Field Of Medical Education Research Articles

Towards reproducible systematic reviews in Open, Distance, and Digital Education—An umbrella mapping review

AbstractMore and more systematic reviews (SRs) are being published in the educational sciences. This umbrella mapping review examines 576 SRs published between 2018 and 2022 in the field of open, distance, and digital education (ODDE) to investigate publication and authorship patterns and to evaluate the quality of these SRs. A quality index score was calculated for each included study based on the PRISMA reporting items for SRs (including elements such as the search strategy, eligibility criteria, protocol registration, study quality appraisal, interrater reliability, etc.). Almost as many SRs were published in 2022 as in the previous four years and the most rigorous SRs come from the field of medical education. However, the results show that there is room for improvement in SRs published in ODDE. A content analysis that explored the thematic scope of SRs showed that the majority of SRs addressed topics related to learning design, AI in education, and the effectiveness of online learning and teaching interventions. Research during this time period was strongly influenced by the experiences with online learning during the COVID‐19 pandemic. The results of this umbrella review should help to improve the quality of SRs towards reproducible reviews in ODDE. Context and implicationsRationale for this study: The field of Open, Distance, and Digital Education (ODDE) is in transition and an umbrella mapping review is warranted given the dynamic growth of SRs in this literature.Why the new findings matter: The quality of many published SRs limits the reproducibility and validity of the presented research evidence—the results of the present quality appraisal call for more rigorous SRs in ODDE.Implications for researchers: Conducting SRs is a fruitful exercise for individual researchers and research institutions to gain a solid overview of a given topic. However, researchers must be trained in the appropriate methodology for the results to be reproducible and valid.Implications for practitioners and policy‐makers: Systematic reviews can be a valuable source to inform practice and policy‐making. However, attention must be paid to the quality of the reviews; if the method is not carried out accurately, the results must be interpreted with caution. Journal editors: As gatekeepers responsible for ensuring journal quality, editors should invite experts for the SR methodology to be members of the editorial team to handle the peer‐review process of submissions. It must be guaranteed that only methodologically sound SRs are published.

Exploring the role of moxibustion robots in teaching: a cross-sectional study

BackgroundArtificial intelligence has gradually been used into various fields of medical education at present. Under the background of moxibustion robot teaching assistance, the study aims to explore the relationship and the internal mechanism between learning engagement and evaluation in three stages, preparation before class, participation in class, and consolidation after class.MethodsBased on the data investigated in 250 youths in university via multistage cluster sampling following the self-administered questionnaire, structural equation model was built to discussing factors of study process about moxibustion robots.ResultsIt was found after moxibustion robot teaching assistance that preparation before class, participation in class and consolidation after class positively predicted learning engagement. Learning engagement, preparation before class, participation in class, consolidation after class positively predicted effect evaluation. Learning engagement played a mediating role in the effect of preparation before class and consolidation after class on evaluation.ConclusionEmploying artificial intelligence in three stages of class can improve the quality and efficiency of medicine education and promote its innovation and development. Serviceable and valuable reference and inspiration for future teaching improvement and industrial development can be provided via the systematic research and analysis of the practical application of moxibustion robot in teaching.

Application of ChatGPT-assisted problem-based learning teaching method in clinical medical education

IntroductionArtificial intelligence technology has a wide range of application prospects in the field of medical education. The aim of the study was to measure the effectiveness of ChatGPT-assisted problem-based learning (PBL) teaching for urology medical interns in comparison with traditional teaching.MethodsA cohort of urology interns was randomly assigned to two groups; one underwent ChatGPT-assisted PBL teaching, while the other received traditional teaching over a period of two weeks. Performance was assessed using theoretical knowledge exams and Mini-Clinical Evaluation Exercises. Students’ acceptance and satisfaction with the AI-assisted method were evaluated through a survey.ResultsThe scores of the two groups of students who took exams three days after the course ended were significantly higher than their scores before the course. The scores of the PBL-ChatGPT assisted group were significantly higher than those of the traditional teaching group three days after the course ended. The PBL-ChatGPT group showed statistically significant improvements in medical interviewing skills, clinical judgment and overall clinical competence compared to the traditional teaching group. The students gave highly positive feedback on the PBL-ChatGPT teaching method.ConclusionThe study suggests that ChatGPT-assisted PBL teaching method can improve the results of theoretical knowledge assessment, and play an important role in improving clinical skills. However, further research is needed to examine the validity and reliability of the information provided by different chat AI systems, and its impact on a larger sample size.

A Systematic Scoping Review of the Current Applications of Digital Technology in Undergraduate Surgical Education.

Over the past few decades, technological advancements have established digital tools as an indispensable pedagogical resource in the realm of modern education. In the field of medical education, there is growing interest inhow these digital tools can be effectively integrated to enhanceundergraduate surgical education. However, despite their well-documented potential benefits, research specifically investigating the current use of digital technology inundergraduate surgical education remains limited,highlighting a critical gap in the existing literature. To address this research gap, this scoping review aims to elucidate the current utilisation of digital technologies in undergraduate surgical education by addressing the research question: 'How are digital technologies currently being utilised in undergraduate surgical education to meet surgical learning outcomes'. A scoping review was performed, adopting the Joanna Briggs Institute (JBI) framework. A comprehensive search strategy was conducted using the search terms 'technology' OR 'simulation' OR 'virtual reality' OR 'augmented reality' OR 'digital' OR 'online' AND 'undergraduate' AND 'surgical' on multiple electronic bibliographic databases including PubMed, Medline, ERIC, Embase, Scopus and Web of Science. These search terms were executed using both free-text and MeSH terms, with search terms combined using Boolean operators to ensure all relevant citations were captured. All search results were screened against the eligibility criteria using Covidence, a web-based software platform, using a two-stage process. Subsequently, all included studies were reviewed, and the extracted data was systematically sorted and organised, with the findings presented graphically accompanied by descriptive narratives. A thematic analysis was also performed to identify themes within the data to synthesise key findings. This scoping review revealed three key findings. First, the use of digital tools in surgical education has been steadily increasing over the past few decades, with the COVID-19 pandemic accelerating the integration of technology into surgical education. Second, this review also highlighted the key role of anatomy within surgical education, with most included studies reporting the use of digital technologies to enhance anatomy teaching. Finally, this review provided an overview of various digital tools used in surgical education and their associated user experiences. Overall, most studies indicated that digital technologies are well-received by students, with many advocating for their continued use insupplementing surgical education even beyond the pandemic. This review provides a crucial foundation for understanding the evolving role of digital innovations in shaping undergraduate surgical education. To enhance undergraduate surgical education, integrating appropriate digital learning tools can provide more learner-centred and personalised learning experiences. Educators must recognise that there is no 'one-size-fits-all' approach, and a flexible multimodal strategy is necessary to meet diverse learning needs. As technology continues to evolve and its role in education grows, this review offers valuable insights into the current use of digital tools in surgical education, highlighting opportunities for improvement and innovation to further enhance undergraduate surgical experience.

Artificial Intelligence and ChatGPT in Medical Education: A Cross-Sectional Questionnaire on students' Competence.

Artificial intelligence is rapidly transforming the field of health science and medical education, but less is known about the students´ competencies related to knowledge, skills and attitudes towards the application of AI tools like ChatGPT. Therefore, a unicentric questionnaire-based cross-sectional study was applied to students in the medical field (n = 207). The data revealed that while most students were familiar with ChatGPT (66.7%), other AI tools were significantly less known or utilised for study purposes. Students approached AI tools rather informally, often preferring to use them as a simple search engine. More than half of the students admitted that they were not sufficiently informed about the underlying technology of AI. They applied ChatGPT in a self-directed manner but expressed considerable uncertainty regarding effective prompt engineering and ChatGPT's legal implications. Overall, the majority of respondents showed interest in and positivity towards the introduction of AI. However, they did not feel adequately prepared to handle AI confidently, leading many to express interest in further training. This training should be directly related to students' professional roles, e.g. as a physician. The three most favoured AI-topics for voluntary learning formats were AI in their studies (62.5%), AI in general (58.0%), and the use of AI in scientific writing (57.0%). Notable subgroup differences related to the students" gender or self-assessed study performance were observed and should be considered in future research.

A “Sage on the Stage” to a “Guide on the Side”: Flipping the Conventional Classroom

ABSTRACT Background: In the constantly changing field of medical education, it is imperative for educators to adopt newer methods of teaching-learning. Flipped classroom [FC] is a student-centric method where the students gain knowledge outside the classroom with class time being used for application of knowledge. There is paucity of data about the use of FC’s for teaching pathology. Materials and Methods: Two batches of MBBS Phase II students were enrolled. The first batch underwent a flipped classroom. Students were given pre-class material followed by in-class activities like case scenarios to prompt in-depth discussion. Feedback was collected about the flipped class. Another batch of MBBS students was subjected to conventional classroom teaching. Both batches were administered pre- and post-tests. Results: In the flipped class, the mean post-test score was higher by 2.26 ± 3.11 and this value was statistically significant. There was a statistically significant increase in number of students acquiring A or B grade. A greater number of students got upgraded to A grade in post-test after attending flipped class as compared to conventional class. 50.6% students felt that flipped class helped in understanding key concepts. Conclusion: Flipped classrooms are a unique and student-centric method of teaching where the role of a teacher shifts from being a “Sage on the stage” to a “Guide on the Side.” Strategic planning on the part of the instructors and adequate preparation on the part of the students is vital. Flipped classroom had a more positive influence on high achievers.

РОЛЬ ВИКЛАДАЧА У ФОРМУВАННІ МЕДІАГРАМОТНОСТІ УЧАСНИКІВ ОСВІТНЬОГО ПРОЦЕСУ

The purpose of the article is to define the role of the teacher in the formation of media literacy of the participants of the educational process. The study analyses contemporary Ukrainian and foreign works of teachers and methodologists. To achieve this goal, the following theoretical research methods were chosen: literature analysis - systematic research and analysis of existing publications and studies; logical analysis and synthesis. The relevance of the study is due to the fact that the role of educators in the field of media education, the challenges and tasks they face when introducing media literacy into the curriculum, as well as the connection between the acquired media literacy skills in the university community and later professional needs, are not sufficiently covered in current scientific works. The scientific novelty of the study lies in the fact that the article lists in detail the main tasks of the teacher when introducing the basics of media literacy into the discipline. The paper also highlights the main obstacles for teachers to integrate media literacy into the educational process, including political conditions, the structure of educational sectors, Журнал крос-культурної освіти/ Journal of Cross-Cultural Education. № 4 2024 16 lack of experience, budget or resources, and lack of organisational commitment to this area. The analysis of the results suggests the importance of media literacy as an integral part of private and professional life, and thus the significant role of teachers in promoting this concept in formal education for children and young people, which is timely and important. The article also outlines the prospects for further research, including the identification and critical analysis of media literacy projects proposed by civic activists, educators and media experts in Ukraine and abroad, the development of methodological recommendations for teachers to introduce media literacy knowledge in foreign language classes, the selection and independent development of authentic teaching materials, and recommendations for practical activities in evaluating media texts and creating their own media products.

Effectiveness of a BOPPPS Teaching Model in Standardized Training for Nephrology Resident Physicians: A Retrospective Cohort Study.

Aims/Background Based on Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment and Summary (BOPPPS), the teaching model has gained increasing attention in the field of medical education. This study aimed to evaluate the effectiveness of the BOPPPS teaching model in standardized training for nephrology residents, particularly in educating on hyperkalemia in chronic kidney disease (CKD). Methods This retrospective cohort study included students undergoing standardized training in the nephrology department at the Shanghai Traditional Chinese Medicine-Integrated Hospital Affiliated to Shanghai University of Traditional Chinese Medicine from 2021 to 2024. The observation group (n = 55) received instructions using the BOPPPS teaching model, while the control group (n = 64) was educated using the traditional teaching methods. The study evaluated learning outcomes and teaching satisfaction through theoretical and practical assessments, as well as self-assessment by the students. Results The observation group demonstrated significantly higher scores in theoretical exams and practical assessments compared to the control group (p < 0.05). Additionally, the observation group reported higher self-assessment scores (p < 0.05) and greater teaching satisfaction (p < 0.05) than the control group. Conclusion The BOPPPS teaching model is an effective approach to enhancing theoretical knowledge, practical skills, and teaching satisfaction in standardized training for nephrology residents. Compared to traditional teaching methods, the BOPPPS model improves learning outcomes, thereby strengthening the quality of medical education.

Bridging theory and practice: a scoping review protocol on gamification’s impact in clinical reasoning education

IntroductionIn the rapidly evolving field of medical education, gamification has emerged as a promising strategy to enhance clinical reasoning skills among healthcare professionals. By incorporating game-like elements into the learning...

Entrustable professional activities in postgraduate psychiatric training

SUMMARY Entrustable professional activities (EPAs) have gained traction in the medical education field as a means of assessing competencies. Essentially, an EPA is a profession-specific task that a trainee is entrusted to conduct unsupervised, once deemed competent by their supervisor through prior evaluations and discussions. The integration of EPAs into postgraduate assessment strategies enhances the delivery of capability-based curricula. It strategically bridges the theoretical–practical divide and addresses existing issues associated with workplace-based assessments (WBPAs). This article aims to (a) provide an overview of EPAs, (b) review the application of EPAs in postgraduate psychiatry so far, exploring their conceptual framework, implementation, qualities and potential benefits and concerns, and (c) propose a theoretical framework for their integration into the UK psychiatry curriculum.

Comparative Effectiveness of a 30-minute Online Lecture on Abdominal Ultrasonography in the Post-COVID-19 era: A Multi-center Study.

Coronavirus 2019 (COVID-19) accelerated the importance of online learning in the field of medical education. This study compared the impact of online lectures on abdominal ultrasonography (USG) with that of offline lectures and assessed the efficacy of abdominal USG lectures for internal medicine (IM) residents and gastroenterology (GI) fellows. A 30-minute lecture on upper abdominal USG was delivered online or offline, and a test with 39 short-answer questions was conducted before and after the lecture. The study population included 25 physicians (13 IM residents and 12 GI fellows) in the online group and 23 (20 IM residents, three GI fellows) in the offline group. The rates of USG education experience for online and offline groups were 64.0% and 69.6%, respectively (p=0.919). A significant increase in the test scores was observed after a one-time USG lecture in IM residents in both the online and offline, as well as GI fellows in the online (p<0.0001, <0.0001, and p=0.004, respectively). In addition, the delta scores were similar in the online and offline after a one-time lecture (8.8±4.3 vs. 7.8±3.7, respectively; p=0.406). A comparison of the delta-scores of the IM resident and GI fellow showed no significant difference within either the online or offline (9.0±4.5 vs. 8.4±3.6, p=0.927; 7.3±3.8 vs. 7.3±3.0, p=0.985). The effectiveness of online USG lectures was comparable to that of offline lectures. In addition, a 30-minute, one-time abdominal USG lecture provided value to IM residents and GI fellows.

Virtual reality: The bridge between medical education and clinical practice.

After perusing the paper by Kim et al, I discovered that this is an interesting manuscript and a successful study. Virtual reality (VR) is an emerging and promising technology employed in the domain of medical practice and medical education over the past decade. In the era of big data, VR is constantly progressing in the fields of medical education and clinical diagnosis and treatment. As a novel scientific and technological tool, VR not only overcomes multiple limitations of the traditional medical teaching mode but also reduces the reliance on personnel and equipment. VR can simulate the real clinical situation, stimulate the enthusiasm of young doctors and nurses for clinical study, and simultaneously safeguard and promote medical safety and doctor-patient harmony. Favorable outcomes have been attained in clinical teaching and diagnosis and treatment activities. While enhancing the training conditions of medical cosmetics and elevating the level of clinical practice and teaching, the risks resulting from improper clinical diagnosis and treatment have been circumvented. All of this is evident and comprehensible.

Mapping the Landscape of Medical Humanities Education: Trends and Insights.

Medical humanities education is an integral component of medical education. However, the current landscape of research on medical humanities education remains incomplete. The purpose of this study is to identify the trends in research on medical humanities education and provide a global overview of the field by analysing various aspects such as sources, authors, literature, and keywords. The aim is to offer insights and recommendations for the future development of medical humanities education. This research utilised bibliometric tools such as VOSviewer, CiteSpace, SciMAT, and the R software package biblioshiny to analyse literature sources, authors, documents, and keywords. This systematic review methodology allowed for a comprehensive examination of the field. Additionally, the study investigated international collaborations and scientific outputs, shedding light on the global landscape of medical humanities education research. The study included a total of 403 articles published between January 1980 and December 2023 from the Web of Science (WoS) database. The field of medical humanities education experienced an annual growth rate of 9.08% in literature output from 1980 to 2023, indicating its increasing prominence and scholarly interest over time. The research topics within this field have evolved in response to societal and medical developments. Core research themes that have consistently garnered attention from researchers include empathy, ethics, and narrative medicine, reflecting their significance and ongoing relevance in the field. These shifts in research hotspots signify the dynamic nature of the field, adapting to evolving contexts and emerging research domains. By embracing cross-cultural perspectives and fostering interdisciplinary collaborations, stakeholders in medical humanities education can collectively enrich the field, promote inclusivity, and enhance the overall educational experience for healthcare professionals.

Simulation-based assessment in the context of paramedic education: A scoping review.

Simulation is a widespread modality in the field of medical education. Within the paramedic sphere, simulation is valuable in providing exposure to high-acuity, low occurrence incidents encountered rarely in practice, affording unique educational opportunities. Recognising this importance, this scoping review seeks to establish the contemporaneous evidence base for the use of simulation-based assessment in the context of paramedic education, systematically map the research done in this area and consider the implications for future educational programmes. A scoping review of peer, and non-peer reviewed literature across a broad range of medical literature databases for both published and grey material utilising previously published search filters for the paramedic field. The review was conducted aligned to the PRISMA Extension for Scoping Reviews checklist. Studies were selected based on relevance to the research question. Twenty four unique papers were identified, filtered via the application of inclusion and exclusion criteria to five included papers. The application of forward snowballing methodology revealed three additional papers included for appraisal. Thematic analysis of the eight papers revealed the domains of assessment acceptability and assessment validity as key considerations for the design and use of simulation-based assessment in the field. Simulation-based assessment has a role in paramedic education; additional research is necessary to empirically establish the validity and reliability of the modality in the field.

Motivating Medical Students: Adaptation of the Academic Motivation Scale within the Framework of the Self-Determination Theory

Introduction: Motivation plays a crucial role in the academic success and professional development of medical students. Understanding the intricacies of motivation within the context of medical education is essential for designing effective interventions and support systems. The aim of this study was to explore the adaptation of the Academic Motivation Scale within the framework of the self-determination theory and of the self-efficacy theory to assess motivation among medical students.Methods: The study adapted the Academic Motivation Scale to the Portuguese context, drawing upon insights from the self-determination theory. Two existing Portuguese scales, MATAMS and Ribeiro et al scale, served as foundational frameworks for the adaptation process. The study included qualitative interviews, which informed the creation of the Minho Medical Academic Motivation Scale – Minho-MEDAMS. This scale was applied to 281 medical students. To assess the scale’s validity, we used the exploratory and confirmatory factor analyses, and the Cronbach’s alpha to measure internal consistency.Results: The exploratory factor analysis showed strong results with a KMO of 0.862, leading to five factors and the removal of two items. The initial confirmatory factor analysis indicated poor fit, prompting the removal of items with low R-squared values. The final Minho-MEDAMS includes 18 items: six for intrinsic motivation, nine for extrinsic motivation and three for amotivation. This refined scale demonstrates high internal consistency (α = 0.831), making it a reliable tool for assessing medical students’ motivation.Conclusion: The successful adaptation of the Academic Motivation Scale within the self-determination theory framework presents a valuable instrument for assessing motivation in medical students. The Minho-MEDAMS offers a comprehensive understanding of motivational dynamics, facilitating targeted interventions and support mechanisms to enhance student engagement and success. Its validity and reliability render it a practical tool for educators, administrators, and researchers in the field of medical education. Ultimately, the Minho-MEDAMS contributes to the advancement of strategies aimed at cultivating motivated and proficient healthcare professionals.

Large language models (LLMs) in radiology exams for medical students: Performance and consequences.

The evolving field of medical education is being shaped by technological advancements, including the integration of Large Language Models (LLMs) like ChatGPT. These models could be invaluable resources for medical students, by simplifying complex concepts and enhancing interactive learning by providing personalized support. LLMs have shown impressive performance in professional examinations, even without specific domain training, making them particularly relevant in the medical field. This study aims to assess the performance of LLMs in radiology examinations for medical students, thereby shedding light on their current capabilities and implications.This study was conducted using 151 multiple-choice questions, which were used for radiology exams for medical students. The questions were categorized by type and topic and were then processed using OpenAI's GPT-3.5 and GPT- 4 via their API, or manually put into Perplexity AI with GPT-3.5 and Bing. LLM performance was evaluated overall, by question type and by topic.GPT-3.5 achieved a 67.6% overall accuracy on all 151 questions, while GPT-4 outperformed it significantly with an 88.1% overall accuracy (p<0.001). GPT-4 demonstrated superior performance in both lower-order and higher-order questions compared to GPT-3.5, Perplexity AI, and medical students, with GPT-4 particularly excelling in higher-order questions. All GPT models would have successfully passed the radiology exam for medical students at our university.In conclusion, our study highlights the potential of LLMs as accessible knowledge resources for medical students. GPT-4 performed well on lower-order as well as higher-order questions, making ChatGPT-4 a potentially very useful tool for reviewing radiology exam questions. Radiologists should be aware of ChatGPT's limitations, including its tendency to confidently provide incorrect responses. · ChatGPT demonstrated remarkable performance, achieving a passing grade on a radiology examination for medical students that did not include image questions.. · GPT-4 exhibits significantly improved performance compared to its predecessors GPT-3.5 and Perplexity AI with 88% of questions answered correctly.. · Radiologists as well as medical students should be aware of ChatGPT's limitations, including its tendency to confidently provide incorrect responses.. · Gotta J, Le Hong QA, Koch V et al. Large language models (LLMs) in radiology exams for medical students: Performance and consequences. Fortschr Röntgenstr 2024; DOI 10.1055/a-2437-2067.

Exploring links between visuospatial ability and anatomy learning in education: A bibliometric analysis and scientific mapping.

The field of medical education faces a significant challenge in teaching human anatomy, a fundamental aspect of medical science that is often perceived as complex and demanding. Understanding the shapes and anatomical structure locations is crucial for students to master the intricacies of anatomy. Visuospatial ability, which involves comprehending three-dimensional structures and their spatial relationships, plays a pivotal role in anatomy learning. The aim of this study was to examine keywords, territories/countries, the number of publications, institutions, authors, and associated journals related to visuospatial ability in anatomy learning through extensive bibliometric analysis. Data were gathered from the Scopus database, and VOSviewer was employed to conduct a bibliometric analysis. Approximately 552 eligible articles were examined in their entirety. The findings indicated that the most significant research growth occurred in 2012, with the United States of America emerging as the leading country in the field. Furthermore, Anatomical Science Education was recognized as the most esteemed journal in this field, with Wilson, T.D. being credited as the most influential author. The bibliometric data also demonstrated various approaches to improve visuospatial capacity in anatomy learning, such as utilizing virtual reality or other computer-assisted learning modalities and their integration into medical education practice. In conclusion, these findings highlight the critical role of visuospatial ability in facilitating the acquisition of anatomical knowledge and offer direction for future research in this area.

Modern aspects of pathology teaching

Introduction. Undergraduate medical curricula often fail to balance learning opportunities and integrate the study of basic and clinical sciences, allowing students to link theory and practice. The high educational potential of the experimental teaching method is due not only to its practical orientation but also to the possibility of reflection - critical analysis and synthesis of knowledge in the learning process.Aim of the study. Evaluate the possibility of introducing experiential learning in the study of pathology to improve the efficiency of students' perception of understanding the subject and subsequent application in clinical practice.Materials and methods. The study sample (n=362) consisted of 3rd year students of NAO «Karaganda Medical University», studying in the disciplines: «General pathology» and «Pathology of organs and systems» in the 2022-2023 academic year. The sample included 48.9% male and 51.1% female students aged 19 to 22. Respondents were divided into a main group (n=96) using an experimental training method and a control group (n=266) using a traditional training format. A specially designed questionnaire was used to study student satisfaction with training. Descriptive statistics methods were used to describe the assessments of students in the study groups. Thematic analysis was used to examine the data collected using open-ended questions.Results. The possibility of interaction and discussion with the teacher during the joint viewing of micropreparations of the studied cases was rated as «excellent» by 95.8% and 97.9% of students. With regard to the main characteristics of medical education in the study of pathology, four broad topics are verified, such as fundamental medical education, interaction with the teacher in obtaining medical education, teaching materials in medical education, and assessment in the field of medical education. The study used methods of descriptive statistics. Thematic analysis was used to process data collected using open-ended questions.Discussion. The high level of acceptance of interactive groups in the study of pathology and the general satisfaction of students reflect the desire and need for active teaching methodologies in modern medical education.Conclusion. Based on the findings, the practical teaching of pathology can be improved by revisiting the content and teaching strategies.

Strategies to develop an efficient feedback system in medical education and its outcome – An interventional study

Objective The main aim of this study is to know the loopholes in the feedback system, strategies to remove these loopholes, and to measure the effects of an efficient feedback system in an institution. Methods This research has three stages. In the first stage, we tried to find out the flaws in the feedback system of the institution based on published benchmarks. Then we tried to remove these flaws with the collaboration of different stakeholders. In the last stage of the study, we tried to measure the effectiveness of these corrective procedures by certain key performance indicators (KPIs). Results After improvement strategies, there was a significant improvement in the KPIs like, the knowledge and attitude toward the feedback improved from 3.1 to 4.23 in students, and from 3.46 to 4.34 in faculty members, on a five-point scale, and the teaching standards improved as measured by students’ performance in different courses in terms of learning objectives achievement, for example in internal medicine from 70.8% to 75.3%. Similar improvement was recorded in other KPIs as well. Conclusion An efficient feedback system is the backbone of education and by adopting effective feedback, individuals and institutions can excel in the field of medical education.

Diagnostic reasoning and cognitive error in emergency medicine: Implications for teaching and learning.

Accurate diagnosis in emergency medicine (EM) is high stakes and challenging. Research into physicians' clinical reasoning has been ongoing since the late 1970s. The dual-process theory has established itself as a valid model, including in EM. It is based on the distinction between two information-processing systems. System 1 rapidly generates one or more diagnostic hypotheses almost instantaneously, driven by experiential knowledge, while System 2 proceeds more slowly and analytically, applying formal rules to arrive at a final diagnosis. We reviewed the literature on dual-process theory in the fields of cognitive science, medical education and emergency medicine. The literature reflects two prominent interpretations regarding the relationship between the fast and slow phases and these interpretations carry very different implications for the training of clinical learners. One interpretation, prominent in the EM community, presents it as a "check-and-balance" framework in which most diagnostic error is caused by cognitive biases originating within System 1. As a result, EM residents are frequently advised to deploy analytical (System 2) strategies to correct such biases. However, such teaching approaches are not supported by research into the nature of diagnostic reasoning. An alternative interpretation assumes a harmonious relationship between Systems 1 and 2 in which both fast and slow processes are driven by underlying knowledge that conditions performance and the occurrence of errors. Educational strategies corresponding to this alternative have not been explored in the EM literature. In this paper, we offer proposals for improving the teaching and learning of diagnostic reasoning by EM residents.