Professor Of Medicine Research Articles

A global investigation into antimicrobial knowledge in medicine, pharmacy, nursing, dentistry and veterinary undergraduate students: A scoping review to inform future planetary health multidisciplinary education

BackgroundInappropriate use of antimicrobials can push the environment out of balance, and cause unnecessary waste that can contaminate our soil, animals and waterways. Health professional education is committed to preparing students for antimicrobial stewardship (AMS) and supporting planetary health, but a more multidisciplinary action is needed to curb the expansion of antimicrobial resistance (AMR). The aim of this scoping review is to showcase the current antimicrobial knowledge of undergraduate students across the disciplines of medicine, pharmacy, nursing, dentistry and veterinary. This will consequently showcase the gaps and trends across the different disciplines and countries to help inform planetary health multidisciplinary undergraduate curriculums.MethodsA search of the existing literature published prior to December 2023 was conducted using CINAHL, EMBASE, MEDLINE, SCOPUS, and ERIC databases. Studies were excluded if they included postgraduate students or discussed the knowledge, attitude and practice (KAP) of students towards antimicrobial prescribing, AMR and AMS related to a specific learning activity.ResultsA total of 144 articles were included. The most represented countries were India and Pakistan accounting for 17% and 8% of the studies, respectively. Single-disciplinary research accounted for approximately 80% of the studies. Medicine was the most represented discipline in both single-disciplinary and multidisciplinary research, appearing in approximately 62% of the studies, followed by pharmacy appearing in approximately 30% of the studies and dentistry appearing in approximately 18% of the studies. Three major priority themes were identified: students are more familiar with the term AMR compared to AMS; inappropriate use of antimicrobials is seen as the main driver of AMR; and the need for more training and education in the field of appropriate antimicrobial prescribing, AMR and AMS.ConclusionThis review has highlighted that there is a need for more AMS interprofessional education (IPE) activities in all five disciplines, and especially within the disciplines of nursing, veterinary and dentistry, as shown by a lack of multidisciplinary research in this area. Most of the knowledge assessments have just touched the surface of AMS and focused on inappropriate antimicrobial use alone. Interdisciplinary planetary health education needs to go beyond these skills and broaden the understanding of other factors that can contribute to AMR such as inappropriate disposal, environmental contamination, monitoring and surveillance, one health, false allergies, and more importantly, how each health professional can contribute to a team.

Summary of presentations and urgent call to action

Abstract Dr. Silja Kosola MD PhD is Associate Professor of Adolescent Medicine and primary investigator with the University of Helsinki, Finland, and Research Director at the Western Uusimaa Wellbeing Services County in Southern Finland. As the concluding presentation, Silja will quiz the audience again with the online tool, this time to gauge the responses and support of the solutions that have been outlined. She will present a summary of the points raised, and this will then lead into the interactive discussion about the call to action.

Commuting violence: Social, mental and academic consequences. Is this concept necessary to adopt?

Abstract Introduction Violence has emerged as a pressing public health issue due to its global impact, prompting the need to coin the term ‘commuting violence’ (CV). This term refers to any form of aggression experienced by students traveling from the University to other locations such as their homes or vice versa, considering that this situation could have health and academic consequences for students. Objectives To determine the consequences associated with CV in university students. Methods A cross-sectional and prospective study was conducted, including students from a Medical School in Veracruz, Mexico, from August to December 2023. Invitations to participate were extended to students of medicine, chiropractic, and radiology technology. Results A total of 279 participants with a mean age of 20 (±3.0) years were included. 89.6% of students perceive insecurity on their journey to the university, primarily due to the presence of suspicious individuals (93.9%); 70.6% of participants reported knowing a peer who has experienced CV, leading them to avoid certain streets (92.5%) to avoid it. Insecurity felt on the journey home from school showed a significant association (OR/CI95%) for anxiety due to JV of (7.2/3.2-16), stress due to CV of (11.1/4.74-25.9), and paranoia due to CV of (4.48/2.02-9.92). A total of 140 (50.2%) students reported experiencing CV, with the most frequent manifestations being sexual harassment (79.3%) and verbal harassment (57.8%), as well as two (1.4%) attempted rapes. Experiencing CV was positively associated with students avoiding class schedules before 8:00 a.m. (3.6/1.69-7.63) and after 6:00 p.m. (4.6/1.7-11.94), as well as absenteeism (7.37/2.51-21.67) and thoughts of dropping out (12.9/2.75-60.36) (p < 0.05). Conclusions PV is a relevant situation that exists within the well-being of students, impacting them both in anticipation and when faced with it. The concept of CV should be considered for use in future research. Key messages • We propose the concept of Commuting violence as an element to be taken into account since it has been demonstrated that this situation interferes with the academic activity of the students. • Commuting violence occurs during academic activities, so universities should propose actions to make students feel safe on their daily journey to the university.

Investigation of Global Climate Change Awareness Levels Among Faculty of Medicine Students

Abstract Background According to the WHO, climate change is the biggest threat to global health in the 21st century. Thus, it is important to understand medicine faculty students’-who are future doctors-awareness of climate change and its effects on human health. The aim of this study is to determine the level of awareness of Inonu University Faculty of Medicine students about global climate change. Methods This descriptive cross-sectional study was conducted between February and March 2024. The target population consisted of 1692 students studying in a medical university. The sample size was calculated as 260 students based on a percentage of awareness of global climate change of 32.3%, and 283 respondents were included in the study. A questionnaire was used that included questions about the respondents’ sociodemographic characteristics and global climate change awareness. In addition, they answered the items of the Awareness Scale of University Students About Global Climate Change (GCCAS). The dependent variable was total GCCAS scores, and the independent variables included age, concern about climate change, and knowledge status. A Student’s t-test was used in the statistical analysis. Results Of the students, 50.2% were female, 51.6% were older than 22 years of age, 82% were worried about the negative effects of climate change, 79.5% said they received no education about climate change during their medical education. The mean total GCCAS score in the study group was 71.74 +/-13.81. Women, students who were concerned about climate change, and those who had knowledge about climate change had significantly higher mean GCCAS scores (p < 0.05). Conclusions More than 75% of study group said that they had received no education about climate change. However, the percentage of students who were aware of and concerned about climate change and who had information about climate change was even higher. Key messages • Due to the potential for medical students to encounter the health effects of climate change, these issues should be included in education programs to increase their awareness of this important issue. • Medical students need to take conscious and informative steps regarding climate change to help protect the health of future generations.

Which Attributes Explain Gender Differences in Impostor Syndrome Scores in Medicine and Health Sciences Students: A Secondary Multivariate Analysis

Impostor Syndrome (IS) is a psychological pattern where individuals doubt their accomplishments and fear being exposed as frauds, despite evidence of success. This study investigates gender differences in IS among 753 medical and health sciences students and graduates, using the Clance Impostor Phenomenon Scale. We aim to discern item-specific gender disparities in IS manifestations and develop a canonical variable that encapsulates these differences. Our findings reveal significant disparities: women display higher scores related to self-doubt and fear of failure, while specific IS aspects in men are associated with overcompensation. These insights suggest the need for gender-specific educational and clinical strategies to address IS in medicine and health sciences. By employing a multivariate analysis of variance, this study refines our understanding of how IS differently affects genders, aiding in the design of targeted interventions that can enhance well-being and professional efficacy among future healthcare professionals. Such strategies are crucial, emphasizing the importance of creating supportive environments to foster resilience in these high-stakes fields.

Transforming Care in SEA: Evidence and Considerations for Evolution of the Current Treatment Paradigm

This article reviews an industry symposium held on 8 September 2024 as part of the European Respiratory Society (ERS) Congress 2024 in Vienna, Austria, which brought together four experts to discuss the current treatment paradigm for severe eosinophilic asthma (SEA), including the role of biologics and background medication tapering. Katrin Milger-Kneidinger, Professor of Respiratory Medicine at the University Hospital of the Ludwig Maximilian University Munich (LMU), in Germany, and the MedUni Graz, in Austria, explored the critical role eosinophils play in SEA pathology and how biologic therapies targeting eosinophils can address key disease features, including airway remodelling, airway hyperresponsiveness (AHR), and mucus production. Felix Herth, Professor of Pulmonary and Critical Care Medicine at Thoraxklinik Heidelberg, Heidelberg University Hospital, in Germany, discussed persistent airflow obstruction (PAO) in patients with SEA, focusing on a typical patient profile to understand the clinical manifestation and opportunities for management. Stephanie Korn, Professor of Pulmonary and Respiratory Medicine at Thoraxklinik Heidelberg, Heidelberg University Hospital, in Germany, and Head of the Clinical Research Centre, Institute für Klinische Forschung (IKP) Pneumologie in Mainz, Germany, presented on remission as a clinical target in SEA, focusing on how biologics can help achieve remission in some patients. Lastly, in a discussion led by symposium chair Stefano Del Giacco, Professor of Medicine, Allergy, and Clinical Immunology, at the University of Cagliari, Sardinia, in Italy, the experts agreed that a positive practice change would be to get more patients with relevant clinical manifestations on biologics, and that background medication tapering, when appropriate, could lead to improved patient outcomes and quality of life (QoL) in SEA.

Prioritising Patients and Planet: Advocating for Change in Respiratory Care

The global burden of respiratory diseases, particularly asthma and chronic obstructive pulmonary disease (COPD), continues unabated. Suboptimal management places a significant strain on both patients and urgent or emergency care services. With an ageing population in many countries, the demand for these services is set to increase further. At the same time, healthcare systems are striving to reduce their carbon footprint and achieve net zero emissions, as the healthcare sector is a significant contributor to carbon emissions worldwide. Although these two goals may appear contradictory, they need not be in conflict. This article reviews an industry-sponsored symposium held at the European Respiratory Society (ERS) Congress 2024 in Vienna, Austria, in September 2024. The session addressed the urgent need to change the delivery model for respiratory healthcare in response to the increasing prevalence of respiratory diseases and the challenges posed by climate change. Co-chair John Hurst, Professor of Respiratory Medicine at University College London (UCL), UK, underscored the importance of innovative solutions for managing respiratory diseases and highlighted the challenges faced by healthcare decision-makers. This was further elaborated on by Omar Usmani, Professor of Respiratory Medicine at Imperial College London, UK, who emphasised the importance of clinical choice. He stated that inhaled medicines, which form the cornerstone of treatment, should not be considered interchangeable. He also discussed ongoing efforts to maintain access to essential medicines by developing novel next-generation propellants (NGP) for pressurised metered-dose inhaler (pMDI) devices, which will reduce their carbon footprint to levels comparable with dry powder inhalers (DPI). Additionally, he described the European Chemicals Agency (ECHA) proposal to restrict a broad range of chemicals classed as per- and polyfluoroalkyl substances (PFAS). This precautionary measure would affect both current propellants in pMDIs and the transition to NGPs, with global implications for inhaled medicines. Erika Penz, Associate Professor of Respirology, Critical Care, and Sleep Medicine at the University of Saskatchewan, Canada, noted that suboptimal management of respiratory disease is associated with a disproportionately high burden on both patients and the environment. The forthcoming availability of pMDI medicines with NGPs alone will not resolve this larger issue. As every healthcare interaction carries a carbon footprint, which increases with the intensity of treatment, the implementation of guidelines into clinical practice would improve patient outcomes and reduce the demand on healthcare services and the associated carbon emissions. Co-chair Helen Reddel, Clinical Professor and Research Leader at the Woolcock Institute of Medical Research, Australia, concluded by re-emphasising the urgent need to implement guidelines immediately for the benefit of both patients and the environment.

Chris Redman: professor of obstetric medicine whose fetal heart monitoring system has saved thousands of lives

Chris Redman: professor of obstetric medicine whose fetal heart monitoring system has saved thousands of lives

A Retrospective Study of Virtual Hospital Experiential Learning Across Clerkship and Pre-clerkship Doctor of Osteopathic Medicine Students at a Medical School Based in the United States

A Retrospective Study of Virtual Hospital Experiential Learning Across Clerkship and Pre-clerkship Doctor of Osteopathic Medicine Students at a Medical School Based in the United States

Factor XI/XIa Inhibitors: What We Now Know

The emerging class of agents targeting factor XI/XIa offers the paradigm-shifting possibility of ‘haemostasis-sparing anticoagulation’: protection from stroke and other thromboembolic events with a benign bleeding profile. With three investigational agents now into late-phase development, two presentations delivered at the European Society of Cardiology (ESC) Congress 2024, held in London, UK, have added to our knowledge of this innovative and diverse class. The first of these presentations shared the full data from the OCEANIC-AF Phase III trial, in which the small molecule factor XIa inhibitor asundexian was compared with the factor Xa inhibitor apixaban for stroke prevention in atrial fibrillation, and reviewed the probable reasons for the failure of this trial to meet its efficacy endpoint. The second presentation was a secondary analysis from the AZALEA-TIMI 71 Phase II trial, in which the safety of the monoclonal antibody factor XI inhibitor abelacimab was compared with that of the factor Xa inhibitor rivaroxaban in patients with atrial fibrillation undergoing invasive procedures. This article is based on a post-ESC interview with Jeffrey I. Weitz, Professor of Medicine and Biochemistry and Biomedical Sciences at McMaster University, Canada; Canada Research Chair (Tier 1) in Thrombosis and the Heart and Stroke Foundation; J.F. Mustard Chair in Cardiovascular Research; Executive Director of the Thrombosis and Atherosclerosis Research Institute (TaARI), in Hamilton, Canada; and Secretary General of the International Society on Thrombosis and Haemostasis (ISTH). It assesses the current status and future prospects of the factor XI/XIa inhibitor class in light of these recent developments.

A narrative review exploring the attitudes of nursing and complementary medicine students and practitioners toward biosciences curricula

ABSTRACT A foundational understanding of the biosciences underpins most undergraduate programmes of study that lead to a career in the healthcare professions. The study of bioscience subjects including anatomy, physiology, microbiology and biochemistry has been reported to be challenging for a subset of these students with many students reporting negative attitudes. Identifying the factors that drive attitudes of students and practitioners towards the study of biosciences could inform curriculum modifications to reduce the challenges experienced by students. A review of the literature was undertaken using the search terms ‘student attitudes’, ‘biosciences’, ‘nursing’, ‘complementary medicine’, and ‘student success’. The review includes peer-reviewed primary data articles published from 1996 to 2023. The search identified 26 articles that met the inclusion criteria with the majority of published research in the nursing field. The literature review identified three major themes underpinning the attitudes towards biosciences reported by nursing and complementary medicine students and practitioners: actual or perceived intellectual difficulty of the bioscience content, a perceived lack of relevance of the bioscience subjects to their programme of study, and previous experiences studying the sciences. Negative attitudes towards the study of the biosciences can reduce engagement, create anxiety, decrease motivation to learn, and ultimately affect academic performance of students. Through identifying, acknowledging and responding to perceived challenges with bioscience subjects, educators may be able to improve engagement, performance and ultimately student success and enhanced practitioner knowledge and skills.

A call for improving of musculoskeletal education on physical medicine and rehabilitation studies: a systematic review with meta-analysis

BackgroundThe incidence of musculoskeletal diseases is increasing in clinical practice, leading to a growing demand for rehabilitation medicine. However, education in musculoskeletal education is lacking in the training of physical medicine and rehabilitation students. This study aims to evaluate the impact of musculoskeletal education on medical students’ learning of rehabilitation medicine and analyze the correlation between influencing factors and education.ObjectivesThe primary objective of this study is to evaluate the impact of musculoskeletal education on medical students’ learning of rehabilitation medicine. Furthermore, the authors aim to analyze the correlation between various influencing factors and the effectiveness of this education, with the goal of informing future educational interventions and enhancing student outcomes.MethodsA comprehensive search was conducted across the Pubmed, Ovid, and Cochrane Central Register of Controlled Trials (CENTRAL) databases for relevant articles published from January 2012 to September 2024. The search focused on medical students as the research subjects and musculoskeletal education as the intervention method. Both randomized controlled trials (RCTs) and non-randomized controlled trials (non-RCTs) were included. The selected studies underwent a systematic review, and meta-analysis was performed using R 3.4.4 software.ResultsAfter a thorough search, 41 studies were included. The retrospective study indicated that the most common impacts were knowledge acquisition, self-confidence, and satisfaction. The subsequent meta-analysis revealed significant increases in students’ knowledge acquisition [standardized mean differences (SMD) = 2.15, 95% confidence interval [CI] (1.36, 2.94), I2 = 97%, random effect model] and self-confidence [SMD = 5.81, 95% CI (2.88, 8.75), I2 = 97%, random effect model]. Compared with the general teaching control group, the knowledge acquisition of students in the observation group improved [SMD = 0.25, 95% CI (0.00, 0.51), I2 = 83%, in the random effect model]; However, no significant difference in satisfaction occurred [SMD = 0.27, 95% CI (-0.47, 1.01), P > 0.05, I2 = 89%, in the random effects model].ConclusionMusculoskeletal education primarily impacts knowledge acquisition self-confidence, and satisfaction among physical medicine and rehabilitation students. The meta-analysis further establishes that musculoskeletal education significantly enhances knowledge acquisition and confidence in these students.Trial registrationCRD42024563899 (completed on July 17, 2024).

Effectiveness of gamification-based teaching in approach to eye trauma: a randomized educational intervention trial

IntroductionOphthalmology education is evolving with the use of new teaching approaches. Teaching based on gamification is one of the new developments in health professions education. This study was conducted to investigate the effect of gamification-based virtual reality on the learning outcome of students regarding the highly important topic of approach to eye trauma.Materials and methodsThis randomized educational intervention trial with a control group was conducted at Kermanshah University of Medical Sciences (KUMS). A total of 10 ophthalmology residents and 60 medical students were recruited in this study (each group comprised 5 residents and 30 medical students). Individuals were randomly divided into two teaching groups gamification method (intervention group) and lecture-based method (Control group). Data were collected through questionnaires and tests and analyzed by SPSS-26 software using descriptive and analytical statistics.ResultsResidents and medical students evaluated the usability of this method to be favorable (132.72 ± 10.17). In resident students (16.80 ± 2.58, 13.60 ± 1.14, P ≤ 0.05) and medicine students (17.27 ± 4.50, 15.20 ± 0.71, P ≤ 0.05), the mean score of learning outcome score in the intervention group was higher than the control group.ConclusionGamification-based teaching is an effective educational strategy that can be used as a complementary educational tool for teaching ophthalmology residents and medical students.

Traversing the boundaries in landscapes of practice: A mixed methods study of interprofessional education centered on inpatients in an acute hospital setting

Healthcare requires practitioners to successfully negotiate boundaries between communities of practice (CoP) in a clinical landscape of practice (LoP), with development of interprofessional identity important in promoting successful interprofessional collaboration. Interprofessional education (IPE) centered around acute hospital inpatients offers a potential pathway to encourage boundary negotiation and interprofessional identity development. This study aimed to explore interprofessional student teams and their interactions with patients in an acute hospital setting, while investigating if such interactions encouraged interprofessional collaboration and the development of an interprofessional identity. Pivoting around acute hospital inpatients, four interprofessional workshops occurred involving senior medicine, nursing and physiotherapy students. We utilized a concurrent mixed methods design, with qualitative predominating. Qualitative reflexive thematic analysis of post-workshop semi-structured focus groups was supported by quantitative investigation using a validated pre-test post-test international socialisation and valuing scale. Using the landscapes of practice theory lens, we noted that the central role of acute hospital inpatients in the IPE workshops enabled healthcare students to develop knowledgeability of the clinical LoP, in line with the three modes of identification of LoP, namely Engagement, Imagination and Alignment. Following the IPE workshops, where acute inpatients played the pivotal role, students demonstrated a statistically significant increase in interprofessional collaborative practice in terms of the overall interprofessional socialisation and valuing scale and its subscales of value, ability, and comfort in working with each other. Our findings indicate that IPE centered around acute hospital inpatients is a beneficial and effective way to successfully implement IPE in the undergraduate curriculum.

Global self-esteem and coping with stress by Polish students during the COVID-19 pandemic.

Students experience considerable stress and anxiety during the course of their studies, which has a significant impact on their health and hinders the learning process. There are many stressors that can intensify stress, which is why choosing the right strategies for coping with stress and self-esteem is so important. The study was conducted on 798 students of the School of Public Health at the University of Warmia and Mazury in majors: nursing, midwifery, emergency medicine and dietetics (subgroup 1; n = 428; 53.77%) and at the Faculty of Veterinary Medicine, major: veterinary medicine (subgroup 2; n = 368; 46.23%). The study employed the diagnostic survey method using a questionnaire technique including Rosenberg's Self-Esteem Scale, MINI-COPE, PSS-10, and a self-questionnaire. The scores obtained by over half of the students were indicative of low global self-esteem, whereas over 80% of the students felt stress at a high intensity. Moreover, it was shown that the veterinary medicine students demonstrated a higher intensity of coping strategies, i.e., active coping (p < 0.04) and planning (p < 0.02), than medicine students. The study revealed that students, irrespective of the major, experienced high levels of stress. Self-esteem had a significant impact on the stress level and methods of coping with difficult situations in students of medicine. A majority of the students applied positive styles of coping with stress.

Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school

Background The increasing necessity for specialised training in primary care cancer research stems from GPs' pivotal role in cancer detection and holistic care coupled with the unique primary care context. This has led to the development of the PRiCAN Scholars Network, an initiative to enhance the research capabilities of Graduate Entry Medicine (GEM) students in RCSI University of Medicine and Health Sciences, Dublin, Ireland. This protocol outlines a proposal for the systematic development, implementation, and evaluation of a curriculum aimed at improving the primary care cancer research skills of this cohort. Methods The curriculum development process will be guided by Kern’s six-step approach. Initial stages involve comprehensive needs assessments via surveys and focus groups to identify educational needs. Subsequently, targeted learning objectives and aligned educational strategies will be defined to maximise learning opportunities and impact. The curriculum’s impact will be evaluated in a pilot phase with selected students and faculty, utilising both qualitative and quantitative feedback to drive continuous improvements. Conclusion This protocol describes a detailed method for establishing a primary care cancer research curriculum within the PRiCAN Scholars Network. Designed with a focus on sustainability and adaptability, the curriculum will be structured to develop and support a generation of medical professionals' literate in primary care research, contributing to the advancement of medical education and cancer research.

Comparison of Point-of-Care Ultrasound Guidance and the Traditional Approach in Performing Simulated Emergent Cricothyroidotomy Among Emergency Medicine Physicians, Residents, and Students

Comparison of Point-of-Care Ultrasound Guidance and the Traditional Approach in Performing Simulated Emergent Cricothyroidotomy Among Emergency Medicine Physicians, Residents, and Students

HEAT TOLERANCE INDEX IN DAIRY GOATS: CLASS REPORT

To evaluate the influence of the environment on the behavioral and physiological parameters of Saanen and alpine brown goats, disciplinary work was carried out in which a field experiment was conducted, in the municipality of Lajes do Cabugi, Rio Grande do Norte, on the Três property. Brothers, which is a dairy goat production farm. The adaptation of animals to the breeding environment is an important factor for them to have good health and achieve greater productivity, which is one of the objectives of the action of veterinarians, acting preventively (SOUZA et al., 2010; LOPES et al., 2012). When academics participate in pedagogical activities, they develop and prepare more completely for professional life. During the pedagogy, two specimens of each breed were used and observed over a 90-day interval. The following sequence of observations was adopted: 1st observation carried out at 9 am and the 2nd observation was carried out at 3 pm. All animals were female and carried out their normal grazing activities. The animals had access to pasture under identical conditions, as well as access to nutritional supplementation when they returned to the pen at night. The rectal and environmental temperature variables were recorded at 9:00 am and 3:00 pm, and these were used by applying them in the ITC formula (1.0 ta – 20 d +60) (FERREIRA, 2011). The average results obtained were 32.67ºC for room temperature; rectal temperature of the Saanen and alpine brown in the morning and afternoon, respectively, were 40.18ºC and 39.95ºC in the morning; 39.8ºC and 39.75ºC in the afternoon. It was concluded, with the results obtained during the field classes, that the Saanen presented better results compared to the alpine brown for the edaphoclimatic conditions of the property where the research work was carried out. Pedagogically, this activity carried out in the field increases the learning efficiency of veterinary medicine students and favors their better training, reflecting the community's desires and everyone's well-being.

Developing empathy in healthcare professions students: protocol of a mixed-methods non-controlled longitudinal intervention study.

Despite the necessary focus on clinical skills and knowledge during the tertiary education of healthcare professionals, the literature highlights the importance of developing psycho-social competencies. Empathy, a cognitive-behavioral attribute linked to various benefits for patients and healthcare professionals, is one such competency. Pedagogical approaches to successfully develop empathy in tertiary healthcare students are available. However, these approaches are often integrated piecemeal throughout the tertiary education journey. Research on a more empathy-focused curriculum is scarce. This manuscript describes the design of a study that aims to examine the effects of a more empathy-focused curriculum on empathy in tertiary healthcare profession students in Singapore. Freshmen dentistry, medicine, nursing, and pharmacy students enrolled in a novel curriculum with a strong empathy focus will be recruited for the study and followed for the program's extent. Mixed-methods data collection at various time points will be conducted. Quantitative data will be collected on cognitive-behavioral empathy, intentions to provide empathic care, and engagement in courses of the curriculum. Qualitative data on perceptions of patient care and empathy in relation to relevant courses of the curriculum will be collected to provide context for quantitative findings. Ethics approval was granted by the Departmental Ethics Review Committee of the Saw Swee Hock School of Public Health, National University of Singapore (Ethics ID: SSHSPH-214).

Pearls of Wisdom from Teaching Rounds: Reconceptualizing “See One, Do One” as Social Learning

Abstract Background Experiential education is paramount to clinical instruction in medicine. During teaching rounds, faculty can assess medical knowledge and clinical reasoning while modeling evidence-based patient care and effective communication. This study aimed to describe observed traits common across faculty who contribute to favorable learning environments. Design Students completed an Internal Medicine (IM) Student Chief elective at a midwestern United States Academic Tertiary Care Center in which M4s aided Clerkship leadership in near-peer teaching and communicating with students. Chiefs participated in rounds for experiential learning in clinical teaching. For this qualitative, descriptive study, M4s were asked to provide at least three “pearls of wisdom,” on observations about teaching and learning in reflective essays during two consecutive academic years. Twenty-nine M4s participated in the elective and submitted 238 pearls. The research team undertook document review and qualitatively analyzed content of Chiefs’ reflective essays. Detailed codes were organized into primary and secondary themes by each author, and then re-evaluated until they reached consensus. Through thematic analysis, we identified faculty traits students found conducive to learning. Results Three primary themes emerged: Attributes, Autonomy, and Achieving Engagement. Conclusion Experiential educational encounters are transformative to developing new physicians. Chiefs highlighted positive aspects of teaching rounds described previously including providing clear expectations, promoting goal setting, engagement, and instilling confidence. They also valued humor, recognizing cognitive overload, displaying humility, listening skills, and mentorship. While one attending cannot replicate all described effective techniques simultaneously, faculty development that promotes refining these approaches may improve the clinical learning environment for all learners.