9,402 results match your criteria Medical Education [Journal]


Student motivation to learn: is self-belief the key to transition and first year performance in an undergraduate health professions program?

BMC Med Educ 2019 Apr 18;19(1):111. Epub 2019 Apr 18.

Faculty of Health and Medical Sciences, The University of Western Australia, 35 Stirling Hwy, Nedlands, Western Australia, 6009, Australia.

Background: Student motivation to learn has been undervalued to date though has been identified as an area influencing student success and retention at university. The transition into university has been highlighted as a key period affecting student outcomes as well as well-being. Early identification of those students at risk may assist the transition for many students moving into higher education. Read More

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https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909
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http://dx.doi.org/10.1186/s12909-019-1539-5DOI Listing
April 2019
1 Read

Paediatric Physiotherapy curriculum: an audit and survey of Australian entry-level Physiotherapy programs.

BMC Med Educ 2019 Apr 16;19(1):109. Epub 2019 Apr 16.

Faculty of Health Sciences and Medicine, Bond Institute of Health and Sport, Bond University, Robina, QLD, Gold Coast, 4226, Australia.

Background: No documented standard or core competencies exist for paediatric curriculum in entry-level physiotherapy programs in Australia. Consequently, extensive variability is thought to exist amongst Australian entry-level physiotherapy programs for preparing physiotherapists to work safely and effectively with children. The purpose of this study was to explore the landscape of paediatric curriculum in Australian entry-level physiotherapy programs and identify the paediatric content being covered, its perceived importance according to university academics who teach paediatrics, the mode of delivery and assessment, and the strengths, weaknesses, barriers and facilitators to implementing paediatric curriculum. Read More

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http://dx.doi.org/10.1186/s12909-019-1540-zDOI Listing

Medical education today: all that glitters is not gold.

BMC Med Educ 2019 Apr 16;19(1):110. Epub 2019 Apr 16.

Department of Pathology and Laboratory Medicine, McGovern Medical School, The University of Texas Health Science Center at Houston (UTHealth), 6431 Fannin St., MSB2.276, Houston, TX, 77005, USA.

Background: The medical education system based on principles advocated by Flexner and Osler has produced generations of scientifically grounded and clinically skilled physicians whose collective experiences and contributions have served medicine and patients well. Yet sweeping changes launched around the turn of the millennium have constituted a revolution in medical education. In this article, a critique is presented of the new undergraduate medical education (UME) curricula in relationship to graduate medical education (GME) and clinical practice. Read More

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https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909
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http://dx.doi.org/10.1186/s12909-019-1535-9DOI Listing
April 2019
2 Reads

Commentary: expert responses in script concordance tests: a response process validity investigation.

Med Educ 2019 Apr 15. Epub 2019 Apr 15.

Faculty of Health and Medical Sciences, University of Adelaide, Adelaide, South Australia, Australia.

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http://dx.doi.org/10.1111/medu.13889DOI Listing
April 2019
3.196 Impact Factor

A peer-reviewed collection of short reports from around the world on innovative approaches to medical education.

Med Educ 2019 May;53(5):494-495

National Board of Examiners Philadelphia, Philadelphia, Pennsylvania, USA.

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http://dx.doi.org/10.1111/medu.13874DOI Listing

Introduction May 2019 - 'Really Good Stuff'.

Med Educ 2019 May;53(5):496-497

Chang Gung Memorial Hospital, Linkou, Taiwan.

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http://dx.doi.org/10.1111/medu.13869DOI Listing
May 2019
1 Read

Failure to falsify supports dual-process theory: a reply to Watsjold and Coltheart (2019).

Authors:
Jerome I Rotgans

Med Educ 2019 May;53(5):531

Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.

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http://dx.doi.org/10.1111/medu.13887DOI Listing

Exploring group boundaries and conflicts: a social identity theory perspective.

Med Educ 2019 Apr 15. Epub 2019 Apr 15.

Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland.

Context: In the clinical environment, health care professionals self-categorise into different groups towards which they develop positive attitudes, whereas they view other groups less favourably. Social identity theory purports that these attitudes influence group processes and may foster conflicts that impede collaborative practice, although this relationship is poorly understood. This study used concepts from social identity theory to examine the interplay between group processes and conflicts, as well as the consequences of these conflicts, with the goal of identifying educational strategies to favour teamwork. Read More

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https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.13881
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http://dx.doi.org/10.1111/medu.13881DOI Listing
April 2019
1 Read

'Standardized patients' in teaching the communication skill of history-taking to four-year foreign medical undergraduates in the department of obstetrics and gynaecology.

BMC Med Educ 2019 Apr 15;19(1):108. Epub 2019 Apr 15.

Department of Obstetrics and Gynaecology, West China Second University Hospital, Sichuan University, Chengdu, Sichuan, People's Republic of China.

Background: Many foreign students have difficulty taking histories from Chinese patients, especially in clinical context of the Department of Obstetrics and Gynaecology. The efficacy of using standardized patients to prepare foreign students for communicating with Chinese patients and taking their histories was evaluated in this study.

Methods: Ninety-four four-year foreign students were assigned to one of three clinical sub-departments (gynaecology, obstetrics, and reproductive endocrinology) to practice history-taking; after practicing in one sub-department, the students were then crossed over to a different department. Read More

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http://dx.doi.org/10.1186/s12909-019-1541-yDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6466762PMC
April 2019
1 Read

Using deliberate practice framework to assess the quality of feedback in undergraduate clinical skills training.

BMC Med Educ 2019 Apr 11;19(1):105. Epub 2019 Apr 11.

Clinical and Professional Practice, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, 4000, South Africa.

Background: In this research paper we report on the quality of feedback provided in the logbooks of pre-clinical undergraduate students based on a model of 'actionable feedback'. Feedback to clinical learners about their performance is crucial to their learning, which ultimately impacts on their development into competent clinicians. Due to students' concerns regarding the inconsistency and quality of feedback provided by clinicians, a structured feedback improvement strategy to move feedback forward was added to the clinical skills logbook. Read More

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http://dx.doi.org/10.1186/s12909-019-1547-5DOI Listing

Feedback learning opportunities from medical student logs of paediatric patients.

BMC Med Educ 2019 Apr 11;19(1):107. Epub 2019 Apr 11.

The Rural Clinical School of Western Australia, Faculty of Health and Medical Sciences, University of Western Australia, M706, 35 Stirling Highway, Crawley, WA, 6009, Australia.

Background: Feedback can alter medical student logging practices, although most learners feel feedback is inadequate. A varied case mix in rural and urban contexts offers diverse clinical encounters. Logs are an indicator of these clinical experiences, and contain opportunities for feedback, which can greatly influence learning: we labelled these 'feedback learning opportunities' (FLOs). Read More

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https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909
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http://dx.doi.org/10.1186/s12909-019-1533-yDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6460648PMC
April 2019
1 Read

How does 'banter' influence trainee doctors' choice of career? A qualitative study.

BMC Med Educ 2019 Apr 11;19(1):104. Epub 2019 Apr 11.

Department for Health, University of Bath, Claverton Campus, Bath, BA2 7AY, UK.

Background: Negative comments from senior colleagues about specialties, such as general practice and psychiatry, are known to influence trainees' career choice, but little is known about the extent of this influence or the mechanism by which it works. There have been calls to ban these disparaging comments, also known as 'banter'. This study explored how recently qualified doctors make sense of banter in the context of other experiences and information. Read More

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http://dx.doi.org/10.1186/s12909-019-1531-0DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6460642PMC

The association between deep learning approach and case based learning.

BMC Med Educ 2019 Apr 11;19(1):106. Epub 2019 Apr 11.

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

Being medical students, and having experienced different learning approaches ourselves, here, we discuss and critically analyse the importance of the deep learning approach that Chonkar et al. have presented, alongside emphasizing Case Based Learning, and their roles in life long medical learning. Read More

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http://dx.doi.org/10.1186/s12909-019-1516-zDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6460538PMC

Impact of structured reporting on developing head and neck ultrasound skills.

BMC Med Educ 2019 Apr 11;19(1):102. Epub 2019 Apr 11.

Department of Otorhinolaryngology, University Medical Center Mainz, Langenbeckstraße 1, 55131, Mainz, Germany.

Background: Reports of head and neck ultrasound examinations are frequently written by hand as free texts. This is a serious obstacle to the learning process of the modality due to a missing report structure and terminology. Therefore, there is a great inter-observer variability in overall report quality. Read More

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http://dx.doi.org/10.1186/s12909-019-1538-6DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6458758PMC

Impact of funded global health electives on career development of residents in a U.S. obstetrics and gynecology program: a cross-sectional survey.

BMC Med Educ 2019 Apr 11;19(1):103. Epub 2019 Apr 11.

Department of Obstetrics, Gynecology, and Reproductive Biology, Brigham and Women's Hospital, Boston, Massachusetts, USA.

Background: The aims of this study were to identify factors influencing participation in global health electives during residency and to understand the career impact of global health electives on alumni of an Obstetrics and Gynecology (OB/GYN) residency program.

Methods: This was a cross-sectional, web-based survey of alumni of a residency program in the United States.

Results: The response rate was 49%. Read More

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https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909
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http://dx.doi.org/10.1186/s12909-019-1536-8DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6458737PMC
April 2019
1 Read

Perfecting practice: a protocol for assessing simulation-based mastery learning and deliberate practice versus self-guided practice for bougie-assisted cricothyroidotomy performance.

BMC Med Educ 2019 Apr 5;19(1):100. Epub 2019 Apr 5.

McMaster Education Research, Innovation and Theory (MERIT) program, McMaster University, Hamilton, Canada.

Background: Simulation-based medical education (SBME) is a cornerstone for procedural skill training in residency education. Multiple studies have concluded that SBME is highly effective, superior to traditional clinical education, and translates to improved patient outcomes. Additionally it is widely accepted that mastery learning, which comprises deliberate practice, is essential for expert level performance for routine skills; however, given that highly structured practice is more time and resource-intensive, it is important to assess its value for the acquisition of rarely performed technical skills. Read More

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http://dx.doi.org/10.1186/s12909-019-1537-7DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6451236PMC
April 2019
1 Read

Prediction of academic achievement based on learning strategies and outcome expectations among medical students.

BMC Med Educ 2019 Apr 5;19(1):99. Epub 2019 Apr 5.

Department of biostatistics & epidemiology, Arak University of Medical Sciences, A'lam-Al-Hoda Street, Shahid Shiroodi Street, Arak, Markazi Province, Zip Code: 3819693345, Iran.

Background: One of the most important indicators of the effectiveness of teaching can be the academic achievement of learners, which can be influenced by different factors such as learning methods and individual motivations. The purpose of this study was to determine the ability of predicting academic achievement based on learning motivation strategies and outcome expectations based on a theoretical model.

Methods: This descriptive-analytic study was conducted with the participation of 380 male and female students of nine faculties of medical sciences of Shahid Beheshti University of Tehran. Read More

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http://dx.doi.org/10.1186/s12909-019-1527-9DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6451267PMC

Acceptance of interprofessional learning between medical and pharmacy students in a prescribing skills training workshop: pre-post intervention study.

BMC Med Educ 2019 Apr 5;19(1):101. Epub 2019 Apr 5.

Medical Education and Research Development Unit (MERDU), Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia.

Background: The success of interprofessional collaboration in healthcare services requires a paradigm shift in the training of future health profession practitioners. This study aimed to develop and validate an instrument to measure Student Acceptance of Interprofessional Learning (SAIL) in Malaysia, and to assess this attribute among medical and pharmacy students using a prescribing skills training workshop.

Methods: The study consisted of two phases. Read More

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http://dx.doi.org/10.1186/s12909-019-1525-yDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6451269PMC
April 2019
1 Read

A qualitative review of the design thinking framework in health professions education.

BMC Med Educ 2019 Apr 4;19(1):98. Epub 2019 Apr 4.

NC State University College of Design, Raleigh, North Carolina, USA.

Background: Design thinking is a problem-solving framework that has been used to enhance patient experiences, improve clinical outcomes, and refine medical curricula. This study reviewed the use of design thinking in health professions education.

Methods: A search yielded 169 articles, which were excluded if they were: (1) not related to education; (2) lacking an application of design thinking; or (3) not associated with healthcare. Read More

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http://dx.doi.org/10.1186/s12909-019-1528-8DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6449899PMC

Entrustable professional activities in health care education: a scoping review.

Med Educ 2019 Apr 4. Epub 2019 Apr 4.

Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.

Context: The shift in medical education from time-based learning to outcome-based learning has drawn much attention to entrustable professional activities (EPAs) as an ideal assessment framework to translate competencies into clinical practice. Given the relative novelty of EPAs, this review aims to highlight research gaps and explore and consolidate available evidence pertaining to the development and implementation of EPAs in health care.

Method: Arksey and O'Malley's scoping review framework was used to present the findings. Read More

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http://dx.doi.org/10.1111/medu.13879DOI Listing
April 2019
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Supporting medical students' values about social accountability.

Med Educ 2019 May 4;53(5):526-527. Epub 2019 Apr 4.

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http://dx.doi.org/10.1111/medu.13857DOI Listing

The impact of feedback during formative testing on study behaviour and performance of (bio)medical students: a randomised controlled study.

BMC Med Educ 2019 Apr 3;19(1):97. Epub 2019 Apr 3.

Department of Physiology (392), Radboud Institute for Health Sciences, Radboud University Medical Center, PO box 9101, 6500 HB, Nijmegen, The Netherlands.

Background: A potential concern of formative testing using web-based applications ("apps") is provision of limited feedback. Adopting a randomised controlled trial in 463 first year (bio) medical students, we explored if providing immediate, detailed feedback during "app"-based formative testing can further improve study behaviour and study performance of (bio)medical students.

Methods: Students had access to a formative testing "app", which involved 7 formative test modules throughout the 4-week course. Read More

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http://dx.doi.org/10.1186/s12909-019-1534-xDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6446354PMC
April 2019
2 Reads

The art of note taking with mobile devices in medical education.

BMC Med Educ 2019 Apr 2;19(1):96. Epub 2019 Apr 2.

Department of Anatomy, Medicum, University of Helsinki, P.O. Box 63, 00014, Helsinki, Finland.

Background: Students use mobile devices extensively in their everyday life, and the new technology is adopted in study usage. Since 2013, the University of Helsinki has given new medical and dental students iPads for study use. Simultaneously, an action research project on mobile learning started focusing on these students' mobile device usage throughout their study years. Read More

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http://dx.doi.org/10.1186/s12909-019-1529-7DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6446288PMC
April 2019
1 Read

Stress and stressors of medical student near-peer tutors during courses: a psychophysiological mixed methods study.

BMC Med Educ 2019 Apr 2;19(1):95. Epub 2019 Apr 2.

Clinic for General Internal Medicine and Psychosomatics, University Hospital Heidelberg, Im Neuenheimer Feld 410, 69120, Heidelberg, Germany.

Background: Structured peer-led tutorial courses are widespread and indispensable teaching methods that relieve teaching staff and contribute to the development of students' competencies. Nevertheless, despite high general stress levels in medical students and associated increases in psychopathology, specific knowledge of peer tutors' additional burdens is very limited.

Methods: Sixty student near-peer tutors from two structured peer-teaching programmes volunteered to participate. Read More

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http://dx.doi.org/10.1186/s12909-019-1521-2DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6444608PMC

What keeps medical students healthy and well? A systematic review of observational studies on protective factors for health and well-being during medical education.

BMC Med Educ 2019 Apr 1;19(1):94. Epub 2019 Apr 1.

Department of General Practice, Carl Gustav Carus Faculty of Medicine, Dresden, Germany.

Background: Despite the growing evidence of a negative impact of medical school on students' health and well-being, little is known about protective factors for staying healthy and well during medical education. Therefore, a systematic review of peer-reviewed studies aiming to identify such predictors was conducted.

Methods: Medline, Embase, and PsychInfo were systematically searched by using preselected MeSH terms to identify English- and German-language peer-reviewed articles (observational studies) examining predictors for medical students' health and well-being, published between January 2001 and April 2018. Read More

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http://dx.doi.org/10.1186/s12909-019-1532-zDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6444449PMC
April 2019
1 Read

Practical wisdom, a dormant character in medical education?

Authors:
Paul Paes

Med Educ 2019 May 1;53(5):428-429. Epub 2019 Apr 1.

School of Medical Education, Newcastle University, Newcastle upon Tyne, UK.

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http://dx.doi.org/10.1111/medu.13832DOI Listing
May 2019
2 Reads

Self-handicapping among nursing students: an interventional study.

BMC Med Educ 2019 Apr 1;19(1):26. Epub 2019 Apr 1.

Department of Humanistic Sciences, Faculty of Human Sciences, Islamic Azad University of Yazd, Yazd, Iran.

Background: Self-handicapping is an effective defense strategy in an individual's behavior that leads to weak performance in different situations like education. This study aimed to investigate how training problem solving skills affected the rate of self-handicapping among nursing students.

Methods: This interventional study was done in Jahrom, Fars province, Iran during 2016-2017. Read More

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http://dx.doi.org/10.1186/s12909-018-1441-6DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6442433PMC
April 2019
1 Read

Does reality meet expectations? An analysis of medical students' expectations and perceived learning during mandatory research projects.

BMC Med Educ 2019 Mar 29;19(1):93. Epub 2019 Mar 29.

Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Nobelsväg 12 a, 171 77, Stockholm, Sweden.

Background: Although much has been written about structure and outcomes of medical students' curricular research projects, less attention has been paid to the expectations on such projects. In order to foster students' scientific understanding and improve the quality of mandatory research projects, we compared students' pre-course expectations with their post-course insights regarding learning and transferable skills.

Methods: A prospective cross-sectional questionnaire study. Read More

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http://dx.doi.org/10.1186/s12909-019-1526-xDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6439984PMC

Performance is in the eye of the beholder.

Med Educ 2019 Mar 28. Epub 2019 Mar 28.

The Wilson Centre, University of Toronto, Toronto, Ontario, Canada.

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http://dx.doi.org/10.1111/medu.13873DOI Listing
March 2019
1 Read

Interns and imposter syndrome: proactively addressing resilience.

Med Educ 2019 May 28;53(5):504-505. Epub 2019 Mar 28.

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http://dx.doi.org/10.1111/medu.13852DOI Listing

Social change agent training program tailored to occupational therapists' needs: a design-based study protocol.

BMC Med Educ 2019 Mar 29;19(1):92. Epub 2019 Mar 29.

School of Rehabilitation, Faculty of Medicine and Health Sciences, Université de Sherbrooke, 12e avenue Nord, Sherbrooke, Québec, J1H 5N4, Canada.

Background: As social change agents (SCAs), occupational therapists (OTs) are expected to defend the rights of their clients, advocate for and with them, and try to influence organizational and political decision-makers. However, OTs do not generally feel equipped to take effective action. The overall goal of this research partnership is to support practising OTs in acquiring the knowledge and skills required to act as SCAs through a specific SCA training program and a toolkit that summarizes the key training points. Read More

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http://dx.doi.org/10.1186/s12909-019-1530-1DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6440116PMC

Attitudes towards psychiatry amongst medical and nursing students in Singapore.

BMC Med Educ 2019 Mar 27;19(1):91. Epub 2019 Mar 27.

Research Division, Institute of Mental Health, Buangkok Green Medical Park, 10 Buangkok View, Singapore, 539747, Singapore.

Background: A shortage of specialists in psychiatry, both in terms of psychiatrists and psychiatric nurses is evident worldwide. While there are multiple factors leading to an individual's decision to specialize in psychiatry, the individual's perceptions and attitudes towards psychiatry tend to play an essential role. This study thus aimed to explore attitudes towards psychiatry amongst medical and nursing students in Singapore and examine factors associated with these attitudes. Read More

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http://dx.doi.org/10.1186/s12909-019-1518-xDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6437870PMC
March 2019
1 Read
1.409 Impact Factor

Face yourself! - learning progress and shame in different approaches of video feedback: a comparative study.

BMC Med Educ 2019 Mar 27;19(1):88. Epub 2019 Mar 27.

Department of Psychosomatic medicine and Psychotherapy, University Hospital Tuebingen, Osianderstr. 5, D-72076, Tuebingen, Germany.

Background: Feedback is a crucial part of medical education and with on-going digitalisation, video feedback has been increasingly in use. Potentially shameful physician-patient-interactions might particularly benefit from it, allowing a meta-perspective view of ones own performance from a distance. We thus wanted to explore different approaches on how to deliver specifically video feedback by investigating the following hypotheses: 1. Read More

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http://dx.doi.org/10.1186/s12909-019-1519-9DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6437998PMC
March 2019
1.409 Impact Factor

A physician-scientist preceptorship in clinical and translational research enhances training and mentorship.

BMC Med Educ 2019 Mar 27;19(1):89. Epub 2019 Mar 27.

Medical Scientist Training Program, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, WI, USA.

Background: Dual degree program MD/PhD candidates typically train extensively in basic science research and in clinical medicine, but often receive little formal experience or mentorship in clinical and translational research.

Methods: To address this educational and curricular gap, the University of Wisconsin Medical Scientist Training Program partnered with the University of Wisconsin Institute for Clinical and Translational Research to create a new physician-scientist preceptorship in clinical and translational research. This six-week apprentice-style learning experience-guided by a physician-scientist faculty mentor-integrates both clinical work and a translational research project, providing early exposure and hands-on experience with clinically oriented research and the integrated career of a physician-scientist. Read More

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http://dx.doi.org/10.1186/s12909-019-1523-0DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6438136PMC

The impact of clinical placements on the emotional intelligence of occupational therapy, physiotherapy, speech pathology, and business students: a longitudinal study.

BMC Med Educ 2019 Mar 27;19(1):90. Epub 2019 Mar 27.

School of Occupational Therapy, Social Work, and Speech Pathology, Curtin University, GPO Box U1985, Perth, 6845, Australia.

Background: Emotional intelligence (EI) is a critical skill for healthcare practitioners. Minimal longitudinal research has tracked the changes in EI of therapy students over their final full-time clinical placements.

Methods: The Emotional Quotient Inventory (EQ-i) measured the EI of 283 therapy students and 93 business students (control group who do no clinical placements) at three time points over a 16-month period, the same period that the therapy students participated in clinical placements. Read More

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http://dx.doi.org/10.1186/s12909-019-1520-3DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6437894PMC

Fostering novice students' diagnostic ability: the value of guiding deliberate reflection.

Med Educ 2019 Mar 27. Epub 2019 Mar 27.

Department of Education, Utrecht University, Utrecht, the Netherlands.

Background: Deliberate reflection when practising the diagnosis of clinical cases has been shown to develop medical students' diagnostic competence. Adding guidance by cueing reflection or providing modelling of reflection increased the benefits of reflection for advanced (Years 5-6) students. The present study investigated whether we could replicate and extend these findings by comparing the effects of free, cued and modelled reflection on novice students' diagnostic competence. Read More

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http://dx.doi.org/10.1111/medu.13829DOI Listing
March 2019
1 Read

Tension in the primary-secondary care interface: changing medical students' views on general practice.

Med Educ 2019 Mar 27. Epub 2019 Mar 27.

UCL Medical School, University College London, London, UK.

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http://dx.doi.org/10.1111/medu.13878DOI Listing

Hands-on teaching and feedback: challenges in surgical workshops.

Med Educ 2019 May 25;53(5):511-512. Epub 2019 Mar 25.

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http://dx.doi.org/10.1111/medu.13844DOI Listing

Using Twitter to promote awareness of disabilities in medicine.

Med Educ 2019 May 25;53(5):525-526. Epub 2019 Mar 25.

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http://dx.doi.org/10.1111/medu.13836DOI Listing

Bringing meaning to coaching in medical education.

Authors:
Ben Lovell

Med Educ 2019 May 25;53(5):426-427. Epub 2019 Mar 25.

Acute Medicine, University College London Hospital, 235 Euston Road, London, NW1 2BU.

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http://dx.doi.org/10.1111/medu.13833DOI Listing

Recruiting expertise: how surgical trainees engage supervisors for learning in the operating room.

Med Educ 2019 Mar 22. Epub 2019 Mar 22.

Centre for Research and Innovation in Medical Education, University Medical Centre Groningen, Groningen, the Netherlands.

Context: For centuries now, the operating room (OR) has been the environment in which surgical trainees come to master procedures. Restricted working hours and insufficient levels of autonomy at the end of their training necessitate a shift towards alternative effective learning strategies. Self-regulated learning is a promising strategy by which surgical trainees can learn more with fewer exposures. Read More

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http://dx.doi.org/10.1111/medu.13822DOI Listing