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This study addresses the pervasive challenges of low hepatitis B (HBV) and hepatitis C (HCV) testing rates coupled with the stigma associated with these diseases in low‐ and middle‐income countries (LMICs) with a special focus on Bangladesh. This study aims to introduce an innovative crowdsourcing intervention that involves medical students, a crucial cohort with the potential to shape healthcare attitudes. Through a structured crowdsourcing approach, the study designs and implements a digital intervention to counter stigma and promote testing among medical students in Dhaka, Bangladesh. Participants submitted brief videos or texts aiming to encourage hepatitis testing and reduce stigma. The call, advertised through meetings, emails, and social media, welcomed entries in English or Bengali over 3 weeks. A panel of six judges evaluated each entry based on clarity, impact potential, innovation, feasibility, and sustainability, awarding prizes to students behind the highest‐rated submissions. Seventeen videos and four text messages received an average score of 5.5 among 440 surveyed medical students, predominantly 22 years old (16%) and in their fourth year (21%). After viewing, 360 students underwent screening, identifying two previously undiagnosed HBV cases referred for care; no HCV infections were found. Notably, 41% expressed concerns about individuals with HBV working in hospitals or having a doctor living with HBV. In conclusion, this pilot showcases the power of medical students in spearheading campaigns to counter hepatitis stigma and encourage testing. By utilizing crowdsourcing, the study introduces an innovative approach to a persistent issue in LMICs specially in Bangladesh, offering a model that could potentially be adapted by other regions grappling with similar challenges. [ABSTRACT FROM AUTHOR]

Objective: The aim of the study is to document the current state of musculoskeletal (MSK) medicine education across nationally accredited undergraduate medical programs. Design: A cross-sectional survey design was used to gather curricular data on the following three musculoskeletal themes: (1) anatomy education, (2) preclinical education, and (3) clerkship education. Results: The survey had a 100% response rate with all 14 English-language medical schools in Canada responding. The mean time spent teaching musculoskeletal anatomy was 29.8 hrs (SD ± 13.7, range = 12–60), with all but one program using some form of cadaveric-based instruction. Musculoskeletal preclinical curricula averaged 58.0 hrs (SD ± 53.4, range = 6–204), with didactic lectures, case-based learning, and small group tutorials being the most common modes of instruction. Curricular content varied greatly, with only 25% of "core or must-know" musculoskeletal topics being covered in detail by all programs. Musculoskeletal training in clerkship was required by only 50% of programs, most commonly being 2 wks in duration. Conclusions: Results document the large variability and curricular inadequacies that exist in musculoskeletal education across nationally accredited allopathic programs and highlight the need for the identification and implementation of more consistent musculoskeletal curricular content and educational standards by all nationally accredited medical programs. [ABSTRACT FROM AUTHOR]

It is crucial that future physicians understand the nature of opioid use disorder (OUD). We designed a pilot Observed Structured Clinical Examination (OSCE) using simulated patients (SPs) experiencing OUD with concurrent chronic pain. The case was piloted in 2021 and 2022 during the multi-station OSCE that all the medical school clerkship students take at the end of their third year of medical school. A total of 111 medical students completed the OSCE in 2021 and 93 in 2022. The authors developed a case description and an assessment instrument for the SP to evaluate the student's performance on history taking, communication and professionalism. The evaluation was mixed-methods using SP evaluation data and a qualitative assessment of medical students' answers to 4 questions which were analyzed with a priori codes. In both years, the total scores for the case were slightly slower than the established OSCE cases in both years. A total of 75% (148/197) of students who responded to the assessment found the case difficult to manage. Strengths of the case included a majority of the students reporting the case helped them to identify strengths and weakness in assessing and treating OUD. Weaknesses included the lack of enough patient history and the perception that the SP was unrealistic (too nice). This pilot OSCE was challenging for the third year medical students based on the evaluative data. Given the scope of OUD and deaths, training students to identify and treat OUD during undergraduate medical education is of paramount importance. [ABSTRACT FROM AUTHOR]

Objectives: To assess the intra/inter‐observer reliability of cystoscopic sphincter evaluation (CSE) in men undergoing sling surgery for urinary incontinence and if possible to evaluate its correlation with the final clinical decision. Patients and methods: Two expert urologists prospectively filmed and recorded, incontinent patient's cystoscopies according to a standard scenario. Anonymised recordings where randomly offered to the same observer twice. The observers (medical students, urology residents and full urologist with 0–5, 5–10, >10 years of practice, respectively) were asked to assess and score the recordings without knowing any of the patients' characteristics. Results: In total, 37 recordings were scored twice by the 26 observers. The intraclass correlation coefficient (ICC) for intra‐observer reliability of the CSE was 0.54 (moderate), 0.58 (moderate) and 0.60 (substantial) for medical students, residents, and urologists, respectively. However, when stratifying observers according to their experience, the lowest agreement values were found between experts with >10 years of experience. The inter‐observer reliability for the CSE ICCs ranged between 0.31and 0.53, with the lowest ICC value observed between urologists (0.31). Conclusions: The study demonstrates poor intra‐ and inter‐observer reliability of the CSE. According to these results, a CSE does not add valuable information to the clinical evaluation. In this scenario, it should not be considered in isolation from the patient's characteristics. [ABSTRACT FROM AUTHOR]

This qualitative inquiry focused on exploring counseling students' (N = 22) lived experiences with participating in an experiential workshop focused on creatively exploring messages within body language. The researchers identified six themes: (a) relational-cultural dynamics, (b) vulnerability, (c) authentic connection, (d) self-compassion, (e) embodied wisdom, and (f) feedback. Implications for counseling and counselor training, and recommendations for future research are discussed. The researchers concluded that experiential activities may have the potential to increase internal and interpersonal awareness and skills related to nonverbal communication and embodiment. [ABSTRACT FROM AUTHOR]

This systematic review examined geographical and temporal trends in medical school ophthalmology education in relationship to course and student outcomes. Evidence suggesting a decline in ophthalmology teaching in medical schools is increasing, raising concern for the adequacy of eye knowledge across the rest of the medical profession. Systematic review of Embase and SCOPUS, with inclusion of studies containing data on medical school ophthalmic course length; 1 or more outcome measures on student ophthalmology knowledge, skills, self-evaluation of knowledge or skills, or student course appraisal; or both. The systematic review was registered prospectively on the International Prospective Register of Systematic Reviews (identifier, CRD42022323865). Results were aggregated with outcome subgroup analysis and description in relationship to geographical and temporal trends. Descriptive statistics, including nonparametric correlations, were used to analyze data and trends. Systematic review yielded 4596 publication titles, of which 52 were included in the analysis, with data from 19 countries. Average course length ranged from 12.5 to 208.7 hours, with significant continental disparity among mean course lengths. Africa reported the longest average course length at 103.3 hours, and North America reported the shortest at 36.4 hours. On average, course lengths have been declining over the last 2 decades, from an average overall course length of 92.9 hours in the 2000s to 52.9 hours in the 2020s. Mean student self-evaluation of skills was 51.3%, and mean student self-evaluation of knowledge was 55.4%. Objective mean assessment mark of skills was 57.5% and that of knowledge was 71.7%, compared with an average pass mark of 66.7%. On average, 26.4% of students felt confident in their ophthalmology knowledge and 34.5% felt confident in their skills. Most evidence describes declining length of courses devoted to ophthalmology in the last 20 years, significant student dissatisfaction with courses and content, and suboptimal knowledge and confidence. Proprietary or commercial disclosure may be found in the Footnotes and Disclosures at the end of this article. [ABSTRACT FROM AUTHOR]

Purpose: Uncertainty is ubiquitous within medical practice. Accordingly, how individuals respond to uncertainty, termed uncertainty tolerance (UT), is increasingly considered a medical graduate competency. Despite this, aspects of the UT construct are debated, which may relate to research focused on measuring UT, rather than understanding students' experiences. Therefore, we asked (1) how do medical students describe their responses to uncertainty, (2) how (if at all) do described responses change over time and (3) how do described responses contribute to understanding the UT construct. Methods: Engaging an interpretivist worldview, we conducted a longitudinal qualitative study throughout 2020 with 41 clinical medical students at an Australian medical school. Participants completed reflective diary entries across six in‐semester time‐points (n = 41, 40, 39, 38, 37 and 35) and semi‐structured interviews at the end of both semesters (n = 20 per semester). We analysed data using framework analysis. Results: Although participants communicated accepting health care uncertainties, described cognitive appraisals of uncertainty ranged from threatening (e.g. challenging credibility) to opportunistic (e.g. for learning and growth). Emotions in response to uncertainty were predominately described in negative terms, including worry and anxiety. Participants described a range of maladaptive and adaptive behavioural responses, including avoiding versus actively engaging with uncertainty. Despite describing typically negative emotions across time, participants' cognitive and behavioural response descriptions shifted from self‐doubt and avoidance, towards acceptance of, and engagement despite uncertainty. Conclusions: Students' descriptions of responses to uncertainty suggest existing UT conceptualisations may not holistically reflect medical students' experiences of what it means to be uncertainty 'tolerant', especially pertaining to conceptualisations of 'tolerance' centred on emotions (e.g. stress) rather than how uncertainty is ultimately managed. Extending from this study, the field could consider redefining characteristics of uncertainty 'tolerance' to focus on adaptive cognitive and behavioural responses, rather than emotional responses as key indicators of 'tolerance'. Stephens et al. explore medical students' responses to uncertainty; despite feeling stressed, students described acting adaptively, prompting reflection on using behaviour rather than emotion as indications of tolerance. [ABSTRACT FROM AUTHOR]

Introduction: Test‐enhanced learning (TEL) is an impactful teaching and learning strategy that prioritises active learner engagement through the process of regular testing and reviewing. While it is clear that meaningful feedback optimises the effects of TEL, the ideal timing of this feedback (i.e. immediate or delayed) in a medical education setting is unclear. Method: Forty‐one second‐year medical students were recruited from the University of Melbourne. Participants were given a multiple‐choice question test with a mix of immediate (i.e. post‐item) and delayed (i.e. post‐item‐block) conceptual feedback. Students were then tested on near and far transfer items during an immediate post‐test, and at a one‐week follow‐up. Results: A logistic mixed effects model was used to predict the probability of successful near and far transfer. As expected, participants in our study tended to score lower on far transfer items than they did on near transfer items. In addition, correct initial response on a parent question predicted subsequent correct responding. Contrary to our hypotheses, the feedback timing effect was non‐significant—there was no discernible difference between feedback delivered immediately versus delayed feedback. Discussion: The findings of this study suggest that the timing of feedback delivery (post‐item versus post‐item‐block) does not influence the efficacy of TEL in this medical education setting. We therefore suggest that educators may consider practical factors when determining appropriate TEL feedback timing in their setting. Building on the literature suggestive of Test‐enhanced Learning offering a powerful education strategy, the authors report that immediate & delayed feedback is equally beneficial. [ABSTRACT FROM AUTHOR]

This article explores the use of Entrustable Professional Activities (EPAs) for advanced practice providers (APPs) in the field of neurocritical care. EPAs are specific tasks or responsibilities that APPs should be able to perform independently. The study aimed to define a set of EPAs for APPs in neurocritical care through a modified Delphi consensus approach. The results identified six core EPAs, as well as nested EPAs that can be customized for specific patient populations or settings. The study acknowledges the limitations of its findings and suggests that further research is needed to evaluate the effectiveness of EPAs in APP education. [Extracted from the article]

Insomnia symptoms are common among medical students. This study explored the perspectives of medical students about which sleep management strategies to use. Medical students responded to an online survey on their thoughts about the use of various sleep management strategies. Of the 828 respondents, 568 (69%) provided responses to questions about the most preferred strategies and 450 (54%) provided responses about their least preferred strategies. About 48.5% felt their insomnia symptoms were too mild to see a clinician and 23.9% did not think their symptoms warranted sleep medication. Over 40% of students could not avoid work before sleep, have consistent sleep/wake times, or engage in regular exercise because of their busy and inconsistent schedules. Approximately 40–60% could not improve their sleep environment (e.g. better heating and bed) because of the associated costs. Over 80% reported an inability to change their pre-sleep habits (e.g. using electronics close to bedtime, using bed for activities other than sleep or sex). Half of the students disliked relaxation techniques or felt they would not help. Around 30–50% did not believe that changing caffeine and/or alcohol intake would affect their sleep. Medical students may benefit from additional sleep education. Clinicians may need to discuss which strategies individual students prefer and modify their recommendations accordingly. [ABSTRACT FROM AUTHOR]

The article explores the use of artificial intelligence (AI) in spine surgery, discussing its potential applications in preoperative planning, intraoperative guidance, and postoperative monitoring. The authors highlight the benefits of AI in improving surgical outcomes, reducing complications, and enhancing patient care. The article provides a thorough overview of the current state of AI in spine surgery and its future possibilities. [Extracted from the article]

Background: Medical colleges in Central India often face shortages of cadavers for anatomical education, hindering the development of future doctors' practical skills. Whole body donation programs offer a potential solution, but their impact in this region remains unexplored. Objective: This study investigates the influence of whole body donation programs on medical colleges in Central India. Methods: A mixed-methods approach will be employed. Quantitative data will be collected through surveys of medical educators and students of Ram Krishna Medical College Hosptal and Research Centre, Bhopal, Madhya Pradesh to assess the perceived impact of whole body donation on practical skill development, curriculum effectiveness, and student confidence. Qualitative data will be gathered through interviews with key stakeholders involved in donation programs to understand challenges and opportunities. Expected Outcomes: The study aims to reveal how whole body donation programs contribute to: • Enhanced practical anatomical training for medical students. • Development of more competent and confident future doctors. • Identification of potential challenges associated with these programs in the Central Indian context. Implications: This research will provide valuable insights for medical colleges considering the implementation or expansion of whole body donation programs. It can inform strategies to optimize the use of donated bodies for improved medical education and ultimately, better patient care in Central India. [ABSTRACT FROM AUTHOR]

Robust demonstration of high-quality, fit-for-purpose interprofessional education (IPE) is essential for today's health professional students, staff, curricula, and regulatory bodies. As IPE moves from discrete "events" to fully embedded spirals of learning across degree programme curricula, effective mechanisms for monitoring continuous quality improvement are paramount. An accreditation tool was therefore developed for all learning activities contributing to the IPE curriculum of a university in Aotearoa New Zealand. We worked over 15 months, introducing a user-friendly tool to collect data, managing accreditation processes, and integrating with wider systems. We identified key levers to monitor, adjust, and continuously improve quality in IPE teaching and learning at individual-activity and programmatic levels. [ABSTRACT FROM AUTHOR]

Recent research suggests that serious gaming is a promising strategy for interprofessional education (IPE). This report describes the design and pilot testing of a large-scale, mobile, technology-enhanced serious game embedded in the IPE curriculum in Geneva, Switzerland. Organized into teams of eight, the students were tasked with finding a young patient who had just escaped from the intensive care unit. Through a series of 10 stations, they explored hospital- and community-based locations of the healthcare system and were engaged in various learning and game activities; they were rewarded with cues to unveil the mystery. A total of 582 undergraduate students from seven disciplines (medicine, midwifery, nursing, nutrition-dietetics, pharmacy, physiotherapy, and technology in medical radiology) took part. Survey results (response rate: 62.8%) suggest that an overall majority of students valued the game, particularly the collaborative experience of actively learning from others in autonomous teams. Qualitative feedback allowed us to identify future areas for improvement: simplifying the adventure storyline and optimizing student flow. Educational institutions across the world facing challenges when creating IPE activities will find in this report ideas and lessons learnt to use mobile technology and serious gaming for large cohorts of students. [ABSTRACT FROM AUTHOR]

Emergency physicians and trainees provide the initial care for critically ill patients. In times of emergency department boarding, this care may extend beyond the first few hours. To meet the needs of this population, a standardized novel critical care curriculum targeting third- and fourth-year medical students was developed. We hypothesized that the institution of such a curriculum is feasible and will provide an increased understanding of the underlying critical care principles within this learner population. We developed a 2-month-long critical care curriculum (February–April) and carried out the course twice from 2022–2023. Our pilot study deployed this curriculum to medical students interested in critical care through the American Academy of Emergency Medicine/Resident and Student Association. The primary outcome included was the overall composite score comparison of the pre- and post-course evaluations, with a higher score indicating that the student improved their comprehension. Secondary outcomes included the individual factors of the pre- and post-course surveys. Fifty-one trainees completed the pilot course, including 11/51 (21.6%) third-year medical students and 40/51 (78.4%) fourth-year medical students. Overall, 39 had "no experience" in critical care and 12 indicated that they had "previous experience." The students' baseline pre-course from the pooled 2022 and 2023 Introduction to Critical Care in Emergency Medicine (ICCEM) curriculum data was 3 (interquartile range 4–3) and their post-course score was 9 (interquartile range 9–9), p -value 0.015 for the 51/54 students who completed the course. The novel curriculum was found to be effective during its implementation in third- and fourth-year medical students. As such, it indicated that a critical care fundamentals course improves confidence in these topics for students with and without prior experience. Further work is necessary to understand the generalizability and knowledge retention of the proposed pilot curriculum. [ABSTRACT FROM AUTHOR]

Responses to COVID-19 within medical education prompted significant changes to the surgical clerkship. We analyzed the changes in medical student end of course feedback before and after the COVID-19 outbreak. Postclerkship surveys from 2017 to 2022 were analyzed including both Likert scale data and free text, excluding the COVID outbreak year 2019-2020. Likert scale questions were compared between pre-COVID (2017-2019) and COVID-era cohorts (2020-2022) with the Mann–Whitney U -test. Free-text comments were analyzed using both thematic analysis and natural language processing including sentiment, word and phrase frequency, and topic modeling. Of the 483 medical students surveyed from 2017 to 2022, 297 responded (61% response rate) to the included end of clerkship surveys. Most medical students rated the clerkship above average or excellent with no significant difference between the pre-COVID and COVID-era cohorts (70.4% Versus 64.8%, P = 0.35). Perception of grading expectations did significantly differ, 51% of pre-COVID students reported clerkship grading standards were almost always clear compared to 27.5% of COVID-era students (P = 0.01). Pre-COVID cohorts more frequently mentioned learning and feedback while COVID-era cohorts more frequently mentioned case, attending, and expectation. Natural language processing topic modeling and formal thematic analysis identified similar themes: team, time, autonomy, and expectations. COVID-19 presented many challenges to undergraduate medical education. Despite many changes, there was no significant difference in clerkship satisfaction ratings. Unexpectedly, the greater freedom and autonomy of asynchronous lectures and choice of cases became a highlight of the new curriculum. Future research should investigate if there are similar associations nationally with a multi-institutional study. [ABSTRACT FROM AUTHOR]

Diversity in medicine has a positive effect on outcomes, especially for Asian patients. We sought to evaluate representation of Asians across entry and leadership levels in surgical training. Publicly accessible population data from 2018 to 2023 were collected from the US Census Bureau, the Association of American Medical Colleges, and the American Board of Surgery (ABS). Frequencies based on self-identified Asian status were identified, and proportions were calculated. The US census showed Asians constituted 4.9% of the US population in 2018 versus 6% in 2023. The proportion of Asian medical students rose from 21.6% to 24.8%; however, Asian surgical residency applicants remained constant at 20%. ABS certifications of Asians have increased from 13.7% to 18.5%. ABS examiners increased from 15.7% to 17.1%. In 5 years, Asians have made numeric gains in medical school and surgical training. However, Asian representation lags at Board examiner levels compared to the medical student population. The ABS has made recent efforts at transparency around examiner and examinee characteristics. A pillar of ensuring a well-trained surgical workforce to serve the public is to mandate that all surgical trainees and graduates undergo fair examinations, and are fairly assessed on their qualifications. Observed progress should further invigorate all surgical applicants, residents and leadership to take an even more active role in making surgery more diverse and welcoming to all, by including careful analyses of diversity at all levels. [ABSTRACT FROM AUTHOR]

College students, particularly those in healthcare fields, face an elevated risk of suicidal ideation and depression. Therefore, it is essential to explore how both actual and perceived emotional resources may play a role in suicide prevention within this age group. This study examined (1) whether actual self-focused emotion-regulation ability diminishes suicidal ideation through a decrease in depressive symptoms, and (2) whether perceived self-emotion appraisal moderates this relationship. In 312 healthcare students (209 women) actual self-focused emotion-regulation ability was negatively related to suicidal ideation through depressive symptoms. Furthermore, perceived self-emotion appraisal buffered the relationship between depressive symptoms and suicidal ideation. Findings suggest that perceived self-emotion appraisal may reinforce the adaptiveness of actual self-focused emotion-regulation ability as a protective factor for psychological maladjustment. The results indicate the collaborative ability to regulate one's emotions coupled with the self-perception of emotion appraisal could effectively alleviate the potential progression of emotional difficulties among healthcare students. [ABSTRACT FROM AUTHOR]

BackgroundObjectiveMethodsResultsConclusionsThe UK faces a decline in medical students’ interest in general practice (GP), crucial for its healthcare system. This trend endangers primary care sustainability and broader healthcare infrastructure, necessitating innovative educational approaches to improve perceptions of general practice.To assess the impact of a pilot programme integrating innovative educational strategies on medical students’ perceptions of general practice, aiming to highlight potential reforms for medical education and primary care’s future in the UK.A longitudinal pilot study with eighteen fifth-year medical students from Queen Mary University of London employed a diverse educational approach over thirty-six months. The programme encompassed mentorship, storytelling, community home visits, interactive patient cases, and GP speciality clinics, covering six GP practice domains. Data were collected through mid-placement and end-of-placement questionnaires to evaluate students’ perceptions and interest in GP careers.The programme significantly improved students’ perceptions of general practice. Mentorship and storytelling saw an 83% to 94% increase in appreciation for GP complexities and impact. Community home visits enhanced cultural sensitivity and holistic health views among 67% to 89% of participants. Interactive patient cases and GP speciality clinics notably advanced understanding of GP’s multidisciplinary nature. Exposure to GP-led research and business initiatives heightened awareness of entrepreneurial and innovative opportunities within general practice.Innovative educational strategies can substantially influence medical students’ perceptions and interest in general practice. The study suggests that enriching medical education with real-world experiences, mentorship, and comprehensive general practice exposure can counter declining interest, showcasing general practice as a dynamic and fulfilling career. [ABSTRACT FROM AUTHOR]

Background: Obesity is a global health concern, and understanding its prevalence among medical students is crucial for shaping targeted interventions. This systematic review and meta-analysis aim to comprehensively assess the prevalence of obesity and overweight among medical students. Methods: A systematic literature search was conducted across major databases, including PubMed, Scopus, and Web of Science, in order to identify relevant studies that evaluated obesity and overweight among medical students. Inclusion criteria encompassed published and peer-reviewed studies reporting the prevalence of obesity among medical students. Results: A total of 1245 studies were screened based on their titles and abstracts, and 99 studies comprised a total sample size of 47,455 medical students across diverse geographical regions were included in this study. The overall pooled prevalence of overweight among medical students was estimated at 18% (95% CI: 17%—20%), with obesity at 9% (95% CI: 7%—11%). The combined prevalence of excess weight (overweight and obesity) was calculated to be 24% (95% CI: 22%—27%). Meta-regression results indicated a significant correlation between study year and overweight/obesity prevalence (p < 0.05), with a trend towards increasing prevalence over time. Male medical students exhibited a higher pooled prevalence, increasing with the percentage of male participants. Conclusion: This systematic review and meta-analysis provide a comprehensive overview of the prevalence of obesity among medical students globally. In summary, obesity and overweight present a substantial worldwide health concern, especially among susceptible groups such as medical students, whose prevalence is on the rise. It is crucial to grasp the extent and contributing factors of obesity among medical students to formulate precise interventions aimed at fostering healthier habits and alleviating the adverse impacts of obesity on both physical and mental health. [ABSTRACT FROM AUTHOR]

The article discusses the importance of precise clinical descriptions in movement disorders for effective research reporting and clinical management. It emphasizes how detailed phenomenology, encompassing the clinical features of various movement disorders, serves as a foundation for accurate diagnosis and informs advancements in technology-driven research.

Rationale and Aim Methods Results Conclusion Testing of new drugs through clinical trials is essential in efforts to increase generalizable knowledge. Little is known about the medical students' perception of their participation as research subjects in clinical trials. The aim of this study was to examine the willingness and attitudes of medical students towards participation as volunteer subjects in clinical trials.A cross‐sectional study was conducted among 297 medical students in years 4, 5 and 6 at the University of Belgrade, from October to December 2023. Participants completed a pen‐and‐paper questionnaire including demographic characteristics, opinions on their participation in clinical trials, and attitudes towards clinical trials in general. The validity of the attitude scale was verified.One in five medical students expressed a positive opinion about their participation in clinical trials, with the majority (about one‐half) remaining undecided. General attitudes of students about research and their participation were positive. Students with prior blood donation experience were more willing to participate. Lower socioeconomic status and volunteering experience were also associated with stronger positive attitudes towards clinical trials in general.Most students were undecided about their participation, but their attitudes towards clinical trials in general were positive. Positive attitudes towards clinical trials did not uniformly translate to the willingness for personal participation. Promotion of blood donation and volunteering at universities could help to increase the interest in clinical trials as volunteer subjects. [ABSTRACT FROM AUTHOR]

This study, as a part of the ’Medical Education without Discrimination (MED) Project,” focuses on investigating attitudes toward sexual minorities and demographics among Turkish medical students. In the needs assessment phase of MED Project, a survey covering demographics, sexual orientation, attitudes toward sexual minorities, and Index of Attitudes Toward Homosexuals by Hudson & Ricketts (6-point Likert) was conducted among 523 medical students of one public and two nonprofit private medical schools in Istanbul. Of the students, 4.2% declared themselves as non-heterosexual. The findings highlight that medical students are on the verge of homophobia (44th percentile). Homophobia was significantly higher among public university students, males, younger individuals, those who originated from underdeveloped settlements, those who grew up with mothers who did not graduate from university, those who considered themselves less happy, and those without LGBTI+ acquaintances. Of the respondents, 14.1% do not perceive LGBTI+ people as equals within the community, and 75.7% assert that they would conceal their own LGBTI+ identity if they were part of this community. This study highlights that the need for targeted interventions in medical education in line with the global commitment to reduce inequalities and promote inclusive health care. [ABSTRACT FROM AUTHOR]

Purpose: Students who earn their medical doctorate (MD) in the U.S. must pass the United States Medical Licensing Exam (USMLE) Step-1. The application process for students with disabilities who seek Step-1 accommodations can be arduous, barrier-ridden, and can impose a significant burden that may have long-lasting effects. We sought to understand the experiences of medical students with Type-1 Diabetes (T1D) who applied for Step-1 accommodations. Methods: A Qualtrics survey was administered to students enrolled in Liaison Committee on Medical Education (LCME)-accredited MD programs who disclosed having a primary diagnosis of T1D. Basic counts and qualitative inductive analyses were conducted. Results: Of the 21 surveys sent, 16 (76.2%) participants responded. Of the 16 respondents, 11 (68.8%) applied for USMLE Step-1 accommodations, whereas 5 (31.2%) did not. Of the 11 who applied for accommodations, 7 (63.6%) received the accommodations requested, while 4 (36.4%) did not. Of those who received the accommodations requested, 5/7 (71.4%) experienced at least one diabetes-related barrier on exam day. Of those who did not apply for Step-1 accommodations, 4/5 (80%) participants reported experiencing at least one diabetes-related barrier on exam day. Overall, 11/16 (68.8%) students experienced barriers on exam day with or without accommodations. Qualitative analysis revealed themes among participants about their experience with the process: frustration, anger, stress, and some areas of general satisfaction. Conclusions: This study reports the perceptions of students with T1D about barriers and inequities in the Step-1 accommodations application process. Students with and without accommodations encountered T1D-related obstacles on test day. [ABSTRACT FROM AUTHOR]

The given document includes three letters published in Pulse International. The first letter expresses gratitude for a report on a condolence meeting held at KEMU to honor three medical personalities. The second letter reminisces about a senior doctor and discusses the writer's relationship with Prof. Zafarullah Chaudhry. The third letter condemns an attack on Pakistani students in Kyrgyzstan and suggests bringing them back to study in different universities. The final letter acknowledges the publication for promoting research and discusses a study conducted by students in Baluchistan on family planning practices. [Extracted from the article]

The article discusses the need for the decolonization of medical education and health services in Pakistan. It highlights the importance of revising the medical education curriculum to better train doctors for local conditions and to encourage them to serve the local population instead of immigrating to Western countries. The article also emphasizes the need for healthcare professionals to be trained to handle situations in conflict zones and to develop intervention strategies for these scenarios. Additionally, it calls for creating opportunities within Pakistan to retain healthcare professionals and provide them with decent and comfortable lives. [Extracted from the article]

AbstractIntroductionMethodResultsConclusionMultiple-choice questions (MCQs) are frequently used for formative assessment in medical school but often lack sufficient answer explanations given time-restraints of faculty. Chat Generated Pre-trained Transformer (ChatGPT) has emerged as a potential student learning aid and faculty teaching tool. This study aims to evaluate ChatGPT’s performance in answering and providing explanations for MCQs.Ninety-four faculty-generated MCQs were collected from the pre-clerkship curriculum at a US medical school. ChatGPT’s accuracy in answering MCQ’s were tracked on first attempt without an answer prompt (Pass 1) and after being given a prompt for the correct answer (Pass 2). Explanations provided by ChatGPT were compared with faculty-generated explanations, and a 3-point evaluation scale was used to assess accuracy and thoroughness compared to faculty-generated answers.On first attempt, ChatGPT demonstrated a 75% accuracy in correctly answering faculty-generated MCQs. Among correctly answered questions, 66.4% of ChatGPT's explanations matched faculty explanations, and 89.1% captured some key aspects without providing inaccurate information. The amount of inaccurately generated explanations increases significantly if the questions was not answered correctly on the first pass (2.7% if correct on first pass vs. 34.6% if incorrect on first pass, p < 0.001).ChatGPT shows promise in assisting faculty and students with explanations for practice MCQ’s but should be used with caution. Faculty should review explanations and supplement to ensure coverage of learning objectives. Students can benefit from ChatGPT for immediate feedback through explanations if ChatGPT answers the question correctly on the first try. If the question is answered incorrectly students should remain cautious of the explanation and seek clarification from instructors. [ABSTRACT FROM AUTHOR]

Background: The mental health of medical students is a national and international problem increasing in both demand and acuity. Medical students face barriers to accessing mental health support that is clinically effective, timely and appropriate for their needs. This mixed methods study aimed to explore experiences of these barriers and the challenges to health service delivery aligned to the Candidacy Framework. Methods: One hundred three medical students studying at The University of Sheffield completed an online survey comprising the CCAPS-34 and follow-up questions about service access and use. Semi-structured interviews with a nested sample of 20 medical students and 10 healthcare professionals explored barriers to service access and provision. A stakeholder panel of medical students and professionals met quarterly to co-produce research materials, interpret research data and identify touchpoints by pinpointing specific areas and moments of interaction between a medical student as a service user and a mental health service. Results: Medical students who experienced barriers to help-seeking and accessing support scored significantly higher for psychological symptoms on the CCAPS-34. Uncertainty and fear of fitness to practice processes were important barriers present across all seven stages of candidacy. The fragmented structure of local services, along with individual factors such as perceived stigma and confidentiality concerns, limited the progression of medical students through the Candidacy Framework (a framework for understanding the different stages of a person's journey to healthcare). Conclusion: This study outlines important areas of consideration for mental health service provision and policy development to improve access to and the quality of care for medical students. [ABSTRACT FROM AUTHOR]

AbstractPhenomenon: Pharmacology is a fundamental healthcare discipline, but it can be difficult and counterintuitive for learners to learn. Navigation toward understanding pharmacology can be troublesome, but once the threshold to comprehension is crossed, learners can experience a transformative shift in their ways of thinking and practicing. We conducted an in-depth examination of threshold concepts within pharmacology, aiming to identify and prioritize their learning to improve the medical curriculum and enhance medical treatment and patient safety. Approach: We carried out a consensus generation process using the Nominal Group Technique (NGT) to identify potential threshold concepts in pharmacology. Participant groups of pharmacology experts and medical students considered, identified, reviewed, and ranked potential pharmacology threshold concepts within their own group. Then, using a logical, step-by-step approach, we combined the final ranked data from these multiple NGT sessions. We further analyzed these data using an abductive analysis approach; data were coded, categorized, reorganized, and conceptually mapped after critical evaluation. Conceptual themes were established corresponding to different phases of cognitive schema development. Findings: Six comprehensive conceptual themes were identified: Drug Mechanism of Action; Pharmacotherapeutics; Pharmacokinetics; Drug Receptor Interactions; Drug Terminology and Nomenclature; and Signaling Pathways. These concepts align with many of the key attributes of threshold concepts (e.g., troublesome, integrative and transformative). The cognitive schematic themes generated were (i) acquisition-troublesome; (ii) acquisition-transformative; (iii) automation-troublesome; (iv) automation-transformative. Insights: Transformative learning involves different stages of cognitive schema evolution, including acquisition, elaboration, and automation, and is influenced by both the inherent challenges of the concepts and limitations of human cognition. The high interactivity of these troublesome concepts challenge schema acquisition and automation. Troublesome concepts underpinning procedures or skills, while not easily explained by cognitive rules, can lead to slow, awkward, error-prone performance, creating additional barriers for practice. Integrating concepts into a coherent structure leads to the irreversible assimilation of knowledge and the transferability of both knowledge and skills, influencing learners’ epistemological transitions and ontological transformations at theoretical and professional levels. Further work on designing instructional models around assisting and automating schemas around identified troublesome knowledge, while addressing the impact of cognitive load, has the potential to promote transformational learning. [ABSTRACT FROM AUTHOR]

Background: Objective structured clinical examinations (OSCEs) are extensively used in many medical schools worldwide with the stated objective to assess students' clinical skills acquired during internships. The objective of the present study was to assess the factors associated with success in university summative OSCEs, especially the impact of previous hospital internships in corresponding disciplines and supervision during internships. Methods: This was a cross-sectional study assessing the results in the summative OSCEs of 4th year medical students during the 2021–2022 academic year in a French medical school. The summative OSCEs included five stations for each student. Each student answered a survey at the end of summative OSCEs about previous internships, the supervision they had and perceived difficulty levels for each station. The scores in each station were assessed according to previous hospital internships in the corresponding discipline. Analysis of predictive factors of success in OSCEs, defined by a score ≥ 10/20 at each station, were performed using univariate and multivariate logistic regression. Results: Out of the 220 students participating in the summative OSCEs, 182 (83%) answered the survey. One hundred and forty-four (79%) of these students had carried out hospital internships in at least one of the disciplines evaluated during the OSCEs. Students having completed an internship in the corresponding discipline had significantly higher OSCEs scores for interrogation, communication, therapeutic education and procedure stations compared to those who had not. Previous internship in corresponding disciplines was independently associated with success in OSCEs in interrogation (OR 9.45 [1.34–66.8] p = 0.02), clinical examination (OR 6.93 [1.88–25.57] p = 0.004, and therapeutic education (OR 3.09 [1.22–7.82] p = 0.02) stations. Conclusion: Previous hospital internships in the discipline evaluated by the OSCEs are associated with success in summative OSCEs. This reinforces the importance of student involvement during their hospital internships. [ABSTRACT FROM AUTHOR]

BACKGROUND: Animated videos have become popular in teaching medical students, although there is a certain lack of evidence concerning its efficacy. Surgery seems to be an ideal field for its application, since animations are very helpful to understand anatomic structures and complex procedures. The aim of this study was to investigate the effects of animated videos compared to textbooks on learning gain. METHODS: A prospective 2-arm cohort study with 5th-year medical students was conducted during their 2-week surgical training module. The initial cohort of students received textbook sections on 3 major topics in visceral surgery as learning medium (text cohort). During the following semester, the second cohort of students received 3 animated whiteboard videos (animated videos) containing equivalent content (video cohort). All participants completed a multiple-choice test consisting of 15 questions on the learning content at baseline (pre-test) and after the learning period (post-test) and answered an additional evaluation questionnaire. RESULTS: Both cohorts were similar in their descriptive data and demonstrated significant learning gain during the 2-week learning period. The video cohort achieved better results (80% vs 73% correct answers; P =.028) and a higher learning gain (17% vs 11%; P =.034) in the post-test compared to the text cohort. The estimated learning time was longer in the video cohort (62 min vs 37 min; P <.001) and watching the videos resulted in higher learning gain (21% vs 6%; P <.001). Subgroups with higher learning gain by video learning were female gender (20% vs 11%; P =.040), native German speakers (18% vs 11%; P =.009), students without prior surgical experience (19% vs 12%; P =.033) and those undecided concerning a surgical career (22% vs 9%; P =.020). Interestingly, "low digital orientation" students benefited from videos (22% vs 13%; P =.021), whereas "high digital orientation" students did not. CONCLUSIONS: Animated videos increase medical students' learning gain and interest in surgery. [ABSTRACT FROM AUTHOR]

Objectives: Medical schools have sought to incorporate concepts of race and racism in their curricula to facilitate students' abilities to grapple with healthcare disparities in the United States; however, these efforts frequently fail to address implicit bias or equip students with cultural humility, reflective capacity, and interpersonal skills required to navigate racialized systems in healthcare. The purpose of this study was to develop and evaluate an antiracism narrative medicine (NM) program designed by and for preclinical medical students. Method: Preclinical medical students at a single center were eligible to participate from June-July 2021. Program evaluation included a postprogram qualitative interview and electronic survey. The semistructured interview included questions about program experience, lessons learned, and perspectives on antiracism curricula in medical education. Interviews were qualitatively analyzed using open and axial coding. Survey data were analyzed with descriptive statistics. Results: A total of 30 students registered. All (100%) respondents reported "somewhat true" or "very true" in the postprogram survey when asked about their ability to reflect on their own racial identity, racial identity of others, and influence of their racial identity on their future role as a healthcare worker through the program. Qualitative analysis revealed 3 themes: (1) curricular engagement; (2) racism and antiracism in medicine; and (3) group experience. Subthemes included: meaningful theoretical content; multimodal works and unique perspectives; race, identity, and intersectionality; deeper diversity, equity, and inclusion engagement; reconstructive visions; future oriented work; close reading and writing build confidence in discomfort; community and support system; and authentic space among peer learners. Conclusion: This virtual, peer-facilitated antiracism NM program provided an engaging and challenging experience for participants. Postprogram interviews revealed the program deepened students' understanding of racism, promoted self-reflection and community building, and propagated reconstructive visions for continuing antiracism work. [ABSTRACT FROM AUTHOR]

OBJECTIVES: Coronavirus disease 2019 (COVID-19) has profoundly impacted residency and fellowship training and education. However, how and to what extent the COVID-19 pandemic in Lebanon compromised the daily involvement of trainees on the clinical and ethical levels is currently unknown, which this study will shed light on. METHODS: We conducted a cross-sectional survey (30 questions) targeting medical residents delivering healthcare services in Lebanon. Residents from different specialties were included in the study to assess the effect of the pandemic on their education and the ethical obstacles they faced when dealing with patients. RESULTS: A total of 221 postgraduate medical students participated in our study. Results showed that about half of the residents (52.1%) were only able to do a basic physical examination rather than a full examination as a mandatory requirement in the residency curriculum. The majority (60%) agreed that the doctor–patient relationship is contravened. In addition, almost all residents suffered from fear and emotional distress that affected their education (83.7%). CONCLUSION: The findings of this study identify the effect of COVID-19 on residents' training, which affects treatment outcomes and greatly impacts the mental well-being of both healthcare workers and patients. [ABSTRACT FROM AUTHOR]

Background: Twitter has become a part of every medical field, including orthopaedics. #OrthoTwitter is the hashtag commonly used for orthopaedic-related tweets. Researchers have assessed the impact of Twitter in orthopaedics, but no study has evaluated the individual tweets under #OrthoTwitter. The purpose of the present study was to determine the nature of the content and interactions under #OrthoTwitter and to analyze the usefulness of #OrthoTwitter. Methods: After a pilot study, an analysis of #OrthoTwitter tweets was conducted from May 1, 2021, to June 30, 2021. Data were extracted in 2 stages. In Stage I, data were manually extracted at 8 P.M. IST (Indian Standard Time) on alternate days. In Stage II, data were collected using the web-scraping tool Octoparse. Data were analyzed on the basis of 3 characteristics--topic, purpose, and format of the tweet--with each characteristic comprising 10, 6, and 7 categories, respectively. An association analysis was performed using SPSS software. Results: One thousand and twenty-three tweets were analyzed. Five hundred and fifty-three (54%) of the 1,023 tweets were from orthopaedic surgeons and 123 (12%) were from orthopaedic residents. Medical students aspiring to be orthopaedic surgeons contributed 31 tweets (3%). #OrthoTwitter was also used by non-orthopaedic departments, most frequently radiology. Tweets that were educational or informative were the most common, as compared with tweets of other purposes. Two hundred and forty-six (24%) of the 1,023 tweets were educational (e.g., discussions of cases or journals) and 368 (36%) were informative (e.g., conference announcements and advertisements). Notable tweet subcategories included those related to COVID-19 (71 tweets; 7%), those of a motivational nature (41 tweets; 4%), and those containing some type of graphic content (644 tweets; 63%), for the topic, purpose, and format characteristics, respectively. We noted significantly more likes for tweets with an educational purpose (p = 0.017) and for tweets with images (p < 0.001). We also noted a significant number of retweets of educational tweets (p < 0.001). Conclusions: #OrthoTwitter provides a unique environment in which education, news, collegial interaction, social responsibility, and entertainment thrive, making Twitter a virtual community. Tweets with an educational purpose and those that included images generated more interactions. Orthopaedic surgeons should consider using #OrthoTwitter in their orthopaedic-related tweets for a broader reach. [ABSTRACT FROM AUTHOR]

The article focuses on historical injustices in medicine, particularly the perpetuation of sexist ideas over two centuries. Topics discussed include biases against women in medicine, reproductive biology's portrayal, and medical management of intersex conditions, aiming to critique past practices and inform future improvements in medical discourse and practice.

Artificial Intelligence, specifically advanced language models such as ChatGPT, have the potential to revolutionize various aspects of healthcare, medical education, and research. In this narrative review, we evaluate the myriad applications of ChatGPT in diverse healthcare domains. We discuss its potential role in clinical decision-making, exploring how it can assist physicians by providing rapid, data-driven insights for diagnosis and treatment. We review the benefits of ChatGPT in personalized patient care, particularly in geriatric care, medication management, weight loss and nutrition, and physical activity guidance. We further delve into its potential to enhance medical research, through the analysis of large datasets, and the development of novel methodologies. In the realm of medical education, we investigate the utility of ChatGPT as an information retrieval tool and personalized learning resource for medical students and professionals. There are numerous promising applications of ChatGPT that will likely induce paradigm shifts in healthcare practice, education, and research. The use of ChatGPT may come with several benefits in areas such as clinical decision making, geriatric care, medication management, weight loss and nutrition, physical fitness, scientific research, and medical education. Nevertheless, it is important to note that issues surrounding ethics, data privacy, transparency, inaccuracy, and inadequacy persist. Prior to widespread use in medicine, it is imperative to objectively evaluate the impact of ChatGPT in a real-world setting using a risk-based approach. [ABSTRACT FROM AUTHOR]

AbstractPhenomenon: Choosing a medical specialty is a critical decision that significantly impacts medical students’ future career. Understanding the factors influencing this decision-making process is important for medical educators, policymakers, and healthcare providers to develop effective strategies that support and guide students in making informed decisions. Approach: We distributed an online self-administered questionnaire to clinical-year medical students (Years 4 to 6) and interns from all medical faculties in Jordan. The questionnaire gathered demographic information, specialty preferences, and factors influencing specialty decision-making. We analyzed the data using descriptive statistics and logistic regression. Findings: 1805 participants completed the questionnaire (51.7% women). General surgery was the most preferred specialty among both genders, followed by internal medicine. Women significantly preferred family medicine, pediatrics, obstetrics and gynecology, and dermatology, whereas men significantly preferred urology, orthopedic surgery, neurosurgery, general surgery, and internal medicine. The factors that most strongly influenced respondents’ specialty preferences were the specialty’s perceived stress levels and working hours, whereas the least influential factors were the specialty’s perceived prestige and role models in the specialty. Women’s specialty preferences were significantly more influenced by their family than men’s. Men were substantially more influenced by specialties’ perceived action-orientation and stress levels than women. Insights: Gender significantly influences medical trainees’ specialty preferences in Jordan. Women tended to prefer specialties that provided greater work-life balance, such as family medicine, pediatrics, obstetrics and gynecology, and dermatology, while men were more drawn toward competitive and profitable surgical specialties like orthopedic surgery, neurosurgery, urology, and general surgery. Additionally, family had a stronger influence on women’s decisions, likely due to cultural and social expectations prioritizing marriage and family for women. Career counseling and mentorship programs are needed to provide guidance, support, and networking opportunities that can help women overcome barriers and biases that may hinder their career advancement. [ABSTRACT FROM AUTHOR]

This article, titled "Poster abstracts," discusses the risk of psoriasis related to the use of angiotensin-converting enzyme inhibitors (ACEIs). The authors conducted a study using the WHO pharmacovigilance database VigiBase® to verify the presence of a safety signal. They identified 467 reports of psoriasis after ACEI exposure, with plaque psoriasis being the most prevalent form. The study found a safety signal with a reporting odds ratio (ROR) of 2.96, and the strongest signals were observed for erythrodermic psoriasis and pustular psoriasis. The authors recommend that prescribers be vigilant for the onset of psoriasis-like skin lesions during the first year of ACEI exposure and consider a switch if necessary. [Extracted from the article]

Background: Diabetes mellitus (DM) is a global public health problem with a rising prevalence, leading to significant health and economic burdens. This study aimed to assess the 10-year risk of developing T2DM among fifth and sixth-year medical students in Faculty of Medicine, Thamar University, Yemen. Methods: This cross-sectional study involved 176 fifth and sixth-year medical students in Thamar University-Yemen. A structured questionnaire based on the FINDRISC tool was used to collect data on risk factors, including age, BMI, waist circumference, physical activity, fruit and vegetable consumption, blood pressure medication, fasting blood sugar level, and family history of diabetes. Data were analyzed using SPSS software, and descriptive statistics, chi-square tests, and student t-tests were used for analysis. Results: Among the students, 22.7% had slightly elevated risk, 2.3% had moderate risk, and 0.6% had a high risk of developing diabetes based on FINDRISC scores. Overweight and obesity prevalence were 29%, and 14.77% had central obesity. Regular physical activity was reported by 84.1%. Family history of diabetes was prevalent (55.7%). There are significant Associations (p value ≤ 0.05) of characteristics among subjects (Body mass index (kg/m²), Waist circumference (cm), physical activity, family history of DM) with FINDRISK total score. Conclusions: This study highlights the need for preventive measures and lifestyle interventions among medical students to reduce diabetes risk factors. Healthcare providers can play a vital role in promoting healthy behaviours and preventing type 2 diabetes among medical students, who serve as role models and future healthcare professionals. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to analyze and map scientific literature on Neuroleptic Malignant Syndrome (NMS) and Serotonin Syndrome (SS) from prestigious, internationally indexed journals. The objective was to identify key topics, impactful articles, prominent journals, research output, growth patterns, hotspots, and leading countries in the field, providing valuable insights for scholars, medical students, and international funding agencies. Methods: A systematic search strategy was implemented in the PubMed MeSH database using specific keywords for NMS and SS. The search was conducted in the Scopus database, renowned for its extensive coverage of scholarly publications. Inclusion criteria comprised articles published from 1950 to December 31st, 2022, restricted to journal research and review articles written in English. Data were analyzed using Microsoft Excel for descriptive analysis, and VOSviewer was employed for bibliometric mapping. Results: The search yielded 1150 articles on NMS and 587 on SS, with the majority being case reports. Growth patterns revealed a surge in NMS research between 1981 and 1991, while SS research increased notably between 1993 and 1997. Active countries and journals differed between NMS and SS, with psychiatry journals predominating for NMS and pharmacology/toxicology journals for SS. Authorship analysis indicated higher multi-authored articles for NMS. Top impactful articles focused on review articles and pathogenic mechanisms. Research hotspots included antipsychotics and catatonia for NMS, while SS highlighted drug interactions and specific medications like linezolid and tramadol. Conclusions: NMS and SS represent rare but life-threatening conditions, requiring detailed clinical and scientific understanding. Differential diagnosis and management necessitate caution in prescribing medications affecting central serotonin or dopamine systems, with awareness of potential drug interactions. International diagnostic tools and genetic screening tests may aid in safe diagnosis and prevention. Reporting rare cases and utilizing bibliometric analysis enhance knowledge dissemination and research exploration in the field of rare drug-induced medical conditions. [ABSTRACT FROM AUTHOR]

Background: Endotracheal intubation (ETI) is a cornerstone of airway management. The gold standard device for ETI is still the direct laryngoscope (DL). However, video laryngoscopes (VLs) are now also widely available and have several proven advantages. The VL technique has been included in the major airway management guidelines. During the COVID-19 pandemic, supply chain disruption has raised demand for 3D-printed medical equipment, including 3D-printed VLs. However, studies on performance are only sparsely available; thus, we aimed to compare 3D-printed VLs to the DL and other VLs made with conventional manufacturing technology. Methods: Forty-eight medical students were recruited to serve as novice users. Following brief, standardized training, students executed ETI with the DL, the King Vision® (KV), the VividTrac® (VT), the AirAngel Blade® (AAB), and a custom-made 3D-printed VL (3DVL) on the Laerdal® airway management trainer in normal and difficult airway scenarios. We evaluated the time to and proportion of successful intubation, the best view of the glottis, esophageal intubation, dental trauma, and user satisfaction. Results: The KV and VT are proved to be superior (p < 0.05) to the DL in both scenarios. The 3DVL's performance was similar (p > 0.05) or significantly better than that of the DL and mainly non-inferior (p > 0.05) compared to the KV and VT in both scenarios. Regardless of the scenario, the AAB proved to be inferior (p < 0.05) even to the DL in the majority of the variables. The differences between the devices were more pronounced in the difficult airway scenario. The user satisfaction scores were in concordance with the aforementioned performance of the scopes. Conclusions: Based upon our results, we cannot recommend the AAB over the DL, KV, or VT. However, as the 3DVL showed, 3D printing indeed can provide useful or even superior VLs, but prior to clinical use, meticulous evaluation might be recommended. [ABSTRACT FROM AUTHOR]

Healthcare professional and students are one of the professional categories vulnerable to stress, anxiety, depression and burnout, and mindfulness-based interventions are used to reduce distress and vulnerability (Lomas et al., 2018; Parcover et al., 2018). A psychological construct also relevant for the well-being is emotional intelligence (Uchino et al., 2015). This article presents the results of an existing intervention, combining mindfulness techniques and emotional intelligence exercises (Mindfulness based emotional intelligence intervention - MBEIT, Ciarrochi & Godsell, 2006), used in small medical student's sample, in order to advocate the use of this brief intervention for medical students in educational settings. The structure of the intervention follows the dimensions of psychological flexibility construct, with a time frame of two hours for each dimension: 'Effective emotional orientation', 'Mindfulness and Emotional Awareness', 'Defusing from unhelpful rules or evaluations', 'Effective values orientation'. The results of intervention show moderate effect size for the increase of emotional intelligence and of the psychological flexibility (emotional awareness, mindfulness and committed action). [ABSTRACT FROM AUTHOR]

Medical clinical practice worldwide requires human interaction between the doctor and the patient, which can prove to be difficult because of many types of communication barriers, including cultural ones. In this context, it is becoming increasingly clear that doctors should be aware of their patient's cultural traits, that might influence their attitudes towards healthcare and the decision making process. This can prove to be difficult, especially in multicultural societies. This paper aims to highlight Romanian medical students' opinion on the importance of being aware of the cultural context the patient comes from in order to offer culturally competent healthcare. We conducted a focus group moderated by a group assistant, which included 10 fifth year medical students. Data was interpreted using a phenomenological interpretative approach. Romanian medical students are aware of some particular traits of social minorities in Romania regarding healthcare. They acknowledge the importance of cultural competence in medicine and can imagine several ways to protect human dignity at the end of life. [ABSTRACT FROM AUTHOR]

Background: Among university students, migraine is notably prevalent and is linked to compromised academic performance and daily functioning. Medical students are a particularly vulnerable category due to the demanding nature of their training, as they are often exposed to headache trigger factors. We therefore aimed to determine the prevalence, characteristics, and healthcare-seeking practices of primary headaches among Italian medical students. Methods: We conducted a cross-sectional study among medical students attending the Università Cattolica del Sacro Cuore in Rome who completed a self-administered questionnaire designed following the International Classification of Headache Disorders-3 criteria. The questionnaire assessed sociodemographic and headache features, healthcare utilization, the use of symptomatic and preventive treatment, and headache trigger factors. Results: Five hundred thirty-six students filled out the questionnaire. The lifetime and last-year prevalence of headache in this cohort was 76.7% (n = 411). Among the students surveyed, migraine had a prevalence of 26.9%, probable migraine of 12.9%, and tension-type headache (TTH)/probable TTH of 36.9%. Two hundred and forty-six students (59.8%) reported that their headache worsened after starting university. All students reporting headache had at least one trigger factor. In students fulfilling the criteria for migraine (n = 144), 137 (95.1%) had previously used acute non-prescription treatments, and eight concurrently used a preventive treatment. Thirty-five students fulfilling the criteria for migraine underwent a brain MRI scan (24.3%), 43 performed a neurological evaluation (29.9%), 36 received a diagnosis of migraine (25%), and 20 (13.9%) accessed the emergency room. Discussion: Migraine and TTH are common among medical students in Italy despite low healthcare resource utilization. These results support the need to promote public health policies and strategies in order to reduce the disability and burden associated with primary headaches among medical students. [ABSTRACT FROM AUTHOR]

Physicians' hold pivotal roles in improving non-communicable diseases (NCDs). Studies conducted in India revealed that physicians' feel unprepared to address NCDs risk reduction and provide counseling. We conducted a gap analysis using desk reviews to identify inclusion of NCD risk reduction in medical curricula, and a scoping review to assess knowledge, attitude, perception, and practice related to NCD risk reduction among the undergraduate medical students in India. We also conducted key-informant interviews to understand perceptions among medical students and physicians. We found a lack of knowledge about NCDs and strong interest and perceived need for NCD risk reduction training among both medical students and their teachers. Our findings suggest promoting NCD prevention by physicians and allied health workers in clinical settings can enable the learning environment for medical students to adopt these practices. [ABSTRACT FROM AUTHOR]

Introduction: Due to the COVID‐19 pandemic, the Undergraduate Medical Doctor (MD) Programme at McMaster University (Hamilton, Canada) was unable to run in‐person medical school interviews in March 2020, prompting an alternate solution that maximised admission opportunities for Indigenous applicants, prioritised admission for those rated most highly in the interview determination process, and allocated subsequent offers via lottery. Methods: A short survey was administered to applicants who had been offered an admissions interview and were subsequently impacted by the admissions adaptations. The survey elicited perceptions of the adaptation through Likert scale ratings and free‐text responses. Survey data were analysed via a sequential (quantitative to qualitative) mixed‐methods design. Results: 196 of 552 potential participants completed the survey. Across quantitative and qualitative analyses, respondents reported that the adaptation had a negative impact on their professional development and personal life. Ratings of negative perception were greater for those who did not receive an offer than for those who accepted or declined an offer. Free text responses emphasised considerable criticism for the lottery portion of the adaptation and displeasure that efforts made in constructing applications were less relevant than anticipated. Discussion: The negative responses to this unexpected change highlight the profound upstream impact admission policies have on the preapplication behaviours of aspiring medical students. The outcomes support a refined understanding of the value candidates place on the interview in appraising their own suitability for a career as a physician. [ABSTRACT FROM AUTHOR]

The "hidden curriculum" in medical school includes a stressful work environment, un‐empathic role models, and prioritisation of biomedical knowledge. It can provoke anxiety and cause medical students to adapt by becoming cynical, distanced and less empathic. Lower empathy, in turn, has been shown to harm patients as well as practitioners. Fortunately, evidence‐based interventions can counteract the empathy dampening effects of the hidden curriculum. These include early exposure to real patients, providing students with real‐world experiences, training role models, assessing empathy training, increasing the focus on the biopsychosocial model of disease, and enhanced wellbeing education. Here, we provide an overview of these interventions. Taken together, they can bring about an "empathic hidden curriculum" which can reverse the decline in medical student empathy. [ABSTRACT FROM AUTHOR]

The psychometric properties of the Nijmegen Gender Awareness in Medicine Scale (N-GAMS) are evaluated by confirmatory factor analysis (CFA) and its invariance is tested using multigroup procedures. Four hundred and thirty-one Italian physicians (44.5% women; Mage = 50.1) completed the Italian version of N-GAMS: 311 were primary care physicians and 120 were medical students specializing in primary care. The CFA revealed that the N-GAMS consisted of three factors: gender sensitivity (GS), gender role ideology toward patients (GRI-P), and gender role ideology toward doctors (GRI-D). Removal of two items (1 and 13) from the GS factor improved the fit, so that the final version of the Italian scale consists of 30 items. Multigroup analysis showed that N-GAMS was metric invariant between women and men, whereas it achieved scalar invariance between in-service physicians and postgraduate medical students. [ABSTRACT FROM AUTHOR]