Innovation In Medical Education Research Articles

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.

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.

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.

Electives: A welcome innovation in medical education

Electives: A welcome innovation in medical education

Problem Based Learning in Medical Education: Handling Objections and Sustainable Implementation.

The introduction of problem-based learning (PBL) in 1969 is considered the greatest innovation in medical education of the past 50 years. Since then, PBL has been implemented in different educational settings across virtually all health professions. However, some PBL schools gradually faced resistance from academic staff who were more familiar with traditional teacher-centred curricula. At times this has resulted in reversion to tradition or compromise whereby PBL is implemented within a lecture-based curriculum. Resistance can also emerge in a traditional school when a PBL curriculum is being considered for implementation. One of the first signs of this erosion is doubts about PBL raised in the form of objections or criticisms. This perspective review describes eight objections raised to assert why PBL is inferior or untenable. The background to each objection is provided together with evidence-informed rebuttals derived from professional practice and the published literature. Best practices are discussed for sustainable management of a PBL-based curriculum. A well-implemented PBL curriculum with appropriate and cost-effective infrastructure, training, teaching-learning activities, and assessment will position schools to harness the full benefit of PBL in training medical and health professionals.

Lessons from innovation in medical education during the COVID-19 pandemic: student perspectives on distributed training.

Can the forced adaptation brought about by COVID-19 inform the future of clinical education? This study brings a low- and middle-income country perspective to this question. Most studies of the impact of COVID-19 on medical students' training have been conducted in high-income countries, where the infrastructure to convert to alternative virtual or COVID-19-friendly training platforms (online teaching or case discussions and skill development centres) is more established than in low- and middle-income countries. In South Africa, Stellenbosch University instead chose to move substantial components of clinical training away from the traditional city tertiary campus and into smaller district hospitals. The main objective of this study was to ascertain the perspectives of these student interns regarding the quality of their restructured training at distributed health facilities during the COVID-19 pandemic and compare the perspectives of rural-site students with those of metropolitan (metro)-site students. A cross-sectional study was conducted by REDCap survey. Quantitative data were analysed by SPSS Statistics by doing descriptive and inferential statistics. The statistical significance of associations was determined by a p-value of <0.05. Likert-scale questions were analysed as ordinal variables to determine distribution of the responses, and non-parametric Mann-Whitney tests were used to compare distributions between rural and metro groups. Qualitative questions were analysed thematically by identifying common themes. Ethical approval was obtained for the study. There were 155 respondents (62% response rate). Although 74.6% of participants indicated that they developed approaches to undifferentiated problems and illnesses, rural-site students were more likely to perceive that they learnt new procedures (p=0.006) and improved their ability to perform procedures previously learnt (p=0.002) compared to metro-site students. Rural-site students reported that they saw more patients independently than during previous training (p<0.001) and felt that they took more responsibility for patient management (p<0.001) than metro-site students. Students at rural sites were more likely to agree that training during the pandemic provided good learning opportunities (p<0.001) and that medical students form a necessary part of the pandemic response. Overall, students at both distributed sites felt that their training gave them more confidence for their future internship than previous training at central teaching hospitals (median=2 (agree)). The COVID-19 pandemic provided challenges for the continuation of quality medical training. It also provided the opportunity for innovative changes. This study demonstrates the successful outcomes, even during the pandemic, of distributed-site training, where students are immersed in the healthcare team, take responsibility of patient management and report that they improve their skills. Students at rural sites tended to report a more positive perspective on their clinical training. Rather than seeing the end of the pandemic as a time to revert to the previous status quo, the students in this study suggest to us that the lessons learnt from this forced innovation in distributed learning can now inform a better approach to clinical education for the future.

The Climate Wise slides: An evaluation of planetary health lecture slides for medical education

Educational Challenge There is an urgent need for innovations in planetary health medical education. Physicians must be prepared to provide high-value, low-carbon healthcare for patients increasingly impacted by the health consequences of climate change. Proposed Solution The Climate Wise slides, an evidence-based, open-access pedagogical tool that provides didactic planetary health medical education organized by medical subspecialty, was developed and evaluated by a virtual lecture session that presented a subset of the slides to N = 75 Canadian medical students. Each participant completed a questionnaire before and after the Climate Wise virtual lecture that included multiple choice questions to assess their planetary health knowledge and a rating of their interest in including the Climate Wise slides in medical curricula. Lessons Learned Participants showed significantly improved planetary health knowledge scores (p < 0.0001) and increased interest in including the Climate Wise slides in medical curricula (p < 0.001) after the virtual Climate Wise lecture session. This study demonstrates that the Climate Wise slides are a valuable pedagogical tool to advance planetary health medical education. Next Steps Future directions include evaluating faculty perspectives on the Climate Wise slides, learning outcomes of the slides implemented longitudinally in medical curricula, and developing higher-order problem-based and simulation-based planetary health medical education resources. Given the urgent need for planetary health medical education, we recommend the global sharing of teaching resources to facilitate the rapid upscaling of validated pedagogical tools internationally.

Reimagining the Rheumatology Fellowship Interview: Using Participatory Design-Thinking Process to Create a More Applicant-Centered Experience.

Design thinking is a creative problem-solving process used to better understand users' needs and experiences so that a product or service can be improved. Its emphasis on empathy, iterative prototyping, and participatory collaboration make it an ideal methodology for innovation in medical education. We apply this framework to the virtual rheumatology fellowship interview process so that interviews can become more applicant centered. This educational quality improvement project uses a design-thinking framework to identify opportunities and challenges for rheumatology fellowship applicants. The investigators use the 5-step process (Empathize, Define, Ideate, Prototype, Test) and incorporate rapid qualitative analysis of semistructured interviews to innovate the interview experience. The iterative and collaborative nature of this process has empowered participants to codesign an applicant-centered interview experience. Interviews with fellowship applicants (n=9), fellow physicians (n=4), and faculty members (n=3) identified three major dynamics of the interview process: (1) Is it a safe environment to ask questions? (2) How do I exchange information effectively? and (3) How do I fit all these data into the bigger picture? Creative brainstorming techniques at a series of three workshops yielded four prototypes emphasizing customization, hybridization, facilitation, and preparation. A finalized applicant-centered interview template was devised in preparation for the 2023-2024 application season. Design thinking has yielded insights into three important dynamics that drive applicant experiences. These insights allow for a redesign of processes so that virtual interviews can be more applicant centered. This framework allows for further iterations and modifications as the needs of applicants and programs evolve over time.

Development and Maintenance of Cohort Data at Chonnam National University Medical School

The aim of this study was to systematically collect data for evaluating short- and long-term outcomes using Kirkpatrick’s four-level evaluation model, Chonnam National Medical School has established plans for developing and managing a database of student and graduate cohorts. The Education Evaluation Committee, with assistance from the Medical Education Office, manages the development and maintenance of cohort data. Data collection began in the 2022 academic year with first- through fourth-year medical students and graduates of the year 2022. The collected data include sociodemographic characteristics, admission information, psychological test results, academic performance data, extracurricular activity data, scholarship records, national medical licensing exam results, and post-graduation career paths. The Education Evaluation Committee and the Medical Education Office analyze the annually updated student and graduate cohort data and report the results to the dean and relevant committees. These results are used for admissions processes, curriculum improvement, and the development of educational programs. Applicants interested in using the student and graduate cohort data to evaluate the curriculum or conduct academic research must undergo review by the Educational Evaluation Committee before being granted access to the data. It is expected that the collected data from student and graduate cohorts will provide a sound and scientific basis for evaluating short- and long-term achievements based on student, school, and other characteristics, thereby supporting medical education policies, innovation, and implementation.

Transforming Medical Education and Training

In the ever-evolving field of medicine, it is crucial for medical education and training to keep pace with advancements in healthcare. Innovative approaches to medical education are essential to equip future healthcare professionals with the knowledge, skills, and competencies required to navigate complex medical landscapes. As we strive for excellence in healthcare delivery, it is time to embrace new paradigms in medical education and training that leverage technology, interdisciplinary collaboration, and learner-centered approaches.&#x0D; One promising avenue for innovation in medical education is the integration of technology. The digital era has revolutionized how we access information and interact with the world, and medical education should be no exception. Virtual reality (VR), augmented reality (AR), and simulation-based training can provide immersive learning experiences, allowing students to practice complex procedures and develop clinical skills in a safe and controlled environment. Online platforms and mobile applications can enhance self-directed learning, offer interactive modules, and facilitate global collaboration among medical students and professionals. By harnessing the power of technology, medical education can transcend geographical boundaries, promote lifelong learning, and foster a culture of innovation.&#x0D; Furthermore, interdisciplinary collaboration has become increasingly crucial in modern healthcare, and medical education should reflect this reality. Collaborative learning experiences that bring together students from various healthcare disciplines, such as medicine, nursing, pharmacy, and allied health professions, can promote a holistic understanding of patient care and enhance teamwork and communication skills. Interprofessional education (IPE) initiatives can create opportunities for shared learning, breaking down professional silos and fostering a collaborative healthcare ecosystem. By embracing interdisciplinary approaches, medical education can prepare future healthcare professionals to work effectively in multidisciplinary teams, ultimately leading to improved patient outcomes and healthcare delivery.&#x0D; Lastly, learner-centered approaches that prioritize individualized learning and active engagement can revolutionize medical education. Traditional didactic lectures are giving way to interactive and problem-based learning methods that encourage critical thinking, clinical reasoning, and application of knowledge. Small group discussions, case-based learning, and flipped classrooms are examples of learner-centered approaches that encourage active participation and foster deeper understanding. Additionally, incorporating reflective practice, mentorship programs, and real-world clinical experiences can enhance the professional and personal development of medical students, promoting empathy, resilience, and ethical decision-making.&#x0D; In conclusion, embracing innovative approaches to medical education and training is imperative to ensure that healthcare professionals of tomorrow are well-equipped to meet the challenges of a rapidly evolving healthcare landscape. By leveraging technology, fostering interdisciplinary collaboration, and adopting learner-centered approaches, we can revolutionize medical education and create a generation of healthcare professionals who are adaptable, skilled, and committed to providing patient-centered care. As we navigate the future of healthcare, let us embrace innovation and continuously strive to enhance medical education to shape a healthier and brighter future for all.

Supporting Medical Education Innovation: Evaluation of a Grants Initiative.

Medical education must evolve to meet the changing needs of patients and communities. Innovation is a critical component of that evolution. As medical educators pursue innovative curricula, assessments, and evaluation techniques, the impact of innovations may be limited by minimal funding. The American Medical Association (AMA) Innovation Grant Program, launched in 2018, seeks to address the gap in funding and stimulate educational innovation and research in medical education. In 2018 and 2019, the Innovation Grant Program targeted innovation in content areas including health systems science, competency-based medical education, coaching, learning environment, and emerging technology. The authors reviewed the content of applications and final reports for the 27 projects completed during the first 2 years of the program. They also noted measures of success (completion of project, achievement of grant objectives, development of transferrable educational product, dissemination). In 2018, the AMA received 52 submissions and funded 13 proposals, dispersing $290,000 ($10,000 and $30,000 grants). In 2019, the AMA received 80 submissions and funded 15 proposals, dispersing $345,000. Among the 27 completed grants, 17 (63%) supported innovations related to health systems science. Fifteen (56%) were used to create educational products that could be shared, such as new assessment tools, curricula, and teaching modules. Five grant recipients (29%) published articles and 15 (56%) presented at national conferences. The grant program advanced educational innovations, particularly in health systems science. The next steps will involve examining the long-term outcomes and impact of the completed projects on medical students, patients, and the health system; the professional development of the grantees; and the adoption and dissemination of the innovations.

Tele-Simulation during the COVID-19 pandemic- a blueprint for innovation in medical education

Tele-Simulation during the COVID-19 pandemic- a blueprint for innovation in medical education

Pros and cons of innovations in medical education.

Medical education has implemented various innovative strategies with the purpose to attain better learning achievements. An evaluation is made of the experiences in the competencies approach, new learning technologies, curricular alternatives, professional evaluation and distance education technologies in order to locate them in the areas they belong.

Creating a Successful Virtual Reality-Based Medical Simulation Environment: Tutorial.

Innovation in medical education is not only inevitable but a requirement. Manikin-based simulation is currently the gold standard for supplemental clinical training; however, this modality requires significant equipment and personnel to operate. Virtual reality (VR) is emerging as a new method of delivering medical simulation sessions that requires less infrastructure but also allows for greater accessibility and flexibility. VR has slowly been integrated into the medical curriculum in some hospitals; however, more widespread adoption would transform the delivery of medical education for future clinicians. This tutorial introduces educators to the BUILD REALITY (begin, use, identify, leverage, define, recreate, educate, adapt, look, identify, test, amplify) framework, a series of practical tips for designing and implementing a VR-based medical simulation environment in their curriculum. The suggestions are based on the relevant literature and the authors' personal experience in creating and implementing VR environments for medical trainees. Altogether, this paper provides guidance on conducting a needs assessment, setting objectives, designing a VR environment, and incorporating the session into the broader medical curriculum.

A Triadic Approach to Medical Education: Holistic, Fully Integrated and Exclusive Undergraduate Curriculum

This paper proposes a novel undergraduate medical curriculum that provides three independent programs of General Medicine, General Surgery, and Obstetrics &amp; Gynecology respectively. As proposed, students would be admitted under one of the above three proposed streams and be awarded degrees of MD-General Medical Practice (MD-Med) or MD-General Surgical Practice (MD Surg) or MD-Obstetrics &amp; Gynecological Practice (MD-Obs &amp; G) upon graduation. This curricular model would ensure that students admitted into each specific program are exclusively trained in those respective areas for four years more practically and robustly to become more suitable for specialization in areas within those three streams with better competence upon graduation as compared to the current curricular models. This program would also ensure that existing disciplinary redundancies could be eliminated under the proposed three streams thereby providing a more fulfilling clinical training and experience. This paper offers a totally integrated program in each one of the proposed three specialties under the broad umbrella of Undergraduate Medical Sciences providing a hands-on holistic hospital-based training for each stream aimed at graduating ‘fit to practice’ community doctors endowed with knowledge, skills and attitudes to better serve the community in their respective fields upon graduation. Keywords: Innovative medical curriculum, Integrated medical curriculum, Hospital based medical curriculum, Innovation in Medical education. DOI: 10.7176/JEP/14-5-07 Publication date: February 28 th 2023