Medicine Course Research Articles

Empirical Study of L2 Motivation and Motivational Learning Behaviors among College Students in English for Medicine Class

This study examines the relationship between L2 motivation and motivational learning behaviors among college students enrolled in an English for Medicine course at a university in Zhejiang, China. It aims to help language teachers gain a deeper understanding of the relationship among constructs in the L2 Motivational Self System and how constructs like the Ideal L2 Self, Ought-to L2 Self, and Second Language Learning Experience influence students’ motivational learning behaviors using the L2 Motivational Self System framework. Eighty medical students were included as a sample, and a structured questionnaire was used to gather the quantitative data. Through a quantitative analysis, it is found that the students’ motivational learning behaviors are significantly predicted by both L2 motivation and Second Language Learning Experience, with a moderate influence from the Ideal L2 Self. Additionally, the Ought-to L2 Self had less impact on the students’ learning behaviors. The findings show that fostering intrinsic motivation and providing a supportive learning environment is necessary to improve students’ engagement and effort in English for medicine courses.

Inter-rater reliability and content validity of the measurement tool for portfolio assessments used in the Introduction to Clinical Medicine course at Ewha Womans University College of Medicine: a methodological study.

This study aimed to examine the reliability and validity of a measurement tool for portfolio assessments in medical education. Specifically, it investigated scoring consistency among raters and assessment criteria appropriateness according to an expert panel. A cross-sectional observational study was conducted from September to December 2018 for the Introduction to Clinical Medicine course at the Ewha Womans University College of Medicine. Data were collected for 5 randomly selected portfolios scored by a gold-standard rater and 6 trained raters. An expert panel assessed the validity of 12 assessment items using the content validity index (CVI). Statistical analysis included Pearson correlation coefficients for rater alignment, the intraclass correlation coefficient (ICC) for inter-rater reliability, and the CVI for item-level validity. Rater 1 had the highest Pearson correlation (0.8916) with the gold-standard rater, while Rater 5 had the lowest (0.4203). The ICC for all raters was 0.3821, improving to 0.4415 after excluding Raters 1 and 5, indicating a 15.6% reliability increase. All assessment items met the CVI threshold of ≥0.75, with some achieving a perfect score (CVI=1.0). However, items like "sources" and "level and degree of performance" showed lower validity (CVI=0.72). The present measurement tool for portfolio assessments demonstrated moderate reliability and strong validity, supporting its use as a credible tool. For a more reliable portfolio assessment, more faculty training is needed.

Recommendations for the quantitative basic evaluation of mind-body medicine courses for university students – results of a consensus-based, systematic decision-making process by experts

BackgroundThere is an increasing range of mind–body medicine (MBM) courses in Germany to support university students in dealing with stress. The evaluation of these varies and often only has a small number of participants due to the limited group size of the courses. The aim of this project was the development of a quantitative basic evaluation that can be used across all sites that conduct MBM courses.MethodsIn a consensus-based and systematic decision-making process, the learning objectives and various questionnaires for the evaluation of MBM courses were discussed and evaluated by experts according to defined criteria. The process was iterative, in which the reflection and definition of the learning objectives and the questionnaires were conditional and adapted if necessary. The recommendations for the basic evaluation of students’ MBM courses were developed by consensus among the experts.ResultsFor the experts, the most important learning objectives of the MBM courses were stress reduction and self-experience with the exercises. A total of 21 questionnaires were evaluated from nine topics: mindfulness, empathy, self-reflection, self-efficacy, resilience, stress, sense of coherence, quality of life, and well-being. Finally, eight questionnaires were recommended by the expert group for use in a basic evaluation: stress (PSS-10), quality of life (WHOQOL-Bref), mindfulness (MAAS), self-efficacy (GSE), self-compassion (SCS), empathy (SPF), self-reflection (GRAS) and sense of coherence (SOC-13). Further questionnaires were recommended as "optional". An additional qualitative evaluation is recommended for a broader and deeper understanding of the quantitative results.ConclusionsThe proposed basic evaluation is the central result of the iterative consensus-based decision-making process, which reflects the learning objectives of the underlying MBM courses. We hope that the basic evaluation will be integrated into other MBM courses so that results of various courses can be pooled and compared across sites in the future. This could increase the informative value of the evaluations. Furthermore, researchers could consider the use of the basic evaluation in clinically controlled trials on MBM.Trial registrationThe project was not registered in a clinical trial registry because no results from health care interventions on human participants have been analyzed or reported.

Achieving Digital Medicine Learning Outcomes Through an Interdisciplinary Course: A Pilot Study.

Incorporating digital medicine into medical education equips students for the evolving landscape of healthcare. This study aimed to assess a digital medicine course developed at Bielefeld University by evaluating student attainment of learning outcomes outlined by Foadi et al. In the course, the students designed a digital application for various medical conditions, taking into account interdisciplinary factors. The course took place in 2023 with medical students who attended the course due to the focus of their studies. In a pilot study, the progress of ten participants was assessed using a pre-post survey design. Results revealed substantial improvement in students' achievement of learning outcomes post-course (median = 2, IQR 1-2) compared to pre-course (median = 3, IQR 3-4), suggesting the course's efficacy in effectively teaching digital medicine.

Impact of online expert interview-based research training on medical trainees’ knowledge and confidence: a mixed-methods design

BackgroundResearch training is important for medical trainees, because it improves their critical thinking, problem-solving, and the application of scientific principles to clinical practice. The COVID-19 Pandemic, which limited trainees’ access to hospitals, had also disrupted traditional research training. The International Emergency Medicine Education Project introduced the online Fundamentals of Research in Medicine course to support trainees. The course was designed as an expert interview. This format intended to foster a relaxed learning environment and promote experience sharing rather than transferring only factual information about research. This study assesses the course’s effect on participants’ perceived knowledge and confidence in research concepts.MethodsA prospective observational mixed-methods research was conducted through the International Emergency Medicine Education Project’s online platform. Pre- and post-course surveys measured participants’ perceived knowledge and confidence levels across 16 research-related topics. Quantitative survey data were analysed using the Wilcoxon Signed-Rank test, and qualitative feedback was evaluated to explore participants’ experiences.ResultsA total of 272 participants enrolled in the course. 168 participants started, and 52 (19.2%) completed the pre- and post-surveys and the course completion exam. Medical students and interns, as well as participants from Africa and Asia, comprised the majority. Most participants were from India. 78.8% of the participants were from low-income or lower-middle-income countries. Participants’ perceived knowledge and confidence significantly improved after completing the course, p < 0.001, with large effect sizes (-0.902 and − 0.819, respectively). Qualitative feedback highlighted the course’s clarity, simplicity, and effectiveness of the informal interview format. Some participants suggested adding more visual aids and detailed explanations for complex topics.ConclusionsThe online course, designed as an interview format, effectively enhanced participants’ perceived research knowledge and confidence. Future studies should incorporate objective measures of research skill acquisition from online courses and evaluate the long-term impact on participants’ academic and professional development.

Assessment of forensic medicine education impact on medical students' knowledge and specialisation attitudes: a multicenter analysis from Italian universities.

This study aimed to assess students' knowledge, awareness, and attitudes regarding forensic-medicine concepts taught during a Medicine and Surgery degree program at eight Italian universities. Additionally, the study aimed to evaluate the impact of the course on students' knowledge and attitudes toward choosing medical residency. A cross-sectional study was conducted through an anonymous web-based survey of medical students at eight italian universities. Descriptive, univariate, and logistic regression analyses were performed for the selected questions. The survey was completed by 1022 students. Forensic medicine appears to be important for providing training in the fundamental concepts of forensic medicine, especially professional liability, defensive medicine, and forensic pathology. The descriptive and univariate analyses demonstrate that the course can assist students in choosing their specialisation school. The multivariate analysis highlighted the impact of the forensic medicine course on orienting students' choice of medical residency, increasing it by nine times after attending the course. In the logistic regression analysis of the influence of medical liability on the choice of medical residency, students recognised a doubled effect after attending the course. Finally, the perceived usefulness of the course was significantly higher after attendance. Forensic medicine courses have the task of defining the duties and responsibilities of forensic physicians, providing indispensable tools for future medical practitioners regardless of their future specialisation, and limiting the increasing use of defensive medicine. In conclusion, it is imperative for governments to implement measures directed at diminishing the risk of burnout arising from the ongoing pressure associated with the fear of medicolegal litigation, encompassing both criminal and civil contexts.

The doctor’s presence created a safe space - a mixed methods study of students’ learning outcomes from an elective course in palliative medicine

BackgroundCompetence in palliative medicine is required in clinical practice. Based on a literature review, we developed a two-week elective course in palliative medicine for 5th and 6th year medical students. We wanted to study learning outcomes from the course, especially related to knowledge, confidence, and reflections on the doctor’s role in palliative care.MethodsA multiple-choice questionnaire (MCQ) assessed knowledge in palliative care pre and post course. The Thanatophobia Scale (TS) and the Self-efficacy in Palliative Care Scale (SEPC) measured confidence in communication with patients close to death and in providing palliative care, respectively. Reflection notes were analysed using Systematic Text Condensation, a cross-case thematic analysis. Lave & Wenger’s theory about situated learning was used to support interpretations.ResultsFrom 2018 to 2022 we ran four courses for a total of 48 students. Test results improved over the course in all four groups. On average, MCQ scores increased by 22% (range 13–33), TS scores were reduced by 28% (24–32), and SEPC scores increased by 50% (42–64), reflecting increased confidence in dealing with seriously ill and dying patients and their relatives. The participants prepared reflection notes describing their main impressions and take-home messages from the course, focusing specifically on the role of the doctor. They described the doctor’s role linked to an overarching task of creating a sense of security for patients and relatives. Through the course, and especially through talking to patients and relatives and being part of the interprofessional team, the participants learned how this sense of security was built by gaining competence in the following domains: 1) Patient-centred communication about the disease, expected trajectory, and needs, establishing common ground and support; 2) Being the medical expert in symptom relief and decision-making, providing guidance and reassurance in difficult situations; 3) Professionalism rooted in a holistic and relational approach; and 4) Being a good team player, aware of their function and limitations.ConclusionsA two-week student-selected course in palliative medicine improved knowledge and skills and increased confidence in providing palliative care. The comprehensive understanding of the doctor’s role obtained in this course may also be relevant to other clinical specialties.Trial registrationNot applicable (no clinical trial).

The Buddy Program: High school students inform the design of a school-based peer support program for concussion

ABSTRACT Prior research provides little guidance on how to support return to school post-concussion. Peer support may be one strategy to enable adolescents to return to school post-concussion. The purpose of this study was to explore what high school students preferred in a school-based peer support program post-concussion. We conducted a qualitative instrumental case study in one high school in Calgary, Canada. Seven semi-structured focus groups were conducted with 53 high school students (16 boys, 36 girls, 1 preferring not to disclose gender; median age = 16 years, range = 15-18 years). All adolescents were enrolled in a sport medicine course and had either a history of concussion (n = 20) or were interested in supporting peers who had sustained a concussion (n = 33). Focus group questions aimed to solicit which factors the adolescents believed should be considered in the development of a post-concussion peer support program. We analyzed the focus group transcriptions using content analysis. Adolescents preferred a one-on-one Buddy Program. A one-on-one environment would provide a trusting and confidential relationship between the student with a concussion and their buddy. Peer support could include social support, advocacy support for academic accommodations, tutoring support, and concussion education. In future, the Buddy Program should be piloted in high schools.

A Survey of Veterinary Student Perceptions on Integrating ChatGPT in Veterinary Education Through AI-Driven Exercises.

Artificial intelligence (AI) in education is rapidly gaining attention, particularly with tools like ChatGPT, which have the potential to transform learning experiences. However, the application of such tools in veterinary education remains underexplored. This study aimed to design an AI-driven exercise and investigate veterinary students' perceptions regarding the integration of ChatGPT into their education, specifically within the Year 5 Equine Medicine and Surgery course at City University of Hong Kong. Twenty-two veterinary students participated in an AI-driven exercise, where they created multiple-choice questions (MCQs) and evaluated ChatGPT's responses. The exercise was designed to promote active learning and a deeper understanding of complex concepts. The results indicate a generally positive reception, with 72.7% of students finding the exercise moderately to extremely engaging and 77.3% agreeing that it deepened their understanding. Additionally, 68.2% of students reported improvements in their critical thinking skills. Students with prior AI experience exhibited higher engagement levels and perceived the exercise as more effective. The study also found that engagement positively correlated with perceived usefulness, overall satisfaction, and the likelihood of recommending similar AI-driven exercises in other courses. Qualitative feedback underscored the interactive nature of this exercise and its usefulness in helping students understand complex concepts, although some students experienced confusion with AI-generated responses. While acknowledging the limitations of the technology and the small sample size, this study provides valuable insights into the potential benefits and challenges of incorporating AI-driven tools into veterinary education, highlighting the need for carefully considered integration of such tools into the curriculum.

The Business of Healing: Medical Students’ Opinions on the Need for Formal Business Training in the Medical School Curriculum

Mounting evidence suggests physicians struggle with the increasing corporatization of healthcare. Currently, most medical programs offer only an MBA program for students interested in business of medicine principles, resulting in more debt or independent information search. A brief survey of a sampling of U.S. first-through fourth-year medical students (MD/DO) revealed that 90% indicated having either “no,” “minimal,” or “basic” perceived knowledge in the field of the business of medicine; 21.5% of students indicated they were “somewhat likely” or “very likely” to pursue an MBA. Furthermore, 58.2% of respondents indicated they were “very likely” or “somewhat likely” to take a business and medicine course during medical school if offered. Despite the limitations of the study, the results indicate that medical students would be interested in a dedicated business and medicine course and believe it necessary to learn the basic principles of business.

A Case of Hemorrhagic Transformation with Motor and Language Impairments Treated with Korean Medicine, including Modified &lt;italic&gt;Geopoongjaeseup-tang&lt;/italic&gt; (Modified Qufeng Chushi Decoction): Case Report

Objective: The purpose of this study was to report the clinical course of complex Korean medicine to treat a patient with hemorrhagic transformation following cerebral infarction.Case presentation: A 46-year-old Korean male was hospitalized with cerebral infarction followed by hemorrhagic transformation classified as parenchymal hematoma type 2. Based on the symptoms and condition, the pattern identification of the patient was deficiency of qi and retention of fluid (Qi-xu, Tan-yin). The patient was treated with herbal medicine, acupuncture, and rehabilitation programs for 187 days. The herbal medicine consisted of modified Geopoongjaeseup-tang (modified Qufeng Chushi decoction) for the first 62 days, followed by another modified Geopoongjaeseup-tang for the next 76 days, and finally Gagamyoonjo-tang (Jiajian Runzao decoction) for the last 30 days, administered 3 times a day. After 187 days, the functional independence measure and modified Barthel index improved (from 75 to 100 and from 44 to 84, respectively), and the MMT of the right upper and lower extremities also improved (from 2+ to 3+ and from 3+ to 4, respectively). In particular, right finger flexion improved from 1 to 3- and right ankle and greater toe improved from 1+ to 4. There were no reports of adverse effects of the treatment.Conclusion: The results suggest that complex Korean medicine treatment for motor and language impairments caused by parenchymal hematoma type 2 hemorrhagic transformation may be effective in improving functions for daily living. Further studies should be conducted with a larger number of patients.

Quantification of training in educational methodology among teachers on the degree course in medicine: a pilot study

BackgroundMedical education has undergone significant changes over the last decades. Scientific and technological progress alongside contemporary society’s changing requirements have driven demand for highly trained, competent doctors. In response to this need, university faculties of medicine have sought innovative forms of teaching and evaluating the students on their degree courses. The aim of this study was to quantify the characteristics and extent of academic training in teaching methods, of participation in innovative teaching initiatives, and training in simulation and debriefing among the teaching personnel on the degree course in medicine at the University of Granada (Spain).MethodsThis transversal descriptive study was conducted among a population of 121 educators teaching on the medical degree course at the University of Granada, Spain. All responded to a specially designed CoRe-Content Representation questionnaire. This consisted of various parts: (a) demographic data; (b) teaching experience and qualifications; (c) specific information about training in teaching skills received. The Fisher test was applied whenever the dependent variable had two values (dichotomous) and the Chi-square test when it had more than two values (polytomic). Statistical significance was established with an alpha error of 5%.ResultsThe results showed that 87.60% of the educators had received no training in debriefing. There was a notable gender gap, whereby women held fewer management posts, fewer were engaged in clinical activity, and fewer had undergone training in clinical simulation. Teachers with degrees in medicine had undergone less regulated training than educators with other degree qualifications.ConclusionThe main areas of medical training that require improvement (and so present challenges to be met in the years to come) are as follows: a definitive solution to the existing gender gap, general implementation of new educational models and methods (especially learning based on clinical problem-solving and simulation), closing generation gaps, and improved training processes for educators with clinical attachment.

Spiritual care competences of healthcare workers in emergency and intensive care-aprospective questionnaire study

In intensive and emergency care, patients and their relatives are confronted with potentially existential crises. Spiritual care can be an additional resource to address related psychosocial and physical symptoms and to support patients and their relatives. Accordingly, healthcare workers need spiritual skills to recognize and respond to these needs. What spiritual competencies do healthcare workers in intensive and emergency care have? Are there differences between professions and genders? What factors influence spiritual competencies? The prospective questionnaire study included physicians participating in intensive care and emergency medicine courses and nurses who were training or working in intensive and emergency care. Self-reported spiritual competencies were assessed using the Spiritual Care Competence Questionnaire (SCCQ), which captures the following areas: perceptual competence, team-spirit, documentation competence, self-awareness and proactive opening, knowledge about other religions, competence in conversation techniques and proactive empowerment-competence. We included 465 physicians (50% female, years in profession: mean = 4.0, standard deviation [SD] = 3.5) and 86nurses (80% female, years in profession: mean = 12.7, SD = 10.7). The average SCC was2.3 (SD 0.4) out of amaximum of 4points, with higher spiritual competences among spiritual and religious respondents. There were differences in specific competencies between the professions and genders. Women indicated ahigher level of competence in the area of perception and conversation skills, physicians in documentation skills. Overall, there is aclear need to train healthcare staff in the field of intensive care and emergency medicine.

Pharmacists' empathy after a postgraduate course in narrative medicine: an observationalstudy.

Narrative medicine is a recent cross-disciplinary approach which through aesthetic activities such as reading fiction and creative writing aims to encourage empathy, reflection, professionalism, and trustworthiness in the encounter between patients and health care professionals. The aim of this study was to evaluate changes in level of empathy after a postgraduate course in narrative medicine among pharmacists conducting medication counselling. During 2020-2021, three courses in narrative medicine among pharmacists with the aim to enhance empathy were held in Odense, Denmark. The primary outcome was the pharmacists' self-reported level of empathy before and after the course measured with Jefferson Scale of Empathy (JSE), which is a validated 20 item scale with higher scores indicating higher levels of cognitive empathy. A total of 33 community and hospital pharmacists participated in the three courses. The pharmacists' median age was 41 years, 91% were female, 76% were working in community pharmacy, and 47% were, according to themselves, rare readers. The pharmacists completed the JSE scale before and after the course. A statistically significant increase was found in mean total JSE score from 109.9 ± 17.1 before the course to 115.7 ± 14.6 after the course (p = 0.0362). Following the course in narrative medicine the level of empathy for the pharmacists according to JSE was enhanced. We recommend that future studies also use patient-reported outcomes to explore if the self-experienced enhanced empathy among pharmacists affects the patients' experience of their encounters.

The refugee and migrant health "global competency standards for health workers": results of a survey in general practitioner trainees in Sicily.

Refugees and migrants may represent the most vulnerable communities in many societies. Health systems should be sensitive to needs of refugees and migrants. The document "The Refugee and Migrant Health: Global Competency Standards for Health Workers (the Standards)" identifies the competencies and areas of practice of health workers working with refugees and migrants. The aim of this study is to provide an analysis of these competences and training needs, identifying the educational priorities for the implementation of the Standards in Sicily, Italy. A cross-sectional analytical pilot study was conducted by administering a questionnaire, in electronic format "Google Form ®," to doctors attending the Medical Training Course for General Practitioners in Sicily (Italy). Data obtained were collected in a Microsoft Excel database and analyzed with IBM SPSS Software 24 version. Absolute and relative frequencies were calculated for relevant categorical variables. Univariate analysis of the selected variables was subsequently carried out. The significance level chosen was a p value <0.05 (two-tailed). A total of 192 General Practitioner (GP) trainees responded to the questionnaire. They were asked if their training course comprised a Global Health Course that included the topic of health protection and social and health care for migrant populations and the 65.4% of them answered "No" or "Do not Know." GP trainees were also asked if they considered useful to include a Global Health Course dedicated to the management of patients with a migratory background within the training course in general medicine. Of the total 192 participants, 81.9% answered "Yes." Overall, in a simple regression model, the perception of having addressed migrants' health needs is positively correlated with having attended a Global Health Course (OR = 3.34 95%CI 1.2-9.1; p = 0.018). This study identified educational priorities for the implementation of the Standards in Sicily for doctors attending the Medical Training Course for General Practitioners. We hope that the results of this study will guide and inform possible future projects to implement the Standards at a national level.

Insights Into Modern Undergraduate Ultrasound Education: Prospective Comparison of Digital and Analog Teaching Resources in a Flipped Classroom Concept - The DIvAN Study.

Purpose Sonography training has become an important part of university medicine courses. This study explores the impact of digital and analog teaching resources on learning outcomes, knowledge retention, and student preferences and motivation in a flipped classroom setting. Materials and Methods This prospective controlled study involving two groups of third-year medical students included a voluntary three-day compact ultrasound course given in a flipped classroom, comprising 26 teaching units of 45 minutes each. Hardcopy lecture notes (control group) and E-learning (study group) were used as teaching resources. Evaluations were conducted before (pre) and during the preparation phase (intermediate), and after (post) the face-to-face course. Likert scale responses, written theory tests with very short answer questions (Theorypre, Theoryinter, Theorypost), and practical examinations (Practiceinter, Practicepost) were used for student self-assessment and to measure attitude, motivation, as well as theoretical and practical skills. Results A total of N=236 complete data sets (study group n=136; control group n=100) were analyzed. Both groups showed an equivalent initial level of, and a continuous and significant (p<0.01) increase in, subjective and objective skills over the evaluated time frame. The study group achieved significantly (p<0.05) better results in Theoryinter, Theorypost, Practiceinter, and Practicepost. The study group evaluated their teaching resource and the training concept significantly (p<0.05) better. Conclusion The integration of digital resources into sonography education provides comparable learning outcomes to traditional analog materials, enhancing the preparatory phase. In the future, digitally supported training should be used more.

A Simulation and Small-Group Pediatric Emergency Medicine Course for Generalist Healthcare Providers: Gastrointestinal and Nutrition Emergencies.

This is a review curriculum utilizing multiple methods of education to enhance the skills of generalist healthcare providers in low- and middle-income countries (LMICs) in the identification and stabilization of pediatric respiratory emergencies. Our audience of implementation was Belizean generalist providers (nurses and physicians). 8-10 hours. Early recognition and stabilization of critical pediatric patients can improve outcomes. Compared with resource-rich systems, many low-resource settings (i.e., LMICs) rely on generalists to provide most pediatric acute care. We created a curriculum for general practitioners comprising multiple educational modules focused on identifying and stabilizing pediatric emergencies. Our aim was to develop an educational framework to update and teach generalists on the recommendations and techniques of optimally evaluating and managing pediatric nutritional and gastrointestinal emergencies: bowel obstructions, gastroenteritis, and malnutrition. The aim of this curriculum is to increase learners' proficiency in identifying and stabilizing acutely ill pediatric patients with gastrointestinal medical or surgical disease or complications of malnutrition. This module focuses on the diagnosis and management of gastroenteritis, acute bowel obstruction, and deficiencies of feeding and nutrition. The target audience for this curriculum is generalist physicians and nurses in limited-resource settings. The educational strategies used in this curriculum include didactic lectures, medical simulation, and small-group sessions. We evaluated written pretests before and posttests after intervention and retested participants four months later to evaluate for knowledge retention. Participants provided qualitative feedback on the module. We taught 21 providers. Eleven providers completed the pretest/posttest and eight completed the retest. The mean test scores improved from 8.3 ± 1.7 in the pretest to 12.2 ± 2.6 in the posttest (mean difference: 1.4, P=0.027). The mean test score at pretest was 8.3 ± 2.3, which increased to 10.8 ± 3.0 at retest (mean difference: 2.5, P=0.060). Seven (71.4%) and four (28.5%) participants found the course "extremely useful" and "very useful," respectively (n=11). This curriculum may be an effective and welcome training tool for Belizean generalist providers. There was a statistically significant improvement in the test performance but not in retesting, possibly due to our small sample size and high attrition rate. Evaluation of other modules in this curriculum, application of this curriculum in other locations, and measuring clinical practice interventions will be included in future investigations. Medical simulation, rapid cycle deliberate practice (RCDP), Belize, gastrointestinal, nutrition, emergency, gastroenteritis, acute bowel obstruction, Belize, low- and middle-income country (LMIC), collaboration, global health.

Recipe for Collaboration: Enhancing Medical Students’ Nutrition Training Through a Dietitian-chef-led Culinary Medicine Course

Recipe for Collaboration: Enhancing Medical Students’ Nutrition Training Through a Dietitian-chef-led Culinary Medicine Course

The Virtual Course of Persian and Complementary Medicine of Smart University of Medical Sciences from the Students' Point of View: An Online Survey Study

Persian medicine is an ancient medical school that prioritizes preserving health over treatment. It is a holistic approach that considers genetics, lifestyle, and other factors to find the root cause of a disease. This study investigated the virtual course of Persian and complementary medicine from the perspective of students. We conducted a cross-sectional study. A standard questionnaire was used to collect data from 750 participants. The tool's validity was confirmed based on its content validity, and Cronbach's alpha coefficient was used to estimate the internal consistency of this questionnaire. The questionnaire measured the effectiveness of the virtual education system in various dimensions, and the participants completed it electronically at the end of the course. SPSS 26.0 was used to analyze the collected data. The study used frequency, percentage, and mean to describe data and a desirability score was calculated for each question to evaluate course quality from participants' perspective. The results of the one-sample t-test indicate that the sample mean (57.111) is higher than the population mean (90) (p &lt; 0.01). Based on the independent samples t-test, the mean attitude score of female students towards course is higher than that of male students (p &gt; 0.05). The ANOVA analysis results regarding the mean attitude scores of students towards the course based on their field of study show that the mean attitude scores vary across different fields of study (p &lt; 0.05). The result of present study emphasizes the importance of developing education in Persian medicine in universities to meet the clinical needs of the community and improve health and well-being. This can also promote the status of Persian medicine globally.

Conceptualization and teaching health advocacy in undergraduate medical education:a document analysis.

Health advocacy is considered to be a core competence for physicians, but it remains unclear how the health advocacy role, despite being described in overarching competency frameworks, is operationalized in undergraduate medical education (UME). This study aimed to identify how health advocacy is conceptualized and taught in undergraduate medical curricula. We performed a qualitative analysis of curriculum documents from all eight medical schools in the Netherlands, all of which offered competency-based UME. Thematic analysis was used to code all the documents and generate themes on health advocacy conceptualization and teaching. To categorize the emerging themes, we used the framework of Van Melle et al. for evaluating the implementation of competency-based medical educational programs. Health advocacy was mostly conceptualized in mission statements about social responsibility of future physicians, related to prevention and promoting health. We found key concepts of health advocacy to be taught mainly in public health and social medicine courses in the bachelor stage and in community-based clerkships in the master stage. Specific knowledge, skills and attitudes related to health advocacy were taught mostly in distinct longitudinal learning pathways in three curricula. Health advocacy is conceptualized mostly as related to social responsibility for future physicians. Its teaching is mostly embedded in public health and social medicine courses and community-based settings. A wider implementation is warranted, extending its teaching to the full width of medical teaching, with longitudinal learning pathways providing a promising route for more integrative health advocacy teaching.