Tool For Medical Education Research Articles

The power of writing: Impact of writing for health professionals working with oncology patients.

e23002 Background: Healthcare professionals are subject to stressful events, especially in areas such as oncology or palliative care. Writing is a valuable tool for dealing with stress, increasing empathy and job satisfaction. Narratives have therapeutic potential and can provide useful information for diagnosis and individualized strategies. Expressive Writing and Narrative Medicine have been studied in this field, resulting in physical and psychological benefits to health professionals, and can be a medical-educational tool. The practice of writing can promote healthier relationships between patients, professionals, and oneself. However, little is known about the perception that health professionals have about writing as a habit. These data can help to develop strategies for stimulating practice in universities, contributing to better professionals mental health. Methods: An online questionnaire was disseminated through social networks of the authors and professional associations inviting health professionals who deal with cancer patients and have the habit of writing to answer the questions, voluntarily and anonymously. The questionnaire was composed by 13 multiple choice questions and 1 free choice question, divided into 3 categories: 3 related to personal and professional data, 5 to the habit of writing and 5 to the impact that the habit of writing has on their lives. The data were analyzed descriptively, based on the results provided by the platform itself. Results: 177 responses to the form were obtained. Most participants were over 40 years old (53.9%). Eighty-seven participants were physicians (49.4%), 41 psychologists (23.3%), and 27.3% worked in other health fields. The majority (32.1%) declared they write sporadically when they feel the need. Only 17.8% wrote daily. Thirty-two percent write mainly short texts (blogs or social networks); 16.9% write mainly narratives. Most participants have been writing for more than ten years (63.2%). Using writing as a tool for self-knowledge was the main reason to start writing for 19.8%, and improving the ability to understand what is happening to other people for 18.7%. The themes of the texts were personal experiences (21.1%), personal feelings (19.4%), technical issues (14.8%), the process of getting sick (6.2%), or other topics (28.5%). Most reported that writing provides them with serenity (24.4%), comfort (23.8%), pride (19.3%), relief (13.6%), or other. Participants reported that the impact of writing on their lives is essential (32%), very positive (30.9%), or positive (33.7%), and the majority (48.8%) reported that the impact is both immediate and long-term. Conclusions: The personal perception about the impact of writing is extremely positive among healthcare professionals, suggesting that the practice should be stimulated during professional training and considered as a useful tool for the promotion of mental health.

Use of Virtual Interactive Patient Encounters to Prepare First-Year Medical Students for Clinical Practice.

With the dissolution of the Step 2 Clinical Skills exam, medical programs have a greater responsibility to teach and assess clinical skills in the preclerkship years. Clinical teaching this early has traditionally been avoided because of insufficient integration with biomedical sciences, curricular time constraints, and concerns about overwhelming novice learners with clinical learning objectives. To overcome these barriers, the authors created a clinical framework for the biomedical science curriculum by integrating a series of virtual interactive patient (VIP) videos. Matriculating first-year medical students were enrolled in a clinically integrated biomedical science course that used VIP videos to teach and assess clinical skills. The VIP videos were enhanced with interactive pop-in windows, and at the conclusion of each video, students performed a clinical documentation task and received immediate feedback. The authors implemented 7 VIP cases during fall 2021 in which first-year medical students wrote the patient care plan, problem representation statement, or clinical reasoning assessment. Student responses were independently evaluated by course faculty using a 4-level scoring scale. The authors calculated the pooled mean scores for each documentation task and examined student feedback. Seven VIP encounters were assigned to 124 students (mean response rate, 98.5%). Pooled mean scores on the clinical documentation tasks showed that most students were able to achieve levels 3 or 4 when writing the patient care plan (97 [82%] to 113 [94%]), addressing social determinants of health (80 [67%]), writing an accurate problem representation statement (113 [91%] to 117 [94%]), and performing clinical reasoning skills (48 [40%] to 95 [82%]). VIP encounters were feasible to produce, effective at integrating course content, successful at assessing student clinical documentation skills, and well received. The authors will continue to produce, implement, and study the VIP as an integrating learning tool in undergraduate medical education.

Performance of ChatGPT on a Radiology Board-style Examination: Insights into Current Strengths and Limitations.

Background ChatGPT is a powerful artificial intelligence large language model with great potential as a tool in medical practice and education, but its performance in radiology remains unclear. Purpose To assess the performance of ChatGPT on radiology board-style examination questions without images and to explore its strengths and limitations. Materials and Methods In this exploratory prospective study performed from February 25 to March 3, 2023, 150 multiple-choice questions designed to match the style, content, and difficulty of the Canadian Royal College and American Board of Radiology examinations were grouped by question type (lower-order [recall, understanding] and higher-order [apply, analyze, synthesize] thinking) and topic (physics, clinical). The higher-order thinking questions were further subclassified by type (description of imaging findings, clinical management, application of concepts, calculation and classification, disease associations). ChatGPT performance was evaluated overall, by question type, and by topic. Confidence of language in responses was assessed. Univariable analysis was performed. Results ChatGPT answered 69% of questions correctly (104 of 150). The model performed better on questions requiring lower-order thinking (84%, 51 of 61) than on those requiring higher-order thinking (60%, 53 of 89) (P = .002). When compared with lower-order questions, the model performed worse on questions involving description of imaging findings (61%, 28 of 46; P = .04), calculation and classification (25%, two of eight; P = .01), and application of concepts (30%, three of 10; P = .01). ChatGPT performed as well on higher-order clinical management questions (89%, 16 of 18) as on lower-order questions (P = .88). It performed worse on physics questions (40%, six of 15) than on clinical questions (73%, 98 of 135) (P = .02). ChatGPT used confident language consistently, even when incorrect (100%, 46 of 46). Conclusion Despite no radiology-specific pretraining, ChatGPT nearly passed a radiology board-style examination without images; it performed well on lower-order thinking questions and clinical management questions but struggled with higher-order thinking questions involving description of imaging findings, calculation and classification, and application of concepts. © RSNA, 2023 See also the editorial by Lourenco et al and the article by Bhayana et al in this issue.

SAFE-TE: Staff Awareness and Familiarity with Epilepsy through Technology and Education (P14-2.001)

<h3>Objective:</h3> We seek to develop and implement a new educational method for ictal and post-ictal assessment in the Epilepsy Monitoring Unit (EMU) with use of animated video. <h3>Background:</h3> EMU protocols are can vary widely, but ictal and post-ictal assessments were recently standardized by the ILAE (2016). Prior past interventions have modified the ILAE (2016) ictal and post-ictal assessment protocols for simplicity, and these modified scripts were communicated in various ways: verbal instructions, such as lectures; written procedures displayed in hospital rooms and staff badges and/or simulation training. One tool not yet used are animated videos. Animated videos appear in other areas of clinical education, showing improvements in comfortability and communication effectiveness for the audience. <h3>Design/Methods:</h3> We modified the ILAE (2016) ictal and post-ictal assessment protocols. These protocols were animated into a &lt; 5 minute video, which will be preloaded and distributed on tablets as part of a digital toolkit for providers, nurses, and constant observers at the Rhode Island Hospital (RIH) EMU. We scored the video’s narration script’s readability for 12 to 15 year olds to comfortably understand. We plan to assess the video’s efficacy by administering pre- and post- survey tests that measure the learners’ knowledge and satisfaction with the toolkit. We will also review EMU recorded footage of nursing and staff performing ictal and post-ictal assessments before and after implementation of the animated video in order to gauge improved frequency and comfort in performing the assessments. <h3>Results:</h3> We will share the educational video, survey results, and outcomes seen. <h3>Conclusions:</h3> Animated videos can be used as tools for medical education. We hope this video format will prove effective in improving ictal and post-ictal assessments in RIH EMU, which may inspire use of this educational video at other institutions. <b>Disclosure:</b> Mr. Chen has nothing to disclose. The institution of Dr. Ayub has received research support from Brown Physicians Incorporated.

What could we make of AI in plastic surgery education

To explore the possibilities of artificial intelligence (AI) text-to-picture system, DALL·E 2 was used to generated clinical photographs for medical and plastic surgery education. Generic English text was used to guide AI in three categories: subcutaneous tumor, wound and skin tumor. The most clinically accurate images were chosen for the article or for further editing. AI-generated images with variating clinical accuracy in different categories. The most accurate images were the soft-tissue tumors and the least accurate wounds. This study showed that AI text-to-picture system might be worthy tool for medical education.

3D Printing of Heart Model as Medical Education Tools

Abstract. 3D printing is a rapidly developing technology in the medical world that has been used for pre-operative planning, prosthetic manufacturing, and training for medical education. This 3D printing is needed for medical education to make it easier for students to study anatomical structures. The advantages of 3D printing provide more detail and tactile representation of anatomical aspects of organs to address the problems of online learning and cadaveric limitations. This research aimed to develop the manufacture of 3D printed models of the human heart organ to improve understanding in learning for medical students. Making a 3D printed model of a heart organ is divisible into six parts: the aorta, right ventricle, left atrium, left ventricle, right atrium, and pulmonary artery. The 3D printing model creation procedure consisted of several steps: image acquisition, image post-processing, and 3D printing. This research used Computed Tomography Scanning (CT-Scan) images of the normal heart in Digital Imaging in Medicine (DICOM) format from Saiful Anwar Hospital, Malang. The segmentation uses the grow from seed technique with 3D Slicer software and is saved in STL format. The accuracy of the 3D printing was carried out by measuring dimensions and volume. Measurements are required to ensure the accuracy of 3D printing so that the resulting organs match the initial image data and can be used as learning media in anatomical structures by medical students.

ChatGPT: roles and boundaries of the new artificial intelligence tool in medical education and health research - correspondence.

Gandhi Periaysamy, Aravind MDa; Satapathy, Prakasini PhDb; Neyazi, Ahmad MDd,; Padhi, Bijaya K. PhDc Author Information

A Call for Articles on Climate and Graduate Medical Education—JGME Supplement Issue

Discussions about climate change, “the single biggest health threat facing humanity” according to the World Health Organization,1 are moving beyond the weather we see outside our windows. In 2022, the American Medical Association adopted a policy declaring “climate change a public health crisis” based on the substantial scientific evidence demonstrating its adverse effects on patients' health.2 Climate health effects include poor air quality (eg, fire particulates, ground-level ozone, allergens), extreme weather (eg, hurricanes with subsequent power interruptions, human displacements), rising temperatures (causing heat stress, poor water quality), and new vector-borne diseases.3 Worldwide, there are an estimated 5 million deaths annually attributed to climate effects, which are expected to balloon to 83 million by 2100.4 These numbers make the COVID-19 pandemic statistics—3.3 million estimated worldwide deaths up to January 2023—pale in comparison.5 The climate statistics do not include deaths in which climate change contributed to mortality, nor illnesses caused by climate change. Patients who are youngest, oldest, with chronic diseases, and historically marginalized are disproportionately experiencing climate change-related illnesses.6Future physicians and other health professionals must be prepared for these effects, yet a search for climate change-related educational tools for graduate medical education (GME) yields few samples. The percentage of US MD-granting medical schools with required curriculum on the health effects of climate change doubled from 27% in the 2019-2020 academic year to 55% in 2021-2022.7 Undergraduate climate change curricula tends to be generic in nature and limited in quantity. For GME training programs, each specialty and subspecialty is facing different patient health care challenges, thus tailored approaches are required. For example, emergency medicine trainees may need training to handle climate-enhanced disasters while obstetrics and gynecology trainees may focus on the effects of heat, pollution, and other factors on the developing fetus and pregnant women.8 Pulmonary fellows will consider how respiratory disease patterns are changing, as well as implementing anticipatory guidance for patients using oxygen, CPAP, and nebulizers during power losses. Pediatric residents need to respond to climate-related changes in infectious disease patterns, air quality, and heat-related illnesses, which are now affecting nearly every child worldwide.9,10 Anesthesiology programs are already discussing the effects of different inhalants on the ozone layer (Table).11New educational tools to prepare physicians for future climate-related health problems are urgently needed. How can these new materials—including curricula, resources, experiences, and assessments—be integrated into currently overfull GME programs? How can faculty quickly develop, teach, and evaluate this content? Many would argue that, as the most powerful factor influencing patients' health for the next half-century, actions in response to climate change may be one of the most powerful health promotion interventions in the physician's toolbox. Thus, we must ensure future physicians are prepared to anticipate, react to, and treat climate-related health problems in their patients.As a result of this gap in trainee education, the JGME Editorial Board is issuing a call for articles, in ALL categories, for a JGME supplement issue on climate change and GME, to be published in 2024. This initiative will be led by JGME and guest editors, with a peer-review process. The goal of this supplement is to provide tools for GME programs located throughout the world in the areas of curriculum, resources, assessments, and faculty development. Where there are gaps, articles providing specific research directions, for enhancing our understanding of the intersections of patients, trainees, training programs, and those marginalized or underserved by health care, are strongly encouraged.When submitting articles for the JGME climate supplement, please indicate the educational topic areas (eg, curriculum, resources, assessments, faculty development, other) in your cover letter. We look forward greatly to seeing your work on this urgent, vital topic. Please contact jgme@acgme.org with any questions.

The use of social cognitive learning for humanistic professional role modelling: impacts on awareness of humanistic professionalism, caring behaviour, and transitional anxiety

Background Although medical literature has highlighted the importance of role modelling, hardly any reveals how humanistic qualities and role modelling should be taught. This study aimed to determine whether the use of Bandura’s social cognitive learning for humanistic professional role modelling could elicit any positive effect on medical university students’ awareness of humanistic professionalism, caring behaviours, and school-to-work transitional anxiety. Methods We conducted a 16-week quasi-experimental study to examine whether the intervention could elicit any differences between the experimental group (BanduraSCLT – HPRM – Literature-and-Film Study; N = 34) and the control group (non-BanduraSCLT – HPRM – Literature-and-Film Study; N = 33), comprising of medical university students from the central part of Taiwan. The quantitative instruments included the Humanistic Professional Awareness Scale (HPAS-HSP), Caring Behaviour Scale (CBS-HSP) and School-to-Work Transitional Anxiety Scale (StWTA-HS). One-way MANOVA (multivariate analysis of variance) and one-way MANCOVA (multivariate analysis of covariance) were used for statistical analysis. Results The results revealed that students who received Bandura’s social cognitive learning for humanistic professional role modelling had significantly stronger humanistic professional awareness in terms of ‘personal integrity and accountability’, ‘sensitivity to others’ and ‘professional competence’. They also had more effective caring behaviour in terms of ‘support and attentiveness’, ‘professional knowledge and skills’, ‘gratifying needs and responsiveness’ and ‘confidentiality and trust’. In addition, they had less school-to-work transitional anxiety in terms of ‘inexperience in professional knowledge and skills’, ‘fear of death’, ‘fear of being infected’ and ‘interpersonal interactions.’ Conclusion The findings suggest that using Bandura’s social cognitive learning for humanistic professional role modelling can have a positive impact on awareness of humanistic professionalism, caring behaviour and school-to-work transitional anxiety. Hence, it can be an effective teaching tool for medical education.

The Debriefing Assessment in Real Time (DART) tool for simulation-based medical education

BackgroundDebriefing is crucial for enhancing learning following healthcare simulation. Various validated tools have been shown to have contextual value for assessing debriefers. The Debriefing Assessment in Real Time (DART) tool may offer an alternative or additional assessment of conversational dynamics during debriefings.MethodsThis is a multi-method international study investigating reliability and validity. Enrolled raters (n = 12) were active simulation educators. Following tool training, the raters were asked to score a mixed sample of debriefings. Descriptive statistics are recorded, with coefficient of variation (CV%) and Cronbach’s α used to estimate reliability. Raters returned a detailed reflective survey following their contribution. Kane’s framework was used to construct validity arguments.ResultsThe 8 debriefings (μ = 15.4 min (SD 2.7)) included 45 interdisciplinary learners at various levels of training. Reliability (mean CV%) for key components was as follows: instructor questions μ = 14.7%, instructor statements μ = 34.1%, and trainee responses μ = 29.0%. Cronbach α ranged from 0.852 to 0.978 across the debriefings. Post-experience responses suggested that DARTs can highlight suboptimal practices including unqualified lecturing by debriefers.ConclusionThe DART demonstrated acceptable reliability and may have a limited role in assessment of healthcare simulation debriefing. Inherent complexity and emergent properties of debriefing practice should be accounted for when using this tool.

The role of secure instant messaging applications in medical education: Evaluating student satisfaction in a case-based learning program using Siilo.

Instant messaging applications for mobile phones have recently grown in popularity among medical personnel, including both physicians and medical students. During the COVID-19 pandemic, medical education was largely transferred to virtual platforms, making such applications an increasingly important tool for medical education. "Siilo" is a secure instant messaging application that was designed for medical professionals, and offers several advantages over other instant messaging services that are vital for its use in medical settings, including information security, data encryption, and a built-in blurring tool to maintain patient privacy. In addition, Siilo allows for the creation of individual folders for each case, enabling users to conduct separate discussions about multiple patients simultaneously. To evaluate student satisfaction in a case-based learning program using Siilo as a medical education tool in improving student learning outcomes and motivation. A case-based learning program was conducted with 24 fifth-year medical students using Siilo to evaluate its effectiveness as a medical education tool. The program was evaluated through the use of pre- and post-program questionnaires and focus group discussions to assess student satisfaction. The majority of students (83.3%) were highly satisfied with the Siilo platform and felt that it enhanced their learning experience, and a majority of students (79.1%) reported that the program was highly effective. Students reported that the platform was easy to use and provided a clear and organized way to follow discussions about cases. The focus group discussions further revealed that students appreciated the real-time communication and felt that the use of Siilo helped to improve the quality of communication and collaboration during the learning process. The use of Siilo as a medical education tool was found to contribute to positive relationships between doctors and students and improve student motivation for learning and outcomes. These findings suggest that Siilo can be a valuable resource for medical education, particularly due to its secure and convenient features, which are well-suited for use in medical settings. The use of Siilo in a case-based learning program was found to be effective in improving student satisfaction and learning outcomes and contributed to positive relationships between doctors and students. These results highlight the potential for utilizing mobile instant messaging apps as a tool for enhancing clinical teaching in medical education.

Medical and Dental Faculty’s Attitude towards E-Learning as the Mode of Teaching during Covid-19 Pandemic

The use of modern technology infrastructure is regarded as critical for the successful adoption of innovative teaching approaches. Objective: To determine the attitudes and concerns of medical and dental faculty about the use of E-learning as a medium of instruction during the Covid-19 outbreak. Methods: This cross-sectional study included 368 faculty members from Medical and Dental Colleges of Punjab province was conducted utilizing a questionnaire developed following a thorough literature review and analysis of questionnaires from previous studies. A 5-point Likert scale was used to record knowledge, attitude, and practice, and the questionnaires were graded. SPSS version 22 was used to enter the data. The mean and SD of quantitative variables such as age and total score for knowledge, attitude, and practice score was calculated. Gender, education level, knowledge, attitude, and practice were all represented as frequency (%). Results: Zoom was shown to be the most commonly utilized software (69.0%). E-learning was deemed a beneficial tool in medical education by 56% of the respondents. An equal percentage of individuals (35%) agreed and disapproved the use of E-learning approaches over traditional ones. Only 30% participants resisted the change from traditional educational methods. Technological infrastructure was considered crucial for successful implementation of E-learning by 46% of the participants. Conclusion: Faculty members are using the available infrastructure to implement E-learning teaching modalities to the best of their knowledge and abilities.

How Does ChatGPT Perform on the United States Medical Licensing Examination (USMLE)? The Implications of Large Language Models for Medical Education and Knowledge Assessment.

Chat Generative Pre-trained Transformer (ChatGPT) is a 175-billion-parameter natural language processing model that can generate conversation-style responses to user input. This study aimed to evaluate the performance of ChatGPT on questions within the scope of the United States Medical Licensing Examination (USMLE) Step 1 and Step 2 exams, as well as to analyze responses for user interpretability. We used 2 sets of multiple-choice questions to evaluate ChatGPT's performance, each with questions pertaining to Step 1 and Step 2. The first set was derived from AMBOSS, a commonly used question bank for medical students, which also provides statistics on question difficulty and the performance on an exam relative to the user base. The second set was the National Board of Medical Examiners (NBME) free 120 questions. ChatGPT's performance was compared to 2 other large language models, GPT-3 and InstructGPT. The text output of each ChatGPT response was evaluated across 3 qualitative metrics: logical justification of the answer selected, presence of information internal to the question, and presence of information external to the question. Of the 4 data sets, AMBOSS-Step1, AMBOSS-Step2, NBME-Free-Step1, and NBME-Free-Step2, ChatGPT achieved accuracies of 44% (44/100), 42% (42/100), 64.4% (56/87), and 57.8% (59/102), respectively. ChatGPT outperformed InstructGPT by 8.15% on average across all data sets, and GPT-3 performed similarly to random chance. The model demonstrated a significant decrease in performance as question difficulty increased (P=.01) within the AMBOSS-Step1 data set. We found that logical justification for ChatGPT's answer selection was present in 100% of outputs of the NBME data sets. Internal information to the question was present in 96.8% (183/189) of all questions. The presence of information external to the question was 44.5% and 27% lower for incorrect answers relative to correct answers on the NBME-Free-Step1 (P<.001) and NBME-Free-Step2 (P=.001) data sets, respectively. ChatGPT marks a significant improvement in natural language processing models on the tasks of medical question answering. By performing at a greater than 60% threshold on the NBME-Free-Step-1 data set, we show that the model achieves the equivalent of a passing score for a third-year medical student. Additionally, we highlight ChatGPT's capacity to provide logic and informational context across the majority of answers. These facts taken together make a compelling case for the potential applications of ChatGPT as an interactive medical education tool to support learning.

A scoping review on the trends of digital anatomy education.

Digital technologies are changing the landscape of anatomy education. To reveal the trend of digital anatomy education across medical science disciplines, searches were performed using PubMed, EMBASE, and MEDLINE bibliographic databases for research articles published from January 2010 to June 2021 (inclusive). The search was restricted to publications written in English language and to articles describing teaching tools in undergraduate and postgraduate anatomy and pre-vocational clinical anatomy training courses. Among 156 included studies across six health disciplines, 35% used three-dimensional (3D) digital printing tools, 24.2% augmented reality (AR), 22.3% virtual reality (VR), 11.5% web-based programs, and 4.5% tablet-based apps. There was a clear discipline-dependent preference in the choice and employment of digital anatomy education. AR and VR were the more commonly adopted digital tools for medical and surgical anatomy education, while 3D printing is more broadly used for nursing, allied health and dental health education compared to other digital resources. Digital modalities were predominantly adopted for applied interactive anatomy education and primarily in advanced anatomy curricula such as regional anatomy and neuroanatomy. Moreover, there was a steep increase in VR anatomy combining digital simulation for surgical anatomy training. There is a consistent increase in the adoption of digital modalities in anatomy education across all included health disciplines. AR and VR anatomy incorporating digital simulation will play a more prominent role in medical education of the future. Combining multimodal digital resources that supports blended and interactive learning will further modernize anatomy education, moving medical education further away from its didactic history.

694 - Infant anaphylaxis simulation as a tool for medical education

694 - Infant anaphylaxis simulation as a tool for medical education

Semi-flipped classroom-based learning interventions in a traditional curriculum of oral medicine: students’ perceptions and teaching achievements

BackgroundIn recent years, flipped classes have emerged and become popular in college medical education. However, due to the huge medical learning system and the limited pre-class study time of students, it is difficult to implement in all courses. And then we adopted the semi-flipped classes (SFCs) to evaluate its teaching effect. This study analysed three educational methods that can be used in oral medicine courses: online education, offline education, and semi-flipped classes.MethodsWe used two surveys to evaluate the three educational methods. In the first survey 46 teachers and 238 undergraduates shared their experience of the live-streaming and traditional offline courses offered in the different oral medicine curricula; we used anonymous questionnaires to evaluate their class experience. In the second survey 94 students shared their experience of the semi-flipped and traditional classrooms. Students who attended the SFCs in the experimental group learned about the oral mucosa disease by themselves using an online video course and then participated in offline interaction with teachers. The evaluation of the above educational methods was conducted using the anonymous questionnaires and final exam assessment.ResultsAccording to the first survey, teachers and students both agreed that the overall teaching experience and learning effectiveness in offline education are superior to those in online education. According to the second survey, students who participated in the SFCs performed better in the final exam than those who participated in the simple offline classes. Additionally, the survey showed that the new teaching method helped students gain more knowledge and positively influenced their clinical practice.ConclusionsCompared with the online and offline educational methods, the SFC showed better results in both the questionnaire and final exam assessment. Hence, the effectiveness of medical education can be improved by adopting a teaching mode that combines online and offline teaching methods. Scientific and logical SFCs designs, along with their effective implementation, would eventually make SFCs an important tool for medical education.

Comparison of attitudes toward the medical student-led community health education service to support chronic disease self-management among students, faculty and patients

BackgroundShortage of health professionals is one of the most important barriers for community health centers to provide quality primary care for chronic disease patients especially after the outbreak of COVID-19. Under such condition, medical students have been well-accepted as a force multiplier for community-based health service. Community service learning (CSL) based on medical student-led community health education service to support chronic disease self-management might be a valuable interactive learning tool in medical education. This study compared the attitudes toward medical student-led community health education service to support chronic disease self-management among three stakeholder roles in CSL, including medical students, faculty and patients.MethodsThis cross-sectional comparative survey was conducted using a self-developed questionnaire among the convenience samples of undergraduate students and faculty members from the Medical College, Wuhan University of Science and Technology, as well as patient volunteers with chronic diseases recruited from a free on-site clinic offered by a community health center. Attitudes toward medical student-led community health education service to support chronic disease self-management were compared among students, faculty and patients.ResultsA total of 515 valid questionnaires were obtained (342 were collected from medical students, 54 from faculty respondents, and 119 from patients). Overall positive attitudes toward medical student-led community health education service to support chronic disease self-management were positive. Among the three stakeholder roles, faculty and patients were more supportive of the current inadequate level of primary care provision within the community. However, patient respondents showed more negative attitudes towards using resources in higher medical education system to provide support for primary care practice, and participating in the medical student-led community health education service to support chronic disease self-management, and were most skeptical about the medical students’ competency in supporting chronic disease self-management with their professional knowledge and skills. The educational value of CSL for medical undergraduates and the role of faculty instructors were most appreciated by faculty respondents. Additionally, > 62 years old and > 2 kinds of chronic diseases per patient exhibited significant correlations with positive patients’ attitudes.ConclusionsMedical students, faculty and patients had overall positive attitudes towards CSL based on medical student-led community health education service to support chronic disease self-management. However, more should be done to create higher expectations and enthusiasm of patients about CSL.

Longitudinal evaluation of the Ophthalmology residents in Brazil: an observational prospective study.

The longitudinal evaluation of students seems to be a better way to assess their knowledge compared with that of the traditional methods of evaluation, such as modular and final tests. Currently, progress testing is the most consolidated type of longitudinal testing method. However, despite being well consolidated as an assessment tool in medical education, the use of this type of test in residency programs is scarce. This study aimed to investigate residents' knowledge growth regarding residency training and to describe the implementation of a longitudinal evaluation test in ophthalmological residency training across several medical schools in Brazil. Finally, the study aimed to check whether performance in the tests can be used as a predictor of the results of the specialist title test. This was a prospective observational study. This study was conducted using an online platform. Online tests were developed following the same pattern as the Brazilian Ophthalmology Council specialist tests. All the residents performed the test simultaneously. The tests were conducted once a year at the end of the school year. A progress test was conducted across 13 services with 259 residents. Our results demonstrated that resident scores improved over the years (P < 0.0001) and had a moderate correlation with the Brazilian Opthalmology Council specialist test (P = 0.0156). The progress test can be considered a valuable tool to assess knowledge, meaning their knowledge increased over residency training. In addition, it can be used as a predictor of the result in the specialist title test.

Blending Old and New Teaching Methods and Tools in Medical Education

OBJECTIVES To identify a preference for current teaching methods and use new teaching aids through feedback by medical students and teachers of first and second-year MBBS. METHODOLOGY This cross-sectional study was conducted on 91 MBBS students and teachers of Nowshera Medical College (NMC), Nowshera. Both male and female students and teachers of NMC of class first and second-year MBBS participated in the study. A feedback proforma-based questionnaire was filled out by all the participants online using Google forms. Participants were given the option to select more than one option in the case of the mode of teaching and tool of teaching. The data was collected, analyzed and presented in tabular and graphical forms using SPSS version 23. RESULTS Out of the 91 participants who responded to our research, 45 (49.5%) were males, and 46(50.5%) were female. The majority, 74 (81.3%), were MBBS students, while 17(18.7%) were MBBS teachers. Most of the participants selected more than one option. Most 48(52.7%) of the participants preferred lectures as the mode of delivery while 35(38.4%) opted for SGD, for demonstrations 14(15.3%), PBL 33(36.2%), assignments 13(14.2%0 and notes opted by 4(4.39%). 60.4% (55) were selected to use whiteboards and markers. Only 15.3% (14) were in favour of Powerpoint use, dissection 25(27.4%), models 29(31.86%), and figures 11(12%). CONCLUSION Lectures remain the most preferred teaching method in basic medical sciences among teachers and students, along with other teaching methods. Multiple teaching tools must be used during the class instead of solely depending on Powerpoint presentations.

Be in the Digital Room Where it Happens, Part II: Social Media for Neurology Educators.

Social media has changed the way we communicate and interact. Unsurprisingly, it has also changed how we teach and learn. Younger generations of learners have transitioned from traditional educational sources to digital ones. Medical educators need to adapt to trends in medical education and develop fluency in the digital methods used by medical learners today. This is part two of a two-part series on social media and digital education in neurology. This article provides an overview of how social media can be used as a teaching tool in medical education and provides an overview in which it is grounded. We offer practical strategies on how social media can promote lifelong learning, educator development, educator support, and foster educator identity with accompanying neurology-specific examples. We also review considerations for incorporating social media into teaching and learning practices and future directions for integrating these tools in neurology education.