vs. in-person coaching. We added two additional coaches and studied the transferability of the coaching component. There was high uptake of the offered coaching. Participant surveys showed improved comfort levels with large-group presentations; had a sense that their presentation skills had improved; showed an increased likelihood of volunteering for future speaking opportunities; and were likely to recommend the program. Comparisons between virtual and in-person coaching showed no statistical difference, and there was little difference between the original coach and the subsequent two coaches. Qualitative assessments revealed broad areas in which faculty felt the program had been most impactful. The coaching program was well-received and resulted in concrete positive changes in presenter behavior. Conducting the coaching in a virtual manner may increase the feasibility of the intervention, as would expanding the coach pool.
Full article
Open AccessArticle
Online Interest in Urology Residency: A Comprehensive Analysis of Current Internet Temporal and Geographic Patterns
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Arthur Drouaud, Ryan Antar, Vincent Xu, Paul Nagao, Sean Tafuri and Michael Whalen
Int. Med. Educ. 2024, 3(2), 160-170; https://doi.org/10.3390/ime3020014 - 3 May 2024
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Urology is one of the most competitive specialties in medicine, creating a challenge for prospective students looking to secure a residency position. Our study aims to assess online interest in urology residency by querying online interaction with search terms and criteria for urology
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Urology is one of the most competitive specialties in medicine, creating a challenge for prospective students looking to secure a residency position. Our study aims to assess online interest in urology residency by querying online interaction with search terms and criteria for urology residency programs. Utilizing Google Trends analysis from 2011 to 2024, this study examined urology-related search volume indexes, as well as temporal and geographical patterns. Furthermore, the number of residency positions from the American Urological Association database for the 2022 match process was evaluated. Our analysis of temporal trends revealed increased interest in urologist salaries from 2011 to 2019, followed by a decline from 2019 to 2023. Interest in urology-related interviews, applications, research, and letters increased in 2019, marked by the start of the COVID-19 pandemic. California, New York, and Texas had the lowest interest-to-position (IP) ratio, while Maryland, New Jersey, and Virginia had the highest IP ratio. Our analysis reveals an evolving interest in salaries, residency programs, and USMLE Step 1 changes in areas connected with urology. We report key geographical areas with high urology residency interest and low numbers of programs, implying a need for expanded residencies in underserved yet high-interest areas. Awareness and continued interest monitoring after the COVID-19 pandemic is critical for understanding interest in urology applicants.
Full article
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Open AccessArticle
Assessment of Postgraduate Academic Productivity Following a Longitudinal Research Program in a Medical School Curriculum
by
Hannah Ong, Shaquille Charles, Joshua Ong, Baraa Nawash, Shavin Thomas and John R. Fowler
Int. Med. Educ. 2024, 3(2), 152-159; https://doi.org/10.3390/ime3020013 - 18 Apr 2024
Abstract
Early involvement and exposure to evidence-based research during medical school have been shown to play a formative role in students’ holistic development as future physicians. While there are medical schools encouraging research initiatives, few programs implement 4-year longitudinal research in the curriculum. Here,
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Early involvement and exposure to evidence-based research during medical school have been shown to play a formative role in students’ holistic development as future physicians. While there are medical schools encouraging research initiatives, few programs implement 4-year longitudinal research in the curriculum. Here, the authors categorized graduates as pre-LRP or post-LRP and utilized PubMed’s Advanced Search Builder to identify each graduate’s publications with a time frame that began from 1 year to 7 years post-graduation. The data were then analyzed to identify any significant changes between these two cohorts. A total of 1022 medical school graduates from an ACGME-accredited U.S. medical school were included in this study. The average rate of publications annually was 0.47 + 1.43 (pre-LRP) and 0.57 + 1.40 (post-LRP). Additionally, the average probability of at least one publication in a given year was 22% (95% CI: 0.21–0.23) pre-LRP and 27% (95% CI: 0.25–0.28) post-LRP. Lastly, the average probability of at least one first-author publication in a given year was 12.2% (95% CI: 0.12–0.13) pre-LRP and 15% (95% CI: 0.14–0.16) post-LRP. Overall, participation in a mentored longitudinal research program during medical school demonstrated a positive trend in the number and rate of publications. The implementation of a mentored longitudinal research program can contribute to increased research productivity in physicians’ early careers, leading to the development of important research skills, the fostering of commitment in scholarly work, and a deeper understanding of evidence-based medicine.
Full article
(This article belongs to the Special Issue New Advancements in Medical Education)
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Open AccessReview
Mapping Dementia Care Technology: Tailored Digital Solutions across Stages
by
Sima Ipakchian Askari, Dianne Vasseur, Bob Hofstede, Piyakorn Koowattanataworn and Henk Herman Nap
Int. Med. Educ. 2024, 3(2), 140-151; https://doi.org/10.3390/ime3020012 - 15 Apr 2024
Abstract
Over the years, there has been an increase in the development of assistive technologies. To date, the stages of dementia that these technologies can be best implemented has been underexplored. In previous work, researchers developed an infographic providing guidance on when best to
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Over the years, there has been an increase in the development of assistive technologies. To date, the stages of dementia that these technologies can be best implemented has been underexplored. In previous work, researchers developed an infographic providing guidance on when best to introduce assistive technologies for people with dementia, and although this infographic is relevant, it was based solely on the experience of the authors during various national and international projects. However, various studies have been conducted on the use and implementation of technology for people with dementia, providing information on when care technology should be implemented. Therefore, the aim of this paper was to conduct a literature review, and based on the results, to design an infographic showing recommendations on when to implement an assistive technology. The infographic was evaluated during interviews with experts on the implementation of care technology for people with dementia. Our results propose earlier implementation for several technologies, as well as the importance of considering contextual factors such as personal characteristics, background and technical experience when implementing technology. The designed infographic can facilitate the digital transition for healthcare institutions and personnel by offering information into the implementation process of care technology.
Full article
(This article belongs to the Special Issue Telemedicine, E-health and Digital Transitions)
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Open AccessProject Report
Students’ Experiences with Interprofessional Service-Learning Global Health Education Pilot Program in Ghana
by
Patricia Anafi, Marie Meckel and Lori Jean Peterson
Int. Med. Educ. 2024, 3(2), 126-139; https://doi.org/10.3390/ime3020011 - 8 Apr 2024
Abstract
Interprofessional service-learning programs can help to break down the education and training silos between public health and health care in the United States. This paper describes the development and implementation of one such program between the University of Massachusetts, Amherst, School of Public
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Interprofessional service-learning programs can help to break down the education and training silos between public health and health care in the United States. This paper describes the development and implementation of one such program between the University of Massachusetts, Amherst, School of Public Health and Health Sciences, Bay Path University Physician Assistant Program, and the Wa-West Health District in Ghana. The program brought together Master of Public Health students and Physician Assistant students to complete an applied practicum and training experience in a low-resource community that faces significant health care and public health delivery challenges. In 2017 and 2018, nine students participated in the two-year pilot program, UMass Amherst Interprofessional Integrated Service Learning and Community-Based Participatory Collaboration. Students completed projects designed by Ghanaian health officials over two summers in direct collaboration with the communities. Findings from the evaluation of the pilot program revealed that though the students faced some challenges with the program, such as language barriers, transportation issues due to poor roads, and difficulty scheduling meetings while completing their projects in Ghana, the majority described their experience as positive and were satisfied. Some expressed the idea that their experiences were something that they could incorporate into their current and future practices. In addition, they reported that interprofessional communications and collaborations were effective. Recommendations are offered to address the program’s challenges for its continuation and formalization.
Full article
Open AccessArticle
Prescribing Competence of Canadian Medical Graduates: National Survey of Medical School Leaders
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Anne M. Holbrook, Simran Lohit, Oswin Chang, Jiawen Deng, Dan Perri, Gousia Dhhar, Mitchell Levine, Jill Rudkowski, Heather McLeod, Kaitlynn Rigg, Victoria Telford and Anthony J. Levinson
Int. Med. Educ. 2024, 3(2), 116-125; https://doi.org/10.3390/ime3020010 - 1 Apr 2024
Abstract
Suboptimal knowledge of clinical pharmacology, therapeutics, and toxicology (CPT) and poor-quality prescribing are threats to patient safety. Our previous national survey of medical faculty identified limited confidence in medical student graduates’ ability to safely prescribe, as well as an interest in a national
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Suboptimal knowledge of clinical pharmacology, therapeutics, and toxicology (CPT) and poor-quality prescribing are threats to patient safety. Our previous national survey of medical faculty identified limited confidence in medical student graduates’ ability to safely prescribe, as well as an interest in a national prescribing competence assessment. Given the in-person challenges posed by the restrictions related to the COVID-19 pandemic, we aimed to re-evaluate opinions and gauge the interest in e-learning resources and assessments. Using public sources, a sampling frame of medical school leaders from all 17 Canadian medical schools, including deans, vice-deans, and program directors for clerkship, residency, and e-learning, were invited to participate in a cross-sectional survey. Survey questions were finalized after several rounds of testing, and analyses were descriptive. Of 1448 invitations, 411 (28.4%) individuals reviewed the survey, and, among them, 278 (67.6%) completed at least one survey question, with representation from all schools. While more than 90% of respondents agreed that medical students should meet a minimum standard of prescribing competence, only 17 (7.9%) could vouch for their school meeting objectives in CPT, and many had significant concerns about their own or other schools’ recent graduate prescribing abilities. Given the lack of local CPT e-curricula resources, there was strong interest in a national online course and assessment in CPT. Our national survey results suggest an ongoing inadequacy of medical trainees’ prescribing competence, and also provide a strong endorsement for both a national online CPT course and assessment during medical school.
Full article
(This article belongs to the Special Issue Challenges and Opportunities in Teaching Pharmacology in Medical School)
Open AccessReview
The Impact of Simulated Ward Rounds on the Clinical Education of Final-Year Medical Students: A Systematic Review
by
Khang Duy Ricky Le, Emma Downie, Elizabeth Azidis-Yates and Cameron Shaw
Int. Med. Educ. 2024, 3(1), 100-115; https://doi.org/10.3390/ime3010009 - 19 Mar 2024
Cited by 1
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(1) Background: Final-year medical students often feel under prepared for their transition into clinical practice. Clinical ward rounds and shadowing approach this issue by building transferable skills; however, they are highly variable, with teaching clinicians experiencing a large number of work-related interruptions. Simulated
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(1) Background: Final-year medical students often feel under prepared for their transition into clinical practice. Clinical ward rounds and shadowing approach this issue by building transferable skills; however, they are highly variable, with teaching clinicians experiencing a large number of work-related interruptions. Simulated ward rounds have garnered significant interest by translating clinical encounters into standardised educational opportunities for students. This review evaluates the impact of simulated ward rounds in promoting the clinical competencies required for work in final-year medical students and assesses the impact of simulated ward rounds on the experience of clinical learning for medical students. (2) Methods: A computer-assisted search was performed in the Medline, Embase, and CINAHL databases. Studies that evaluated simulated ward rounds in final-year medical student cohorts were included. (3) Results: In total, 107 articles were identified by the search and 26 articles were eligible for full-text analysis. The analysis of these studies showed that simulated ward rounds were effective in improving confidence, as well as the technical and non-technical skills of final-year medical students; however this is on the basis of highly heterogeneous and lower-quality evidence. (4) Conclusion: Our systematic review highlights that simulated ward rounds provide final-year medical students with increased confidence and preparedness for clinical work and identifies the need to pursue more methodologically rigorous research to inform the best practice delivery of simulated ward rounds.
Full article
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Open AccessArticle
The Role of Health Institutions in Training Healthcare Personnel for the Digital Transition: The International Training Program of the Order of Physicians and Dentists of Rome
by
Maria Chiara Gatto, Emanuela Maria Frisicale, Pietro Palopoli, Martina Sapienza, Emanuele Caroppo, Cristina Patrizi, Giovanni Migliano and Gianfranco Damiani
Int. Med. Educ. 2024, 3(1), 92-99; https://doi.org/10.3390/ime3010008 - 15 Mar 2024
Cited by 1
Abstract
Digital health, encompassing the use of digital technologies in healthcare, and telemedicine, facilitating healthcare delivery across long distances, have witnessed widespread applications across various healthcare domains. The COVID-19 pandemic accelerated the adoption of digital solutions in healthcare, overcoming barriers to access and fostering
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Digital health, encompassing the use of digital technologies in healthcare, and telemedicine, facilitating healthcare delivery across long distances, have witnessed widespread applications across various healthcare domains. The COVID-19 pandemic accelerated the adoption of digital solutions in healthcare, overcoming barriers to access and fostering transitions to new care models. However, healthcare professionals often lack digital health competencies, necessitating targeted training initiatives. This study presents a project initiated by the Order of Physicians and Dentists of Rome, promoting a comprehensive training program in digital health for healthcare professionals. This investigation aims to describe the project, report demographic characteristics of participants, and analyze survey results on participants’ perceptions of the training program. The Erasmus+ project, titled ‘Training of Physician Trainers in Telemedicine, eHealth, and Digital Medicine,’ facilitated the digital transition of the healthcare sector through international training. The project involved structured courses, job-shadowing, and support activities in Malta and Madrid. A survey, developed using the Delphi methodology, assessed participants’ views on telemedicine. Thirty participants, selected based on merit, engaged in the project. Survey responses highlighted a strong impact on participants’ understanding of digital health concepts and increased confidence in utilizing digital tools. Notably, 85% acknowledged significant skill acquisition in healthcare digitalization. The project addressed a critical training gap among healthcare professionals, emphasizing the need for ongoing education in digital health. Despite existing recommendations, formal digital health education remains limited. The study underscores the importance of educational efforts to foster a digitalized healthcare model.
Full article
(This article belongs to the Special Issue Telemedicine, E-health and Digital Transitions)
Open AccessArticle
The Impact of COVID-19 and Racial Injustices on Resilience of Incoming Medical Students
by
Yanal Matari, Rebecca Starkman, Camille Briskin, David P. Alper, Kellen K. Petersen, Rebecca Yang and Kristina H. Petersen
Int. Med. Educ. 2024, 3(1), 78-91; https://doi.org/10.3390/ime3010007 - 12 Mar 2024
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Medical students (MS) are at higher risk for depression than their peers. Incoming U.S. MS completed a survey that included the validated RS-14, which measures resilience and its two subcomponents: self-assuredness and drive. Surveys were administered before classes started in 2019 (pre-pandemic-cohort; n
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Medical students (MS) are at higher risk for depression than their peers. Incoming U.S. MS completed a survey that included the validated RS-14, which measures resilience and its two subcomponents: self-assuredness and drive. Surveys were administered before classes started in 2019 (pre-pandemic-cohort; n = 178) and 2020 (pandemic-cohort; n = 181). Resiliency, self-assuredness, and drive were not different between cohorts. Demographic subgroup analyses revealed that underrepresented in medicine (URiM) MS in the pre-pandemic-cohort scored higher on drive (p = 0.007) than non-URiM MS (6.07 ± 1.00 vs. 5.59 ± 0.97); however, this difference was not significant in the pandemic-cohort. Additionally, students in the pandemic-cohort were more likely to agree that peer discussions about emotional challenges would be beneficial (p = 0.014). Qualitative analysis revealed that 45.9% of pandemic-cohort respondents felt more motivated to pursue medicine. This is the first study to report differences in drive between URiM MS cohorts matriculating before and during a pandemic, a positive correlation between multiple-mini-interview (MMI) scores and drive, and a negative correlation between MCAT scores and drive. Collectively, these results suggest that the circumstances of 2020 may have negatively influenced the drive of URiM students, positively impacted the receptivity of MS to peer discussions, and motivated students to pursue medicine.
Full article
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Open AccessArticle
Psychiatrists’ Engagement in Research as a Pathway towards the Expansion of Distributed Medical Education (DME): A Regional Analysis across Two Provinces in Atlantic Canada
by
Samuel Obeng Nkrumah, Raquel da Luz Dias, Lara Hazelton, Mandy Esliger, Peggy Alexiadis Brown, Philip G. Tibbo, Nachiketa Sinha, Anthony Njoku, Satyanarayana Satyendra, Sanjay Siddhartha, Faisal Rahman, Hugh Maguire, Gerald Gray, Mark Bosma, Deborah Parker, Adewale Raji, Alexandra Manning, Alexa Bagnell, Reham Shalaby and Vincent Israel Opoku Agyapong
Int. Med. Educ. 2024, 3(1), 62-77; https://doi.org/10.3390/ime3010006 - 6 Mar 2024
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In the context of Canadian medical education, Distributed Medical Education (DME) plays a crucial role in addressing healthcare disparities, particularly in rural areas. This study focuses on the Department of Psychiatry at Dalhousie University, analyzing psychiatrists’ engagement and willingness to participate in research
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In the context of Canadian medical education, Distributed Medical Education (DME) plays a crucial role in addressing healthcare disparities, particularly in rural areas. This study focuses on the Department of Psychiatry at Dalhousie University, analyzing psychiatrists’ engagement and willingness to participate in research at DME sites in Nova Scotia (NS) and New Brunswick (NB). The cross-sectional study, encompassing data from an environmental scan, surveyed 60 psychiatrists involved in medical education across seven health zones. Results revealed significant associations between gender, type of graduates, and specialist training. A majority of psychiatrists (68.3%) do not currently engage in mental health or translational research, citing barriers such as a lack of protected time and financial incentives. Notably, participants expressed interest in future research areas, including health services/quality improvement and addiction research. Geriatric psychiatry, predominantly female-dominated, lacked current research activities. The study emphasizes the need to address barriers and promote motivators, both intrinsic and extrinsic, to enhance psychiatrists’ research engagement. This strategic approach is essential for fostering active participation in research, thereby contributing to the expansion of DME sites in Atlantic Canada and beyond.
Full article
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Open AccessArticle
The Curriculum Ideologies Underlying the AfriMEDS Curriculum Framework for Undergraduate Medical and Dental Education in South Africa
by
Lindelani Mnguni
Int. Med. Educ. 2024, 3(1), 44-61; https://doi.org/10.3390/ime3010005 - 29 Jan 2024
Cited by 1
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South Africa faces healthcare challenges due to inefficiencies, resource constraints, and disease burden. The AfriMEDS curriculum framework was adopted as part of curriculum reform to facilitate the training of comprehensive healthcare professionals capable of addressing healthcare challenges. However, the curriculum ideologies underlying this
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South Africa faces healthcare challenges due to inefficiencies, resource constraints, and disease burden. The AfriMEDS curriculum framework was adopted as part of curriculum reform to facilitate the training of comprehensive healthcare professionals capable of addressing healthcare challenges. However, the curriculum ideologies underlying this framework have not been explored. This research aimed to qualitatively describe the curriculum ideologies underlying the AfriMEDS framework as a proxy to determine how it could facilitate the training of healthcare practitioners fit to address South African healthcare challenges. ChatGPT was used to extract data from the framework using a previously validated document analysis protocol. Interpretive analysis was employed to analyze the extracted data to determine inferred curriculum ideologies. A complex interplay of curriculum ideologies was found, with the discipline- and service-centered ideologies most dominant, followed by the citizenship-centered ideology, while the student-centered ideology was found the least. It was also found that the six components of curriculum ideologies exhibit varying degrees of ideological representation. It is concluded that, while the AfriMEDS curriculum framework could produce technically skilled and service-oriented practitioners, its effectiveness in nurturing well-rounded medical professionals may be limited. Integrating a balanced representation of all curriculum ideologies is recommended.
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Open AccessEditor’s ChoiceArticle
Examining the Efficacy of ChatGPT in Marking Short-Answer Assessments in an Undergraduate Medical Program
by
Leo Morjaria, Levi Burns, Keyna Bracken, Anthony J. Levinson, Quang N. Ngo, Mark Lee and Matthew Sibbald
Int. Med. Educ. 2024, 3(1), 32-43; https://doi.org/10.3390/ime3010004 - 19 Jan 2024
Abstract
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Traditional approaches to marking short-answer questions face limitations in timeliness, scalability, inter-rater reliability, and faculty time costs. Harnessing generative artificial intelligence (AI) to address some of these shortcomings is attractive. This study aims to validate the use of ChatGPT for evaluating short-answer assessments
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Traditional approaches to marking short-answer questions face limitations in timeliness, scalability, inter-rater reliability, and faculty time costs. Harnessing generative artificial intelligence (AI) to address some of these shortcomings is attractive. This study aims to validate the use of ChatGPT for evaluating short-answer assessments in an undergraduate medical program. Ten questions from the pre-clerkship medical curriculum were randomly chosen, and for each, six previously marked student answers were collected. These sixty answers were evaluated by ChatGPT in July 2023 under four conditions: with both a rubric and standard, with only a standard, with only a rubric, and with neither. ChatGPT displayed good Spearman correlations with a single human assessor (r = 0.6–0.7, p < 0.001) across all conditions, with the absence of a standard or rubric yielding the best correlation. Scoring differences were common (65–80%), but score adjustments of more than one point were less frequent (20–38%). Notably, the absence of a rubric resulted in systematically higher scores (p < 0.001, partial η2 = 0.33). Our findings demonstrate that ChatGPT is a viable, though imperfect, assistant to human assessment, performing comparably to a single expert assessor. This study serves as a foundation for future research on AI-based assessment techniques with potential for further optimization and increased reliability.
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Open AccessArticle
Analysis of Patient Information and Differential Diagnosis with Clinical Reasoning in Pre-Clinical Medical Students
by
Dichitchai Mettarikanon and Weeratian Tawanwongsri
Int. Med. Educ. 2024, 3(1), 23-31; https://doi.org/10.3390/ime3010003 - 16 Jan 2024
Abstract
Background: The development of clinical reasoning (CR) abilities in Thai medical students during their pre-clinical years lacked well-designed establishment. Methods: This study utilized a pre-test and post-test design without a control group and was conducted at Walailak University, Thailand, in May 2022. We
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Background: The development of clinical reasoning (CR) abilities in Thai medical students during their pre-clinical years lacked well-designed establishment. Methods: This study utilized a pre-test and post-test design without a control group and was conducted at Walailak University, Thailand, in May 2022. We collected participant baseline characteristics and compared scores evaluated by the instructor and participants before and after the intervention. Additionally, we conducted a post-intervention survey on workshop satisfaction, perspectives on CR, and its learning impact. Results: Nineteen third-year medical students were included in the analysis, and twelve (63.2%) were women. The mean age was 20.6 years (standard deviation, SD: 0.5). The total score evaluated by the instructor after the intervention (8.95; SD, 1.81) was significantly higher than that before the intervention (1.68; SD, 0.67), p < 0.001. The total score evaluated by the participants after the intervention (8.22; SD = 1.44) was significantly higher than that before the intervention (2.34; SD, 2.06), p < 0.001. Overall, satisfaction was high. Conclusions: A short interactive workshop effectively taught CR principles and practice to Thai third-year medical students. These findings support the possibility of implementing this in pre-clinical curricula to prepare them for clinical practice.
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Open AccessReview
Generation of Medical Case-Based Multiple-Choice Questions
by
Somaiya Al Shuriaqi, Abdulrahman Aal Abdulsalam and Ken Masters
Int. Med. Educ. 2024, 3(1), 12-22; https://doi.org/10.3390/ime3010002 - 25 Dec 2023
Abstract
This narrative review is a detailed look at how we make multiple-choice questions (MCQs) based on medical cases in today’s medical teaching. Moving from old-style MCQs to ones that are more related to real clinical situations is really important. It helps in growing
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This narrative review is a detailed look at how we make multiple-choice questions (MCQs) based on medical cases in today’s medical teaching. Moving from old-style MCQs to ones that are more related to real clinical situations is really important. It helps in growing critical thinking and practical use, especially since MCQs are still the primary method for testing knowledge in medicine. We look at the history, design ideas, and both manual and computer-based methods that have helped create MCQs. Technologies like Artificial Intelligence (AI) and Natural Language Processing (NLP) are receiving a lot of focus for their ability to automate the creation of question. We also talk about the challenges of using real patient cases, like the need for exact clinical information, reducing unclear information, and thinking about ethical issues. We also investigate the measures of validity and reliability that are crucial to maintaining the honesty of case-based MCQs. Finally, we look ahead, speculating on where medical education is headed as new technologies are incorporated and the value of case-based evaluations continues to rise.
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Open AccessArticle
Follow-Up of Post Myocardial Infarction Using Telemedicine: Stakeholders’ Education, Results and Customer Satisfaction
by
Manuela Bocchino, Francesco Gabbrielli, Guglielmo Pastena, Nicola Danisi, Fabio Ferranti, Raffaele Scardala, Mariagrazia Romano, Claudia Sorrentino and Fabrizio Ammirati
Int. Med. Educ. 2024, 3(1), 1-11; https://doi.org/10.3390/ime3010001 - 20 Dec 2023
Abstract
Background. There are few studies about post myocardial infarction follow-up using telemedicine. We organized a post-discharge telemedicine service with a dedicated team. To do this, it was necessary that all stakeholders involved in the organization and use of the telemedicine service were properly
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Background. There are few studies about post myocardial infarction follow-up using telemedicine. We organized a post-discharge telemedicine service with a dedicated team. To do this, it was necessary that all stakeholders involved in the organization and use of the telemedicine service were properly educated and informed. Methods. We designed a theoretical–practical mini-course to train healthcare personnel and increase skills, with excellent learning outcomes and satisfaction. Thereafter, we enrolled patients affected by acute myocardial infarction with ST elevation (STEMI), MINOCA (myocardial infarction with no obstructive coronary atherosclerosis), Takotsubo syndrome or spontaneous coronary dissection, and high-risk acute myocardial infarction without ST elevation (NSTEMI). At discharge, the cardiology technician performed counselling for the patient, using regional platforms, such as televisit, at 1 and 4 months, allowed us to monitor major adverse cardiac events (MACE), heart failure, arrhythmias, unstable angina and non-cardiovascular events, therapy adherence, target therapy and customer satisfaction. Results. Between November 2021 and February 2023, we enrolled 110 patients: 72% affected by STEMI, 22% by NSTEMI. At the 1-month follow up, 12 patients did not reach the pressure target and 23 patients did not reach the LDL target. We observed three patients requiring hospital readmission, three requiring hospital visits for further investigation, and one death. To date, a four month follow up was performed for 54 patients. No readmissions or deaths occurred. We detected a rate of 96% of customer satisfaction. Conclusions. A health coordination center with a dedicated team makes televisit safe as a follow-up for post-myocardial infarction patients. Beforehand, it is fundamental for healthcare professionals to acquire theoretical knowledge and updates, and the acquisition of manual, technical and practical skills.
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(This article belongs to the Special Issue Telemedicine, E-health and Digital Transitions)
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