Importance Of Medical Education Research Articles

Medical students’ perceptions of an artificial intelligence (AI) assisted diagnosing program

As artificial intelligence (AI) assisted diagnosing systems become accessible and user-friendly, evaluating how first-year medical students perceive such systems holds substantial importance in medical education. This study aimed to assess medical students’ perceptions of an AI-assisted diagnostic tool known as ‘Glass AI.’ Data was collected from first year medical students enrolled in a 1.5-week Cell Physiology pre-clerkship unit. Students voluntarily participated in an activity that involved implementation of Glass AI to solve a clinical case. A questionnaire was designed using 3 domains: 1) immediate experience with Glass AI, 2) potential for Glass AI utilization in medical education, and 3) student deliberations of AI-assisted diagnostic systems for future healthcare environments. 73/202 (36.10%) of students completed the survey. 96% of the participants noted that Glass AI increased confidence in the diagnosis, 43% thought Glass AI lacked sufficient explanation, and 68% expressed risk concerns for the physician workforce. Students expressed future positive outlooks involving AI-assisted diagnosing systems in healthcare, provided strict regulations, are set to protect patient privacy and safety, address legal liability, remove system biases, and improve quality of patient care. In conclusion, first year medical students are aware that AI will play a role in their careers as students and future physicians.

Perception of First-Year Medical Students Towards Cadaveric Oath.

Cadaveric oath-taking is a special way of expressing respect and gratitude to the donors and their families of medical students. The cadaveric oath-taking ceremony was organized for the first time in our medical college. Our study was carried out with the aim of understanding the perceptions of the students after the oath-taking ceremony. This is a descriptive cross-sectional study conducted in the Department of Anatomy among first-year medical students of a medical college. The total sample size was 100. Data was collected using a pre-structured questionnaire among a group of students who took part in a cadaveric oath-taking ceremony, conducted for the first time in the medical college. Sixty-eight percent of the respondents strongly agreed that cadaveric oath is important in anatomy learning. Eighty-four percent of respondents fully agree with the fact that cadavers are silent mentors. About 88.00% of respondents strongly agreed that they should be thankful to the family members for the noble gesture of body donation. Ninety-five percent of respondents strongly feel that cadavers should be treated with respect, compassion, care, and dignity. The cadaveric oath-taking ceremony holds significant importance in medical education, providing a unique opportunity and avenue to pay tribute to donors and acknowledge their generous contributions. Our study strongly supports integrating the cadaveric oath ceremony at the start of anatomy dissection, fostering ethical principles among aspiring doctors, and honoring the invisible guides in the field of medical education.

The impact of journal clubs on postgraduate medical education in China

PurposeJournal clubs hold significant importance in medical education, with numerous studies highlighting their contributions worldwide. However, studies specifically examining their role in China, particularly among Chinese medical postgraduates categorized into academic and clinical types, remain scarce. This research aims to investigate the participation, performance, and benefits of journal clubs, and explore the influence of student type and study phase on these aspects.MethodA survey encompassing demographic information, participation rates, performance evaluations, and perceived improvements was distributed to postgraduates at Tongji Medical College of Huazhong University of Science and Technology. A total of 232 completed questionnaires were included for further analysis. Statistical analysis employed the Mann–Whitney U test and Gamma tests, with statistical significance set at p-value < 0.05.ResultsOverall participation and performance in journal clubs among Chinese medical postgraduates were comparable to global findings. Notably, academic postgraduates exhibited higher levels of attendance rate and gained more research assistance than clinical postgraduates, while their performance levels were similar. When considering the study phase, a downward trend in academic postgraduates' attendance rate and listening attitude and an upward trend in clinical postgraduates' participation were observed with the seniority phase. Additionally, presentation comments, post-presentation progress, and research assistance showed improvements over time for both student types.ConclusionsThis study reveals academic postgraduates' fatigue, contrasting with clinical postgraduates' enthusiasm, and underscores academic postgraduates' superior research assistance. To address these findings, we recommend supporting and encouraging scientific research training for clinical postgraduates, aiding academic postgraduates in better time management and reducing non-essential responsibilities, and implementing critical appraisal skill education.

Diagnostic branched tree as an assessment and feedback tool in undergraduate pharmacology education

BackgroundMultiple-choice, true-false, completion, matching, oral presentation type questions have been used as an evaluation criterion in medical education for many years. Although not as old as other question types, performance evaluation and portfolio-like assessment types, can be called alternative evaluation, have been used for a considerable time. While summative assessment maintains its importance in medical education, the value of formative assessment is gradually increasing. In this research, the use of Diagnostic Branched Tree (DBT), which is used both as a diagnostic and feedback tool, in pharmacology education was examined.MethodsThe study was conducted on 165 students (112 DBT, 53 non-DBT) on the 3rd year of undergraduate medical education. 16 DBTs prepared by the researchers were used as data collection tool. Year 3 first committee was elected for implementation. DBTs were prepared according to the pharmacology learning objectives within the committee. Descriptive statistics, correlation and comparison analyzes were used in the analysis of the data.ResultsDBTs with the most wrong exits are DBTs entitled phase studies, metabolism, types of antagonism, dose-response relationship, affinity and intrinsic activity, G-protein coupled receptors, receptor types, penicillins and cephalosporins. When each question in the DBTs is examined separately, it is seen that most of the students could not answer the questions correctly regarding phase studies, drugs that cause cytochrome enzyme inhibition, elimination kinetics, chemical antagonism definition, gradual and quantal dose response curves, intrinsic activity and inverse agonist definitions, important characteristics of endogenous ligands, changes in the cell as a result of G-protein activation, ionotropic receptor examples, mechanism of action of beta-lactamase inhibitors, excretion mechanism of penicillins, differences of cephalosporins according to generations. As a result of the correlation analysis, the correlation value calculated between the DBT total score and the pharmacology total score in the committee exam. The comparisons showed that the average score of the pharmacology questions in the committee exam of the students who participated in the DBT activity was higher than the students who did not participate.ConclusionsThe study concluded that DBTs are a candidate for an effective diagnostic and feedback tool. Although this result was supported by research at different educational levels, support could not be shown in medical education due to the lack of DBT research in medical education. Future research on DBTs in medical education may strengthen or refute our research results. In our study, receiving feedback with DBT had a positive effect on the success of the pharmacology education.

3D modelling for realistic training and learning

Abstract Objectives Three-dimensional (3D) reconstruction and modelling techniques based on computer vision have shown significant progress in recent years. Patient-specific models, which are derived from the imaging data set and are anatomically consistent with each other, are important for the development of knowledge and skills. The purpose of this article is to share information about three-dimensional (3D) reconstruction and modelling techniques and its importance in medical education. Methods As 3D printing technology develops and costs are lower, adaptation to the original model will increase, thus making models suitable for the anatomical structure and texture. 3D printing has emerged as an innovative way to help surgeons implement more complex procedures. Results Recent studies have shown that 3D modelling is a powerful tool for pre-operative planning, proofing, and decision-making. 3D models have excellent potential for alternative interventions and surgical training on both normal and pathological anatomy. 3D printing is an attractive, powerful and versatile technology. Conclusions Patient-specific models can improve performance and improve learning faster, while improving the knowledge, management and confidence of trainees, whatever their area of expertise. Physical interaction with models has proven to be the key to gaining the necessary motor skills for surgical intervention.

Emotional Involvement and Attitude of First Year Medical Students towards Cadaveric Dissection: A Study from Andhra Pradesh, India

Introduction: Teaching anatomy in medical colleges has been conventionally based on use of human cadaveric specimens, either whole body specimens for dissection or individual specimens. Cadavers are to be held in high esteem and regarded as the first teacher of a medical student as cadaveric dissection allows students to grasp the three dimensional anatomy and skill development. Aim: To know the physical and psychological effects experienced by students while doing cadaveric dissection and also to know the attitude of the medical students towards dissection in learning anatomy. Materials and Methods: A descriptive cross-sectional study was conducted among the 181 first year medical students in a Government Medical College, Andhra Pradesh, India, during the month of May 2021. The study was undertaken after two months of cadaveric dissection classes and the responses were the cumulative subjective effect of all the classes. Data was collected using a predesigned, prestructured and pretested questionnaire, entered in MS Excel and descriptive statistics like simple frequencies, percentages were used. Chi-square test was used to statistically analyse the data. Results: Total 181 students participated in this study (out of 250 first year medical students). Nearly, 88% of the students were older than 18 years of age. Nearly, 2/3rd of the students were females (65.7%). Out of 181 participants, 152 (84%) experienced psychological symptoms while doing dissection. Out of 152 students, who experienced psychological symptoms, 40.8% experienced excitement followed by anxiety 22.4%, fear 17.8% stress 16.4%. Among those who experienced excitement nearly 70% were females. Sweating was the most common physical symptom experienced by the participants. Among the study participants 98.3% students had sense of gratitude to people who donated their body and 96.1% had sympathy and respect for the cadaver. A 20.4% want to donate body for dissection. While assessing the attitude, 97.2% students agreed that cadaveric dissection is important in the curriculum, 97% agreed that dissection is required for understanding the structure of human body. Conclusion: Student-cadaver encounter is of paramount importance in medical education. Computer assisted and multimedia methods should be complementary but not a substitute to dissection. Introducing cadaver oath has resulted in students reflecting about organ donation and body donation, showing respect to the dead body.

Learning out of the box: Fostering intellectual curiosity and learning skills among the medical students through gamification.

BACKGROUND:Gamification involving application of elements of game play that provides unique opportunities to learners to sail through complex medical concepts is gaining importance in medical education. The current study was aimed at assessing the perception of medical students regarding checkerboard game in enhancing learning process.MATERIALS AND METHODS:The present prospective cross-sectional study was conducted at the microbiology department. The fifth-year medical students of the academic year 2018–19 were the participants. Pre- and post-test scores and self-administered questionnaire regarding effectiveness of the checkerboard game-based learning were used as assessing tools. The data were collected, tabulated, and statistically analyzed using SPSS version 20. The pre- and post-test scores of students were statistically analyzed using paired t test. A descriptive analysis on the 3-point Likert scale of effectiveness survey was measured and expressed in percentages.RESULTS:In total, 124 fifth-year medical students participated in the study. Majority (89.5%) of them liked the game, nearly 86% opined that game was enjoyable and created interest. Approximately 88% indicated game helped them to understand the topic, enhanced learning, and thus improved the knowledge. Most students (79%) also believed that game encouraged critical thinking and problem solving, while 75% felt that it improved their communication skills. Around 70% felt that game was also useful for exam preparation and nearly 90% recommended to use the game more frequently.CONCLUSION:From the results of the study, it can be concluded that checkerboard game-based learning method is effective in fostering learning process and cognition of medical students in the microbiology course.

Atitude perante a morte e opinião de estudantes de Medicina acerca da formação no tema

Abstract: Introduction: Currently, most people are inserted in a sociohistorical context of denial of death, including physicians who deal with dying daily who consider themselves unprepared in the face of the death of a patient. The discomfort of these professionals in the face of the death process is due in part to the lack of the training that occurred during graduation. Objective: This study aimed to analyze the opinion of medical students at the Faculdade Pernambucana de Saúde (FPS) about teaching and perceptions on death and dying during graduation, verify the importance in medical education and describe this approach through the students’ perspective. It is also objective to find aspects that influence the belief of undergraduates about the theme. Method: This is an exploratory cross-sectional study with quantitative method, conducted between August 2020 and July 2021. Data collection was carried out through online questionnaires, with a sample of 365 subjects, after acceptance and marking on the free and informed consent form, sent to students by e-mail. For analysis, epi-info software was used using relative and absolute frequencies to describe qualitative variables and position and dispersion measures to describe quantitative variables. The chi-square test was used to verify the chi-square test, considering a significance level of 5%. The study followed all the precepts of Resolution nº 510/2016 of the National Council of Ethics in Research and received approval from the ethics committee of the college under opinion number 4,228,016. Result: Most students associate anguish, fear, and sadness with the process of death and agree that the discussion of this process in graduation impacts on the practice of medicine and on the psychosocial well-being of the physician. The students agree that the approach to the death process happened in rare moments during graduation and consider it necessary to include more disciplines that address it. Conclusion: The discussion about the process of death and dying process during medical graduation is necessary, and the insertion of modules that approach it is recommended in the medical course of FPS to contribute to the students’ understanding of this process and in the psychological preparation of these students to deal with death in the exercise of the profession.

The Pandemic Leadership Model: A Study of Medical Student Values During COVID-19

Background: Leadership training is of growing importance in medical education. The COVID-19 pandemic provides unique insight into the qualities and characteristics medical students value in leaders. Little standard information exists regarding best practices, competency-based leadership models or frameworks to guide leadership program development in undergraduate medical education. This study aims to determine what students value in leadership during a pandemic and what implicit leadership framework students use in order to inform medical education curricula.&#x0D; Methods: We developed a survey instrument aimed to uncover student perceptions of effective and ineffective leadership qualities and examples, both during the current COVID-19 pandemic and during crises in general.&#x0D; Results: Students identified the overarching themes of Communication, Other-Orientation, Personal Characteristics, Decisive Action, and Use of Information. These five themes were then built into the model of Pandemic Leadership within the context of complexity leadership theory and collective leadership theory. &#x0D; Conclusion: This study is unique in its focus on student perceptions of leadership qualities both in general, and during a time of challenge that can serve as a real-world laboratory for leadership. We hope that this information, along with the pandemic leadership model, can serve as the first step to useful and relevant leadership training programs in undergraduate medical education.

An alternative educational method: Computer-based simulation program for advanced cardiac life support education

Background/Aim: Technology is gaining importance in medical education, along with distance learning and technology-enhanced learning systems. In certain conditions, such as the Covid-19 outbreak, adapting technology to our medical education is essential. Computer-based simulation is one of those technologies that can be used in medical education. We aimed to measure the contribution of computer-based simulation to students’ knowledge of cardiac rhythms in the advanced cardiac life support (ACLS) curriculum, compared to the classic educational method. Methods: Interns (6th-grade medical students) were included in this observational study and divided into a study group and a control group. Both groups received a 2.5-hour-long ACLS rhythms lecture. Afterward, case studies were completed with a computer-based simulation program in the study group and with the classical didactic method in the control group. The participants took a multiple-choice test to measure the level of knowledge before (pre-test) and 4 weeks after (post-test) the training. “ACLS Simulator 2016” licensed program was used. Results: A total number of 80 medical students were included in the study. There were 35 (43.75%) males and 45 (56.25%) females, with a mean age of 23.7 (1.1) years. The mean number of correct answers in the pre-training test was 12.6 (3.2), and similar between the two groups (P=0.131), but significantly increased to 15.7 (3.3) (P<0.001) after the training. In the post-training test, the study and the control groups answered 16.0 (3.6) and 15.5 (3.1) questions correctly, respectively (P=0.477). Conclusion: Adapting a computer-based simulation program improves students’ level of knowledge. Case scenario training with a computer-based simulation is as effective as the classical method.

TEAM BASED LEARNING AS AN EFFECTIVE INTERACTIVE TEACHING TOOL- A CROSS SECTIONAL COMPARATIVE STUDY

Background &amp; objectives: Traditional teaching is passive and also lacks feedback to the students. Active learning methods have gained importance in medical education. Team Based Learning (TBL) promotes active learning among the students, with limited faculty. The objectives of the study were to compare TBL with Traditional teaching method and obtain feedback regarding TBL sessions from the students. Materials and Methods: Fifth semester students were divided into two groups- Students in A group were included in the TBL session, and those in B group in the traditional tutorial group. An assessment was conducted for both the groups at the end. Feedback was also taken from the students participating in TBL. Results: Mean score for TBL group was signicantly high compared to the traditional tutorial group. Most students opined that TBL promoted active participation and cooperative learning in the students. Many students felt that the session was stressful. Interpretation &amp; Conclusions: TBL is an active and effective interactive teaching-learning method, which encourages students to work cooperatively.

Knowledge, awareness, and attitude of medical students concerning genetics and premarital screening

Objectives: The objectives of the study are to evaluate the medical students' knowledge, awareness, and attitude of genetics and genetic testing in general and premarital screening (PMS) in particular. Materials and Methods: An online predesigned, validated, and self-administered questionnaire was dispensed to all medical students of our university. This included questions regarding sociodemographic data, genetics, genetic testing, and PMS. Results: A total of 302 students responded to the survey with a mean age of 21.68 ± 2.32 (standard deviation) of which 38.7% were males and 61.3% were females. 51 (16.9%) students were from Phase I, 124 (41.1%) from Phase II, 127 (42.1%) from Phase III of College of Medicine KSAU-HS, Jeddah Campus. 224 (74.2%) of the participants had no direct relationship between the parents and 23 (7.6%) had personal history of hereditary disease. About 86.1% of students knew that genetic counseling is available in the Kingdom and 83.4% were familiar with PMS. Majority of students (female = 83.2%; male = 84.6%) did perceive that consanguinity can increase the chance of hereditary diseases. Overwhelming majority (female = 94.1%; male = 85.4%) agreed to make PMS obligatory before marriage, 87.4% of which were Phase III students. However, only a minority of students disagreed with marriage to be allowed even if the result of PMS came incompatible and most agreed to carrying out PMS which contrasts what others have reported. Conclusions: Majority of students had a positive attitude toward PMS, much higher than previously reported, thereby reflecting upon the importance of medical education as a lynchpin between the knowledge and practice.

Autonomy-Supportive Teaching in Medicine: From Motivational Theory to Educational Practice.

This article was migrated. The article was marked as recommended. Introduction: Promoting intrinsic motivation in medical learners is key for maximizing their engagement, performance, and well-being. Accordingly, methods of teaching and giving feedback focused on enhancing intrinsic motivation (i.e. autonomy-supportive approaches) are becoming increasingly recognized in medical education. However, these methods seem to be limited by a lack of understanding around what autonomy-support means and how to put it into practice. Approach: Grounded in Self-Determination Theory (SDT), this article defines autonomy-supportive versus controlling teaching, provides a rationale for its importance in medical education, addresses common misconceptions and potential challenges surrounding autonomy-supportive teaching in medicine, and outlines specific examples of ways to engage in it, in both clinical and non-clinical settings. Conclusion: Overall, this paper highlights how simple, flexible, and beneficial it can be to utilize an autonomy-supportive style in one's day-to-day interactions with medical learners, to stimulate their intrinsic motivation.These strategies can be applied in practically any setting and at all levels in medical education, through regular practice and reflection.

Integration in Medical Education

The term integration has gained importance in Medical education over the last two decade, and is believed to facilitate knowledge, that is more meaningful to clinical practice. A move towards integration in medical education is likely to reduce fragmentation of the medical course and motivate students towards better learning, It aims to improve medical education by bridging the traditional barrier between basic and clinician sciences. Integration is one of the major changes incorporated in the new competency based curriculum for undergraduate medical program in India. There are associated changes in the assessment system too in relation to integration. However, the concept of integration/integrated curriculum lacks significant clarity as how to implement it in medical institutions with added paucity of literature on this important topic. Integrated teaching is the integration of the concepts wherein various subject-based knowledge or aspects of one theme or topic are assimilated to provide the holistic approach. Our review focusses on the need for integration with comparative analysis of the two most important models of integration (Fogarty and Harden) which are being followed, delving on their common features for simplifying this complex topic as well as for better understanding of the concept. We have also proposed six steps for implementation of integration. We conclude that the proposed change from conventional to new integrated curriculum requires robust planning and coordination amongst the various stakeholders in medical institutions.

Mentoring Residents Underrepresented in Medicine: Strategies to Ensure Success

To provide a framework for effective mentorship of residents underrepresented in medicine (UIM) situated in the context of their experiences in healthcare teams. A perspective summarizing the important elements for the effective mentorship of UIM residents. Mentorship of trainees is of profound importance in medical education as it provides tangible benefits for professional and personal development. However, given their unique experiences and position in our teams as well as the larger healthcare construct, the mentorship of UIM residents requires special consideration and focus. Implementing programs that foster diversity, cross-cultural mentorship, and sponsorship are imperative.

COVID-19パンデミック下の地域研修生の受け入れにおける省察 : 医学教育学の重要性

COVID-19パンデミック下の地域研修生の受け入れにおける省察 : 医学教育学の重要性

Conflict between clinician teachers and their students: the clinician perspective.

The relationship between clinician teachers and their students is of major importance in medical education. However, there is little known about the effects on clinicians when conflict occurs with their students. What do clinicians perceive to be major causes of these conflicts? How do they react when and after conflict occurs? A phenomenological inquiry exploring the lived experience of 12 clinician teachers in medical schools was performed. The clinicians were selected using purposeful sampling and snowballing techniques. The interviews revolved around discussions based on episodes of conflict with medical students that the clinicians considered significant. The analysis and emergent themes were partially constructed around and informed by theories of conflict, and conflict management. A number of themes emerged from this study. Clinicians experienced that significant psychological and behavioural problems of students had a dominant impact on the likelihood and severity of conflict; these conflicts had a significant emotional impact on clinicians; though the responses to conflict varied, "avoidance" was a mechanism commonly used by clinicians and thus the assessment of attitudinal and behavioural professional issues in the workplace was problematic. This study shows how the clinician perspective to challenging student/clinician encounters impacts on the quality of education they are able to provide. We recommend medical schools consider these issues when designing their programs in order to develop and maintain clinician-teacher engagement and participation.

Case-Based Group Learning Using Concept Maps to Achieve Multiple Educational Objectives and Behavioral Outcomes.

Knowledge integration is an important aspect of education. In clinical education, there is an emphasis on the integration of basic medical science with clinical practice to provide a higher order of comprehension for future physicians. Also of importance in medical education is the promotion and development of professional behaviors (i.e., teamwork and interpersonal professional behavior). We set out to design and implement a weekly, 2 hour educational active learning activity for first-year preclinical medical students to foster knowledge integration and to promote professional development. As part of our case-based curriculum, we used a small-group active-learning approach involving 3 stages: concept mapping, student peer-review, and student group evaluation. Specific learning objectives and behavioral outcomes were designed to focus the learning activities. Rubrics were designed to (1) assess learners’ group generated concept maps, (2) determine effective student peer review, and (3) appropriate evaluation of group dynamics. In addition to assessment data from the rubrics, course evaluations from participating students were collected. Analysis of rubric assessments and student evaluation data confirmed that there was significant statistical achievement in critical thinking and teamwork among students. Furthermore, when analyzing concept mapping scores between the first and last case, the data displayed significant statistical improvement supporting that student groups were further integrating basic science and clinical concepts. Our concept map-based active-learning approach achieved our designated objectives and outcomes.

Patient Perception of Medical Learners and Medical Education during Clinical Consultation at a Family Medicine Residency

Experience in treating patients under supervision of faculty is an important factor in medical education at all levels. However, unpleasant patient experiences with a medical learner during clinical consultation can damage the relationship between the medical learner, physician supervisor, and patient. A goal of this study was to examine patient experiences and preferences regarding medical learners during clinical consultation at a family medicine residency clinic. Another goal was to determine factors relating to patients' experiences and preferences regarding medical learners. This cross-sectional study relied on patients completing a survey designed from extant questionnaires to measure patients' experiences and preferences relating to interactions with medical learners at a family medicine clinic. Data were collected from 216 patients between December 2016 and August 2017. We correlated patients' feelings, overall experiences with medical learners and the importance of medical education. There was a 93% participation rate. The patients rated their overall experiences with medical learners as 3.8 on a 5-point scale, suggesting positive experiences. Eighty-eight percent prefer not more than three medical learners to be involved in their care during clinical consultation. Patients' overall experiences with medical learners participating in medical care correlated with their preferences regarding medical learners' involvement in their treatment (r[209] = .524; p = 0.01). Patients' perception of medical learners participating in medical care correlated with the importance of medical education (r[209] = .878; p = 0.01). The results showed that most patients have positive experiences with medical learners and are generally in favor of medical education.

Update on the Importance of Medical Education in the Changing Field of Pain Medicine

Update on the Importance of Medical Education in the Changing Field of Pain Medicine