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We aimed to assess perceptions about interprofessional collaboration (IPC) of healthcare professionals working in an acute medical unit (AMU) in an internal medicine department in the United Arab Emirates. The AMU provides care during the initial 24 to 72 hours of admission and emphasizes interprofessional collaboration. Using the Assessment of Interprofessional Team Collaboration Scale II, the study measured partnership, cooperation, and coordination among team members. Between November 5, 2022, and January 5, 2023, 81 participants completed the survey, including physicians (n = 45; 55.5%), nurses (n = 18; 22.2%), and clinical and non-clinical allied health professionals (n = 18; 22.2%). On a Likert-type scale of one to five, most respondents perceived partnership, cooperation, and team coordination as good collaboration on the AMU, with mean scores of 4.29, 4.16, and 4.15, respectively. There was no significant difference between physicians’ (4.18) and nurses’ (4.45) perspectives of IPC on the AMU (p = .10), but physicians were less likely to notice collaborative practice changes compared to other professionals. Introducing IPC early in medical education might enhance future collaborative practice. This study sheds light on IPC in non-Western contexts and provides insights into how collaboration is perceived and practiced in diverse healthcare settings. [ABSTRACT FROM AUTHOR]

AbstractBackgroundMethodsResultsConclusionsThe Objective Structured Clinical Examination (OSCE) is a cornerstone of medical education that uses a structured approach to assess clinical skills and competency. A well-designed checklist is essential to enhance the validity of OSCE exams. This study aimed to determine whether a clinically discriminatory checklist (CDC) improves the validity of the OSCE compared with an assessment using the thoroughness checklist (TC), with a particular focus on clinical reasoning.Fourteen OSCE case scenarios with both TC and CDC were developed. Each case was administered to 350–1170 fourth-year medical students in nine medical schools within the Seoul-Gyeonggi-area (Korea) during their OSCEs in 2019 and 2020. We also conducted interstation examinations after standardized patient encounters to assess clinical reasoning ability. The validities of OSCE scores based on the TCs and CDCs were compared.The OSCE using a CDC (rather than a TC) enabled better item discrimination but provided a lower internal consistency coefficient and worse standard measurement error. Clinical reasoning scores derived using patient notes were significantly correlated with OSCE scores but varied according to the characteristics of each case, indicating that OSCE scores derived using CDCs did not assess clinical reasoning ability more accurately than OSCE scores obtained using TCs.This study found that using a CDC to limit checklist items did not improve OSCE validity and did not reflect clinical reasoning ability. Further development of robust assessment strategies that support and evaluate clinical reasoning abilities is needed. [ABSTRACT FROM AUTHOR]

Background: Race dialogues, conversations about race and racism among individuals holding different racial identities, have been proposed as one component of addressing racism in medicine and improving the experience of racially minoritized patients. Drawing on work from several fields, we aimed to assess the scope of the literature on race dialogues and to describe potential benefits, best practices, and challenges of conducting such dialogues. Ultimately, our goal was to explore the potential role of race dialogues in medical education and clinical practice. Methods: Our scoping review included articles published prior to June 2, 2022, in the biomedicine, psychology, nursing and allied health, and education literatures. Ultimately, 54 articles were included in analysis, all of which pertained to conversations about race occurring between adults possessing different racial identities. We engaged in an interactive group process to identify key takeaways from each article and synthesize cross-cutting themes. Results: Emergent themes reflected the processes of preparing, leading, and following up race dialogues. Preparing required significant personal introspection, logistical organization, and intentional framing of the conversation. Leading safe and successful race dialogues necessitated trauma-informed practices, addressing microaggressions as they arose, welcoming participation and emotions, and centering the experience of individuals with minoritized identities. Longitudinal experiences and efforts to evaluate the quality of race dialogues were crucial to ensuring meaningful impact. Discussion: Supporting race dialogues within medicine has the potential to promote a more inclusive and justice-oriented workforce, strengthen relationships amongst colleagues, and improve care for patients with racially minoritized identities. Potential levers for supporting race dialogues include high-quality racial justice curricula at every level of medical education and valuation of racial consciousness in admissions and hiring processes. All efforts to support race dialogues must center and uplift those with racially minoritized identities. [ABSTRACT FROM AUTHOR]

Virtual microscopy is becoming increasingly common in both medical education and routine clinical practice. Virtual microscopy software is typically designed either for (1) training students in anatomy, histology, and histopathology, or (2) quantitative analysis—but not both simultaneously. QuPath is one of the most widely used software applications for histopathology image analysis in research and provides a comprehensive set of computational tools to evaluate histology slides. We have enhanced QuPath by developing a new extension, QuPath Edu, which adapts the software to function as an intuitive microanatomy learning environment. Additionally, we have created an entirely new, complementary software platform called OpenMicroanatomy, which provides an alternative way to access QuPath Edu teaching content through a web interface. These tools have been used in teaching of first year medical and dentistry students at the University of Oulu Medical Faculty, and we conducted a user survey for the Class of 2023 to assess the usability and student experience. In general, the introduced annotation and quiz features were appreciated by the students and the system usability of OpenMicroanatomy was considered excellent (SUS score 84.8). Together, these freely available tools enable teachers to develop and deploy innovative training material for anatomy, histopathology, quantitative analysis, and artificial intelligence in a wide range of contexts. This unique combination can provide the next generation of students with essential multidisciplinary skills. [ABSTRACT FROM AUTHOR]

Background: Research involves the systematic collection and analysis of data to enhance understanding of a particular phenomenon. Participation in medical research is crucial for advancing healthcare practices. However, there has been limited focus on understanding the factors that motivate medical students to engage in research. Additionally, in the era of e-learning, the easy accessibility of online resources has contributed to a widespread 'copy-paste culture' among digital-native students, which is recognized in academia as plagiarism. Existing studies suggest that a contributing factor to the increasing prevalence of plagiarism is students' limited understanding of this act. The purpose of this study was to assess medical students' attitudes toward research and plagiarism, and to evaluate the psychometric properties of the Attitudes Toward Research (ATR) and Attitudes Toward Plagiarism (ATP) questionnaires. Methods: This was a multicenter study conducted among medical undergraduate and postgraduate students attending the three medical universities who were involved in research. Students' attitudes toward research and plagiarism were assessed using the ATR and ATP questionnaires. The research instruments underwent translation and cultural adaptation in accordance with internationally accepted methodology. The psychometric properties of the ATR and ATP, including validity and reliability, were assessed. Confirmatory factor analysis was used to test the model's fit to the data. Results: The ATR and ATP questionnaires were completed by 793 medical students who were involved in research (647 undergraduates and 146 PhD students). Cronbach's alpha coefficients of 0.917 and 0.822 indicated excellent and good scale reliability for the ATR and ATP questionnaires, respectively. The five-and three- factor structures of ATR and ATP have been validated with maximum likelihood confirmatory analysis, and the results demonstrated an adequate level of model fit (TLI = 0.930, CFI = 0.942 and TLI = 0.924, CFI = 0.943, respectively). Medical students showed a high degree of positive attitudes toward research and favorable scores across all three domains of attitudes toward plagiarism. In multivariate regression models, age was found to be positively associated with favorable attitudes of research usefulness, positive attitudes, relevance to life subscales and total ATR scale (p < 0.001), while PhD study level was related to research anxiety (p < 0.001) and favorable attitudes across all three ATP domains (p < 0.001). Conclusion: Medical students who were involved in research showed a high degree of favorable attitudes toward research and plagiarism. Adjusting medical school curricula to include research courses would broaden the students' interest in scientific research and maximize their impact on the full preservation of research ethics and integrity. [ABSTRACT FROM AUTHOR]

Background: How state opioid policy environments with multiple concurrent policies affect opioid prescribing to individuals with acute pain is unknown. Objective: To examine how prescription drug monitoring programs (PDMPs), pain management clinic regulations, initial prescription duration limits, and mandatory continued medical education affected total and high-dose prescribing. Design: A county-level multiple-policy difference-in-difference event study framework. Subjects: A total of 2,425,643 individuals in a large national commercial insurance deidentified claims database (aged 12–64 years) with acute pain diagnoses and opioid prescriptions from 2007 to 2019. Main Measures: The total number of acute pain opioid treatment episodes and number of episodes containing high-dose (> 90 morphine equivalent daily dosage (MEDD)) prescriptions. Key Results: Approximately 7.5% of acute pain episodes were categorized as high-dose episodes. Prescription duration limits were associated with increases in the number of total episodes; no other policy was found to have a significant impact. Beginning five quarters after implementation, counties in states with pain management clinic regulations experienced a sustained 50% relative decline in the number of episodes containing > 90 MEDD prescriptions (95 CIs: (Q5: − 0.506, − 0.144; Q12: − 1.000, − 0.290)). Mandated continuing medical education regarding the treatment of pain was associated with a 50–75% relative increase in number of high-dose episodes following the first year-and-a-half of enactment (95 CIs: (Q7: 0.351, 0.869; Q12: 0.413, 1.107)). Initial prescription duration limits were associated with an initial relative reduction of 25% in high-dose prescribing, with the effect increasing over time (95 CI: (Q12: − 0.967, − 0.335). There was no evidence that PDMPs affected high-dose opioids dispensed to individuals with acute pain. Other high-risk prescribing indicators were explored as well; no consistent policy impacts were found. Conclusions: State opioid policies may have differential effects on high-dose opioid dispensing in individuals with acute pain. Policymakers should consider effectiveness of individual policies in the presence of other opioid policies to address the ongoing opioid crisis. [ABSTRACT FROM AUTHOR]

AbstractIntroductionMethodsResultsConclusionBibliographic databases are essential research tools. In medicine, key databases are MEDLINE/PubMed, Embase, and Cochrane Central (MEC). In education, the Education Resource Information Center (ERIC) is a major database. Medical education, situated between medicine and education, has no dedicated database of its own. Many medical education researchers use MEC, some use ERIC and some do not.We performed a descriptive analysis using search strategies to retrieve medical education references from MEC and ERIC. ERIC references which were duplicates with MEC references were removed. Unique ERIC references were tallied.Between 1977 and 2022, MEC has 359,354 unique references relevant to medical education. ERIC provided 3925 unique references for the same period, all of which would be missed by searching only MEC. The mean unique ERIC medical education references per year for all 46 years is 85 (SD = ±29), or 119 (SD = ±15) for the last 10 years from 2013 to 2022.ERIC consistently offered a small yet significant number of unique references relevant to medical education for decades. We recommend the use of ERIC for medical education research when comprehensive literature searches are required, such as in systematic reviews, scoping reviews, evidence synthesis, or guideline development. [ABSTRACT FROM AUTHOR]

Background: The growing number of vulnerable migrants and refugees (VMRs) in the European Union presents challenges to healthcare systems, emphasizing the need for enhanced intercultural competence training for healthcare professionals. Educational escape rooms, using gamification-based principles, may offer an innovative solution to improve these competencies. Objective: This pilot study evaluates the acceptability and preliminary effectiveness of an educational escape room aimed at improving intercultural competence, self-efficacy, and knowledge among healthcare students and professionals caring for VMRs. Methods: A pre-post, single-group pilot study was conducted with 101 healthcare students and professionals, recruited through convenience sampling. Participants engaged in an educational escape room simulating a migratory crisis, designed to foster collaborative problem-solving under pressure. A newly validated questionnaire was administered before and after the intervention to measure changes in intercultural competence, self-efficacy, and knowledge. Paired t-tests were used to analyze pre-post differences, and thematic analysis explored participant feedback on the learning experience and the acceptability of the intervention. Results: Significant improvements were observed in intercultural competence (d = 1.13, p < 0.001), self-efficacy (d = 0.38, p = 0.001), and knowledge (d = 1.19, p < 0.001). Participants reported high engagement, satisfaction, and an enhanced understanding of healthcare challenges related to VMRs. The escape room was deemed acceptable. Conclusions: This pilot study provides evidence of the acceptability and effectiveness of an educational escape room in enhancing intercultural competence, self-efficacy, and knowledge. Further research with larger, more rigorous studies is recommended to confirm these findings and explore scalability. [ABSTRACT FROM AUTHOR]

Objectives: Our study assesses the current knowledge and prior awareness of undergraduate medical students in Pakistan regarding palliative care. Study Design: This descriptive Cross-sectional online survey was distributed among undergraduate medical students across Pakistan, with a sample size of 246 participants. The questionnaire, adapted from the PaCKS questionnaire by Kozlov et al. (JAMA 15(5):524–34, 2017), was designed to assess the students' prior knowledge about palliative care. Results: The mean PaCKS score was 9.7 out of 13, with a standard deviation of 2.76. Having heard of palliative care before participation in the study was significantly associated with higher PaCKS scores. Key factors associated with a higher incidence of prior awareness of palliative care included attending private institutions, being in a more advanced year of study, and having a higher mean monthly family income (P < 0.001 for each factor). Conclusion: This study explores medical students' understanding of palliative care in Pakistan, finding that while many have a basic grasp of the concept, there are notable misconceptions, particularly in differentiating palliative care from hospice care and understanding its broader role. Interestingly, students' knowledge did not significantly improve as they advanced through medical school, suggesting potential shortcomings in the curriculum. The findings highlight the need for more precise education and targeted training to better equip future healthcare providers for delivering patient-centered care. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Methods Results Conclusion Medical humanities education is an integral component of medical education. However, the current landscape of research on medical humanities education remains incomplete. The purpose of this study is to identify the trends in research on medical humanities education and provide a global overview of the field by analysing various aspects such as sources, authors, literature, and keywords. The aim is to offer insights and recommendations for the future development of medical humanities education.This research utilised bibliometric tools such as VOSviewer, CiteSpace, SciMAT, and the R software package biblioshiny to analyse literature sources, authors, documents, and keywords. This systematic review methodology allowed for a comprehensive examination of the field. Additionally, the study investigated international collaborations and scientific outputs, shedding light on the global landscape of medical humanities education research.The study included a total of 403 articles published between January 1980 and December 2023 from the Web of Science (WoS) database. The field of medical humanities education experienced an annual growth rate of 9.08% in literature output from 1980 to 2023, indicating its increasing prominence and scholarly interest over time. The research topics within this field have evolved in response to societal and medical developments. Core research themes that have consistently garnered attention from researchers include empathy, ethics, and narrative medicine, reflecting their significance and ongoing relevance in the field.These shifts in research hotspots signify the dynamic nature of the field, adapting to evolving contexts and emerging research domains. By embracing cross‐cultural perspectives and fostering interdisciplinary collaborations, stakeholders in medical humanities education can collectively enrich the field, promote inclusivity, and enhance the overall educational experience for healthcare professionals. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodsResultsConclusionsDigital assessments have rapidly permeated higher education, offering both advantages and challenges for learners and educators. However, prior research has made limited attempts to holistically summarize existing knowledge on the application of digital assessments in medical education through literature reviews. This paper presents a scoping review of previous studies on the application of digital assessments in medical education.The following databases were searched: PubMed, Embase (Ovid), Scopus, PsycINFO, CINAHL, and Web of Science, in February of 2024. The inclusion criteria for the review were: (1) articles that investigated digital assessments in medical education, (2) presented original research, (3) were in English, and (4) were published from the year 2012 forward.Of the 1553 articles identified, we analyzed 89 articles from recognized digital databases. The review results provide a comprehensive understanding of prior research related to the use of digital assessments in medical education, including information on existing studies, attitudes, benefits, and challenges, as well as recommendations for the implementation of digital assessments in the field of medical education.This review reports the current literature surrounding digital assessment applications in medical education, highlighting predominantly positive perceptions and significant advantages. While challenges persist, the proposed recommendations offer guidance in how to navigate these issues towards future initiatives that facilitate its appropriate research and adoption and harness its capabilities to enrich the learning and assessment processes in medicine. [ABSTRACT FROM AUTHOR]

The importance of involving patients in medical education is widely accepted, but their contribution to medical curriculum design is not well documented. Patients have the potential to bring a unique perspective and more refined experience to curriculum development. This applies particularly to those with long-term conditions (LTCs) who have multiple exposures to doctors throughout their healthcare journey. The aim of this study is to explore what views patients with LTCs have on the attributes medical students require to have, in order to provide them with high-quality care. Ten patients with LTCs, encompassing both primary and secondary care over a broad set of demographics, were interviewed by telephone using a semi-structured questionnaire. The interviews were recorded using a digital voice recorder and manually transcribed verbatim onto a Microsoft Word document for thematic analysis using NVIVO software and following Braun and Clarke’s six-phase framework. Five themes have emerged highlighting where the care of LTC patients could be improved: ‘advocacy’; ‘compassion’; ‘the desire to be acknowledged as an individual’”; acknowledgement of their expertise”; and ‘benefits of continuity of care’. The findings make a major contribution to undergraduate and postgraduate clinical training development. They reinforce themes in healthcare which need more emphasis in the medical curriculum, whilst simultaneously highlighting that even well-recognised concepts such as patient-centred holistic care, are not well implemented in the context of actual practice. [ABSTRACT FROM AUTHOR]

Using the case study of a 12-year-old girl diagnosed with complex congenital heart disease at a student-led clinic (SLC) organized by Humanity Initiative (HI) in Karachi, the paper highlights the effectiveness of SLCs in providing accessible and comprehensive healthcare services. The article contributes to existing literature by demonstrating the practical benefits of SLCs in a real-world setting, particularly in resource-limited environments. It underscores the potential of SLCs not only to improve community health but also to enhance medical education by providing students with hands-on experience and fostering a sense of social responsibility. Collaborative efforts between medical students, professionals, and the community are essential to ensure the continuity and effectiveness of healthcare interventions. For the success of such initiatives, there is a need for sustainable funding, effective follow-up protocols, and reliable communication channels with patients, offering solutions like peer mentoring and technology integration to overcome these barriers. [ABSTRACT FROM AUTHOR]

While virtual reality(VR) technology enhances learning, it also places new demands on medical learning evaluation. Verifying the occurrence of learning is a primary issue. To design and implement practical and feasible VR-based learning evaluation based on the immersive learning evaluation framework, the Substitution-Augmentation-Modification-Redefinition (SAMR) model, a VR-based learning evaluation framework, was constructed. This framework included competency, learning objectives, assessment tasks, evaluation data, criteria, and feedback. A comprehensive application pathway was developed, utilizing technological integration frameworks. This pathway includes the selection and implementation processes to offer teachers theoretical direction on evaluating medical learning using VR. Finally, this study performed a learning evaluation utilizing VR. The findings revealed that using VR for evaluation can create a deeply engaging and interactive environment. Participants reported feeling a strong sense of being present in the virtual environment and expressed high acceptance and satisfaction with the VR evaluation process. Furthermore, they believed that VR evaluation offers a comprehensive and practical means of assessing cognitive abilities and receiving feedback. These findings establish that VR evaluation optimise learning assessment and showcase the feasibility of the assessment framework and application path. [ABSTRACT FROM AUTHOR]

The article discusses the discontinuation of SGLT2 inhibitors (SGLT2i) in individuals with type 2 diabetes following hospitalization for heart failure. The study found that nearly 30% of SGLT2i users discontinued therapy within 90 days of discharge, with one in five remaining off treatment at 365 days. Factors such as age, hospitalization duration, number of prior hospitalizations, and chronic kidney disease were associated with higher discontinuation rates. The study highlights the importance of minimizing SGLT2i discontinuation to reduce mortality and readmission risk in individuals with type 2 diabetes after a heart failure hospitalization. [Extracted from the article]

Background Methods Results Discussion Clinical electives are a compulsory part of many medical courses, enabling students to gain exposure to foreign health systems. The COVID‐19 pandemic led to a surge in the development in virtual elective programmes, for which there had been a sparse evidence base. This is the first systematic review assessing the implementation, advantages and disadvantages of virtual elective programmes for medical students.The systematic review was conducted in accordance with PRISMA guidelines. Databases were searched, capturing results from the past 10 years for original evaluations of electives where medical students engaged in a fully virtual programme with another institution, with no restrictions on location. Descriptive, quantitative and qualitative data were extracted by two independent reviewers.Fourteen articles were included for review. All the articles were published between 2020 and 2023. All studies were conducted in the United States of America. The average length of the virtual electives in the studies was 3 weeks, and a variety of teaching formats including virtual clinics, seminars and one‐on‐one meetings were implemented. Logistical considerations and challenges in delivering virtual electives included the variability in students' learning styles, reduction in patient interactions and technological challenges.Most included studies derived that these virtual electives would play a role in the future, possibly replacing in‐person electives. Positive attributes of virtual electives included increasing diversity of social backgrounds, high student satisfaction and interest and reducing harms to the environment. However, further research is required to thoroughly evaluate the efficacy of virtual electives in medical education. [ABSTRACT FROM AUTHOR]

Objective Methods Results Conclusion Simulation is a widespread modality in the field of medical education. Within the paramedic sphere, simulation is valuable in providing exposure to high‐acuity, low occurrence incidents encountered rarely in practice, affording unique educational opportunities. Recognising this importance, this scoping review seeks to establish the contemporaneous evidence base for the use of simulation‐based assessment in the context of paramedic education, systematically map the research done in this area and consider the implications for future educational programmes.A scoping review of peer, and non‐peer reviewed literature across a broad range of medical literature databases for both published and grey material utilising previously published search filters for the paramedic field. The review was conducted aligned to the PRISMA Extension for Scoping Reviews checklist. Studies were selected based on relevance to the research question.Twenty four unique papers were identified, filtered via the application of inclusion and exclusion criteria to five included papers. The application of forward snowballing methodology revealed three additional papers included for appraisal. Thematic analysis of the eight papers revealed the domains of assessment acceptability and assessment validity as key considerations for the design and use of simulation‐based assessment in the field.Simulation‐based assessment has a role in paramedic education; additional research is necessary to empirically establish the validity and reliability of the modality in the field. [ABSTRACT FROM AUTHOR]

Background Methods Findings Conclusions Medicine is recognised as a challenging course where exposure to potentially distressing content is inevitable. Some educators provide students with warnings before they encounter potentially upsetting content—trigger warnings. In this scoping review, we mapped the existing literature seeking to better understand how trigger warnings are implemented in medical schools and how they are influencing education within them.Bibliographic databases were searched to identify relevant literature, including searching for grey literature. Articles were included if they focussed on medical school education and were written in English. Data analysis was undertaken using both quantitative and qualitative approaches (thematic analysis).Searching generated 1284 potential records for inclusion. Articles not related to the primary research question were excluded. Abstracts of the remaining 841 articles were screened, and ultimately, 12 articles met criteria for full‐text review. Of these, there were three empirical research studies. Qualitative analysis identified five main themes: purpose, implementation, student distress, responsibility and problems with terminology.The use of trigger warnings within medical student education remains contentious. There is a lack of consensus as to their purpose and much diversity in how they are implemented. There was limited published empirical evidence to inform practice in this area. [ABSTRACT FROM AUTHOR]

OBJECTIVE: Medical specialist trainees report dissatisfaction with both the usefulness and timing of feedback provided following summative examinations. This study aimed to explore ophthalmology trainee and supervisor experiences of feedback following final summative examination (the Royal Australian and New Zealand College of Ophthalmologists Advanced Clinical Examination (RACE)). METHODS: Semi-structured interviews were undertaken with ophthalmology trainees who had recently sat RACE (2017-2021) (n = 19) and supervising ophthalmologists who support trainees to prepare for RACE (n = 10). Interview data were thematically analyzed. RESULTS: Two themes were identified. Inadequate feedback related to trainee experiences receiving feedback relating to examination performance that was insufficient and unhelpful in identifying gaps in learning, explaining the reasons for failure and supporting preparation for resitting. Inability to contextualize feedback encompassed trainee and supervisor concerns regarding the inability to review examination manuscripts after sitting the examination, the absence of marking criteria, rubrics and model answers to understand the passing standard and the lack of opportunity to discuss performance with examiners. CONCLUSIONS: Detailed, individualized task-level and process-level feedback on examination performance is needed for all trainees. Opportunities to view examination manuscripts, marking criteria and model answers, as well as speak with examiners, would improve transparency of the assessment process, enhance feedback and improve trainee success. [ABSTRACT FROM AUTHOR]

Background: Leadership is the behavior of an individual when directing the activities of a group toward a shared goal. In the health-care system, doctors' responsibilities extend beyond clinical treatment. They should be efficient to lead a team in the patient care setting and within the broader framework of health-care systems. Good medical leadership is vital in delivering high-quality health care. Incorporating leadership skills in medical undergraduates will help them act as leaders and members of the health-care team. Aims and Objectives: The aims and objectives of the study are to enhance leadership skills and to assess the improvement in leadership skills of the participating medical undergraduate students. Materials and Methods: In this prospective study, medical undergraduate students posted in otorhinolaryngology clinics took part in various activities in two subsequent community otorhinolaryngology programs. Students were given different roles and responsibilities in the community programs to improve their leadership skills. Students filled out a pre- and post-activity self-assessment leadership trait questionnaire form for each community program. Results: 88 students participated in the study. The overall percentage leadership score increased significantly from the first pre-activity questionnaire (Q1) to the first post-activity questionnaire (Q2) (P<0.001) and from the first pre-activity questionnaire (Q1) to the second post-activity questionnaire (Q4) (P<0.001). All 14 traits showed significant grade changes from pre-activity to postactivity questionnaire. Conclusion: Well-designed and well-evaluated leadership curricula are necessary to help undergraduate medical students develop leadership skills. Undergraduate medical education provides an ideal setting to introduce leadership competencies. This study highlights community engagement as a potent method for the delivery of medical leadership training. [ABSTRACT FROM AUTHOR]

Background: Surgical bootcamps provide hands‐on learning opportunities for junior doctors and trainees in low‐pressure, non‐clinical environments. Participants develop skills, knowledge, and confidence in preparation for their registrar years. A number of international urology‐specific bootcamps have demonstrated improvements in these technical and non‐technical domains. However, there was no such opportunity for Australian doctors. In the first urology bootcamp in Australia, we aimed to assess participants' knowledge, technical skills, and confidence in managing urological conditions pre‐ and post‐bootcamp. Methods: Twenty‐five early‐career medical officers attended the bootcamp and completed a comprehensive written survey at the beginning and end of the bootcamp. Results: Results showed that self‐perceptions of knowledge, confidence, and technical skill all improved at the conclusion of the bootcamp (P = 0.01). All participants reported the bootcamp to be 'useful' or 'very useful' in furthering their urological training. Conclusion: This study demonstrates the success of an inaugural Australian urology bootcamp in preparing junior doctors and unaccredited registrars for their registrar training years. [ABSTRACT FROM AUTHOR]

Background: The World Health Organization (WHO) recommends simulation‐based education (SBE) to acquire skills and accelerate learning. Literature focusing on SBE in the Pacific Islands is limited. The aim of this study was to determine Pacific Island healthcare workers' experiences, perspectives, and access to SBE. Methods: This was a cross‐sectional survey of Pacific Island healthcare workers. We designed an online questionnaire based on existing literature and expert consultation. The questionnaire included Likert scales, multiple‐choice, multi‐select and open‐ended questions. Participants were healthcare workers recruited from professional networks across the region. Descriptive statistics and relative frequencies summarized data, and comparative testing included unpaired t‐tests, Mann–Whitney U, Chi‐squared and Fisher's exact tests. Free‐text responses were presented to illustrate findings. Results: Responses from 56 clinicians working in 11 Pacific Island countries were included. Fifty were medical doctors (89%), including 31 (55%) surgeons. Participants reported experience with scenario‐based simulation (73%), mannequins (71%), and simulated patients (61%). Discrepancies were identified between previous simulation experience and current access for simulated patients (P = 0.002) and animal‐based part‐task trainers (P = 0.002). SBE was seen as beneficial for procedural skills, communication, decision‐making and teamwork. Interest in further SBE was reported by most participants (96%). Barriers included equipment access (59%), clinical workload (45%) and COVID‐19 restrictions (45%). Conclusion: Some Pacific Island healthcare workers have experience with SBE, but their ongoing access is predominantly limited to low‐technology modalities. Despite challenges, there is interest in SBE initiatives. These findings may inform planning for SBE in the Pacific Islands and may be considered prior to programme implementation. [ABSTRACT FROM AUTHOR]

Background: Simulation‐based education (SBE) has been increasingly used to train healthcare workers in low‐resource settings and has been endorsed by the World Health Organization (WHO). Consideration of the educational and cultural context is important to maximize the effectiveness of SBE. Despite its demonstrable benefits, there have been no studies of the general approach in the Pacific Islands. This study aimed to determine the factors that influence the uptake and success of SBE in the Pacific Islands. Methods: In this qualitative study, participants were recruited via professional networks to contribute to focus groups. Questions focused on participants' previous experiences and perspectives on SBE. Data were manually transcribed before thematic analysis. The reporting of the research was guided by the Standards for Reporting Qualitative Research (SRQR). Human Research Ethics Committee approval was obtained. Results: Two focus groups were conducted with 16 participants from six Pacific Island countries. Six themes and 15 subthemes were conceptualized from the data. Uptake of SBE is challenged by resource availability, clinical workloads and geographic remoteness. However, locally‐driven solutions and positive attitudes towards SBE facilitate its success. Conclusion: This study reveals the complexity of factors affecting the uptake and success of SBE in the Pacific Islands. These findings can serve to optimize the impact of existing and future SBE programmes and may be considered by educators prior to programme implementation. [ABSTRACT FROM AUTHOR]

Aim: Objective structured clinical examinations have long been used in dietetics education. This observational study aims to describe the development, deployment, feasibility and validity of assessment using an oral interview in place of traditional objective structured clinical examinations, and to determine the ability of this assessment to identify students who are either not ready for placement or may require early support and/or remediation. Methods: Student assessment data were collected over a two‐and‐a‐half‐year period and used to test the predictive ability of an oral interview to determine dietetic placement outcomes and highlight a need for early remediation. Descriptive statistics as well as a between‐group one‐way ANOVA was used to describe results. Results: A total of 169 students participated in the oral interview and subsequent medical nutrition therapy placement over the study period. Significant differences in oral interview score were seen between students who passed placement and students who passed with remediation or those who failed. Oral interview performance was able to predict placement outcome, yet required less resources than traditional objective structured clinical examinations. Conclusion: An oral interview may provide the same utility as the objective structured clinical examination in dietetics education. [ABSTRACT FROM AUTHOR]

"Those who cannot remember the past are condemned to repeat it." This maxim underscores the importance of historical awareness in medicine, particularly for obstetricians and gynecologists (ObGyns). ObGyns significantly impact societal health through their care for pregnant women, fetuses, and newborns, uniquely positioning them to advocate for health initiatives with lasting societal benefits. Despite its importance, the history of medicine is underrepresented in medical curricula, missing opportunities to foster critical thinking and ethical decision-making. In today's climate of threatened reproductive rights, vaccine misinformation, and harmful ideologies, it is imperative for ObGyns to champion comprehensive historical education. The history of medicine, particularly in relation to societal issues – such as racism, discrimination, genocides, pandemics, and wars – provides valuable context for addressing challenges like maternal mortality, reproductive rights, vaccine hesitancy, and ethical issues. Understanding historical milestones and notable ethical breaches, such as the Tuskegee Study and the thalidomide tragedy, informs better practices and safeguards patient rights. Technological advancements in hygiene, antibiotics, vaccines, and prenatal care have revolutionized the field, yet contemporary ObGyns must remain vigilant about lessons learned from past challenges and successes. Integrating historical knowledge into medical training enhances clinical proficiency and ethical responsibility, fostering innovation and improving health outcomes. By reflecting on historical achievements and their impacts, current and future ObGyns can advance the field, ensuring comprehensive and ethically sound approaches to patient care. This paper highlights the crucial role of historical knowledge in shaping modern ObGyn practices, advocating for its integration into medical education to address contemporary health challenges and ethical considerations. [ABSTRACT FROM AUTHOR]

The authors reflect on lessons from teaching advanced trauma life support (ATLS) in Ukraine under the Harvard Humanitarian Initiative and International Medical Corps. They tell their impression on a protocol-driven Ukrainian medical system, the underfunding of Ukrainian healthcare, and the impossibility of implementing policy-level healthcare reforms amid the war. They observe the provision of quality healthcare as central to the mission of Ukrainians.

Token economies are among the oldest and most successful teaching programs in applied behavior analysis. Despite a rich history of basic and applied research on token systems, there remains a research‐to‐practice gap. Our aim in this paper is to bridge this gap between research and application, by providing evidence‐based recommendations and practical guidelines for application of token reinforcement methods. The recommendations in Part 1 are for building a token economy from the ground up, in learners without a history of token reinforcement, whereas those in Part 2 are concerned with existing token economies without regard to how they were established. Although token economies have proven generally effective across a range of settings and populations, they could be even more effective when based on the latest research and theory. Thus, apart from specific recommendations, we hope to show the benefits of an integrated evidence‐based approach to the application of token reinforcement principles in educational and clinical settings. [ABSTRACT FROM AUTHOR]

The editorial discusses Neuroleptic Malignant Syndrome (NMS) in children and adolescents treated with antipsychotics, highlighting the core symptoms, risk factors, and potential lethality of NMS. It emphasizes the need for population-level studies to understand the occurrence, risk factors, and course of NMS in young patients. A recent study by Ray and colleagues analyzed data from a large cohort of Medicaid beneficiaries, identifying potential risk factors for NMS and shedding light on the incidence of NMS in children and adolescents. The study provides valuable insights into the public health significance of NMS in young people and sets a template for future research in this area. [Extracted from the article]

ProjectAnatomy combines tangible objects with video projections that show the anatomy of the human forearm intended for learning through its eye-catching appearance. The prototype was shown to three target groups: non-experts, trainee medical students, and anatomy experts to provide qualitative and quantitative feedback. The study and observation of the users in the first two groups were carried out 'in the wild' where the users would come in contact with this type of visualisation to collect data on how it should be adjusted to their needs. The results have shown that the non-experts find it most helpful in learning anatomy, contrary to the experts who find it less useful yet very interesting and see its educational potential. The trainee medical students scored it the lowest; however, they would find it helpful to complement dissection classes. We conclude that this visual installation could be used in science centres and, when enriched with more details, for beginning medical students. Our study contributes specifically to the field of physical visualisation using 3D printed objects combined with projections that can be adjusted to the level of detail suitable for the target audience. [ABSTRACT FROM AUTHOR]

AbstractChronic pain is an ever-increasing global challenge, and few strategies have been shown to significantly alter this trajectory, and a pure pharmaceutical approach, especially opioids, is not the answer. To truly impact a person with chronic pain’s life, current best-evidence supports changing their cognitions (how they think about their pain), moving more, and calming the peripheral and central nervous system, including non-pharmacological strategies. All healthcare providers, however, must use a unified strategy regardless of their professional designation, skillset, and clinical setting. One variable that spans all patient interactions is communication. All healthcare providers talk to patients, be it during informal, casual conversation or during specific medical education tied to diagnosis, prognosis, treatment, reassurance, and more. Current evidence supports teaching patients more about their pain experience, called pain neuroscience education (PNE), which has significant clinical benefits. Any provider may offer PNE, from physicians, pharmacists, therapists, psychologists, nurses, etc. Pain neuroscience education is shown to positively influence self-reported pain, disability, fear-avoidance, pain catastrophizing, movement, and healthcare utilization in patients with chronic pain. This commentary aims to introduce all healthcare providers to PNE, and how, along with non-pharmacological treatments (PNE+) have the ability to positively impact people’s lives living with chronic pain. [ABSTRACT FROM AUTHOR]

Introduction A challenge confronting health care is the national physician shortage, notably impacting the DoD's recruitment of military physicians. To address this, the Health Professions Scholarship Program is annually awarded to medical students to facilitate their transition into the U.S. Armed Forces. There is a glaring absence of military medical education in civilian schools to accommodate the unique interests of these students. While medical schools have adapted with interest groups and specialty tracks, the current presence of military medicine interest groups (MMIGs) and military medicine specialty tracks (MMSTs) remains under-explored. This study aimed to (1) update the prevalence of MMIGs in U.S. medical institutions, (2) identify the presence of MMSTs, and (3) compare military medicine involvement between allopathic and osteopathic programs. Methods The study was approved for exempt status from the Kansas City University Institutional Review Board (study number 20,211,568-1). In a cross-sectional analysis, surveys were sent to 208 U.S. medical schools, with responses from student services or available public data from 200 institutions included in the final analysis. A secondary survey was sent to respondents who provided MMIG or MMST contacts. Results Results indicated that 62% (n  = 124/200) of schools currently have an established MMIG, a modest growth from 56% (n  = 70/125) in 2015 (p  = .14). MMST prevalence, however, is minimal at 2.5% (5/200). Osteopathic institutions demonstrated a significantly greater engagement in military medicine education (88.7%) compared to allopathic schools (52.4%) (p  < .001). Conclusion This research underscores the need for comprehensive military medical training in medical schools to meet the interests and career aspirations of their students. Future studies should also evaluate the efficacy of MMIGs and MMSTs in preparing students for military medical roles. [ABSTRACT FROM AUTHOR]

We aimed to synthesize existing research to elucidate the underlying factors and causes responsible for the high prevalence of unwanted cardiopulmonary resuscitation (CPR) occurring outside a hospital setting in Japan despite patients' Do Not Attempt Resuscitation (DNAR) orders. We conducted a narrative review by searching PubMed, EMBASE, and Scopus for English literature, and Google Scholar for Japanese literature. The key factors we identified included lack of documentation of resuscitation preferences, variation in the perception of other life‐sustaining measures associated with DNAR, non‐inclusion of the patient in discussions of goals of care, unlegislated and unstandardized DNAR orders, emergency medical service activation by the family or facility, the Fire Service Act that mandates life‐saving measures irrespective of the presence of advance directives, fire department protocols and CPR decision‐making, and death pronouncement authorization limited to physicians. This study identified the multifaceted factors and the potential triggers for unwanted CPR despite DNAR orders. These findings underscore the urgent need for comprehensive interventions encompassing educational initiatives, ethical considerations, systemic reforms, and legal adjustments to prevent future unwanted CPRs in Japan. Geriatr Gerontol Int 2024; 24: 1093–1098. [ABSTRACT FROM AUTHOR]

The changing field of academic medicine presents unique challenges for physician-- scientists, who intricately weave the complexities of research and patient care. These challenges have significantly lengthened the time needed for scientific discoveries to be applied in clinical practice. In response to these escalating demands, the training trajectory for physician--scientists has notably expanded over recent decades. In anticipation of and preparation for future training requirements, the National Pediatrician-Scientist Collaborative Workgroup facilitated a series of convenings with a diverse array of stakeholders vested in physician--scientist training. The framework Strategic Foresight was used to explore possible future scenarios and develop strategic plans. Seven pivotal themes, termed "performance zones," emerged from this endeavor: (1) revolution in education through technology-enhanced learning, (2) educational outcomes beyond content mastery, (3) artificial intelligence-empowered research portfolios and expansive networks, (4) evolution of high-performance inclusive, equitable, distributed, and agile teams, (5) evolution of antifragile systems, (6) a multiparadigmatic program of research, and (7) interdependence and commitments to a common agenda for collective impact. These identified zones underscore the imperative for physician--scientists to acquire novel skill sets essential for navigating the impending shifts in the health care landscape. These findings are poised to steer policy initiatives and educational advancements, fortifying the foundation for future physician--scientist training needs. [ABSTRACT FROM AUTHOR]

STUDY QUESTION What is the relative length variance of the luteal phase compared to the follicular phase within healthy, non-smoking, normal-weight, proven normally ovulatory, premenopausal women with normal-length menstrual cycles? SUMMARY ANSWER Prospective 1-year data from 53 premenopausal women with two proven normal-length (21–36 days) and normally ovulatory (≥10 days luteal) menstrual cycles upon enrollment showed that, despite 29% of all cycles having incident ovulatory disturbances, within-woman follicular phase length variances were significantly greater than luteal phase length variances. WHAT IS KNOWN ALREADY Many studies report menstrual cycle variability, yet few describe variability in follicular and luteal phase lengths. Luteal lengths are assumed 'fixed' at 13–14 days. Most studies have described follicular and luteal phase variability between -women. STUDY DESIGN, SIZE, DURATION This study was a prospective, 1-year, observational cohort study of relative follicular and luteal phase variability both between and within community-dwelling women with two documented normal-length (21–36 days) and normally ovulatory (≥10 days luteal phase) menstrual cycles prior to enrollment. Eighty-one women enrolled in the study and 66 women completed the 1-year study. This study analyzed data from 53 women with complete data for ≥8 cycles (mean 13). PARTICIPANTS/MATERIALS, SETTING, METHODS Participants were healthy, non-smoking, of normal BMI, ages 21–41 with two documented normal-length (21–36 days) and normally ovulatory (≥10 days luteal phase) menstrual cycles prior to enrollment. Participants recorded first morning temperature, exercise durations, and menstrual cycle/life experiences daily in the Menstrual Cycle Diary. We analyzed 694 cycles utilizing a twice-validated least-squares Quantitative Basal Temperature method to determine follicular and luteal phase lengths. Statistical analysis compared relative follicular and luteal phase variance in ovulatory cycles both between-women and within-woman. Normal-length cycles with short luteal phases or anovulation were considered to have subclinical ovulatory disturbances (SOD). MAIN RESULTS AND THE ROLE OF CHANCE The 1-year overall 53-woman, 676 ovulatory cycle variances for menstrual cycle, follicular, and luteal phase lengths were 10.3, 11.2, and 4.3 days, respectively. Median variances within-woman for cycle, follicular, and luteal lengths were 3.1, 5.2, and 3.0 days, respectively. Menstrual cycles were largely of normal lengths (98%) with an important prevalence of SOD: 55% of women experienced >1 short luteal phase (<10 days) and 17% experienced at least one anovulatory cycle. Within-woman follicular phase length variances were greater than luteal phase length variances (P  < 0.001). However, follicular (P  = 0.008) and luteal phase length (P  = 0.001) variances, without differences in cycle lengths, were greater in women experiencing any anovulatory cycles (n = 8) than in women with entirely normally ovulatory cycles (n = 6). LIMITATIONS, REASONS FOR CAUTION Limitations of this study include the relatively small cohort, that most women were White, initially had a normal BMI, and the original cohort required two normal-length and normally ovulatory menstrual cycles before enrollment. Thus, this cohort's data underestimated population menstrual cycle phase variances and the prevalence of SOD. WIDER IMPLICATIONS OF THE FINDINGS Our results reinforce previous findings that the follicular phase is more variable than the luteal phase in premenopausal women with normal-length and ovulatory menstrual cycles. However, our study adds to the growing body of evidence that the luteal phase is not predictably 13–14 days long. STUDY FUNDING/COMPETING INTEREST(S) This medical education project of the University of British Columbia was funded by donations to the Centre for Menstrual Cycle and Ovulation Research. The authors do not have any conflicts of interest to disclose. TRIAL REGISTRATION NUMBER N/A. [ABSTRACT FROM AUTHOR]

Given their frontline role in Australia and Aotearoa New Zealand (ANZ) healthcare, trainee medical officers (TMOs) will play a crucial role in the development and use of artificial intelligence (AI) for clinical care, ongoing medical education and research. As 'digital natives', particularly those with technical expertise in AI, TMOs should also be leaders in informing the safe uptake and governance of AI within ANZ healthcare as they have a practical understanding of its associated risks and benefits. However, this is only possible if a culture of broad collaboration is instilled while the use of AI in ANZ is still in its initial phase. [ABSTRACT FROM AUTHOR]

Background: The optimal selection process for basic physician trainees (BPTs) is unclear. Aims: To assess an adult BPT selection process, including a standardised recruitment interview assessing clinical decision‐making and situational judgement. Methods: A retrospective multi‐year cohort study of applicants who were selected for interview during the annual recruitment for 2011–2015 clinical years in an adult basic physician training network in NSW. The predictive capacity of the final recruitment assessment score was compared with success in the Royal Australasian College of Physicians (RACP) adult medicine clinical examination within 2 years. Results: Four hundred thirty‐six applicants were selected for interview (84–91 in each year). Summary mean post‐interview scores ranged from 1.25 to 10, with the median ranging between 7 and 8. Median scores were higher in those who passed the examination than those who did not (7.75 vs 6.43, P < 0.0001). Those who did not sit for the examination in the relevant year or never sat for the examination had similar median scores (7 vs 6.75, P = 0.11). Those not deemed eligible for recruitment were less likely to pass the clinical examination within 2 years than those on the eligibility list (odds ratio (OR) = 0.38, 95% confidence interval (CI) = 0.25–0.57). Applicants with mean scores lower than 8 were less likely to pass than those in the top band (8.1–10); scores between 6.1 and 8 OR 0.42 (95% CI = 0.26–0.68), 4.1–6 OR 0.23 (95% CI = 0.13–0.41) and 2.1–4 OR 0.24 (95% CI = 0.10–0.60). Conclusion(s): The predictive capacity of the selection process for success in the RACP clinical examination within the minimum time period is high. [ABSTRACT FROM AUTHOR]

AbstractMedical education has long relied upon the inherent rewards of teaching to secure necessary educators. In an era of increasing emphasis upon clinical productivity, the expectation of faculty engagement in medical education has been upended. In addition, the demands and stressors of modern medical education has contributed to the perceived cost of teaching by faculty. This article describes the factors that have coalesced to change the environment in which medical education has long succeeded and provides strategies that can be employed to help mitigate these forces, increase perceived value in teaching, and better support the academic faculty upon which medical education depends. [ABSTRACT FROM AUTHOR]

Reflective writing (RW) is a popular tool in medical education, but it is being used in ways that fail to maximize its potential. Literature in the field focuses on why RW is used – that is to develop, assess, and remediate learner competencies – but less so on how to use it effectively. The emerging literature on how to integrate RW in medical education is haphazard, scattered and, at times, reductionist. We need a synthesis to translate this literature into cohesive strategies for medical educators using RW in a variety of contexts. These 12 tips offer guidelines for the principles and practices of using RW in medical education. This synthesis aims to support more strategic and meaningful integration of RW in medical education. [ABSTRACT FROM AUTHOR]

Eye tracking has become increasingly applied in medical education research for studying the cognitive processes that occur during the performance of a task, such as image interpretation and surgical skills development. However, analysis and interpretation of the large amount of data obtained by eye tracking can be confusing. In this article, our intention is to clarify the analysis and interpretation of the data obtained from eye tracking. Understanding the relationship between eye tracking metrics (such as gaze, pupil and blink rate) and cognitive processes (such as visual attention, perception, memory and cognitive workload) is essential. The importance of calibration and how the limitations of eye tracking can be overcome is also highlighted. [ABSTRACT FROM AUTHOR]

Introduction: Critical thinking (CT) is an essential set of skills and dispositions for professionals. While viewed as an important part of professional education, approaches to teaching and assessing critical thinking have been siloed within disciplines and there are limited data on whether student perceptions of learning align with faculty perceptions of teaching. Materials and methods: The authors used a convergent mixed methods approach in required core courses in schools of education, government, and medicine at one university in the Northeast United States. Faculty surveys and student focus groups (FG) addressed definitions, strategies, and barriers to teaching CT. Results and conclusions: Sixty-four (51.6%) faculty completed the survey, and 34 students participated in FGs. Among faculty, 54.0% (34/63) reported explicitly teaching CT; but students suggested teaching CT was predominantly implicit. Faculty-reported strategies differed among schools. Faculty defined CT in process terms such as 'analyzing'; students defined CT in terms of viewpoints and biases. Our results reveal a lack of explicit, shared CT mental models between faculty and students and across professional schools. Explicit teaching of CT may help develop a shared language and lead to better understanding and application of the skills and dispositions necessary to succeed in professional life. [ABSTRACT FROM AUTHOR]

Objectives: The aim of this study was to investigate the hypothesis that following a breast cancer patient for a day would enhance empathy in medical students. Materials and methods: This was a theory-testing case study of 4th year medical students completing a one week clinical attachment in breast disease in a UK University teaching hospital, in which half were assigned to an intervention of 'Follow a Patient' for a day, and the other half were controls. Reflective writing produced by the students at the end of the week was analysed using grounded theory and thematic analysis. The results were then unblinded to explore possible differences between the two groups of students. Results: Thematic analysis of 52 student reflections identified 14 open codes which grouped into five global themes, one of which was 'Demonstrates Empathy'. A total of 20 students demonstrated empathy in their writing, 15/27 from the study group and 5/25 from the control group, a difference that was significantly different p <.01. Conclusions: This 'Follow a Patient' strategy is a useful model to include within an undergraduate curriculum to enhance medical student empathy. [ABSTRACT FROM AUTHOR]

Purpose: Selection for postgraduate medical training is high-stakes and complex. The learning value of assessments for selection has, thus far, been underexplored, limiting their uptake as potentially meaningful learning experiences. The aim of this study was to explore the learning value residency applicants derive from an intelligence, personality, motivation and competency selection assessment and what factors influence the experienced learning value. Methods: In Autumn 2020 and Spring 2021, we conducted individual semi-structured interviews with sixteen applicants for pediatric residency training. Selection outcomes were unknown at the time of the interview. Interviews were transcribed verbatim and thematically analyzed. Results: Participants reported that the assessment was valuable in fostering self-reflection and self-awareness, embracing self-acceptance, pursuing development goals, assessing professional fit, and harnessing motivational drivers in work. The experienced learning value was influenced by applicants' ability to interpret its results, their focus on the high-stakes selection process and concerns regarding the acceptability and credibility of the selection tool. Conclusions: While the selection assessment showed learning potential, its learning value was impeded by a preoccupation with the high-stakes nature of the selection procedure. Intentional integration of the selection assessment in the learning curriculum may play a pivotal role in realizing its learning potential. [ABSTRACT FROM AUTHOR]

Background: Near-peer teaching is increasingly used in medical education, supporting or replacing faculty teaching. It has positive aspects for learners and tutors, some of which are explained by higher social and cognitive congruence between learners and near-peer tutors (NPTs). This study investigates the optimal combination of faculty tutors (FTs) and NPTs in an abdominal ultrasound course. Methods: Sixty-four third-year medical students underwent a basic ultrasound course, with 75% of lessons taught by NPTs and 25% by FTs. Each of four groups had a different faculty teaching timing. A mixed methods approach used a survey and semi-structured interviews at the course end to elicit learners' preferences, and end-of-course examination scores to look for differences in outcomes. Results: Most learners preferred having faculty teaching in the second half of the course, saying it would be overwhelming to start with FTs. Learners preferred between a quarter and a third of the teaching to be from FTs, with NPTs rated better at teaching basics, and FTs contributing unique, helpful clinical knowledge. There was no significant between-group difference in examination scores. Conclusions: Medical students preferred most of their teaching to be from NPTs, with some faculty input in the second half of the course. [ABSTRACT FROM AUTHOR]

Purpose: Generative AI will become an integral part of education in future. The potential of this technology in different disciplines should be identified to promote effective adoption. This study evaluated the performance of ChatGPT in tutorial and case-based learning questions in physiology and biochemistry for medical undergraduates. Our study mainly focused on the performance of GPT-3.5 version while a subgroup was comparatively assessed on GPT-3.5 and GPT-4 performances. Materials and methods: Answers were generated in GPT-3.5 for 44 modified essay questions (MEQs) in physiology and 43 MEQs in biochemistry. Each answer was graded by two independent examiners. Subsequently, a subset of 15 questions from each subject were selected to represent different score categories of the GPT-3.5 answers; responses were generated in GPT-4, and graded. Results: The mean score for physiology answers was 74.7 (SD 25.96). GPT-3.5 demonstrated a statistically significant (p =.009) superior performance in lower-order questions of Bloom's taxonomy in comparison to higher-order questions. Deficiencies in the application of physiological principles in clinical context were noted as a drawback. Scores in biochemistry were relatively lower with a mean score of 59.3 (SD 26.9) for GPT-3.5. There was no statistically significant difference in the scores for higher and lower-order questions of Bloom's taxonomy. The deficiencies highlighted were lack of in-depth explanations and precision. The subset of questions where the GPT-4 and GPT-3.5 were compared demonstrated a better overall performance in GPT-4 responses in both subjects. This difference between the GPT-3.5 and GPT-4 performance was statistically significant in biochemistry but not in physiology. Conclusions: The differences in performance across the two versions, GPT-3.5 and GPT-4 across the disciplines are noteworthy. Educators and students should understand the strengths and limitations of this technology in different fields to effectively integrate this technology into teaching and learning. [ABSTRACT FROM AUTHOR]

Background: Scottish Graduate Entry Medicine (ScotGEM) is a new four-year graduate entry medical programme. During the third year, students undertake a Longitudinal Integrated Clerkship (LIC) where they are integrated into one General Practice for two and a half days a week. The remaining time is 'white space', allowing students to undertake placements and portfolio work; while directing their learning. Aims: To explore the students' perceptions of the utility of the 'white space' of the ScotGEM LIC. Secondary aims were to explore the positive aspects of this space, the challenges of utilising this space and to explore any difference in the 'white space' between LIC regions. Methods: An explorative case study methodology was utilised and semi-structured interviews were conducted with third and fourth-year students. 13 interviews were transcribed for inductive thematic analysis. Findings: Four themes were established: the students' usage of the 'white space'; the tools they used to guide learning in this space; regional variations in LIC experiences and they offered suggestions to improve the utility of this space. Discussion and conclusion: The findings are detailed and integrated with relevant literature to inform recommendations for future LIC practice and suggestions for future research are offered. [ABSTRACT FROM AUTHOR]

Introduction: Medical students often hesitate to enter the operating theatre because of poor visibility of the surgical field and anxiety about the theatre environment. In addition, ear, nose and throat (ENT) surgery is underrepresented in many medical curricula. Virtual systems like Proximie offer flexible viewing of surgeries with surgeon commentary, potentially addressing these issues. Methods: This descriptive survey study aimed to evaluate the use of Proximie as a surgical education tool for delivering ENT teaching to medical students. Live ENT procedures were recorded at the ENT Department of the John Radcliffe Hospital and shared with interested clinical medical students through Proximie accounts. Students were added to a private group chat to ask questions and provided feedback through structured forms, assessing procedural effectiveness and the platform's technology. Live-streaming and recording of procedures were facilitated by ENT surgeons providing commentary. Results: Conducted over four virtual theatre days, the study gathered 52 responses: 96% of students rated Proximie's educational value as 4 of 5 or higher; 57% preferred the virtual experience over physical attendance because of its convenience and the improved view of the surgical field. Students valued the live commentary and showed interest in using Proximie for a broader range of surgeries. Suggested improvements included fixing technical issues, better communication of theatre lists, and expanding surgical specialty coverage. Conclusions: Proximie has been highly rated by medical students for its effective and engaging approach in the instruction of surgical skills, underscoring its value as an educational tool. Future research is needed to formally assess knowledge acquisition and retention across multiple surgical subspecialties. This work is the first step towards evaluating the utility of virtual operating theatre platforms for medical student education. [ABSTRACT FROM AUTHOR]

BackgroundMethodsResultsConclusionDespite commitment across national medical education and training bodies to tackle differential attainment (DA), alongside a wealth of research into contributing factors and solutions, progression in narrowing the gap has lagged. This study explores the lived experiences of doctors facing DA, career progression barriers and their wider consequences.Interpretative phenomenological analysis was chosen as the methodological framework. The six doctors interviewed were released from General Practice training before enrolling in a ‘targeted’ intervention scheme designed to support them with training completion.The cohort included four international medical graduates and two graduates from the United Kingdom. Three participants were neurodiverse. Three inter-related themes were identified. 1) ‘Career insecurity’ is defined as uncertainty about career prospects and attainment of career goals. At varying points along their journey navigating through progression barriers, participants frequently questioned their futures and the decision to persist in the arduous pursuit of training completion. 2) ‘Psychological injury’ featured prominently in the experiences of the ‘targeted trainees’. Feelings of worthlessness, helplessness, low energy and mood, and ‘traumatic’ experiences were described. 3) ‘Social injury’ illustrates consequences to doctors’ familial and social contexts (including relationships), as well as wider societal consequences (such as attrition).Our research evidences the consequences of DA and career progression barriers. We highlight the urgent need for escalated efforts in addressing the challenges faced by different groups of doctors and narrowing the attainment gap. Recommendations for interventions are included in our study. [ABSTRACT FROM AUTHOR]