2,112 results match your criteria BMC Medical Education [Journal]
BMC Med Educ 2018 Jun 22;18(1):147. Epub 2018 Jun 22.
College of Public Health, Medical and Veterinary Sciences, James Cook University, Townsville, 4811, Australia.
Background: Over the last two decades medical schools have increased rural practice learning opportunities for students in an effort to improve recruitment to the rural workforce. James Cook University's (JCU) medical school was established in northern Australia in 2000 with a specific focus on meeting the health needs of people in rural and remote areas. As part of a longitudinal study this paper explores the situational and motivational learning factors contributing to the development of JCU's medical students' understanding of and approaches to rural medical practice. Read More
BMC Med Educ 2018 Jun 22;18(1):148. Epub 2018 Jun 22.
Department of Public Health and Primary Care, KU Leuven, Kapucijnenvoer 33, Blok J, PB 7001, B-3000, Leuven, Belgium.
Background: It is unclear whether it is feasible to involve residents in guideline development or adaptation. We designed a multifaceted training program that combines training sessions, a handbook and a documentation tool to assist general practice (GP)-trainees in the adaptation of clinical practice guidelines (CPGs). The aim of this study is to adapt a database of CPGs by involving GP-trainees and to build evidence-based practice (EBP) learning capacity. Read More
BMC Med Educ 2018 Jun 22;18(1):150. Epub 2018 Jun 22.
Department of Internal Medicine, University of Colorado School of Medicine, Aurora, CO, USA.
Background: We aimed to identify foundational non-clinical attributes expected of medical school graduates to be successful in residency.
Methods: We conducted a three-round modified Delphi study with snowball sampling of experienced medical educators. In Round 1, respondents rated 28 attributes identified from a literature search. Read More
BMC Med Educ 2018 Jun 22;18(1):149. Epub 2018 Jun 22.
III. Medizinische Klinik, Universitätsklinikum Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany.
Background: The number of internal diseases, disorders and syndromes (IMDDSs) encountered in dental practice is increasing. Dentists report to feel ill prepared by their undergraduate dental training for the management of IMDDSs. To increase the effectiveness of internal medicine training at dental school it might be necessary to focus on IMDDs encountered by dental students. Read More
BMC Med Educ 2018 Jun 19;18(1):145. Epub 2018 Jun 19.
Department of Pediatrics, University of California San Francisco, 550 16th Street, 5th Floor San Francisco, San Francisco, CA, 94143, USA.
Background: For effective self-directed life-long learning physicians need to engage in feedback-seeking, which means fostering such behavior during training. Self-determination theory (SDT) posits that intrinsic motivation is fostered when the environment optimizes the individual's experience of autonomy, relatedness, and competence. Educational settings meeting these psychological needs may foster intrinsic motivation in trainees, enhance their desire for feedback, and promote feedback-seeking. Read More
BMC Med Educ 2018 Jun 19;18(1):146. Epub 2018 Jun 19.
German Medical Students' Association (bvmd e.V.), Robert-Koch-Platz 7, 10115, Berlin, Germany.
Background: Scientific competencies are of great importance for physicians; not only for conducting reliable research, but also for patient care. However, there is growing concern that a lack of scientific competencies among physicians may lead to a deterioration in the quality on biomedical research. This study aims at assessing medical students' perspectives on the implementation of scientific competency training in German medical curricula. Read More
BMC Med Educ 2018 Jun 19;18(1):144. Epub 2018 Jun 19.
Department of Health Statistics, School of Preventive Medicine, Fourth Military Medical University, Changlexilu Road #169, Xi'an, Shaanxi, 710032, People's Republic of China.
Background: Biostatistics is a key but challenging subject in medical curricula that is usually delivered via a didactic approach in China. However, whether it is the best teaching approach to improve the learner's competency, especially for medical postgraduates is yet to be proved. Therefore, a block curriculum design was initially developed to provide selective education to the postgraduates towards the professional career of their interest. Read More
BMC Med Educ 2018 Jun 18;18(1):140. Epub 2018 Jun 18.
Saybrook University, Oakland, CA, USA.
Background: This study identified and investigated the relationship between demographics, mental health problems, positive personality traits and perceived social support and motivation in medical education (MME) among first year medical students.
Methods: One hundred-thirty eight first year medical students completed the Academic Motivation Scale, Outcome Inventory, Strength Based Inventory, and Multidimensional Scale for Perceived Social Support. Path analysis was conducted to identify relationships between the variables of interest and each type of motivation, including intrinsic and extrinsic motivation and amotivation. Read More
BMC Med Educ 2018 Jun 18;18(1):141. Epub 2018 Jun 18.
Departments of Pediatrics, Biochemistry and Molecular Biology, and Humanities, Penn State College of Medicine, 500 University Drive, Mail Code H085, Hershey, PA, 17033, USA.
Background: Humanistic care in medicine has shown to improve healthcare outcomes. Language barriers are a significant obstacle to humanistic care, and trained medical interpreters have demonstrated to effectively bridge the gap for the vulnerable limited English proficiency (LEP) patient population. One way in which medical schools can train more humanistic physicians and provide language access is through the implementation of programs to train bilingual medical students as medical interpreters. Read More
BMC Med Educ 2018 Jun 19;18(1):143. Epub 2018 Jun 19.
Department of Basic Sciences, Paramedical School, Tabriz University of Medical Sciences, Golgasht Ave, Tabriz, 5166615739, Iran.
Background: Because computers are used in many aspects of today's life, it seems necessary to include them in teaching and assessment processes.
Method: The aims of this cross-sectional study were to construct a multidimensional valid scale, to identify the factors that influenced the nature of student motivation on Computer Based Testing (CBT), to recognize how students self-regulated their activities around CBT, and to describe the efficiency of autonomous versus controlled situations on motivation. The study was carried out among 246 Iranian Paramedical Students of Tabriz Medical Sciences University, Tabriz, Iran; 2013-2014. Read More
BMC Med Educ 2018 Jun 18;18(1):142. Epub 2018 Jun 18.
Syrian Private University, Damascus, Syria.
Background: Peer training has been identified as a useful tool for delivering undergraduate training in basic life support (BLS) which is fundamental as an initial response in cases of emergency. This study aimed to (1) Evaluate the efficacy of peer-led model in basic life support training among medical students in their first three years of study, compared to professional-led training and (2) To assess the efficacy of the course program and students' satisfaction of peer-led training.
Methods: A randomized controlled trial with blinded assessors was conducted on 72 medical students from the pre-clinical years (1st to 3rd years in Syria) at Syrian Private University. Read More
BMC Med Educ 2018 Jun 15;18(1):139. Epub 2018 Jun 15.
Discipline of General Practice, Clinical Science Institute, National University of Ireland, Galway, Ireland.
Background: The purpose of this paper is to systematically review the literature with respect to stakeholder views of selection methods for medical school admissions.
Methods: An electronic search of nine databases was conducted between January 2000-July 2014. Two reviewers independently assessed all titles (n = 1017) and retained abstracts (n = 233) for relevance. Read More
BMC Med Educ 2018 Jun 14;18(1):138. Epub 2018 Jun 14.
Administration Unit, M&M Hospital, the fertility and IVF Center, FCT, Abuja, Nigeria.
Background: There is a compelling need for management training amongst hospital managers in Nigeria mostly because management was never a part of the curricula in medical schools and this has resulted in their deficiencies in effective policymaking, planning and bottom line management. There has been no study to the best of our knowledge on the need and likely factors that may influence the acquisition of such training by hospital managers and this in effect was the reason for this study.
Methods: Data for this study came from a cross-sectional survey distributed amongst management staff in twenty five (25) hospitals that were purposively selected. Read More
BMC Med Educ 2018 Jun 13;18(1):136. Epub 2018 Jun 13.
Department of Family Medicine, Indiana University, 1110 W Michigan St #200, Indianapolis, IN, 46202, USA.
Background: Medical billing and coding are critical components of residency programs since they determine the revenues and vitality of residencies. It has been suggested that residents are less likely to bill higher evaluation and management (E/M) codes compared with attending physicians. The purpose of this study is to assess the variation in billing patterns between residents and attending physicians, considering provider, patient, and visit characteristics. Read More
BMC Med Educ 2018 Jun 13;18(1):135. Epub 2018 Jun 13.
Department of Medical Psychology, Medical Sociology, and Rehabilitation Sciences, University of Würzburg, Klinikstraße 3, 97070, Würzburg, Germany.
Background: The German quality assurance programme for evaluating work capacity is based on peer review that evaluates the quality of medical experts' reports. Low reliability is thought to be due to systematic differences among peers. For this purpose, we developed a curriculum for a standardized peer-training (SPT). Read More
BMC Med Educ 2018 Jun 13;18(1):137. Epub 2018 Jun 13.
Jesus College, Cambridge and the University of Cambridge, Cambridge, UK.
Background: Human trafficking is a serious violation of human rights, with numerous consequences for health and wellbeing. Recent law and policy reforms mean that clinicians now hold a crucial role in national strategies. 2015 research, however, indicates a serious shortfall in knowledge and confidence among healthcare professionals in the UK, leading potentially to failures in safeguarding and appropriate referral. Read More
BMC Med Educ 2018 Jun 8;18(1):133. Epub 2018 Jun 8.
Faculty of Health, Medicine and Life Sciences, School of Health Professions Education, Maastricht University, Maastricht, the Netherlands.
Background: An unequal distribution of health personnel, leading to unfavourable differences in health status between urban and rural populations, is a serious cause for concern globally. Part of the solution to this problem lies in attracting medical doctors to rural, remote communities, which presents a real challenge. The present study therefore explored the factors that influence medical doctors' decision to practise in rural Ghana. Read More
BMC Med Educ 2018 Jun 8;18(1):131. Epub 2018 Jun 8.
Department of Public Health, Faculty of Medicine, Gulu University, P.O Box 166, Gulu, Uganda.
Background: Four university medical training institutions in Uganda have trained students at off-site health facilities under community-based education and Research Service (COBERS) programme for over 5 years. One of the major components of COBERS placement is for the students to provide health education in the communities about malaria as a major public health disease in Uganda. This study seeks to assess if targeted community-based medical education programme is associated with better prevention and treatment seeking behaviours in the management of malaria, a leading cause of morbidity and mortality of children under five in Uganda. Read More
BMC Med Educ 2018 Jun 8;18(1):132. Epub 2018 Jun 8.
Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide, Australia.
Background: Despite interprofessional learning (IPL) being widely recognised as important for health care professions, embedding IPL within core curriculum remains a significant challenge. The aim of this study was to identify tensions associated with implementing IPL curriculum for educators and clinical supervisors, and to examine these findings from the perspective of activity theory and the expansive learning cycle (ELC).
Methods: We interviewed 12 faculty staff and ten health practitioners regarding IPL. Read More
BMC Med Educ 2018 Jun 8;18(1):134. Epub 2018 Jun 8.
Christian Medical College, Vellore, India.
Background: Self-directed learning (SDL) is defined as learning on one's own initiative, with the learner having primary responsibility for planning, implementing, and evaluating the effort. Medical education institutions promote SDL, since physicians need to be self-directed learners to maintain lifelong learning in the ever-changing world of medicine and to obtain essential knowledge for professional growth. The purpose of the study was to measure the self-directed learning readiness of medical students across the training years, to determine the perceptions of students and faculty on factors that promote and deter SDL and to identify the role of culture and curriculum on SDL at the Christian Medical College, Vellore, India. Read More
BMC Med Educ 2018 Jun 7;18(1):130. Epub 2018 Jun 7.
Graduate Entry Medical School, University of Limerick, Limerick, Ireland.
Background: The aim of this study is to review the literature on known barriers and solutions that face educators when developing and implementing online learning programs for medical students and postgraduate trainees.
Methods: An integrative review was conducted over a three-month period by an inter-institutional research team. The search included ScienceDirect, Scopus, BioMedical, PubMed, Medline (EBSCO & Ovid), ERIC, LISA, EBSCO, Google Scholar, ProQuest A&I, ProQuest UK & Ireland, UL Institutional Repository (IR), UCDIR and the All Aboard Report. Read More
BMC Med Educ 2018 Jun 7;18(1):127. Epub 2018 Jun 7.
Department of Orthopaedics and Trauma Surgery, Carl von Ossietzky Universität Oldenburg, Klinikum Oldenburg, Rahel-Straus Str. 10, 26133, Oldenburg, Germany.
Background: To assess the clinical impact of a regular, multidisciplinary, video debriefed training intervention for trauma team members on real trauma resuscitations. In addition, attending personnel evaluated the training program via questionnaire.
Methods: The training intervention is a regular (monthly), video debriefed, team-based trauma simulation. Read More
BMC Med Educ 2018 Jun 7;18(1):129. Epub 2018 Jun 7.
Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands.
Background: The past decade has witnessed an upsurge in medical curriculum partnerships established across national boundaries to offer students at the foreign institution (host) a learning experience comparable to that of students at the exporting institution (home). However, since the learning environments and national healthcare contexts differ greatly between institutions, concerns have been raised in the literature about potential low quality of curriculum delivery, inadequate preparation of students to practice in the host country healthcare setting, and a culture shock for host students having to study a home curriculum.. Read More
BMC Med Educ 2018 Jun 7;18(1):125. Epub 2018 Jun 7.
VUmc School of Medical Sciences, VU University Medical Center, Amsterdam, The Netherlands.
Background: The Readiness for Interprofessional Learning Scale is among the first scales developed for measurement of attitude towards interprofessional learning (IPL). However, the conceptual framework of the RIPLS still lacks clarity. We investigated the association of the RIPLS with professional identity, empathy and motivation, with the intention of relating RIPLS to other well-known concepts in healthcare education, in an attempt to clarify the concept of readiness. Read More
BMC Med Educ 2018 Jun 7;18(1):128. Epub 2018 Jun 7.
Group of Tissue Engineering, Department of Histology (Tissue Engineering Group), University of Granada and research institute ibs.Granada, Granada, Spain.
Background: The students' conceptions of learning in postgraduate health science master studies are poorly understood. The aim of this study was to compare the factors influencing conceptions of learning in health sciences and non-health sciences students enrolled in postgraduate master programs in order to obtain information that may be useful for students and for future postgraduate programs.
Methods: A modified version of the Learning Inventory Conception Questionnaire (COLI) was used to compare students' conception learning factors in 131 students at the beginning of their postgraduate studies in health sciences, experimental sciences, arts and humanities and social sciences. Read More
BMC Med Educ 2018 Jun 7;18(1):126. Epub 2018 Jun 7.
University of New South Wales Australia, Sydney, Australia.
Background: Standard setting is one of the most contentious topics in educational measurement. Commonly-used methods all have well reported limitations. To date, there is not conclusive evidence suggesting which standard setting method yields the highest validity. Read More
BMC Med Educ 2018 Jun 5;18(1):124. Epub 2018 Jun 5.
Department of Medical Education, Pusan National University School of Medicine, 49, Busandaehak-ro, Mulgeum-eup, Yangsan-si, Gyeongsangnam-do, 50612, Republic of Korea.
Background: Task-specific checklists, holistic rubrics, and analytic rubrics are often used for performance assessments. We examined what factors evaluators consider important in holistic scoring of clinical performance assessment, and compared the usefulness of applying holistic and analytic rubrics respectively, and analytic rubrics in addition to task-specific checklists based on traditional standards.
Methods: We compared the usefulness of a holistic rubric versus an analytic rubric in effectively measuring the clinical skill performances of 126 third-year medical students who participated in a clinical performance assessment conducted by Pusan National University School of Medicine. Read More
BMC Med Educ 2018 Jun 4;18(1):123. Epub 2018 Jun 4.
Division of General Internal Medicine, Mayo Clinic, 200 First St. SW, Rochester, MN, 55905, USA.
Background: We conducted a prospective validation study to develop a physician assistant (PA) clinical rotation evaluation (PACRE) instrument. The specific aims of this study were to 1) develop a tool to evaluate PA clinical rotations, and 2) explore associations between validated rotation evaluation scores and characteristics of the students and rotations.
Methods: The PACRE was administered to rotating PA students at our institution in 2016. Read More
BMC Med Educ 2018 Jun 4;18(1):122. Epub 2018 Jun 4.
Department of Neurobiology, Care Sciences and Society, Division of Family Medicine and Primary Care, Karolinska Institutet, Alfred Nobels Allé 23, 141 83, Huddinge, Sweden.
Background: Primary healthcare in Sweden and worldwide has a diverse structure with many kinds of healthcare units involved. This is a challenge for collaboration between different professions in primary healthcare, as the different healthcare professions often work in silos. Interprofessional education (IPE) in the context of primary healthcare is less studied than IPE at hospitals and most of the studies in primary healthcare have focused on collaboration between general practitioners and nurses. Read More
BMC Med Educ 2018 Jun 1;18(1):121. Epub 2018 Jun 1.
Department of Family Medicine, University of Ottawa, Ottawa, ON, Canada.
Background: Abortion has been decriminalized in Canada since 1988 and is considered an essential medical service. There is concern that decreasing numbers of abortion providers may impair access to abortion. This study examined the quantity of exposure and education that Canadian family medicine residents receive on abortion during training and their preparation to provide abortions. Read More
BMC Med Educ 2018 May 31;18(1):120. Epub 2018 May 31.
Uniformed Services University of Health Sciences, 4301 Jones Bridge Road, Bethesda, MD, 20814, USA.
This position paper discusses on-going academic remediation challenges within the field of medical education. More specifically, we identify three common contemporary problems and propose four recommendations to strengthen remediation efforts. Selecting or determining what type of remediation is needed for a particular student is akin to analyzing a Gordian knot with individual, institutional and systemic contributors. Read More
BMC Med Educ 2018 May 31;18(1):118. Epub 2018 May 31.
College of Medicine and Dentistry, James Cook University, QLD, Townsville, 4811, Australia.
Background: The James Cook University (JCU) medical school recently revised its Year 2 human development and behaviour module to be more relevant and practical for students, and more aligned with the mental health priorities of the local region (north Queensland). This study reports medical students' level of preparedness conferred by the re-designed 'Psychological Medicine and Human Development' (PMHD) subject for their later 4-week, rural clinical placement in Year 2.
Methods: Non-randomized, controlled 'naturalistic' study with pre- and post-intervention surveys. Read More
BMC Med Educ 2018 May 31;18(1):119. Epub 2018 May 31.
Barts and the London School of Medicine and Dentistry, Queen Mary, University of London, EC1M 6BQ, London, UK.
Background: In 2012, 12 medical schools were opened in Ethiopia to tackle the significant shortage of doctors. This included Aksum School of Medicine situated in Aksum, a rural town in Northern Ethiopia. The new Innovative Medical Curriculum (NIMC) is a four-year programme designed by the Ethiopian Federal Ministries of Health and Education. Read More
BMC Med Educ 2018 May 29;18(1):116. Epub 2018 May 29.
Norwegian National Advisory Unit on Concurrent Substance Abuse and Mental Health Disorders, Innlandet Hospital Trust, P.O. Box 104, 2381, Brumunddal, Norway.
Background: A higher sense of mastery of doctors' clinical work could benefit not only their own mental health but also their work performance and patient care. However, we know little about factors associated with perceived mastery of clinical work among physicians. Our aim was therefore to study characteristics of those with stable low levels and of those with increased levels of mastery over a period of ten years of medical practice. Read More
BMC Med Educ 2018 May 30;18(1):117. Epub 2018 May 30.
School of Medical Education, Newcastle University, Ridley Building 1, Newcastle-upon-Tyne, NE1 7RU, UK.
Background: Under-representation of some socio-economic groups in medicine is rooted in under-representation of those groups in applications to medical school. This study aimed to explore what may deter school-age children from applying to study medicine.
Methods: Workshops were undertaken with school students aged 16-17 years ('Year 12', n = 122 across three workshops) and 13-14 years ('Year 9', n = 295 across three workshops). Read More
BMC Med Educ 2018 May 25;18(1):115. Epub 2018 May 25.
Centre for Health Sciences Education, Aarhus University, INCUBA Science Park - Skejby, Palle Juul-Jensens Boulevard 82, building B, 8200, Aarhus N, Denmark.
Background: MD-PhDs have been hailed as significant to the advancement of medicine and health care. Yet when it comes to which positions MD-PhDs should be holding in the clinic and the academic world, there seems to be no real consensus. This article examines the ways in which a PhD-degree may contribute to medical doctors' professional practice in the clinic and discusses the positioning of MD-PhDs in the clinic. Read More
BMC Med Educ 2018 May 24;18(1):114. Epub 2018 May 24.
Faculty of Health and Wellbeing, Sheffield Hallam University, Robert Winston Building, Sheffield, S10 2BP, UK.
Background: Public health improvement has long been an important focus for the United Kingdom Department of Health. The Allied Health Professions (AHP) Federation has 84,000 members, such a large number of AHP professionals should play a role in public health initiatives, but it is not clear if they or the AHP students who will be the future healthcare workforce feel themselves equipped to do so. Our aim was to understand the perceptions of AHP students about their role in delivering public health advice. Read More
BMC Med Educ 2018 May 24;18(1):113. Epub 2018 May 24.
Spectrum Health OME Scholarly Activity Support, 945 Ottawa Ave. NW, Grand Rapids, MI, 49503, USA.
Background: Over the past 10 years, three new MD schools have been created in the state of Michigan, while the Michigan State University College of Human Medicine (MSU-CHM) has increased their class size to 850 students. The aim of this study was to determine if MSU-CHM alumni who graduate from an MSU-affiliated primary care residency from a single graduate medical education (GME) training program in Michigan are more likely to go on to practice in close proximity to the location of their training program immediately after graduation compared to non MSU-CHM alumni. Changes over time in the proportion of primary care graduates who received fellowship training immediately following residency were also compared between these groups. Read More
BMC Med Educ 2018 May 22;18(1):112. Epub 2018 May 22.
School of Clinical Medicine, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, Republic of South Africa.
Background: South Africa (SA) has a growing multilingual and multicultural population of approximately 55 million people, and faces service delivery challenges due to a shortage in skilled health professionals. Many health care facilities still depict distinct racial and ethnic characteristics that date back to the apartheid era, and there are reports of racial intolerance or preferential treatment at some facilities. There is limited literature in South Africa on cultural competence or on how to train health professionals to provide culturally competent care. Read More
BMC Med Educ 2018 May 16;18(1):111. Epub 2018 May 16.
Secretaría de Salud, Homero 213, piso 12, Col. Chapultepec Morales, 11570, Ciudad de México, Mexico.
Background: In September 2013, two cases of cholera were reported in Mexico; 1 week later, a new outbreak was reported in the Huasteca region of Hidalgo. Upon the determination that the diagnostic and therapeutic interventions implemented by health personnel overlooked predefined procedures, the National Institute of Public Health, in coordination with the Ministry of Health, immediately designed the massive open online course "Proper cholera containment and management measures" to strengthen and standardize basic prevention and control practices.
Methods: During the first 5 months, 35,968 participants from across the country finished the course: medical and nursing personnel, health promoters, and hospital staff. Read More
BMC Med Educ 2018 May 14;18(1):106. Epub 2018 May 14.
Department of Biochemistry and Molecular Cell Biology, University Medical Center Hamburg-Eppendorf (UKE), N30, Martinistraße 52, 20246, Hamburg, Germany.
Background: Multiple mini-interviews (MMI) become increasingly popular for the selection of medical students. In this work, we examine the validity evidence for the Hamburg MMI.
Methods: We conducted three follow-up studies for the 2014 cohort of applicants to medical school over the course of two years. Read More
BMC Med Educ 2018 May 11;18(1):110. Epub 2018 May 11.
School of Medicine, University of Notre Dame Australia, UNDA, P O Box 1225, Fremantle, WA, 6160, Australia.
Background: The objective of pain medicine education is to provide medical students with opportunities to develop their knowledge, skills and professional attitudes that will lead to their becoming safe, capable, and compassionate medical practitioners who are able to meet the healthcare needs of persons in pain. This study was undertaken to identify and describe the delivery of pain medicine education at medical schools in Australia and New Zealand.
Method: All 23 medical schools in Australia and New Zealand in 2016 were included in this study. Read More
BMC Med Educ 2018 May 11;18(1):109. Epub 2018 May 11.
Sansom Institute for Health Research, University of South Australia, Adelaide, Australia.
Background: Dedicated Evidence-Based Practice (EBP) courses are often included in health professional education programs. It is important to understand the effectiveness of this training. This study investigated EBP outcomes in entry-level physiotherapy students from baseline to completion of all EBP training (graduation). Read More
BMC Med Educ 2018 May 11;18(1):107. Epub 2018 May 11.
Department of Health Policy and Management, China Research Center On Disability, Innovation Center for Social Risk Governance in Health, School of Public Health, Fudan University, P.O. Box 177, 130 Dong'an Road, Shanghai, 200032, China.
Background: Quality of health care needs to be improved in rural China. The Chinese government, based on the 1999 Law on Physicians, started implementing the Rural Doctor Practice Regulation in 2004 to increase the percentage of certified physicians among village doctors. Special exam-targeted training for rural doctors therefore was launched as a national initiative. Read More
BMC Med Educ 2018 May 11;18(1):108. Epub 2018 May 11.
Department of Medicine, Massachusetts General Hospital, Boston, MA, USA.
Background: To assess mentorship experiences among the faculty of a large academic department of medicine and to examine how those experiences relate to academic advancement and job satisfaction.
Methods: Among faculty members in the Massachusetts General Hospital Department of Medicine, we assessed personal and professional characteristics as well as job satisfaction and examined their relationship with two mentorship dimensions: (1) currently have a mentor and (2) role as a mentor. We also developed a mentorship quality score and examined the relationship of each mentorship variable to academic advancement and job satisfaction. Read More
BMC Med Educ 2018 May 11;18(1):105. Epub 2018 May 11.
Professional Performance research group, Institute for Education and Training, Academic Medical Center (AMC-UvA), Amsterdam, the Netherlands.
Background: For the purpose of continuous performance improvement, physicians are expected to reflect on their practice. While many reflection studies are theoretically oriented and often prescriptive in the sense that they conceptualize what reflection should look like, the current study starts with practicing physicians themselves and maps how these physicians conceptualize and experience reflection in daily professional practice.
Methods: We conducted a qualitative study using in-depth interviews with 13 hospital-based physicians from various specialties and institutions. Read More
BMC Med Educ 2018 May 9;18(1):102. Epub 2018 May 9.
Kings College, London, Weston Education Centre, Third Floor-Room 3.52, 10 Cutcombe Road, London, SE5 9RJ, UK.
Background: There has been much interest in the transitions along the medical education continuum. However, little is known about how students from non-traditional backgrounds experience both the move to, and through Medical School, and their ambitions post-graduation. This research sought to understand the transitional journey into, and through undergraduate medical education, and future career aspirations for first-in-family (FiF) medical students. Read More
BMC Med Educ 2018 May 9;18(1):103. Epub 2018 May 9.
Klinik für Allgemein-, Viszeral- und Gefäßchirurgie, Universitätsklinikum Jena, Am Klinikum 1, 07747, Jena, Germany.
Background: Given the expected increase in those entering retirement, the number of practising physicians is predicted to decrease. Conversely, the number of physicians needed is set to increase, due to higher demands resulting from the increasing average age of the German population. This may cause a deficit in the availability and accessibility of medical care for the population in Germany, as well as in other countries. Read More
BMC Med Educ 2018 May 9;18(1):104. Epub 2018 May 9.
Ground floor Allied Health Services, Gold Coast Health, Gold Coast University Hospital, 1 Hospital Boulevard, Southport, Qld, 4215, Australia.
Background: Journal clubs (JC) may increase clinicians' evidence-based practice (EBP) skills and facilitate evidence uptake in clinical practice, however there is a lack of research into their effectiveness in allied health. We investigated the effectiveness of a structured JC that is Tailored According to Research Evidence And Theory (TREAT) in improving EBP skills and practice compared to a standard JC format for allied health professionals. Concurrently, we explored the feasibility of implementing TREAT JCs in a healthcare setting, by evaluating participating clinicians' perceptions and satisfaction. Read More
BMC Med Educ 2018 May 8;18(1):99. Epub 2018 May 8.
Department of Operative Dentistry, Dental School (Carolinum), Goethe-University Frankfurt, Theodor-Stern-Kai 7/29, D-60596, Frankfurt am Main, Germany.
Background: The aim of this study was to investigate the acceptance and assessment of work shadowing carried out by students and dentists in dental practices. Furthermore, the extent to which students perceive an improvement in their specialised, communication and social competencies, was to be examined.
Methods: 61 dental students in their clinical semesters at a German university participated in work shadowing placements at 27 different general dental practices. Read More