Current Medical Education Research Articles

Mental Illnesses and Stigma among Medical Undergraduates in India.

The current Medical Education system of India, with its enormous workload and academic demands tend to cause the medical students stress. There is evidence showing medical students at a higher risk of depression, anxiety and burnout compared to other Indian students. Despite, the huge reported numbers, the proportion of students and doctors who seek help for their problems is alarmingly low. One of the reasons provided for the same is stigma towards mental health and an apprehension regarding labels and treatment history on the careers of the students. Increased awareness and with a National Health Programme catered towards mental health, there has been a boost in the utilization and provision of mental health services but it rarely translates into better mental health facilities for the healthcare providers. The special set of challenges faced by a medical students are gradually being recognized and efforts are being made to address them. Curriculum guidelines, teaching methods, student welfare centres and helplines have been the areas of intervention. There should also be changes in approaches towards the students who face problems and providing a safe environment for them to discuss their problems, including encouraging peer support. Thus, a fine balance needs to be present between ensuring the protection of the mental health of a medical student and ensuring a quality medical education for them. Further exploration to address stigma and building empathy among the students and evaluation of the intervention methods devised to address the same becomes very necessary to ensure fruitful interventions. It is the need of the hour to help Indian Medical students overcome their struggles with mental health.

Enhancing anatomy comprehension through competency-specific formative assessments: A study on the effectiveness of pre and post lecture multiple-choice questions in CBME

Modern medical education was required to include clear, tailored and regular formative assessments, especially for Millennials. Competency-Based Medical Education (CBME) emphasized the objective assessment of anatomical competencies. Question-answer and viva-voce tests were considered subjective and resource-intensive. This research was conducted to examine how competency-specific formative assessments using multiple-choice questions and photos before and after competency-based medical lectures improved anatomy comprehension.: The research involved 150 first-year MBBS students who were enrolled in online anatomy courses. Competency-specific, picture-based, clinical scenario-based and multiple-choice pre-questionnaires were distributed. The questions were reviewed and attempted by students before attending the theory classes. Lecture classes were conducted according to the curriculum and competencies of the National Medical Council. After the lecture, the questions and answers were reviewed and a feedback questionnaire was administered. The feedback survey included Likert scale responses and open-ended questions to gauge students' opinions on the teaching and learning methodology.: It was observed that the method was effective, stimulating curiosity, motivation and engagement. Participants expressed that the approach facilitated memorization, imparted clinical knowledge and reinforced theory. Clinical scenario-based multiple-choice questions were found to enhance memory, spark interest and improve understanding of anatomy's clinical relevance. Students believed that this method would benefit them in university exams. Overall, 89.7% of participants found the methods highly satisfactory, 50% satisfactory and 10.3% unsatisfactory.: Competency-specific formative assessments using multiple-choice questions and photos before and after lectures were found to improve anatomy knowledge. The strategy was found to promote engagement, memory and clinical understanding, reinforcing anatomical concepts. The results of this study suggested that competency-specific formative assessments added value to the current CBME-based medical education by increasing learning and practical application.

Frailty Assessment and Management: A Qualitative Study of the Educational and Training Experiences of Postgraduate Doctors

Abstract Background Understanding and addressing frailty, a complex syndrome commonly found in older adults, demands a deep understanding and proficiency across various health domains. Existing research indicates a disparity between medical education and the hands-on management of frailty in practice. There is a scarcity of research on the educational requirements of postgraduate doctors in caring for frail patients. Methods Qualitative semi-structured interviews were conducted with post-internship doctors working in an AMU, using transcripts to analyse themes. The focus was on frailty conceptualisation, educational training, and clinical experience. Results Several themes were noted, particularly the lack of focus and variation on frailty teaching in undergraduate curriculums. This, coupled with limited hands-on experience, an emphasis on acute care over chronic management, inadequate multidisciplinary training, and a need for more structured education on frailty assessment tools, underscores the need for ongoing education and support. Many interviewees shared their experiences of being well-equipped to handle acute medical emergencies, demonstrating the effectiveness of their current medical education. However, they also pointed out that this preparation did not adequately equip them for the ongoing, multidimensional care that frail patients require. Several interviewees stressed the role of continued education and support for healthcare professionals managing frailty, suggesting ongoing professional development opportunities could effectively bridge the gap between initial medical education and the evolving demands of clinical practice. The potential of mentorship from experienced geriatricians adds invaluable guidance for early career doctors. Conclusion This qualitative study underscores a significant gap between medical education and the practical management of frailty. Addressing this gap requires a multifaceted approach that integrates frailty-focused content into undergraduate curricula, provides hands-on experience, fosters multidisciplinary collaboration, and offers ongoing professional development. By enhancing frailty education and training, healthcare systems can improve the quality of care for this vulnerable population, leading to better patient outcomes and more efficient use of resources.

Educating for success: ambulatory anesthesia training.

This article explores the unique intersection of the challenges confronting ambulatory anesthesiology education and charts a trajectory forward. The proportion of ambulatory, nonoperating room (NORA), and office-based surgical cases continues to rise; however, the requirements for trainees in these settings have remained static. The rapid evolution of the field combined with a limited workforce also makes continuing education essential, and we discuss the current and future states of ambulatory anesthesia education. Although numerous resources are available across an array of platforms to foster both trainee education and continuing education for practicing anesthesiologists, there is a paucity of current literature evaluating the impact of new curricula developed specifically for ambulatory, NORA, or office-based anesthesiology (OBA). We begin with an appraisal of the current state of ambulatory anesthesiology training and evaluate the gap between current graduate medical education and trends in ambulatory surgery. We then develop a vision for an ideal state of future ambulatory education for residents as well as anesthesiologists in practice and highlight the priorities necessary to reach this vision.

Medical Students' Knowledge, Perceptions, and Expectations Regarding Telemedicine Education

Aim: This study aims to determine the knowledge levels and perceptions of medical faculty students about telemedicine, as well as their willingness to be prepared for telemedicine before graduation from their own perspectives. In line with this aim, the current situation was comprehensively analyzed to develop solution proposals. Method: In this study, which employs a cross-sectional survey design, data were collected using both qualitative and quantitative questions. Participants were asked direct questions (e.g., yes/partially, undecided/no; very low=1 to very high=5), followed by follow-up questions (direct or open-ended) related to these questions, aiming to gain in-depth information about their perspectives. The data obtained from open-ended questions, which were designed to allow participants to express their thoughts freely and in detail, were analyzed using content analysis techniques, including categorical and frequency analysis. Results: The study results indicated that although the number of students taking courses related to telemedicine or telemedicine applications in their current medical education processes is quite low, nearly half of the students stated that they have at least a low level of knowledge about this subject. Specifically, 48.2% of the students reported having no knowledge of the telemedicine concept, while 33.4% indicated partial knowledge. Despite this, 67.8% of the students expressed that telemedicine should be included in the curriculum. Moreover, students who had taken a course related to telemedicine reported significantly more knowledge (M=3.74) compared to those who have not taken such a course but claim to have some knowledge (M=2.29) (F(1, 268) = 291.841, p < 0.01). These findings emphasize the necessity of including telemedicine education in the curriculum. Discussion: As medicine continues to incorporate telemedicine technologies into patient care, it is important for medical faculties to introduce students to the care methods they will use in the future, allowing them to analyze the advantages and disadvantages. The results of this study also showed that the majority of students are aware of the importance of telemedicine and its education. While the majority of students expressed positive views about the inclusion of telemedicine courses in the medical faculty curriculum, a significant portion also stated that it should be integrated into other courses. This indicates that students are interested in telemedicine and believe that it should be taught either as a separate course or integrated into other courses within the curriculum. Therefore, the curriculum should be updated to accommodate digitalization and telemedicine technologies. It is important to provide necessary education before graduation so that medical students, who will play a key role among future health professionals, are prepared for the digitalized health system. To achieve this, the curriculum should be updated to include courses that contribute to their digital competencies or integrate relevant achievements into other courses. Additionally, efforts should be increased and education provided to protect against risks associated with the use of telemedicine and its processes.

The digital readiness of future physicians: nurturing the post-pandemic medical education

BackgroundThe COVID-19 pandemic has accelerated the integration of digital technologies in the healthcare sector. Telemedicine has notably emerged as a significant tool, offering a range of benefits. However, various barriers, such as healthcare professionals’ insufficient technological skills and competencies, can hinder its effective implementation. Scholars have examined the readiness of future physicians, with some studies exploring their readiness before or during the COVID-19 crisis. There is, however, a noteable gap in the literature concerning the post-pandemic period. This study aims to identify gaps in current medical education programs by examining two primary aspects: (1) technical readiness (encompassing general and health-related digital competencies) and (2) behavioural readiness, which includes prior experiences and future intentions related to telemedicine education and implementation among medical students and residents.MethodsA cross-sectional study was conducted using a web-based questionnaire administered to medical students and residents at a major Northern Italian university. The survey responses were analyzed to ascertain whether their distributions varied across demographic variables such as gender and level of education.ResultsThe most commonly owned technologies were laptops and smartphones, with smartphones perceived as the easiest to use, while desktop computers presented more challenges. Approximately 38% of respondents expressed apprehension about applying digital health information in decision-making processes. There was a significant lack of both personal and academic experience, with only 16% of students and residents having used telemedicine in a university setting. Despite this, 83% of participants expressed a desire for training in telemedicine, and 81% were open to experimenting with it during their academic journey. Moreover, 76% of respondents expressed interest in incorporating telemedicine into their future clinical practice.ConclusionsThis study highlights the need for medical students and residents to receive specific education in digital health and telemedicine. Introducing curricula and courses in this domain is critical to addressing the challenges of digital healthcare.

Adopting a pedagogy of connection for medical education.

In this article, we propose developing a "pedagogy of connection" based on the history and evolution of medical education in Brazil. This pedagogy emerged from the intersection of the healthcare and higher educational systems, both dedicated to the principles of social justice and universal access, in response to the country's efforts to address the enduring impacts of slavery and social inequality. Following the "Sanitary Reformation" movement-a foundational moment for Brazil's healthcare and medical education systems-Brazil established the Unified Public Healthcare System (Sistema Único de Saúde - SUS). SUS is founded on principles of universality, integrality, equity, community participation, political and administrative decentralisation, hierarchisation and regionalisation. Aligned with these core principles and inspired by critical pedagogy, Brazilian medical education has evolved with a profound commitment to social justice, critical consciousness, professional presence and compassion. This evolution has given rise to a "pedagogy of connection," which imbues medical education with a sense of purpose and joy, preparing future medical professionals to address the challenges of our ever-evolving society and healthcare systems. The connections fostered by this pedagogy occur in complementary dimensions: (a) healthcare system and society, (b) community, (c) profession, (d) patients, and (e) ourselves. This innovative pedagogy enhances medical education discourse and practice by emphasising the development of a professional identity grounded in social justice and patient-centred care, which remain challenges for current medical education systems. As the global medical education community embraces decolonisation, this pedagogy offers a framework that can be adapted and enriched in various contexts worldwide, fostering opportunities for mutual learning from diverse educational systems in a dialogical and democratic manner.

Clinical reasoning in real-world practice: a primer for medical trainees and practitioners.

Clinical reasoning is a crucial skill and defining characteristic of the medical profession, which relates to intricate cognitive and decision-making processes that are needed to solve real-world clinical problems. However, much of our current competency-based medical education systems have focused on imparting swathes of content knowledge and skills to our medical trainees, without an adequate emphasis on strengthening the cognitive schema and psychological processes that govern actual decision-making in clinical environments. Nonetheless, flawed clinical reasoning has serious repercussions on patient care, as it is associated with diagnostic errors, inappropriate investigations, and incongruent or suboptimal management plans that can result in significant morbidity and even mortality. In this article, we discuss the psychological constructs of clinical reasoning in the form of cognitive 'thought processing' models and real-world contextual or emotional influences on clinical decision-making. In addition, we propose practical strategies, including pedagogical development of a personal cognitive schema, mitigating strategies to combat cognitive bias and flawed reasoning, and emotional regulation and self-care techniques, which can be adopted in medical training to optimize physicians' clinical reasoning in real-world practice that effectively translates learnt knowledge and skill sets into good decisions and outcomes.

Challenges, barriers and solutions for implementing clinical practice guidelines: a qualitative study in southern Iran

BackgroundIdentifying the challenges of implementing clinical practice guidelines (CPGs) can provide valuable information for decision-makers and health policymakers at the national and local levels. The implementation of CPGs requires the...

Evolution of Teacher Competencies in Current Medical Education Scenario- A Review.

Medical schools navigate through the complexities of modern healthcare and technological advancements, the competencies expected of the educators are undergoing a significant transformation.

Embarking on the era in new medicine: reshaping the systems of medical education and knowledge

Abstract Recent revolutions in science and technology have driven human civilisation to an unprecedented level and have promoted the rapid development of modern medicine. New Medicine (NM) is proposed in response to the recent technological revolution and higher requirements for health. The characteristics of NM have been summarised using systems, holistic, intelligent, and precision (SHIP) paradigms. The development of NM has led to substantial changes in healthcare systems and related human resources. However, information regarding how current medical talent cultivation goals adapt to the developments in the era of NM remains unclear. Such adaptations may require a systemic revamping of the current medical education. Recently, medical educators have proposed the construction of New Medical Education (NME), but no unified consensus on its connotation and roadmap exists. Systematically understanding the core essence of NM and identifying the matched strategies of NME are crucial and will benefit future reform strategies that attempt to tackle potential challenges and achieve sustainable goals for medical services. Here, we aim to summarise the changes that have emerged in the field of medicine, how these changes affect the development of medicine, and how the field should prepare for the future medical education.

Exploring Unprofessional Behaviors and Biased Perceptions in the Clinical Environment: Students’ Perspectives

Professionalism stands as a fundamental cornerstone within the realm of physician training, representing a core competency that holds significant importance. It entails creating workplaces that are physically and psychologically safe within the health care system. Positive role modeling from health professionals is important in creating a learning environment that fosters diversity, equity, and inclusion for all. Using the mixed-methods sequential design, this study investigated unprofessional behaviors and biased perceptions demonstrated by health professionals as perceived and experienced by medical students during their clinical rotations at one medical school. Seventy-three M3 students and 37 M4 students responded to the survey, followed by three focus groups (n = 11) to further examine unprofessionalism and biases as well as impacts on performance, learning opportunities, and well-being. The results from both the quantitative and qualitative data demonstrate the presence of unprofessionalism and biases within the current medical education environment. These issues include a lack of respect and compassion, a lack of commitment to professional duties, malfunctioning teamwork, and a lack of sensitivity towards individuals regardless of their group affiliations. The unprofessional behaviors and biased perceptions have detrimental impacts on students’ performance, learning, and well-being. The reasons behind unprofessionalism and bias are multifaceted, influenced by societal and local environmental factors that extend beyond individual beliefs and values. By collecting empirical data on students’ experiences and perceptions, the study sheds light on the areas that need improvement and offers insights into adopting strategies to decrease unprofessional conducts and foster a respectful and inclusive learning environment.

Exploration and Practice of Teaching Methods of Comprehensive Knowledge and Skills of Traditional Chinese Medicine with Traditional Chinese Medicine Traditional Skills Inheritance as the Core

Traditional Chinese Medicine (TCM) is a core component of Chinese traditional medicine, and its unique therapeutic concepts and techniques have received high attention worldwide. In the current medical education system, there are still many challenges in teaching Chinese medicine, especially the insufficient transfer of practical skills. This study aims to explore an integrated teaching model that combines theoretical teaching and practical operation with traditional skills of Chinese medicine as the core. Through literature review and case studies, this paper analyzes the deficiencies of Traditional Chinese Medicine teaching and then designs a new teaching model that highlights the integration of theory and practice, the enhancement of teacher-student interaction, and the application of diverse teaching methods. The implementation results show that this teaching model effectively improves students' practical skills in Chinese medicine, enhances their understanding and application of Chinese medicine knowledge, and significantly stimulates their interest in learning Chinese medicine. The successful practice of this teaching model not only provides valuable experience for the innovation of TCM education but also provides strong educational support to promote the continuous development of TCM. The results of this study emphasize the importance and practical value of teaching integrated skills centered on traditional skills in TCM education.

The Utility of Multiple-Choice Assessment in Current Medical Education: A Critical Review

The Utility of Multiple-Choice Assessment in Current Medical Education: A Critical Review

Artificial intelligence in current undergraduate medical education

Artificial intelligence is a rapidly growing phenomenon poised to instigate large-scale changes in medicine. With emerging innovations in artificial intelligence poised to impact medical practice substantially, interest in training current and future physicians about the technology is growing. Alongside comes the question of what medical students should be taught. While competencies for the clinical usage of Artificial intelligence are broadly similar to those for any other novel technology, they are critical to concerns regarding ethical aspects, health equity, and data security.

Ideas and Opportunities for Radiologists--Career and Professional Advising and Medical Education

This article is about two highly diverse radiologists, who fortuitously came together by working as Career and Professional Advisors in the Student Affairs Department of a U.S. medical school. This job opportunity offered each radiologist, albeit for markedly different reasons, a means to transition from full-time Radiology to the opportune world of medical school education. The focus of this paper will be on Career and Professional Advising, while also highlighting the many opportunities for radiologists in current medical school education.

A Spiral Module of Professionalism, Ethics, Research & Leadership Skills for Undergraduate Medical Education; The philosophy and structure.

<p>The current medical education curricula are designed to address the competencies that result in the graduation of a holistic healthcare professionals. The global competency frameworks have highlighted the outcomes of future doctors that not only incorporate necessary medical knowledge and procedural skills but also equip the graduates with human skills of professionalism, ethics, leadership, lifelong learners, critical thinkers and problem solvers. This has led to the incorporation of these domains in the training curricula of undergraduate medical education in Pakistani universities as well. The focus of this paper is to highlight the structure of a Professionalism, Ethics, Research and Leadership skills (PERLs) module that can be implemented in health professions education to be able to graduate a humanistic doctor who can provide holistic care to the community.</p>

Evaluating Effectiveness of an Online LGBTQIA+ Health Course for Medical Students.

Despite the increasing number of sexual and gender minority (SGM) patients in the United States and designation by the National Institutes of Health as a population with health disparities, available tools are lacking to train medical students on appropriate care for this population. Therefore, we developed and implemented a novel, self-directed, 2-week online elective for undergraduate medical students. The objective of our study was to evaluate the effectiveness of this course in increasing medical students' competency and confidence in caring for SGM patients. We developed the curriculum using Kern's six-step model for curriculum development. We created anonymous pre- and postcourse surveys using the standardized Lesbian, Gay, Bisexual, Transgender Development of Clinical Skills Survey (LGBT-DOCSS) questionnaire to assess cultural competence, as well as a 5-point Likert-scored survey to assess self-perceived confidence in the care of SGM patients. We tested the statistical significance in pre- and postsurvey scores via paired sample t tests in R (R Project for Statistical Computing). We found statistically significant increases in the LGBT-DOCSS categories of clinical preparedness (P<.001), basic knowledge (P<.001), overall competency (P<.001), and self-perceived confidence in caring for SGM patients (P<.001, N=33). The course represents an effective solution for increasing medical students' self-perceived competence and confidence in caring for SGM patients. The flexibility and ease of the online format may be appealing to both students and institutions, and ultimately can serve to increase access to crucial content that is largely absent from current undergraduate medical education. Future evaluation efforts will be required to determine whether the course impacts long-term behavioral changes and outcomes.

Reimagining human dissection in preclinical medical education using studio-based learning: A retrospective pilot study.

Human dissections in the current medical curriculum are conducted using a checklist approach to prioritize the exposure of anatomical structures. In this setting, anatomy educators are labored to enhance their engagement during the dissection. To address this issue, we considered the current medical education pedagogies and identified a novel approach of studio-based learning (SBL) for application in a Human Dissection Workshop. This study aimed to (1) evaluate students' perceptions of SBL, (2) appraise the impact of SBL on anatomical knowledge learning, and (3) interpret the results of a validated questionnaire. Workshop participants were recruited from Year 2 medical students at the Chinese University of Hong Kong from the 2020 and 2021 cohorts. Fifty-one students participated in the workshop (N = 24 [2020], N = 27 [2021]), and 50 of them completed the postworkshop questionnaire rated on a 5-point Likert scale. Nineteen items were validated using a factor analysis. The interpretation of the questionnaire results demonstrated the different learning outcomes of the workshop, which included (1) enhancing students' knowledge and spatial understanding of anatomical structures, (2) strengthening students' appreciation of gross pathologies and clinical relevance, and (3) promoting higher-order thinking skills. To our knowledge, this is the first study to introduce SBL in medical education. The successful implementation of the workshop reflects the promising potential of SBL for enhancing human dissection and supplementing the medical curriculum.

Design and development of an arena blended connected learning model for faculty development in health professions education: A step forward.

Current medical education and clinical practice has led to a need for advanced faculty development for medical teachers to effectively play the role of educators, researchers and administrators. There is large variability in the teaching programmes across countries, which range from a one-time activity to regularly scheduled workshops and seminars, to a highly advanced course spanning a few months to a year. Several healthcare institutes around the world offer faculty training programmes in health professions education, where the curriculum varies in design as they are developed and implemented by their own institutional body or education unit. Following a discussion of arena blended connected (ABC) learning design during a faculty training programme (Postgraduate Diploma in Health Professions Education) and the subsequent move towards an online approach to education due to the pandemic in 2019, the advisory faculty and students started to envision designing the already existing Postgraduate Diploma in Health Professions Education curriculum along the ABC model favouring blended and outcome-based education. Criteria were set for each topic with clearly defined learning levels to be implemented and the frequency of implementation. We describe the design and development of a curriculum for faculty development of health professions education using the ABC model.