Medical Education & Training

Despite accelerated growth in the field of transgender health, mistrust between trans patients and their providers persists. Insufficient education for providers, research that overlooks patients' foremost concerns, and continued stigma and discrimination in medical settings are among the main barriers leading trans patients to delay or avoid care. Consequently, the transgender community often turns to social media as a self-serve resource for medical knowledge. This article discusses the benefits of directly engaging the trans community using social media to educate professionals, drive relevant research, and inform practice, to ultimately deliver higher quality care.

This paper reports on interprofessional education (IPE), a teaching and learning strategy that is widely used in healthcare training. IPE is structured and usually situation-based training that involves two or more groups of professionals. Desired learning outcomes for practitioners or trainees of both groups include learning how the other group works and how to optimise working with them, whilst also gaining perspectives of how others see their own group's work. Learning is achieved through participation in real or simulated activities. We address three research questions in looking at the achievement of learning outcomes for both interpreting and medical students: perceived usefulness of roleplay as a component of IPE sessions, perceived increase of knowledge bases and the perceived usefulness of pre-and postinteractional (de-)briefings. Four IPE sessions were conducted involving 153 interpreting and medical students from late 2017 to early 2019 in Australia. A data sample based on 118 survey responses shows high levels of agreement that role-plays are a useful activity in IPE. Further, students record a high level of increase in their knowledge of the other professional group as well as of their own. The value of pre-interactional briefings and post-interactional exchanges is confirmed by all groups of informants.

Background: Physicians in training must achieve a high degree of proficiency in performing physical examinations and must strive to become experts in the field. Concerns are emerging about physicians' abilities to perform these basic skills, essential for clinical decision making. Learning at the bedside has the potential to support skill acquisition through deliberate practice. Previous skills improvement programs, targeted at teaching physical examinations, have been successful at increasing the frequency of performing and teaching physical examinations. It remains unclear what barriers might persist after such program implementation. This study explores residents' and physicians' perceptions of physical examinations teaching at the bedside following the implementation of a new structured bedside curriculum: What are the potentially persisting barriers and proposed solutions for improvement? Methods: The study used a constructivist approach using a qualitative inductive thematic analysis that was oriented to construct an understanding of the barriers and facilitators of physical examination teaching in the context of a new bedside curriculum. Participants took part in individual interviews and subsequently focus groups. Transcripts were coded and themes were identified.
Results: Data analyses yielded three main themes: (1) the culture of teaching physical examination at the bedside is shaped and threatened by the lack of hospital support, physicians’ motivation and expertise, residents’ attitudes and dependence on technology, (2) the hospital environment makes bedside teaching difficult because of its chaotic nature, time constraints and conflicting responsibilities, and finally (3) structured physical examination curricula create missed opportunities in being restrictive and pose difficulties in identifying patients with findings.
Conclusions: Despite the implementation of a structured bedside curriculum for physical examination teaching, our study suggests that cultural, environmental and curriculum-related barriers remain important issues to be addressed. Institutions wishing to develop and implement similar bedside curricula should prioritize recruitment of expert clinical teachers, recognizing their time and efforts. Teaching should be delivered in a protected environment, away from clinical duties, and with patients with real findings. Physicians must value teaching and learning of physical examination skills, with multiple hands-on opportunities for direct role modeling, coaching, observation and deliberate practice. Ideally, clinical teachers should master the art of combining both patient care and educational activities.

ABSTRACT
Background: Educational environment has been shown to have influence on learning outcome and affects student achievement, satisfaction, and success. The study was conducted to assess medical students’ perception of their learning environment and to explore areas of weakness within the educational environment.
Methods: A mixed method of study, was performed using non-probability sampling at the Faculty of Medicine, Gezira University (FMUG), Sudan. An updated Arabic Dundee Ready Education Environment Measure (DREEM) was developed and administered to 854 students during the academic year 2016-2017.
Results: Seventy five percent of students completed the inventory (638/854) and Sixty four percent (546/854) responded to the open-ended question providing comments and suggestions. The overall reliability coefficient alpha in this study was 0.914. The global score for this study was found positive (122/200). Students were most satisfied with the learning aspects, academic environment, and academic self-perception. However, they were unsatisfied with their teaching and social atmosphere (inadequate social support for stressed students, substandard teaching, overemphasised factual learning, unpleasant accommodation). The qualitative content analysis was performed and emerged with four themes: the physical environment, a number of students, pedagogical approaches and faculty-student communication.
Conclusions: The study suggested the overall students’ perceptions of the educational environment in the FMUG were on the positive side. However, certain specific elements of the learning environment and educational programme need to be critically investigated and remedied. The updated Arabic DREAM can be used reliably in the context of medical education in Arabic speaking countries.
Keywords: Arabic DREEM, Curriculum weakness, Learning environment, Student perceptions

Health professions education (HPE) is based on deliberate learning activities and clinical immersion to achieve clinical competence. Simulation is a tool that helps bridge the knowledge-to-action gap
through deliberate learning. This paper considers how to optimally engage learners in simulation activities as part of HPE.

Methods
The Simnovate Engaged Learning Domain Group undertook 3 teleconferences to survey the current concepts regarding pervasive learning. Specific attention was paid to engagement in the learning process, with respect to fidelity, realism and emotions, and the use of
narratives in HPE simulation.

Results
This paper found that while many types of simulation exist, the current ways to categorise the types of simulation do not sufficiently describe what a particular simulation will entail. This paper introduces a
novel framework to describe simulation by deconstructing a simulation activity into 3 core characteristics (scope, modality and environment). Then, the paper discusses how engagement is at the heart of the learning process, but remained an understudied phenomenon with respect to HPE simulation. Building on the first part, a conceptual framework for engaged learning in HPE simulation was derived, with potential use across all HPE methods.

Discussion
The framework considers how the 3 characteristics of simulation interplay with the dimensions of fidelity (physical, conceptual and
emotional), and how these can be conveyed by and articulated through beauty (as a proxy for efficiency) ascoexisting factors to drive learner engagement. This framework leads to the translation of deliberately taught knowledge, skills and attitudes into clinical competence
and subsequent performance.

Multiple Choice Question ( MCQ ) is used in assessing and evaluating the educational process worldwide as well as medical schools in Saudi Arabia. The Study is cross-sectional study was carried out in 278 medical students at Umm Al-Qura University, Makkah, Saudi Arabia. Data was collected by using a ?pre-tested? semi-structured questionnaire. The data were analyzed using SPSS Version 11 statistical. There are four main reasons that make MCQ exam difficult to students. There are aproblem in studying methods,problem in teaching technique,problem in the giving curriculum and problem in the language. Other difficulties in answering MCQ exam related to the way of questions include: problems in the content of thequestion, problems in the level of the exam, problems in answer options and problems in recalling.Also, the time given is insufficient or difficulties in time organization during exam one of main problems. There are some external problems such as separated answering sheet, anxiety symptoms, eating and sleeping before theexam.

- See more at: http://www.journalijar.com/article/17831/difficulties-in-answering-multiple-choice-questions-among-umm-al-qura-medical-students,makkah,-saudi-arabia./#sthash.wRrCPovF.dpuf

La recherche dont cette communication rend compte visait (i) à produire des connaissances relatives au travail des techniciens de radiologie médicale (TRM) dans différents services (radiologie conventionnelle, scanner, IRM, médecine nucléaire, radio- oncologie et angiographie), et (ii) à contribuer à la conception de formations innovantes pour la Haute École de Santé et pour la place de travail. Elle a abouti à l’identification de tensions structurelles dans le travail des TRM, dont la plus emblématique semble être la tension entre dimension «technique» et «relationnelle», et a permis une modélisation triadique de l’organisation globale de leur activité (le positionnement du patient, la production d’une image, et l’intégrité du patient). Nous discutons ces résultats dans une perspective de conception d’environnement de formation sur la base de principes génériques formalisés au sein de notre programme de recherche.

Many nursing curricula do not offer anatomy laboratories and exposure to cadaveric material. In this mixed-methods study, nursing students' perceptions and experiences from an anatomy laboratory session were examined. Students from two academic nursing programs (a four-year General Baccalaureate Nursing Program and a two-year Accelerated Nursing Program for Non-Nursing Baccalaureate Graduates) took part in an anatomy laboratory session (N = 223). Participants' learning experiences, emotional experiences and satisfaction with the anatomy laboratory session were assessed by their responses to closed-ended questionnaires. Participants' reasons for participation and suggestions for improvement were examined by open-ended questions. A mixed methods analysis of the data revealed a high level of satisfaction with the anatomy laboratory experience. Positive attitudes and learning experiences correlated with a sense of identification with the nursing profession. Satisfaction was ...

Interpreters work with clients from many professions and in different contexts and settings. A facilitator of interpreters' ability to provide an optimal interlingual transfer of another's speech or signing is possessing knowledge of other professionals' perspectives and goals. Interprofessional education is a teaching or learning method that includes learning activities in which trainees from two or more disciplines interact with each other in real or simulated settings. This article reports on the participation of interpreting students in interprofessional education with medical and social work students over a three-year period. Responses were obtained from 109 interpreting students across four medicine-interpreting and three social work-interpreting sessions relating to their perception of the roles of the other student groups pre-and post-intervention and how best to work with each group. Thematic analysis of the data revealed that pre-intervention knowledge of the doctors' work was significant while knowledge about social work was varied; there were high levels of agreement that knowledge of the other group had increased post-intervention; future intentions were related to greater awareness of a briefing, applying knowledge of the relevant genre of spoken interaction, the need for the allophone interlocutors to establish rapport with each other, and awareness of source speakers' tone and intent in addition to form and content.

Background Computer-based applications are increasingly used to support the training of medical professionals. Augmented reality applications (ARAs) render an interactive virtual layer on top of reality. The use of ARAs is of real interest to medical education because they blend digital elements with the physical learning environment. This will result in new educational opportunities. The aim of this systematic review is to investigate to which extent augmented reality applications are currently used to validly support medical professionals training. Methods PubMed, Embase, INSPEC and PsychInfo were searched using predefined inclusion criteria for relevant articles up to August 2015. All study types were considered eligible. Articles concerning AR applications used to train or educate medical professionals were evaluated. Results Twenty-seven studies were found relevant, describing a total of seven augmented reality applications. Applications were assigned to three different categories. The first category is directed toward laparoscopic surgical training, the second category toward mixed reality training of neurosurgical procedures and the third category toward training echocardiography. Statistical pooling of data could not be performed due to heterogeneity of study designs. Face-, construct-and concurrent validity was proven for two applications directed at laparoscopic training, face-and construct validity for neurosurgical procedures and face-, content-and construct validity in echocardiography training. In the literature, none of the ARAs completed a full validation process for the purpose of use. Conclusion Augmented reality applications that support blended learning in medical training have gained public and scientific interest. In order to be of value, applications must be able to transfer information to the user. Although promising, the literature to date is lacking to support such evidence.

Pálvölgyi, L., Kozma, B.G. (2021). Project-based competence development: online solutions from the practice of two universities / Projektalapú kompetenciafejlesztés: online megoldások két egyetem gyakorlatából - - Abstract: Az online kapcsolatra épülő távolléti oktatás gyökerei a bő két évtizeddel ezelőtt megjelent távmunka és home office megoldásokra vezethetők vissza. Miközben a munkavégzés ezen módja a gazdasági szférában egyre nagyobb teret nyert, és konszolidálódott az elmúlt időszakban, a 2020-ban kirobbanó Covid–19-világjárvány a digitalizáció folyamatában kevésbé lendületes dinamikát mutató hazai közoktatást és felsőoktatást inkább felkészületlenül érte. A jó gyakorlatok fejlesztése és megosztása emiatt különösen fontos. A tanulmány áttekinti az Eötvös Loránd Tudományegyetemen folyó idevágó kutatás néhány eredményét. A digitalizáció szerepét kiemelve tárgyalja a projektorientált kompetenciafejlesztés kihívásait és megoldásait három eset példáján keresztül az ELTE és a Semmelweis Egyetem gyakorlatából.

Each year the American Centers for Medicare and Medicaid (CMS) pays over 10 billion dollars for Graduate Medical Education in the USA (1). Up until now there has been lack of evidence based research on the effectiveness of how American osteopathic trainees learn and are taught. An outcomes based delivery system has proven to be an important tool for measuring the status of Graduate Medical Education (GME) in America. Competency Based Medical Education (CBME) has shown to be an important part of the international medical education system. Since the ACGME (American Council on Graduate Medical Education) started measuring the six core competencies over a decade ago, questions have arisen regarding traditional residency training methods and their benefits. Since the Single Accreditation System of the ACGME and AOA (American Osteopathic Association) was put in effect in July 2015, now is the best time for the osteopathic community, both nationally and internationally, to take a look at how we are teaching residents. Within this article, faculty training of residents, reflective practices, and the assessment of professionalism is specifically focused on. It is of utmost importance to research and reevaluate our medical education curriculum so that we will be able to help meet the needs of future generations, while also graduating competent, globally engaged, professional physicians. This article seeks to show the need for innovation in osteopathic GME and the role that Competency Based Medical Education (CBME) can play in the osteopathic profession to meet this need.

Les auteurs de cet article présentent une expérience pilote
menée à la faculté de médecine de Créteil depuis deux ans. Son
caractère innovant tient au fait que pour la première fois dans
une faculté de médecine en France, des externes peuvent une matinée
par mois se libérer de leur stage clinique, en accord avec
leur chef de service, pour venir débattre en petits groupes des situations
qu’ils rencontrent à l’hôpital auprès de leurs patients.
L’originalité de cette expérience tient non seulement à la méthode
employée qui s’inspire des groupes Balint, tels que son auteur
les a initiés il y a déjà plus de cinquante ans, mais aussi par
l’utilisation du psychodrame Balint mis au point par Anne Caïn
dans les années 70 aux côtés de Charles Brisset.
Caroline Dauchez, animatrice de psychodrame Balint et
membre de l’AIPB (Association Internationale du Psychodrame
Balint), en présente, en première partie de cet article, l’historique,
les modalités et les spécificités. Elle retrace notamment
comment il fut introduit à la faculté de médecine de Bobigny,
où il y est actuellement toujours proposé aux externes sous la
forme d’un enseignement optionnel.
Dans la seconde partie, Hervé Boukhobza décrit la première
séance de psychodrame Balint qui s’est tenue à la faculté de Créteil.
L’analyse de la situation qui a été jouée a permis d’en dégager
un ensemble d’enseignements et d’arguments faisant
considérer le psychodrame Balint comme une méthode tout à
fait originale et prometteuse dans la formation des étudiants en
médecine à la relation médecin-malade.