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ObjectiveThe aim of the article is to describe the validation process of a research tool used to measure the intensity and direction of medical personnel’s attitudes towards immigrant patients.DesignAn instrument validation design with a cross-sectional survey was conducted. The validation process was carried out in two phases. In phase 1, the content validity of the tool was analyzed. The competent judges method was used. The reliability of the judges was verified in terms of the consistency of evaluations (the I-CVI index was calculated). In phase 2, the questionnaire was tested among 340 healthcare professionals who have professional contact with immigrants, in terms of its factorial validity (exploratory and confirmatory factor analysis), internal consistency (reliability measured by Cronbach’s alpha coefficient) and absolute stability (measured by the test-retest method).ResultsThe research results indicate satisfactory content validity of the tool (I-CVI>0.8). The reliability of the tool measured by Cronbach’s alpha coefficient was high (0.86). The reliability study based on the test - retest method (after 3 weeks) showed high consistency of measurements (0.75). Exploratory factor analysis allowed extracting 1 factor, which explains 55.7% of the variance. The validity of the one-factor solution was confirmed by confirmatory factor analysis. Satisfactory goodness of fit indices were obtained (RMSEA = 0.038; PCLOSE = 0.624; AGFI = 0.966; GFI = 0.990; CFI = 0.996).ConclusionThe presented tool has satisfactory psychometric properties. The AHPI is a tool that can be used for quick assessment of the intensity and direction of attitudes of medical students and healthcare professionals towards immigrant patients, which can help shape educational and training processes.

Abstract Background Medical simulation allows for the achievement of many educational goals and the continued education of some practical skills. The COVID-19 pandemic’s restrictions have led to a major increase in dental education simulations. The aim of this study was to analyse the perspectives of academic teachers towards dental simulation, their concerns and evaluation of this teaching method, as well as their opinion on the use of medical simulation during the COVID-19 pandemic. Method A focus study was conducted in a group of 5 academic teachers, comprising 10% of academic teachers of a Dental Faculty using simulation techniques. Prior to and during the COVID-19 pandemic, the interviewed teachers had expertise with medical simulation in dentistry education methods. A facilitator used pre-planned, open-ended questions about the use of simulation in dentistry also with regard to the COVID-19 pandemic period. The group discussion has been managed, monitored, and recorded. The data analysis model was based on Braun and Clarke’s six phases of thematic analysis. Five thematic domains/fields were evaluated: (1) Simulation as a didactic method; (2) Simulation during COVID-19 pandemic; (3) General observations and expectations with regard to simulation; (4) Teachers in simulation; (5) Concerns in relation to simulation. Two researchers analysed the data. Results Based on interviewed teachers’ perspective the simulation allows students to learn basic and complex skills providing the repeatability of the procedures performed. During Covid-19 the simulation methods undoubtedly filled the gap in the training of future dentists. However, interviewed teachers pointed out the high cost of the methods dictated by the need to prepare the simulation environment at a high level, in order to reflect the real clinical situation. Conclusions The use of simulation methods requires adequate preparation of academic teachers, continuous education and updating of knowledge in the field of medical simulation. The COVID-19 pandemic significantly influenced the growth of dental education simulation techniques as well as staff knowledge of the usage of medical simulation.

Background Education with the use of medical simulation may involve the use of two modalities: manikins or standardized patients (SPs) to meet specific learning objectives. We have collected students’ opinions about the two modalities which can be helpful in planning and evaluating the curriculum process. Although reviews or comparisons of student opinions appear in the literature, it is difficult to find a scale that would be based on a comparison of specific effects that can be obtained in the educational process. In order to fill this gap, an attempt was made to construct a questionnaire. Methods An experimental version of a questionnaire measuring the final-year students’ (273) opinions about the effectiveness of both simulation techniques has been designed on the basis of semi-structured interviews. They were conducted with 14 final-year students excluded from the subsequently analyzed cohort. The scale has been completed, tested and validated. Results The authors developed a 33-statement questionnaire which contain two scales: teaching medicine with the manikins and with the SPs. Two factors were identified for each scale: Doctor-patient relationship and practical aspects. The scales can be used complementary or separately, as the article reports independent statistics for each scale. The Cronbach’s alpha coefficient for the manikin scale is 0.721 and for the SP scale is 0.758. Conclusions The questionnaire may be applied to medical students to identify their opinions about using manikins and SPs in teaching. It may have an important impact for planning curriculum and implementing particular modalities in accordance with the intended learning objectives.

Introduction Medical care in geriatrics has its own specificity, and in order to build a successful doctor-patient relationship it is important while studying medicine to learn some functioning aspects of this age group. Objective The aim of this study is to explore and describe the role of emotional intelligence in the attitudes of medical students towards elderly patients, taking into account their the place of residence. The place of residence has an impact on social relations and socialization, which could effect with disparities in behaviour towards elderly patients. Material and methods Medical University of Lublin students from rural (N=71; M=23.44 SD=1.80) and urban (N=87; M=23.34; SD=1.38) areas took part in the study. Emotional Intelligence Questionnaire (INTE) and Attitude Towards Elderly Patients Questionnaire (ATEP) were used. Results There are statistically significant differences between medical students from rural and urban areas in their attitude towards elderly patients (p=0.001), but no differences were observed between rural and urban residents in terms of emotional intelligence (general result, action factor and cognitive factor). Positive correlations were observed between action factor (r=0.322), cognitive factor (r=0.311) and general INTE result (r=0.358) and attitude towards elderly patients in the group of medical students from rural area. Conclusions Medical students from rural areas are characterized by a more positive attitude towards elderly patients than medical students from urban areas. The predictors of attitudes towards elderly patients are the cognitive factor of emotional intelligence and the place of residence of medical students. The results give the opportunity to design a well-developed programme of a geriatric course which could be matched to the personal predispositions of students.