Search

Competing Interests: Funding Support and Author Disclosures The authors have reported that they have no relationships relevant to the contents of this paper to disclose.

Background: Valid cause of death data are essential for health policy formation. The quality of medical certification of cause of death (MCCOD) by physicians directly affects the utility of cause of death data for public policy and hospital management. Whilst training in correct certification has been provided for physicians and medical students, the impact of training is often unknown. This study was conducted to systematically review and meta-analyse the effectiveness of training interventions to improve the quality of MCCOD., Methods: This review was registered in the International Prospective Register of Systematic Reviews (PROSPERO; Registration ID: CRD42020172547) and followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. CENTRAL, Ovid MEDLINE and Ovid EMBASE databases were searched using pre-defined search strategies covering the eligibility criteria. Studies were selected using four screening questions using the Distiller-SR software. Risk of bias assessments were conducted with GRADE recommendations and ROBINS-I criteria for randomised and non-randomised interventions, respectively. Study selection, data extraction and bias assessments were performed independently by two reviewers with a third reviewer to resolve conflicts. Clinical, methodological and statistical heterogeneity assessments were conducted. Meta-analyses were performed with Review Manager 5.4 software using the 'generic inverse variance method' with risk difference as the pooled estimate. A 'summary of findings' table was prepared using the 'GRADEproGDT' online tool. Sensitivity analyses and narrative synthesis of the findings were also performed., Results: After de-duplication, 616 articles were identified and 21 subsequently selected for synthesis of findings; four underwent meta-analysis. The meta-analyses indicated that selected training interventions significantly reduced error rates among participants, with pooled risk differences of 15-33%. Robustness was identified with the sensitivity analyses. The findings of the narrative synthesis were similarly suggestive of favourable outcomes for both physicians and medical trainees., Conclusions: Training physicians in correct certification improves the accuracy and policy utility of cause of death data. Investment in MCCOD training activities should be considered as a key component of strategies to improve vital registration systems given the potential of such training to substantially improve the quality of cause of death data.

Objective: We explored the feasibility of developing, running and evaluating a simulation-based medical education (SBME) workshop to improve the knowledge, skills and attitudes of emergency department (ED) doctors when called on to assess patients in psychiatric crisis., Method: We designed a four-hour workshop incorporating SBME and a blend of pre-reading, short didactic elements and multiple-choice questions (MCQs). Emergency department nurses (operating as SBME faculty) used prepared scripts to portray patients presenting in psychiatric crisis. They were interviewed in front of, and by, ED doctors. We collected structured course evaluations, Debriefing Assessment for Simulation in Healthcare (DASH) scores, and pre- and post-course MCQs., Results: The pilot workshop was delivered to 12 ED registrars using only existing resources of the Psychiatry and Emergency Departments. Participants highly valued both 'level of appropriateness' (Likert rating μ = 4.8/5.0) and 'overall usefulness' ( μ = 4.7/5.0) of the programme. They reported an improved understanding of the mental state and of relevant legal issues and rated the debriefings highly (participant DASH rating: n = 193; score μ = 6.3/7.0). Median MCQ scores improved non-significantly pre- and post-course (7.5/12 vs 10/12, p = 0.261)., Conclusion: An SBME workshop with these aims could be delivered and evaluated using the existing resources of the Psychiatry and Emergency Departments.

Purpose: Assess the utility of a hands-on workshop on abdominal wall reconstruction for teaching the posterior components separation (PCS) with transversus abdominis release., Methods: Our department has been organizing a training course on abdominal wall reconstruction for the last 6 years. It is a 2-day-long course and 10-12 surgeons with experience in abdominal wall surgery attend to every course. The first day is dedicated to theoretical lectures and two simultaneous live surgeries, and the second day there is a cadaver dissection. Feedback from the trainees was collected at the end of the workshop. A survey was sent to all the surgeons who had completed the course at least a year ago, to inquire how the course had improved their surgical practice., Results: From 2013 to April 2017, we have made 15 editions of the course. A total of 192 surgeons from Europe, South Africa and Middle East attended. All the surgeons answered the survey that was carried out at the end of the course. It showed a very high level of satisfaction in more than 98% of the cases. The second survey was answered by 79 surgeons (41.15%). 96% of the surgeons had modified, after attending the course, their way of dealing with complex abdominal wall problems. Only 29% of the surgeons had made a TAR before attending the course, while 86% are performing it after attending the course and 60% do it on a regular basis. In fact, 43% of surgeons have performed more than five posterior component separations in the last year., Conclusions: A workshop of abdominal wall surgery that combines live surgery, theoretical content and a cadaver lab can be a very useful tool to expand the use of new surgical techniques.

Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants' perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures., (© 2019 The Authors. Anatomical Sciences Education published by Wiley Periodicals, Inc. on behalf of American Association of Anatomists.)

Background: The integration of interprofessional education (IPE) into health professional curricula is critical to ensuring safe and efficient delivery of patient care. The intent of this manuscript is to describe the results of a pilot study designed to evaluate the impact of a large-scale interprofessional medication error prevention workshop on student perceptions of team-based patient care in the prevention of medication errors., Interprofessional Education Activity: Pharmacy, medical, and physician assistant students' perceptions of the role of multidisciplinary patient care teams in preventing medication errors were evaluated before and after participating in a three-hour interprofessional medication errors prevention workshop utilizing a modified version of the validated Attitudes Towards Health Care Teams Scale., Discussion: When comparing student attitudes among the three schools, statistically significant differences in student perceptions across the items and subscales (e.g., quality of care/process and physician centrality) captured in the instrument utilized were identified. Additionally, differences in the responses of pharmacy, medical, and physician-assistant students were found, highlighting the areas where healthcare education can be targeted to bridge the gap in opinion., Implications: We demonstrated an overall positive impact of an interprofessional medication errors prevention-themed workshop on the attitudes of the participating healthcare students. Future directions and research initiatives focusing on the role of IPE and the influence of IPE workshops on team-based performance are indicated to validate the influence of this method of education on the attitudes of post-graduate healthcare trainees and healthcare practitioners., (Copyright © 2018 Elsevier Inc. All rights reserved.)

Background: Emergency medicine practitioners must be able to perform rare, life-saving procedures. One such example is esophageal balloon tamponade, which is complex, fraught with complications, and difficult to demonstrate and practice., Discussion: We constructed a simple, inexpensive model esophagus and stomach that we attached to a mannequin, allowing emergency medicine residents to visualize and practice esophageal balloon tamponade device placement., Conclusion: Our esophageal balloon tamponade model was easy to construct and allowed demonstration, conceptual visualization, and simulated performance of the procedure., (Copyright © 2017 Elsevier Inc. All rights reserved.)

Competing Interests: Competing interests: HJ is a member of the London School of Paediatrics Trainees' Committee, Supporting Trainees subgroup. She is also trainee representative of the Royal College of Paediatrics and Child Health Recruitment Board. SS is a training programme director of the London Specialty School of Paediatrics. CK is head of the London Specialty School of Paediatrics and Child Health and a training programme director.

Understanding basic human anatomy can be beneficial for all students, regardless of when, or if, they will later undertake a formal course in the subject. For students who are preparing to undertake a formal anatomy course, educational comics on basic anatomy can serve as a concise and approachable review of the material. For other students, these comics can serve as a helpful and fun introduction to the human body. The objective of the comics in this study was to promote an understanding of fundamental human anatomy through self-learning among students. Based on the authors' previous teaching experience, these anatomy comics were produced in a simple, direct style. The comics were titled after the two main characters, "Anna" (a girl) and "Tommy" (a boy). These comics were then presented to groups of elementary school students, high school students, premedical students, and medical students to assess the comics' ability to enhance student interest and comprehension of basic anatomy. Quiz scores among high school students and premedical students were significantly higher among participants who read the educational comics, indicating a deeper comprehension of the subject. Among medical students, close reading of the comics was associated with improved course grades. These educational anatomy comics may be helpful tools to enrich a broad spectrum of different students in learning basic human anatomy. Anat Sci Educ 10: 79-86. © 2016 American Association of Anatomists., (© 2016 American Association of Anatomists.)

Background: There is rapidly increasing pressure to employ social media in medical education, but a review of the literature demonstrates that its value and role are uncertain., Objective: To determine if medical educators have a conceptual framework that informs their use of social media and whether this framework can be mapped to learning theory., Methods: Thirty-six participants engaged in an iterative, consensus building process that identified their conceptual framework and determined if it aligned with one or more learning theories., Results: The results show that the use of social media by the participants could be traced to two dominant theories-Connectivism and Constructivism. They also suggest that many medical educators may not be fully informed of these theories., Conclusions: Medical educators' use of social media can be traced to learning theories, but these theories may not be explicitly utilised in instructional design. It is recommended that formal education (faculty development) around learning theory would further enhance the use of social media in medical education., (Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.)

Background: Understanding and improving 'patient experience' is essential to delivering high quality healthcare. However, little is known about the provision of education and training to healthcare staff in this increasingly important area., Objectives: This study aims to ascertain the extent and nature of such provision in England and to identify how it might be developed in the future., Methods: An on-line survey was designed to explore training provision relating to patient experiences. To ensure that respondents thought about patient experience in the same way we defined patient experience training as that which aims to teach staff: 'How to measure or monitor the experience, preferences and priorities of patients and use that knowledge to improve their experience'. Survey questions (n=15) were devised to cover nine consistently reported key aspects of patient experience; identified from the research literature and recommendations put forward by professional bodies. The survey was administered to (i) all 180 providers of Higher Education (HE) to student/qualified doctors, nurses and allied health professionals, and (ii) all 390 National Health Service (NHS) trusts in England. In addition, we added a single question to the NHS 2010 Staff Survey (n=306,000) relating to the training staff had received to deliver a good patient experience., Results: Two hundred and sixty-five individuals responded to the on-line survey representing a total of 159 different organizations from the HE and healthcare sectors. Respondents most commonly identified 'relationships' as an 'essential' aspect of patient experience education and training. The biggest perceived gaps in current provision related to the 'physical' and 'measurement' aspects of our conceptualization of patient experience. Of the 148,657 staff who responded to the Staff Survey 41% said they had not received patient experience training and 22% said it was not applicable to them., Conclusions: While some relevant education courses are in place in England, the results suggest that specific training with regard to the physical needs and comfort of patients, and how patient experiences can be measured and used to improve services, should be introduced. Future developments should also focus, firstly, on involving a wider range of patients in planning and delivering courses and, secondly, evaluating whether courses impact on the attitudes and behaviors of different professional groups and might therefore contribute to improved patient experiences., (Copyright © 2012 Elsevier Ltd. All rights reserved.)

Introduction: Our goal was to identify the clinical questions that health care professionals have at the point of care and explore whether these questions could be used to drive a needs assessment for continuing education programs. Methods: We gathered questions from 28 clinicians; 11 were directly observed for approximately 5 days per person, while others were given the option of submitting questions via e-mail, pocket card, or text message. They were asked to report all questions--everything from clear-cut questions to vague and fleeting uncertainties--and to evaluate their importance (low, moderate, or high priority). Questions were classified based on the Ely taxonomy of question type and by specialty domain. Results: We collected 563 questions; most (n = 429) came from the direct observation participants. Most questions were high (n = 171) or moderate (n = 236) priority. Of 60 categories of question type, 65.8% of all questions (and 70% asked by primary care clinicians) fell into only 9 categories. The most common question types were "How should I treat finding/condition y given situation z?", "Is drug x indicated in situation y or for condition y?", and "What is the cause of symptom x?". Discussion: More than two-thirds of physician questions fell into one of five competencies: cause of a clinical finding, test selection, prevention, treatment selection, and prognosis. By using these questions as a form of needs assessment, educators can develop programs that directly address the information needs and questions of learners in ways that are more likely to change performance and to ultimately benefit patients. (Contains 4 tables and 1 figure.)

The three types of physicians trained in the People's Republic of China (practitioners in Chinese medicine, traditional Mongolian medicine, and western-style medicine) and the design of the medical schools and programs are discussed. (MSE)

INTRODUCTION: Over the past decade, the growth of accelerated three-year MD (3YMD) programs has flourished. In 2015, with support from the Josiah Macy Jr. Foundation, the Consortium of Medical Pathway Programs (CAMPP) started with eight North American medical schools. The objective of this paper is to evaluate the current state of the 3YMD programs. MATERIAL AND METHODS: Since 2015, the CAMPP has tracked new and prospective 3YMD programs. An electronic survey collecting curricular and programmatic information about the programs was disseminated to all members of the CAMPP in August 2023. The survey included elements related to year of initiation, number of graduates, and curricular elements. RESULTS: Of the schools with known established three-year MD programs, 29 of 32 programs responded (response rate 90%). There is growth of Accelerated Medical Pathway Programs over time with almost 20% of United States Allopathic Medical Schools having or developing an accelerated program. There have been 817 graduates from these programs from 2013-2023. Most schools include an opportunity for a directed pathway experience for students. A directed pathway is where a student completes the MD degree in three-years and then has a direct placement into an affiliated residency program, provided they meet the goals and objectives of the curriculum. Most of the schools report a mission to reduce medical student debt and build a workforce for a specialty, for a population of patients, or geographical distribution. CONCLUSIONS: Accelerated three-year medical pathway programs have grown significantly over the last decade, consistent with an overall effort to redesign medical curricula, reduce debt and contribute to the workforce.

As medical schools move to integrate the Core Entrustable Professional Activities for Entering Residency (EPAs) into curricula and address the transition from student to resident, residency preparatory courses have become more prevalent. The authors developed an experiential learning EPA-based capstone course for assessment to determine impact on learner self-assessed ratings of readiness for residency and acquisition of medical knowledge. All fourth-year students from the classes of 2018-2020 completed a required course in the spring for assessment of multiple EPAs, including managing core complaints, performing basic procedures, obtaining informed consent, and providing patient handoffs. Learners selected between three specialty-based parallel tracks - adult medicine, surgery, or pediatrics. Students completed a retrospective pre-post questionnaire to provide self-assessed ratings of residency preparedness and comfort in performing EPAs. Finally, the authors studied the impact of the course on knowledge acquisition by comparing student performance in the adult medicine track on multiple choice pre- and post-tests. Four hundred and eighty-one students were eligible for the study and 452 (94%) completed the questionnaire. For all three tracks, there was a statistically significant change in learner self-assessed ratings of preparedness for residency from pre- to post-course (moderately or very prepared: adult medicine 61.4% to 88.6% [p-value < 0.001]; surgery 56.8% to 81.1% [p-value < 0.001]; pediatrics 32.6% to 83.7% [p-value 0.02]). A similar change was noted in all tracks in learner self-assessed ratings of comfort from pre- to post-course for all studied EPAs. Of the 203 students who participated in the adult medicine track from 2019-2020, 200 (99%) completed both the pre- and post-test knowledge assessments. The mean performance improved from 65.0% to 77.5% (p-value < 0.001). An experiential capstone course for the assessment of EPAs can be effective to improve learner self-assessed ratings of readiness for residency training and acquisition of medical knowledge.

INTRODUCTION: Student-run free clinics (SRFCs) offer medical students a unique opportunity to develop their clinical, diagnostic, and social skills while providing care to medically underserved communities. This study aims to evaluate the value of SRFC involvement on students self-reported confidence in various clinical domains and satisfaction with their medical education. METHODS: We conducted a single-center retrospective pre-post assessment at an urban academic institution among second- to fourth-year medical students. We administered a 25-item questionnaire capturing the scope of clinic involvement and assessing self-reported confidence in multiple clinical domains following a one-year-long participation in student-run free clinics. RESULTS: Fifty-six students completed the survey. Participation in SRFCs significantly increased self-reported confidence in patient history-taking (p

BACKGROUND: Subspecialty fellows are a unique group of trainees for whom there currently exist few opportunities to pursue formal training as clinician-educators, as singular fellowship programs often face significant obstacles to implementing such coursework. OBJECTIVE: To develop, implement, and assess a clinician-educator course for fellows from multiple subspecialty fellowships at a single large academic medical center. METHODS: Our course, entitled Fellow as Clinician-Educator, was initiated across numerous fellowship programs from August 2021 to April 2023 at University of California San Diego Health. The synchronous component of the curriculum included four half-day workshops targeting various clinician-educator subcompetencies. The course also included ongoing educational opportunities, longitudinal mentorship, and a medical education capstone project. Measures with pre and postcourse knowledge assessments and surveys were performed to evaluate the courses impact in this prospective observational cohort. RESULTS: Forty-six fellows enrolled in the course. Overall, there was statistically significant improvement in learners confidence across 16 of 18 clinician-educator skills surveyed (P

In healthcare professions, soft skills contribute to critical thinking, decision-making, and patient-centered care. While important to the delivery of high-quality medical care, soft skills are often underemphasized during healthcare training in low-and-middle-income countries. Despite South Asias large population, the efficacy and viability of a digital soft skills curriculum for South Asian healthcare practitioners has not been studied to date. We hypothesized that a web-based, multilingual, soft skills course could aid the understanding and application of soft skills to improve healthcare practitioner knowledge, confidence, attitudes, and intent-to-change clinical practice.In September 2019 a needs assessment observing soft skills practices was conducted in several Indian states. We developed a communication-focused soft skills curriculum that comprised seven 10-minute video lectures, recorded in spoken English and Hindi. Participants consisted of any practicing healthcare professionals and trainees in select South Asian countries age 18 and over. Participant knowledge, confidence, attitudes, and intent-to-change clinical practice were evaluated using pre- and post-course tests and surveys. Statistical analyses were performed using STATA and SPSS.From July 26, 2021 to September 26, 2021, 5750 registered and attempted the course, 2628 unique participants completed the pre-test, and 1566 unique participants completed the post-test. Participants demonstrated small but statistically significant gains in confidence (?

Background: The purpose of this paper is to do a cross-sectional analysis to evaluate the impact of the Coronavirus Disease 2019 pandemic on Dental Match Residency statistics from the year 2019–2023. Methods: The Dental Match Residency statistics available from the Dental Match website were analyzed from years 2019–2023 to evaluate the impact of pre-pandemic (2019–2020), pandemic (2021, 2022) and post-pandemic year trends (2023). Important trends were evaluated and summarized using graphs, descriptive statistics, and two sample tests for proportions (chi-square test) comparing different pairs of years. Results: Total Match participants increased in 2021 followed by a drop in 2022, and 2023 despite an increase in total MATCH positions offered in 2023. The percentage of unmatched applicants to total applicants and the ratio of total applicants to total positions peaked in 2021 compared to other study periods (all yearly comparisons p < 0.001). The ratio of graduates who were not fresh out of dental school to total graduates has seen a small steady increase since 2021 (p > 0.06). Participants ranking more than one type of residency program saw an increase in 2021 which decreased in 2023 (p < 0.05). Conclusion: The Dental Match statistics have undergone several distinct changes and trends during the pre-pandemic, pandemic, and post-pandemic years. Further specific residency-based MATCH data from the USA and equivalent sources around the world needs to be investigated to understand the underlying trends and to guide future policymaking for post-graduate dental specialty training especially as it relates to specific factors such as job market, perceived quality of education, economic and geopolitical factors. [ABSTRACT FROM AUTHOR]

Background: With artificial intelligence (AI) increasingly revolutionising medicine, this study critically evaluates the integration of large language models (LLMs), known for advanced text processing and generation capabilities, in medical ethics education, focusing on promoting virtue. Positing LLMs as central to mimicking nuanced human communication, it examines their use in medical education and the ethicality of embedding AI in such contexts. Method: Using a hybrid approach that combines principlist and non-principlist methodologies, we position LLMs as exemplars and advisors. Results: We discuss the imperative for including AI ethics in medical curricula and its utility as an educational tool, identify the lack of educational resources in medical ethics education, and advocate for future LLMs to mitigate this problem as a "second-best" tool. We also emphasise the critical importance of instilling virtue in medical ethics education and illustrate how LLMs can effectively impart moral knowledge and model virtue cultivation. We address expected counter-arguments to using LLMs in this area and explain their profound potential to enrich medical ethics education, including facilitating the acquisition of moral knowledge and developing ethically grounded practitioners. Conclusions: The study involved a comprehensive exploration of the function of LLMs in medical ethics education, positing that tools such as ChatGPT can profoundly enhance the learning experience in the future. This is achieved through tailored, interactive educational encounters while addressing the ethical nuances of their use in educational settings. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to examine perceptions of work readiness from Australian physiotherapy graduates and employers. Recent research has described four domains of work readiness: Interpersonal Capabilities, Practical Wisdom, Personal Attributes and Organisational Acumen. Methods: Responses regarding the challenges and facilitatory strategies during the transition from student to physiotherapist were collected using graduate and employer surveys and were thematically analysed using a qualitative, iterative approach. Responses were initially deductively themed using domains derived from prior research and further themes were identified inductively during analysis. Results: A total of 87 graduates and 174 employers participated. Thematic analysis supported the four existing domains of work readiness and an additional two themes (proposed domains) Profession Specific Knowledge and Skills and Professionally Relevant Experiences were identified. Overall, the six domains aligned amongst graduates and employers with nuanced differences. Graduates used an individual, short-term lens and employers with a team-based, long-term view. Conclusion: There was broad alignment between graduates and employers of challenges and faciliatory strategies within the six domains. The domains identified in this study provide a holistic view of work readiness and may be used as a framework to better prepare and support graduates, and to direct learning and development to enhance the transition into the healthcare workforce. [ABSTRACT FROM AUTHOR]

Purpose: Medical students are integrated into an interprofessional team to help them learn how to provide effective, patient-centered care. Indiana University School of Medicine (IUSM) introduced a unique, easy-to-implement interprofessional exercise into each clerkship to improve students' understanding of each professional's contribution to patient care. Methods: Between 2022 and 2023, IUSM medical students interviewed a variety of healthcare professionals engaged in the care of mutual patients using a template of questions; they wrote a brief report and evaluated the experience. Students interviewed a different professional in each clerkship to broaden their exposure. Results: 3088 encounters occurred, 68% at the Indianapolis campus and 32% at regional campuses. More than 82% of students agreed or strongly agreed to each of the following prompts regarding the exercise: aided their understanding of the benefits of an interprofessional team to patient care, better understood when participation of the specific healthcare professional would benefit their patient, the experience contributed to their understanding of the role of that profession within the healthcare team, their confidence in engaging other healthcare professionals on the health care team improved, and the experience aided in understanding of their own role as a member of the health care team. Conclusion: This exercise was easy to implement across a multi-campus system and improved student comprehension of the interprofessional team and indications for their engagement in patient care. [ABSTRACT FROM AUTHOR]

The article discusses the evolution of dermatopathology education at Harvard Medical School, particularly focusing on the contributions of Dr. Martin C. Mihm, Jr. The program was established in 1975 and has since expanded to two training programs at different Harvard-affiliated institutions. Graduates have excelled in various fields, including academia, research, and commercial enterprises. The legacy of Dr. Mihm continues to inspire excellence in teaching, investigation, and patient care within the field of dermatopathology. [Extracted from the article]

Purpose: Free Open Access Medical Education (FOAMed) is an emergent phenomenon within medical education. The rise of FOAMed resources has meant that medical education needs no longer be confined to the lecture theatre or the hospital setting, but rather, can be produced and shared amongst any individual or group with access to internet and a suitable device. This study presents a review of the use of FOAMed resources by students as part of their university medical education. Method: A literature search of terms relevant to the topic of FOAMed use by medical students was completed and reviewed. The included results were subsequently analysed and categorised through qualitative analysis. Results: The increasingly digital cohort of medical students, fitting into the Gen Z and millennial generations, are generations that have taken strongly to FOAMed resources (Toohey et al., Western J Emerg Med 337–343, 2016, Shorey et al., Nurse Educ Pract 57:103247, 2021), with many of their learning styles being applicable to the methods of study that students were faced with in the online-heavy medical curriculums due to the COVID-19 pandemic (Marshall and Wolanskyj-Spinner, Mayo Clinc Proceedings 95:1135–7, 2020). However, despite the increasing use of FOAMed resources by these students, observed university study recommendations fail to recommend or integrate these resources into the curriculum. This review presents an exploration of the use of FOAMed resources by students as part of their university medical education. Conclusion: This literature review found that students are increasingly utilising FOAMed as an integral part of their medical education, demonstrating self-determined learning. However, most of the literature on this topic is of the descriptive type, with little literature available on how universities are incorporating this form of student learning into the formal curriculum. [ABSTRACT FROM AUTHOR]

Background: Effective communication with patients and their families is a fundamental skill for medical students to cultivate during their undergraduate training. However, communicating with pediatric patients presents unique challenges. This study investigated the perceptions, attitudes, and confidence levels of undergraduate medical students regarding communication skills in pediatrics. Methods: A cross-sectional, quantitative, descriptive, and analytical survey was conducted by applying a validated questionnaire, the Housestaff Communication Survey (HCS), to medical students from two higher education institutions in Minas Gerais, Brazil. Data analysis was conducted using SPSS and Excel, employing descriptive statistical tests and multiple logistic regression analyses to evaluate communication, importance, and confidence. Results: A total of 520 (52%) students participated in the study, with 422 (81.15%) aged from 20 to 29 years and 365 (68.27%) women. While only 113 (21.73%) students reported receiving training in communication skills with both adults and children during their undergraduate studies, over half (270) reported no such training. Those lacking training exhibited lower confidence levels compared with those trained exclusively with adults. Although most students recognized the importance of communication skills, their confidence levels were generally below 60%. Multiple logistic regression analysis identified gender, institution, academic period, and training as significantly associated variables with communication scores. Conclusions: Training, gender, and academic period emerged as the most significant variables influencing communication skills. Most students expressed lower confidence in interviewing children. To enhance communication with pediatric patients and their families, comprehensive training in pediatric communication skills during undergraduate studies is imperative. [ABSTRACT FROM AUTHOR]

ABSTRACT Objective Methods Results Conclusions This study aimed to investigate the supporting role of artificial intelligence (AI) in digital cervical cytology training.A total of 104 trainees completed both manual reading and AI‐assisted reading tests following the AI‐assisted digital training regimen. The interpretation scores and the testing time in different groups were compared. Also, the consistency, sensitivity, specificity, positive predictive value (PPV) and negative predictive value (NPV) of diagnoses were further analysed through the confusion matrix and inconsistency evaluation.The mean interpretation scores were significantly higher in the AI‐assisted group compared with the manual reading group (81.97 ± 16.670 vs. 67.98 ± 21.469, p < 0.001), accompanied by a reduction in mean interpretation time (32.13 ± 11.740 min vs. 11.36 ± 4.782 min, p < 0.001). The proportion of trainees' results with complete consistence (Category O) were improved from 0.645 to 0.803 and the averaged pairwise κ scores were improved from 0.535 (moderate) to 0.731 (good) with AI assistance. The number of correct answers, accuracies, sensitivities, specificities, PPV, NPV and κ scores of most class‐specific diagnoses (NILM, Fungi, HSV, LSIL, HSIL, AIS, AC) also improved with AI assistance. Moreover, 97.8% (89/91) of trainees reported substantial improvement in cervical cytology interpretation ability, and all participants (100%, 91/91) expressed a strong willingness to integrate AI‐assisted diagnosis into their future practice.The utilisation of an AI‐assisted digital cervical cytology training platform positively impacted trainee performance and received high satisfaction and acceptance among clinicians, suggesting its potential as a valuable adjunct to medical education. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has led to unprecedented experiences across all facets of life, profoundly affecting medical education and the methodologies employed in teaching and learning. This global health crisis has necessitated significant adaptations within educational frameworks, fundamentally altering how medical training is delivered. The present study aimed to investigate the status of virtual learning from the perspective of students at Zahedan University of Medical Sciences (ZAUMS), Iran. Methods: In this cross-sectional study, 390 students' perspectives from five faculties of ZAUMS, were selected using a stratified sampling method from January to February 2023. A 51-item researcher-developed questionnaire with six subscales of teaching method (9 items), professors' interaction (5 items), evaluation (20 items), content delivery (6 items), students' participation (3 items), and infrastructure (8 items) was used to collect the data. Responses were rated using a 5-point Likert scale. Experts confirmed the validity, and its reliability was estimated using Cronbach's alpha (0.86). Mann-Whitney, Kruskal-Wallis, and Spearman correlation were used to analyze the data in SPSS 22. Results: The response rate in the study was 92%. The total mean score of the students' perspective was 3.17±0.43. The mean scores across the six evaluated domains were as follows: teaching methods scored 3.03±0.58, professors' interaction 3.35±0.65, evaluation 3.18±0.43, content delivery 3.22±0.57, students' participation 2.91±0.69, infrastructure 3.34±0.50. The highest and lowest average scores were related to professors' interaction and students' participation, respectively. A significant relationship was only found between students' views and gender (t=2.85, P=0.004). Conclusion: Students typically regarded virtual learning as quite favorable. However, there is potential to enhance the quality of virtual education, particularly in terms of student engagement. This improvement can be facilitated by incorporating discussion forums and chat rooms, assigning group tasks, developing collaborative projects, and fostering a more engaging learning atmosphere through the use of gamification and simulations. [ABSTRACT FROM AUTHOR]

Background: Due to the growing issue of medical errors, ensuring safer, and evidence-based prescribing practices, a training course on rational drug prescription for medical students is mandatory. Currently, the training course on rational drug prescription in Mashhad University of Medical Sciences and other faculties has not been defined for medical interns. The present study investigated the effects of a pharmacy-based rational pharmacotherapy training course on improving medical students' pharmacotherapy knowledge and skills. Method: In 2023, thirty internal internship students of Mashhad University of Medical Sciences were assigned to the intervention and control groups. A pre-test survey was administered to all participants at the beginning of their internal internship. The intervention group underwent a seven-day course on rational pharmacotherapy at the hospital pharmacy unit. In contrast, the control group had their regular internship training. Post-tests were conducted for both groups at the end of their internal internship period. Ultimately, the pre-test and post-test scores were compared between the two groups. Results: A total of 30 interns with an average age of 24.88 ± 0.97 years were included in the study. There was no significant difference in their basic level of prescription knowledge between the two groups (p=0.314). Following intervention, a substantial improvement was noted in the overall post-test score of the intervention group (P=0.001). Conclusion: A pharmacy-based pharmacotherapy training course can substantially improve medical students' pharmacotherapy knowledge and skills. The present findings advocate for the integration of such courses into the medical education curricula, aiming to enhance rational drug prescription practices among future physicians. [ABSTRACT FROM AUTHOR]

Introduction: Telemedicine is an increasingly common form of healthcare delivery in the United States. It is unclear how there are differences in clinical performance in early learners between in-person and telemedicine encounters. Materials & Methods: The authors conducted a single-site retrospective cohort study of 241 second-year medical students to compare performance between in-person and telemedicine standardized patient (SP) encounters. One hundred and twenty medical students in the 2020 academic year participated in a telemedicine encounter, and 121 medical students in the 2022 academic year participated in an in-person encounter. SPs completed a multi-domain performance checklist following the encounter, and the authors performed statistical analyses to compare student performance between groups. Results: Students who completed in-person encounters had higher mean scores in overall performance (75.2 vs. 69.7, p < 0.001). They had higher scores in physical exam (83.3 vs. 50, p < 0.001) and interpersonal communication domains (95 vs. 85, p < 0.001) and lower scores in obtaining a history (73.3 vs. 80, p = 0.0025). There was no significant difference in assessment and plan scores (50 vs. 50, p = 0.96) or likelihood of appropriately promoting antibiotic stewardship (41.3% vs. 45.8%, p = 0.48). Conclusion: The authors identified significant differences in clinical performance between in-person and telemedicine SP encounters, indicating that educational needs may differ between clinical environments. [ABSTRACT FROM AUTHOR]

India's healthcare system is a complex structure divided into public and private sectors. The public sector, funded and managed by the government, aims to offer accessible and affordable healthcare to the citizens. It includes a network of primary health centres, district hospitals, and specialised medical institutions like the All India Institute of Medical Sciences (AIIMS). In contrast, the private sector, comprising of the small clinics and large hospitals offering a wide range of services often at a higher cost. This dual structure reflects the challenges of ensuring equitable access to quality healthcare across the country, highlighting the need for integrated strategies to bridge the gap between these sectors. This review discusses a patient-centric model, rather than a pathy-centric one, which can offer a more effective healthcare solution. Patient-centric models offer various health services at a single point of contact, allowing patients to benefit from the strengths of different systems of medicine in one place. Achieving this model requires a multilevel approach, with systems of medicine functioning alongside each other as complementary services. Key areas for integration include clinical practice, medical education, and research, all aimed at fostering a patient-centric approach. The benefits of such an integrated system include holistic health approaches, improved accessibility, and enhanced research opportunities. However, significant hurdles must be addressed, including cultural biases, regulatory fragmentation, and the need for evidence-based practices. Strategies for overcoming these challenges include the development of supportive national health policies, educational reforms, and community engagement initiatives. This review article explores the concept of "One Nation, One Health System", which proposes the integration of traditional and modern health practices into a unified framework to enhance healthcare delivery. [ABSTRACT FROM AUTHOR]

Accessible summary: What is known on the subject: Interactive learning environments are known to be among the most effective methods used in education.Some of the interactive methods used in psychiatric nursing education are simulations, group discussions, case studies and video and film presentations. In psychiatric nursing education, cinematic films are among the online methods used.It is known that films used in psychiatric nursing education are useful for understanding mental disorders, the nurse–patient relationship, the roles of the nurse and the therapeutic environment. What the paper adds to existing knowledge: The COVID‐19 pandemic deeply affected nursing education, and the difficulties faced gave rise to many new perspectives. After this period, it is of prime importance to update the nursing curriculum and develop new strategies in clinical practice.Teaching with films can help students to understand people's feelings, make sense of them and empathize. This method can have an emotional impact on student nurses and take learning to a deeper level beyond simple theoretical understanding. What are the implications for practice: The findings of the study suggest that teaching through film is an effective method that can be used practically in psychiatric nursing education.Standardizing these practices may be an effective strategy for developing students' professional identity as nurses.This study is focused on undergraduate students, but has implications for nurses in continuing education and professional development of nurses in developing a positive perspective towards psychiatric patients, increasing self‐awareness and reducing prejudices. Introduction: The COVID‐19 pandemic affected many areas of life and had a negative effect on education. Aim/Question: This study investigated the impacts of using film as a method of education in students who were taking Psychiatric Nursing class during the COVID‐19 pandemic, examining how this method contributed to theoretical and clinical practices of the students, their personal development and their viewpoint on psychiatric patients. Method: This study adopted a qualitative research design. The study data were collected from 15 nursing students in June 2022. Interviews were conducted, audiotaped and transcribed verbatim. Results: The method of education via film made contributions such as better theoretical understanding of the subjects taught, acquisition of analytical thinking skills and greater awareness of professional nursing skills and care practices. The students developed their professional perspectives, and their motivation increased. Discussion: Using film is effective and practical when used in psychiatric nursing education. Standardizing these practices may be an effective strategy for developing students' sense of their identity as professional nurses. Implication for Practice: This study relates directly to undergraduate students and also has implications for nurses undergoing continuing education and professional development. [ABSTRACT FROM AUTHOR]

Objective: The focus of this article is on blended learning in medical education, including its components and implementation. Methods: The research method used is a descriptive-analytical review, with content sourced from books and articles. The article aims to elucidate the concept of blended learning in medical education through implicit knowledge. The integration of information and communication technology in education has resulted in the adoption of blended learning environments. Results: Blended learning involves utilizing multiple teaching methods, strategies, techniques, or media to deliver educational content and materials. It has been proposed as the second wave of e-learning and is a new approach in educational planning that combines electronic and face-to-face equipment, as well as student-centered and teacher-centered methods. This approach seeks to combine cognitive learning principles and social constructivism, bringing together informative, enabling, and creative education systems. The use of blended learning strengthens learners' activities by incorporating problem-solving and questioning methods through group interactions and healthy competition within a dynamic structure. Conclusion s: This study discusses the concepts, foundations, methods, and advantages of blended learning in electronic education. The use of blended learning can promote and expand innovative teaching-learning approaches, particularly in the face of emerging epidemics such as COVID-19. [ABSTRACT FROM AUTHOR]

In the realm of Chinese narrative medicine, narrative thinking holds equal significance to evidence-based thinking within clinical practice, making substantial contributions to patient safety and medical quality. Ancient Chinese medical theories advocate forging a narrative bond with patients, urging healthcare practitioners to utilize Dao Shu Jie He (道术结合 integration of Dao and techniques) and Yi Dao Yu Shu (以道驭术 guiding techniques with Dao) during diagnosis, treatment, and rehabilitation. In this context, Dao (道) in traditional Chinese medicine (TCM) corresponds to narrative thinking (叙事思维) while Shu (术) aligns with scientific thinking (科学思维) in evidence-based medicine. This study adopts "narrative Chinese medicine" within the "discourse system of Chinese narrative medicine" as its framework, centering on medical stories that exemplify the application of narrative thinking in ancient Chinese diagnosis and treatment. It delves into the narrative thinking encapsulated in Chinese medicine, such as Guan Wu Qu Xiang (观物取象 observing things and extracting information), Can He Er Xing (参合而行 final examination and decision by integrating the four diagnoses), Xing Shen Bing Zhi (形神并治 body-spirit treatment), Xin Shen Jian Li (心身兼理 mind-body balance) and Bian Zheng Lun Zhi (辨证论治 treatment based on pattern differentiation). The study endeavors to inspire contemporary medical educators and clinicians to acknowledge the value of narrative thinking in TCM and fully incorporate it into daily medical practice. [ABSTRACT FROM AUTHOR]