Acad Med Research Articles

Examining the perception of undergraduate health professional students of their learning environment, learning experience and professional identity development: a mixed-methods study

BackgroundThe quality of the learning environment significantly impacts student engagement and professional identity formation in health professions education. Despite global recognition of its importance, research on student perceptions of learning environments across different health education programs is scarce. This study aimed to explore how health professional students perceive their learning environment and its influence on their professional identity development.MethodsAn explanatory mixed-methods approach was employed. In the quantitative phase, the Dundee Ready Education Environment Measure [Minimum–Maximum possible scores = 0–200] and Macleod Clark Professional Identity Scale [Minimum–Maximum possible scores = 1–45] were administered to Qatar University-Health students (N = 908), with a minimum required sample size of 271 students. Data were analyzed using SPSS, including descriptive statistics and inferential analysis. In the qualitative phase, seven focus groups (FGs) were conducted online via Microsoft Teams. FGs were guided by a topic guide developed from the quantitative results and the framework proposed by Gruppen et al. (Acad Med 94:969-74, 2019), transcribed verbatim, and thematically analyzed using NVIVO®.ResultsThe questionnaire response rate was 57.8% (525 responses out of 908), with a usability rate of 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The study indicated a “more positive than negative” perception of the learning environment (Median [IQR] = 132 [116–174], Minimum–Maximum obtained scores = 43–185), and a “good” perception of their professional identity (Median [IQR] = 24 [22–27], Minimum–Maximum obtained scores = 3–36). Qualitative data confirmed that the learning environment was supportive in developing competence, interpersonal skills, and professional identity, though opinions on emotional support adequacy were mixed. Key attributes of an ideal learning environment included mentorship programs, a reward system, and measures to address fatigue and boredom.ConclusionsThe learning environment at QU-Health was effective in developing competence and interpersonal skills. Students' perceptions of their learning environment positively correlated with their professional identity. Ideal environments should include mentorship programs, a reward system, and strategies to address fatigue and boredom, emphasizing the need for ongoing improvements in learning environments to enhance student satisfaction, professional identity development, and high-quality patient care.

Assessment of the medical school learning environment at United Arab Emirates University

BackgroundThe purpose of the article was to assess students’ perception of the learning environment at the College of Medicine and Health Sciences, United Arab Emirates University using the ‘Medical School Learning Environment Survey’ (MSLES). Evaluating the learning environment and working towards its improvement is crucial for the physical and mental well-being of medical students, as it contributes to fostering an optimal learning environment.MethodsStudents participated in four groups: Year-1 (pre-medical), Year-2 (pre-medical), Year-3/Year-4 (pre-clinical), and Year-5/Year-6 (clinical). MSLES data was collected from each group using an online survey tool (Qualtrics XM). Latent factor structures in the learning environment constructs were assessed using ‘exploratory factor analysis’; and reliability was measured by Cronbach’s alpha. Differences among groups were assessed by ‘single factor ANOVA’.ResultsThree hundred seventy-seven (65%) of the 584 eligible students completed the survey. Exploratory factor analysis revealed four factors: (Genn J. AMEE Medical Education Guide 23 (Part 1): Curriculum, environment, climate, quality and change in medical education–a unifying perspective. Med Teach. 2001;23(4):337–44.) Learning experience (∝=0.71), (Maudsley RF. Role models and the learning environment: essential elements in effective medical education. Acad Med. 2001;76(5):432–4.) Student-student interaction (∝=0.69), (Gruppen LD, Irby DM, Durning SJ, Maggio LA. Conceptualizing learning environments in the health professions. Acad Med. 2019;94(7):969–74.) Student-faculty interaction (∝=0.62), and (Soemantri D, Herrera C, Riquelme A. Measuring the educational environment in health professions studies: A systematic review. Med Teach. 2010;32(12):947–52.) Academic support (∝=0.62). Students in Y3-Y6 rated the learning environment statistically significantly lower than that in Y1-Y2. Student-student interaction in Y2 was significantly lower than that in other years. Student-faculty interaction in Y1 was significantly higher than that in Y2. Academic support was significantly higher in Y1 than that in Y2-Y6.ConclusionThe MSLES revealed variabilities in learning domains across the years. Improvement efforts should foster student-student collaboration in Y2 and improve academic support approaches for Y2-6. These findings provide valuable insights for medical educators to enhance the medical school learning environment and foster an optimal learning environment in lifelong medical education.

A Randomized Clinical Trial Comparing the Effects of Mindfulness-Based and Cognitive Behavioral Therapy-Based Stress Reduction in Medical Students

IntroductionMedical students face an enormous amount of stress (Dyrbye LN et al. Ann Intern Med 2008; 149: 334-41). They suffer from higher rates of depression, anxiety, and suicide compared to the general population. Despite experiencing more mental health problems, there is a lack of research exploring ways to improve their mental health. Although there are a few small sample studies investigating the effectiveness of Mindfulness-Based Stress Reduction (MBSR) on medical students, there is no study comparing its effectiveness against an active intervention group in the literature (van Dijk I et al. Acad Med 2017; 92: 1012-1021)ObjectivesWe aimed to compare the effects of the Mindfulness-Based Stress Reduction (MBSR) and the Cognitive Behavioural Based Stress Reduction (CBSR) group interventions on depressive and anxious symptoms and perceived stress of medical students.Methods323 medical students applied to participate in one of the group interventions and were assessed with the Mini International Neuropsychiatric Interview. Of these, 253 (77% female, mean age=21.9 ± 2.9 years) were allocated into online MBSR (n=127) and online CBSR (n=126) groups after randomization. Their anxiety and depressive symptoms and perceived stress levels were assessed at baseline and after 8 weeks of interventions. 33,2% of participants (MBSR: n=39; CBSR: n=45) completed the protocol by attending five or more sessions. Both intention-to-treat (ITT) analysis and per-protocol (PP) analysis were used to assess outcomes. In the ITT analysis, we used multiple imputation to address missing values. All assessments and group interventions were done online.ResultsIn the ITT analysis, both MBSR and CBSR were found to be slight to moderately effective in reducing symptoms of depression (MBSR: d=.50; CBSR: d=.40), anxiety (MBSR:d=.73; CBSR: d=.52), and perceived stress (MBSR: d=.48; CBSR: d=.42), but they were no superior to each other. In the PP analysis, both interventions moderately to strongly improved the symptoms of depression (MBSR: d=1.03; CBSR: d=.74), anxiety (MBSR: r=-.74; CBSR: r=-.72), and perceived stress (MBSR: r=-.80; CBSR: r=-.68). While there was no statistically significant difference between them in reducing depressive symptoms and perceived stress, MBSR was found to be significantly more effective than CBSR in reducing anxiety symptoms (u=469, z=-2.756, p=0.006).ConclusionsBoth MBSR and CBSR improve symptoms of depression and anxiety in medical students after 8 weeks of interventions. Completing the protocol or attending more sessions may increase the effectiveness of the interventions. While the interventions did not show superiority to each other in terms of effectiveness in reducing depressive symptoms and perceived stress, MBSR appears to be more effective in reducing anxiety symptoms compared to CBSR in the group that completed the protocol.Disclosure of InterestNone Declared

Artificial intelligence and neuro‐ophthalmology

Deep‐learning (DL) methods have been successfully applied to Neuro‐ophthalmology and in particular to interpretation of images of retina and the optic nerve for detection of life‐ and/or vision‐treating cerebral conditions. DL systems are nowadays able to accurately detect papilledema related to raised intracranial pressure, (1) as well as other optic neuropathies, on standard retinal photographs alone. In addition to detection of specific retinal features and abnormalities, more recent DL methods suggest that neurodegenerative conditions (Alzheimer's disease, Parkinson's disease), affecting the ocular structures, can be also detected on trivial retinal photographs.(2).Ophthalmologists and neuro‐ophthalmologists are in a privileged position to detect cerebral conditions affecting the eyes, using novel, cutting‐edge DL technologies, which may transform our clinical practice in the next years.(3) Such algorithms may be implemented in the future, if further validated in real‐life situations, for the triaging of patients who are seen in non‐ophthalmic set‐ups (emergency rooms, neurology offices, etc.). This presentation will share the current hopes, doubts, successes and failures of assistive AI applied to Neuro‐ophthalmic conditions.References. Milea D, Najjar RP, Zhubo J, Ting D, Vasseneix C, Xu X, Aghsaei Fard M, Fonseca P, Vanikieti K, Lagrèze WA, La Morgia C, Cheung CY, Hamann S, Chiquet C, Sanda N, Yang H, Mejico LJ, Rougier M‐B, Kho R, Thi Ha Chau T, Singhal S, Gohier P, Clermont‐Vignal C, Cheng C‐Y, Jonas JB, Yu‐Wai‐Man P, Fraser CL, Chen JJ, Ambika S, Miller NR, Liu Y, Newman NJ, Wong TY, Biousse V for the BONSAI Group. Artificial Intelligence to Detect Papilledema from Ocular Fundus Photographs. N Engl J Med. 2020 Apr 30;382(18):1687–1695. Cheung CY, Ran A, Wang S, Chan VTT, Sham K, Hilal S, Venketasubramanian N, Cheng CY, Sabanayagam C, Tham YC, Schmetterer L, McKay GJ, Williams MA, 12, Wong A, Au L, Lu A, Yam JC, 1 Tham CC, Chen JJ, Dumitrascu OM, Pheng‐Ann H, Kwok T, Mok V **, Milea D**, Chen LH, ** Wong TY**. A deep‐learning screening model for Alzheimer's disease based on retinal photographs. Lancet Digital Medicine, 2022 Nov;4(11):e806‐e815. Sathianvichitr K, Lamoureux O, Nakada S, Tang Z, Schmetterer L, Chen C, Cheung CY, Najjar RP, Milea D. Through the eyes into the brain, using artificial intelligence. Ann Acad Med Singap. 2023 Feb;52(2):88–95.

FOSTERING COMMUNITY ENGAGEMENT TO ADDRESS RACISM: DEVELOPMENT AND IMPLEMENTATION OF A SERVICE-LEARNING CURRICULUM FOR PEDIATRIC RESIDENTS.

In recent years, there has been a call for Academic Health Centers to increase community engagement to address racism. 1 Blanchard A.K. Blanchard J.C. Suah A. et al. Reflect and reset: Black academic voices call the graduate medical education community to action. Acad Med. 2022; 97: 967-972 Crossref PubMed Scopus (6) Google Scholar Alongside didactic education and building a diverse learning environment, community engagement allows trainees to better understand the structural underpinnings of inequities and better recognize their own biases to create a framework for how to improve care for marginalized populations. 2 Khazanchi R. Keeler H. Strong S. et al. Building structural competency through community engagement. Clin Teach. 2021; 18: 535-541 Crossref PubMed Scopus (8) Google Scholar Community-based service learning (CBSL), a teaching strategy that combines community service with “explicit learning objectives, preparation, and reflection,” 3 Seifer S.D. Hermanns K. Lewis J. Creating community-responsive physicians: Concepts and models for service-learning in medical education. American Association for Higher Education, 2000〈https://files.eric.ed.gov/fulltext/ED449734.pdf〉 Google Scholar is one methodology that can be used to give participants the opportunity to engage with the local community while also learning about the context in which the service is provided.

Policies Affecting Pregnant Women with Substance Use Disorder

Policies Affecting Pregnant Women with Substance Use Disorder

The impact of COVID-19 on online medical education: a knowledge graph analysis based on co-term analysis

BackgroundThis study aims to identify the characteristics and future directions of online medical education in the context of the novel coronavirus outbreak new through visual analytics using CiteSpace and VOSviewer bibliometric methods.MethodFrom Web of Science, we searched for articles published between 2020 and 2022 using the terms online education, medical education and COVID-19, ended up with 2555 eligible papers, and the articles published between 2010 and 2019 using the terms online education, medical education and COVID-19, and we ended up with 4313 eligible papers.ResultsBefore the COVID-19 outbreak, Medical students and care were the most frequent keywords and the most cited author was BRENT THOMA with 18 times. The United States is the country with the greatest involvement and research impact in the field of online medical education. The most cited journal is ACAD MED with 1326 citations. After the COVID-19 outbreak, a surge in the number of research results in related fields, and ANXIETY and four secondary keywords were identified. In addition, the concentration of authors of these publications in the USA and China is a strong indication that local epidemics and communication technologies have influenced the development of online medical education research. Regarding the centrality of research institutions, the most influential co-author network is Harvard Medical School in the United States; and regarding the centrality of references, the most representative journal to which it belongs is VACCINE.ConclusionThis study found that hey information such as keywords, major institutions and authors, and countries differ in the papers before and after the COVID-19 outbreak. The novel coronavirus outbreak had a significant impact on the online education aspect. For non-medical and medical students, the pandemic has led to home isolation, making it difficult to offer face-to-face classes such as laboratory operations. Students have lost urgency and control over the specifics of face-to-face instruction, which has reduced the quality of teaching. Therefore, we should improve our education model according to the actual situation to ensure the quality of teaching while taking into account the physical and psychological health of students.

Associations Between Urological Chronic Pelvic Pain Syndrome Symptom Flares, Illness Impact, and Health Care Seeking Activity: Findings From the Multidisciplinary Approach to the Study of Chronic Pelvic Pain Symptom Patterns Study.

Most studies on interstitial cystitis/bladder pain syndrome and chronic prostatitis/chronic pelvic pain syndrome use typical or average levels of pelvic pain or urological symptom intensity as their outcome, as both are associated with reduced quality of life. Symptom exacerbations or "flares" have also been found to be associated with reduced quality of life, but no studies, to our knowledge, have investigated whether these associations are independent of typical pelvic pain levels and thus might be useful additional outcome measures (or stated differently, whether reducing flare frequency even without reducing mean pain intensity may be important to patients). We used screening visit and weekly run-in period data from the Multidisciplinary Approach to the Study of Chronic Pelvic Pain Symptom Patterns Study to investigate associations between flare frequency and multiple measures of illness impact and health care seeking activity, independent of typical nonflare and overall pelvic pain levels. Among the 613 eligible participants, greater flare frequency was associated with worse condition-specific illness impact (standardized β coefficients=0.11-0.68, P trends < .0001) and health care seeking activity (odds ratios=1.52-3.94, P trends .0039 to < .0001) in analyses adjusted for typical nonflare and overall pelvic pain levels. Experiencing ≥1/d was also independently associated with worse general illness impact (standardized β coefficients=0.11-0.25). Our findings suggest that flare frequency and possibly other flare characteristics may be worth considering as additional outcome measures in urological chronic pelvic pain syndrome research to support the development of new preventive and therapeutic flare strategies.

Virtual Radiology Fellowship Recruitment: Benefits, Limitations, and Future Directions

Virtual Radiology Fellowship Recruitment: Benefits, Limitations, and Future Directions

Understanding the Prodromal Period of Necrotizing Soft Tissue Infections of the Genitalia (Fournier's Gangrene) and the Incidence, Duration, and Risk Factors Associated With Potential Missed Opportunities for an Earlier Diagnosis: A Population-based Longitudinal Study.

The purpose of this paper was to investigate patterns of health care utilization leading up to diagnosis of necrotizing soft tissue infections of the genitalia and to identify risk factors associated with potential diagnostic delay. IBM MarketScan Research Databases (2001-2020) were used to identify index cases of necrotizing soft tissue infections of the genitalia. We identified health care visits for symptomatically similar diagnoses (eg, penile swelling, cellulitis) that occurred prior to necrotizing soft tissue infections of the genitalia diagnosis. A change-point analysis identified the window before diagnosis where diagnostic opportunities first appeared. A simulation model estimated the likelihood symptomatically similar diagnosis visits represented a missed opportunity for earlier diagnosis. Patient and provider characteristics were evaluated for their associations with delay. We identified 8,098 patients with necrotizing soft tissue infections of the genitalia, in which 4,032 (50%) had a symptomatically similar diagnosis visit in the 21-day diagnostic window, most commonly for "non-infectious urologic abnormalities" (eg, genital swelling; 64%): 46% received antibiotics; 16% saw a urologist. Models estimated that 5,096 of the symptomatically similar diagnosis visits (63%) represented diagnostic delay (mean duration 6.2 days; mean missed opportunities 1.8). Risk factors for delay included urinary tract infection history (OR 2.1) and morbid obesity (OR 1.6). Visits to more than 1 health care provider/location in a 24-hour period significantly decreased delay risk. Nearly 50% of insured patients who undergo debridement for, or die from, necrotizing soft tissue infections of the genitalia will present to a medical provider with a symptomatically similar diagnosis suggestive of early disease development. Many of these visits likely represent diagnostic delay. Efforts to minimize logistic and cognitive biases in this rare condition may lead to improved outcomes if they lead to earlier interventions.

The road from discovery to healing: What does it take?

Education and career choices are two major life decisions.1 One who considers a degree in Medicine may ask: “am I up to the challenge,” “am I curious about how medicine improves life,” and “do I care profusely about human life?” Practicing clinical medicine is the most common path; but, not all those with a career in Medicine are physicians. There are researchers in the basic sciences, and there are inventors and innovators of biomedical devices. All those working in Medicine start with valuing and pursuing the improvement of life.&#x0D; The ideal medical school integrates disciplines for a complete understanding of medicine.2 Two of the articles in this edition describe challenges facing Philippine medical schools. The first article re-evaluates the adjustment factor used in the admission process. The second article highlights flexibility and innovation in the sudden shift to online learning.&#x0D; The MD-PhD Program connects scientific research with clinical practice. In the US, this program started in the 1950s and expanded through the Medical Scientist Training Program to more than 90 active MD-PhD programs in 2016.3 The country’s first MD-PhD Program started in 2010 at the University of the Philippines College of Medicine (UPCM). One of our physician-scientist graduates authored an article on the pharmacologic potential of locally harvested edible mushrooms.&#x0D; Many other UPCM graduates do research at the Philippine General Hospital. As an academic medical center, it houses “a large and diverse sample of patients, experienced and interested investigators, with organizational support.”4 In this edition, physician trainees and faculty authored or mentored seven studies. They study various disease and systems processes with the goal of health promotion.&#x0D; Three articles studied hospital processes related to health service delivery. Radiation oncologists explored delays in repeated CT simulation for the radiation of head and neck cancer patients. Ophthalmologists formed a time quality management team to reduce the total consultation time at their outpatient clinic. OB-GYN sonologists looked at methods of manual disinfection of transvaginal probes to keep patients safe while undergoing such procedures.&#x0D; Two articles studied the epidemiology of cerebrovascular diseases and neoplasms (periampullary malignancies), two of the top causes of mortality in the country. Two other studies looked at diseases that affect the quality of life: visual impairment in the young, and the use of a modified approach to hip arthroplasty.&#x0D; Case reports remain valuable sources of unusual information and new ideas.5 This edition also features a case report on a rare childhood malignancy found in an elderly patient who was successfully treated.&#x0D; The road from discovery to healing can take many forms as exemplified by the 11 articles in this edition of Acta Medica Philippina. Publication is a step on the road from discovery to healing. To complete the journey is to implement their findings in clinical practice. Many implementation challenges exist due to differing approaches.6&#x0D; The road from discovery to healing is not an easy one. We hope to close the gap between evidence and practice; we contribute to an ever-evolving and growing body of knowledge; and we offer the best treatment to our patients, the lives we value the most.&#x0D; &#x0D; Jean Anne B. Toral, MD, MSc Department of Obstetrics and Gynecology College of Medicine and Philippine General Hospital University of the Philippines Manila Coordinator for Research and Chief of the Expanded Hospital Research Office, Philippine General Hospital&#x0D; &#x0D; REFERENCES &#x0D; &#x0D; Camilleri AR. What are life’s biggest decisions? [Internet]. 2021 [cited June 2022]. Available from: https://www.psychologytoday.com/us/ blog/life-s-biggest-decisions/202101/what-are-lifes-biggest-decisions&#x0D; Napier S. Rapid response: the characteristics of an ideal medical school. BMJ. 2019; 323:1437.&#x0D; Harding CV, Kahn JR, Akabas MH, Andersen OS. History and outcomes of fifty years of physician-scientists training in medical scientist training programs. Acad Med. 2017 Oct; 92(10):1390-8.&#x0D; Pinsky WW. The roles of research in an academic medical center. The Ochsner Journal. 2000 Oct; 2(4):201-2.&#x0D; Loubon CO, Culquichicon C, Correa R. The importance of writing and publishing case reports during medical training. Cureus. 2017 Dec;9(12):e1964.&#x0D; Kristensen N, Nymann C, Konradsen H. Implementing research results in clinical practice – the experiences of healthcare professionals. BMC Health Sciences Research. 2016; 16:48.&#x0D;

Key Communication Skills for Mentees.

Mentorship is an important relationship for young radiologists to foster to fulfill both personal and professional goals. Mentorship is known to provide improved career satisfaction, more research productivity, and promotion within the academic ranks [ 1 Choi Augustine M.K. Moon J. Steinecke A. et al. Developing a culture of mentorship to strengthen academic medical centers. Acad Med. 2019; 94: 630-633 Crossref PubMed Scopus (45) Google Scholar ]. Although the characteristics of good mentors have been published many times in the literature, there is a paucity of literature on the characteristics of a strong mentee [ 2 Black V.G. Taylor Z.W. Nobody’s talking to the mentees. Mentoring and Tutoring: Partnership in Learning. 2018; 26 (606-6) Crossref Scopus (5) Google Scholar ]. One crucial factor to ensure success as a mentee and to foster a healthy mentor-mentee relationship is that of communication [ 3 Barrett J.L. Mazerolle S. Nottingham S. Attributes of effective mentoring relationships for novice faculty members: perspectives of mentors and mentees. Athletic Training Education Journal. 2017; 12: 152-162 Crossref Google Scholar ]. Key Communication Skills for MentorsJournal of the American College of RadiologyVol. 19Issue 7PreviewMentorship is a critical relationship between a less-experienced mentee and a more-experienced mentor in an area of expertise from which one is seeking guidance on a particular subject. This relationship is important particularly in radiology because it plays a key role in training as well as career development of medical students, residents, fellows, junior faculty, and junior partners alike [1]. It is important to note that the mentee-mentor relationship oftentimes transcends career levels and can be based on one’s area of expertise. Full-Text PDF

In a world of mentors, aspire to be a sponsor

According to the 2019 National Pharmacist Workforce Study, female pharmacists account for more than 65% of actively practicing pharmacists, up from 46.4% in 2009. 1 American Association of Colleges of Pharmacy2019 National Pharmacist Workforce Study. https://www.aacp.org/article/2019-national-pharmacist-workforce-studyDate accessed: March 7, 2022 Google Scholar However, only 20.5% of actively practicing female pharmacists held management positions, down from 29.8% in 2009. Women in pharmacy and, more broadly, health care, face a number of challenges, including balancing work and family life, pay inequity, lack of leadership opportunities, and sexual harassment in the workplace affecting their well-being. 2 Chapple-McGruder T. Mendoza Z.V. Miles G. et al. Leadership disparities in state governmental public health workforce: examining the influence of gender. J Public Health Manag Pract. 2020; 26: 46-51 Crossref PubMed Scopus (5) Google Scholar , 3 Bissell B.D. Johnston J.P. Smith R.R. et al. Gender inequity and sexual harassment in the pharmacy profession: evidence and call to action. Am J Health Syst Pharm. 2021; 78: 2059-2076 Crossref PubMed Scopus (5) Google Scholar , 4 Sharma M. Rawal S. Women in medicine: the limits of individualism in academic medicine. Acad Med. 2022; 97: 346-350 Crossref PubMed Scopus (2) Google Scholar We will not be able to sustain a workforce that fully reflects the diversity of the society until we recognize and address the disproportionate impact these challenges have on the well-being of pharmacists from marginalized communities. Annita Mathew, PharmD, PGY-2 Ambulatory Care Pharmacy Resident, Boise VA Medical Center, Boise, ID

AAIM Recommendations to Improve Learner Transitions

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Pedagogical and Personal Experiences Motivating Indigenous Students to Pursue Medical Studies

When it comes to accessibility to healthcare and medical education, inequalities prevail within ethnically diverse populations, especially among Indigenous Peoples. The main objective of this qualitative study was to explore how Indigenous female medical students’ motivations played a role in their pursuit of a medical career. We use the Self-Determination theory to frame this study and conduct individual open-ended interviews with four female Indigenous students’ regarding their motivational sources for applying to medical school. We provide an illustrative scenario for each identified motivational source through a thematic analysis. Results revealed two main sources of motivations: (Jones et al., Acad Med, 2019, 94 (4), 512–519) pedagogical experiences (i.e., contextual factors at school, academic interests, and opportunities) and (Sloof et al., Med Educ, 2021, 55 (5), 653) personal experiences (i.e., family support and influence, and future career prospects). Indigenous students’ personal experiences were more prevalent and described autonomous forms of motivations, whereas sources of motivation that were pedagogically oriented reflected more controlled forms of motivations. Different types of motivations can be useful, but not sufficient for the tipping point when the time comes for medical school applications. Learning about specialized Indigenous streams for admissions played the most influential role in students’ decision-making to pursue medical studies. Promoting the visibility of the Indigenous stream coupled with the identification of different forms of motivation could be informative when outlining evidence-based recommendations with the aim of improving inequalities within the health professions.

Con: Interviews for Adult Cardiothoracic Anesthesiology Fellowship Program: In Favor of the In-Person Interview

SINCE ITS accreditation in 2006, the Adult Cardiothoracic Anesthesiology fellowship has become extremely competitive, as revealed by the increased number of applicants. 1 Capdeville M Hargrave J Patel PA et al. Contemporary challenges for fellowship training in adult cardiothoracic anesthesiology: Perspectives from program directors around the United States. J Cardiothorac Vasc Anesth. 2020; 34: 2047-2059 Google Scholar Candidates submit applications online through the SF (San Francisco) Match to programs of interest. 2 Feinman JW Roberts ML Al-Ghofaily L et al. the fellowship experience in adult cardiothoracic anesthesiology—strategies for applicants and fellows to navigate the coronavirus crisis. J Cardiothorac Vasc Anesth. 2020; 34: 2561-2565 Google Scholar Fellowship programs invest substantial time, labor, and resources to select a subset of applicants for interview, 3 Haas MRC He S Sternberg K et al. Reimagining residency selection: Part 1-a practical guide to recruitment in the post-COVID-19 era. J Grad Med Educ. 2020; 12: 539-544 Google Scholar ,4 Sternberg K Jordan J Haas MRC et al. Reimagining residency selection: Part 2—a practical guide to interviewing in the post-COVID-19 era. J Grad Med Educ. 2020; 12: 545-549 Google Scholar which plays a paramount role in the final selection process. 5 Huppert LA Hsiao EC Cho KC et al. Virtual interviews at graduate medical education training programs: Determining evidence-based best practices. Acad Med. 2021; 96: 1137-1145 Google Scholar It also provides a platform for sharing information between candidates and fellowship programs, showcasing their own strengths while evaluating each other. 6 Joshi A Bloom DA Spencer A et al. Video interviewing: A review and recommendations for implementation in the era of COVID-19 and beyond. Acad Radiol. 2020; 27: 1316-1322 Google Scholar This information helps guide their decision-making. 4 Sternberg K Jordan J Haas MRC et al. Reimagining residency selection: Part 2—a practical guide to interviewing in the post-COVID-19 era. J Grad Med Educ. 2020; 12: 545-549 Google Scholar

Virtual Recruitment: Experiences and Perspectives of Internal Medicine Program Directors

Virtual Recruitment: Experiences and Perspectives of Internal Medicine Program Directors

Dr. Edith H. Quimby: A pioneering medical physicist and educator with outstanding contributions in radiation dosimetry

Dr. Edith H. Quimby: A pioneering medical physicist and educator with outstanding contributions in radiation dosimetry

Teaching Mentoring: Utilizing a Resident-Student Peer Mentorship Program as a Tool to Educate Residents About the Core Components of Mentoring

Mentorship plays a critical role in the career development of trainees in medicine. Previous formalized radiation oncology (RO) mentorship programs have led to increased satisfaction in mentor-mentee experiences and earlier development of preceptor skills in the mentee, such as higher promotion and grant acquisition rates. 1 Efstathiou J.A. Drumm M.R. Paly J.P. et al. Long-term impact of a faculty mentoring program in academic medicine. PloS One. 2018; 13 (Article e0207634) Crossref PubMed Scopus (17) Google Scholar However, there is an observed lack of clinical mentorship in RO and limited formal education to teach residents how to become effective mentors. 2 Garman K.A. Wingard D.L. Reznik V. Development of junior faculty's self-efficacy: Outcomes of a national center of leadership in academic medicine. Acad Med. 2001; 76: S74-S76 Crossref PubMed Scopus (37) Google Scholar ,3 John A. Marsiglio MS et al. Mentorship Initiatives in Radiation Oncology: A Scoping Review of the Literature. IJROBP, 2021 Google Scholar Common reasons for dissatisfaction in mentorship experiences among RO residents includes difficulty identifying a mentor, time commitment of a mentor, and inexperience of selected mentors. 3 John A. Marsiglio MS et al. Mentorship Initiatives in Radiation Oncology: A Scoping Review of the Literature. IJROBP, 2021 Google Scholar We hypothesize that a formalized resident-medical student mentorship program would improve residents' mentorship skills, expectations, and confidence while further developing a mentorship culture in RO residency.

The Impact of an Unconventional Elective in Narrative Medicine and Pediatric Psycho-oncology on Humanism in Medical Students.

Over the course of medical school, students' optimism and hopefulness often devolve into a cynical view of medicine that continues throughout clinical rotations and beyond (Neumann et al., Acad Med 86(8):996-1009, 2011). Here, we present a qualitative evaluation of a novel immersive elective in pediatric psycho-oncology coupled with narrative medicine and its impact on students. Participants were third- and fourth-year medical students who were relieved of traditional clinical duties. Alternatively, they shadowed pediatric cancer patients, keeping narrative journals of their observations and insights. A trained team of pre-clinical medical students and faculty conducted a retrospective analysis of 120 journals written between 2008 and 2019. They compared recurring concepts to assesshowblending experiential learning and reflective writing influenced theattitudes and behaviorsof students. Consistent themesemerged related to developinga rich understanding ofpatient experiences, a humanistic appreciation of the context of illness, the ability to meaningfullyreflect on insights to critically ill children, and an appreciation for the unique learning opportunity. Additionally, families expressed gratitude for the students' attentiveness to their emotional needs. By the conclusion of the elective, most students discovered that they had reignited their intrinsic empathic behaviors and were provided with beneficial insights that they believed would continue into future rotations. Experiential teaching methods paired with narrative reflection may be a valuable and therapeutic tool to learn the intricacies of the patient perspective, with the potential to enhance humanism in students during a critical time in their medical training when empathy tends to drift. Longitudinal and quantitative studies are warranted to better understand the degree and duration of specific benefits.