-
1
المؤلفون: Daniel Nathan Logger, Michiel Westerman, Fedde Scheele, M.G.A. Plomp, Jochen Bretschneider, Robert A. de Leeuw
المساهمون: Obstetrics and gynaecology, Amsterdam Reproduction & Development (AR&D), Otolaryngology / Head & Neck Surgery, IOO, Other Research, Science and Society, Knowledge, Information and Innovation, KIN Center for Digital Innovation, Athena Institute
المصدر: De Leeuw, R A, Logger, D N, Westerman, M, Bretschneider, J, Plomp, M & Scheele, F 2019, ' Influencing factors in the implementation of postgraduate medical e-learning : A thematic analysis ', BMC Medical Education, vol. 19, 300, pp. 1-10 . https://doi.org/10.1186/s12909-019-1720-x
BMC Medical Education, 19(1):300. BioMed Central
BMC Medical Education
de Leeuw, R A, Logger, D N, Westerman, M, Bretschneider, J, Plomp, M & Scheele, F 2019, ' Influencing factors in the implementation of postgraduate medical e-learning: A thematic analysis ', BMC Medical Education, vol. 19, no. 1, 300 . https://doi.org/10.1186/s12909-019-1720-x
BMC Medical Education, Vol 19, Iss 1, Pp 1-10 (2019)
BMC Medical Education, 19:300, 1-10. BioMed Centralمصطلحات موضوعية: Male, Value (ethics), Future studies, Knowledge management, E-learning (theory), media_common.quotation_subject, lcsh:Medicine, Target audience, E-learning, Continuous education, Education, Postgraduate medical education, Interviews as Topic, Humans, Quality (business), Program Development, Innovation, Qualitative Research, media_common, lcsh:LC8-6691, Medical education, lcsh:Special aspects of education, business.industry, lcsh:R, Change management, General Medicine, Education, Medical, Graduate, Implementation, Innovation implementation, Female, Curriculum, Diffusion of Innovation, Thematic analysis, Psychology, business, Research Article, Computer-Assisted Instruction
الوصف: Background Postgraduate medical e-learning (PGMeL) is being progressively used and evaluated. Its impact continues to grow, yet there are barriers to its implementation. Although more attention is now being paid to quality evaluation models, little has been written about the successful implementation of PGMeL. This study aims to determine factors and define themes influencing the successful implementation of PGMeL. Methods We performed 10 semi-structured interviews with experienced e-learning creators, after which we carried out a thematic analysis to name and describe factors and themes. Results Although this was not the objective of the study, the participants stressed the importance of a definition of success. Associated with this definition were: reaching your target audience, achieving learning aims, satisfying your audience and maintaining continuity. Three themes were identified containing eleven factors that influence successful implementation. The themes were named and defined after the group that had the most influence on the factors. We named them creator-, organization- and learner-dependent factors. The creator dependent factors are: the learning aim, pedagogical strategies, content expertise, evaluation and the creators motivational path. The organization dependent factors are management support, recourse and culture. Finally, the learner dependent factors are technology, motivators/barriers and value. Conclusions This study shows that implementing PGMeL has creator-, organization- and learner-dependent factors which should be taken into account during the creating of the PGMeL. Although creator- and learner-dependent factors are mentioned in other studies, the present study also stresses the importance of organization-dependent factors. Innovation implementation theories such as Rogers’ diffusion of innovation or Kotter’s eight steps of change management show a great overlap with these factors. Future studies can both evaluate the use of these innovation models in creating PGMeL and assess the effect of the organizational factors in greater depth. Electronic supplementary material The online version of this article (10.1186/s12909-019-1720-x) contains supplementary material, which is available to authorized users.
-
2
المؤلفون: Klaris Riesenberg, Limor Y. Tabo, Lior Nesher, Yosef S. Haviv, Dan Greenberg
المصدر: BMC Medical Education
BMC Medical Education, Vol 21, Iss 1, Pp 1-11 (2021)مصطلحات موضوعية: Male, medicine.medical_specialty, 020205 medical informatics, lcsh:Medicine, 02 engineering and technology, Academic success, High quality research, Interdisciplinary research, Education, 03 medical and health sciences, 0302 clinical medicine, 0202 electrical engineering, electronic engineering, information engineering, medicine, Humans, 030212 general & internal medicine, Curriculum, Schools, Medical, Academic career, lcsh:LC8-6691, Medical education, lcsh:Special aspects of education, Career Choice, lcsh:R, Professional development, Gender bias, Medical school, Internship and Residency, General Medicine, Quantile regression, Family medicine, Female, Psychology, Surgical Specialty, Graduation, Research Article, Specialization
الوصف: Background Many medical schools and residency programs incorporate research projects into their curriculum, however most remain unpublished. Little is known on the long-term effect of early-career publication, especially in female graduates. Methods We collected data on physicians 15–20 years after graduation (representing a mid-career point), and analysed data on early publication, publication volume and impact according to graduates’ gender and professional characteristics. Physicians were divided into those who never published, early-publishers (EP) who published within 2 years of graduation and late-publishers (LP). We analysed and compared the demographics, publication volume, publication quality as well as current mid-career position. Results Of 532 physicians, 185 were EP (34.8%), 220 were LP (41.3%), 127 (23.9%) never published, 491 (92.2%) became specialists and 122 (22.3%) achieved managerial position. Of the 405 who published, the average number of publications was 20.3 ± 33.0, and median (IQR) 9(19). H-index was significantly higher in EP, males, surgical specialists, and those holding a managerial position. Male gender was associated with higher publication rate (OR = 1.742; 95% CI 1.193–2.544; P = 0.004). Using quantile regression, female gender was negatively associated with the number of publications in Q50-Q95. Surgical specialty and managerial position were positively associated with publications in Q25 to Q75 and early publication in Q25 and Q75. Conclusions We found a strong association between EP and the number, impact, and quality of publications throughout their academic career. This study illuminates the need for further investigations into the causes of gender discrepancies. We should invest in support programs encouraging early high quality research projects for young physicians and female graduates.
-
3
المؤلفون: Rana Abu Farha, Eman Alefishat, Tareq L. Mukattash, Iman A. Basheti, Eman Elayeh, Needa Zalloum, Maysa Suyagh
المصدر: BMC Medical Education
BMC Medical Education, Vol 21, Iss 1, Pp 1-7 (2021)مصطلحات موضوعية: Cross-sectional study, media_common.quotation_subject, education, lcsh:Medicine, Developing country, Pharmacy, Pharmacists, Experiential learning, Education, 03 medical and health sciences, 0302 clinical medicine, Perception, Surveys and Questionnaires, Training, Humans, 030212 general & internal medicine, Medical prescription, media_common, Experience, Pharmacies, lcsh:LC8-6691, Medical education, Jordan, lcsh:Special aspects of education, business.industry, 030503 health policy & services, lcsh:R, Front line, General Medicine, Pharmaceutical care, Cross-Sectional Studies, Students, Pharmacy, Education, Pharmacy, 0305 other medical science, Psychology, business, Community pharmacy, Research Article
الوصف: Background The fact that pharmacists are in the front line of patients’ care gives a great responsibility to focus on education and training of pharmacy students to build a ‘patient-centered’ clinicians. Unfortunately, pharmacy education in the developing countries, have been lagging behind actual practice delivered by pharmacists. This highlighted the need to evaluate the perceptions of undergraduate pharmacy students regarding their current pharmacy training practices and experiences. Methods This is a cross-sectional study that was conducted in Jordan during the period from August 2018 to October 2018. During the study period, a questionnaire was distributed to pharmacy students to collect information regarding 1) pharmaceutical care services provided by them during their experiential training, 2) their perceptions towards training sites, 3) their perceptions of the outcomes of their training experience, 4) information about their training site and 5) their demographics characteristics. Results A total of 202 pharmacy students responded to the questionnaire. The majority of them reported having the opportunity to dispense refill or new prescriptions (73.8%, n = 149), and conduct patient interviews (69.8%, n = 141, but they were not provided good opportunities to create electronic patient profiles using the information obtained (53.0%, n = 107), perform required dose calculations based on patient information (37.6%, n = 76), and interact with other healthcare professionals (34.6%, n = 70). In addition, students showed positive attitudes toward training sites, positive feedback about the outcomes of their training experience (median scores range between 4 and 5 for all statements (IQR = 1 for all)). Conclusion Students showed positive feedback about the outcomes of their training experience, but they felt that the selected training sites do not have adequate resources to meet their training competencies. Memorandums of understanding development is needed to specify the purpose of training and define the responsibility for both parties of the training process.
-
4
المؤلفون: Cunrui Huang, Meiling Bao
المصدر: BMC Medical Education
BMC Medical Education, Vol 21, Iss 1, Pp 1-12 (2021)مصطلحات موضوعية: Employment, China, Students, Medical, education, lcsh:Medicine, Sample (statistics), Health workers, Choice Behavior, Education, 03 medical and health sciences, Medical and nursing students, 0302 clinical medicine, Nursing, Willingness to pay, Mixed logit, Surveys and Questionnaires, Humans, 030212 general & internal medicine, Salary, lcsh:LC8-6691, Medical education, Government, lcsh:Special aspects of education, Career Choice, 030503 health policy & services, lcsh:R, General Medicine, Recruitment policy, Incentive, Discrete choice experiment, Job preferences, Students, Nursing, Rural Health Services, Rural area, 0305 other medical science, Seeking employment, Psychology, Research Article
الوصف: Background China has a shortage of health workers in rural areas, but little research exists on policies that attract qualified medical and nursing students to rural locations. We conducted a discrete choice experiment to determine how specific incentives would be valued by final–year students in a medical university in Guizhou Province, China. Methods Attributes of potential jobs were developed through the literature review, semi–structured interviews, and a pilot survey. Forty choice sets were developed using a fractional factorial design. A mixed logit model was used to estimate the relative strength of the attributes. Willingness to pay and uptake rates for a defined job were also calculated based on the mixed logit estimates. Results The final sample comprised 787 medical and nursing students. The statistically significant results indicated “Bianzhi” (the number of personnel allocated to each employer by the government) and physical conflicts between doctors and patients were two of the most important non-monetary job characteristics that incentivized both medical and nursing students. Policy simulation suggested that respondents were most sensitive to a salary increase, and the effect of incentive packages was stronger for students with a rural family background. Conclusions Strategies for patient–doctor relationships, Bianzhi and salary should be considered to attract final–year medical and nursing students to work in rural China. In addition, specific recruitment policy designs tailored for students with different majors and backgrounds should be taken into account.
-
5
المؤلفون: A.S. Dissanayake, C. N. Wijekoon, Dinithi Fernando, Indika Wettasinghe, Gayani Minuwanpitiya, Palinda Thenuwara, Malinda Gunawardana
المصدر: BMC Medical Education
BMC Medical Education, Vol 21, Iss 1, Pp 1-10 (2021)مصطلحات موضوعية: Adult, Pre-intern medical graduates, medicine.medical_specialty, Universities, Health Personnel, media_common.quotation_subject, lcsh:Medicine, Bachelor, Education, 03 medical and health sciences, 0302 clinical medicine, Surveys and Questionnaires, Health care, Diagnosis, medicine, Humans, Sampling (medicine), 030212 general & internal medicine, Child, Anaphylaxis, media_common, Sri Lanka, Response rate (survey), lcsh:LC8-6691, Medical education, Self-confidence, lcsh:Special aspects of education, business.industry, lcsh:R, General Medicine, medicine.disease, Management, Cross-Sectional Studies, Knowledge, 030228 respiratory system, Family medicine, Preparedness, Sri lanka, business, Research Article
الوصف: Background Early recognition and the optimal management of anaphylaxis saves lives but studies from different countries have demonstrated gaps in knowledge and practices between healthcare workers. There is a paucity of such data from Sri Lanka. We assessed knowledge, perception and self-confidence in the diagnosis and management of anaphylaxis amongst pre-intern medical graduates who would soon become first-contact doctors attending emergencies. Methods This cross-sectional study included pre-interns who graduated with Bachelor of Medicine, Bachelor of Surgery (MBBS) degrees in 2019 from three Sri Lankan universities with differing undergraduate curricula. Using consecutive sampling data were collected within four months of the final-MBBS examinations with a self-administered questionnaire and the answers on case diagnosis and management were used as the basis of outcome scores. Results 385 participants responded (response rate: 91.5%). 16.4% correctly identified all anaphylaxis triggers. Only 7.3% correctly diagnosed all ten case scenarios and 34.5% all seven cases of anaphylaxis. 98.2 and 97.9% correctly identified 1:1000 adrenaline as the first-line treatment and the intramuscular route. 9.9% would preferentially but incorrectly use the intravenous route if access was available. Only 79.2 and 55.6% knew the correct adult and paediatric doses of adrenaline and 50% agreed that follow-up care was needed. The mean scores for case diagnosis and management of anaphylaxis were 7.7/10 ± 1.4 and 16.9/20 ± 1.9, respectively. Multiple linear regression indicated that the final MBBS results classification (class of degree or no class indicated) was a positive predictor of case diagnosis score [class vs no class: B = 0.662 (95% CI 0.347–0.978), p rpb = 0.111, p = 0.03; management: rpb = 0.164, p = 0.001). Conclusions Knowledge, perception and self confidence in the diagnosis and management of anaphylaxis was sub optimal amongst pre-interns and we identified areas that need improvement. A higher MBBS qualification classification was a predictor for correct diagnosis and management and confidence in diagnosis and management positively correlated with knowledge and perception scores. Further and enhanced educational and training strategies are needed for this life threatening emergency condition.
-
6
المؤلفون: Anissa S. Blanshan, Kelly M. Huneke, Maureen O’Brien Pott, David A. Cook, Barbara L Baasch Thomas
المصدر: BMC Medical Education
BMC Medical Education, Vol 21, Iss 1, Pp 1-8 (2021)مصطلحات موضوعية: Direct mail, Nurse practitioners, education, lcsh:Medicine, Credentialing, Education, 03 medical and health sciences, 0302 clinical medicine, Online search, Physicians, Surveys and Questionnaires, Licensure, medical, Humans, Nurse Practitioners, 030212 general & internal medicine, Physician assistants, Workplace learning, Marketing, lcsh:LC8-6691, Medical education, 030505 public health, lcsh:Special aspects of education, business.industry, lcsh:R, General Medicine, Travel time, Physician Assistants, The Internet, Professional association, Education, Medical, Continuing, 0305 other medical science, Psychology, business, Research Article
الوصف: Background CPD educators and CME providers would benefit from further insight regarding barriers and supports in obtaining CME, including sources of information about CME. To address this gap, we sought to explore challenges that clinicians encounter as they seek CME, and time and monetary support allotted for CME. Methods In August 2018, we surveyed licensed US clinicians (physicians, nurse practitioners, and physician assistants), sampling 100 respondents each of family medicine physicians, internal medicine and hospitalist physicians, medicine specialist physicians, nurse practitioners, and physician assistants (1895 invited, 500 [26.3%] responded). The Internet-based questionnaire addressed barriers to obtaining CME, sources of CME information, and time and monetary support for CME. Results The most often-selected barriers were expense (338/500 [68%]) and travel time (N = 286 [57%]). The source of information about CME activities most commonly selected was online search (N = 348 [70%]). Direct email, professional associations, direct mail, and journals were also each selected by > 50% of respondents. Most respondents reported receiving 1–6 days (N = 301 [60%]) and $1000–$5000 (n = 263 [53%]) per year to use in CME activities. Most (> 70%) also reported no change in time or monetary support over the past 24 months. We found few significant differences in responses across clinician type or age group. In open-ended responses, respondents suggested eight ways to enhance CME: optimize location, reduce cost, publicize effectively, offer more courses and content, allow flexibility, ensure accessibility, make content clinically relevant, and encourage application. Conclusions Clinicians report that expense and travel time are the biggest barriers to CME. Time and money support is limited, and not increasing. Online search and email are the most frequently-used sources of information about CME. Those who organize and market CME should explore options that reduce barriers of time and money, and creatively use online tools to publicize new offerings.
-
7
المؤلفون: Bruno Perotta, Sylvia Claassen Enns, Helena Borges Martins da Silva Paro, Patricia Zen Tempski, Fernanda Magalhães Arantes-Costa, Itamar S. Santos, Geraldo Lorenzi-Filho, Ernesto Antonio Figueiró-Filho, Milton A. Martins
المصدر: BMC Medical Education
BMC Medical Education, Vol 21, Iss 1, Pp 1-13 (2021)مصطلحات موضوعية: Medical education, Quality of life, Male, Sleepiness, Students, Medical, education, lcsh:Medicine, Academic environment, Anxiety, Education, Odds, Daytime sleepiness, 03 medical and health sciences, 0302 clinical medicine, Surveys and Questionnaires, Medicine, Humans, 030212 general & internal medicine, Depression (differential diagnoses), lcsh:LC8-6691, lcsh:Special aspects of education, business.industry, Depression, Epworth Sleepiness Scale, lcsh:R, General Medicine, Odds ratio, Sleep disorders, Sleep quality, Mental health, Medical students, Sleep deprivation, Sleep Deprivation, Female, Perception, medicine.symptom, business, 030217 neurology & neurosurgery, Brazil, Clinical psychology, Research Article
الوصف: Background It has been previously shown that a high percentage of medical students have sleep problems that interfere with academic performance and mental health. Methods To study the impact of sleep quality, daytime somnolence, and sleep deprivation on medical students, we analyzed data from a multicenter study with medical students in Brazil (22 medical schools, 1350 randomized medical students). We applied questionnaires of daytime sleepiness, quality of sleep, quality of life, anxiety and depression symptoms and perception of educational environment. Results 37.8% of medical students presented mild values of daytime sleepiness (Epworth Sleepiness Scale - ESS) and 8.7% presented moderate/severe values. The percentage of female medical students that presented ESS values high or very high was significantly greater than male medical students (p Conclusions There is a significant association between sleep deprivation and daytime sleepiness with the perception of quality of life and educational environment in medical students.
-
8
المؤلفون: Hemant Pandit, J. Bentley, C. L. Downey
المصدر: BMC Medical Education
BMC Medical Education, Vol 21, Iss 1, Pp 1-6 (2021)مصطلحات موضوعية: location.dated_location, Time-out, West Yorkshire, 020205 medical informatics, education, lcsh:Medicine, 02 engineering and technology, Education, 03 medical and health sciences, location, 0302 clinical medicine, Clinical work, Multidisciplinary approach, Surveys and Questionnaires, 0202 electrical engineering, electronic engineering, information engineering, Training, Humans, 030212 general & internal medicine, Competence (human resources), Response rate (survey), lcsh:LC8-6691, Medical education, lcsh:Special aspects of education, Notice, lcsh:R, General Medicine, Academic, Return to training, United Kingdom, Education, Medical, Graduate, Clinical training, Clinical Competence, Curriculum, Support, Psychology, Research Article
الوصف: Background Time out of clinical training can impact medical trainees’ skills, competence and confidence. Periods of Out of Programme for Research (OOPR) are often much longer than other approved mechanisms for time of out training. The aim of this survey study was to explore the challenges of returning to clinical training following OOPR, and determine potential solutions. Methods All current integrated academic training (IAT) doctors at the University of Leeds (United Kingdom) and previous IAT trainees undertaking OOPR in the local region (West Yorkshire, United Kingdom)(n = 53) were invited to complete a multidisciplinary survey. Results The survey was completed by 33 participants (62% response rate). The most relevant challenges identified were completing the thesis whilst transitioning back to clinical work, the rapid transition between full-time research and clinical practice, a diminished confidence in clinical abilities and isolation from colleagues. Potential solutions included dedicated funds allocated for the renewal of lapsed skills, adequate notice of the clinical rotation to which trainees return, informing clinical supervisors about the OOPR trainee returning to practice and a mandatory return to standard clinical days. Conclusions Addressing these issues has the potential to improve the trainee experience and encourage future trainees to take time out of training for research activities.
وصف الملف: application/pdf
-
9
المؤلفون: Dalya Chefitz, Carol A. Terregino, Joshua A. Roshal, Anna Petrova
المصدر: BMC Medical Education
BMC Medical Education, Vol 21, Iss 1, Pp 1-8 (2021)مصطلحات موضوعية: Performance appraisal, Self-assessment, medical students, Communication skills, Self-Assessment, Students, Medical, 020205 medical informatics, Objective structured clinical examination, education, lcsh:Medicine, Physical examination, 02 engineering and technology, Certification, Interpersonal communication, Simulated patient, Education, 03 medical and health sciences, 0302 clinical medicine, 0202 electrical engineering, electronic engineering, information engineering, medicine, Humans, 030212 general & internal medicine, Evaluation, Physical Examination, Aged, lcsh:LC8-6691, Medical education, lcsh:Special aspects of education, medicine.diagnostic_test, Communication, lcsh:R, Core competency, General Medicine, Patient Simulation, Female, Clinical Competence, Educational Measurement, Psychology, Research Article
الوصف: Background Interpersonal and communication skills (ICS) are important core competencies in medical education and certification. In this study, we identified self- and simulated patient (SP)-reported ratings of US first-year medical students’ ICS and the influence of age and gender on performance appraisal during the Objective-Structured Clinical Examination (OSCE). Methods OSCE participants, including 172 first-year medical students and 15 SPs were asked to evaluate the students’ ICS using the American Board of Internal Medicine–Patient-Satisfaction Questionnaire (ABIM–PSQ), electronically and via paper, respectively. Self- and SP-reported ratings of students’ ICS were presented as the median on a 5-point Likert-scale and as three categories defined as “good,” “very good,” and “inadequate.” Results SPs assessed all 172 students in the OSCE, while 43.6% of students assessed their own performance. The majority of students and SPs evaluated the students’ ICS as very good. 23.3% of SPs and 5.3% of students rated the medical students’ ability to encourage patient question-asking and answer questions as inadequate (P Conclusions In the present study, self- and SP-reported ratings of first-year medical students’ ICS were mainly “very good” with no influence of students’ age or gender. Older age and female gender among the SPs were associated with a reduction in SP-reported ratings of students’ ICS.
-
10
المؤلفون: Jaclyn Albin, Milette Siler, Ahana Sen, Emily Magallanes
المصدر: BMC Medical Education
BMC Medical Education, Vol 21, Iss 1, Pp 1-7 (2021)مصطلحات موضوعية: Medical education, Counseling, medicine.medical_specialty, Students, Medical, Mediterranean diet, Nutritional Sciences, Nutrition Education, lcsh:Medicine, Disease, 030204 cardiovascular system & hematology, Education, Lifestyle change, 03 medical and health sciences, 0302 clinical medicine, Nutrition education, Medicine, Interprofessional teamwork, Humans, In patient, 030212 general & internal medicine, Risk factor, lcsh:LC8-6691, lcsh:Special aspects of education, business.industry, lcsh:R, Culinary medicine, General Medicine, United States, Diet, Positive response, Family medicine, Curriculum, business, Research Article
الوصف: Background Although a poor diet is the number one risk factor for early death in the United States and globally, physicians receive little to no training in dietary interventions and lack confidence counseling patients about lifestyle modifications. Innovative, interprofessional strategies to address these gaps include the emergence of culinary medicine, a hands-on approach to teaching the role of food in health outcomes. We sought to assess the impact of a culinary medicine elective on counseling confidence, awareness of an evidence-based approach to nutrition, and understanding of the role of interprofessional teamwork in dietary lifestyle change among medical students at one undergraduate medical school. Methods We administered pre- and post-course surveys to two cohorts of medical students (n = 64 at pre-test and n = 60 at post-test) participating in a culinary medicine enrichment elective. Chi-square analysis was used to assess the relationship between participation in the course and a positive response to each survey item. Results Compared with the baseline, students participating in culinary medicine were more likely to feel confident discussing nutrition with patients (29% vs 92%; p p p Conclusions Culinary medicine shows promise as an impactful educational strategy among first-year medical students for increasing counseling confidence, promoting familiarity with evidence-based nutrition interventions, and augmenting understanding of the role of interprofessional engagement to address lifestyle-related disease.
إعادة تعيين المنقحات
عرض المنقحات (%%عد%%)