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    1914 results match your criteria BMC Medical Education [Journal]

    1 OF 39

    A cross-sectional examination of psychological distress, positive mental health and their predictors in medical students in their clinical clerkships.
    BMC Med Educ 2017 Nov 17;17(1):219. Epub 2017 Nov 17.
    Department of Psychiatry, Radboud University Medical Center, Nijmegen, the Netherlands.
    Background: Medical students can experience the transition from theory to clinical clerkships as stressful. Scientific literature on the mental health of clinical clerkship students is scarce and mental health is usually defined as absence of psychological distress without assessing psychological, emotional and social wellbeing, together called 'positive mental health'. This cross-sectional study examines the prevalence of psychological distress and positive mental health and explores possible predictors in a Dutch sample of clinical clerkship students. Read More

    Italian version of Nursing Students' Perception of Instructor Caring (I-NSPIC): assessment of reliability and validity.
    BMC Med Educ 2017 Nov 17;17(1):218. Epub 2017 Nov 17.
    Research Unit Nursing Science, Campus Bio-Medico di Roma University, Via Alvaro del Portillo, 21-00128, Rome, Italy.
    Background: Clinical experience is an essential component of nursing education since it provides students with the opportunity to construct and develop clinical competencies. Instructor caring is a pivotal facilitator at the forefront of clinical education, playing a key and complex educating role in clinical sectors. For these reasons the aims of this study was to assess the validity and reliability of the Italian version of NSPIC (I-NSPIC). Read More

    Burnout in medical students: a systematic review of experiences in Chinese medical schools.
    BMC Med Educ 2017 Nov 16;17(1):217. Epub 2017 Nov 16.
    School of Public Health, University of New South Wales, Samuels Building, Sydney, NSW, 2052, Australia.
    Background: To identify the: extent to which medical students in China experience burnout; factors contributing to this; potential solutions to reduce and prevent burnout in this group; and the extent to which the experiences of Chinese students reflect the international literature.

    Methods: Systematic review and narrative synthesis. Key words, synonyms and subject headings were used to search five electronic databases in addition to manual searching of relevant journals. Read More

    Global health education in United States anesthesiology residency programs: a survey of resident opportunities and program director attitudes.
    BMC Med Educ 2017 Nov 16;17(1):215. Epub 2017 Nov 16.
    , 525 East 68th Street Box 124, New York, NY, 10065, USA.
    Background: Interest in global health during postgraduate residency training is increasing across medical specialties, and multiple disciplines have categorized global health training opportunities in their arena. No such cataloging exists for anesthesiology residency programs. The aim of this study was to assess and characterize global health opportunities and the attitudes of program directors (PDs) in U. Read More

    Using root metaphors to analyze communication between nurses and patients: a qualitative study.
    BMC Med Educ 2017 Nov 16;17(1):216. Epub 2017 Nov 16.
    Pedagogy, University of Lleida, Lleida, Spain.
    Background: Metaphors in communication can serve to convey individuals' backgrounds, contexts, experiences, and worldviews. Metaphors used in a health care setting can help achieve consensual communication in professional-patient relationships. Patients use metaphors to describe symptoms, or how disease affects them. Read More

    Incorporating patient partner scores into high stakes assessment: an observational study into opinions and attitudes.
    BMC Med Educ 2017 Nov 15;17(1):214. Epub 2017 Nov 15.
    The School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Polwarth Building, Foresterhill, Aberdeen, AB25 2ZD, UK.
    Background: Volunteer patients (also known as patient partners (PPs)) play a vital role in undergraduate healthcare curricula. They frequently take part in objective structured clinical examinations (OSCE) and rate aspects of students' performance. However, the inclusion and weighting of PP marks varies, while attitudes and opinions regarding how (and if) they should contribute towards the pass/fail outcome are uncertain. Read More

    Am I getting an accurate picture: a tool to assess clinical handover in remote settings?
    BMC Med Educ 2017 Nov 15;17(1):213. Epub 2017 Nov 15.
    Medical School, University of Sheffield, Sheffield, UK.
    Background: Good clinical handover is critical to safe medical care. Little research has investigated handover in rural settings. In a remote setting where nurses and medical students give telephone handover to an aeromedical retrieval service, we developed a tool by which the receiving clinician might assess the handover; and investigated factors impacting on the reliability and validity of that assessment. Read More

    Expectations and perceptions of primary healthcare professionals regarding their own continuous education in Catalonia (Spain): a qualitative study.
    BMC Med Educ 2017 Nov 15;17(1):212. Epub 2017 Nov 15.
    Escola Universitària d'Infermeria i Teràpia Ocupacional de Terrassa (EUIT), Universitat Autónoma de Barcelona, Bellaterra, Spain.
    Background: The planning and execution of continuous education in an organization that provides health services is a complex process. The objectives, learning sequences, and implementation strategies should all be oriented to improving the health of the population. The aim of this study was to analyse the expectations and perceptions of continuous educations by primary healthcare professionals (physicians and nurses) and identify aspects that hinder or encourage the process. Read More

    Contextual factors and clinical reasoning: differences in diagnostic and therapeutic reasoning in board certified versus resident physicians.
    BMC Med Educ 2017 Nov 15;17(1):211. Epub 2017 Nov 15.
    Department of Medicine, F. Edward Hébert School Of Medicine, Uniformed Services University, 4301 Jones Bridge Rd, Bethesda, 20814, Maryland, USA.
    Background: The impact of context on the complex process of clinical reasoning is not well understood. Using situated cognition as the theoretical framework and videos to provide the same contextual "stimulus" to all participants, we examined the relationship between specific contextual factors on diagnostic and therapeutic reasoning accuracy in board certified internists versus resident physicians.

    Methods: Each participant viewed three videotaped clinical encounters portraying common diagnoses in internal medicine. Read More

    The development of the PARENTS: a tool for parents to assess residents' non-technical skills in pediatric emergency departments.
    BMC Med Educ 2017 Nov 14;17(1):210. Epub 2017 Nov 14.
    Faculty of Education, University of Ottawa, 145 Jean-Jacques-Lussier Private, Ottawa, ON, K1N 6N5, Canada.
    Background: Parents can assess residents' non-technical skills (NTS) in pediatric emergency departments (EDs). There are no assessment tools, with validity evidence, for parental use in pediatric EDs. The purpose of this study was to develop the Parents' Assessment of Residents Enacting Non-Technical Skills (PARENTS) educational assessment tool and collect three sources of validity evidence (i. Read More

    Application of latent class analysis in assessing the competency of physicians in China.
    BMC Med Educ 2017 Nov 13;17(1):208. Epub 2017 Nov 13.
    Department of Clinical Epidemiology, Shengjing Hospital, China Medical University, No.36, Sanhao Street, Heping District, Shenyang, Liaoning Province, 110004, People's Republic of China.
    Background: The physicians' competency is an important public health issue around the world. Several international organizations have taken the lead in examining the competencies required to be a physician. The purpose of this study is to identify subgroups of physicians' competency based upon the importance results of competency evaluation and provide a scientific basis for the qualitative research of the competency of physicians. Read More

    The role of controllable lifestyle in the choice of specialisation among Hungarian medical doctors.
    BMC Med Educ 2017 Nov 13;17(1):204. Epub 2017 Nov 13.
    Health Services Management Training Centre, Semmelweis University, Kútvölgyi út 2, Budapest, 1125, Hungary.
    Background: Hungary has been serious facing human resources crisis in health care, as a result of a massive emigration of health workers. The resulting shortage is unevenly distributed among medical specialisations. The findings of research studies are consistent in that the most important motivating factor of the choice of the medical career and of medical specialisations is professional interest. Read More

    What do Japanese residents learn from treating dying patients? The implications for training in end-of-life care.
    BMC Med Educ 2017 Nov 13;17(1):205. Epub 2017 Nov 13.
    Medical Education Development Center, Gifu University, 1-1 Yanagido, Gifu, 501-1194, Japan.
    Background: How medical residents' experiences with care for dying patients affect their emotional well-being, their learning outcomes, and the formation of their professional identities is not fully understood. We examine residents' emotional states and learning occurring during the provision of care to dying patients and specifically discuss the impact of providing end-of-life (EOL) care on professional identity formation.

    Methods: Semi-structured interviews were conducted with 13 residents who had graduated in the last 3 to 5 years. Read More

    Is perfect good? - Dimensions of perfectionism in newly admitted medical students.
    BMC Med Educ 2017 Nov 13;17(1):206. Epub 2017 Nov 13.
    III. Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany.
    Background: Society expects physicians to perform perfectly but high levels of perfectionism are associated with symptoms of distress in medical students. This study investigated whether medical students admitted to medical school by different selection criteria differ in the occurrence of perfectionism.

    Methods: Newly enrolled undergraduate medical students (n = 358) filled out the following instruments: Multidimensional Perfectionism Scale (MPS-H), Multidimensional Perfectionism Scale (MPS-F), Big Five Inventory (BFI-10), General Self-Efficacy Scale (GSE), Patient Health Questionnaire 9 (PHQ-9), and Generalized Anxiety Disorder 7 (GAD-7). Read More

    First and second year medical students identify and self-stereotype more as doctors than as students: a questionnaire study.
    BMC Med Educ 2017 Nov 13;17(1):209. Epub 2017 Nov 13.
    Department of Psychology, Durham University, Durham, UK.
    Background: The emergence of medical students' professional identity is important. This paper considers this in a snapshot of the early years of undergraduate medical education. From the perspective of social identity theory, it also considers self-stereotyping, the extent to which individuals associate with attributes identified as typical of groups. Read More

    Explaining variance in self-directed learning readiness of first year students in health professional programs.
    BMC Med Educ 2017 Nov 13;17(1):207. Epub 2017 Nov 13.
    School of Biological Sciences, The University of Hong Kong, Pokfulam, Hong Kong.
    Background: Self-directed learning (SDL) is expected of health science graduates; it is thus a learning outcome in many pre-certification programs. Previous research identified age, gender, discipline and prior education as associated with variations in students' self-directed learning readiness (SDLR). Studies in other fields also propose personality as influential. Read More

    More than visual literacy: art and the enhancement of tolerance for ambiguity and empathy.
    BMC Med Educ 2017 Nov 10;17(1):200. Epub 2017 Nov 10.
    Faculty of Medicine, Bar-Ilan University, Safed Campus, P.O. Box 1589, Ramat Gan, Israel.
    Background: Comfort with ambiguity, mostly associated with the acceptance of multiple meanings, is a core characteristic of successful clinicians. Yet past studies indicate that medical students and junior physicians feel uncomfortable with ambiguity. Visual Thinking Strategies (VTS) is a pedagogic approach involving discussions of art works and deciphering the different possible meanings entailed in them. Read More

    Perceptions of the 2011 ACGME duty hour requirements among residents in all core programs at a large academic medical center.
    BMC Med Educ 2017 Nov 10;17(1):199. Epub 2017 Nov 10.
    Department of Emergency Medicine, Mayo Clinic, 200 First St SW, Rochester, MN, 55905, USA.
    Background: The Accreditation Council for Graduate Medical Education (ACGME) implemented revisions to resident duty hour requirements (DHRs) in 2011 to improve patient safety and resident well-being. Perceptions of DHRs have been reported to vary by training stage and specialty among internal medicine and general surgery residents. The authors explored perceptions of DHRs among all residents at a large academic medical center. Read More

    Electronic portfolio use in pediatric residency and perceived efficacy as a tool for teaching lifelong learning.
    BMC Med Educ 2017 Nov 10;17(1):202. Epub 2017 Nov 10.
    Geisel School of Medicine at Dartmouth, Program Director, Children's Hospital at Dartmouth-Hitchcock Pediatric Residency, One Medical Center Drive, Lebanon, NH, 03766, USA.
    Background: Residency programs use electronic portfolios (efolios) to organize data, track resident performance, and sometimes teach and assess lifelong learning (LLL) skills. Published studies on efolios in graduate medical education are mostly descriptions of implementation at individual institutions.

    Methods: An anonymous online survey was sent to 199 pediatric residency program directors across the United States. Read More

    Correction to: Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting.
    BMC Med Educ 2017 Nov 10;17(1):203. Epub 2017 Nov 10.
    Instructional Design Specialist, Gwenna Moss Centre for Teaching Effectiveness, University of Saskatchewan, Saskatoon, Canada.
    Following publication of the original article [1], author 2 pointed out that his name has since changed from Adiba Islam to Adiba Ashrafi. Read More

    Using social media to support small group learning.
    BMC Med Educ 2017 Nov 10;17(1):201. Epub 2017 Nov 10.
    NHS Wales Informatics Service, Cardiff, UK.
    Background: Medical curricula are increasingly using small group learning and less didactic lecture-based teaching. This creates new challenges and opportunities in how students are best supported with information technology. We explored how university-supported and external social media could support collaborative small group working on our new undergraduate medical curriculum. Read More

    Decentralised training for medical students: a scoping review.
    BMC Med Educ 2017 Nov 9;17(1):196. Epub 2017 Nov 9.
    Centre for Evidence-based Health Care, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa.
    Background: Increasingly, medical students are trained at sites away from the tertiary academic health centre. A growing body of literature identifies the benefits of decentralised clinical training for students, the health services and the community. A scoping review was done to identify approaches to decentralised training, how these have been implemented and what the outcomes of these approaches have been in an effort to provide a knowledge base towards developing a model for decentralised training for undergraduate medical students in lower and middle-income countries (LMICs). Read More

    A model for the use of blended learning in large group teaching sessions.
    BMC Med Educ 2017 Nov 9;17(1):197. Epub 2017 Nov 9.
    Department of Pathology, School of Medical Sciences, Faculty of Medicine, UNSW Sydney, Sydney, 2052, Australia.
    Background: Although blended learning has the potential to enhance the student experience, both in terms of engagement and flexibility, it can be difficult to effectively restructure existing courses. To achieve these goals for an introductory Pathology course, offered to more than 250 undergraduate students at UNSW Sydney, we devised a novel approach.

    Methods: For each topic presented over 2-3 weeks, a single face-to-face overview lecture was retained. Read More

    Diagnostic errors by medical students: results of a prospective qualitative study.
    BMC Med Educ 2017 Nov 9;17(1):191. Epub 2017 Nov 9.
    Medizinische Klinik und Poliklinik IV, Klinikum der Universität München (LMU), Munich, Germany.
    Background: Diagnostic errors occur frequently in daily clinical practice and put patients' safety at risk. There is an urgent need to improve education on clinical reasoning to reduce diagnostic errors. However, little is known about diagnostic errors of medical students. Read More

    Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format.
    BMC Med Educ 2017 Nov 9;17(1):194. Epub 2017 Nov 9.
    Medical Faculty, Office of the Dean of Studies, University of Ulm, Albert Einstein Allee 7, 89081, Ulm, Germany.
    Background: Since the introduction of the e-learning electrocardiogram (ECG) course 'ECG Online' into the curriculum at the University of Ulm, a small but relatively constant number of students have decided not to participate in the online course but to attend the face-to-face course, although the content of both courses is identical. The present study examined why students prefer one format or the other.

    Methods: In a qualitative research approach, ten medical students were questioned in a guided interview. Read More

    Differences between medical student and faculty perceptions of the competencies needed for the first year of residency.
    BMC Med Educ 2017 Nov 9;17(1):198. Epub 2017 Nov 9.
    Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany.
    Background: Different guidelines and frameworks like the CanMEDs model or entrustable professional activities (EPAs) describe competencies required for successful and professional work of residents. Not all competencies are of equal importance for graduates when they start their residency. The aim of this study was to evaluate the relevance of different competencies for a first year resident from the perspective of physicians and medical students. Read More

    The relationship between resident burnout and safety-related and acceptability-related quality of healthcare: a systematic literature review.
    BMC Med Educ 2017 Nov 9;17(1):195. Epub 2017 Nov 9.
    School of Medicine and Betty Irene Moore School of Nursing, UC Davis Health System, 4610 X Street, Education Building, 4th floor, Room 4101B, Sacramento, CA, 95817, USA.
    Background: There has been increasing interest in examining the relationship between physician wellbeing and quality of patient care. However, few reviews have specifically focused on resident burnout and quality of patient care. The purpose of this systematic literature review of the current scientific literature is to address the question, "How does resident burnout affect the quality of healthcare related to the dimensions of acceptability and safety?"

    Methods: This systematic literature review uses a multi-step screening process of publicly available peer-reviewed studies from five electronic databases: (1) Medline Current, (2) Medline In-process, (3) PsycINFO, (4) Embase, and (5) Web of Science. Read More

    Conference presentation to publication: a retrospective study evaluating quality of abstracts and journal articles in medical education research.
    BMC Med Educ 2017 Nov 9;17(1):193. Epub 2017 Nov 9.
    Division of General Internal Medicine, Mayo Clinic, 200 First Street SW, Rochester, MN, 55905, USA.
    Background: There is little evidence regarding the comparative quality of abstracts and articles in medical education research. The Medical Education Research Study Quality Instrument (MERSQI), which was developed to evaluate the quality of reporting in medical education, has strong validity evidence for content, internal structure, and relationships to other variables. We used the MERSQI to compare the quality of reporting for conference abstracts, journal abstracts, and published articles. Read More

    Comparison of formula and number-right scoring in undergraduate medical training: a Rasch model analysis.
    BMC Med Educ 2017 Nov 9;17(1):192. Epub 2017 Nov 9.
    Center for Education Development and Research in Health Professions (CEDAR), University of Groningen and University Medical Center Groningen, Antonius Deusinglaan 1, FC40, 9713, AV, Groningen, The Netherlands.
    Background: Progress testing is an assessment tool used to periodically assess all students at the end-of-curriculum level. Because students cannot know everything, it is important that they recognize their lack of knowledge. For that reason, the formula-scoring method has usually been used. Read More

    Reliability of Multiple Mini-Interviews and traditional interviews within and between institutions: a study of five California medical schools.
    BMC Med Educ 2017 Nov 6;17(1):190. Epub 2017 Nov 6.
    Department of Family and Community Medicine, University of California, Davis, School of Medicine, 4860 Y Street, Suite 2300, Sacramento, California, 95817, USA.
    Background: Many medical schools use admissions Multiple Mini-Interviews (MMIs) rather than traditional interviews (TIs), partly because MMIs are thought to be more reliable. Yet prior studies examined single-school samples of candidates completing either an MMI or TI (not both). Using data from five California public medical schools, the authors examined the within- and between-school reliabilities of TIs and MMIs. Read More

    Validation of the 5-item doctor-patient communication competency instrument for medical students (DPCC-MS) using two years of assessment data.
    BMC Med Educ 2017 Oct 26;17(1):189. Epub 2017 Oct 26.
    Department of Family and Emergency Medicine, Faculty of Medicine, Laval University, Pavillon Ferdinand-Vandry, Bureau 2207-A, (Québec), Québec, G1V 0A6, Canada.
    Background: Medical students on clinical rotations have to be assessed on several competencies at the end of each clinical rotation, pointing to the need for short, reliable, and valid assessment instruments of each competency. Doctor patient communication is a central competency targeted by medical schools however, there are no published short (i.e. Read More

    Self-reported needs for improving the supervision competence of PhD supervisors from the medical sciences in Denmark.
    BMC Med Educ 2017 Oct 23;17(1):188. Epub 2017 Oct 23.
    WHO Collaborating Centre, Clinical Health Promotion Centre, Bispebjerg and Frederiksberg Hospital, University of Copenhagen, Nordre Fasanvej 57, Hovedvejen, Entrance 5, 2nd floor, 2000, Frederiksberg, Denmark.
    Background: Quality of supervision is a major predictor for successful PhD projects. A survey showed that almost all PhD students in the Health Sciences in Denmark indicated that good supervision was important for the completion of their PhD study. Interestingly, approximately half of the students who withdrew from their program had experienced insufficient supervision. Read More

    Research involvement among undergraduate health sciences students: a cross-sectional study.
    BMC Med Educ 2017 Oct 16;17(1):186. Epub 2017 Oct 16.
    Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, Western Cape, South Africa.
    Background: The development of research capacity among undergraduates is an important intervention in countering the documented decrease in medical and health sciences researchers. The literature on undergraduate research generally emanates from smaller scale studies that have been conducted in high income countries, with a focus on medical students. This cross-sectional study was conducted in a Sub-Saharan country, included a population of medical and allied health professions (AHP) students, and aimed to improve our understanding of the factors influencing undergraduate student research. Read More

    Depression in medical students: insights from a longitudinal study.
    BMC Med Educ 2017 Oct 10;17(1):184. Epub 2017 Oct 10.
    Life and Health Sciences Research Institute (ICVS), School of Medicine, University of Minho, Braga, Portugal.
    Background: Factors associated with depression of medical students are poorly understood. The purpose of this study is to determine the prevalence of depression in medical students, its change during the course, if depression persists for affected students, what are the factors associated with depression and how these factors change over time.

    Methods: A prospective, longitudinal observational study was conducted at the Medical School of the University of Minho, Portugal, between academic years 2009-2010 to 2012-2013. Read More

    Enhanced hospital-based learning at a medical school through application of management principles - a case study.
    BMC Med Educ 2017 Oct 10;17(1):185. Epub 2017 Oct 10.
    Division of Cardiovascular Medicine, Department of Clinical Sciences, Danderyd University Hospital, Karolinska Institutet, Danderyd University Hospital, SE-182 88, Stockholm, Sweden.
    Background: A hospital with all its brimming activity constitutes a unique learning environment for medical students. However, to organise high-quality education within this context is a task of great complexity. This paper describes a teaching hospital case, where management principles were applied to enhance the learning quality of medical education. Read More

    An integrative review of e-learning in the delivery of self-management support training for health professionals.
    BMC Med Educ 2017 Oct 10;17(1):183. Epub 2017 Oct 10.
    Flinders Human Behaviour & Health Research Unit, Department of Psychiatry, Flinders University, PO Box 2100, Adelaide, South Australia, 5001, Australia.
    Background: E-learning involves delivery of education through Information and Communication Technology (ITC) using a wide variety of instructional designs, including synchronous and asynchronous formats. It can be as effective as face-to-face training for many aspects of health professional training. There are, however, particular practices and skills needed in providing patient self-management support, such as partnering with patients in goal-setting, which may challenge conventional practice norms. Read More

    A novel bedside cardiopulmonary physical diagnosis curriculum for internal medicine postgraduate training.
    BMC Med Educ 2017 Oct 6;17(1):182. Epub 2017 Oct 6.
    Division of Pulmonary and Critical Care, Johns Hopkins University School of Medicine, 1830 East Monument Street, Baltimore, MD, 21287, USA.
    Background: Physicians spend less time at the bedside in the modern hospital setting which has contributed to a decline in physical diagnosis, and in particular, cardiopulmonary examination skills. This trend may be a source of diagnostic error and threatens to erode the patient-physician relationship. We created a new bedside cardiopulmonary physical diagnosis curriculum and assessed its effects on post-graduate year-1 (PGY-1; interns) attitudes, confidence and skill. Read More

    Indigenous health: designing a clinical orientation program valued by learners.
    BMC Med Educ 2017 Oct 5;17(1):180. Epub 2017 Oct 5.
    Māori and Indigenous Health Institute, University of Otago, 2 Riccarton Ave, Christchurch, 8140, New Zealand.
    Background: Indigenous health programs are seen as a curriculum response to addressing health disparities and social accountability. Several interrelated teaching approaches to cultural competency curricula have been recommended, however evidence of the impact of these on learner outcomes including engagement and self-reported competencies is limited. We aimed to explore undergraduate medical student perspectives of an indigenous health orientation program to inform curriculum strategies that promote learning and development of clinical skills. Read More

    Critical care rotation impact on pediatric resident mental health and burnout.
    BMC Med Educ 2017 Oct 5;17(1):181. Epub 2017 Oct 5.
    Division of Critical Care Medicine, Department of Pediatrics, McGaw Medical Center/Northwestern University Feinberg School of Medicine, 225 E. Chicago Ave, Chicago, IL, 60611, USA.
    Background: Burnout and depression are common among medical trainees and intensive care unit providers, negatively impacting both providers and patients. We hypothesized that at the end of the pediatric intensive care unit (PICU) rotation, there would be an increased prevalence of depression and burnout in pediatric residents when compared to the beginning.

    Methods: Pediatric residents were assessed prior to and following their PICU rotation using the Maslach Burnout Inventory, the Center for Epidemiologic Studies Depression Screen and a survey assessing positive and negative aspects of the rotation. Read More

    Facilitators of high-quality teaching in medical school: findings from a nation-wide survey among clinical teachers.
    BMC Med Educ 2017 Sep 29;17(1):178. Epub 2017 Sep 29.
    Division of Medical Education Research and Curriculum Development, Study Deanery of Göttingen Medical School, Göttingen, Germany.
    Background: Clinical teachers in medical schools are faced with the challenging task of delivering high-quality patient care, producing high-impact research and contributing to undergraduate medical education all at the same time. Little is known on the gap between an 'ideal' environment supporting clinical teachers to provide high quality teaching for their students and the reality of clinical teaching during worktime in the clinical environment. Most quantitative research published so far was done in a wide range of medical educators and did not consider individual academic qualifications. Read More

    Holistic feedback approach with video and peer discussion under teacher supervision.
    BMC Med Educ 2017 Sep 29;17(1):179. Epub 2017 Sep 29.
    Hillingdon Hospital, Pield Heath Road, Uxbridge, UB8 3NN, UK.
    Background: High quality feedback is vital to learning in medical education but many students and teachers have expressed dissatisfaction on current feedback practices. Lack of teachers' insight into students' feedback requirements may be a key, which might be addressed by giving control to the students with student led feedback practices. The conceptual framework was built on three dimensions of learning theory by Illeris and Vygotsky's zone of proximal development and scaffolding. Read More

    Repeated testing improves achievement in a blended learning approach for risk competence training of medical students: results of a randomized controlled trial.
    BMC Med Educ 2017 Sep 26;17(1):177. Epub 2017 Sep 26.
    Department of Psychosomatic and General Internal Medicine, University of Heidelberg, Im Neuenheimer Feld 410, Heidelberg, 69120, Germany.
    Background: Adequate estimation and communication of risks is a critical competence of physicians. Due to an evident lack of these competences, effective training addressing risk competence during medical education is needed. Test-enhanced learning has been shown to produce marked effects on achievements. Read More

    Emotional intelligence and academic performance of medical undergraduates: a cross-sectional study in a selected university in Sri Lanka.
    BMC Med Educ 2017 Sep 25;17(1):176. Epub 2017 Sep 25.
    Department of Community Medicine, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka.
    Background: Emotional intelligence (EI) has been linked with academic and professional success. Such data are scarce in Sri Lanka. This study was conducted to describe the pattern of EI, to determine its predictors and to determine the effect of EI on academic performance at the final MBBS examination, in medical undergraduates of a Sri Lankan university. Read More

    Do virtual patients prepare medical students for the real world? Development and application of a framework to compare a virtual patient collection with population data.
    BMC Med Educ 2017 Sep 22;17(1):174. Epub 2017 Sep 22.
    Institute for Medical Education, University Hospital of LMU Munich, Munich, Germany.
    Background: An important aspect of virtual patients (VPs), which are interactive computer-based patient scenarios, is authenticity. This includes design aspects, but also how a VP collection represents a patient population and how a patient is presented in a VP scenario. Therefore, our aim was to analyze VP scenarios integrated into the combined internal medicine and surgery curriculum at the University of Munich (LMU) and compare the results with data from the population in Germany. Read More

    Examining patterns in medication documentation of trade and generic names in an academic family practice training centre.
    BMC Med Educ 2017 Sep 22;17(1):175. Epub 2017 Sep 22.
    Department of Family and Community Medicine, St. Michael's Hospital, Toronto, ON, Canada.
    Background: Studies in the United States have shown that physicians commonly use brand names when documenting medications in an outpatient setting. However, the prevalence of prescribing and documenting brand name medication has not been assessed in a clinical teaching environment. The purpose of this study was to describe the use of generic versus brand names for a select number of pharmaceutical products in clinical documentation in a large, urban academic family practice centre. Read More

    Psychological distress among medical students in conflicts: a cross-sectional study from Syria.
    BMC Med Educ 2017 Sep 20;17(1):173. Epub 2017 Sep 20.
    Faculty of Medicine, University of Damascus, Damascus, Syrian Arab Republic.
    Background: Medical education can be a time of great psychological distress for students. The ongoing Syrian conflict represents an additional factor potentially contributing to poor mental health among medical students. Studies revealed high levels of psychological distress among Syrians. Read More

    Using peer review to distribute group work marks equitably between medical students.
    BMC Med Educ 2017 Sep 20;17(1):172. Epub 2017 Sep 20.
    Saw Swee Hock School of Public Health, National University of Singapore and National University Health System, Singapore, 117549, Singapore.
    Background: Although peer assessment has been used for evaluating performance of medical students and practicing doctors, it has not been studied as a method to distribute a common group work mark equitably to medical students working in large groups where tutors cannot observe all students constantly.

    Methods: The authors developed and evaluated a mathematical formulation whereby a common group mark could be distributed among group members using peer assessment of individual contributions to group work, maintaining inter-group variation in group work scores. This was motivated by community health projects undertaken by large groups of year four medical students at the National University of Singapore, and the new and old formulations are presented via application to 263 students in seven groups of 36 to 40 during the academic year 2012/2013. Read More

    Goleman's Leadership styles at different hierarchical levels in medical education.
    BMC Med Educ 2017 Sep 19;17(1):169. Epub 2017 Sep 19.
    College of Education, University of Saskatchewan, Room 3079 28 Campus Drive, Saskatoon, SK, S7N 0X1, Canada.
    Background: With current emphasis on leadership in medicine, this study explores Goleman's leadership styles of medical education leaders at different hierarchical levels and gain insight into factors that contribute to the appropriateness of practices.

    Methods: Forty two leaders (28 first-level with limited formal authority, eight middle-level with wider program responsibility and six senior- level with higher organizational authority) rank ordered their preferred Goleman's styles and provided comments. Eight additional senior leaders were interviewed in-depth. Read More

    Frontline learning of medical teaching: "you pick up as you go through work and practice".
    BMC Med Educ 2017 Sep 19;17(1):171. Epub 2017 Sep 19.
    Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
    Background: Few medical teachers have received formal teaching education. Along with individual and organizational barriers to participation in teacher training programs, increasing numbers and altered distribution of physicians away from major teaching centers have increased the difficulty of attendance. Furthermore, it is not known if traditional faculty development formats are the optimal learning options given findings from existing studies document both positive and negative outcomes. Read More

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