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Research articles
Negative effects on medical students’ scores for clinical performance during the COVID-19 pandemic in Taiwan: a comparative study  
Eunice Jia-Shiow Yuan, Shiau-Shian Huang, Chia-An Hsu, Jiing-Feng Lirng, Tzu-Hao Li, Chia-Chang Huang, Ying-Ying Yang, Chung-Pin Li, Chen-Huan Chen
J Educ Eval Health Prof. 2023;20:37.   Published online December 26, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.37
  • 619 View
  • 65 Download
AbstractAbstract PDFSupplementary Material
Purpose
Coronavirus disease 2019 (COVID-19) has heavily impacted medical clinical education in Taiwan. Medical curricula have been altered to minimize exposure and limit transmission. This study investigated the effect of COVID-19 on Taiwanese medical students’ clinical performance using online standardized evaluation systems and explored the factors influencing medical education during the pandemic.
Methods
Medical students were scored from 0 to 100 based on their clinical performance from 1/1/2018 to 6/31/2021. The students were placed into pre-COVID-19 (before 2/1/2020) and midst-COVID-19 (on and after 2/1/2020) groups. Each group was further categorized into COVID-19-affected specialties (pulmonary, infectious, and emergency medicine) and other specialties. Generalized estimating equations (GEEs) were used to compare and examine the effects of relevant variables on student performance.
Results
In total, 16,944 clinical scores were obtained for COVID-19-affected specialties and other specialties. For the COVID-19-affected specialties, the midst-COVID-19 score (88.513.52) was significantly lower than the pre-COVID-19 score (90.143.55) (P<0.0001). For the other specialties, the midst-COVID-19 score (88.323.68) was also significantly lower than the pre-COVID-19 score (90.063.58) (P<0.0001). There were 1,322 students (837 males and 485 females). Male students had significantly lower scores than female students (89.333.68 vs. 89.993.66, P=0.0017). GEE analysis revealed that the COVID-19 pandemic (unstandardized beta coefficient=-1.99, standard error [SE]=0.13, P<0.0001), COVID-19-affected specialties (B=0.26, SE=0.11, P=0.0184), female students (B=1.10, SE=0.20, P<0.0001), and female attending physicians (B=-0.19, SE=0.08, P=0.0145) were independently associated with students’ scores.
Conclusion
COVID-19 negatively impacted medical students' clinical performance, regardless of their specialty. Female students outperformed male students, irrespective of the pandemic.
Effect of a transcultural nursing course on improving the cultural competency of nursing graduate students in Korea: a before-and-after study  
Kyung Eui Bae, Geum Hee Jeong
J Educ Eval Health Prof. 2023;20:35.   Published online December 4, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.35
  • 631 View
  • 113 Download
AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to evaluate the impact of a transcultural nursing course on enhancing the cultural competency of graduate nursing students in Korea. We hypothesized that participants’ cultural competency would significantly improve in areas such as communication, biocultural ecology and family, dietary habits, death rituals, spirituality, equity, and empowerment and intermediation after completing the course. Furthermore, we assessed the participants’ overall satisfaction with the course.
Methods
A before-and-after study was conducted with graduate nursing students at Hallym University, Chuncheon, Korea, from March to June 2023. A transcultural nursing course was developed based on Giger & Haddad’s transcultural nursing model and Purnell’s theoretical model of cultural competence. Data was collected using a cultural competence scale for registered nurses developed by Kim and his colleagues. A total of 18 students participated, and the paired t-test was employed to compare pre-and post-intervention scores.
Results
The study revealed significant improvements in all 7 categories of cultural nursing competence (P<0.01). Specifically, the mean differences in scores (pre–post) ranged from 0.74 to 1.09 across the categories. Additionally, participants expressed high satisfaction with the course, with an average score of 4.72 out of a maximum of 5.0.
Conclusion
The transcultural nursing course effectively enhanced the cultural competency of graduate nursing students. Such courses are imperative to ensure quality care for the increasing multicultural population in Korea.
Brief report
Initial steps for integrating academic electronic health records into clinical curricula of physical and occupational therapy in the United States: a survey-based observational study  
Stephen Burrows, Lola Halperin, Eric Nemec, Wendy Romney
J Educ Eval Health Prof. 2022;19:24.   Published online September 2, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.24
  • 2,792 View
  • 193 Download
AbstractAbstract PDFSupplementary Material
Training programs must be designed to prepare physical and occupational therapy students to use electronic health records (EHR) and interprofessional collaboration. This report aims to describe physical and occupational therapy students’ perceptions of integrating an academic EHR (AEHR) in their problem-based learning (PBL) curricula in the College of Health Professions, Sacred Heart University, Fairfield, Connecticut, the United States. A paper-based case approach to PBL was adapted by creating patient cases in an AEHR. Students were asked to complete chart reviews and review provider notes to enhance their learning. An online survey was conducted to determine their perceptions of using AEHR from May 2014 to August 2015. Eighty-five students completed the survey, and 88.1% felt that using an AEHR was needed, and 82.4% felt that the additional notes enhanced their understanding of the interdisciplinary team. However, 83.5% reported the AEHR system increased the time needed to extract meaningful information. Incorporating an AEHR into curricula is essential to ensure students are adequately prepared for future patient interactions.
Research articles
Comparison between residents with a 6-year medical program and a 7-year medical program in terms of objective structured clinical examination performance in postgraduate year training in Taiwan: a 2-group pre- and post-test non-synchronized study  
Ya-Ting Chang, Ying-Ying Yang, Chung-Pin Li, Chen-Huan Chen
J Educ Eval Health Prof. 2022;19:13.   Published online June 24, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.13
  • 2,170 View
  • 204 Download
AbstractAbstract PDFSupplementary Material
Purpose
In 2013, medical schools in Taiwan implemented a 6-year medical program that replaced the previous 7-year medical education program. The postgraduate year (PGY) program was also extended from 1 year to 2 years. The new program is characterized by diversified teaching, integration of medical skills, a system-oriented curriculum, and the implementation of primary care and clinical thinking training. The purpose of this study was to examine whether postgraduate residents who learned under the new program have better patient care skills than those who learned under the previous program.
Methods
Of 101 residents in the PGY program at Taipei Veterans General Hospital, 78 were trained in the 6-year program, while 23 were trained in the 7-year program. During the PGY training, 2 objective structured clinical examinations (OSCEs) were used to evaluate clinical reasoning, communication skills, and procedural skills at the beginning of the training and after 11 months of training, respectively. The scores of each OSCE and the rate of improvement of the pre- and post-tests were analyzed.
Results
Residents trained in the new program scored higher on clinical reasoning (P<0.001) and the total scores of the 3 tested skills (P=0.019) on the pre-test. In terms of improvement, residents educated in the previous system improved more in clinical reasoning than those educated in the new education system.
Conclusion
The new medical education program, which emphasizes clinical thinking, improved residents’ clinical skills. The PGY program was effective in improving the clinical performance of residents who were educated in the previous system.
Are we teaching health science students in the United States what they need to know about death and dying coping strategies?  
Randy D. Case, Erica Judie, Tammy Kurszewski, Wenica Brodie, Pollyann Bethel
J Educ Eval Health Prof. 2021;18:29.   Published online November 11, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.29
  • 4,028 View
  • 215 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This investigation aimed to answer the following questions: are health science students provided with death and dying education before attending clinical rotations, and if so, do the students receiving this type of education perceive it as effective?
Methods
In this descriptive cross-sectional survey, 96 Midwestern State University health science students were surveyed to determine the percentage of students who had received death and dying education before clinical rotations, as well as the students’ perception of educational effectiveness for those who had received end-of-life training. A self-report questionnaire presented nursing, radiologic sciences, and respiratory care students with a series of questions pertaining to the education they had received concerning the death and dying process of patients.
Results
Of the 93 students who had already started their clinical rotations, 55 stated they had not received death and dying education before starting clinical courses. Of the 38 who had received death and dying education, only 17 students believed the training was effective.
Conclusion
It is imperative that health science educational programs implement death and dying education and training into the curriculum, and that criteria for evaluating effectiveness be an essential part of death and dying education and training in order to ensure effectiveness.

Citations

Citations to this article as recorded by  
  • Communication skills training in advance care planning: a survey among medical students at the University of Antwerp
    Mick van de Wiel, Katrien Bombeke, Annelies Janssens
    BMC Palliative Care.2022;[Epub]     CrossRef
Brief report
Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study  
Sun Kim, A Ra Cho, Chul Woon Chung
J Educ Eval Health Prof. 2021;18:28.   Published online November 5, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.28
  • 4,109 View
  • 164 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
This study aimed to investigate the degree to which newly appointed medical faculty members at the Catholic University of Korea are aware of Harden and Crosby’s 12 educational roles and to identify their preferred educational roles. A 12-item survey questionnaire was distributed to 110 participants, and 100 responses were included in the analysis. The respondents gave the highest score to “clinical or practical teacher” and the lowest score to “curriculum planner” for their current personal competencies. For their preferred personal future competencies, they assigned the highest score to “on the job role model” and the lowest score to “student assessor.” They gave almost equally high values to all 12 roles. However, individual faculty members had different preferences for educational roles. Accordingly, medical schools need to plan and implement customized faculty development programs, and efforts to provide appropriate educational roles according to individual faculty members’ preferences are needed.

Citations

Citations to this article as recorded by  
  • Self-directed learning quotient and common learning types of pre-medical students in Korea by the Multi-Dimensional Learning Strategy Test 2nd edition: a descriptive study
    Sun Kim, A Ra Cho, Chul Woon Chung
    Journal of Educational Evaluation for Health Professions.2022; 19: 32.     CrossRef
Research article
Effects of a curriculum integrating critical thinking on medical students’ critical thinking ability in Iran: a quasi-experimental study  
Akbar Soltani, Mahboobeh Khabaz Mafinejad, Maryam Tajik, Hamideh Moosapour, Taha Bayat, Fatemeh Mohseni
J Educ Eval Health Prof. 2021;18:14.   Published online July 5, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.14
  • 4,197 View
  • 345 Download
  • 2 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Improving physicians’ critical thinking abilities could have meaningful impacts on various aspects of routine medical practice, such as choosing treatment plans, making an accurate diagnosis, and reducing medical errors. The present study aimed to measure the effects of a curriculum integrating critical thinking on medical students’ skills at Tehran University of Medical Sciences, Iran.
Methods
A 1-group pre-test, post-test quasi-experimental design was used to assess medical students’ critical thinking abilities as they progressed from the first week of medical school to middle of the third year of the undergraduate medical curriculum. Fifty-six participants completed the California Critical Thinking Skills Test twice from 2016 to 2019.
Results
Medical students were asked to complete the California Critical Thinking Skills Test the week before their first educational session. The post-test was conducted 6 weeks after the 2 and half-year program. Out of 91 medical students with a mean age of 20±2.8 years who initially participated in the study, 56 completed both the pre- and post-tests. The response rate of this study was 61.5%. The analysis subscale showed the largest change. Significant changes were found in the analysis (P=0.03), evaluation (P=0.04), and inductive reasoning (P<0.0001) subscales, but not in the inference (P=0.28), and deductive reasoning (P=0.42) subscales. There was no significant difference according to gender (P=0.77).
Conclusion
The findings of this study show that a critical thinking program had a substantial effect on medical students’ analysis, inductive reasoning, and evaluation skills, but negligible effects on their inference and deductive reasoning scores.

Citations

Citations to this article as recorded by  
  • Health literacy profiles of medical students in an Australian Doctor of Medicine programme: A cross‐sectional study using the Health Literacy Questionnaire
    Margo Lane, Robyn Dixon, Ken J. Donald, Robert S. Ware
    Health Promotion Journal of Australia.2023;[Epub]     CrossRef
  • Evaluating and comparing critical thinking skills of residents of Tehran University of Medical Sciences
    Saeed Reza Mehrpour, Amin Hoseini Shavoun, Azita Kheiltash, Rasoul Masoomi, Roya Nasle Seraji
    BMC Medical Education.2023;[Epub]     CrossRef
  • Construction of structural correlation of quantitative literacy and critical thinking, and factors affecting them in students of pre-service biology teachers
    M. Arsyad, Sri Rahayu Lestari, Murni Sapta Sari, Fatchur Rohman
    Eurasia Journal of Mathematics, Science and Technology Education.2023; 19(10): em2342.     CrossRef
  • Habilidades del pensamiento crítico y liderazgo docente: propuesta con perspectiva de género para la formación inicial
    Liliana Pedraja-Rejas, Carlos Rodríguez-Cisterna
    Revista Venezolana de Gerencia.2023; 28(104): 1667.     CrossRef
Review
Changes in the accreditation standards of medical schools by the Korean Institute of Medical Education and Evaluation from 2000 to 2019  
Hyo Hyun Yoo, Mi Kyung Kim, Yoo Sang Yoon, Keun Mi Lee, Jong Hun Lee, Seung-Jae Hong, Jung –Sik Huh, Won Kyun Park
J Educ Eval Health Prof. 2020;17:2.   Published online April 7, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.2
  • 6,999 View
  • 192 Download
  • 7 Web of Science
  • 10 Crossref
AbstractAbstract PDFSupplementary Material
This review presents information on changes in the accreditation standards of medical schools in Korea by the Korean Institute of Medical Education and Evaluation (KIMEE) from 2000 to 2019. Specifically, the following aspects are explained: the development process, setting principles and directions, evaluation items, characteristics of the standards, and validity testing over the course of 4 cycles. The first cycle of accreditation (2000–2005) focused on ensuring the minimum requirements for the educational environment. The evaluation criteria emphasized the core elements of medical education, including facilities and human resources. The second cycle of accreditation (2007–2010) emphasized universities’ commitment to social accountability and the pursuit of excellence in medical education. It raised the importance of qualitative standards for judging the content and quality of education. In the post-second accreditation cycle (2012–2018) which means third accreditation cycle, accreditation criteria were developed to standardize the educational environment and programs and to be used for curriculum development in order to continually improve the quality of basic medical education. Most recently, the ASK 2019 (Accreditation Standards of KIMEE 2019) accreditation cycle focused on qualitative evaluations in accordance with the World Federation of Medical Education’s accreditation criteria to reach the international level of basic medical education, which emphasizes the need for a student-centered curriculum, communication with society, and evaluation through a comprehensive basic medical education course. The KIMEE has developed a basic medical education evaluation and accreditation system in a step-by-step manner, as outlined above. Understanding previous processes will be helpful for the future development of accreditation criteria for medical schools in Korea.

Citations

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  • Quality and constructed knowledge: Truth, paradigms, and the state of the science
    Janet Grant, Leonard Grant
    Medical Education.2023; 57(1): 23.     CrossRef
  • Current perception of social accountability of medical schools in Japan: A qualitative content analysis
    Hiroko Mori, Masashi Izumiya, Mikio Hayashi, Masato Eto
    Medical Teacher.2023; 45(5): 524.     CrossRef
  • Accreditation standards items of post-2nd cycle related to the decision of accreditation of medical schools by the Korean Institute of Medical Education and Evaluation
    Kwi Hwa Park, Geon Ho Lee, Su Jin Chae, Seong Yong Kim
    Korean Journal of Medical Education.2023; 35(1): 1.     CrossRef
  • Impact of external accreditation on students’ performance: Insights from a full accreditation cycle
    Shuliweeh Alenezi, Ayman Al-Eadhy, Rana Barasain, Trad S. AlWakeel, Abdullah AlEidan, Hadeel N. Abohumid
    Heliyon.2023; 9(5): e15815.     CrossRef
  • Is West Really Best? The Discourse of Modernisation in Global Medical School Regulation Policy
    Mohammed Ahmed Rashid, Ann Griffin
    Teaching and Learning in Medicine.2023; : 1.     CrossRef
  • Analysis of the degree of social accountability in accreditation standards for basic medical education
    Sangmi T Lee, Eunbae B. Yang
    Korean Medical Education Review.2023; 25(3): 273.     CrossRef
  • Quality improvement in allied healthcare: Key recommendations for educational institutions
    Jithin Kalathikudiyil Sreedharan, Saad Mohammed AlRabeeah, Arun Vijay Subbarayalu, Edan M. AlZahrani, Jaber Saud AlQahtani, Mohammed Dafer AlAhmari, Abdullah Saeed AlQahtani, Musallam AlNasser, Amal AlSomali, Asma Falah AlHarbi, Yaser AlNaam, Ibrahim A. A
    Informatics in Medicine Unlocked.2023; 43: 101412.     CrossRef
  • Development of consensus-based aims, contents, intended learning outcomes, teaching, and evaluation methods for a history of medicine and pharmacy course for medical and pharmacy students in the Arab world: a Delphi study
    Ramzi Shawahna
    BMC Medical Education.2021;[Epub]     CrossRef
  • The impact of external academic accreditation of undergraduate medical program on students’ satisfaction
    Ayman Al-Eyadhy, Shuliweeh Alenezi
    BMC Medical Education.2021;[Epub]     CrossRef
  • Why social accountability of medical schools in Sudan can lead to better primary healthcare and excellence in medical education?
    MohamedH Ahmed, MohamedElhassan Abdalla, MohamedH Taha
    Journal of Family Medicine and Primary Care.2020; 9(8): 3820.     CrossRef
Research articles
Journal clubs in Australian medical schools: prevalence, application, and educators’ opinions  
Damian James Ianno, Kelly Mirowska-Allen, Stephen Anthony Kunz, Richard O’Brien
J Educ Eval Health Prof. 2020;17:9.   Published online February 26, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.9
  • 7,176 View
  • 210 Download
  • 5 Web of Science
  • 5 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Medically-focused journal clubs have been used as an educational tool for over 100 years, with research indicating that they improve knowledge, reading behaviour, and critical appraisal skills. However, it is unknown how widespread they are in Australian medical schools, nor the opinions of medical education leaders as to their value.
Methods
A nationwide cross-sectional study was performed among academic leaders from every Australian medical school. Individuals were asked to complete a survey detailing their attitudes towards journal clubs using single- or multiple-answer questions, Likert scales, and ranked data. They were asked whether students at their institutions were able to partake in journal clubs, and if so, provided details on their implementation.
Results
At least 1 response was collected from 18 of 19 Australian medical schools. The response rate was 40.8% (60 of 147), and 36 responses (60.0%) were from heads of clinical schools. Respondents from 15 of 18 institutions (83.3%) stated that their institution had a journal club. Of these, 23 (65.7%) were metropolitan institutions and 12 (34.3%) were rural institutions. Eighteen (51.4%) journal clubs were clinician-led, 13 (37.1%) were run through specific hospital departments, and 23 (65.7%) occurred during clinical years. Most respondents (20 [57.1%]) stated that the primary aim of the journal club was to develop critical appraisal skills.
Conclusion
Journal clubs are a highly regarded educational tool in the armoury of medical school educators, with significant heterogeneity in their structure, geographic prevalence, and intended purpose. Further studies of their efficacy in teaching evidence-based medicine is warranted.

Citations

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  • Using a journal club to navigate a maze of COVID-19 papers in a front-line hospital service
    Rachel Wenke, Paulina Stehlik, John Gerrard, Sharon Mickan, David Henry
    BMJ Evidence-Based Medicine.2023; 28(3): 210.     CrossRef
  • Club bibliográfico de la Sociedad Española de Radiología Médica: Historia, análisis y perspectivas tras 10 años de trayectoria
    D. Herrán de la Gala, C. Biosca Calabuig, J. Miranda Bautista
    Radiología.2023; 65(4): 376.     CrossRef
  • Spanish Society of Medical Radiology Journal Club: History, analysis and perspectives after ten years of experience
    D. Herrán de la Gala, C. Biosca Calabuig, J. Miranda Bautista
    Radiología (English Edition).2023; 65(4): 376.     CrossRef
  • Assessing Medical Students’ Perception of Implementing Journal Club Activities: A Qualitative Study
    Roaa Aljumaa, Reem Elmokattaf, Mohammad Aljumaa, Haifa Almuhanna , Marukh Rashid , Ismail A Abdullah, Abdul Rahman Sukar
    Cureus.2023;[Epub]     CrossRef
  • Medical students’ attitudes towards the teaching of cervical and ovarian cancer screening protocols in Ireland: a qualitative study
    Paul McHugh, Donal Brennan, Mary F. Higgins
    Irish Journal of Medical Science (1971 -).2022; 191(1): 469.     CrossRef
Satisfaction with and suitability of the problem-based learning program at the Catholic University of Korea College of Medicine  
Dong Mi Yoo, A Ra Cho, Sun Kim
J Educ Eval Health Prof. 2019;16:20.   Published online July 19, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.20
  • 12,948 View
  • 212 Download
  • 5 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study was conducted to identify suggestions for improving the effectiveness and promoting the success of the current problem-based learning (PBL) program at the Catholic University of Korea College of Medicine through a professor and student awareness survey.
Methods
A survey was carried out by sending out mobile Naver Form survey pages via text messages 3 times in December 2018, to 44 medical students and 74 professors. In addition, relevant official documents from the school administration were reviewed. The collected data were analyzed to identify the achievement of educational goals, overall satisfaction with, and operational suitability of the PBL program.
Results
The overall satisfaction scores for the PBL program were neutral (students, 3.27±0.95 vs. professors, 3.58±1.07; P=0.118). Regarding the achievement of educational goals, the integration of basic and clinical medicine and encouragement of learning motivation were ranked lowest. Many respondents expressed negative opinions about the modules (students, 25.0%; professors, 39.2%) and tutors (students, 54.5%; professors, 24.3%). The students and professors agreed that the offering timing of the program in medical school and the length of each phase were suitable, while opinions expressed in greater detail pointed to issues such as the classes being held too close to exams and their alignment with regular course units.
Conclusion
Issues with modules and tutors were the most pressing. Detailed and appropriate modules should be developed on the basis of advice from professors with experience in PBL tutoring. Inconsistencies in tutoring should be reduced by standardization and retraining.

Citations

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  • Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review
    Joan Carles Trullàs, Carles Blay, Elisabet Sarri, Ramon Pujol
    BMC Medical Education.2022;[Epub]     CrossRef
  • Student and Tutor Satisfaction with Problem-Based Learning in Azerbaijan
    Ulkar Sattarova, Wim Groot, Jelena Arsenijevic
    Education Sciences.2021; 11(6): 288.     CrossRef
  • A scoping review of clinical reasoning research with Asian healthcare professionals
    Ching-Yi Lee, Chang-Chyi Jenq, Madawa Chandratilake, Julie Chen, Mi-Mi Chen, Hiroshi Nishigori, Gohar Wajid, Pai-Hsuang Yang, Muhamad Saiful Bahri Yusoff, Lynn Monrouxe
    Advances in Health Sciences Education.2021; 26(5): 1555.     CrossRef
  • Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study
    Sun Kim, A Ra Cho, Chul Woon Chung
    Journal of Educational Evaluation for Health Professions.2021; 18: 28.     CrossRef
Brief report
MEDTalks: a student-driven program to enhance undergraduate student understanding and interest in medical schools in Canada  
Jayson Azzi, Dalia Karol, Tayler Bailey, Christopher Jerome Ramnanan
J Educ Eval Health Prof. 2019;16:13.   Published online May 22, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.13
  • 13,398 View
  • 187 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
Given the lack of programs geared towards educating undergraduate students about medical school, the purpose of this study was to evaluate whether a medical student–driven initiative program, MEDTalks, enhanced undergraduate students’ understanding of medical school in Canada and stimulated their interest in pursuing medicine. The MEDTalks program, which ran between January and April 2018 at the University of Ottawa, consisted of 5 teaching sessions, each including large-group lectures, small-group case-based learning, physical skills tutorials, and anatomy lab demonstrations, to mimic the typical medical school curriculum. At the end of the program, undergraduate student learners were invited to complete a feedback questionnaire. Twenty-nine participants provided feedback, of whom 25 reported that MEDTalks allowed them to gain exposure to the University of Ottawa medical program; 27 said that it gave them a greater understanding of the teaching structure; and 25 responded that it increased their interest in attending medical school. The MEDTalks program successfully developed a greater understanding of medical school and helped stimulate interest in pursuing medical studies among undergraduate students.

Citations

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  • Assessing the Impact of Early Undergraduate Exposure to the Medical School Curriculum
    Christiana M. Cornea, Gary Beck Dallaghan, Thomas Koonce
    Medical Science Educator.2022; 32(1): 103.     CrossRef
Research articles
Strengths, weaknesses, opportunities, and threats analysis of integrating the World Health Organization patient safety curriculum into undergraduate medical education in Pakistan: a qualitative case study  
Samreen Misbah, Usman Mahboob
J Educ Eval Health Prof. 2017;14:35.   Published online December 28, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.35
  • 43,952 View
  • 467 Download
  • 6 Web of Science
  • 6 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
The purpose of this study was to conduct a strengths, weaknesses, opportunities, and threats (SWOT) analysis of integrating the World Health Organization (WHO) patient safety curriculum into undergraduate medical education in Pakistan.
Methods
A qualitative interpretive case study was conducted at Riphah International University, Islamabad, from October 2016 to June 2017. The study included 9 faculty members and 1 expert on patient safety. The interviews were audiotaped, and a thematic analysis of the transcripts was performed using NVivo software.
Results
Four themes were derived based on the need analysis model. The sub-themes derived from the collected data were arranged under the themes of strengths, weaknesses, opportunities, and threats, in accordance with the principles of SWOT analysis. The strengths identified were the need for a formal patient safety curriculum and its early integration into the undergraduate program. The weaknesses were faculty awareness and participation in development programs. The opportunities were an ongoing effort to develop an appropriate curriculum, to improve the current culture of healthcare, and to use the WHO curricular resource guide. The threats were attitudes towards patient safety in Pakistani culture, resistance to implementation from different levels, and the role of regulatory authorities.
Conclusion
The theme of patient safety needs to be incorporated early into the formal medical education curriculum, with the main goals of striving to do no harm and seeing mistakes as opportunities to learn. Faculty development activities need to be organized, and faculty members should to be encouraged to participate in them. The lack of a patient safety culture was identified as the primary reason for resistance to this initiative at many levels. The WHO curriculum, amended according to local institutional culture, can be implemented appropriately with support from the corresponding regulatory bodies.

Citations

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  • Explanation of Evolving Health Technical and Vocational Education and Training System: A National Experience
    Soleiman Ahmady, Sara Shahbazi
    Journal of Medical Education.2022;[Epub]     CrossRef
  • The Effect of Work Safety on Organizational Social Sustainability Improvement in the Healthcare Sector: The Case of a Public Sector Hospital in Pakistan
    Zia Ullah, Mohammed Ali Bait Ali Sulaiman, Syed Babar Ali, Naveed Ahmad, Miklas Scholz, Heesup Han
    International Journal of Environmental Research and Public Health.2021; 18(12): 6672.     CrossRef
  • Understanding the significance of patient safety and designing a novel curriculum using Kern's six-step approach
    SaurabhRamBihariLal Shrivastava, PrateekSaurabh Shrivastava
    Muller Journal of Medical Sciences and Research.2021; 12(1): 56.     CrossRef
  • Promoting Physical Activity in Group Home Settings: Staff Perspectives through a SWOT Analysis
    Bik C. Chow, Peggy Hiu Nam Choi, Wendy Yajun Huang, Chien-yu Pan
    International Journal of Environmental Research and Public Health.2020; 17(16): 5805.     CrossRef
  • Ten years of the Helsinki Declaration on patient safety in anaesthesiology
    Benedikt Preckel, Sven Staender, Daniel Arnal, Guttorm Brattebø, Jeffrey M. Feldman, Robert Ffrench-O’Carroll, Thomas Fuchs-Buder, Sara N. Goldhaber-Fiebert, Guy Haller, Arvid S. Haugen, Jan F.A. Hendrickx, Cor J. Kalkman, Patrick Meybohm, Christopher Neu
    European Journal of Anaesthesiology.2020; 37(7): 521.     CrossRef
  • Developing strategies for patient safety implementation: a national study in Iran
    Ali Maher, Ali Ayoubian, Sima Rafiei, Donya Sheibani Tehrani, Farnaz Mostofian, Pooneh Mazyar
    International Journal of Health Care Quality Assurance.2019; 32(8): 1113.     CrossRef
Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States  
Alisa Wray, Kathryn Bennett, Megan Boysen-Osborn, Warren Wiechmann, Shannon Toohey
J Educ Eval Health Prof. 2017;14:29.   Published online December 11, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.29
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AbstractAbstract PDFSupplementary Material
Purpose
The aim of this study was to measure the effect of an iPad-based asynchronous curriculum on emergency medicine resident performance on the in-training exam (ITE). We hypothesized that the implementation of an asynchronous curriculum (replacing 1 hour of weekly didactic time) would result in non-inferior ITE scores compared to the historical scores of residents who had participated in the traditional 5-hour weekly didactic curriculum.
Methods
The study was a retrospective, non-inferiority study. conducted at the University of California, Irvine Emergency Medicine Residency Program. We compared ITE scores from 2012 and 2013, when there were 5 weekly hours of didactic content, with scores from 2014 and 2015, when 1 hour of conference was replaced with asynchro-nous content. Examination results were compared using a non-inferiority data analysis with a 10% margin of difference.
Results
Using a non-inferiority test with a 95% confidence interval, there was no difference between the 2 groups (before and after implementation of asynchronous learning), as the confidence interval for the change of the ITE was −3.5 to 2.3 points, whereas the 10% non-inferiority margin was 7.8 points.
Conclusion
Replacing 1 hour of didactic conference with asynchronous learning showed no negative impact on resident ITE scores.

Citations

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  • An Asynchronous Curriculum: Learner Perspectives on Incorporating Asynchronous Learning Into In-Person and Virtual Emergency Residency Didactics
    Emily L Jameyfield, Semhar Tesfai, Alejandro A Palma, Adriana S Olson
    Cureus.2023;[Epub]     CrossRef
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    Pediatric Blood & Cancer.2023;[Epub]     CrossRef
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    Journal of Pediatric Hematology/Oncology.2022; 44(1): e204.     CrossRef
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    Christina Mansour, Nooshin Beygui, Mamas A Mamas, Purvi J Parwani
    Heart.2022; 108(15): 1240.     CrossRef
  • Nephrology Trainee Education Needs Assessment: Five Years and a Pandemic Later
    Benjamin S. Ko, Kurtis A. Pivert, Rob Rope, Anna M. Burgner, Joshua S. Waitzman, Susan M. Halbach, Suzanne M. Boyle, Lili Chan, Stephen M. Sozio
    Kidney Medicine.2022; 4(11): 100548.     CrossRef
  • Planning Engaging, Remote, Synchronous Didactics in the COVID-19 Pandemic Era
    Ronald Rivera, Jonathan Smart, Sangeeta Sakaria, Alisa Wray, Warren Wiechmann, Megan Boysen-Osborn, Shannon Toohey
    JMIR Medical Education.2021; 7(2): e25213.     CrossRef
  • Pediatric Resident Engagement With an Online Critical Care Curriculum During the Intensive Care Rotation*
    Dennis A. Daniel, Sue E. Poynter, Christopher P. Landrigan, Charles A. Czeisler, Jeffrey P. Burns, Traci A. Wolbrink
    Pediatric Critical Care Medicine.2020; 21(11): 986.     CrossRef
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    Jon Smart, Adriana Segura Olson, Andrew Muck
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Developing a framework for evaluating the impact of Healthcare Improvement Science Education across Europe: a qualitative study  
Manuel Lillo-Crespo, M. Cristina Sierras-Davó, Rhoda MacRae, Kevin Rooney
J Educ Eval Health Prof. 2017;14:28.   Published online November 29, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.28
  • 33,812 View
  • 417 Download
  • 11 Web of Science
  • 10 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Frontline healthcare professionals are well positioned to improve the systems in which they work. Educational curricula, however, have not always equipped healthcare professionals with the skills or knowledge to implement and evaluate improvements. It is important to have a robust and standardized framework in order to evaluate the impact of such education in terms of improvement, both within and across European countries. The results of such evaluations will enhance the further development and delivery of healthcare improvement science (HIS) education. We aimed to describe the development and piloting of a framework for prospectively evaluating the impact of HIS education and learning.
Methods
The evaluation framework was designed collaboratively and piloted in 7 European countries following a qualitative methodology. The present study used mixed methods to gather data from students and educators. The framework took the Kirkpatrick model of evaluation as a theoretical reference.
Results
The framework was found to be feasible and acceptable for use across differing European higher education contexts according to the pilot study and the participants’ consensus. It can be used effectively to evaluate and develop HIS education across European higher education institutions.
Conclusion
We offer a new evaluation framework to capture the impact of HIS education. The implementation of this tool has the potential to facilitate the continuous development of HIS education.

Citations

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    Mina Golestani, Homayoun Sadeghi-bazargani, Sepideh Harzand-Jadidi, Hamid Soori
    BMC Medical Education.2024;[Epub]     CrossRef
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    Maeen Abduljalil, Abdulhakeem Al Kohlani, Aisha Jumaan, Abdulwahed Al Serouri
    Epidemiologia.2023; 4(3): 235.     CrossRef
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    Lorraine Armstrong, Chris Moir, Peta Taylor
    BMJ Open.2023; 13(10): e077784.     CrossRef
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    Clifford Y. Ko, Tejen Shah, Heidi Nelson, Avery B. Nathens
    JAMA Surgery.2022; 157(8): 737.     CrossRef
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    Michael CAHAPAY
    International Journal of Assessment Tools in Education.2021; 8(1): 135.     CrossRef
  • Transforming the Future Healthcare Workforce across Europe through Improvement Science Training: A Qualitative Approach
    Maria Cristina Sierras-Davo, Manuel Lillo-Crespo, Patricia Verdu, Aimilia Karapostoli
    International Journal of Environmental Research and Public Health.2021; 18(3): 1298.     CrossRef
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    María Cristina Sierras-Davó, Manuel Lillo-Crespo, Patricia Verdú Rodríguez
    Aquichan.2021; 21(1): 1.     CrossRef
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    Frontiers in Public Health.2021;[Epub]     CrossRef
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    Manuel Lillo-Crespo, Maria Cristina Sierras-Davó, Alan Taylor, Katrina Ritters, Aimilia Karapostoli
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Evaluation of a course to prepare international students for the United States Medical Licensing Examination step 2 clinical skills exam  
Rachel B. Levine, Andrew P. Levy, Robert Lubin, Sarah Halevi, Rebeca Rios, Danelle Cayea
J Educ Eval Health Prof. 2017;14:25.   Published online October 24, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.25
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  • 4 Web of Science
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AbstractAbstract PDF
Purpose
United States (US) and Canadian citizens attending medical school abroad often desire to return to the US for residency, and therefore must pass US licensing exams. We describe a 2-day United States Medical Licensing Examination (USMLE) step 2 clinical skills (CS) preparation course for students in the Technion American Medical School program (Haifa, Israel) between 2012 and 2016.
Methods
Students completed pre- and post-course questionnaires. The paired t-test was used to measure students’ perceptions of knowledge, preparation, confidence, and competence in CS pre- and post-course. To test for differences by gender or country of birth, analysis of variance was used. We compared USMLE step 2 CS pass rates between the 5 years prior to the course and the 5 years during which the course was offered.
Results
Ninety students took the course between 2012 and 2016. Course evaluations began in 2013. Seventy-three students agreed to participate in the evaluation, and 64 completed the pre- and post-course surveys. Of the 64 students, 58% were US-born and 53% were male. Students reported statistically significant improvements in confidence and competence in all areas. No differences were found by gender or country of origin. The average pass rate for the 5 years prior to the course was 82%, and the average pass rate for the 5 years of the course was 89%.
Conclusion
A CS course delivered at an international medical school may help to close the gap between the pass rates of US and international medical graduates on a high-stakes licensing exam. More experience is needed to determine if this model is replicable.

Citations

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  • Cultural Considerations in the Formal Process of Simulation Curriculum Adaptation: A Scoping Review
    Matthew D. Charnetski, Maryam Asoodar, Hao Yu, Walther van Mook
    Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare.2023;[Epub]     CrossRef
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    Abhimanyu Mahajan, Zachary London, Andrew M. Southerland, Jaffar Khan, Erica A. Schuyler
    Neurology.2021; 96(8): 378.     CrossRef
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    Hanin Rashid, Kristen M. Coppola, Robert Lebeau
    Academic Medicine.2020; 95(11S): S114.     CrossRef
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    Michael S. Ryan, Melissa Bradner, Fidelma Rigby, Bennett Lee, Elizabeth Waterhouse, Catherine Grossman
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JEEHP : Journal of Educational Evaluation for Health Professions