Interest In Medical Education Research Articles

Growing Medical Educators from Medical Students by Supporting Self-directing Learning Opportunities Born Out of Cadaveric Dissection

AbstractThis study focuses on a subset of medical students who participated in an anatomy dissection program and undertook an additional self-directed learning (SDL) project investigating incidental findings of cadaveric pathology. The value of SDL activity is explored as a means of enhancing medical student education, particularly its student perceived value in preparing and developing them as future medical educators. It was assessed whether the project advanced student interest in medical education by analyzing their motivations for participation. The results of the study highlight the potential of SDL as an experiential learning opportunity for medical students and the role of anatomic pathology in connecting multiple domains of medical education.

Assessing the performance of ChatGPT in bioethics: a large language model’s moral compass in medicine

Chat Generative Pre-Trained Transformer (ChatGPT) has been a growing point of interest in medical education yet has not been assessed in the field of bioethics. This study evaluated the accuracy...

Authorship characteristics of hematology and oncology education chapters: A comprehensive analysis.

460 Background: Gender and geographic disparities in academic medicine, along with conflict of interest in medical education, necessitate examination for promoting equity and inclusivity in hematology and oncology education. This study presents the first analysis of authors' gender, authorship country diversity, and conflict of interest status in the American Society of Clinical Oncology (ASCO) and the American Society of Hematology (ASH) educational books. Methods: A cross-sectional analysis was conducted on articles from ASCO, encompassing all volumes from 2012 up to 2022 and ASH educational books including all volumes from 2000 up to 2022. Author information was obtained from the ASCO and ASH educational book websites. Results: The analysis encompassed 2,784 articles. Females accounted for 44.2% of first authors and 37.6% of last authors in ASCO educational books, as well as 38.8% of first authors and 38.5% of last authors in ASH educational books. Among educational articles, the lowest female participation was in articles discussing colorectal cancer (26.7%), followed by global health (28.0%) and tumor biology (31.0%). The number of females first and last authors in ASCO and ASH educational articles increased significantly over time (p < 0.001). The presence of international authors in articles remained relatively stable. Among articles with international female first authors, Canada had the highest proportion (24.4%), followed by the UK (18.4%) and Italy (11.0%). Similarly, for international female last authors, Canada ranked highest (26.2%), followed by the UK (20.5%) and Italy (12.0%). Repeated authorship roles along with diversity of authorship institutions will be further investigated. Of the articles analyzed, 59.6% reported at least one author with a conflict of interest, while 26.7% reported no conflict of interest for any author. Information on conflict of interest was not provided in 13.7% of the articles. Research funding was the most common type of conflict of interest (47.7%), followed by honoraria (33.4%) and travel accommodations and expenses (15.8%). The prevalence of conflicts of interest increased slightly over time, but not significantly. Conclusions: Our study suggests that female authorship has increased significantly over time. International authorship remained stable, with Canada having the highest proportion. To build on this positive momentum, it is essential to continue our efforts in further increasing female representation, promoting transparency in conflict-of-interest reporting, and mitigating potential biases in medical education.

Game Elements in the Design of Simulations in Military Trauma Management Training: Protocol for a Systematic Review.

Military trauma teams are commonly operating in civilian hospitals during peacetime; in a war situation they must adjust their practices to the austere conditions. Simulations can replicate austere conditions to allow training in a safe environment that tolerates errors. Gamification, understood as the use of game elements to motivate and engage learners in nongame contexts, is gaining interest in medical education and military training. Applying game elements in the design of military trauma management simulations has the potential to provide learners with active learning opportunities and prepare them for providing medical services under austere conditions. Although gamification is known for its engaging and motivational benefits, there are controversies about its pedagogical value. The controversies can be attributed to the fact that various gamification strategies may consist of a different combination of game elements, leading to different outcomes. This systematic review aims to understand how game elements are used in the design of simulations in military trauma management training and their reported outcomes. We have designed a search strategy for the purpose of the review. Two researchers will independently assess the identified studies based on the defined inclusion and exclusion criteria. The selection process will be represented using a PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) flow diagram. The search will be repeated and updated as necessary prior to publication of the review. Two reviewers will independently extract and manage the data for each of the articles using a structured data extraction form. Any disagreement that arises between reviewers will be resolved through discussion, and a third review author will be consulted when needed. We are going to conduct a thematic synthesis of the extracted game element descriptions. The results are going to be presented in a diagrammatic or tabular form, alongside a narrative summary. The quality of the studies will be assessed. We implemented and tested the developed search strategy in May 2023. We retrieved 1168 study abstracts, which were reduced to 630 abstracts after deduplication. We have piloted the screening on 20% (126/630) of the identified abstracts in groups of 2 reviewers. Although gamification has the potential to motivate learners in various ways, there is a lack of understanding about specific game elements and how they can inform instructional design in different contexts. Our findings will increase the understanding of how game elements are used in the design of simulations in military trauma management training and, thus, contribute to more effective development of future simulations. DERR1-10.2196/45969.

A Survey of Medical Education Pathways in Neurology Residency Programs (P10-2.005)

<h3>Objective:</h3> To survey the availability and components of medical education pathways at neurology residencies in the United States. <h3>Background:</h3> Interest in medical education within neurology is increasing, as evidenced by the recent creation of an education-focused neurology journal. To support this interest, many residency programs have created medical education pathways, though these remain largely unstandardized. This survey aims to provide information on the prevalence and composition of medical educational pathways in neurology residencies. <h3>Design/Methods:</h3> A survey of program directors and coordinators of 175 neurology residency programs was conducted via email using REDCap database software. Recipients who had not completed the survey were sent three reminders. <h3>Results:</h3> Responses were received from 42 residency programs. Fourteen programs reported having a medical education pathway. Twelve programs had pathways in other disciplines. Common components of each pathway included teaching (11/14), medical education research (9/14), course-based education in medical education theory (8/14), involvement in curricular design (8/14), participation in educational assessment and evaluation (8/14), and attendance at medical education workshops or journal clubs (8/14). Most programs provided opportunities for teaching in a variety of settings, including bedside teaching of medical students and leading group didactics. Eleven pathways provided a certificate of completion. Twelve programs reported faculty involvement in medical education research, with most having 3–4 medical education-focused faculty. Of the programs who did not have a medical education pathway, major barriers were dedicated time to create a pathway and funding. <h3>Conclusions:</h3> Although only a small number of pathways were identified, they were structured similarly as a longitudinal program with teaching and involvement in medical education research as core requirements. This survey suggests that there is an opportunity to develop a centralized resource for programs interested in developing a medical education pathway in order to reduce time and funding barriers, and ultimately promote the development of future medical educators in neurology. <b>Disclosure:</b> Dr. Qarni has nothing to disclose. Dr. Stein has nothing to disclose.

Applying artificial intelligence to the use of ultrasound as an educational tool: A focus on ultrasound-guided regional anesthesia.

Applying artificial intelligence to the use of ultrasound as an educational tool: A focus on ultrasound-guided regional anesthesia.

Current Status and Tasks of Faculty Development Programs for Medical Education in Korea

This study aimed to investigate the current status of faculty development (FD) programs operated by medical colleges and institutions in Korea, and to suggest future-oriented directions for FD. A survey was conducted targeting medical colleges and medical education institutions that operate FD programs. We investigated the reasons for selecting topics, program themes, program operation methods, longitudinal program status, program improvement and quality control methods, the evaluation of the program effects, the outcomes and problems of the programs, and opinions on the latest trends. Twenty-nine out of 40 medical colleges and three out of six institutions responded. Topics were selected based on an analysis of medical education trends and the educational environment in both groups. The most common program themes were assessments in medical colleges, and teaching/learning and curriculum themes in institutions. FD was perceived to induce professors’ and administrators’ interest in medical education and improve the quality of medical education. The most common program method was workshops. Three medical colleges and one institution had longitudinal programs. Participant surveys constituted the most common method of evaluating programs’ effects. Difficulties in publicizing programs and inducing voluntary participation were the most common problems in both groups. New attempts for FD were perceived as the role of external institutions. Based on the results, it is necessary to develop a framework and quality improvement indications for FD programs in the future, and FD programs are expected to be developed through new initiatives, such as longitudinal programs and those focusing on the community of practice.

A Novel Approach to Teaching Fundoscopy Using a Virtual Format.

IntroductionOphthalmology education has been underemphasized in medical school curricula despite the fact that patient eye-related complaints are commonplace across primary care specialties. Although previous curricula used direct ophthalmoscopy to teach medical students the fundamentals of ophthalmic examination, there has been a growing call to teach these fundamentals through reading fundus photos due to the increasing prevalence and decreased costs of fundus cameras in primary care settings. We developed a virtual workshop to teach ophthalmoscopy to medical students using fundus photography.MethodsFirst-year medical students were enrolled in a 2-hour, synchronous, virtual ophthalmoscopy workshop as part of an advanced physical exam curriculum at the University of Pittsburgh School of Medicine. Students participated in a pretest, introductory lecture, interactive small-group session, and posttest. Breakout groups were led by senior medical students or residents. We compared pre- and posttest results for improved understanding of concepts covered in the workshop.ResultsOf 147 students, the average scores on the pretest and posttest were 39% and 75%, respectively (p < .01). Students were significantly more confident in their ability to identify various pathologies on fundus photography. After the workshop, the student preceptors indicated increased comfort in a teaching role and greater interest in medical education. The preceptors were also more confident in their own ability to interpret fundus photography and in their understanding of various ocular pathologies.DiscussionOur virtual, interactive workshop is effective in teaching medical students a systematic approach to the interpretation of fundus photographs.

Peer-to-Peer Trauma-Informed Training for Surgical Residents Facilitated by Psychiatry Residents.

This article describes the implementation of trauma-informed care (TIC) didactic training, using a novel, interdisciplinary peer-to-peer teaching model to improve confidence surrounding trauma-informed practices in a surgical residency program. Eight psychiatry residents and two medical students with a background in psychological trauma and TIC and an interest in medical education were recruited to participate in three 2-hour "train the trainer" sessions led by a national expert in TIC. Eight psychiatry residents and two medical students subsequently developed and delivered the initial TIC training to 29 surgical interns. Training included the neurobiology of psychological trauma, principles of trauma-informed care, and developing trauma-informed curricula. Surgical interns reported significantly improved understanding of the physiology of trauma, knowledge of TIC approaches, and confidence and comfort with TIC and practices. Among surgical interns, understanding of the physiology of the fear response increased from 3.36 to 3.85 (p = 0.03). Knowledge of the neurobiology of trauma improved between pre- and post-training surveys (2.71 to 3.64, p = 0.006). Surgery interns also expressed an improved understanding of the connection between fear, trauma, and aggression (3.08 to 4.23, p = 0.002) from pre- to post-training surveys. Post-training knowledge of trauma-informed approaches increased from 2.57 to 4.71 (p < 0.001) and confidence in delivering TIC on the wards increased from 2.79 to 4.64 (p < 0.001). This TIC curriculum delivered via a peer-to-peer training model presents an effective way to improve comfort and confidence surrounding TIC practices and approaches in a surgical residency training program.

Scalpel Please! A Scoping Review Dissecting the Factors and Influences on Professional Identity Development of Trainees Within Surgical Programs.

Professional identity development is a multifaceted process that has recently sparked interest in medical education. Literature in professional identity development has focused predominantly on medical students and postgraduate medical training and much less on surgery, despite the unique challenges faced by surgical trainees while trying to emulate the identity of a self-actualized surgeon.A scoping review was performed to explore the factors and influences on professional identity development of surgeons in training. MEDLINE, PubMed, and OpenGrey databases were initially screened for relevant existing literature of professional identity development in surgical trainees, including quantitative, qualitative, and gray literature, followed by a hand search of references that appeared to be of pertinence. Seven hundred and five records were initially identified. Following the removal of duplicates and application of study selection criteria, 11 studies were included in the review.Professional identity development in surgical trainees was found to be influenced by a variety of intricately interrelating factors. Gaps in the literature were identified, highlighting possible areas of future research to better elucidate the overall process of identity development in budding surgeons and help guide interventions and programs to facilitate the transition of trainees to qualified and independently practicing surgeons.

THE ‘TEACHING - RESEARCH’ NEXUS IN MEDICAL EDUCATION

Research forms an important part of the academic competencies attained during academic study. For medical students, this includes learning how to critically appraise and interpret medical and wider health care research, particularly - but not only - when relevant for one’s own current or future practice. It also includes understanding the core principles of different methods and research ethics and learning to participate in research.&nbsp; The teaching - research nexus: strategies to implement research education in the medical curriculum. In this paper, we offer reflections on how to do this on the basis of professional anecdotal experiences by a general educationalist with a particular interest in medical education; an undergraduate medical student with a research-focussed, stand-alone additional degree, and a medical academic. Our paper initially explores the need for research education; tying in Healey’s theoretical framework in student research, and the nature of providing evidence-based patient care. The paper then presents a report on a student research programme at the University of Birmingham, England.

Assessment of Contemporary Virtual Reality Programs and 3D Atlases in Neuroanatomical and Neurosurgical Education

Statement of Significance The utilization of innovative technologies in medical education has received increasing attention in both undergraduate and graduate medical curricula. Understanding spatial, physiological, and pathological aspects of neuroanatomy are important for medical students and residents, alike. As virtual reality applications and platforms become more accessible to educators, learners, and the general public, such technology now represents a feasible modality of neuroanatomical education. This qualitative observational study compares and evaluates five programs based on the accessibility, breadth of content, and utility for various learner populations. Objective: Virtual reality (VR) is a growing technology of interest in medical education, particularly as the millennial generation has become the primary learners. We sought to compare the five available and affordable neuroanatomical programs with objective comparisons of the neuroanatomy, format, and target audience. Methods: The following programs were included: Sharecare VR, Organon VR, The Neurosurgical Atlas 3D Operative Neuroanatomy, BioDigital 3D Human Anatomy, 3D Brain. These programs were selected based on their price ($0-30) and platform (HTC Vive, Oculus Rift, iOS, Google Chrome). The following neuroanatomical categories were assessed: CNS, Cranial Nerves, PNS Skull, and Spine. Neuroanatomical level of detail was scored from 0 (absence of structure) to 3 (operative anatomy). Points were provided if programs included explanations of neuroanatomical relevance, models of pathology &amp; physiology, references, and quiz features. These scores were tallied and compared. Results: The Neurosurgical Atlas and BioDigital scored highest (22 points each), followed by Organon VR (11), 3D Brain (9), and Sharecare VR (6). The Neurosurgical Atlas had the most detail with a score of 3 in each neuroanatomical category. BioDigital included more, but simpler, models. 3D Brain included simple CNS models, but useful explanations and references. Disappointingly, the VR-exclusive programs had entertainment-only models (Score = 1). Conclusions: The Neurosurgical Atlas is the most relevant and detailed model of neuroanatomy and is most appropriate for resident- or attending-level anatomic review. The remaining programs lacked detailed neuroanatomy limiting their potential for a neurosurgical audience.

Re: Medical student education in the time of COVID-19: A virtual solution to the introductory radiology elective

I read with great interest the work by Belfi et al. in which they outline an online alternative for an elective placement in radiology aimed at medical students.1 I am a UK medical student who has just completed an online radiology elective based in the USA. I have also completed a “Student Selected Component” in radiology at my medical school. This was in person and prior to COVID, and thus lends itself to comparison. In addition, I take an interest in medical education and the specialty of radiology.

In memory of Dr Maria Helena Gilleece MD, MBChB, BSc Hons (Biochem), MRCP, MRCPath, PGCMed (27th November 1959-24th June 2021).

In memory of Dr Maria Helena Gilleece MD, MBChB, BSc Hons (Biochem), MRCP, MRCPath, PGCMed (27th November 1959-24th June 2021).

Designing and Implementing a Novel Virtual Rounds Curriculum for Medical Students' Internal Medicine Clerkship During the COVID-19 Pandemic.

IntroductionDuring the COVID-19 pandemic, third-year medical students were temporarily unable to participate in onsite clinical activities. We identified the curricular components of an internal medicine (IM) clerkship that would be compromised if students learned solely from online didactics, case studies, and simulations (i.e., prerounding, oral presentations, diagnostic reasoning, and medical management discussions). Using these guiding principles, we created a virtual rounds (VR) curriculum to provide IM clerkship students with clinical exposure during a virtual learning period.MethodsHeld three times a week for 2 weeks, VR consisted of three curricular components. First, clerkship students prerounded on an assigned hospitalized patient by remotely accessing the electronic health record and calling into hospital rounds. Second, each student prepared an oral presentation on their assigned patient. Third, using videoconferencing, students delivered these oral presentations to telemedicine VR small groups consisting of three to four students and three tele-instructors. Tele-instructors then provided feedback on oral presentations and taught clinical concepts. We assessed the effectiveness of VR by anonymously surveying students and tele-instructors.ResultsTwenty-nine students and 34 volunteer tele-instructors participated in VR over four blocks. A majority of students felt VR improved their prerounding abilities (86%), oral presentation abilities (93%), and clinical reasoning skills (62%). All students found small group to be useful.DiscussionVR allowed students to practice rounding skills in a supportive team-based setting. The lessons learned from its implementation could facilitate education during future pandemics and could also supplement in-person clerkship education.

Giovanni Maria Lancisi (1654-1720) and the modern cardiovascular physiology.

Giovanni Maria Lancisi (1654-1720) was one of the most important Italian physicians of the modern age. Orphaned of his mother, he spent his early years in the city of Orvieto; when he was 12, his father brought him back to Rome and enrolled him to study medicine at the Sapienza University in Rome. His dedication to study and work soon led him to increasingly important positions. Within a few years, the fame of Lancisi became such that he was appointed the personal physician of three popes. In De Subitaneis Mortibus (1707), he described the pathophysiology of heart diseases, identifying the cause of sudden deaths in structural anomalies of the heart, lungs, and brain. He also wrote about cerebral localizations and first discussed the physiological mechanisms of urine formation and excretion. In 1717, Lancisi described the pathogenesis of malaria and the close correlation between its onset and the swampy waters of the Tiber River, proposing the draining of marshes to eradicate malaria. In the posthumous De Motu Cordis et Aneurysmatibus (1728) he described for the first time heart dilatation and aneurysms of the great vessels, providing a fundamental contribution to the history of cardiovascular physiology. Proof of his interest in medical education is the establishment of an academy and the donation of a library to the hospital, bridging the gap between theory and practice in medical training. Over the centuries, Lancisi's memory has faded, but his work is still relevant for anyone practicing the medical profession.

The Accidental Pathologist: A Curiosity-Driven Journey from Plant Evolution to Innate Immunity.

I have had the singular opportunity to perform research and to participate in medical education. Not unexpectedly, people have asked me which of the two was more important to me. My answer has always been and remains that I am equally passionate about research and teaching. My research has been curiosity driven and not purposeful; hence, I was willing to take risks. That my research led to the discovery of natural killer cells and the unraveling of the molecular basis of a human disease was an unexpected reward. By contrast, my interest in medical education was purposeful, with the goal of improving healthcare by teaching pathology as the scientific foundation of medicine. It started with participation in Robbins pathology texts but progressed toward development of technology-based tools for medical education. This was driven by the belief that technology, by providing equal access to knowledge across the world, can be a powerful democratizing force.

New directions for understanding collaborative learning: The importance of social regulation of learning

There has been increasing interest in medical education regarding the importance of regulation of learning since it extends understanding about the process of learning beyond the essential cognitiv...

Vigilance, Resilience, and Intent to Pursue Medicine Among Underrepresented Students.

This article was migrated. The article was marked as recommended. It is crucial that we understand what challenges still exist for underrepresented in medicine (URiM) students on the path to medicine in order to design more effective pipeline programs. Resilience and its relationship to success in medicine is a growing area of interest in medical education, and the concept of vigilance has been studied in the context of the health of racialized groups. We sought to measure the roles of resilience and vigilance on URiM students' commitment to entering the medical field as well as the relationship between these two factors. A survey including the 10- item Connor Davidson Resilience Scale, the abbreviated Heightened Vigilance Scale, and questions measuring perceptions of everyday discrimination and intentions to pursue medicine was distributed to participants of Doctors of Tomorrow, a University of Michigan Medical School pipeline program focused on high school and undergraduate students. We detected significant relationship between resilience and intention to pursue medicine via Fisher's exact test (p=0.004). There was no significant relationship between vigilance and intention to pursue medicine nor between vigilance and resilience. We conclude that including resilience development for URiM students in pipeline program curricula could enhance URiM student matriculation to medical school.

The relevance of educational attainments of parents of medical students for health workforce planning: data from Guin\xe9-Bissau

BackgroundIn this article, we analyze data collected in the context of health workforce planning (HWFP) for Guiné-Bissau as part of the development of the third National Health Strategy, to study the relationship between educational achievement of parents and medical student characteristics and professional expectations.MethodsCross-sectional analytical study of all first-year medical students in Guiné-Bissau during December 2016.ResultsOur results confirm that the isolated effect of each parent is different as it is the combined education of both parents. Parental influence also seems to vary according to the sex of the offspring. The higher the education of the father, the stronger the urban background of the offspring. Level of education of parents is also important in relation to the decision to study medicine and the age of starting those studies. It is also an important influence as to expectation regarding place of future practice: the highest the educational level, particularly of the father, the highest the expectation for a future urban practice.ConclusionsOur main interest in medical education is to study it as a health system intervention in order to contribute to health system’s strengthening in fragile states. This is discussed in the context of two frameworks: the labor market framework and WHO’s health system strengthening framework. Our data and that of others, recognize that household characteristics are important regarding future training and a future career in the health sector. This recognition should be integrated into HWFP frameworks.