Traditional Medical Education Research Articles

Integration of Virtual and Traditional Medical Education: Scholarship Pivots from the COVID-19 Pandemic.

The coronavirus disease 2019 (COVID-19) pandemic required an unprecedented transformation of medical education, shifting from traditional, in-person learning to distanced, online learning. This study aimed to review changes to medical education and describe the advantages and disadvantages of virtual medical education experienced by medical students during the pandemic. An online survey study was conducted at two medical schools, University of Michigan Medical School in the United States and Koc University School of Medicine in Turkey. Medical students completed questionnaires regarding their educational experience before and during the pandemic. Survey instruments were designed to assess differences in the educational curriculum, study methods, clinical skills self-evaluations, perceptions of the quality of in-person and online learning, and overall satisfaction. A total of 184 medical students completed the survey. There was an increase in the use of online study tools since the pandemic. There was no statistically significant difference in self-reported assessments of clinical preparedness and overall clinical competence during surgical clerkship. The percentage of students interested in pursuing a career in surgery has nearly doubled from 34% to 63%. A majority of students (83%) believed that the time available for self-study and research increased during the pandemic. Fifty-two percent of students believed that online education is less efficacious than in-person education, but 86% of students still preferred a blended approach. Medical schools have continued to update their curricula following the COVID-19 pandemic. This study illustrates the transformations in medical education to ensure that the most effective and suitable teaching is delivered.

Clinical Research Primer for Medical Students: Overview & Illustrative Experiences

Background The ability to participate in clinical scholarship is a foundational component of modern evidence-based medical practice, empowering improvement across essentially every aspect of clinical care. In tandem, the need for comprehensive exposure to clinical research has been identified as a critical component of medical student training and preparation for residency that is underserved by traditional undergraduate medical education (UME) models. The goal of the current work was to provide guidelines and recommendations to assist novice medical students in taking ownership of their research education. Methods The Clinical Research Primer was composed from pooled research documents compiled by the study authors and our institutional neurosurgery student research group. The Primer was then structured as the natural evolution of a research project from its inception through the submission process. Results We divided the foundational components of the Clinical Research Primer into seven domains, each representing a landmark in the development of a peer-reviewed study, and a set of skills critical for junior scholars to develop. These vital components included the following: Pitching & designing clinical studies, developing a research workflow, navigating the Institutional Review Board (IRB), data collection & analysis, manuscript writing & editing, submission mechanics, and tracking research projects for career development. Conclusion We anticipate that the tools included in the Clinical Research Primer will increase student research productivity and preparedness for residency. Although our recommendations are informed by our experiences within neurosurgery, they have been written in a manner that should generalize to almost any field of clinical study.

Radiologist preferences for faculty development initiatives to improve resident feedback in the era of competency-based medical education

ABSTRACT Introduction Since 2022, all Canadian post-graduate medical programs have transitioned to a Competence by Design (CBD) model within a Competency-Based Medical Education (CBME) framework. The CBME model emphasized more frequent, formative assessment of residents to evaluate their progress towards predefined competencies in comparison to traditional medical education models. Faculty members therefore have increased responsibility for providing assessments to residents on a more regular basis, which has associated challenges. Our study explores faculty assessment behaviours within the CBD framework and assesses their openness to opportunities aimed at improving the quality of written feedback. Specifically, we explore faculty’s receptiveness to routine metric performance reports that offer comprehensive feedback on their assessment patterns. Methods Online surveys were distributed to all 28 radiology faculty at Queen’s University. Data were collected on demographics, feedback practices, motivations for improving the teacher-learner feedback exchange, and openness to metric performance reports and quality improvement measures. Following descriptive statistics, unpaired t-tests and one-way analysis of variance were conducted to compare groups based on experience and subspecialty. Results The response rate was 89% (25/28 faculty). 56% of faculty were likely to complete evaluations after working with a resident. Regarding the degree to which faculty felt written feedback is important, 62% found it at least moderately important. A majority (67%) believed that performance reports could influence their evaluation approach, with volume of written feedback being the most likely to change. Faculty expressed interest in feedback-focused development opportunities (67%), favouring Grand Rounds and workshops. Conclusion Assessment of preceptor perceptions reveals that faculty recognize the importance of offering high-quality written feedback to learners. Faculty openness to quality improvement interventions for curricular reform relies on having sufficient time, knowledge, and skills for effective assessments. This suggests that integrating routine performance metrics into faculty assessments could serve as a catalyst for enhancing future feedback quality.

P.016 Re-norming medical education: centering patient experience and diverse bodies in Lumbar Puncture (LP) instruction

Background: Medical curricula are often created with limited patient and student input and underrepresent certain body types. Traditional medical education often prepares learners to perform procedures, such as lumbar punctures (LPs), on a young white able-bodied 70kg male. When approaching diverse patients, this educational gap can lead to medical learners’ lack of confidence, skill, and knowledge, resulting in poor patient experiences. Methods: This co-design project involves patient and student input. We interviewed five patients who underwent LPs and explored their experience through a trauma-informed approach. To visualize landmarking across body types, we recruited nine volunteers of diverse body sizes, ages, tattoos, and skin colour (Fitzpatrick Scale). Incorporating patient narratives, as well as videos and photographs showing landmarking on diverse bodies, we crafted an online LP instructional module. Focus groups of 6-10 students will be held to collect student perception of the effectiveness of the module. Results: Our learning module and related media will be built into Western University’s Undergraduate Medical Education curriculum, available under a Creative Commons license through the Western Health Education Media Library. Conclusions: Integrating patient experience and student feedback, we are developing a comprehensive educational tool to better equip medical learners to deliver patient-centered LPs across diverse body types.

Research on the Impact of Organization Commitment on Traditional Chinese Medicine University Teachers' Innovative Work Behaviour

As a result of an imbalance of innovation, several countries' increase in productivity has stopped, which is why Education 4.0 promotes development. A world-class system of education that develops outstanding learners and cutting-edge concepts is essential, and talented teachers serve a key role in development—results from the current study on Innovative Work Behaviour (IWB) at Traditional Chinese Medicine University. Professors are discussed online. These research outcomes show that HE institutions significantly impact Organisation Commitment (OC) and IWB, with OC functioning as an initial step towards IWB. The paper intended to provide insight into how Higher Education (HE) institutions in the nation of China employ the principles of Traditional Chinese Medical Education Innovative Work Behaviour (TCMEWB) along with factors that might impact IWB analysis. The medical education on-the-job teachers' TCMEWB is investigated regarding their respective emotions, strengths, and adaptability. Similar to previous studies and current hypotheses, outcomes show that stress and unreasonable assumptions affect the relationship between self-confidence and TCMEWB, with both theoretical and practical impacts. The investigators in the southwest region of China analysed 500 teachers (F=75.5%; M = 24.5% ) and reported that IWB and the impact of OC dramatically improved academic achievement. The results of the study were examined using Multiple Linear Regression (MLR) and SPSS. Studies from the two statistical tests of weight (t-test and analysis of deviation) indicate that the mean OC of teachers at China's Traditional Chinese Medicinal Higher Education Institutions depends on demographic factors such as Experience, Education, and Salary. In order to figure out the level of OC among teachers, investigators evaluated several factors, including emotions, strength, and adaptability. The correlation and coefficients for these factors vary from 0.24 to 0.57.

Comparative evaluation of open book and conventional assessment methods in medical undergraduate students.

Medical science is a dynamic field of knowledge that is constantly broadening with upcoming clinical research and analysis. Traditional medical education has been focused on textbook-based recall assessments-closed book assessment (CBA). However, the availability of newer technologies has made the accessibility to encyclopedic knowledge expeditious, which demands for a new approach for medical education. As medical professionals, the purpose of learning should be higher cognitive skills such as interpretation and synthesis. So, analyzing students' ability to comprehend the concepts and learning to apply it in a realistic context than merely recalling the facts has come into attention. In this study, we aimed to evaluate and compare the performance of 250 first-year MBBS students at Maulana Azad Medical College, New Delhi, India, between closed book and open book method for biochemistry. Students were divided into two groups, Group A and Group B, based on their average monthly internal assessment marks. CBA was followed by open book assessment (OBA) 1 week apart with similar questionnaire pattern and allotted time. A significant difference in average marks obtained by the two groups was observed in CBA. Group A scored better in CBA, but performance was comparable with Group B in OBA. OBA and CBA can contribute to an assessment program in part because of their complementary pros and cons, and OBA should not be thought of as an alternative to CBA, but their value may be in expanding beyond what is measured by CBA.

Development of a design course for medical curriculum: Using design thinking as an instructional design method empowered by constructive alignment and generative AI

Doctors are nowadays experiencing many struggles in their daily practice, mainly due to new intricate challenges of the twenty-first century. However, despite the efforts of traditional medical education, it falls short in providing them with the required tools to effectively overcome these difficulties. In light of these shortcomings, this paper suggests the development of a new educational framework designed to guide medical educators in creating student-centered learning experiences. Which may be ensured by using Design Thinking (DT) as an instructional design method, merged with constructive alignment principles, and generative artificial intelligence. To demonstrate the effectiveness of this new educational approach, a case study is showcased wherein the framework was applied to design a new medical curriculum. The case study specifically focuses on first-year students in a Moroccan medical faculty and was developed based on DT principles, allowing students to engage in a transformative learning process that encourages innovation and creativity. The new curriculum includes lecture sessions, hands-on workshops, and project coaching where teams of medical students learn the design process and are given the opportunity to prototype and test their proposed solutions at local university hospital units. Overall, the showcased case study provides evidence of the framework's effectiveness in designing a new medical curriculum, illustrating its potential for enhancing medical education and engaging future doctors in impact-focused projects with long-term benefits for their career development.

Perception of Undergraduate Medical Students in the Online OG Learning During COVID-19 Pandemic- A Cross Sectional Study at a Tertiary Care Medical College

Objectives: The COVID-19 pandemic has become a great teacher, and online teaching-learning has become the need of the hour during this crisis. In order to improve online medical education and include innovative methods to increase the cognitive, affective, and psychomotor domains of teaching-learning, it is essential to understand students' perceptions of this online teaching method. Methodology: A cross-sectional study was conducted among medical undergraduates at a tertiary healthcare institution involving students of third, sixth, and eighth semesters. All the students who were willing to participate were included in the study. Data was collected using a predesigned, self-administered validated questionnaire consisting of socio-demographic variables, perceptions about course content, teachers and online assessments, their rating of traditional classes compared to online classes, and their experiences with online learning. Results: A total of 295 Undergraduate medical students belonging to the third, sixth, and eighth semesters of the MBBS course were included in the study. 85% of the students felt that the online OG classes during the COVID pandemic were enjoyable. A statistically significant association was found between student's course content and gender. The ease of staying at home, studying at one's own pace, and saving the transport cost were more acceptable to the students. Lack of communication between the patients and teachers and network issues were identified as problem areas. Conclusions: Hence, online teaching may replace traditional medical teaching during the COVID-19 pandemic.

Twelve tips for teaching culturally and socially responsive care to medical students

In recent years, discourse on topics like cultural humility, social determinants of health (SDOH), and health disparities and inequities has greatly increased in medical education as attention to their impact on health has magnified. Unfortunately, traditional medical education models may fail to optimize learning in this area. To address these complex social health issues, we must find innovative ways to engage students in an educational partnership in which they are challenged to critically think and reflect on their attitudes, role, and actions in health equity and culturally responsive care. Through reviews of existing literature coupled with our own experience with iterative implementation of a model that includes interpersonal engagement paired with individual self-directed learning, we assembled 12 tips on how to prepare diverse students to practice lifelong cultural humility and provide culturally and socially responsive care in an ever-changing social landscape.

Exploration and Innovation in Medical Education Reform by Integrating Online and Offline Models

The fifth collective study session of the Political Bureau of the CPC Central Committee emphasized the importance of educational digitalization as a significant breakthrough for the country, enabling the opening of new opportunities for educational development and the creation of new advantages in this field. This article closely examines the challenges confronting traditional medical teaching against the backdrop of national policy. It delves into the integration of ideological and political education, the establishment of a medical teaching model combining both online and offline modes, the innovation of teaching resources and methods, and the enhancement of the job competency of medical school teachers. Furthermore, specific measures for the reform of medical teaching through the integration of online and offline models are proposed to achieve a collaborative education focusing on “knowledge, ability, and moral education.”

The time for patient partnership in medical education has arrived: Critical reflection through autoethnography from a physician turned patient

Purpose This paper explores experiences of a physician who in one life-altering day awoke in intensive care and had to embark on a complex journey as full-time patient. It identifies the important literature, albeit limited, from a unique dual lens view of physician turned patient, and analyzes the potential for advancing medical education by recognizing the expertise that patients possess from lived experience. Methodology An autoethnography study was undertaken to unpack data obtained from lived patient experience during a two-and-a-half-year long hospitalization. Themes were captured in a series of eleven scenarios. Findings included critical reflection from the patient, medical educator, and research perspectives. Data was cross-referenced with relevant literature. Results Seven themes emerged upon critical analysis of the eleven scenarios that described real-life healthcare encounters of the physician turned patient. These often-neglected themes from medical education include experiential learning, reflection, what counts as medical care, vulnerability, patient-centred care, agency, and patient expertise. Conclusions This study highlights differences between intellectual–experiential knowledge, and challenges medical education to harness the expertise that patients possess. It contributes to scholarly discourses by demonstrating the utility of autoethnography in medical education, critiques traditional medical education models, expands the breadth of what constitutes knowledge, and invites medical educators to actively involve patients as equal stakeholders in curricula.

HARNESSING MEDICAL INNOVATION: THE IMPACT OF ROBOTIC SIMULATORS AND VIRTUAL REALITY (VR) IN IMPROVING THE QUALITY OF MEDICAL EDUCATION

Medical education stands at the cusp of a transformative revolution, driven by the integration of cutting-edge technology. This article explores the profound impact of robotic simulators and virtual reality (VR) in enhancing the quality of medical education. Traditional medical education methods have their limitations, often constrained by a lack of hands-on experience and patient safety concerns. In response to these challenges, robotic simulators and VR have emerged as powerful tools, offering realistic, immersive, and safe learning environments for aspiring medical professionals. We delve into the world of robotic simulators, dissecting their mechanisms and outlining their versatile applications across various medical disciplines. These simulators provide aspiring medical professionals with hands-on experience, bridging the gap between theory and practice while eliminating the risks associated with real patient interactions. In the realm of virtual reality, we explore the innovative applications of VR in medical education. VR's immersive environments offer a unique platform for medical students and professionals to practice, learn, and refine their skills, all within a controlled and safe setting. We present case studies and learning activities that illustrate the efficacy of these technologies in teaching safety competencies, reducing medical errors, and improving patient outcomes. Keywords: Simulation-Based Medical Education, Virtual Reality, Robotic Simulators, Artificial Intelligence, Patient Safety, Healthcare Technology, Healthcare Innovation, Medical Simulation, Education Technology.

Effectiveness of simulation-based medical education perceptions and attitudes

Simulation is a highly effective method often used in medical training. Simulation-based medical education (SBME) provides a way for healthcare professionals and patients to experience medical scenarios without actual risk to health or safety. This study focuses on comparing the views and opinions about SBME and traditional medical education (TME) among students from various levels and programs within medical colleges at Majmaah University in Saudi Arabia. A survey was used to gather information on students' perceptions and attitudes towards SBME and TME. The study analyzed responses from 472 healthcare students using Statistical Analysis System software. Of these participants, 52.33% were male and 47.67% were female. Most of the students, 80.30%, were pursuing bachelor's degrees, while 19.70% were in master's programs. The breakdown of their fields of study was as follows: 17.80% in medicine, 71.82% in applied medical sciences, and 10.38% in dentistry. A large majority, 93.43%, were familiar with SBME in general, and 90.89% knew about SBME in their specific field, indicating high awareness. Despite the challenges in using and maintaining SBME, the study found overall positive perceptions and attitudes towards it among healthcare students. Additionally, most participants believed that SBME offers a better learning environment, helps in reducing future medical mistakes, and supports every student's right to access SBME training.

A Novel Design-Thinking, Hospital Innovation Core Certificate Curriculum for Radiologists and Trainees: Creation, Implementation, and Multiyear Results

Innovation is a crucial skill for physicians and researchers, yet traditional medical education does not provide instruction or experience to cultivate an innovative mindset. This study evaluates the effectiveness of a novel course implemented in an academic radiology department training program over a 5-year period designed to educate future radiologists on the fundamentals of medical innovation. A pre- and post-course survey and examination were administered to residents who participated in the innovation course (MESH Core) from 2018 to 2022. Respondents were first evaluated on their subjectivecomfort level, understanding, and beliefs on innovation-related topics using a 5-point Likert-scale survey. Respondents were also administered a 21-question multiple-choice exam to test their objective knowledge of innovation-related topics. Thirty-eight residents participated in the survey (response rate 95%). Resident understanding, comfort and belief regarding innovation-related topics improved significantly (P<.0001) on all nine Likert-scale questions after the course. After the course, a significant majority of residents either agreed or strongly agreed that technological innovation should be a core competency for the residency curriculum, and that a workshop to prototype their ideas would be beneficial. Performance on the course exam showed significant improvement (48% vs 86%, P<.0001). The overall course experience was rated 5 out of 5 by all participants. MESH Core demonstrates long-term success in educating future radiologists on the basic concepts of medical technological innovation. Years later, residents used the knowledge and experience gained from MESH Core to successfully pursue their own inventions and innovative projects. This innovation model may serve as an approach for other institutions to implement training in this domain.

Dynamic Opportunities for Medical Students to Assume the Roles of “Medical Teacher”

Abstract The traditional undergraduate medical education curriculum focuses on bolstering knowledge for practice and building clinical skills. However, as future clinicians, medical students will be tasked with teaching throughout their careers, first as residents and then as attendings. Here, we describe teaching opportunities for students that foster their development as future teachers and potential clinician educators. These offerings are diverse in their focus and duration and are offered across various levels of the curriculum — including course-based learning, longitudinal electives, and extra-curricular opportunities for medical students who have a passion for teaching.

P980 Dietary perceptions and practices in patients with Inflammatory Bowel Disease

Abstract Background Patients with Inflammatory bowel disease (IBD) have a strong interest in the role that diet can play in the disease.However, studies evaluating the perception of diet in Tunisian patients are lacking.The aim of this study was to investigate the dietary beliefs and behaviours of adult patients with IBD. Methods We conducted a longitudinal study using a self-administered questionnaire distributed online to the «Association Tunisienne des Maladies de Crohn et de RCH» group. Through 17 items, we collected data assessing the dietary behaviours and beliefs of patients with Crohn's disease (CD) or ulcerative colitis (UC). Results A total of 121 patients (CD: 59%,UC 41%)were enrolled, with a mean age of 38.1±11.4 years and a sex ratio of M/F= 0.73.Twenty-three patients were active smokers. At the time of the enrollment, 26.4% of patients had an active disease. Eighty-three patients believed that diet was a trigger for the disease, with a male predominance(80% versus 60.8%, p=0.02) but no difference between the UC and CD groups was found(p=0.61). Fourty-one patients felt that diet was more important than medical treatment for disease control, with equal importance for 47 patients and no impact for 6 patients. Ninety-two patients thought that diet could induce a relapse of the disease, with 86.8% resorting to an exclusion diet, and 76% thought that a change in diet could induce remission of the disease. The most frequently avoided were spices(33.1%),and gluten(17.4%). Spicy foods were considered to be the main responsible for IBD flares by 90.1% of patients,followed by fast foods(75.9%), citrus fruits(70.4%) and legumes(64.7%). Respectively 57% and 34.7% of the patients believed that milk and dairy products could induce or worsen disease symptoms. Around half of our patients thought that pasta had no impact on the disease course, while rice was considered to be the major aliment able to prevent relapse and improve symptoms by 47.7% of patients. On the other hand, 52.2% of patients considered high fiber vegetables to be potentially responsible for relapses. Fourty-two percent of the patients believed that fruits could have a negative impact on IBD while 20.4% thought they have a positive effect. Around half the patients thought that red meats and coffee had no impact on the course of the underlying disease. Fifty-five percent of the patients believed that fasting could prevent relapses, while 53 patients felt that it had no significant effect. Half of our patients had at least once consumed nutritional supplements, with a medical prescription noted in 65.6%. Conclusion Our study underlines the importance of a holistic approach to the treatment of IBD, taking into account both traditional medical treatments and appropriate dietary education.

The practice and prospect of algorithm-driven virtual simulation technology in medical undergraduate education

Abstract Amid growing interest in the use of virtual simulation platforms in educational settings, the reform of medical education increasingly looks to virtual simulation technology as a promising new avenue. This study aims first to analyze the components of a virtual simulation system and to enhance the functionality of virtual simulation technology by optimizing the network model algorithm. Utilizing cloud computing technology, a virtual simulation teaching experiment platform was constructed. Further, a virtual simulation medical education system based on the BOPPPS teaching model was developed to address the constraints of practical experience in the traditional undergraduate medical education model. Empirical analysis of the virtual simulation medical education mode reveals that the CPU utilization rate on the constructed cloud platform ranged from 2% to 35%, and the memory usage varied between 15 and 25 GB. In comparative assessments of medical education practices, this study found that students trained under the virtual simulation technology-enhanced model scored 0.96 to 1.53 points higher in various skill assessments than those trained under traditional methods. Moreover, the total scores for communication abilities increased by 5.48 points, highlighting a significant improvement. These results affirm the superiority of the virtual simulation technology medical education model presented in this study. They underscore its practicality and feasibility for application and development in undergraduate medical education, providing a substantive pathway for integrating advanced virtual simulation technologies into medical training.

Empowering public health practitioners: Widening horizons of simulation in community medicine

In the rapidly evolving landscape of healthcare, innovation and technology have emerged as the pillars that strengthen medical education and patient care. One powerful tool that has revolutionized the way medical professionals train and practice is simulation. The role of simulation in community medicine has grown significantly, transcending traditional medical education. It’s potential to enhance training, promote interdisciplinary collaboration, test interventions, address health disparities, and nurture leadership is immense. Embracing simulation as a core component of public health education and practice can lead to more resilient and proactive community health systems, better equipped to safeguard the well-being of populations in the face of evolving health threats. Community medicine, in particular, stands to benefit significantly from the role and uses of simulation. This paper explores the evolving role and uses of simulation in community medicine and its potential to shape the future of public health.

Embracing the (r)evolution of social media and digital scholarship in pediatric nephrology education.

Free Open-Access Medical Education (FOAMed) has transformed medical education in the past decade by complementing and substituting for traditional medical education when needed. The attractiveness of FOAMed resources is due to their inexpensive nature, wide availability, and user ability to access on demand across a variety of devices, making it easy to create, share, and participate. The subject of nephrology is complex, fascinating, and challenging. Traditional didactic lectures can be passive and ineffective in uncovering these difficult concepts and may need frequent revisions. Active teaching methods like flipped classrooms have shown some benefits, and these benefits can only be multifold with current social media tools. Social media will inspire the involvement of students and allow them to create and share educational content in a "trendy way," encouraging the participation of their peers and thus building an educational environment more conducive to them while promoting revision and retainment. FOAMed also promotes asynchronous learning, spaced learning, microlearning, and multimodal presentation with a meaningful variation. This article discusses the evolution of digital education, social media platforms, tools for creating and developing FOAMed resources, and digital scholarship.

Advancing primary care: Doctoral program for physician associates and nurse practitioners

The United States faces an impending crisis in primary care physician shortages, while Physician Associates (PAs) and Nurse Practitioners (NPs) are poised to help bridge the gap. This manuscript explores a groundbreaking solution: introducing a clinical doctorate program tailored to PAs and NPs, designed to equip them with the knowledge and skills to assume leadership roles in primary care. Unlike traditional medical education, this innovative approach allows these professionals to continue their clinical practice while advancing their education, addressing the workforce shortage and the need for advanced leadership within the primary care landscape. This comprehensive curriculum includes intensive didactic coursework, residency-like training, credentialing examinations, and research opportunities, positioning PAs and NPs as critical contributors to the future of primary care. By recognizing their untapped potential and investing in their advanced education, we can elevate the quality and accessibility of primary care, ensuring that healthcare delivery reaches new heights.