2,943 results match your criteria BMC Medical Education [Journal]


Gender awareness among medical students in a Swiss University.

BMC Med Educ 2020 Jun 3;20(1):156. Epub 2020 Jun 3.

Faculty of Biology and Medicine, University of Lausanne, Lausanne, Switzerland.

Background: Gender is an important social determinant, that influences healthcare. The lack of awareness on how gender influences health might lead to gender bias and can contribute to substandard patient care. Our objectives were to assess gender sensitivity and the presence of gender stereotypes among swiss medical students. Read More

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http://dx.doi.org/10.1186/s12909-020-02037-0DOI Listing

Analyzing the interaction of main components of hidden curriculum in medical education using interpretive structural modeling method.

BMC Med Educ 2020 Jun 1;20(1):176. Epub 2020 Jun 1.

Health Human Resources Research Center, School of Management and Information Sciences, Shiraz University of Medical Sciences, Shiraz, Iran.

Background: Hidden curriculum (HC) is considered as unintended learning experiences in medical education (ME). This may include values, norms, beliefs, skills, and knowledge which could potentially influence learning outcomes. HC has key components that must be identified and considered properly by individuals and organizations involved in ME. Read More

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http://dx.doi.org/10.1186/s12909-020-02094-5DOI Listing

Measuring social interdependence in collaborative learning: instrument development and validation.

BMC Med Educ 2020 Jun 1;20(1):177. Epub 2020 Jun 1.

Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229, ER, Maastricht, The Netherlands.

Background: In health professions education, several collaborative learning approaches have been used. As collaborative learning has a theoretical background of social interdependence theory, a theory informed and valid instrument to measure social interdependence is required to evaluate and compare several learning approaches. The aim of this study was to develop an instrument (the SOcial interdependence in Collaborative learning Scale; SOCS) to measure students' perceived social interdependence in collaborative learning and validate it. Read More

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http://dx.doi.org/10.1186/s12909-020-02088-3DOI Listing

Leadership training programs in graduate medical education: a systematic review.

BMC Med Educ 2020 Jun 2;20(1):175. Epub 2020 Jun 2.

Medicine Residency Program Director in the Department of Internal Medicine, University of Iowa Hospitals and Clinics, Iowa City, IA, USA.

Background: With the increasing recognition that leadership skills can be acquired, there is a heightened focus on incorporating leadership training as a part of graduate medical education. However, there is considerable lack of agreement regarding how to facilitate acquisition of these skills to resident, chief resident, and fellow physicians.

Methods: Articles were identified through a search of Ovid MEDLINE, EMBASE, CINAHL, ERIC, PsycNet, Cochrane Systemic Reviews, and Cochrane Central Register of Controlled Trials from 1948 to 2019. Read More

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http://dx.doi.org/10.1186/s12909-020-02089-2DOI Listing

"How can I do more?" Cultural awareness training for hospital-based healthcare providers working with high Aboriginal caseload.

BMC Med Educ 2020 May 29;20(1):173. Epub 2020 May 29.

Menzies School of Health Research, Charles Darwin University, PO Box 41096, Casuarina, Northern Territory, 0811, Australia.

Background: Aboriginal cultural awareness training aims to build a culturally responsive workforce, however research has found the training has limited impact on the health professional's ability to provide culturally safe care. This study examined cultural awareness training feedback from healthcare professionals working with high Aboriginal patient caseloads in the Top End of the Northern Territory of Australia. The aim of the research was to assess the perception of training and the potential for expansion to better meet workforce needs. Read More

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http://dx.doi.org/10.1186/s12909-020-02086-5DOI Listing

Taking care of our future doctors: a service evaluation of a medical student mental health service.

BMC Med Educ 2020 May 29;20(1):172. Epub 2020 May 29.

School of Clinical Medicine, University of Cambridge, Cambridge, UK.

Background: Studies suggest medical students experience high levels of mental distress during training but are less likely, than other students, to access care due to stigma and concerns regarding career progression. In response, The School of Clinical Medicine, University of Cambridge supported the development of the 'Clinical Student Mental Health Service' to provide specialist input for this vulnerable group. This study evaluates the efficiency and effectiveness of this service. Read More

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http://dx.doi.org/10.1186/s12909-020-02075-8DOI Listing

Scholarly productivity of faculty in primary care roles related to tenure versus non-tenure tracks.

BMC Med Educ 2020 May 29;20(1):174. Epub 2020 May 29.

Research Group for Underrepresented Minorities in Academic Medicine, Division of Academic Affairs, Brody School of Medicine, East Carolina University, 600 Moye Blvd AD-47, Greenville, NC, 27834, USA.

Background: Increasing the number of primary care physicians is critical to overcoming the shortage of healthcare providers. Primary care physicians are increasingly called upon to address not only medical concerns but also behavioral health needs and social determinants of health which requires ongoing research and innovation. This paper evaluated scholarly productivity of faculty in tenure versus non-tenure tracks in primary care roles, defined as family medicine, internal medicine, internal medicine/pediatrics and pediatrics. Read More

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http://dx.doi.org/10.1186/s12909-020-02085-6DOI Listing

Use of web-based game in neonatal resuscitation - is it effective?

BMC Med Educ 2020 May 26;20(1):170. Epub 2020 May 26.

Department of Neonatal and Developmental Medicine, Singapore General Hospital, Singapore 169608, Singapore.

Background: Knowledge and skills decline within months post simulation-based training in neonatal resuscitation. To empower 'Millennial' learners to take control of their own learning, a single-player, unguided web-based Neonatal Resuscitation Game was designed. The present study investigates the effectiveness of the game on retention of resuscitation knowledge and skills. Read More

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http://dx.doi.org/10.1186/s12909-020-02078-5DOI Listing

Improving the assessment of communication competencies in a national licensing OSCE: lessons learned from an experts' symposium.

BMC Med Educ 2020 May 26;20(1):171. Epub 2020 May 26.

Institute of Medical Education, Department of Assessment and Evaluation, University of Bern, Bern, Switzerland.

Background: As the communication competencies of physicians are crucial for providing optimal patient care, their assessment in the context of the high-stakes Objective Structured Clinical Examination (OSCE) is of paramount importance. Despite abundant literature on the topic, evidence-based recommendations for the assessment of communication competencies in high stakes OSCEs are scarce. As part of a national project to improve communication-competencies assessments in the Swiss licensing exam, we held a symposium with national and international experts to derive corresponding guidelines. Read More

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http://dx.doi.org/10.1186/s12909-020-02079-4DOI Listing

Standard setting made easy: validating the Equal Z-score (EZ) method for setting cut-score for clinical examinations.

BMC Med Educ 2020 May 25;20(1):167. Epub 2020 May 25.

Taipei Veterans General Hospital, Taipei, Taiwan.

Background: This study aims to assess the feasibility, reliability and validity of the panel-based Equal Z-score (EZ) method applied to objective structural clinical examination (OSCE) of Chinese medical students and undertaking a comparison with the statistical techniques-based Borderline Regression Method (BRM).

Methods: Data received from two cohorts of 6th and 7th year medical students in Taiwan who set the mock OSCE as a formative assessment. Traditionally this medical school uses BRM to set the pass/fail cut-score. Read More

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http://dx.doi.org/10.1186/s12909-020-02080-xDOI Listing

Exam performance of different admission quotas in the first part of the state examination in medicine: a cross-sectional study.

BMC Med Educ 2020 May 25;20(1):169. Epub 2020 May 25.

Division of Study and Teaching, Faculty of Medicine, University of Lübeck, Ratzeburger Allee 160, House 2, 23562, Lübeck, Germany.

Background: Most medical students in Germany are admitted via selection procedures, which are adjusted to the demands of the universities. At Lübeck medical school, scores from interviews that measure non-academic skills and pre-university GPAs are summed to arrive at an admission decision. This article seeks to illuminate the effectiveness of this selection procedure in comparison to other non-selected student groups. Read More

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http://dx.doi.org/10.1186/s12909-020-02069-6DOI Listing

Exploring assessor cognition as a source of score variability in a performance assessment of practice-based competencies.

BMC Med Educ 2020 May 25;20(1):168. Epub 2020 May 25.

Department of Occupational Therapy, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, T6G 2G4, Canada.

Background: A common feature of performance assessments is the use of human assessors to render judgements on student performance. From a measurement perspective, variability among assessors when assessing students may be viewed as a concern because it negatively impacts score reliability and validity. However, from a contextual perspective, variability among assessors is considered both meaningful and expected. Read More

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http://dx.doi.org/10.1186/s12909-020-02077-6DOI Listing

Hybrid simulation of pediatric gynecologic examination: a mix-methods study of learners' attitudes and factors affecting learning.

BMC Med Educ 2020 May 24;20(1):164. Epub 2020 May 24.

Department of Didactics and Medical Simulation, Medical University of Lublin, Chodźki 4, 20-094, Lublin, Poland.

Background: Children and adolescents with reproductive health issues may require immediate or emergency care, however in many countries availability of the pediatric and adolescent gynecology (PAG) service is low. That being said, teaching PAG examination to OBGYN, pediatrics and emergency medicine residents seems reasonable, and cannot be underestimated. In order to provide residents with opportunity to learn PAG examination, a high-fidelity hybrid simulation workshop was implemented in our institution. Read More

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http://dx.doi.org/10.1186/s12909-020-02076-7DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7245870PMC

The state of ethics education at medical schools in Turkey: taking stock and looking forward.

BMC Med Educ 2020 May 24;20(1):162. Epub 2020 May 24.

Department of Public Health, Acibadem University, School of Medicine, Kayışdağı Caddesi No:32, 34752, İstanbul, Ataşehir, Turkey.

Background: Ethics teaching is globally considered an essential part of medical education fostering professionalism. It does not only provide knowledge for good clinical conduct, but also trains medical students as virtuous practitioners. Although Turkey has had a considerable experience in ethics education of healthcare professionals, the general state of ethics curricula at medical schools in Turkey is unknown. Read More

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http://dx.doi.org/10.1186/s12909-020-02058-9DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7245803PMC

Measuring and assessing the competencies of preceptors in health professions: a systematic scoping review.

BMC Med Educ 2020 May 24;20(1):165. Epub 2020 May 24.

School of Pharmacy, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, 2006, Australia.

Background: In healthcare, preceptors act as a role model and supervisor, thereby facilitating the socialisation and development of the preceptee into a professional fit to practice. To ensure a consistent approach to every preceptorship experience, preceptor competencies should be measured or assessed to ensure that the desired outcomes are achieved. Defining these would ensure quality management and could inform development of an preceptor competency framework. Read More

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http://dx.doi.org/10.1186/s12909-020-02082-9DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7247189PMC

Identification of capacity development indicators for faculty development programs: A nominal group technique study.

BMC Med Educ 2020 May 24;20(1):163. Epub 2020 May 24.

Edge Hill University Medical School, Edge Hill University, Ormskirk, UK.

Background: Although there have been many research studies of the effectiveness of faculty development in health profession education, the contribution of these programs to organizational development through capacity development has not been studied. Further understanding of capacity development requires appropriate indicators and no previous indicators for faculty development of health profession educators were identified. The aim of the study was to identify indicators of capacity development in the context of faculty development programs at Tehran University of medical sciences (TUMS). Read More

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http://dx.doi.org/10.1186/s12909-020-02068-7DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7245937PMC

Medical career expectations of academically talented high school students: a nationwide cross-sectional study in China.

BMC Med Educ 2020 May 24;20(1):166. Epub 2020 May 24.

Peking University, Graduate School of Education, No.5 Yiheyuan Road, Haidian District, Beijing, 100871, China.

Background: Academically talented high school students (ATHSSs), an exceptional cohort, are not well studied for their career expectations, especially for those with medical career expectation (MCE). Nowadays, the public perception of the medical profession is changing in China. The purpose of this study was to answer questions about 'is medicine attractive for ATHSSs and 'what factors affect medical career expectations (MCE) for ATHSSs' in China. Read More

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http://dx.doi.org/10.1186/s12909-020-02083-8DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7247248PMC

Evaluation of integrated modular teaching in Chinese ophthalmology trainee courses.

BMC Med Educ 2020 May 19;20(1):158. Epub 2020 May 19.

State Key Laboratory of Ophthalmology, Zhongshan Ophthalmic Centre, Sun Yat-sen University, Guagzhou, 510060, Guangzhou, People's Republic of China.

Background: Before attending ophthalmology trainee courses in Zhongshan Ophthalmic Centre, the medical students from Sun Yat-sen University had finished two years of premedical education after the six-year medical courses including basic medical courses, clinical medical courses, clerkship, and research training in medical college. Integrated modular teaching using different problem-based teaching methods in ophthalmology was designed by the teaching steering committee of Zhongshan Ophthalmic Centre. This study aimed to evaluate the effectiveness and satisfaction scales of the integrated modular teaching among the trainee students. Read More

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http://dx.doi.org/10.1186/s12909-020-02073-wDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7236173PMC
May 2020
1.409 Impact Factor

Clinical reasoning for acute dyspnoea: comparison between final-year medical students from discipline- and competency-based undergraduate programmes.

BMC Med Educ 2020 May 19;20(1):161. Epub 2020 May 19.

Dieter Scheffner Centre for Medical Education and Educational Research, Dean's Office of Study Affairs, Charité - Universitätsmedizin Berlin, Charité Platz 1, 10117, Berlin, Germany.

Clinical reasoning for acute dyspnoea: Comparison of final-year medical students from discipline- and competency-based undergraduate programmes.

Background: The global shift to competency-based medical education aims to improve the performance of its trainees, including in the key competency domain of clinical reasoning. However, research on whether such education actually improves clinical reasoning is sparse. Read More

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http://dx.doi.org/10.1186/s12909-020-02055-yDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7238574PMC

Medical professionalism in ophthalmology: design and testing of a scenario based survey.

BMC Med Educ 2020 May 19;20(1):160. Epub 2020 May 19.

King Khaled Eye Specialist Hospital, P.O. Box 7191, Riyadh, 11462, Saudi Arabia.

Background: Professionalism is hard to quantify but essential in medical practice. We present a survey tool for ophthalmologists that assessed professionalism using case-based scenarios in central Saudi Arabia.

Methods: Ophthalmologists (resident, fellows and consultants) participated in a web-based survey in 2015. Read More

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http://dx.doi.org/10.1186/s12909-020-02071-yDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7236953PMC

A global health capstone: an innovative educational approach in a competency-based curriculum for medical students.

BMC Med Educ 2020 May 19;20(1):159. Epub 2020 May 19.

University of Illinois Chicago Center for Global Health, 1940 W. Taylor St., 2nd floor, Chicago, IL, 60612, USA.

Background: Global health educational programs for medical and public health professionals have grown substantially in recent years. The University of Illinois Chicago College of Medicine (UICOM) began a global medicine (GMED) program for selected students in 2012 and has since graduated four classes. As part of the four-year curriculum, students complete a longitudinal global health capstone project. Read More

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http://dx.doi.org/10.1186/s12909-020-02070-zDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7236959PMC

Sustained effects of faculty leadership development modules for clinical instructors of core competences education in Taiwan: a four-year explanatory case study.

BMC Med Educ 2020 May 15;20(1):155. Epub 2020 May 15.

Department of Medicine, Taipei Veterans General Hospital, Taipei, Taiwan.

Background: The Accreditation Council for Graduate Medical Education (ACGME) core competencies (CC) in general medicine-based primary care are essential for junior medical trainees. In this country, a regular faculty development (FD) program aimed at training faculty in instructing (teaching and assessing) these CC had operated. However, leadership was not emphasized. Read More

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http://dx.doi.org/10.1186/s12909-020-02065-wDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7226719PMC

A framework for distributed health professions training: using participatory action research to build consensus.

BMC Med Educ 2020 May 14;20(1):154. Epub 2020 May 14.

Division of Family Medicine and Primary Care, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa.

Background: There is a global trend towards providing training for health professions students outside of tertiary academic complexes. In many countries, this shift places pressure on available sites and the resources at their disposal, specifically within the public health sector. Introducing an educational remit into a complex health system is challenging, requiring commitment from a range of stakeholders, including national authorities. Read More

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http://dx.doi.org/10.1186/s12909-020-02046-zDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7227246PMC

Predictive validity of the National Benchmark Test and National Senior Certificate for the academic success of first-year medical students at one South African university.

BMC Med Educ 2020 May 13;20(1):152. Epub 2020 May 13.

Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Phillip V Tobias Health Sciences Building, 29 Princess of Wales Terrace, Parktown, Johannesburg, 2193, South Africa.

Background: South African medical schools use the results of the National Senior Certificate (NSC) examination for selecting students. Five of the nine medical schools also use the National Benchmark Test (NBT). The University of the Witwatersrand weights the NSC and NBT results equally in the selection process. Read More

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http://dx.doi.org/10.1186/s12909-020-02059-8DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7218523PMC

Comparing empathy in medical students of two Portuguese medicine schools.

BMC Med Educ 2020 May 13;20(1):153. Epub 2020 May 13.

CINTESIS, Porto, Portugal.

Background: Empathy is paramount in the doctor-patient relationship being a comprehensive and multidimensional concept. Self-ratings of empathy change across the years of medical education only when the Jefferson Scale of Physicians Empathy is used, with a worrying decrease being found throughout the years in Medicine Schools. As there are only few studies on the factors influencing medical student's empathy, particularly of the curricular model, this study aimed to compare the levels of empathy of medicine students of two Schools with different curricular models in central Portugal, the Faculty of Medicine - University of Coimbra (FMUC) and the Faculty of Health Sciences - University of Beira Interior (FCS-UBI). Read More

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http://dx.doi.org/10.1186/s12909-020-02034-3DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7218824PMC

Demographic and socioeconomic characteristics of Canadian medical students: a cross-sectional study.

BMC Med Educ 2020 May 12;20(1):151. Epub 2020 May 12.

Faculty of Health Sciences, Western University, London, Canada.

Background: While the importance of medical students' demographic characteristics in influencing the scope and location of their future practice is recognized, these data are not systematically collected in Canada. This study aimed to characterize and compare the demographics of Canadian medical students with the Canadian population.

Methods: Through an online survey, delivered in 2018, medical students at 14 English-speaking Canadian medical schools provided their age, sex, gender identity, ethnicity, educational background, and rurality of the area they grew up in. Read More

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http://dx.doi.org/10.1186/s12909-020-02056-xDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7216658PMC

Learning radiotherapy: the state of the art.

BMC Med Educ 2020 May 11;20(1):150. Epub 2020 May 11.

Cancer Centre Belfast City Hospital, Belfast Health & Social Care Trust, Belfast, Northern Ireland.

Background: The last two decades have seen revolutionary developments in both radiotherapy technology and postgraduate medical training. Trainees are expected to attain competencies using a mix of experiential learning, formal postgraduate teaching, self-directed learning and peer education. Radiation (Clinical) Oncology is a recognised 'craft specialty' where the apprenticeship model of training is applicable. Read More

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http://dx.doi.org/10.1186/s12909-020-02054-zDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7216702PMC

Bridging the intergenerational gap: the outcomes of a student-initiated, longitudinal, inter-professional, inter-generational home visit program.

BMC Med Educ 2020 May 11;20(1):148. Epub 2020 May 11.

Yong Loo Lin School of Medicine, National University of Singapore, National University Health System, Singapore, 117549, Singapore.

Background: Older persons consume disproportionately more healthcare resources than younger persons. Tri-Generational HomeCare (TriGen), a service-learning program, aims to reduce hospital admission rates amongst older patients with frequent admissions. The authors evaluated the educational and patient outcomes of TriGen. Read More

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http://dx.doi.org/10.1186/s12909-020-02064-xDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7216381PMC
May 2020
1.409 Impact Factor

Communication skills of medical students: survey of self- and external perception in a longitudinally based trend study.

BMC Med Educ 2020 May 11;20(1):149. Epub 2020 May 11.

Internal Medicine, Department of Psychosomatic Medicine and Psychotherapy, University Hospital Tuebingen, Osianderstrasse 5, 72076, Tuebingen, Germany.

Background: As good communication skills are crucial for doctor-patient interactions, it is recommended to incorporate them in medical school programs from the very beginning. On this basis medical schools in Germany introduced the OSCE (objective structured clinical examination) to examine and by this foster learning of communication skills as assessment drives learning. The aim of the study was to examine the development of the communication skills of medical students during an OSCE to investigate how communication competence has developed between different student cohorts. Read More

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http://dx.doi.org/10.1186/s12909-020-02049-wDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7216673PMC

Inter-rater reliability in clinical assessments: do examiner pairings influence candidate ratings?

BMC Med Educ 2020 May 11;20(1):147. Epub 2020 May 11.

National University of Ireland Galway, Galway, Ireland.

Background: The reliability of clinical assessments is known to vary considerably with inter-rater reliability a key contributor. Many of the mechanisms that contribute to inter-rater reliability however remain largely unexplained and unclear. While research in other fields suggests personality of raters can impact ratings, studies looking at personality factors in clinical assessments are few. Read More

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http://dx.doi.org/10.1186/s12909-020-02009-4DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7212618PMC

Doctoral nursing education in east and Southeast Asia: characteristics of the programs and students' experiences of and satisfaction with their studies.

BMC Med Educ 2020 May 8;20(1):143. Epub 2020 May 8.

School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR.

Background: The characteristics of nursing doctoral programs and the doctoral students' experience have not been thoroughly investigated. Hence, this study aimed to describe the characteristics of nursing doctoral programs in East and South East Asian (ESEA) countries and regions from the views of doctoral program coordinators, and to explore the students' experiences of and satisfaction with their doctoral nursing program.

Methods: A cross-sectional survey was conducted using two self-designed questionnaires, one focusing on PhD program coordinators and the other on doctoral students. Read More

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http://dx.doi.org/10.1186/s12909-020-02060-1DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7206798PMC
May 2020
1.409 Impact Factor

Burnout is associated with work-family conflict and gratification crisis among German resident physicians.

BMC Med Educ 2020 May 8;20(1):145. Epub 2020 May 8.

Institute and Polyclinic of Primary Medical Care, University Medical Centre Hamburg-Eppendorf, Hamburg, Germany.

Background: Studies investigating the longitudinal predictive value of burnout on both effort-reward imbalance (within the working place) and work-family conflict (between work and private life) in residents are lacking. Former cross-sectional studies showed an association of effort-reward imbalance and work family conflict with an elevated burnout risk in physicians.

Methods: Data acquisition was carried out within the multi-centric, longitudinal, and prospective "KarMed" study in Germany from 2009 until 2016. Read More

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http://dx.doi.org/10.1186/s12909-020-02061-0DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7206716PMC

How students and specialists appreciate the mini-clinical evaluation exercise (mini-CEX) in Indonesian clerkships.

BMC Med Educ 2020 May 8;20(1):144. Epub 2020 May 8.

Center for Education Development and Research in Health Professions, University of Groningen and University Medical Center Groningen, Groningen, The Netherlands.

Background: Cultural differences might challenge the acceptance of the implementation of assessment formats that are developed in other countries. Acceptance of assessment formats is essential for its effectiveness; therefore, we explored the views of students and specialists on the practicality and impact on learning of these formats. This study was conducted to explore Indonesian students' and specialists' appreciation of the implementation of the Mini-Clinical Evaluation Exercise (Mini-CEX) in Indonesian clerkships. Read More

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http://dx.doi.org/10.1186/s12909-020-02062-zDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7206730PMC

Effects of reflection and immediate feedback to improve clinical reasoning of medical students in the assessment of dermatologic conditions: a randomised controlled trial.

BMC Med Educ 2020 May 8;20(1):146. Epub 2020 May 8.

Department of Dermatology, SMG-SNU Boramae Medical Center, 20, Boramae-ro 5-gil, Dongjak-gu, Seoul, 07061, South Korea.

Background: There are few studies that directly compared different interventions to improve medical students' clinical reasoning for dermatologic conditions.

Objective: To investigate the effectiveness of adding practice with reflection and immediate feedback on traditional dermatology electives in improving medical students' ability in evaluating skin lesions.

Methods: The participants were fourth-year medical students of Seoul National University College of Medicine, Korea, who were enrolled to take a 2-week dermatology elective course (n = 87). Read More

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http://dx.doi.org/10.1186/s12909-020-02063-yDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7206810PMC
May 2020
1.409 Impact Factor

Patient participation in medical student teaching: a survey of hospital patients.

BMC Med Educ 2020 May 7;20(1):142. Epub 2020 May 7.

Division of Gastroenterology and Hepatology, Mayo Clinic, 200 1st SW, Rochester, MN, 55905, USA.

Background: Despite the common practice of involving in-patients in the teaching of medical students little is known about the experience for patients. This study investigated inpatients' willingness, motivations and experience with participation in medical student bedside teaching.

Methods: In-patients at a tertiary hospital who participated in medical student teaching answered a 22 question survey. Read More

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http://dx.doi.org/10.1186/s12909-020-02052-1DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7206775PMC
May 2020
1.409 Impact Factor

Patients' and tutors' evaluations of medicine students' consultations in general practice/family medicine in Coimbra.

BMC Med Educ 2020 May 6;20(1):137. Epub 2020 May 6.

Faculty of Medicine of the University of Coimbra, General Practice and Family Medicine University Clinic of the University of Coimbra, Coimbra, Portugal.

Background: Undergraduate teaching of General Practice/Family Medicine (GP/FM) must ensure students acquire the necessary competencies and skills to perform an adequate GP/FM consultation with adequate annotations (the SOAP model) and classifications. So aimed to study and to correlate students' evaluation by tutors and patients in specific consultations in the formal practical evaluation of GP/FM Curricular Unit of the Integrated Masters on Medicine at the Faculty of Medicine of the University of Coimbra (IMM-FMUC) in the academic years of 2017-2018 and 2018-2019.

Methods: Observational study of the 2017-2018 and 2018-2019 academic years of the assessment grids for tutor's evaluation of SOAP performance and fluency in consultation and for patient's evaluation of the student 'performance, in the convenience sample of those who chose to be so evaluated. Read More

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http://dx.doi.org/10.1186/s12909-020-02042-3DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7201647PMC

Implementation of sexual and gender minority health curricula in health care professional schools: a qualitative study.

BMC Med Educ 2020 May 6;20(1):138. Epub 2020 May 6.

The George Washington University, GW Cancer Center, 2600 Virginia Ave, #324, Washington, DC, 20037, USA.

Background: Lesbian, gay, bisexual, transgender, queer, and intersex people-inclusively termed "sexual and gender minorities"-have unique health and health care needs that are not being met by most healthcare providers due to lack of training in health care professional schools. The purpose of this qualitative study was to examine implementation factors for advancing sexual and gender minority health professional student curricula in academic settings.

Methods: Semi-structured interviews guided by the Consolidated Framework for Implementation Research (CFIR) were conducted with sixteen curricular champions to identify factors relevant to curricular adoption, integration, and sustainment. Read More

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http://dx.doi.org/10.1186/s12909-020-02045-0DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7201690PMC

Codebook for rating clinical communication skills based on the Calgary-Cambridge Guide.

BMC Med Educ 2020 May 6;20(1):140. Epub 2020 May 6.

Health Services Research Unit, Lillebaelt Hospital, Beriderbakken 4, DK-7100, Vejle, Denmark.

Background: The aim of the study was to confirm the validity and reliability of the Observation Scheme-12, a measurement tool for rating clinical communication skills.

Methods: The study is a sub-study of an intervention study using audio recordings to assess the outcome of communication skills training. This paper describes the methods used to validate the assessment tool Observation Scheme-12 by operationalizing the crude 5-point scale into specific elements described in a codebook. Read More

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http://dx.doi.org/10.1186/s12909-020-02050-3DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7201796PMC

GP trainees' perceptions on learning EBM using conversations in the workplace: a video-stimulated interview study.

BMC Med Educ 2020 May 6;20(1):139. Epub 2020 May 6.

Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Universiteitsweg 100, 3584, CX, Utrecht, The Netherlands.

Background: To be able to practice evidence-based medicine (EBM) when making decisions for individual patients, it is important to learn how to combine the best available evidence with the patient's preferences and the physician's clinical expertise. In general practice training, these skills can be learned at the workplace using learning conversations: meetings between the supervising general practitioner (GP) and GP trainee to discuss medical practice, selected topics or professional performance. This study aimed to give insight into the perceptions of GP trainees on their EBM learning processes during learning conversations. Read More

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http://dx.doi.org/10.1186/s12909-020-02051-2DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7201965PMC

Very short answer questions: a viable alternative to multiple choice questions.

BMC Med Educ 2020 May 6;20(1):141. Epub 2020 May 6.

Department of Community Medicine and Public Health, Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak, UNIMAS, 94300, Kota Samarahan, Malaysia.

Background: Multiple choice questions, used in medical school assessments for decades, have many drawbacks such as hard to construct, allow guessing, encourage test-wiseness, promote rote learning, provide no opportunity for examinees to express ideas, and do not provide information about strengths and weakness of candidates. Directly asked, directly answered questions like Very Short Answer Questions (VSAQ) are considered a better alternative with several advantages.

Objectives: This study aims to compare student performance in MCQ and VSAQ and obtain feedback. Read More

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http://dx.doi.org/10.1186/s12909-020-02057-wDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7203787PMC
May 2020
1.409 Impact Factor

Adaptation and validation of the Berlin questionnaire of competence in evidence-based dentistry for dental students: a pilot study.

BMC Med Educ 2020 May 4;20(1):136. Epub 2020 May 4.

Department of Operative Dentistry, Dental School (Carolinum), Goethe-University Frankfurt, Theodor-Stern-Kai 7/29, D-60596, Frankfurt am Main, Germany.

Background: The purpose of this pilot study was to create a valid and reliable set of assessment questions for examining Evidence-based Dentistry (EbD) knowledge. For this reason, we adapted and validated for dental students the Berlin Questionnaire (BQ), which assesses Evidence-based Medicine (EbM) abilities.

Methods: The Berlin Questionnaire was validated with medical residents. Read More

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http://dx.doi.org/10.1186/s12909-020-02053-0DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7197120PMC

Developing a digital training tool to support oncologists in the skill of information-provision: a user centred approach.

BMC Med Educ 2020 May 1;20(1):135. Epub 2020 May 1.

Department of Medical Psychology, Amsterdam University Medical Centers, University of Amsterdam, Amsterdam, The Netherlands.

Background: For patients with cancer, being well informed by their oncologist about treatment options and the implications thereof is highly relevant. Communication skills training (CST) programs have shown to be effective in improving clinicians' communication skills, yet CSTs are time-consuming, inconvenient to schedule, and costly. Online education enables new ways of accessible learning in a safe and personalised environment. Read More

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http://dx.doi.org/10.1186/s12909-020-1985-0DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7195777PMC

Supervisors' intention to observe clinical task performance: an exploratory study using the theory of planned behaviour during postgraduate medical training.

BMC Med Educ 2020 Apr 30;20(1):134. Epub 2020 Apr 30.

Department of Educational Research and Development, Maastricht University, Maastricht, The Netherlands.

Background: Direct observation of clinical task performance plays a pivotal role in competency-based medical education. Although formal guidelines require supervisors to engage in direct observations, research demonstrates that trainees are infrequently observed. Supervisors may not only experience practical and socio-cultural barriers to direct observations in healthcare settings, they may also question usefulness or have low perceived self-efficacy in performing direct observations. Read More

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http://dx.doi.org/10.1186/s12909-020-02047-yDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7193388PMC

Medical student volunteerism and interest in working with underserved and vulnerable populations.

BMC Med Educ 2020 Apr 29;20(1):133. Epub 2020 Apr 29.

College of Medicine, University of Tennessee Health Science Center, 853 Jefferson Avenue, Suite E102, Memphis, TN, 38163, USA.

Background: The desire of medical students to eventually work with underserved and vulnerable populations (hereafter 'service interest'), has been shown to be shaped by individual factors including job satisfaction and financial considerations. School-level factors such as required longitudinal primary care experiences and the availability of extracurricular opportunities to work with underserved patients also affect service interest, but little is known about the impact of student volunteer activities.

Methods: This cross-sectional study gathered data from preclinical medical students via an online questionnaire. Read More

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http://dx.doi.org/10.1186/s12909-020-02048-xDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7191812PMC

Preparing undergraduate students for clinical work in a complex environment: evaluation of an e-learning module on physiotherapy in the intensive care unit.

BMC Med Educ 2020 Apr 28;20(1):130. Epub 2020 Apr 28.

Center of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands.

Background: Intensive Care Units (ICUs) are daunting environments for physiotherapy (PT) students performing clinical rotations. To prepare students for this environment, a newly developed, evidence-based e-learning module was designed and implemented in the undergraduate curriculum. The aim of this study was to investigate whether e-learning is a feasible method in preparing PT students for clinical work in complex ICU environments, as perceived by students and experts. Read More

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http://dx.doi.org/10.1186/s12909-020-02035-2DOI Listing

Life satisfaction of Taiwanese dental graduates received residencies in the U.S.: a cross-sectional study.

BMC Med Educ 2020 Apr 28;20(1):129. Epub 2020 Apr 28.

Department of Health Promotion and Health Education, College of Education, National Taiwan Normal University, Taipei, Taiwan.

Background: Each year, more than 200 international dental graduates start U.S. specialty trainings to become specialists. Read More

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http://dx.doi.org/10.1186/s12909-020-02032-5DOI Listing

Using rapid cycle deliberate practice to improve primary and secondary survey in pediatric trauma.

BMC Med Educ 2020 Apr 28;20(1):131. Epub 2020 Apr 28.

Department of Pediatrics, Section of Emergency Medicine, University of Chicago Medicine, 5841 S Maryland Ave, Mailcode 0810, Chicago, IL, 60637, USA.

Background: Optimal performance of the primary and secondary survey is the foundation of Advance Trauma Life Support care. Despite its importance, not all primary surveys completed at level 1 pediatric trauma centers are performed according to established guidelines (Gala et al., Pediatr Emerg Care 32:756-762, 2016, Carter et al. Read More

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http://dx.doi.org/10.1186/s12909-020-02038-zDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7189590PMC

Need for cognitive closure, tolerance for ambiguity, and perfectionism in medical school applicants.

BMC Med Educ 2020 Apr 28;20(1):132. Epub 2020 Apr 28.

III. Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany.

Background: Physicians have to deal with uncertainty on a daily basis, which requires high tolerance for ambiguity. When medical decisions have to be made in ambiguous situations, low levels of need for cognitive closure and high levels of adaptive perfectionism are beneficial. It might be useful to measure such personality traits during medical school selection processes. Read More

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http://dx.doi.org/10.1186/s12909-020-02043-2DOI Listing

The effectiveness of virtual reality-based technology on anatomy teaching: a meta-analysis of randomized controlled studies.

BMC Med Educ 2020 Apr 25;20(1):127. Epub 2020 Apr 25.

Department of Pharmacy, Xijing Hospital, Fourth Military Medical University, Xian, China.

Background: Virtual reality (VR) is an innovation that permits the individual to discover and operate within three-dimensional (3D) environment to gain practical understanding. This research aimed to examine the general efficiency of VR for teaching medical anatomy.

Methods: We executed a meta-analysis of randomized controlled studies of the performance of VR anatomy education. Read More

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http://dx.doi.org/10.1186/s12909-020-1994-zDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7183109PMC