Medicine Education Research Articles

Holistic Review in Family Medicine Residency Programs: A CERA Study.

Interest in using holistic review for residency recruitment as a strategy to improve the diversity of the physician workforce has increased. However, no data are published on the prevalence of holistic review in the selection process for family medicine residency programs. We designed this study to assess programs' knowledge, skills, and attitudes; prevalence; barriers to implementation; and program characteristics associated with the use of holistic review. Data for this study were elicited as part of a 2023 survey conducted by the Council of Academic Family Medicine Educational Research Alliance. The nationwide, web-based survey was sent to 739 family medicine residency program directors. A total of 309 program directors completed the holistic review portion of the survey. Programs that understood and agreed with holistic review used it more in their selection process. Holistic review was more common in programs with higher rates of residents, faculty, and patients that are underrepresented in medicine. Barriers to holistic review utilization were increased number of applicants, increased resources associated with holistic review, and lack of consensus on the holistic review approach. The holistic review process is an area of growing interest to diversify the physician workforce, especially among residencies caring for underresourced communities. Further discussions on the specific scoring rubrics of family medicine residency programs that use holistic review are needed and could help programs that are facing barriers. Widespread use of holistic review to diversify the physician workforce has the potential to improve patient care access and health.

Did the students’ satisfaction rates at Avalon University School of Medicine correlate with the occurrence of accreditation site visits?

Introduction Accreditation of medical education programs can be observed from different perspectives. Regulatory/accreditation agencies consider it vital to assure a certain level of quality. Other stakeholders may perceive the accreditation process as a negative experience, draining resources, and efforts. Although accreditation may improve the program’s governance and administration, its direct or indirect impact on students must be further investigated. This study explores the relationship between the occurrence of accreditation site visits and student satisfaction rates at Avalon University School of Medicine. Methods A comparison study was conducted with retrospective satisfaction data from two accreditation cycles at AUSOM. We used the Caribbean Accreditation Authority for Education in Medicine and Other Health Professions (CAAM-HP) student surveys for data collection, and data from 2017, 2019, and 2022 were used. The response rate was 70% (n = 71), 72% (n = 47), and 60% (n = 56) for basic science students and 80% (n = 111), 82% (n = 115), and 70% (n = 76) for clinical students in 2017, 2019, and 2022, respectively. The survey for basic sciences students included 37 questions/items, and the survey for clinical students included 39 questions/items. The responses for the questionnaire were on the five-point Likert scale. The retrospective data were evaluated using the unpaired Wilcoxon-rank sum test. Results The ratings for the basic science students’ survey increased from 2017 to 2019 (first accreditation cycle) only for 11 items/questions and they were increased from 2019 to 2022 for all items/questions. The ratings for clinical science students’ surveys increased from 2017 to 2019 (the first accreditation cycle) for all items/questions with a statistically significant p-value. They increased for 28 questions/items from 2019 to 2022, and two items (availability and adequacy of career counseling) showed statistically significant p-values. Conclusions The pre-accreditation preparation and the self-evaluation process while correcting the program’s deficiencies are essential triggers for the quality improvement process associated with accreditation.

Establishing consensus on nutrition competencies for medicine: a Delphi study

BackgroundSignificant research, regulatory bodies and even governmental resolutions have identified meaningful nutrition education for medical and other healthcare professionals as a priority. Doctors are well placed to provide nutrition care,...

ChatGPT, a Friend or a Foe in Medical Education: A Review of Strengths, Challenges, and Opportunities

Background: ChatGPT is a large-scale language model that utilizes artificial intelligence (AI) to answer a broad range of scientific inquiries, create clinical scenarios, and evaluate educational programs. While its use offers numerous advantages, it also presents several challenges. Objectives: The aim of this study is to conduct a comprehensive review of ChatGPT's functionality and explore the benefits, challenges, existing solutions, and future prospects of using AI in medical education. Method: A comprehensive literature review was conducted using PubMed, Scopus, Web of Science, and Google Scholar. The search phrases used were ChatGPT, Artificial Intelligence, Chatbot, Medical Education, and large language models (LLMs). Results: The application of ChatGPT in medical education offers several advantages, such as enhanced quality of interaction between medical students and patients, improved education quality, enhanced research opportunities, personalized learning, virtual patient simulations, and cost-effectiveness. However, there are also critical challenges, such as ethical and transparency concerns, limited access to reliable databases, restricted information availability after 2021, limited development of students' critical thinking ability, and the risk of generating AI hallucinations. Conclusions: Artificial intelligence models have become a popular tool for researchers to access scientific resources, comprehend articles and textbooks, and create scientific texts. ChatGPT has been used extensively in medicine and medical education in a short period. It is essential to weigh the benefits and challenges, use expert supervision, conduct frequent assessments, and provide feedback reviews to guarantee its efficacy. Although this technology should not replace human labor, it is essential to prepare for the changes brought by AI and create appropriate guidelines and curricula by reviewing existing solutions and conducting extensive studies.

Preparing tomorrow's doctors for the genomics era: A nationwide survey of UK medical students

IntroductionLow confidence in genomics knowledge among clinicians is a major barrier to the integration of genomics into mainstream medicine. Here, we assessed the genomics confidence of UK medical students approaching graduation. MethodsWe conducted a web-based nationwide survey of UK medical students in the final 2 years of study where participants rated their confidence in genomics concepts. ResultsIn total, 145 medical students across 19 medical schools participated. The amount of genomics teaching students reported receiving was positively associated with genomics confidence, with the amount of basic science teaching having the strongest influence. While confidence was high in core genomics principles, such as the difference between DNA, genes and chromosomes (95%), confidence dropped in clinical applications of genomics – only 50% reported a good understanding of the genetic contribution to disease and 28% reported good knowledge of clinically used genomic tests. Overall, 59% reported a poor understanding of variant interpretation; however, over half who reported receiving ‘lots’ of genomic medicine teaching reported a good understanding of this topic. ConclusionGaps in genomics knowledge and drivers in confidence have been identified herein, highlighting the need for improvements in undergraduate genomics education to prepare future doctors to confidently practise in the genomics era.

Case series of 3 Pressure Ulcers Cured with Education through Telemedicine

Objectives: The case series with pressure ulcers who was cured by education through telemedicine will be presented as a model for how a Korean medicine doctor can participate in the telemedicine of pressure ulcers. We also aim to report on the perspectives of medical staff and patients regarding the improved telemedicine services in Korean medicine.Methods: The study included three cases of pressure ulcers in home care, and education on pressure ulcer management was provided to patients, caregivers, and collaborators via telemedicine. Basic training was provided to teach the sealed wet dressing therapy method. After the basic training, feedback on the treatment was provided by taking photos or videos of the patient's treatment process, and the feedback process was repeated until the dressing method was perfected.Results: A combination of telemedicine, home visits, and home care successfully treated pressure ulcers in home care patients using a multidisciplinary approach. The education through telemedicine alone improved the National Pressure Ulcer Advisory Panel (NPUAP) stages and the total score of the Pressure Ulcer Scale for Healing (PUSH) Tool, and all three cases were finally cured with an average treatment duration of 26.7 days. The patient's and clinician's perspectives also showed that telemedicine can effectively engage patients, caregivers, and collaborators, and motivate them to manage pressure ulcers.Conclusions: For patients having trouble visiting the hospital or desiring treatment at home, consideration can be given to telemedicine for traditional Korean medicine education in pressure ulcer management.

Trends in the Study of Korean Medicine Education : Based on domestic and international research

Objectives: The purpose of this study is to review trends in Korean medical education research.Method: We searched Korean Medicine Education research in 4 domestic and 4 international datebases. The studies were analyzed with journal, year, keyword and detailed topic, word frequency in research context, divided into four categories: basic Korean medicine, clinical Korean medicine, medical humanities, education.Result: 128 Korean studies and 30 International studies, total 158 studies, published from 1993 to 2024 have been selected. Research on Korean medicine education has been consistently published every year since 2003, by 61 journals. The period when the most papers were published was 2020, with 16 papers. Journal of Physiology & Pathology in Korean Medicine published a relatively large number of studies, with 19. Among the keywords divided into 4 categories according to Institute of Korean Medicine Education & Evaluation, studies related to 'basic medicine' were the most with 45 cases. When classified into detailed topics, there were 40 papers related to 'subject', and 21 papers related to ‘awareness’.Discussion and Conclusion: The study suggests that Korean medicine education method and curriculum should be developed. As educational research and method progresses, the corresponding curriculum has to be improved and applied to the field. This study would contribute to the foundation of Korean medicine education.

Korean radiographers’ awareness, experiences, and education needs in forensic medicine and forensic radiology

This study assesses the need for education in forensic medicine and forensic radiology among radiographers by investigating the perceptions and experiences of Korean radiographers working in medical institutions. A structured questionnaire was administered to participants, collected, and analyzed. The results showed that despite receiving frequent forensic cases, Korean radiographers face difficulties in taking appropriate measures about forensic radiology due to a lack of awareness and knowledge of its forensic aspects. The participants indicated that university education in forensic medicine and forensic radiology is necessary. Therefore, it is imperative to develop and implement policies for forensic education programs to enhance radiographers’ forensic knowledge and capabilities. Universities should conduct courses on forensic radiology and provide continuing education for radiographers working in this field.

Crime Scene Simulation: A Novel Approach to Forensic Medicine Education

Crime Scene Simulation: A Novel Approach to Forensic Medicine Education

Team based learning: an effective teaching-learning method in undergraduate teaching in community medicine

Team based learning: an effective teaching-learning method in undergraduate teaching in community medicine

Experiences of community pharmacists in the United Kingdom on the provision of travel health services and associated educational requirements.

Travel health services play a critical role in public health. Previously, travel services were provided solely through GPs or private specialist clinics. In recent years, they have been available from community pharmacists in the UK. This study sought to understand the types of travel health services provided by community pharmacists and to establish the educational needs. Qualitative interviews and focus groups explored current practices and educational needs in travel medicine. Thematic analysis of transcribed interviews and focus groups was conducted to understand how travel services are provided and the training undertaken by community pharmacists in delivering these services. Nine individual interviews and one focus group of seven additional pharmacists was conducted. Pharmacists considered that they provided a comprehensive service and undertook the necessary training for safe delivery. Pharmacists described a 'vaccine centric' approach to travel services, with aspects, such as management of chronic conditions, fitness/preparedness for travel, prevention and self-management of travel-related conditions considered to be of lower priority. This was reflected in the travel medicine education that they had received and their perception of future requirements. Whilst vaccination is a critical aspect of travel health medicine, taking a 'vaccine centric' approach represents a missed opportunity in public health. Future educational opportunities for pharmacists could include training that encourages a broader approach to travel health consultations, to include a co-created, structured, and holistic risk assessment for travellers and recommendations for appropriate prevention and management strategies for travellers prior to, during and after travel.

Design and practice of blended teaching of internal medicine nursing based on O-AMAS effective teaching model

BackgroundSelf-directed learning (SDL) ability is the basis for cultivating nursing students’ ability to find and solve problems, lifelong learning, and providing high-quality nursing talents for healthcare. The O-AMAS (Objective, Activation, Multi-learning, Assessment, Summary) model adheres to the teaching philosophy of student-centered, result-oriented, combines the advantages of online and offline teaching, enriching teaching resources and learning channels, diversifying teaching and evaluation methods, and emphasizing integrating and applying knowledge conducive to improving students’ SDL ability and achieving teaching objectives. This study explored the course design, practical, and application effects under the O-AMAS effective teaching model in internal medicine nursing to provide a basis and reference for combining effective teaching models with blended teaching in future nursing courses.MethodsThis study is a self-controlled before-after trial. The participants were 76 nursing undergraduates from Hunan Normal University. This study utilizes the O-AMAS effective teaching model to design internal medicine nursing courses and implement blended online and offline teaching. Main links: The overall course design and application are student-centered, after clarifying macro and micro multi-dimensional learning objectives, with online and offline blended teaching environments activated students’ learning behavior and diversified teachers’ teaching activities, then based on instant and dynamic provide effective feedback; finally, students take the initiate to make a brief and potent summary under the teacher guidance. After the course, a unified assessment of the learning effect of nursing students was conducted, including the evaluation of the SDL ability of nursing students, a final comprehensive evaluation grade, and a teaching satisfaction survey.ResultsThe nursing students’ SDL ability scores are higher than before teaching, and the results were statistically significant (P < 0.05). The final average comprehensive evaluation grade of nursing students was 78.38 ± 7.12. More than 96% of the students are satisfied with this course.ConclusionApplying for internal medicine nursing blended teaching integrated with the O-AMAS effective teaching model is conducive to improving nursing students’ SDL ability, academic grades, and teaching satisfaction.

Exploration and Practice of Teaching Methods of Comprehensive Knowledge and Skills of Traditional Chinese Medicine with Traditional Chinese Medicine Traditional Skills Inheritance as the Core

Traditional Chinese Medicine (TCM) is a core component of Chinese traditional medicine, and its unique therapeutic concepts and techniques have received high attention worldwide. In the current medical education system, there are still many challenges in teaching Chinese medicine, especially the insufficient transfer of practical skills. This study aims to explore an integrated teaching model that combines theoretical teaching and practical operation with traditional skills of Chinese medicine as the core. Through literature review and case studies, this paper analyzes the deficiencies of Traditional Chinese Medicine teaching and then designs a new teaching model that highlights the integration of theory and practice, the enhancement of teacher-student interaction, and the application of diverse teaching methods. The implementation results show that this teaching model effectively improves students' practical skills in Chinese medicine, enhances their understanding and application of Chinese medicine knowledge, and significantly stimulates their interest in learning Chinese medicine. The successful practice of this teaching model not only provides valuable experience for the innovation of TCM education but also provides strong educational support to promote the continuous development of TCM. The results of this study emphasize the importance and practical value of teaching integrated skills centered on traditional skills in TCM education.

Emerging Trends in the Prevalence of Military Medicine Interest Groups and Specialty Tracks at U.S. Medical Schools.

A challenge confronting health care is the national physician shortage, notably impacting the DoD's recruitment of military physicians. To address this, the Health Professions Scholarship Program is annually awarded to medical students to facilitate their transition into the U.S. Armed Forces. There is a glaring absence of military medical education in civilian schools to accommodate the unique interests of these students. While medical schools have adapted with interest groups and specialty tracks, the current presence of military medicine interest groups (MMIGs) and military medicine specialty tracks (MMSTs) remains under-explored. This study aimed to (1) update the prevalence of MMIGs in U.S. medical institutions, (2) identify the presence of MMSTs, and (3) compare military medicine involvement between allopathic and osteopathic programs. The study was approved for exempt status from the Kansas City University Institutional Review Board (study number 20,211,568-1). In a cross-sectional analysis, surveys were sent to 208 U.S. medical schools, with responses from student services or available public data from 200 institutions included in the final analysis. A secondary survey was sent to respondents who provided MMIG or MMST contacts. Results indicated that 62% (n = 124/200) of schools currently have an established MMIG, a modest growth from 56% (n = 70/125) in 2015 (p = .14). MMST prevalence, however, is minimal at 2.5% (5/200). Osteopathic institutions demonstrated a significantly greater engagement in military medicine education (88.7%) compared to allopathic schools (52.4%) (p < .001). This research underscores the need for comprehensive military medical training in medical schools to meet the interests and career aspirations of their students. Future studies should also evaluate the efficacy of MMIGs and MMSTs in preparing students for military medical roles.

Update of the competence-based catalog of learning objectives in nuclear medicine for the study of human medicine in Germany.

To update the subject-specific, competence-based catalog of learning objectives for medical studies in Germany published by the German Society of Nuclear Medicine (DGN) in 2018, prioritizing relevant learning objectives. Based on the previous catalog, the writing group compiled nuclear medicine topics and formulated competence-based learning objectives, including medical developments, device innovations and new radiopharmaceutical approvals. These were presented for prioritization to the 180 habilitated DGN members as an expert group in a Delphi process. The first round of voting assessed firstly the topics in terms of necessity or dispensability, and secondly the detailed learning objectives of the topics were assessed for their relevance to academic teaching in nuclear medicine. The results of the first survey were used to draft a catalog of learning objectives with final approval by the expert group in a second survey. The time available for teaching nuclear medicine was also recorded. The writing group developed 240 competence-based learning objectives from 41 topics. After a first Delphi round, 73 detailed competence-based learning objectives from 15 topics were compiled. The mean teaching time was 8.4 h for lectures, 3.7 h for seminars and 3.6 h for practical courses. In a second Delphi round, the agreement of the expert group was at least 95% for the selected topics and at least 90% for the detailed learning objectives. The catalog of subject-specific learning objectives, updated by expert consensus, provides basic knowledge, skills and competences related to the most relevant diagnostic and therapeutic procedures in nuclear medicine, taking into account both long-established topics and recently introduced innovations.

Pharmacogenomics in Lebanon: current status, challenges and opportunities.

Pharmacogenomics (PGx) research and applications are of utmost relevance in Lebanon considering its population genetic diversity. Moreover, as a country with regional leadership in medicine and higher education, Lebanon holds a strong potential in contributing to PGx research and clinical implementation. In this manuscript, we first review and evaluate the available PGx research conducted in Lebanon, then describe the current status of PGx practice in Lebanon while reflecting on the local and regional challenges, and highlighting areas for action, and opportunities to move forward. We specifically expand on the status of PGx at the American University of Beirut Faculty of Medicine and Medical Center as a case study and guide for the further development of local and regional comprehensive PGx research, teaching, and clinical implementation programs. We also delve into the status of PGx knowledge and education, and prospects for further advancement such as with online courses and certificates.

E-learning in transfusion medicine: An exploratory qualitative assessment.

E-learning programmes are increasingly offered in transfusion medicine (TM) education. The aim of this study was to explore facilitators and barriers to TM e-learning programmes, including assessment of learning outcomes and measures of effectiveness. Participants selected from a prior survey and representing a diverse number of international e-learning programmes were invited to participate. A mixed methodology was employed, combining a survey and individual semi-structured one-on-one interviews. Interview data were analysed inductively to explore programme development, evaluation, and facilitators and barriers to implementation. Fourteen participants representing 13 institutions participated in the survey and 10 were interviewed. The e-learning programmes have been in use for a variable duration between 5 and 16 years. Funding sources varied, including government and institutional support. Learner assessment methods varied and encompassed multiple-choice-questions (n = 12), direct observation (n = 4) and competency assessment (n = 4). Most regional and national blood collection agencies rely on user feedback and short-term learning assessments to evaluate their programmes. Only one respondent indicated an attempt to correlate e-learning with clinical practices. Factors that facilitated programme implementation included support from management and external audits to ensure compliance with regulatory educational and training requirements. Barriers to programme implementation included the allocation of staff time for in-house development, enforcing compliance, keeping educational content up-to-date and gaining access to outcome data for educational providers. There is evidence of considerable diversity in the evaluation of e-learning programmes. Further work is needed to understand the ultimate impact of TM e-learning on transfusion practices and patient outcomes.

Improving Healthcare Professionals' Access to Addiction Medicine Education Through VHA Addiction Scholars Program.

The seemingly inexorable rise of opioid-related overdose deaths despite the reduced number of COVID-19 pandemic deaths demands novel responses and partnerships in our public health system's response. Addiction medicine is practiced in a broad range of siloed clinical environments that need to be included in addiction medicine training beyond the traditional fellowship programs. Our objective in this project was to implement a knowledge-based, live virtual training program that would provide clinicians and other healthcare professionals with an overview of addiction, substance use disorders (SUD), and clinical diagnosis and management of opioid use disorder (OUD). The Veterans Health Administration (VHA) Emergency Department Opioid Safety Initiative (ED OSI) offered a four-day course for healthcare professionals interested in gaining knowledge and practical skills to improve VHA-based SUD care. The course topics centered around the diagnosis and treatment of SUD, with a focus on OUD. Additionally, trainees received six months of support to develop addiction medicine treatment programs. Evaluations of the course were performed immediately after completion of the program and again at the six-month mark to assess its effectiveness. A total of 56 clinicians and other healthcare professionals participated in the Addiction Scholars Program (ASP). The participants represented nine Veteran Integrated Service Networks and 21 different VHA medical facilities. Nearly 70% of participants completed the initial post-survey. Thirty-eight respondents (97.4%) felt the ASP series contained practical examples and useful information that could be applied in their work. Thirty-eight respondents (97.4%) felt the workshop series provided new information or insights into the diagnosis and treatment of SUD. Eleven capstone projects based on the information acquired during the ASP were funded (a total of $407,178). Twenty participants (35.7%) completed the six-month follow-up survey. Notably, 90% of respondents reported increased naloxone prescribing and 50% reported increased prescribing of buprenorphine to treat patients with OUD since completing the course. The ASP provided healthcare professionals with insight into managing SUD and equipped them with practical clinical skills. The students translated the information from the course to develop medication for opioid use disorder (M-OUD) programs at their home institutions.

How to accomplish mission-driven work for emergency medicine educators.

How to accomplish mission-driven work for emergency medicine educators.

A SURVEY ON CONTINUOUS POSTGRADUATE DISASTER MEDICINE EDUCATION NEEDS IN THE PLOVDIV REGION

Introduction: Disasters, regardless of their origin, have a direct negative impact on the physical and psychological wellbeing of the population. Medical support for the casualties necessitates specific organization and training of medical personnel. Knowledge and skills in the field are considered to be essential for the execution of a rapid response. Purpose: The aim of this research was to study the need for postgraduate disaster medicine education for different categories of medical professionals in the Plovdiv region. Materials and methods: A cross-sectional study was conducted in 2020 through an anonymous inquiry among medical professionals from pre-hospital healthcare, hospital care and the centers for emergency medical aid in the Plovdiv region. Results: The survey was held among 160 medical professionals. They were interviewed regarding their participation in medical support for disasters or mass casualty incidents. 50,3% of them had such experience. 65% of the respondents evaluated their knowledge of disaster medicine as moderate, while only 18,7% reported high self-assessment. Most interviewees knew the knowledge and skills needed for disaster medical support, but half had never trained in these skills. Almost all respondents - 93,1%, considered disaster medicine knowledge useful for medical practice. 89,4% share the opinion that postgraduate courses were necessary. 93,2% preferred to be trained and educated on the subject by the Medical University. Conclusions: The results from our survey highlight the lower than expected self-confidence among medical professionals regarding their disaster medical support knowledge and skills. Postgraduate training could improve disaster resilience by increasing skill and confidence.