Evidence-based Medical Education Research Articles

Use of Social Media and Free Open Access Medicine (FOAM) for Continuing Education in Emergency Nursing: A Scoping Review

Objective: Emergency nurses are responsible for ensuring that they have up-to-date knowledge and skills to deal with any situation that may present in clinical practice. As an emerging trend for learners to obtain and discuss evidence-based medical education, social media, Free Open Access Medical education (FOAM) and Free Open Access Nursing education (FOAN) could be used for continuing education in emergency nursing. This scoping review aims to discover what is known about social media and FOAM in continuous emergency nursing education. Methods: This scoping review was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses – Extension for Scoping Reviews (PRISMA-ScR). The review searched three databases (Medline, CINAHL, and Web of Science) for any paper that discussed social media or FOAM in the context of continuing education in either general or emergency nursing published in any year. Of the 346 records screened, 12 studies were reviewed for their description of social media for continuing education use and any reported challenges or outcomes. Results: The current state of literature is limited in describing the use of social media with continuing education specifically in emergency nursing. Rather than as a primary educational intervention, social media has been used to enhance other educational strategies or as in-the-moment forms of learning. Studies that utilized social media showed favorability to its use, but there were often challenges to the methodology of these studies. Despite papers describing the elements of FOAM, papers within the nursing literature did not use this term. Conclusion: Although the literature on social media in emergency and general nursing literature is growing, it is superficial and broad. More studies are needed to see the overall effects of social media in continuing education in emergency nursing. Keywords: continuing education, emergency nursing, nursing education, social media.

Editorial

The World Health Journal, launched in June 2020. It is an academic and scientific publication edited and fully sponsored by Professionals On Line, Peru. This publication is focused on health sciences worldwide, and publishes original articles and papers related to medical sciences, epidemiology, and public health. The thematic focus of the journal favors original and unpublished articles in the area of public health, nutrition, health policies, social security, health statistics, health education, mental health, medical ethics, epidemiological surveillance, epidemiology, administration in health, health promotion, health systems and services, and the various approaches to evidence-based medicine and medical education. The Editorial Committee values in a special way the presentation of cases, and the approach of updating topics. The purpose of the Journal is to promote and disseminate research carried out in the Health sector at an international level.

Online education isn’t the best choice: evidence-based medical education in the post-epidemic era—a cross-sectional study

BackgroundThe COVID-19 pandemic led many educational institutions to shift to online courses, making blended education a significant trend in teaching. We examined the effectiveness of blended learning in an evidence-based medicine course.MethodsWe compared the examination scores of a blended learning group, an online only group, and a traditional offline group and conducted a questionnaire survey on students’ preferences for different learning modes and the reasons for their preferences. A total of 2100 undergraduate students in clinical medicine were included in this cross-sectional study. Examination results were collected, and questionnaires were administered to the study participants. We compared the mean scores and exam pass rates of the three teaching groups using ANOVA and c2test for multiple comparisons.ResultsThe blended group’s exam scores and pass rate were significantly higher than those of the offline and online groups. Furthermore, 71.6% preferred the blended teaching mode. In the survey on " learning effectiveness”, the majority of the students believed that blended education could better enhance the initiative of learning, the interest of the course, the pertinence of the learning content, the comprehension of evidence-based medical thinking, and the basic skills of evidence-based practice. Subsequently, in a questionnaire administered to a blended group of students, their foremost reason for liking online instruction was ‘flexible in time and space’ (99%), followed by ‘can be viewed repeatedly, facilitating a better understanding of knowledge points’ (98%). Their foremost reason for liking offline teaching was ‘helps to create a good learning atmosphere’ (97%), followed by ‘teachers can control students’ learning status in real time’ (89%).ConclusionsThis study explored the effectiveness of learning in evidence-based medicine courses by comparing the learning outcomes and personal perceptions of three different teaching modes. This is the first cross-sectional study in which three different teaching models are compared and discussed in an evidence-based medicine course. We also elaborate on the specific instructional protocols for each model. This study shows that using a blended education approach in evidence-based medicine courses can improve students’ learning motivation, autonomy, and satisfaction. It also enhances instructional efficiency, thereby improving students’ understanding of the course content.

Editorial

The World Health Journal, launched in June 2020. It is an academic and scientific publication edited and fully sponsored by Professionals On Line, Peru. This publication is focused on health sciences worldwide, and publishes original articles and papers related to medical sciences, epidemiology, and public health. The thematic focus of the journal favors original and unpublished articles in the area of public health, nutrition, health policies, social security, health statistics, health education, mental health, medical ethics, epidemiological surveillance, epidemiology, administration in health, health promotion, health systems and services, and the various approaches to evidence-based medicine and medical education. The Editorial Committee values in a special way the presentation of cases, and the approach of updating topics. The purpose of the Journal is to promote and disseminate research carried out in the Health sector at an international level.

Editorial

The World Health Journal, launched in June 2020. It is an academic and scientific publication edited and fully sponsored by Professionals On Line, Peru. This publication is focused on health sciences worldwide, and publishes original articles and papers related to medical sciences, epidemiology, and public health. The thematic focus of the journal favors original and unpublished articles in the area of public health, nutrition, health policies, social security, health statistics, health education, mental health, medical ethics, epidemiological surveillance, epidemiology, administration in health, health promotion, health systems and services, and the various approaches to evidence-based medicine and medical education. The Editorial Committee values in a special way the presentation of cases, and the approach of updating topics. The purpose of the Journal is to promote and disseminate research carried out in the Health sector at an international level.

PROBLEMS OF MEDICAL EDUCATION AND IMPLEMENTATION OF DIGITAL LEARNING MODEL IN TRAINING FUTURE PHYSICIANS IN SPECIALTY "INTERNAL DISEASES" DURING COVID-19 PANDEMIC AND FULL-SCALE WAR IN UKRAINE

The COVID-19 pandemic, and later a full-scale war in Ukraine brutally disrupted the well-established traditional medical training not only for university students, but for postgraduates as well. The new limitations of physical presence have accelerated the development of teaching and learning in an online environment that includes both asynchronous and synchronous methods of distance education and the introduction of new techniques to provide new knowledge and foster special skills. Today, following the path of improvement, in which the principle of imitation is the leading one and can cause physical and intellectual stress is not necessary, instead searching for new, more effective methods of educational and cognitive activity of students, which shape the needs of society is becoming a priority. Distance learning methods have passed through a number of technological stages, which, in the end, enable to obtain proper medical education even under the conditions of distancing. Today, asynchronous learning is based mainly on the use of Internet technologies. Independent work during asynchronous learning becomes a starting point, an organizing principle, and a central, leading form of student’s training. Therefore, it is asynchronous distance learning that creates the most effective pedagogical conditions to foster self-education and self-learning abilities and skills in medical interns. The unpredictability of the current predicament causes a rapid and forced transition from the traditional (analogue) method of learning and teaching to a more digital-advanced model, even in conditions where the use of digital tools was not so widespread. The implementation of the digital model should act as a new "stepping stone" for the success of evidence-based medical education in the future. At the same time, this ongoing crisis has serious consequences on medical training, including their psychological well-being and the impact on their academic trajectory. The urgency and the need to adapt to new circumstances were so-called a springboard for introducing innovation into medical education.

SIMBA and CoMICs - developing evidence-based, minimal cost, and sustainable medical education programmes

Searchable abstracts of presentations at key conferences in endocrinology ISSN 1470-3947 (print) | ISSN 1479-6848 (online)

Editorial


 The World Health Journal, launched in June 2020. It is an academic and scientific publication edited and fully sponsored by Professionals On Line, Peru. This publication is focused on health sciences worldwide, and publishes original articles and papers related to medical sciences, epidemiology, and public health. The thematic focus of the journal favors original and unpublished articles in the area of public health, nutrition, health policies, social security, health statistics, health education, mental health, medical ethics, epidemiological surveillance, epidemiology, administration in health, health promotion, health systems and services, and the various approaches to evidence-based medicine and medical education. The Editorial Committee values in a special way the presentation of cases, and the approach of updating topics. The purpose of the Journal is to promote and disseminate research carried out in the Health sector at an international level.

Evidence-Based Inclusive Graduate Medical Education Recruitment Strategies.

Health disparities in minoritized populations—African American/Black, Latinx, Indigenous, LGBTQ+, and individuals with disabilities—are well documented. Accrediting organizations and professional societies have recommended diversifying the physician workforce as one way to address these health disparities. Yet responding to these calls, using evidence-based approaches, can be nerve-racking and resource-challenging. Efforts are further complicated by the reality that each training program and community has its own unique diversity profile that must be strategically integrated into plans for increased workforce diversity through recruitment of trainees from underrepresented in medicine (UiM) and LGBTQ+ identity groups, as well as individuals with disabilities.Diversifying the workforce must include the recognition that barriers to advancement remain present throughout residency and fellowship training, and a focus on mentoring and retention must be woven into each residency program's fabric.1 Thus, increasing diversity requires an intentional focus on each step in the recruitment process. Begin by interacting with potential pathways into training and establishing a strong internet and social media presence. These activities can demonstrate inclusion and highlight UiM faculty who are exemplars in their fields, mentoring programs, and investments in trainees' success through targeted resources.1,2Application review and interview practices must shift to focus on targeted variables for holistic review and acknowledgment of unconscious biases. Holistic review processes are an effective way for programs to increase the number of diverse candidates screened, interviewed, and highly ranked.2 Some features commonly used in conducting holistic reviews and their location in a candidate's application are highlighted in the Table. Interviewer implicit bias training has been demonstrated to increase UiM applicants' comfort with interview processes.2,3 Structured interviews can minimize bias by ensuring that all candidates are asked the same questions.1 Ultimately, program leadership must intentionally align ranking criteria with the chosen inclusion variables when creating rank lists.To recruit a diverse group of residents and fellows:

Barriers and facilitators to program directors\u2019 use of the medical education literature: a qualitative study

BackgroundIt is unclear how often frontline clinical teachers are using this literature and its evidence base in teaching and assessment. Our study purpose was to examine postgraduate program director perspectives on the utilization and integration of evidence-based medical education literature in their teaching and assessment practices.MethodsThe authors conducted semi-structured telephone interviews with a convenience sample of current and former program directors from across Canada. Interviews were transcribed and analyzed inductively to distil pertinent themes.ResultsIn 2017, 11 former and current program directors participated in interviews. Major themes uncovered included the desire for time-efficient and easily adaptable teaching and assessment tools. Participants reported insufficient time to examine the medical education literature, and preferred that it be ‘synthesized for them’. (i.e., Best evidence guidelines). Participants recognised continuing professional development and peer to peer sharing as useful means of education about evidence-based tools. Barriers to the integration of the literature in practice included inadequate time, lack of financial compensation for teaching and assessment, and the perception that teaching and assessment of trainees was not valued in academic promotion.DiscussionFaculty development offices should consider the time constraints of clinical teachers when planning programming on teaching and assessment. To enhance uptake, medical education publications need to consider approaches that best meet the needs of a targeted audiences, including frontline clinical teachers. This may involve novel methods and formats that render evidence and findings from their studies more easily ‘digestible’ by clinical teachers to narrow the knowledge to practice gap.

Editorial

The World Health Journal, launched in June 2020. It is an academic and scientific publication edited and fully sponsored by Professionals On Line, Peru. This publication is focused on health sciences worldwide, and publishes original articles and papers related to medical sciences, epidemiology, and public health. The thematic focus of the journal favors original and unpublished articles in the area of public health, nutrition, health policies, social security, health statistics, health education, mental health, medical ethics, epidemiological surveillance, epidemiology, administration in health, health promotion, health systems and services, and the various approaches to evidence-based medicine and medical education. The Editorial Committee values in a special way the presentation of cases, and the approach of updating topics. The purpose of the Journal is to promote and disseminate research carried out in the Health sector at an international level.

Evidence-based medical education using team-based learning for mixed-grade pharmacy students

Evidence-based medical education using team-based learning for mixed-grade pharmacy students

Is the competency-based curriculum, evidence-based?

Is the competency-based curriculum, evidence-based?

Information Services in Evidence Based Medical Education: A Review of Implementation Trends

Objective – Evidence based medical education requires supportive information services to facilitate access to the needed educational evidence. Information services designed specifically for evidence based medical education are limited or locally developed for educational units. For librarians to have an opportunity to cooperate efficiently with medical educators in evidence based medical education, they require an empirical prototype for transmission of clinical evidence at the right place and the right time. Therefore, there is a need to recognize types of information services which support evidence based medical education. The purpose of this review is to identify implementation trends of evidence based educational information services. Methods – We found related studies by implementing search strategies in PubMed, EMBASE, Web of Science, Scopus, LISTA, and Google Scholar with keywords like: evidence based medical education, information services, and library services. We used reference-checking and citation-checking of related articles for completing the process of locating relevant articles. After employing inclusion and exclusion criteria, we selected 11 articles for inclusion in the review and analyzed them using a narrative review technique. Results – After analyzing the results of the included studies, we identified two elements categorized as program development and five elements categorized as implementation trend. Prerequisites of program and the process of designing were essential parts of program development of information services. Schedule and type of access, how to receive educational-clinical questions, information services types, responding time, and providing evidence based outputs were the elements of the implementation process of educational supported information services. Conclusion – Designing an evidence based educational information service strongly depends on the information needs of learners at each educational level. Schedule and type of access to information service, time of responding to the received query, and preparation of evidence based output are essential factors in designing practical educational-developed information services.

Information Services in Evidence Based Medical Education: A Review of Implementation Trends

Objective – Evidence based medical education requires supportive information services to facilitate access to the needed educational evidence. Information services designed specifically for evidence based medical education are limited or locally developed for educational units. For librarians to have an opportunity to cooperate efficiently with medical educators in evidence based medical education, they require an empirical prototype for transmission of clinical evidence at the right place and the right time. Therefore, there is a need to recognize types of information services which support evidence based medical education. The purpose of this review is to identify implementation trends of evidence based educational information services. Methods – We found related studies by implementing search strategies in PubMed, EMBASE, Web of Science, Scopus, LISTA, and Google Scholar with keywords like: evidence based medical education, information services, and library services. We used reference-checking and citation-checking of related articles for completing the process of locating relevant articles. After employing inclusion and exclusion criteria, we selected 11 articles for inclusion in the review and analyzed them using a narrative review technique. Results – After analyzing the results of the included studies, we identified two elements categorized as program development and five elements categorized as implementation trend. Prerequisites of program and the process of designing were essential parts of program development of information services. Schedule and type of access, how to receive educational-clinical questions, information services types, responding time, and providing evidence based outputs were the elements of the implementation process of educational supported information services. Conclusion – Designing an evidence based educational information service strongly depends on the information needs of learners at each educational level. Schedule and type of access to information service, time of responding to the received query, and preparation of evidence based output are essential factors in designing practical educational-developed information services.

Trauma-Informed Acute Care of Patients With Violence-Related Injury.

Violently-injured individuals presenting to the emergency department (ED) have an elevated risk of repeat injury after being discharged from acute care settings and a high rate of unaddressed mental health and social needs. While there is a growing body of programmatic interventions to address these needs, including hospital-based violence intervention programs, there is a lack of data regarding physician perspectives of current practice for this patient population. Understanding current practice is critical for integrating new programs into workflow and developing evidence-based medical education to improve care. The aim of this study is to elucidate current trauma-informed care practices of emergency medicine and general surgery trainee physicians to inform future curriculum development surrounding care of violently injured patients. In this study, emergency medicine and surgical trainees with at least one year of residency experience participated in simulation-primed interviews in pairs or small groups. Interviews garnered perspectives on the physician role in treating violently injured youth, using simulation as a priming event focused on previously known patient concerns. Qualitative themes that emerged were participants (1) perceived their role as managing medical/surgical concerns and seek others to build trust and manage psychosocial and legal concerns, (2) had a high level of knowledge of ED stressors and de-escalation strategies, (3) perceived that patient distrust can negatively impact their ability to provide care, and (4) perceived that law enforcement can negatively impact care and are sometimes uncertain about how to interact with law enforcement. These findings support that medical education for providers should focus on medicolegal issues, particularly managing law enforcement presence in the ED, structural and interpersonal causes of distrust of medical providers and the medical system, and addressing postdischarge mental health and social needs.

The Estimated Cost of Maintenance of Certification

Maintenance of Certification (MOC) is a controversial topic in medicine for many different reasons. Studies have suggested that there may be associations between fewer negative outcomes and participation in MOC. However, MOC still remains controversial because of its cost. We sought to determine the estimated cost of MOC to the average orthopaedic surgeon, including fees and time cost, defined as the market value of the physician's time. We calculated the total cost of MOC to be the sum of the fees required for applications, examinations, and other miscellaneous fees as well as the time cost to the physician and staff. Costs were calculated for the oral, written, and American Board of Orthopaedic Surgery Web-based Longitudinal Assessment (ABOS WLA) MOC pathways based on the responses of 33 orthopaedic surgeons to a survey sent to a state orthopaedic society. We calculated the average orthopaedic surgeon's total cost in time and fees over the decade-long period to be $71,440.61 ($7,144.06 per year) for the oral examination MOC pathway and $80,391.55 ($8,039.16 per year) for the written examination pathway. We calculated the cost of the American Board of Orthopaedic Surgery web-based examination pathway to be $69,721.04 ($6,972.10 per year). The actual cost of MOC is much higher than just the fees paid to organizations providing services. The majority of the cost comes in the form of time cost to the physician. The ABOS WLA was implemented to alleviate the anxiety of a high-stakes examination and to encourage efficient longitudinal learning. We found that the ABOS WLA pathway does save time and money when compared with the written examination pathway when review courses and study periods are taken. We believe that future policy changes should focus on decreasing physician time spent completing MOC requirements, and decreasing the cost of these requirements, while preserving the model of continued evidence-based medical education.

Editorial

The World Health Journal, launched in June 2020. It is an academic and scientific publication edited and fully sponsored by Professionals On Line, Peru. This publication is focused on health sciences worldwide, and publishes original articles and papers related to medical sciences, epidemiology, and public health. The thematic focus of the journal favors original and unpublished articles in the area of public health, nutrition, health policies, social security, health statistics, health education, mental health, medical ethics, epidemiological surveillance, epidemiology, administration in health, health promotion, health systems and services, and the various approaches to evidence-based medicine and medical education. The Editorial Committee values in a special way the presentation of cases, and the approach of updating topics. The purpose of the Journal is to promote and disseminate research carried out in the Health sector at an international level.

Evolution of postgraduate medical education in paediatrics: the Singapore story

Postgraduate paediatric education in Singapore has seen a seismic shift in the past 50–60 years, from a primarily time-based, passive, teacher-centric and apprenticeship model with hierarchical learning culture to a competency-based and learner-centric one. The postgraduate medical education system in paediatrics in Singapore will continue to evolve and adapt with best practices in evidence-based medical education, with the aim to train and develop the next generation of paediatricians who will strive to continually improve child and population health in Singapore.

Impacto da pandemia do SARS-COV-2 na educação médica: migração "compulsória" para o modelo remoto, uma visão preliminar de gestores da educação médica

INTRODUÇÃO: A pandemia por SARS-CoV-2 impactou os modelos educacionais ofertados nos cursos de Medicina. Nesse contexto, com a autorização para oferta de disciplinas remotamente, evidencia-se uma aceleração sem precedentes na migração do modelo presencial para ensino remoto, o que já vinha ocorrendo gradativamente no sistema de educação superior brasileiro. Devido ao isolamento social para enfrentamento da crise, este modelo está sendo aplicado integralmente em muitas Instituições de Ensino Superior (IES) do país, podendo repercutir em mudanças metodológicas na educação médica. OBJETIVOS: Discutir o impacto da pandemia do SARS-CoV-2 na educação médica, analisando a migração para o modelo remoto. MÉTODO: Baseado na experiência dos autores na gestão da educação médica, foi realizada uma reflexão a partir de reuniões gerenciais de duas IES privadas. RESULTADOS: O contexto de pandemia global promoveu impactos no ensino no âmbito do corpo discente, docente e IES. Os altos investimentos na migração do modelo de ensino e a alta taxa de evasão vêm repercutindo na suspensão de contratos de docentes de IES privadas. A desigualdade de acesso tecnológico, ambientes não propícios e a má qualidade da telefonia/internet no país podem impactar no desempenho acadêmico. CONCLUSÕES: É inegável que a educação médica está sendo profundamente transformada por essa crise global de saúde. Entretanto, ainda é cedo para afirmar com segurança o tamanho desse impacto. Futuramente, será necessário adaptar o conceito de Ensino Médico baseado em evidências para avaliar com clareza as repercussões práticas dessa pandemia no ensino da Medicina.