9,295 results match your criteria Medical Education [Journal]


Curriculum management/monitoring in undergraduate medical education: a systematized review.

BMC Med Educ 2019 Feb 19;19(1):60. Epub 2019 Feb 19.

Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.

Background: Monitoring and management of undergraduate medical education (UME) curricula are crucial contributors to successful medical education. This systematized review explores the different approaches that medical schools have to UME curriculum management or monitoring in order to provide a basis for curriculum managers.

Methods: PubMed, Science Direct, Scopus, and ERIC were searched with no time limitation using the keywords curriculum, medicine, management, monitoring, and alignment. Read More

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http://dx.doi.org/10.1186/s12909-019-1495-0DOI Listing
February 2019

Identifying coaching skills to improve feedback use in postgraduate medical education.

Med Educ 2019 Feb 18. Epub 2019 Feb 18.

Continuing Medical Education and Division of Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada.

Objectives: Coaching in medical education has recently gained prominence, but minimal attention has been given to key skills and determining how they work to effectively ensure residents are progressing and developing self-assessment skills. This study examined process-oriented and content-oriented coaching skills used in coaching sessions, with particular attention to how supervisors use them to enhance resident acceptance of feedback to enhance learning.

Methods: This qualitative study analysed secondary audiotaped data from 15 supervisors: resident dyads during two feedback sessions, 4 months apart. Read More

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http://dx.doi.org/10.1111/medu.13818DOI Listing
February 2019

Through another lens: the humanities and social sciences in the making of physicians.

Med Educ 2019 Feb 18. Epub 2019 Feb 18.

Department of Family Medicine, University of Michigan Medical School, Ann Arbor, Michigan, USA.

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http://dx.doi.org/10.1111/medu.13817DOI Listing
February 2019

Experts' responses in script concordance tests: a response process validity investigation.

Med Educ 2019 Feb 18. Epub 2019 Feb 18.

Department of Medical Education, College of Medicine, University of Illinois at Chicago, Chicago, Illinois, USA.

Context: The script concordance test (SCT), designed to measure clinical reasoning in complex cases, has recently been the subject of several critical research studies. Amongst other issues, response process validity evidence remains lacking. We explored the response processes of experts on an SCT scoring panel to better understand their seemingly divergent beliefs about how new clinical data alter the suitability of proposed actions within simulated patient cases. Read More

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http://dx.doi.org/10.1111/medu.13814DOI Listing
February 2019

Disciplinary boundaries and integrating care: using Q-methodology to understand trainee views on being a good doctor.

BMC Med Educ 2019 Feb 15;19(1):59. Epub 2019 Feb 15.

Cardiff University School of Postgraduate Medical and Dental Education, Cardiff, UK.

Background: Rising numbers of patients with multiple-conditions and complex care needs mean that it is increasingly important for doctors from different specialty areas to work together, alongside other members of the multi-disciplinary team, to provide patient centred care. However, intra-professional boundaries and silos within the medical profession may challenge holistic approaches to patient care.

Methods: We used Q methodology to examine how postgraduate trainees (n = 38) on a range of different specialty programmes in England and Wales could be grouped based on their rankings of 40 statements about 'being a good doctor'. Read More

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http://dx.doi.org/10.1186/s12909-019-1493-2DOI Listing
February 2019

Empathy and big five personality model in medical students and its relationship to gender and specialty preference: a cross-sectional study.

BMC Med Educ 2019 Feb 14;19(1):57. Epub 2019 Feb 14.

Institute for Biomedical research in Lleida Dr. Pifarré Foundation (IRBLleida), Lleida, Spain.

Background: Given the influence that personality can have on empathy, this study explores the relationship between empathy and personality, using three different measures of empathy, and taking into account gender and specialty preference.

Methods: Cross-sectional study. One hundred and ten medical students completed the Jefferson Scale of Physician Empathy, the Interpersonal Reactivity Index, the Empathy Quotient, and the NEO-FFI Big Five personality model. Read More

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http://dx.doi.org/10.1186/s12909-019-1485-2DOI Listing
February 2019

Transformative learning as pedagogy for the health professions: a scoping review.

Med Educ 2019 Feb 14. Epub 2019 Feb 14.

Warwick Medical School, University of Warwick, Coventry, UK.

Context: Transformative learning (TL) has been described as learning that challenges established perspectives, leading to new ways of being in the world. As a learning theory it has resonated with educators globally, including those in the health professions. Described as a complex metatheory, TL has evolved over time, eliciting divergent interpretations of the construct. Read More

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http://dx.doi.org/10.1111/medu.13804DOI Listing
February 2019
2 Reads

Comparing resident-patient encounters and case presentations in a family medicine clinic.

Med Educ 2019 Feb 14. Epub 2019 Feb 14.

Department of Family Medicine, University of Iowa Carver College of Medicine, Iowa City, Iowa, USA.

Objectives: Oral case presentations following resident-patient interactions provide the primary mechanism by which faculty supervisors assess resident competence. However, the extent to which these presentations capture the content and quality of resident-patient communication during the encounter remains unknown. We aimed to determine whether: (i) the resident-patient encounter content matched information conveyed in the case presentation; (ii) the quality of resident-patient communication was accurately conveyed, and (iii) supervisors addressed effective and ineffective communication processes. Read More

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http://dx.doi.org/10.1111/medu.13806DOI Listing
February 2019

Accuracy of self-monitoring: does experience, ability or case difficulty matter?

Med Educ 2019 Feb 14. Epub 2019 Feb 14.

Centre for Health Education Scholarship, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada.

Context: The ability to self-monitor one's performance in clinical settings is a critical determinant of safe and effective practice. Various studies have shown this form of self-regulation to be more trustworthy than aggregate judgements (i.e. Read More

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http://dx.doi.org/10.1111/medu.13801DOI Listing
February 2019

Bridging the cultural divide? Exploring school pupils' perceptions of medicine.

Med Educ 2019 Feb 14. Epub 2019 Feb 14.

Centre for Medical Education, Institute of Health Sciences Education, Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK.

Context: Literature published around a decade ago demonstrated that UK individuals from non-traditional groups may not consider, or aspire to, medicine because of sociocultural barriers and instead may perceive medicine as 'not for the likes of me'. Since this time, the UK higher education landscape has undergone significant change, with an increased emphasis on student choice and widening access (WA) initiatives. Consequently, the present study looks anew at the perceptions of medicine held by school pupils from non-traditional backgrounds to assess whether sociocultural factors remain a major barrier to medicine. Read More

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http://dx.doi.org/10.1111/medu.13805DOI Listing
February 2019

Predictors of self-perceived cultural responsiveness in entry-level physiotherapy students in Australia and Aotearoa New Zealand.

BMC Med Educ 2019 Feb 13;19(1):56. Epub 2019 Feb 13.

School of Science and Health, Western Sydney University, Penrith, NSW, 2751, Australia.

Background: Ensuring physiotherapy students are well prepared to work safely and effectively in culturally diverse societies upon graduation is vital. Therefore, determining whether physiotherapy programs are effectively developing the cultural responsiveness of students is essential. This study aimed to evaluate the level of self-perceived cultural responsiveness of entry level physiotherapy students during their training, and explore the factors that might be associated with these levels. Read More

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http://dx.doi.org/10.1186/s12909-019-1487-0DOI Listing
February 2019

A pilot study of a pharmacist-led prescribing program for final-year medical students.

BMC Med Educ 2019 Feb 12;19(1):54. Epub 2019 Feb 12.

School of Medicine and Public Health, Faculty of Health, University of Newcastle, Newcastle, Australia.

Background: Junior doctors undertake a significant amount of prescribing; however, they are not well prepared for this, and report they would like more training in their undergraduate courses. To address this we tested a pharmacist-led prescribing program for final-year medical students.

Methods: Sixteen final-year students took part in the program. Read More

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http://dx.doi.org/10.1186/s12909-019-1486-1DOI Listing
February 2019

Professional identity formation of female doctors in Japan - gap between the married and unmarried.

BMC Med Educ 2019 Feb 12;19(1):55. Epub 2019 Feb 12.

Medical Education Center, Kyoto University Graduate School of Medicine, Kyoto, Japan.

Background: During professional identity formation (PIF), medical students and young doctors enter the process of socialization in medicine with their preexisting personal identities. Here, the authors focused on how gender influences both the professional and personal identities of doctors. The authors' particular research question was how the professional and personal identities of female doctors are formed in Japan, a patriarchal and highly masculinized country, especially before and after marriage and childbirth. Read More

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https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909
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http://dx.doi.org/10.1186/s12909-019-1479-0DOI Listing
February 2019
2 Reads

A simple and short microbiology practical improves undergraduate nursing students' awareness of bacterial traits and ability to avoid spreading infections.

BMC Med Educ 2019 Feb 11;19(1):53. Epub 2019 Feb 11.

Department of Medical Laboratory Science, Faculty of Health Sciences, Hokkaido University, Sapporo, Japan.

Background: Nurses are responsible for implementing appropriate measures to reduce hospital infections, especially with multidrug resistant bacteria, so nursing students should learn about microbiology. This helps them to understand bacterial dissemination and infectious disease control. Because of tight schedules, however, its teaching is limited in undergraduate nursing classes in Japan. Read More

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http://dx.doi.org/10.1186/s12909-019-1483-4DOI Listing
February 2019

Building health system capacity to improve maternal and newborn care: a pilot leadership program for frontline staff at a tertiary hospital in Ghana.

BMC Med Educ 2019 Feb 11;19(1):52. Epub 2019 Feb 11.

University of North Carolina at Chapel Hill, 107 W. Main Street, Apartment F, Carrboro, North Carolina, 27510, USA.

Background: Frontline healthcare workers are critical to meeting the maternal, newborn and child health Sustainable Development Goals in low- and middle-income countries. The World Health Organization has identified leadership development as integral to achieving successful health outcomes, but few programs exist for frontline healthcare workers in low-resource settings.

Methods: An 18-month pilot leadership development program was designed and implemented at Greater Accra Regional Hospital, a tertiary care facility in Ghana. Read More

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http://dx.doi.org/10.1186/s12909-019-1463-8DOI Listing
February 2019

Self-regulated learning in physical therapy education: a non-randomized experimental study comparing self-directed and instruction-based learning.

BMC Med Educ 2019 Feb 8;19(1):50. Epub 2019 Feb 8.

HAN University of Applied Sciences, Research group Musculoskeletal Rehabilitation Nijmegen, Nijmegen, The Netherlands.

Background: There is a concern that traditional instruction based methods of learning do not adequately prepare students for the challenges of physical therapy practice. Self-directed learning is considered to be the most appropriate educational approach to enhance life-long learning as it enhances self-efficacy. This study compares outcomes in two educational approaches: self-directed learning (SDL), and traditional instruction based learning (IBL). Read More

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http://dx.doi.org/10.1186/s12909-019-1484-3DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6368688PMC
February 2019
1 Read

Specific feedback makes medical students better communicators.

BMC Med Educ 2019 Feb 8;19(1):51. Epub 2019 Feb 8.

TUM Medical Education Center, TUM School of Medicine, Klinikum rechts der Isar, Technical University of Munich, Munich, Germany.

Background: Feedback is regarded a key element in teaching communication skills. However, specific aspects of feedback have not been systematically investigated in this context. Therefore, the aim of this study was to investigate the effectiveness of communication skills training (CST) integrating specific, structured and behavioral feedback. Read More

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http://dx.doi.org/10.1186/s12909-019-1470-9DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6368801PMC
February 2019

The implications for medical students of the 'MUM effect'.

Authors:
Lydia Shackshaft

Med Educ 2019 Feb 7. Epub 2019 Feb 7.

King's College London - School of Medicine, Guy's Campus, King's College London, London, UK.

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http://dx.doi.org/10.1111/medu.13808DOI Listing
February 2019

Parental career expectations: effect on medical students' career attitudes over time.

Med Educ 2019 Feb 7. Epub 2019 Feb 7.

Western Sydney University, School of Medicine, Campbelltown, New South Wales, Australia.

Background: Motivation to become a doctor has typically been conceived as arising from personal interests. However, it is not uncommon, particularly amongst those from collectivist cultures, for career choice to be motivated by a desire or need to fulfil parent expectations. Whether or not this motivation has longer term effects on the career satisfaction and performance of medical students is unknown. Read More

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http://dx.doi.org/10.1111/medu.13812DOI Listing
February 2019

The impact of an interprofessional training ward on the development of interprofessional competencies: study protocol of a longitudinal mixed-methods study.

BMC Med Educ 2019 Feb 7;19(1):48. Epub 2019 Feb 7.

Department of Nursing Science, University Tübingen, Geissweg 5/1, D-72076, Tuebingen, Germany.

Background: To meet the patients' needs and to provide adequate health care, students need to be prepared for interprofessional collaborative practice during their undergraduate education. On interprofessional training wards (IPTW) undergraduates of various health care professions potentially develop a mutual understanding and improve their interprofessional competencies in clinical practice. To enhance collaboration of 6th-year medical students and nursing trainees in the third year of their vocational training an IPTW (Heidelberger Interprofessionelle Ausbildungsstation - HIPSTA) was implemented at the University Hospital Heidelberg, Germany. Read More

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http://dx.doi.org/10.1186/s12909-019-1478-1DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6367825PMC
February 2019

Applications of the reflective practice questionnaire in medical education.

BMC Med Educ 2019 Feb 7;19(1):47. Epub 2019 Feb 7.

Department of Medical Humanities, Rocky Vista University, 8401 S. Chambers Road, Parker, CO, 80134, USA.

Background: We sought to determine whether the Reflective Practice Questionnaire (RPQ) is a reliable measure of reflective capacity and related characteristics in medical students. We also planned to learn how the RPQ could be used in medical education.

Methods: The RPQ is a 40 item self-report questionnaire that includes a multi-faceted approach to measuring reflective capacity. Read More

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http://dx.doi.org/10.1186/s12909-019-1481-6DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6367754PMC
February 2019
1.409 Impact Factor

Designing faculty development: lessons learnt from a qualitative interpretivist study exploring students' expectations and experiences of clinical teaching.

BMC Med Educ 2019 Feb 7;19(1):49. Epub 2019 Feb 7.

Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa.

Background: Clinical teaching plays a crucial role in the transition of medical students into the world of professional practice. Faculty development initiatives contribute to strengthening clinicians' approach to teaching. In order to inform the design of such initiatives, we thought that it would be useful to discover how senior medical students' experience of clinical teaching may impact on how learning during clinical training might be strengthened. Read More

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http://dx.doi.org/10.1186/s12909-019-1480-7DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6367744PMC
February 2019
1 Read

Interprofessional assessment of medical students' competences with an instrument suitable for physicians and nurses.

BMC Med Educ 2019 Feb 6;19(1):46. Epub 2019 Feb 6.

Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Martinistr. 52, D-20246, Hamburg, Germany.

Background: Physicians need a set of specific competences to perform well in interprofessional teams in their first year of residency. These competences should be achieved with graduation from medical school. Assessments during undergraduate medical studies are mostly rated by supervisors only. Read More

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http://dx.doi.org/10.1186/s12909-019-1473-6DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6364398PMC
February 2019

Multiple-role mentoring: mentors' conceptualisations, enactments and role conflicts.

Med Educ 2019 Feb 5. Epub 2019 Feb 5.

Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands.

Introduction: Outcome-based approaches to education and the inherent emphasis on programmatic assessment in particular, require models of mentoring in which mentors fulfil dual roles: coach and assessor. Fulfilling multiple roles could result in role confusion or even role conflicts, both of which may affect mentoring processes and outcomes. In this study, we explored how mentors conceptualise and enact their role in a multiple-role mentoring system and to what extent they experience role conflicts. Read More

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http://dx.doi.org/10.1111/medu.13811DOI Listing
February 2019
1 Read

Theory, a lost character? As presented in general practice education research papers.

Med Educ 2019 Feb 5. Epub 2019 Feb 5.

Monash Institute for Health and Clinical Education, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Victoria, Australia.

Objectives: The use of theory in research is reflected in its presence in research writing. Theory is often an ineffective presence in medical education research papers. To progress the effective use of theory in medical education, we need to understand how theory is presented in research papers. Read More

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http://dx.doi.org/10.1111/medu.13793DOI Listing
February 2019

Application of a three-session-procedure based on experiential learning in a tooth brushing course for Chinese dental students.

BMC Med Educ 2019 Feb 4;19(1):44. Epub 2019 Feb 4.

State Key Laboratory of Oral Diseases & National Clinical Research Center for Oral Diseases & Department of Preventive Dentistry, West China Hospital of Stomatology, Sichuan University, Chengdu, Sichuan, China.

Background: Chinese dentists are obliged to provide reliable guidance to patients about tooth brushing. However, attitudes and behaviours of Chinese dental students regarding oral health have been insufficient. Traditionally, dental students were taught how to brush, but not how to evaluate tooth brushing. Read More

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http://dx.doi.org/10.1186/s12909-019-1471-8DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6360665PMC
February 2019

Change in subjective well-being over 20 years at two Norwegian medical schools and factors linked to well-being today: a survey.

BMC Med Educ 2019 Feb 4;19(1):45. Epub 2019 Feb 4.

Department of Research and Development, Division of Mental Health Care, St. Olavs Trondheim University Hospital, Postbox 3250 Torgarden, NO-7006, Trondheim, Norway.

Background: There is a lack of studies on factors in the curriculum, study environment and individual differences that can promote well-being among medical students as a response to the frequent reports on the negative health effects of study demands among medical students worldwide.

Objective: This study investigates differences in well-being among today's Norwegian medical students compared with students 20 years ago, the most important predictors of well-being today, and whether there have been any changes in the levels of some of these factors since the period analysed.

Methods: We analysed cross-sectional survey data among all medical students (63. Read More

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http://dx.doi.org/10.1186/s12909-019-1476-3DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6360750PMC
February 2019

The role of empathy and psychological need satisfaction in pharmacy students' burnout and well-being.

BMC Med Educ 2019 Feb 4;19(1):43. Epub 2019 Feb 4.

Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research, P.O. Box 12050, Ras Al Khaimah, United Arab Emirates.

Background: The purpose of this study was to examine the relationship between Korean pharmacy students' empathy and psychological need satisfaction and their levels of burnout and psychological well-being, using structural equation modeling.

Methods: The participants were 452 pharmacy students from five South Korean universities. The Jefferson Scale of Empathy (Health Professions Students version), the Activity-Feeling States Scale, and the Maslach Burnout Inventory-Student Survey were used to assess empathy, psychological need satisfaction, and burnout, respectively. Read More

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http://dx.doi.org/10.1186/s12909-019-1477-2DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6360713PMC
February 2019

Evident absence, absent evidence: a comment on Rotgans et al. (2018).

Med Educ 2019 Feb 3. Epub 2019 Feb 3.

Department of Cognitive Science and Macquarie Centre for Reading (MQCR), Macquarie University, Sydney, New South Wales, Australia.

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http://dx.doi.org/10.1111/medu.13809DOI Listing
February 2019

A culture of control?

Med Educ 2019 Mar 3;53(3):212-214. Epub 2019 Feb 3.

Institute for Education in Medical and Dental Sciences, School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, UK.

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http://dx.doi.org/10.1111/medu.13800DOI Listing

Why we should strive for emotional candour in medical education, too.

Med Educ 2019 Feb 3. Epub 2019 Feb 3.

Department of Medicine, Uniformed Services University, Bethesda, Maryland, USA.

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http://dx.doi.org/10.1111/medu.13815DOI Listing
February 2019

The perils of teaching medical triads in medical education.

Med Educ 2019 Feb 3. Epub 2019 Feb 3.

Barts and The London School of Medicine and Dentistry, London, UK.

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http://dx.doi.org/10.1111/medu.13816DOI Listing
February 2019

Responding to experienced and anticipated discrimination (READ): anti -stigma training for medical students towards patients with mental illness - study protocol for an international multisite non-randomised controlled study.

BMC Med Educ 2019 Jan 31;19(1):41. Epub 2019 Jan 31.

Health Service and Population Research Department, David Goldberg Centre, King's College London, Institute of Psychiatry, Psychology and Neuroscience, De Crespigny Park, London, SE5 8AF, UK.

Background: Stigma and discrimination are a significant public health concern and cause great distress to people with mental illness. Healthcare professionals have been identified as one source of this discrimination. In this article we describe the protocol of an international, multisite controlled study, evaluating the effectiveness of READ, an anti-stigma training for medical students towards patients with mental illness. Read More

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http://dx.doi.org/10.1186/s12909-019-1472-7DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6357462PMC
January 2019

Randomized study showing the benefit of medical study writing multiple choice questions on their learning.

BMC Med Educ 2019 Jan 31;19(1):42. Epub 2019 Jan 31.

Department of Internal Medicine, Clínica Universidad de Navarra, Avenida Pío XII, 36, 31008, Pamplona, Spain.

Background: Writing multiple choice questions may be a valuable tool for medical education. We asked medical students to generate multiple choice questions and studied its effect on their exams. We hypothesized that students generating questions would improve their learning. Read More

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http://dx.doi.org/10.1186/s12909-019-1469-2DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6357371PMC
January 2019

Refining heuristics for educators.

Med Educ 2019 Jan 31. Epub 2019 Jan 31.

Student and Faculty Development, Warren Alpert Medical School of Brown University, Providence, Rhode Island, USA.

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http://dx.doi.org/10.1111/medu.13807DOI Listing
January 2019

Translatability and validation of non-technical skills scale for trauma (T-NOTECHS) for assessing simulated multi-professional trauma team resuscitations.

BMC Med Educ 2019 Jan 30;19(1):40. Epub 2019 Jan 30.

Department of Surgery, Central Finland Health Care District, Jyväskylä, Finland.

Background: The 5-item non-technical skills scale for trauma (T-NOTECHS) with five response categories is developed to assess non-technical skills in trauma team resuscitations. This validated instrument assesses behavioral aspects in teamwork. Outcome instruments should undergo a robust adaptation process followed by psychometric validation to maintain their measurement properties when translated into different languages. Read More

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http://dx.doi.org/10.1186/s12909-019-1474-5DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6354341PMC
January 2019

Internet skills of medical faculty and students: is there a difference?

BMC Med Educ 2019 Jan 30;19(1):39. Epub 2019 Jan 30.

Graduate Entry Medical School, University of Limerick, Limerick, Ireland.

Background: The shift from a more didactic to student-centred pedagogical approach has led to the implementation of new information communication technology (ICT) innovations and curricula. Consequently, analysis of the digital competency of both faculty and students is of increasing importance. The aim of this research is to measure and compare the internet skills of medical school faculty and students and to investigate any potential skills gap between the two groups. Read More

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http://dx.doi.org/10.1186/s12909-019-1475-4DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6354327PMC
January 2019

Response to 'using social media to support small group learning'.

BMC Med Educ 2019 Jan 29;19(1):38. Epub 2019 Jan 29.

St George's University of London, Cranmer Terrace, London, SW17 0RE, UK.

This letter serves to respond to the article from the point of view of medical students. It offers critical perspectives on how to take the research further in certain areas and alternatives that can be investigated. It also reinforces conclusions made by the article, as well as bringing to light new ideas, advantages, and limitations of the findings of the study. Read More

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http://dx.doi.org/10.1186/s12909-019-1458-5DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6350277PMC
January 2019

Transferring knowledge into practice? Exploring the feasibility of action learning for improving knowledge, skills and confidence in clinical communication skills.

Authors:
Jane Dowson

BMC Med Educ 2019 Jan 28;19(1):37. Epub 2019 Jan 28.

University of Liverpool, Liverpool, UK.

Background: Effective communication between patients and practitioners is fundamental to the delivery of high-quality care. This is particularly important in the complex and challenging nature of working in palliative and end of life care. Following specialist communication skills training, a group of healthcare professionals explored the impact of action learning (AL) on the perceptions of their knowledge, skills and confidence in communication skills. Read More

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http://dx.doi.org/10.1186/s12909-019-1467-4DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6350350PMC
January 2019

Perceptions of competency-based medical education from medical student discussion forums.

Med Educ 2019 Jan 28. Epub 2019 Jan 28.

Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada.

Background: Competency-based medical education (CBME) is becoming widely implemented in medical education. Trainees' perceptions of CBME are important factors in the implementation and acceptance of CBME. Online discussion groups allow unique insight into trainees' perceptions of CBME during residency training. Read More

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http://dx.doi.org/10.1111/medu.13803DOI Listing
January 2019

Simulation: the power of what hurts.

Med Educ 2019 Jan 28. Epub 2019 Jan 28.

Department of Culture, Communication and Media, UCL Institute of Education, London, UK.

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http://dx.doi.org/10.1111/medu.13788DOI Listing
January 2019

Assessment of burnout in medical undergraduate students in Riyadh, Saudi Arabia.

BMC Med Educ 2019 Jan 25;19(1):34. Epub 2019 Jan 25.

Clinical & Applied Research Department, Research Center, King Fahad Medical City, P.O. Box 59046, Riyadh, 11525, Saudi Arabia.

Background: To assess the prevalence of burnout symptoms among preclinical and clinical medical students studying at AlFaisal University in Riyadh, Saudi Arabia.

Methods: A cross-sectional study was conducted using Maslach Burnout Inventory questionnaire on 276 medical students from Alfaisal University, Riyadh, Saudi Arabia. The study was approved by Alfaisal University research ethics committee. Read More

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http://dx.doi.org/10.1186/s12909-019-1468-3DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6347822PMC
January 2019
1 Read

Willingness, concerns, incentives and acceptable remuneration regarding an involvement in teaching undergraduates - a cross-sectional questionnaire survey among German GPs.

BMC Med Educ 2019 Jan 25;19(1):33. Epub 2019 Jan 25.

Institute of General Practice and Family Medicine, Martin-Luther-University Halle-Wittenberg, Halle/Saale, Germany.

Background: Worldwide, many undergraduate general practice curricula include community-based courses at general practitioners' (GPs') offices. Usually the academic general practice departments collaborate with networks of affiliated teaching practices. To successfully master the challenge of network development and extension, more information is needed about GPs' willingness to be involved in different teaching formats, important influencing factors, incentives, barriers, and the need for financial compensation. Read More

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https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909
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http://dx.doi.org/10.1186/s12909-018-1445-2DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6347773PMC
January 2019
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Medical students: what educational resources are they using?

BMC Med Educ 2019 Jan 25;19(1):36. Epub 2019 Jan 25.

The University of Sydney School of Medicine - Education Office, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia.

Background: The number of resources available to medical students studying a degree in medicine is growing exponentially. In addition to traditional learning resources such as lectures and textbooks, students are increasingly using e-learning tools like commercially available question banks to supplement their learning. Student preference for learning resources has not been described in detail, and a better understanding of the tools perceived to be useful could provide essential information to medical educators when designing and implementing medical curricula. Read More

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http://dx.doi.org/10.1186/s12909-019-1462-9DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6347772PMC
January 2019
4 Reads

Understanding compassion for people with dementia in medical and nursing students.

BMC Med Educ 2019 Jan 25;19(1):35. Epub 2019 Jan 25.

Centre for Dementia Studies, Brighton and Sussex Medical School, Trafford Centre, Univeristy of Sussex, Falmer, East Sussex, BN1 9RY, UK.

Background: Compassion is an essential component of good quality care. Compassion towards people with dementia in health systems is often suboptimal, which can have negative impacts on clinical outcomes and patient experience. Attitudes are formed early in training and the literature on healthcare student compassion towards those with dementia is limited. Read More

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https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909
Publisher Site
http://dx.doi.org/10.1186/s12909-019-1460-yDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6347776PMC
January 2019
4 Reads

Collisions at the intersections of competence, wellness and engagement.

Med Educ 2019 Mar 25;53(3):214-216. Epub 2019 Jan 25.

Department of Obstetrics and Gynaecology, University of Michigan, Ann Arbor, Michigan, USA.

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http://dx.doi.org/10.1111/medu.13797DOI Listing
March 2019
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Broadly sampled assessment reduces ethnicity-related differences in clinical grades.

Med Educ 2019 Mar 25;53(3):264-275. Epub 2019 Jan 25.

Institute of Medical Education Research Rotterdam, Erasmus MC, Rotterdam, the Netherlands.

Context: Ethnicity-related differences in clinical grades exist. Broad sampling in assessment of clinical competencies involves multiple assessments used by multiple assessors across multiple moments. Broad sampling in assessment potentially reduces irrelevant variances and may therefore mitigate ethnic disparities in clinical grades. Read More

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http://dx.doi.org/10.1111/medu.13790DOI Listing
March 2019
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Rating of physiotherapy student clinical performance: is it possible to gain assessor consistency?

BMC Med Educ 2019 Jan 24;19(1):32. Epub 2019 Jan 24.

School of Physiotherapy, Australian Catholic University, Sydney, Australia.

Background: Reliable interpretation of the Assessment of Physiotherapy Practice (APP) tool is necessary for consistent assessment of physiotherapy students in the clinical setting. However, since the APP was implemented, no study has reassessed how consistently a student performance is evaluated against the threshold standards. Therefore, the primary aim of this study was to determine the consistency among physiotherapy educators when assessing a student performance using the APP tool. Read More

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http://dx.doi.org/10.1186/s12909-019-1459-4DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6346544PMC
January 2019

Effects of deliberate reflection on students' engagement in learning and learning outcomes.

Med Educ 2019 Jan 24. Epub 2019 Jan 24.

Institute of Medical Education Research Rotterdam, Erasmus MC University Medical Center Rotterdam, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, the Netherlands.

Context: Reflection in practice is assumed to enhance interest in knowing more about a topic, increasing engagement in learning and learning outcomes. However, this claim lacks empirical evidence, particularly in medical education. The authors investigated the effects of deliberate reflection upon clinical cases on medical students' engagement in a learning activity and learning outcomes. Read More

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http://dx.doi.org/10.1111/medu.13798DOI Listing
January 2019
1 Read