Innovation In Medical Education Research Articles

Medical students‘ leadership competence in health care: development of a self-assessment scale

BackgroundMedical leadership plays an increasing role already in early career stages. Undergraduate medical students in the transition to postgraduate education feel not well prepared for their leadership roles. While leadership curricula have been developed, instruments for students’ self-assessment of leadership competences as part of their professional development are still missing. The aim of our study was to develop a self-assessment scale for undergraduate medical students’ leadership competences.MethodsThe medical leadership competence scale (MeLeCoS) for undergraduate medical students was developed in twelve steps. For item generation, we employed the Medical Leadership Competence Framework (MLCF), which is also used as a framework for many leadership curricula and includes five leadership domains for three fields of education: undergraduate education, postgraduate education, and continuing practice. In a pretest, 67 items were tested with n = 88 undergraduate medical students. For content validation we performed group discussions with a total of 17 students. After item reduction a test-version with 45 items and a 5-point Likert scale (1: ‘never’, 2: ‘rarely’, 3: ‘sometimes’, 4: ‘often’, 5: ‘always’) was used in a test-sample of final-year students (n = 129). Descriptive statistics and factor analyses were performed.ResultsThe final version of the MeLeCoS includes 37 items and the scale’s Cronbach’s alpha was 0.87. Six factors could be identified and two of them, respectively, represent leadership aspects from the following three areas: (1) the medical students themselves, (2) the interrelation of the medical students with a healthcare organisation regarding general management and improvement, and (3) general leadership aspects of medical students within undergraduate medical studies and the healthcare system. The overall mean of the MeLeCoS was 3.50 ± 0.39. Factor 2 (‘Demonstrating responsible behaviour and shaping relations’) reached the highest mean (4,36 ± 0.37) and factor 5 (‘Promoting improvement and innovation in undergraduate medical education’ the lowest (1.91 ± 0.87).ConclusionsThe medical leadership competence self-assessment scale (MeLeCoS) is a reliable instrument for undergraduate medical students’ self-assessment of leadership competence with good content validity. It could be used for students’ self-reflection on leadership competences in addition to rater-based assessments in leadership curricula and for longitudinal development of students’ professional identity.

Augmented reality visualization for ultrasound-guided interventions: a pilot randomized crossover trial to assess trainee performance and cognitive load

BackgroundAugmented reality (AR) technology involving head-mounted displays (HMD) represents a significant innovation in medical education, particularly for training in guided invasive procedures. Novice physicians often face challenges in simultaneously identifying anatomical landmarks and performing procedures when learning point-of-care ultrasound (POCUS). Our primary objective was to determine the effectiveness of AR in enhancing physician training for ultrasound-guided interventions using AR visual overlays. The secondary objective was to compare cognitive load between traditional ultrasound training settings and AR-assisted training settings.MethodsThis randomized crossover study, conducted from 2021 to 2022, compared performance and cognitive load of trainees attempting accurate central venous catheter (CVC) placement using an AR-HMD to display ultrasound images (AR-US), compared with standard ultrasound without visual overlay (S-US). We enrolled 47 trainees, including 22 final-year undergraduate medical students and 25 postgraduate physicians (years 1–4) from three hospitals in Taiwan. All participants had basic training in US-guided CVC placement but lacked AR-US experience. Performance and cognitive load were assessed using time measurements and NASA Task Load Index (NASA-TLX), covering the dimensions of Mental-, Physical- and Temporal Demand, and Performance, Effort and Frustration.ResultsWe found AR technology reduced the time required for critical steps in CVC placement, while minimizing users’ neck strain. Female and junior trainees using AR-US identified anatomy and localized veins faster than those using S-US. Using AR-US, female trainees significantly outperformed males in anatomical identification [mean difference (MD): -10.79 s (95% CI: -2.37 to -19.21)]. The NASA-TLX cognitive load assessment showed mental workload trending lower in all dimensions except performance while using AR-US, compared to S-US. Similarly, junior trainees’ effort- and frustration scores were lower [MD: -2.73 (95% CI: -5.04 to -0.41) and -2.41 (95% CI: -4.51 to -0.31), respectively], as were female trainees’ effort scores [MD: -3.07 (95% CI: -6.10 to -0.03)] when using AR-US, compared to S-US, whereby these differences were statistically significant.ConclusionsAR technology helped improve trainee performance and reduced cognitive load during ultrasound-guided CVC placement. These findings support the application of AR technology to enhance physician training in ultrasound-guided interventional procedures, suggesting that AR-HMDs could be a valuable tool in medical education.Trial registrationThe trial was registered with Clinicaltrials.gov on 20/09/2023 as a clinical trial, under the identifier NCT 06055400.

"CARBGAME" (CARd & Board GAmes in Medical Education) as an innovative gamification tool for learning clinical enzymology in biochemistry for first year medical students.

Gamification is emerging as an active learning innovation in medical education to enhance student engagement and promote life-long learning in a unique and collaborative environment. Clinical enzymology in biochemistry is one of the core topics in the medical curriculum. However, students face challenges in comprehension and retention of information. Hence, CARd & Board GAmes in Medical Education (CARBGAME)was introduced and evaluated for its effectiveness in enhancing learning, application, and retention of knowledge in clinical enzymology via gamification context. This mixed-method study involved 150 first-year undergraduate medical students. Before the game, students completed a pre-test in clinical enzymology. Later they were divided into 25 small groups to compete in the board game designed for enzymology in biochemistry. The students took turns throwing the dice and answering the questions on the game board to continue moving forward. The first team to reach 100 and solve the case-based question was deemed the winner. Following the board game, the students took up the post-test to compare the educational impact of the innovation. Also, the subsequent internal assessment scores were compared with previous batch who were not implemented with this intervention. Then students evaluated the effectiveness of CARBGAME-Clinical Enzymology using a 32-item questionnaire on 5-point Likert scale. The feedback obtained on a 10-point rating scale and for qualitative analysis, students' and faculty perceptions were recorded in small groups. CARBGAME received overwhelmingly positive feedback from both students and faculty. It was perceived well by students for being fun, relevant, consistent, motivating, collaborative, and promoting experiential learning. The game's low-stakes approach, effective feedback, and sense of accomplishment were highly appreciated, making it a valuable tool for education. A significant improvement in knowledge was recorded, from a mean score of 8.37 ± 1.126 on a 20-point scoring scale before the game to 16.53 ± 1.219 after with a p-value of 0.0001. The comparison of the internal assessment scores between the intervention and non-intervention group of students also showed a significant improvement among those implemented with CARBGAME (p < 0.0001). The CARBGAME innovation has achieved the intended outcome of promoting active learning and enhanced performance in clinical enzymology. Highly positive responses from faculty and students also indicate the exigent need to introduce innovative components like games into curricula to achieve student engagement and promote a meaningful learning experience.

Evaluation of case based simulation teaching to improve the Family Medicine residents urgent care management skills at a teaching hospital.

Simulation based teaching is effective strategy to allow trainees to acquire skills, develop clinical judgment and to become competent in order to manage the patients in a safe environment. The Case-based simulation improves the assessment and management skills of the trainees to prepare them as a competent physician. Evaluation of case based simulation teaching to improve the Family Medicine residents urgent care management skills at a teaching hospital. An Interventional study (Pre and post design) was conducted on the residents of the Family Medicine department of the Aga Khan University hospital Karachi. After getting their consent, pre intervention Objectively structured clinical examination (OSCE) was conducted at the Center for Innovation in medical education, AKUH. The scenarios were based on urgent care problems presenting in the Family Medicine setting. It was followed by the case based simulation teaching intervention by the facilitators and debriefing. The post intervention OSCE was conducted in order to assess the resident's performance. Statistical Analysis: The data was analyzed in Stata version15 software in two stages; descriptive and inferential. In descriptive analysis frequency and proportion were calculated for categorical variables. Median and inter quartile range were reported for continuous variable. Paired T-tests were applied to compare the pre and post test results. The resident's scores significantly improved after case based simulation in majority of the post intervention OSCE stations proving the effectiveness of the intervention. Case based simulation is an effective teaching strategy for the learning process of the Family Medicine residents regarding the urgent care management skills. It is advised to use this strategy in the teaching and learning process of other Family medicine residency programs.

Fostering Innovation in Medical Education: Addressing the Void of Entrepreneurship Education in Anesthesiology and Pain Medicine Through Incubator Clubs.

Fewer than 30% of all medical schools have programs that encourage medical design innovation or entrepreneurship at the trainee level. This is particularly evident in the fields of anesthesiology and pain medicine, where utilizing medical devices constitutes a significant part of a clinician's daily practice. To fix this gap, our institution has developed an incubator club where trainees can learn about medical devices and entrepreneurship. Our goal is to present how this can be incorporated at other institutions because these clubs are a low resource utilization investment that can teach trainees valuable skills in innovation and entrepreneurship.

Moving Accreditation Forward With Accreditation Scholarship.

Accreditation in medical education serves to create and sustain a culture of excellence in medical education endeavors. Accreditors in undergraduate medical education, graduate medical education, and continuing professional development spaces on the medical education continuum need to enhance collaboration across international boundaries to develop and implement best practices in medical education accreditation. One opportunity that exists to achieve this is the emerging field of accreditation research, and more broadly, accreditation scholarship. In this commentary, the authors, both professional members of Canadian accreditation committee secretariats (the Committee on the Accreditation of Canadian Medical Schools and the Committee on the Accreditation of Continuing Medical Education) highlight accreditation scholarship as tool to support medical education accreditation improvement, growth, and innovation.

Application of Artificial Intelligence in Health Management Education: An Emerging Tool for Enhancing Clinical Reasoning Skills

This study explores the application of artificial intelligence in health management education, focusing on its potential to enhance students' clinical reasoning skills. With the increasing complexity of medical care, developing efficient clinical reasoning skills has become more crucial. The article analyzes the current state of AI in medical education and proposes several application models, including virtual case simulations, intelligent diagnostic systems, and adaptive learning platforms. Through case studies, we demonstrate how AI enhances clinical reasoning by increasing the realism of scenario simulations, providing instant feedback, and promoting multidimensional thinking. As an emerging tool, the results indicate that AI has significant potential to enhance medical students' clinical reasoning abilities, pointing the way for future innovations in medical education. Key words: Artificial Intelligence（AI）, Health Management, Clinical Reasoning Skills

Application Progress of Teaching in the Form of Traffic Short Videos in Nursing Education

With the rapid development of the information technology era, the teaching quality requirements continue to surge, and the mode of education in colleges and universities has also carried out certain innovations. The integration of modern information technology into the teaching process and the combination of medical content has become a new hotspot for reform and innovation of medical education at home and abroad. In this paper, we will describe the application of traffic short videos as the main teaching form in nursing education in domestic and foreign studies, and the role of the application of this teaching form in the improvement of theoretical knowledge and clinical skills of nursing students, as well as the impact on the cultivation of nursing students’ professional cognition, communication skills, critical thinking, etc., with the aim of providing new perspectives for the subsequent nursing education.

Exploring 40 years of Korean medical education conference themes.

The Korean Society of Medical Education (KSME) was founded in 1983 and celebrated its 40th anniversary in 2023. This study examines the evolution of topics discussed at KSME conferences from 1971 through 2023, highlighting shifts in the focus of medical education. We analyzed 90 KSME conferences over 5 decades (1970s, 1980s, 1990s, 2000s, and 2010s), categorizing the topics into three eras based on emerging themes and continuity. Consequently, 37 topics covered at the conference were categorized. Ten topics continuously appeared from the 1970s to the 2010s, including future directions of medical education, teaching methods, faculty development, and curriculum. The topics from the 1970s to the 1990s included 14 areas, such as medical education evaluation, non-undergraduate curriculum, community-related, and research. Thirteen new topics emerged after the 2000s, such as social accountability, student support, professionalism, and quality improvements. The most common topics under innovations in medical education, a case of curriculum innovation at universities that began after 2000, were clinical clerkship, curriculum development, and medical humanities. KSME's selection of conference topics has been strategically aligned with societal needs and the evolving landscape of medical education. Future topics should continue to address relevant societal and educational challenges.

Advances in undergraduate and postgraduate education- bedside, simulation and E-learning

Clinical bedside teaching the cornerstone of medical education in the 19th century has been shaped and developed by changes in healthcare delivery and work practices. Developing skilled clinicians to work and thrive in these complex environments requires innovative and adaptive strategies. In this rapidly changing environment compounded by a shorter duration of training, there is an increasing focus on the student learner, team-based working and the development of professionalism. The continuum of medical education from undergraduate through postgraduate to continued professional development has been greatly enhanced by the adoption of new strategies and technologies. Simulation is long established in medical education and its benefits well recognised. Technological developments including Artificial Intelligence have supported and enhanced the quality of simulation in medical education. There is a broad range of simulation available with varying degrees of fidelity, as required, culminating in immersive virtual reality. The challenges for medical educators of the Covid-19 pandemic, with closure or restricted access to clinical patients, wards and classrooms, resulted in rapid restructuring of teaching programs and for many to move “on-line”. This resulted in widespread rapid adoption of technologically driven medical education, with E-learning, blended learning and innovative strategies to increase student engagement. The seismic changes in medical education necessitated by the Covid-19 pandemic coupled with the upskilling of medical educators and technological advances, should result in an exciting period of continued innovation in medical education, a second “Golden Era” and enhance medical education for many years to come.

Assessing the impact of Medical Education's Innovation & Entrepreneurship Program in China

ObjectiveA growing number of clinical undergraduates are chosen to enter institutions for higher education biotechnology and industry workforce, though most need more laboratory experience training and business practice. Innovation and Entrepreneurship Program (I&E Program) can benefit from biological experiment and commercialization training largely absent from standard clinical medical educational curricula. Our study investigates the impact and status of the I&E Program in enhancing medical students’ research and entrepreneurial abilities and provides recommendations for improving this program.MethodsA cross-sectional study was applied by delivering a questionnaire to survey medical students from Central South University who participated in the I&E Program. The questionnaire consisted of three parts: basic information, the impact of the I&E Program on medical students’ research and entrepreneurial abilities, and attitudes and recommendations regarding the I&E Program.ResultsMany students participating in the I&E Program have received competition awards and improved their academic experience, article writing, and application patents. Their research-related abilities have been enhanced, including in-lab techniques, theoretical research skills, data analysis knowledge, clinical research skills, experimental research skills, entrepreneurship, data analysis ability, teamwork, and communication. While 73.93% of students express satisfaction with the I&E Program, there are still several areas of improvement, including more robust practical components, increased support, and enhanced teamwork.ConclusionThe scale of the I&E Program is rapidly expanding to address scientific research or business skills needed by college students in the new era. However, more programs still need to be discontinued during their further study. The I&E Program significantly enhances research abilities and fosters confidence in their study. This analysis emphasizes the importance of research-oriented and interdisciplinary education for students’ holistic development in medical schools compared with formal medical education.

CARBGAME (CArd &amp; Board GAmes in Medical Education) — A Gamification Innovation in Physiology Education to Promote Active and Team- Based Learning

Background &amp; Objectives: Traditional physiological education predominantly relies on lecture-based teaching, which can be insuffcient for effectively engaging students and preparing them for the ever- evolving and collaborative healthcare landscape. Gamification offers a promising alternative to bridge this educational gap. Gamification is emerging as an active learning innovation in medical education to enhance student engagement and promote life-long learning in a unique and collaborative environment. The CARBGAME - CArd &amp; Board GAmes in Medical Education was introduced and evaluated for its effectiveness in enhancing the active learning, application, sharing and assessment of knowledge in teams in cardiovascular physiology via gamification context. Methods: This mixed-method study involved 150 Phase I MBBS students. Prior to the game, students completed a pre-test with 20 multiple-choice questions and were divided into 25 small groups to compete in the board game designed for Cardiovascular Physiology. The students took turns throwing the dice and answering the questions on the game board and cards to continue moving forward. The first team to reach 100 and solve the case-based question was deemed the winner. Following the Board game, the post-test was conducted to evaluate the improvement in knowledge. Then, the students evaluated the effectiveness of CARBGAME- Cardiovascular Physiology using a 33-item questionnaire on a 5-point Likert scale. The feedback regarding CARBGAME- Cardiovascular Physiology was obtained on a 10-point rating scale and for qualitative analysis, students’ and faculties’ perceptions was recorded in in-depth small group interviews. All data were collected anonymous. The continuous variables' Mean and Standard Deviation (SD) were descriptively analyzed using univariate statistics, and the T-test and Analysis of Variance (ANOVA) were used to examine the differences. The Krushkall Wallis test and the Mann-Whitney U test were used to find variations in the non-normal distribution. The statistical package used was SPSS, version 17, developed by SPSS Inc. USA for Microsoft Windows. A P value of less than 0.05 was deemed significant. Results: Most of the students were multimodal (40%) and Kinaesthetic (33%) learners. A highly significant improvement in knowledge was evident with the pre-test score of 6.5 (1.1) (Mean &amp; Standard Deviation) to 15.3 (1.7) in the post-test with a p-value less than 0.0001. CARBGAME has received exceptional positive responses from students in terms of creating fun (99%), relevant content (94.5%), consistency in rules (96.4%), less complexity (86.5%), active discovery (98.39%), motivation (96.4%), meaningful (99%) and experiential learning (97.3%), social learning (96.4%), fair time period (85.%6), sustainability (90%), effective feedback (95.5%), low stakes method (98.2%), reinforcing learning (96.4%), assessing knowledge (99%), competition (92.8%), collaborative learning (98.2%) and sense of accomplishment (96.39%). All the students and faculties have perceived and rated CARBGAME highly positively. Conclusion: The CARBGAME for cardiovascular physiology innovation has not only met pedagogical ideals but also sparked a transformation in medical education. By emphasizing individualization, feedback, active learning, motivation, social interaction, scaffolding, transfer of knowledge, and effective assessment, this dynamic approach resonates with both faculties and students. The enthusiastic responses from both faculty and students signify an imperative shift in the conventional medical curriculum. These responses highlight the exigent need to introduce innovative elements, such as educational games, to enhance student engagement and cultivate more profound and lasting learning experiences within physiology education. By demonstrating that gamified learning can be a driving force for change in physiology and medical education, this innovation paves the way for a more adaptable, engaging, and effective approach for optimising the learning experience of learners. Sources of Funding: This study did not recieve funding in any form Conflict of Interest: None to declare. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Radiological Crossroads: Navigating the Intersection of Virtual Reality and Digital Radiology through a Comprehensive Narrative Review of Reviews

The integration of Virtual Reality with radiology is the focus of this study. A narrative review has been proposed to delve into emerging themes within the integration of Virtual Reality in radiology by scrutinizing reviews gathered from PubMed and Scopus. The proposed approach was based on a standard narrative checklist and a qualification process. The selection process identified 20 review studies. Integration of Virtual Reality (VR) in radiology offers potential transformative opportunities also integrated with other emerging technologies. In medical education, VR and AR, using 3D images from radiology, can enhance learning, emphasizing the need for standardized integration. In radiology, VR combined with Artificial Intelligence (AI) and Augmented Reality (AR) shows promising prospectives to give a complimentary contribution to diagnosis, treatment planning, and education. Challenges in clinical integration and User Interface design must be addressed. Innovations in medical education, like 3D modeling and AI, has the potential to enable personalized learning, but face standardization challenges. While robotics play a minor role, advancements and potential perspectives are observed in neurosurgery and endovascular systems. Ongoing research and standardization efforts are crucial for maximizing the potential of these integrative technologies in healthcare. In conclusion, the synthesis of these findings underscores the opportunities for advancements in digital radiology and healthcare through the integration of VR. However, challenges exist, and continuous research, coupled with technological refinements, is imperative to unlock the full potential of these integrative approaches in the dynamic and evolving field of medical imaging.

The Cognitive Benefits of Virtual Reality Technology in Anatomy learning

As an innovative educational tool, virtual reality technology is gradually gaining traction in the field of medical education. This paper aims to delve into the cognitive advantages of virtual reality technology in anatomy learning. Initially, it provides an overview of development history and current status of virtual reality technology application in education. It systematically analyzes the limitations of traditional anatomy learning and the cognitive requirements for effective learning. Subsequently, building upon the exploration of the application and integration methods of virtual reality technology in anatomy learning, such as virtual anatomy laboratories and software, this paper elaborates on the cognitive advantages of virtual reality technology in anatomy learning. It discusses how virtual reality enhances spatial perception and three-dimensional comprehension, boosts student participation and interactivity, and deepens emotional engagement and memory retention. The effects and significance in practical application are further illustrated through typical case studies of virtual reality technology implementation in anatomy education both domestically and internationally. However, challenges persist in the application of virtual reality technology, including technical limitations and teaching practice difficulties. Through the research presented in this thesis, a better understanding of the role of virtual reality technology in anatomy learning can be attained, offering valuable insights for the improvement and innovation of medical education.

Reflections on integrating narrative medicine concepts into the development of pediatrics

Medicine is a continuously advancing science, characterized by the integration of multiple disciplines, ultimately focusing on the "human" aspect. Over the past half-century, there has been a global surge in efforts to reshape the humanistic spirit of medicine. Narrative medicine, a field that highly integrates medical professionalism with universal humanistic values, has developed rapidly in China from scratch over the past decade or so. This article introduces the development of narrative medicine both domestically and internationally, explains how to correctly understand the connotation of China's narrative medicine system and the significance of practicing narrative medicine. It analyzes current challenges in clinical practice, education and teaching, scientific research, doctor-patient consensus, and social recognition. Furthermore, it proposes directions for effort, namely, in the context of "greater health" and "new medical science", narrative medicine is empowered to help construct a harmonious medical narrative ecosystem, promote high-quality development in pediatrics, contribute to the innovation in medical education and talent training with humanistic strength and wisdom.

Competence By Design: a transformational national model of time-variable competency-based postgraduate medical education.

Postgraduate medical education is an essential societal enterprise that prepares highly skilled physicians for the health workforce. In recent years, PGME systems have been criticized worldwide for problems with variable graduate abilities, concerns about patient safety, and issues with teaching and assessment methods. In response, competency based medical education approaches, with an emphasis on graduate outcomes, have been proposed as the direction for 21st century health profession education. However, there are few published models of large-scale implementation of these approaches. We describe the rationale and design for a national, time-variable competency-based multi-specialty system for postgraduate medical education called Competence by Design. Fourteen innovations were bundled to create this new system, using the Van Melle Core Components of competency based medical education as the basis for the transformation. The successful execution of this transformational training system shows competency based medical education can be implemented at scale. The lessons learned in the early implementation of Competence by Design can inform competency based medical education innovation efforts across professions worldwide.

The Academic Payvider Model: Care and Coverage.

The US health care system has significant room for growth to achieve the Quintuple Aim. Reforming the relationship between payers and providers is pivotal to enhancing value-based care (VBC). The Payvider model, a joint approach to care and coverage rooted in vertical integration, is a potential solution. The authors aimed to investigate academic medical institutions adopting this model, termed Academic Payviders. All Association of American Medical Colleges (AAMC)-member allopathic medical schools were evaluated to identify programs meeting the inclusion criteria of offering both medical care and insurance coverage to patients via partnership with a payer or ownership of, or by, a payer. Twenty-five Academic Payvider systems were identified from 171 total AAMC-member programs. Most programs were founded after 2009 (n = 20), utilized a provider-dominant structural model (n = 17), and offered health plans to patients via Medicare Advantage (n = 23). Passage of the Affordable Care Act, recent trends in health care consolidation, and increased political and financial prioritization of social determinants of health (SDOH) may help to explain the rise of this care and coverage model. The Academic Payvider movement could advance academic medicine toward greater acceptance of VBC via innovations in medical education, resource stewardship in residency, and the establishment of innovative leadership positions at the administrative level.

An idea to explore: Introduction of "biochemical tales" in medical education-Learning made fun.

Innovations in medical education, including the integration of narrative-based tales, are transforming the way complex biochemical concepts are taught and understood. In this "Idea to Explore", the essence of integrating tales that personify molecules and depict biochemical processes as engaging stories to enhance student engagement, promote active learning, and improve knowledge retention is discussed. It also explores the effectiveness of scientific discovery games and traditional scientific stories in deepening students' interest in biochemistry. Highlighting the potential of narrative methods to make biochemistry more accessible and engaging, educators are encouraged to adopt creative teaching tools that promote critical thinking, problem-solving, and communication skills, thereby inspiring active participation, and lifelong learning in biochemistry.

Overcoming the paradigm of traditional teaching methodology in pharmacology monitoring: innovations in medical education driven by the pandemic

In the course of the last decades there has been a transformation of medical education, aiming to change from a traditional model centered on the teacher to active methodologies, which involve students in a participative, practical and critical way. The pandemic highlighted the importance of differentiated approaches, such as dialoged classes and the inverted classroom. While they bring benefits, they also present challenges, such as preparedness and the necessary infrastructure. Training assessment and Think-Pair-Share (TPS) methodology are also important in this context. Accordingly, the adaptation of the ative methodologies for the teaching of pharmacology is considered relevant for forming doctors prepared for the future demands. The objective of the present study was to report the experience of the monitors in the discipline of Pharmacology in the context of adaptation between the pandemic scenario with remote activities and the return to face-to-face teaching, maintaining the strategy of active methodologies and the formative evaluation, which was initially structured during the pandemic in a digital context. The discipline of Pharmacology offered to the undergraduate course in Medicine of the State University of Rio de Janeiro has therefore started to integrate medical theory and practice, involving classroom, asynchronous and clinical cases. In this way, the teachers teach the subjects and the student monitors, with the supervision of the teachers, select clinical cases based on practical experiences, and use the strategy of the TPS for discussions with small groups of students, which, afterwards, are shared with the whole group. Clinical cases are based on supporting texts, but the discussions encourage the addition of new information to widen the understanding of the discipline. In this context, the monitoring project in Pharmacology involves an active teaching approach, encouraging students to participate in clinical case discussions and broaden theoretical knowledge. This practice enriches academic skills, arouses interest in teaching and is well evaluated by students. The approach aligns with Glasser's learning pyramid, favoring knowledge retention. The use of the TPS methodology promotes collaboration and clinical reasoning and the impact has been positive, which is evidenced by student evaluations and feedback to the discipline and to the monitors. Therefore, the restructuring of the Pharmacology discipline adopted more dynamic and active teaching strategies, seeking to stimulate the active participation of students and critical reasoning. Monitoring played an important role in this approach, promoting debate, proactivity, and clinical skills. The monitoring experience has been positive, deepening the technical knowledge of the monitors and challenging them to constantly improve teaching strategies. Accordingly, the work reflects the importance of more ative, critical medical teaching that is aligned with social demands.

A Medical Education Research Library: key research topics and associated experts

ABSTRACT When clinician-educators and medical education researchers use and discuss medical education research, they can advance innovation in medical education as well as improve its quality. To facilitate the use and discussions of medical education research, we created a prefatory visual representation of key medical education research topics and associated experts. We conducted one-on-one virtual interviews with medical education journal editorial board members to identify what they perceived as key medical education research topics as well as who they associated, as experts, with each of the identified topics. We used content analysis to create categories representing key topics and noted occurrences of named experts. Twenty-one editorial board members, representing nine of the top medical education journals, participated. From the data we created a figure entitled, Medical Education Research Library. The library includes 13 research topics, with assessment as the most prevalent. It also notes recognized experts, including van der Vleuten, ten Cate, and Norman. The key medical education research topics identified and included in the library align with what others have identified as trends in the literature. Selected topics, including workplace-based learning, equity, diversity, and inclusion, physician wellbeing and burnout, and social accountability, are emerging. Once transformed into an open educational resource, clinician-educators and medical education researchers can use and contribute to the functional library. Such continuous expansion will generate better awareness and recognition of diverse perspectives. The functional library will help to innovate and improve the quality of medical education through evidence-informed practices and scholarship.