High-quality Medical Education Research Articles

DISTANCE LEARNING METHODS FOR INTERNATIONAL MEDICAL STUDENTS

In response to contemporary challenges and the imperative to adapt medical education to a distance learning format, particularly for international students, there arises a pressing need to develop and implement effective teaching methodologies. This article is aimed at investigating and discussing modern approaches to distance learning tailored for medical students, especially those from abroad. The highlights recent literature sources exploring current teaching methods in distance education for international medical students and outlining the most promising strategies for ensuring high-quality medical education through online platforms. For this analysis, a variety of sources including scientific articles, pedagogical reports, and personal experiences in teaching medical disciplines such as general surgery, nursing practice in surgery, and patient care with a surgical focus in an online format were consulted. It is imperative to underscore that the success of distance education for medical professionals hinges not only on the utilization of technology but also on the cultivation of interactive medical communities. Collaborative problem-solving of clinical tasks and case discussions foster the development of professional identity. The analysis indicates that employing interactive virtual lectures, online simulation workshops, and virtual clinical cases enables medical students to acquire practical skills in real-time. Based on this analysis, it can be inferred that effective distance education for foreign medical practitioners demands a comprehensive approach. Interactive methodologies, teacher support, and the integration of virtual tools facilitate not only the assimilation of theoretical knowledge but also the development of practical skills essential for future medical professionals. The conclusions of this work can be used for the further development of distance medical education, ensuring the high quality of training of specialists in the field of medicine.

Bridging language and medical education: Integrating Chinese and Western perspectives for high-quality healthcare training

For exploring the integration of language and high-quality medical education with Chinese and Western medical perspectives in support of China’s 14th Five-Year Plan for educational reform, this research assesses the potential and challenges of integrative medical education and examines the impact of incorporating a language education intervention through corpus-assisted approach on enhancing students’ critical engagement with medical discourses and their communicative competencies in simulated clinical settings. Adopting a conceptual framework that places Critical Discourse Analysis (CDA) within the constructivist framework and using a mixed method design that combines questionnaire, focused group interviews, language intervention experiments and patient care simulation evaluations, this study reveals how a language education trial can significantly contribute to students’ understanding of medical discourse, cultivation of cultural awareness, and enhancement in communication skills. The findings demonstrate the bridging of language education and medical training and propose an integrative medical educational approach for competent healthcare provision in an increasingly interconnected world.

Orthopaedic Surgery in the Metaverse: Current Data on Virtual-Reality Based Training

BACKGROUND: Immersive, realistic, and low-risk training has long been ideal for skill-based disciplines such as surgery. Recent advances in virtual reality technology have led to development of surgical training software with the goal to provide experience without risk. The aim of this review is to summarize the current data for virtual reality-based orthopaedic surgery training to evaluate how beneficial the technology may become in educational circumstances. METHODS: A literature review was completed analyzing eight randomized controlled trials completed between 2019 to 2022 to evaluate the effect of virtual reality on orthopaedic surgery education for medical students and residents. Each trial included groups of learners that were trained on a specific procedure with standard methods (“control”) or virtual reality software (“VR group”). Subjects were then evaluated on completion of procedures with real-life models. Procedures included total hip arthroplasty (n=2), tibial intramedullary nail (n=2), slipped capital femoral epiphysis pinning (n=2), and unicompartmental knee arthroplasty (n=2). The primary metrics assessed were time to complete procedure and objective assessment scores. Secondarily survey results were evaluated regarding subjects’ perceived utility of virtual reality in orthopaedic surgery training. RESULTS: 168 subjects (medical students n=68, residents n=100) were included across the 8 different trials. All trials included at least one objective assessment and it was found that overall, the VR group performed 19.9% better than control group on average (19.875 ± 18.324, 95% CI). Seven of the trials reported time to complete procedure, in which it was found that overall VR group completed the procedures 12% faster than control group on average (12 ± 10.988, 95% CI). Subjective measures showed that over 70% of subjects found the VR learning to be at least “helpful” or “useful”. CONCLUSION: Early studies of the emerging field of virtual reality in surgical training are promising. When looking at objective measures and time to complete procedures, VR trained learners perform as well, if not better, than standard method learners. Inclusion of virtual reality-based practice in medical school curricula and residency training may lead to less surgical errors, increased knowledge of procedures, and more efficient learning in real-life scenarios. This potential impact extends beyond well-resourced institutions, as VR technology can provide a cost-effective and accessible alternative for surgical training in low-income and low-resource areas of the world, democratizing access to high-quality medical education. Continued research on translation into clinical practice is warranted, with the potential to bridge educational disparities and improve surgical outcomes on a global scale.

Using interprofessional education to build dynamic teams to help drive collaborative, coordinated and effective newborn care

BackgroundAs countries strive to achieve sustainable development goal 3.2, high-quality medical education is crucial for high-quality neonatal care. Women are encouraged to deliver in health units attended by a skilled team. Traditionally, the team is doctors and nurses, but they are members of a large group of interdependent experts from other disciplines. Each discipline trains separately, yet the goal of good neonatal care is common to all. The use of interprofessional education breaks down these professional silos improving collaborative practice and promoting excellent clinical care. Introduction of new educational materials and training requires a rigorous approach to ensure sustainability.MethodsAn extensive needs assessment identified gaps in neonatal training. Specifically, there was a lack of inclusion of medical devices used in clinical care. In each country, national key stakeholders came together to develop and revise their own neonatal curricula, trainings or guidelines. A core writing education team were tasked to develop evidence-based materials on pertinent medical devices to include in these national materials. These then underwent internal and external review. A provider course for biomedical engineers and technicians was introduced. Skills labs were established to improve practical skills teaching. To improve the quality of teaching, a NEST360 generic instructors course (GIC) was developed.ResultsTwenty modules, 14 scenarios, 17 job aids and 34 videos have been published to date. Materials have been embedded into neonatal curricula and national trainings. Forty-one skills labs were installed in pre-service learning institutions and, up to June 2022, have been used by 7281 students. Pre- and in-service interprofessional training was implemented at all NEST360 institutions (clinical and biomedical). GIC courses were conducted at least twice a year in all countries. Three hundred seventeen nurses, biomedical and clinical staff have undertaken the GIC in all four countries. GIC participants report that the course has very positively influenced their teaching practice.ConclusionsInclusion of key stakeholders throughout has ensured training is embedded within the four countries. Use of interprofessional education and inclusion of biomedical engineers and technicians has been very successful. Introduction of the GIC has developed a pool of high-quality educators for neonatal care. This approach has ensured that high-quality interprofessional neonatal training is included within national agendas for neonatal care and beyond.

Creation and cost-evaluation of a student-run podcast in ophthalmology.

Podcasts are an increasingly popular medical education modality, especially in surgical fields. However, the cost of developing a high-quality medical education podcast presents a barrier to many content creators. The authors developed the podcast series 'The Lenspod,' designed to be a cost-efficient but high-quality education resource in ophthalmology. The REC financial framework has been previously used to estimate the financial costs of technology-based medical education. Using this framework, costs were competitive with other medical education podcasts. It is our hope that similar methodology may be used to create and disseminate future podcasts for medical education.

ONLINE MEDICAL EDUCATION PERSPECTIVES IN KAZAKHSTAN AND CENTRAL ASIA

Introduction. Medical education should review online teaching methods so that doctors can use digital information effectively. Virtual education was well received during the pandemic, and teachers and students expressed satisfaction. However, male teachers and students adapted better than female teachers and students. Although online education has advantages, traditional offline education should only be replaced partially. Universities should focus on the development of virtual education and teacher training.
 Methods. We thoroughly analysed research works published on Web of Science, PubMed, and Scopus from the creation of these databases until May 2023. Our search terms included "Distance learning", "Online education", "Medical education", and "Central Asia", and we limited our search to English language articles. We also reviewed the literature lists of all the studies we found to identify potentially relevant articles. We carefully read all the studies and articles we identified, paying attention to the authors' names and publication dates to avoid data duplication.
 Inclusion and exclusion criteria. To conduct a thorough search, we searched for research articles published in journals that undergo peer review and are written in English. We only included studies that involved medical students and excluded articles that did not relate to distance learning, were published in non-peer-reviewed journals, or needed to be written in English.
 Conclusion. Higher education faces similar challenges and opportunities in the post-pandemic era, despite variations in cultural backgrounds and educational systems across countries. Improvements are also needed in online medical education, which can be achieved through the development of online training courses, individual tracking, technical control, professional support, and specialised evaluation. Such improvements will make medical training more accessible and sustainable for doctors in all areas. Innovative technologies will be necessary to ensure high-quality medical education in the future.

Medical Education in the Context of the Eastern Mediterranean Region: Professional Development Activity of Health Professionals.

The development and maintenance of a high-quality medical education workforce depend on continuing medical education (CME). Traditionally, CME is delivered face-to-face, but due to COVID-19 and geographical distances, it is challenging to conduct professional development activities for several days. Using a webinar on advancement in medical education in the context of the eastern Mediterranean, we aimed to assess the participants' perspectives towards the professional development activity using a synchronous learning approach. We used a cross-sectional survey-based study design. We invited faculty members from King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) and United Arab Emirates University for Health Sciences (UAEU). We assessed their perspectives on the relevance of the content and effectiveness of the activity on their knowledge and skills after the two days' webinar series. A self-designed questionnaire was administered post-webinar immediately. Open-ended responses were analyzed thematically. One hundred thirty-six registered healthcare professionals attended day 1, and 97 registered participants joined on the second day of the webinar. Most participants appreciated the diversity of the contents, the quality of the presentations, and the expertise of the facilitators. They reported that the content optimized their knowledge and understanding of new concepts such as assessment in simulation teaching, programmatic assessment, insight into the implementation of IPE and EPAs in CBME, and so on. The e-learning platform's user accessibility, online tutor interaction, and the addition of more scenario-based case studies were all recommended for improvement. Overall the two days webinar series presentations were informative and highlighted the transformation in medical practices. Suggestions to improve the quality of the webinars and content were discussed.

China Medical Education College Survey, 2013–2018

PurposeChina recently proposed a series of important policies intended to reform and improve the quality of medical education on the national level. This paper presents the findings of a national survey of China's medical schools conducted to review the development of undergraduate medical education over a five-year period (2013–2018).Design/Approach/MethodsThe National Center for Health Professions Education Development implemented the China Medical Education College Survey. Approximately 64% of the targeted medical schools participated in the survey, constituting a representative sample of higher education institutions offering educational programs in clinical medicine in China.FindingsFollowing new policy orientations, medical schools showed positive developments in terms of the types of medical education programs offered, teaching and assessment methods, medical education resources, participation in accreditation, and quality of incoming students. However, the survey also revealed several worrying trends, including the coexistence of various types of education programs, significant regional differences in educational resources, dominance of traditional teaching and assessment methods, inconsistencies in quality, and an increase in graduates seeking employment in professions outside healthcare.Originality/ValueFindings of the first national survey of China's medical schools show that there is still a long way to go to ensure high quality and efficient medical education on a national level.

The attitude of Russian and international students to training in medical and pharmaceutical specialties

Introduction. Established in Russia over a long history, the Higher Medical School currently not only meets the needs of domestic health care, but also successfully trains doctors and pharmacists from among foreign citizens. The aim of the study: to conduct a comparative analysis of the attitude of Russian and international students to the qualitative development of the chosen medical and pharmaceutical specialty under the specialist's program. Materials and Methods. Initial data on the number of students enrolled in education programs in 2018-2020 was obtained from the official statistical materials and analyzed according to the average rate of growth (loss) of indicators of the dynamic series. To study the attitude of students to the educational process in the chosen specialties, a questionnaire survey was conducted among 273 students of Sechenov University, among whom there were 57.4% Russian and 42.6% international citizens. The data was analyzed using Microsoft Excel and IBM SPSS Statistics 20.0 software packages. To evaluate the statistical significance of differences in the frequencies of signs between groups of students, the χ2-Pearson test was used, to compare the average scores the nonparametric Mann-Whitney U test was used. Results. The findings of the study show a positive trend in admission for training among Russian and international students in medical and pharmaceutical specialties in the Russian Federation from 2018 to 2020. The survey results showed that 47.0% of Russian and 84.7% of international students enjoyed studying in order to become certified specialists in their chosen medical specialty. The key factors contributing to the cultivation of eagerness of Russian and international students to become a highly qualified medical (pharmaceutical) specialist are desire to help people – 59,7% и 61,3 % respectively (p=0,793); clearly defined life goal – 44,3 % и 55,6 % respectively (p=0,065); desire to aid patients – 33,6 % и 58,1 % respectively (p˂0,001). The main reasons for the active learning of Russian and international students are interest in learning – 3,98±0,93 и 4,54±0,83 points respectively (р˂0,001); the desire to prove to oneself the ability to study at the University– 3,73±1,32 и 4,06±1,28 points respectively (р=0,012); realization that their knowledge and competence grow when studying new material – 4,11±0,99 и 4,28±1,13 points respectively (р=0,014). For 85,2% of Russian and 66,9 % of international students (p˂0,001) inner motivation for studies is more significant. Conclusion. The most interested in obtaining a high-quality medical education are international students; it should be taken into account when improving the export of educational services

A Bibliometric Analysis of Vascular Surgery Education Research Over the Past 20 Years

High-quality medical education is critical to delivering efficient and safe health care. Over the past 20 years, surgical education research has taken a more prominent place in most academic centers. The purpose of this review was to assess the current state and geographic distribution of vascular surgery education (VSE) research publications over the past two decades. A Pubmed search was performed using MeSH headings and subheadings to identify publications focused on VSE. The PubMed data was compiled using the unique identifiers (PMID) and converted into an Excel file, and imported into JASP (statistical software) for analysis. Variable included the title, authors, affiliation, journal, date of publication, abstract, publication type, language, and place of publication. Of 1664 publications, 1429 publications dedicated to VSE were identified from 2001 to 2021. There were 235 letters, editorials, and comments that were excluded. Overall, VSE publications accounted for 1.12% of all vascular surgery publications; 61.5% originated from the United States and 34.8% from Europe. The most prolific European countries the UK (n = 240 [48.2%]), the Netherland (n = 108 [21.7%]), Germany (n = 43 [8.6%]), and France (n = 28 [5.6%]). In the United States, only 13.7% were reported as government funded. Similarly, in Europe, 14.2% were funded. The number of VSE publications by year is presented in the Figure. The number of VSE publications has increased over the past two decades. However, despite its critical role in delivering high-value care, surgical education research continues to occupy a small part of vascular surgery's overall research efforts and remains grossly unsupported by funding resources in the United States and Europe.

Measuring impact of Covid-19 pandemic at a teaching hospital in north India.

Government runs teaching hospitals to impart a high-quality medical education to budding medicos and paramedical students in training. The experiences these trainees at various tenure positions get then and there shape their worldview for rest of the life and have an indelible impression. The Covid-19 pandemic disrupted all the routines at the hospitals around the world-including ours-and we make an attempt to measure it in one dimension in this study. We obtained attendance data of patients at out patient department and in patient department of our hospital. During the pandemic for a certain duration offline (physical) registrations were closed and they were attended only by online ones. Hence that data (actually a part of it) got captured electronically and we analyzed it to get an idea of the traversed course of the scourge. When the pandemic surged during the spring and summer of 2021, our hospital was turned into a Covid facility. Hence average routine attendance of patients got reduced to a significant extent, elective surgeries/interventions and procedures were postponed and this data is reflected in an electronic system, perhaps making a long-lasting effect on the budding trainees. This fact needs to be realized so as to take appropriate action. We need to realize that the effects of the viral communicable disease may be enduring, not only for the infected patients and their families but also for those who learn on those patients. Therefore, the transmissible diseases disabled not only our society, economy, and health care services when they ascended but pedagogy too. Online learning came to rescue but only up to a certain extent and with several caveats and limitations.

Creating a COVID-19 bio-secure environment: experience from a medical faculty in Sri Lanka

The COVID-19 pandemic has presented educational institutions and educationists with unprecedented challenges with regard to the delivery of high-quality education. The challenges have been greater for the medical education institutions as the students engaging in clinical attachments work in a high-risk environment for COVID-19 transmission and place themselves and their associates at personal risk. The paper outlines the robust and pragmatic framework adopted by the Faculty of Medicine, University of Ruhuna to meet its twin goals of continuing to provide high-quality medical education whilst ensuring health and wellbeing of students. Measures were adopted to minimize exposure outside the educational environs as well as within the hospital and halls of residence. Guidelines were adopted, discussed and disseminated. Suitable personal protective equipment was defined and all students’ inward settings requested to wear them. Unanticipated COVID-19 exposures took place on two occasions and the faculty risk assessment committee quarantined a few students with high-risk exposure within the halls of residence. The ‘protected exposure’ to minimize the risk of COVID-19 provided by the personal protective equipment they wore, prevented many students from being quarantined. All who were quarantined were COVID-RT-qPCR negative on day 14 of exposure. A community-acquired COVID-19 outbreak with 7 students testing positive for COVID-19 in the halls of residence required the Faculty of Medicine to institute the first civilian administered quarantine facility in Sri Lanka quarantining 200 students as first-line contacts and isolating a further 264 as second-line contacts. The administration of the quarantine facility was an unprecedented logistical challenge to the university administration and the academic staff. Meticulous attention to detail and commitment helped the faculty quarantine centre to meet up with all challenges and the 464 students all tested negative on the exit RT-qPCR. This was a zero cross-transmission rate for the infection and was a remarkable achievement for a quarantine facility. Leadership principles specifically aimed at managing crisis situations such as transparent communication, the urgency of action, commitment to core values and empowering all stakeholders formed the crux of the successful measures adopted. It is hoped that the wider lessons emanating from the experiences outlined in this paper will be of value to academic colleagues from similar medical educational settings to create bio-secure, COVID-19 protective environments in their respective institutions.

Medical students during the COVID-19 pandemic: Considerations and arguments on their clinical engagement.

During the recent COVID-19 pandemic, the clinical exposure of medical students has been hindered while the impact on medical education is under investigation. The potential negative impact of medical students on transmission rates, along with the shortages of Personal Protective Equipment (PPE), their lack of proper training, and their limited ability to work independently, give rise to reasonable concerns regarding their involvement in pandemic management. Nevertheless, the heavy workload could soon provoke severe deficiencies in the frontline medical workforce. Hence, the possibility of covering gaps in human resources by effectively deploying students should not be rejected in advance. Additionally, a pandemic poses a valuable learning opportunity for high-quality medical education.The aim of this commentary is to present a discussion with supporters and opponents of medical student engagement in the pandemic management and their involvement in placements requiring physical contact with patients. We also attempt to elucidate the necessary conditions for the students’ possible involvement in clinical settings.

Integration of Medical and Graduate Education with the USAT Secure SSPOC Instructional Model

Emergence of the 2019 Coronavirus pandemic posed new challenges for the delivery of medical and graduate education by Institutions throughout most of the world, as travel restrictions and regional lockdowns placed new demands never previously imposed on higher education. The University of Science Arts and Technology [USAT], located on the volcanic island of Montserrat, British West Indies began to prepare for such an eventuality since 2007 due to new volcanic eruptions. Despite 24/7 monitoring from the nearby state-of-the-art Montserrat volcano observatory, with little warning, the Soufriere Hills Volcano, located a distant 5 miles Southeast of the Campus spontaneously roared back to life in January 2007, venting clouds of volcanic ash and gas 8 kilometers (5 miles) into the sky with overflow lava and debris reaching the sea to the East and West; the volcano's lava dome continued to grow as it had since 2006, and local volcano experts worried that the rapidly growing lava dome, the mounting pressure building inside the dome could cause a catastrophic explosive eruption, and the renewed volcanic activity indicates that the volcano is now predicted to remain active well into the future. The volcanic activity caused the partial evacuation of the Island, including areas bordering the campus, resulting in the establishment of the USAT Campus satellite transmitter system [CST] in 2007. The CST enabled USAT the establishment of the first secure network on Island for the Secure Small Platform Online Course delivery network [SSPOC] and which enabled USAT to continue lecture operations uninterrupted with faculty that are highly experienced in the delivery of high quality Medical and Graduate education from both on-Island and remote locations in an efficient, timely, cost effective and highly productive and timely manner, while enabling students an on-island campus experience during periods of volcanicactivity including options for lectures, public health, epidemiology and environmental research, and selected experiences in areas of family and tropical medicine. During the current COVID pandemic and travel restriction imposed we further enhanced our on-line teaching system and secure SSPOC model, expanded International options, and as professors and students could not travel to the campus but all lectures were delivered online with absolutely no disruption or compromise in delivery of exceptional quality lectures and teaching experiences continued as if they occurred on campus.

Üniversitelere Bağlı Tıp Kütüphanelerinde Değişim ve Uygulama Örnekleri

Medical sciences constantly conduct research on combating diseases, healing, developing treatment methods, preventing diseases, and increasing the quality of health. Medical education, which supports and fosters medical sciences, has a very long history and it ensures that well-qualified and competent physicians are trained in the medical faculties of universities. States pay particular attention to health services and education in their health policies so as to have healthy individuals. Today, it is inevitable for medical librarians to participate in clinical practice, take part in scientific research activities, support medical education, and take part in university hospitals as an integral part of the medical team, both in the delivery of medical education and in the provision of quality health care. Physicians, academics, students, and other healthcare professionals should receive a high-quality medical education, as well as obtain accurate, up-to-date, evidence-based information about their field in the most economical, fastest and easiest way. Medical libraries provide the evidence-based, medical information and documentation required in this field. The services offered in medical libraries and the processes of managing medical information obtained through their own information resources have unique features. In the current study, the information seeking behaviors of medical library users, the characteristics of the information they seek and the information services offered in these libraries were analyzed using the method of description and literature review. To present the exemplary information services practices of some important and large medical libraries both in Turkey and the world, their web pages were analyzed by their content, collection, design, services and innovations. The change of medical libraries in the 21st century and the role of medical librarians were also analyzed. Based on the results, it can be highlighted that besides offering information management, medical libraries offer new services, while assuming new roles and responsibilities by drawing on evidence-based medicine and technological developments.

P78 MedEd Collaborative: a new research collaborative to promote medical education research

IntroductionIn response to the disruption to medical education caused by COVID-19, there is a need for wide-scale robust medical education research and the generation of research capacity for the future. Trainee research collaboratives have demonstrated they can nurture the research skills of students and trainees while delivering high quality research outputs. However, we have been unable to identify a permanent medical education research collaborative for trainees and students.MethodsWe started the MedEd Collaborative in September 2020 to fill this gap, consisting of a trainee- and student-led medical education research collaborative supported by senior medical education experts and clinicians.ResultsOur vision is to increase engagement of students and trainees in high-quality medical education research that informs practice. The MedEd Collaborative will engage students and trainees in medical education research by completing at least one national multicentre study per year, the first being the COVID Ready 2 study. This is a national cross-sectional survey of the educational impact of medical student volunteering during the COVID-19 pandemic.ConclusionsWe anticipate the MedEd collaborative will: increase exposure to medical education research, thereby increasing the number of medical students and trainees aiming to pursue an academic medical education career; provide training in medical education research methodologies, such as qualitative analysis; improve the quality of medical education research outputs from students and trainees; encourage collaboration between medical schools and deaneries; and provide support to other trainee research collaboratives that aim to explore education research in their own specialties.

A92 PREVIOUS VIRTUAL CONSULTATION EXPERIENCE IS RELATED TO PRECEPTOR’S WILLINGNESS TO INVOLVE TRAINEES IN VIRTUAL CARE DURING THE COVID-19 PANDEMIC

BackgroundThe COVID-19 pandemic has accelerated the need for healthcare service reform in order to reduce the risk of transmission of SARS-CoV-2 infection between patients, healthcare providers and medical trainees. Gastroenterologists have been challenged to adopt to virtual consultations and accommodate medical trainees in their virtual clinics.AimsTo assess the impact of virtual care on medical education during the COVID-19 pandemicMethodsA REDCap survey was disseminated among gastroenterology providers via email. The subsection of the survey on medical education consisted of 4 questions pertaining to inclusion of trainees in virtual clinics, type of virtual clinic, observation method and an open-ended question for additional comments. Quantitative data was analyzed using IBM SPSS Statistics 27 and qualitative theme analysis was applied for short answer responses.ResultsOf the 24 respondents that completed the survey, only 6 (25%) had trainees involved in their clinics (Table 1). The type of clinic consultations conducted were telephone only (50%), a combination of telephone, video and hospital-base telehealth (33.3%) and hospital-based telehealth only (16.7%). There was an equal split between direct and indirect observations. Preceptors that had previous experience with virtual consultation prior to the pandemic, were more likely to include trainees in their virtual clinics (66.6% vs 33.4%; Fisher’s exact test, p=0.033). For preceptors who included trainees in their virtual clinics, their overall satisfaction averaged 0.51 points lower (95% CI: 0.19–0.84, p=0.004). Concerns identified were lack of trainee engagement, adequate remuneration for healthcare providers, and lack of training for trainee and preceptors on how to navigate virtual platforms.ConclusionsThis survey demonstrates that gastroenterologists with previous experience with virtual clinics are more likely to accommodate trainees in their virtual clinics. However, involving trainees seem to reduce preceptor’s satisfaction with virtual clinic. Our findings suggest that there is a need to provide telemedicine training for both educators and trainees, in order to alleviate concerns and promote its adoption as organizations seek to continue to provide high-quality medical education while providing virtual care.Funding AgenciesNone

The Role of Virtual Reality Technology in Medical Education in the Context of Emerging Medical Discipline

According to Healthy China, a national strategy of the Government of China, new requirements were put forward for high-quality medical education, high-level surgical research, and precise clinical diagnosis and treatment. In the context of Emerging Medical Discipline, a strategic blueprint of medical education in China, this paper reviews the concept and core value of virtual reality (VR) and its significant role in the medical industry. On that basis, we explore the role of VR technology in medical training against the background of Emerging Medicine Discipline. Furthermore, typical cases are presented to help analyze and illustrate in detail the important role of VR technology in the teaching and training of stomatological and clinical procedures, skills assessment, online self-directed training, and clinical thinking skills training. We herein summarize useful information from past experience so as to help build innovative models of medical education in the context of Emerging Medical Discipline.

Development of a medical education podcast in obstetrics and gynecology.

Implication StatementPodcasts are used in medical education to supplement conventional teaching methods such as lectures and reading. We identified a lack of Canadian medical education podcasts covering obstetrics and gynecology (Ob/Gyn) content and created a podcast specific for Canadian medical students and residents. The podcast called “OB-G in YEG” is freely available and currently has fourteen episodes that cover common topics in Ob/Gyn. We describe the process for creating a high-quality medical education resource that is widely accessible to learners that readers may be able to replicate in their own discipline.

Evaluation of the Institutional Educational Environment by using the Dundee Ready Educational Environment Measure.

Background:Evaluation of the educational climate has been highlighted as key to the delivery of high-quality medical education. Health educators across places and educational settings have widely used the Dundee Ready Educational Environment Measure (DREEM) to appraise their institutions' educational climate.Objectives:The aim is to assess the educational environment of our Institution and to find the association with the related variables.Methodology:Institution-based cross-sectional study was conducted using the DREEM questionnaire enrolling 527 MBBS undergraduate students.Results:An inclination toward a positive environment was found in our institution, which has statistical significant association with the phase of training of the students.Conclusion:Positive educational environment was found in our institution. This suggests reinforcement of positive practices and scope for improvement in certain other areas.