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AbstractGuidelines and recommendations to properly elicit and document sexual orientation and gender identity in the clinical setting are rapidly emerging; however, in the epidemiologic research setting, information about collection, analysis, presentation, and dissemination of LGBTQI data is nascent. Federal agencies have worked to optimize epidemiologic research data collection from LGBTQI people. Despite these efforts, research data collection guidelines are inconsistent, and the data remain inadequate. The consequence of neglecting to collect data accurately from LGBTQI people is epidemiologic datasets that distort health professionals’ and policymakers’ perception of who comprises our communities and what the disease burden truly is. Additional harm is accrued by members of the neglected groups, including medical students and trainees, who may feel invisible, disrespected, and unsafe when presented with discriminatory data. With this article, we use our perspectives as a medical educator and a medical student to describe the challenge of working with inadequate LGBTQI datasets. We recommend five actions that can be taken by individuals, departments, and institutions to mitigate harm from the existing datasets: 1) acknowledge the limitations of the data; 2) develop, disseminate, and encourage use of an inclusive lexicon; 3) include LGBTQI-related criteria on peer teaching reviews; 4) engage students and trainees as partners, and if appropriate, content experts to review curriculum; and 5) self-identify as an agent of social change. In addition, we discuss systems-level considerations for realizing the goal of having comprehensive, accurate, and inclusive national data to drive health care delivery and health policy decisions. These include expanding research guidelines to address reporting and dissemination best practices for LGBTQI data, and widespread adoption of data reporting guidelines by biomedical journals. There is an urgent need for data to support quality care of LGBTQI communities. The health of our family, friends, neighbors, and nation depends on inclusive, accurate data. [ABSTRACT FROM AUTHOR]

Background: The purpose of the article was to assess students' perception of the learning environment at the College of Medicine and Health Sciences, United Arab Emirates University using the 'Medical School Learning Environment Survey' (MSLES). Evaluating the learning environment and working towards its improvement is crucial for the physical and mental well-being of medical students, as it contributes to fostering an optimal learning environment. Methods: Students participated in four groups: Year-1 (pre-medical), Year-2 (pre-medical), Year-3/Year-4 (pre-clinical), and Year-5/Year-6 (clinical). MSLES data was collected from each group using an online survey tool (Qualtrics XM). Latent factor structures in the learning environment constructs were assessed using 'exploratory factor analysis'; and reliability was measured by Cronbach's alpha. Differences among groups were assessed by 'single factor ANOVA'. Results: Three hundred seventy-seven (65%) of the 584 eligible students completed the survey. Exploratory factor analysis revealed four factors: (Genn J. AMEE Medical Education Guide 23 (Part 1): Curriculum, environment, climate, quality and change in medical education–a unifying perspective. Med Teach. 2001;23(4):337–44.) Learning experience (∝=0.71), (Maudsley RF. Role models and the learning environment: essential elements in effective medical education. Acad Med. 2001;76(5):432–4.) Student-student interaction (∝=0.69), (Gruppen LD, Irby DM, Durning SJ, Maggio LA. Conceptualizing learning environments in the health professions. Acad Med. 2019;94(7):969–74.) Student-faculty interaction (∝=0.62), and (Soemantri D, Herrera C, Riquelme A. Measuring the educational environment in health professions studies: A systematic review. Med Teach. 2010;32(12):947–52.) Academic support (∝=0.62). Students in Y3-Y6 rated the learning environment statistically significantly lower than that in Y1-Y2. Student-student interaction in Y2 was significantly lower than that in other years. Student-faculty interaction in Y1 was significantly higher than that in Y2. Academic support was significantly higher in Y1 than that in Y2-Y6. Conclusion: The MSLES revealed variabilities in learning domains across the years. Improvement efforts should foster student-student collaboration in Y2 and improve academic support approaches for Y2-6. These findings provide valuable insights for medical educators to enhance the medical school learning environment and foster an optimal learning environment in lifelong medical education. [ABSTRACT FROM AUTHOR]

This article explores the use of narrative medicine as a teaching tool in medical education. Narrative medicine involves using stories and narratives to help students gain a deeper understanding of patients' perspectives and enhance their capacity for self-reflection. The article provides examples of local narratives from the authors' own clinical experiences, highlighting the potential for these stories to offer insights into the social and psychological context of patients' lives. The article also addresses potential barriers to teaching with narratives and suggests strategies to overcome them. The authors emphasize the importance of faculty development in implementing narrative medicine successfully. [Extracted from the article]

Background: Medical students' preparedness for clinical practice is well researched, yet little is known on the extent to which students are being prepared for a medical career. This paper reports the construction of a short medical inventory titled eXploring medical sTudents' caReer reAdiness (XTRA) to measure students' career readiness based on Super's theory of career maturity. Approach: We designed an instrument consisting of a series of 5‐point Likert‐scale to identify participants competencies regarding career exploration and planning during their undergraduate studies. The instrument was completed by 348 medical students from 41 universities in the United Kingdom. We examined the validity and reliability of the instrument through Exploratory Factor Analysis, Cronbach's coefficient α and Pearson correlation. Evaluation: Exploratory Factor Analysis revealed that 16 of the 20‐items survey were aligned with the exploration stage of Super's theory: Crystallisation (Career goals), Specification (Career pathways) and Implementation (Career accomplishments). The four items that formed two separate statistical factors were specific to a current medical career in the UK. Internal reliability for Super's factor subscales were acceptable (α = 0.71 to α = 0.81). A significant positive relationship was found between students' overall rating of career readiness and the three factors, indicating construct validity. Implications: The XTRA Inventory is a short instrument with construct and content validity specifically designed to measure career readiness of medical students. Further work on its psychometric properties will help establish this inventory to be used as a guidance and career counselling tool by medical educators and educational institutions in developing career development programmes. [ABSTRACT FROM AUTHOR]

Background: In addition to providing patient care, interprofessional health care teams work collaboratively on a variety of projects. These projects often benefit from using facilitated small group project discussion sessions, such as the Harvard Macy Institute's (HMI) Step Back Process (SBP). Although having a trained facilitator is an important component of the SBP, only a limited number of health care professionals can attend HMI courses in person or virtually, limiting its impact. Approach: We developed three video‐based education (VBE) modules to deliver facilitator training on the SBP, informed by principles of Mayer's cognitive theory of multimedia learning. For module development, we used a five‐step approach. We evaluated effectiveness of the modules as a self‐directed method to enhance SBP facilitator training. An initial survey collected demographic data and module feedback, a follow‐up survey collected feedback on the modules' impact on facilitation and interviews focused on the participants' overall experience. Evaluation: Survey results indicated that the modules were positively received and helped to improve participant confidence in facilitating. We identified four themes from the interviews: challenges of facilitating, value of group feedback, value of modules for experienced facilitators and the modules as part of a multi‐modal approach to train new facilitators. Implications: This innovation provides insight on delivering facilitator training on the SBP using VBE. Health professions educators developing online facilitator training could adapt our development process and modify implementation guided by our results. Future work should evaluate the best methods to integrate VBE modules into a longitudinal virtual community and assess facilitation techniques. [ABSTRACT FROM AUTHOR]

Patient educator programmes have become a fundamental part of medical student education, delivering rich and transformative learning. However, little is known about the barriers and facilitators to implementing patient educator programmes for medical students in psychiatry and specifically forensic psychiatry. A systematic search of three databases with no date parameters was undertaken in November 2022, using keywords related to medical education, coproduction, patient involvement, and psychiatry. Five papers on patient educator programmes in psychiatry were located. No literature related to patient educator programmes in forensic psychiatry was identified. Facilitators include a robust policy infrastructure and transparent arrangements for safe educational practices alongside a commitment to coproduction and relational working. Barriers include epistemic injustice, the skills of professional facilitators, and a lack of supporting educational theory. There appears to be scope to deliver high-quality medical student education in forensic psychiatry through patient educator programmes with reciprocal benefits for educators such as rehabilitation, skills development, and possibly therapeutic benefits. The educational and therapeutic value of patient as educator programmes in forensic psychiatry are under-researched. Patient as educator programmes in forensic psychiatry require careful consideration regarding risk, while patients' prior involvement with the criminal justice system may increase stigma and discrimination. The complexity and risks have seldom been considered. It appears a priority to address the knowledge gap identified by this review. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic introduced unprecedented challenges to medical education systems and medical students worldwide, making it necessary to adapt teaching to a remote methodology during the academic year 2020–2021. The aim of this study was to characterize the association between medical professionalism and dropout intention during the pandemic in Peruvian medical schools. Methods: A cross-sectional online-survey-based study was performed in four Peruvian medical schools (two public) during the academic year 2020–2021. Medical students, attending classes from home, answered three scales measuring clinical empathy, teamwork, and lifelong learning abilities (three elements of medical professionalism) and four scales measuring loneliness, anxiety, depression, and subjective wellbeing. In addition, 15 demographic, epidemiological, and academic variables (including dropout intention) were collected. Variables were assessed using multiple logistic regression analysis. Results: The study sample was composed of 1107 students (390 male). Eight variables were included in an explanatory model (Nagelkerke-R2 = 0.35). Anxiety, depression, intention to work in the private sector, and teamwork abilities showed positive associations with dropout intention while learning abilities, subjective wellbeing, studying in a public medical school, and acquiring a better perception of medicine during the pandemic showed a negative association with dropout intention. No association was observed for empathy. Conclusions: Each element measured showed a different role, providing new clues on the influence that medical professionalism had on dropout intention during the pandemic. This information can be useful for medical educators to have a better understanding of the influence that professionalism plays in dropout intention. [ABSTRACT FROM AUTHOR]

BACKGROUND: Psychosocial support provision in schools is a promising strategy for overcoming barriers to accessing mental health care. This study aimed to assess teachers' knowledge, attitudes, practices, skills, and perceived barriers in providing psychosocial support to students in Jordan. METHODS: The sample included teachers working in public schools, private schools, the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) schools, and Zaatari camp schools, as well as non‐formal education centers. The study utilized a multi‐stage stratified cluster sampling technique to select a nationally representative sample. RESULTS: A total of 549 teachers were included, and only 25.2% have ever received mental health training. Most teachers reported a high level of good and acceptable knowledge of psychosocial support and had a positive attitude toward the provision of psychosocial support, however, about a quarter (25.5%) agreed on feeling nervous in discussing students' psychosocial problems with their parents or school administrators. The least enacted practice was the systematic engagement with parents, school administration, and other community resources in students' well‐being (sometimes, 31.6%; rarely, 20.4%). Gaps in skills were mainly in communicating with external resources and parents. The main barriers included parents' misunderstanding of teachers' role in providing psychosocial support to students (56.8%), lack of integration of psychosocial support in the curriculum (55.6%), and challenges in identifying students with psychosocial problems due to large class sizes (54.3%). CONCLUSION: The results show that gaps extend beyond the individual level of teachers to the community level. School‐based psychosocial support interventions must consider the multiple factors that influence their implementation at multiple levels, including the individual, relational, community, and societal levels. [ABSTRACT FROM AUTHOR]

Organic digital education (ODE) includes online medical education content that can take various forms, such as blogs, social media, videos, podcasts, or infographics. Multimedia ODE platforms have unique benefits and have quickly become an essential part of medical education. Modern medical educators with competency in digital teaching modalities can leverage these for teaching as well as career development and dissemination of scientific research. The ID Digital Institute is a digital education program with a curriculum designed to equip infectious diseases (ID) professionals with the skills to appraise, create, curate, and integrate ODE into their teaching and career. We share the structure, content, and lessons learned from the ID Digital Institute program. We also illustrate how digital education skills can present unique opportunities to align with current and future transplant and immunocompromised host infectious diseases education efforts. [ABSTRACT FROM AUTHOR]

A potential emerging shortage of veterinary medical educators requires the profession to acknowledge and understand the factors leading to this outcome. Expanding class sizes within existing schools and colleges of veterinary medicine and the expected expansion of new programs seeking AVMA-Council of Education accreditation have heightened the need to address an impending shortage of veterinary medical educators. A solution-oriented approach that accurately projects educator workforce needs and identifies factors contributing to the shortage requires effective collaboration across various partnering organizations to develop innovations in pedagogy and educational delivery methods. The veterinary profession must also identify and reduce disincentives that deter students and post-DVM trainees from pursuing careers in education. Finally, efforts at the state and federal level are critical to advocate for financial support and incentives for expansion of the veterinary medical educator workforce. Through these collective approaches and partnerships, the veterinary medical educator workforce can be strengthened to overcome obstacles for educating the next generation of veterinarians to meet societal needs. [ABSTRACT FROM AUTHOR]

Background: In the achievement of optimal learning outcomes, knowledge retention presents a major concern for medical students and educators. Practical dissection courses facilitate the consolidation of knowledge of anatomy. Previously, it was shown that a regional anatomy dissection course is more beneficial over a 3-month than a 1-month duration for gathering pre examination knowledge. This study aimed to assess if follow-up anatomy interventions help consolidate regional anatomy knowledge and facilitate knowledge retention of undergraduate medical students. It was hypothesized that knowledge retention could be enhanced using post-dissection teaching interventions. Methods: Upon completion of the dissection course, Objective Structured Practical Examinations (OSPEs) were performed for the neck, thorax, and abdomen immediately before the start of the oral examinations, with follow-ups at 6 and 12 months. Between each of the examinations, virtual and in-person lectures and seminars on (radiologic) anatomy and pathology were held, including Cinematic Rendering, but without additional teaching on human tissues. Results: Significant improvements were observed for knowledge of the neck and abdomen regions in the 6- and 12-month follow-up OSPEs. The effects of knowledge gain were less marked in ethanol-glycerin- than in Thiel-embalmed tissues. Student perceptions regarding tissue quality correlated positively with their assessment of tissue suitability for examination preparation. In conclusion, even anatomy teaching interventions not utilizing human tissues may help consolidate and improve regional anatomy knowledge over a one-year term. Conclusion: Knowledge retention can be enhanced by accompanying virtual with physical teaching interventions. [ABSTRACT FROM AUTHOR]

Azad Jammu and Kashmir Medical College in Muzaffarabad recently held its fifth convocation to celebrate the graduation of its seventh batch of medical students. A total of 108 students received their degrees, and 17 students were awarded gold, silver, and bronze medals for achieving top positions. The convocation was well-attended, with notable guests including Chaudhry Latif Akbar, Speaker of the Azad Jammu and Kashmir Legislative Assembly. In his speech, Akbar emphasized the noble nature of the medical profession and the importance of doctors serving society. The college's principal, Prof. Syed Mulazim Hussain Bukhari, highlighted the role of the medical faculty in promoting quality education and encouraged students to prioritize research and problem-solving. [Extracted from the article]

Azad Jammu and Kashmir Medical College in Muzaffarabad recently held its fifth convocation to celebrate the graduation of its seventh batch of medical students. A total of 108 students received their degrees, and 17 students were awarded gold, silver, and bronze medals for achieving top positions. The convocation was well-attended, with notable guests including Chaudhry Latif Akbar, Speaker of the Azad Jammu and Kashmir Legislative Assembly. In his speech, Akbar emphasized the noble nature of the medical profession and the importance of doctors serving society. The college's principal, Prof. Syed Mulazim Hussain Bukhari, highlighted the role of the medical faculty in promoting quality education and encouraged students to prioritize research and problem-solving. [Extracted from the article]

Background: The key step in evaluating the quality of clinical nursing practice education lies in establishing a scientific, objective, and feasible index system. Current assessments of clinical teaching typically measure hospital learning environments, classroom teaching, teaching competency, or the internship quality of nursing students. As a result, clinical evaluations are often insufficient to provide focused feedback, guide faculty development, or identify specific areas for clinical teachers to implement change and improvement. Therefore, the purpose of our study was to to construct a scientific, systematic, and clinically applicable evaluation index system of clinical nursing practice teaching quality and determine each indicator's weight to provide references for the scientific and objective evaluation of clinical nursing practice teaching quality. Methods: Based on the "Structure-Process-Outcome" theoretical model, a literature review and Delphi surveys were conducted to establish the evaluation index system of clinical nursing practice teaching quality. Analytic Hierarchy Process (AHP) was employed to determine the weight of each indicator. Results: The effective response rate for the two rounds of expert surveys was 100%. The expert authority coefficients were 0.961 and 0.975, respectively. The coefficient of variation for the indicators at each level ranged from 0 to 0.25 and 0 to 0.21, and the Kendall harmony coefficients were 0.209 and 0.135, respectively, with statistically significant differences (P < 0.001). The final established index system included 3 first-level, 10 second-level, and 29 third-level indicators. According to the weights computed by the AHP, first-level indicators were ranked as "Process quality" (39.81%), "Structure quality" (36.67%), and "Outcome quality" (23.52%). Among the secondary indicators, experts paid the most attention to "Teaching staff" (23.68%), "Implementation of teaching rules and regulations (14.14%), and "Teaching plans" (13.20%). The top three third-level indicators were "Level of teaching staff" (12.62%), "Structure of teaching staff" (11.06%), and "Implementation of the management system for teaching objects" (7.54%). Conclusion: The constructed evaluation index system of clinical nursing practice teaching quality is scientific and reliable, with reasonable weight. The managers' focus has shifted from outcome-oriented to process-oriented approaches, and more focus on teaching team construction, teaching regulations implementation, and teaching design is needed to improve clinical teaching quality. [ABSTRACT FROM AUTHOR]

Aim Design Methods Results Conclusion Implications for the Profession Reporting Method Patient or Public Contribution To explore Australian and New Zealand nursing and midwifery educators' planetary health knowledge, views, confidence and teaching practices.A cross‐sectional survey design.An online survey was sent to Australian and New Zealand nursing and midwifery educators across the 45 Schools of Nursing and Midwifery between July and September 2023. The online survey consisted of 29 open‐ and closed‐ended questions about nursing and midwifery educators' planetary health knowledge, views, confidence and teaching practices.There was a total of 127 responses to the first open‐ended question. A total of 97 nursing and midwifery educators then completed the remaining questions. While educators had mostly positive views about integrating planetary health into their teaching, they lacked the knowledge and/or confidence to do so effectively.Australian and New Zealand nursing and midwifery educators acknowledge that planetary health should be included in nursing and midwifery curricula, but most reported a deficit in knowledge and/or confidence to integrate these complex concepts into their teaching. When considering planetary health, most educators focussed on climate change, which demonstrates their limited understanding of the concept of planetary health.All nurses and midwives need to understand how the health of the planet and human civilization are interconnected and be prepared to address complex global health challenges now and in the future. Across the world, key healthcare organizations have called upon nursing and midwifery educators to prepare the healthcare workforce to practice in a more sustainable way, including supporting decarbonization of healthcare. However, our study has demonstrated that nursing and midwifery educators do not feel ready to respond due to a lack of required knowledge and/or confidence.We used the Consensus‐Based Checklist for Reporting of Survey Studies (CROSS).No patient or public contribution. [ABSTRACT FROM AUTHOR]

Aim Background Methods Findings Conclusion Implications for nursing and nursing policy To explore factors associated with Taiwanese nurse educators’ behaviour or intention to teach lesbian, gay, bisexual and transgender (LGBT) health content.Nurse educators were found to have limited experiences and readiness to teach LGBT health content. However, limited evidence exists to comprehensively understand factors associated with nurse educators’ behaviour and intentions to teach LGBT health content.A qualitative descriptive study design was adopted. A total of 24 nurse educators were interviewed. One‐on‐one interviews were conducted employing a semi‐structured topic guide and were audio‐recorded. Interview data were analysed using the socio‐ecological model and constant comparative technique. This article was reported according to the Consolidated Criteria for Reporting Qualitative Research checklist.Most nurse educators had no experience of teaching LGBT health content and expressed their low or no intention to teach it. Factors associated with nurse educators’ behaviour and intention to teach LGBT content were categorised by the socio‐ecological model level: intrapersonal factors, interpersonal factors, community factors and societal and policy factors.This study identified multilevel factors associated with Taiwanese nurse educators’ behaviour and intention to teach LGBT health content. Recommendations were provided to address multilevel barriers to diminish nurse educators’ challenges in teaching LGBT health content.Supervisors of nurse educators should assess and discuss nurse educators’ concerns and competencies regarding teaching LGBT health content. To address schools’ or organisations’ adverse climates and conventional societal atmosphere, related policies and regulations should be developed and implemented. [ABSTRACT FROM AUTHOR]

Issue Addressed: With the emerging focus on designing health‐literate organisations and health care systems, it is essential to understand the health literacy profiles of the medical workforce including medical students, as medical professionals play a key role in within these systems. Medical professionals contribute to good patient health outcomes through enabling access to appropriate health care, provision of quality health information and collaborative shared decision‐making, which are fundamental health literacy competencies. The aim of this study is to identify health literacy strengths and weaknesses of medical students enrolled in an Australian Doctor of Medicine programme. Methods: Students from all 4 years of an Australian Doctor of Medicine programme were invited to complete an anonymous, online survey in January 2021. Health literacy profiles were identified using the 9‐domain, 44‐item multi‐dimensional Health Literacy Questionnaire, a validated tool which comprehensively evaluates health literacy strengths and weaknesses from diverse perspectives. Demographic characteristics and social attributes were also recorded. The results were compared with Australian Bureau of Statistics data. Results: Eighty‐six participants completed the survey. Most participants were female students (57%) who spoke English at home (88%) with tertiary‐educated fathers (60%) and resided in locations associated with high socioeconomic status during adolescence (61%). Males scored significantly higher in three domains which explored health information access and appraisal, and ability to actively engage with health care providers. Students' scores were significantly lower than the Australian general population in Domain 6 (Ability to actively engage with health care providers) and Domain 7 (Navigating the health care system). Conclusions: Medical students' health literacy profiles indicate areas of weakness in their ability to engage with health care providers and to navigate the health system. Medical educators will need to create opportunities to address these weaknesses within medical curricula. Gender differences identified in self‐rated ability to access and appraise health information requires further exploration. So What?: Further understanding of health literacy profiles of medical students may influence design of medical school curricula. [ABSTRACT FROM AUTHOR]

This study sheds light on how to develop inclusive pedagogy in higher education, from the point of view of 42 inclusive faculty members from 6 Spanish universities. A qualitative methodology was used through semi-structured in-depth interviews. Data analysis was inductive, using a system of categories and topics. The results reveal that the faculty members which develop inclusive pedagogy in general have beliefs linked to the social model of disability and inclusive education approaches. They do not usually have specific training or knowledge about disability. They design their curricula in a flexible and open way to accommodate all students. They show a positive attitude toward students with disabilities and use diverse and participatory teaching methodologies, giving prominence to students. These data are consistent with those found in previous studies and offer keys to those faculty members who are interested in developing an inclusive pedagogy at the university. This paper examines in detail how faculty members of six faculties of educational sciences develop a theoretical framework comprising beliefs, knowledge, designs and actions. The research has found that faculty members hold beliefs about disability based on the social model of disability and inclusive approach. In general, inclusive faculty members' knowledge of disability and attention to diversity issues is scarce. The design of courses and teaching programmes led by inclusive university faculty is characterised by being open, flexible and providing clear and detailed information to students. Faculty who develop inclusive pedagogy use varied, participative and active methodologies, which are combined with a positive and approachable attitude towards students with disabilities. [ABSTRACT FROM AUTHOR]

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]

We assessed risk factors for complications associated with resident-performed cataract surgery. Using the Preferred Reporting Items for Systematic reviews and Meta-Analyses guidelines, we searched 4databases in September, 2023. We included peer-reviewed, full-text, English-language articles assessing risk factors for complications in resident performed cataract surgery. We excluded studies describing cataract surgeries performed by fellows, combined surgeries, and studies with insufficient information. Our initial search yielded 6244 articles; 15 articles were included after title/abstract and full-text review. Patient-related risk factors included older age, hypertension, prior vitrectomy, zonular pathology, pseudoexfoliation, poor preoperative visual acuity, small pupils, and selected types of cataracts. Surgeon-related risk factors included resident postgraduate year and surgeon right-handedness. Other risk factors included absence of supervision, long phacoemulsification time, and phacoemulsification with high power and torsion. The quality of the studies was assessed using the Grading of Recommendations, Assessment, Development, and Evaluation; most studies graded as moderate, primarily due to risk of bias. When assigning cases to residents, graduate medical educators should consider general and resident-specific risk factors to facilitate teaching and preserve patient safety. [ABSTRACT FROM AUTHOR]

Teaching equitable clinical practice is of critical importance, yet how best to do so remains unknown. Educators utilize implementation science frameworks to disseminate clinical evidence-based practices (EBP). The Health Equity Implementation Framework (HEIF) is one of these frameworks, and it delineates how health equity may be concomitantly assessed and addressed in planning the implementation of an EBP. The HEIF therefore lays a strong foundation to understand and explain barriers and facilitators to implementation through an equity lens, making it well-suited for use by medical educators. Three equity-focused frames of reference within the model include (1) the clinical encounter, (2) societal context, and (3) culturally relevant factors, herein referred to as domains. The HEIF provides a structure for prospective and retrospective assessment of how EBP are taught and ultimately incorporated into clinical practice by trainees, with specific attention to delivering equitable care. We present three examples of common topics in internal medicine, contextualized by the three equity domains of the HEIF. We additionally acknowledge the limitations of this framework as a research tool with complex features that may not be suitable for brief teaching in the clinical environment. We propose a 360-degree learner assessment to ensure implementation of this framework is successful. By encouraging trainees to explore the narrative experiences of their patients and examine their own implicit biases, the HEIF provides a structure to address gaps in knowledge about delivering equitable care. [ABSTRACT FROM AUTHOR]

The medical education is always limited to classroom and bed side teaching. That type of teaching mostly involves the cognitive domain of the students rarely touching psychomotor and affective. The evolution of new techniques mandates the medical teachers to include more of innovation which would bring more of a multidomain learning. The Google suite which involves multiple application is currently the new break through by which the traditional classroom teaching is changed to a novel one. This article tries to see through the google suites, its applications, advantages, disadvantages and particular importance of it in medial education. [ABSTRACT FROM AUTHOR]

Hybrid teaching, synchronous face-to-face and online learning will continue to be part of flexible teaching methods. This mixed method study aimed to measure the effects of an educational intervention on the development of health sciences and medical educators’ (n = 16) hybrid teaching competence combining experiences about motivation. Hybrid teaching competence was measured with a self-assessment Hybrid Education Competence instrument from one Finnish university in 2022. Pre and post measures about hybrid teaching competence (n = 16) and semi-structured interviews (n = 5) about learning motivation were conducted. Wilcoxon’s signed rank test and inductive content data analysis were used. The educators showed a statistically significant increase in their competence in planning and resourcing hybrid teaching, technological, interaction, digital pedagogy, and ethical competence. Educators experienced the challenges of supporting motivation were less prominent in the second interview than in the first. The study provides evidence on the development of educators’ continuous education and supporting learning motivation. [ABSTRACT FROM AUTHOR]

AbstractClinical medicine’s complexities and demands often surpass the scope of formal ethics and leadership training that medical schools and residency programs provide. The discrepancy between medical education and the realities of clinical work may contribute to ethical erosion among learners, namely, medical students and residents. Unlike traditional approaches to teaching professional ethics and leadership in medicine, rights-based (aspirational) pedagogies approach trainees as autonomous moral agents, whose work has moral value to themselves and others, who live with the ethical consequences of their professional choices, and whose work shapes their individual moral character. By incorporating teaching strategies that intentionally build learners’ rights-based leadership through the development of moral courage, medical educators may counter important aspects of ethical erosion while promoting learner preparedness, outcomes, and well-being. Military teaching approaches offer a valuable example to medical educators seeking to create structured curricula that foster moral courage to promote rights-based leadership, given the high level of moral and managerial complexity present in both medicine and the military. Through a comparative analysis of professional ethics in the medical and military disciplines, this Observation article explores the validity of applying precedents from military ethics and leadership education to medical training. Through arguments rooted in moral philosophy, military history, and military organizational research, we explore the expansion of rights-based teaching methods within the predominantly traditional and rules-based norms of medical education. In relating these findings to real-life clinical scenarios, we offer six specific, rights-based modifications to medical ethics curricula that have potential to promote morally courageous leadership and counteract the ethical erosion medical students and residents face. [ABSTRACT FROM AUTHOR]

Objectives: Workplace-based assessment (WBA) has been vigorously criticized for not fulfilling its educational purpose by medical educators. A comprehensive exploration of stakeholders' needs regarding WBA is essential to optimize its implementation in clinical practice. Method: Three homogeneous focus groups were conducted with three groups of stakeholders: General Practitioner (GP) trainees, GP trainers, and GP tutors. Due to COVID-19 measures, we opted for an online asynchronous form to enable participation. An constructivist grounded theory approach was used to employ this study and allow the identification of stakeholders' needs for using WBA. Results: Three core needs for WBA were identified in the analysis. Within GP Training, stakeholders found WBA essential, primarily, for establishing learning goals, secondarily, for assessment purposes, and, lastly, for providing or receiving feedback. Conclusion: All stakeholders perceive WBA as valuable when it fosters learning. The identified needs were notably influenced by agency, trust, availability, and mutual understanding. These were facilitating factors influencing needs for WBA. Embracing these insights can significantly illuminate the landscape of workplace learning culture for clinical educators and guide a successful implementation of WBA. [ABSTRACT FROM AUTHOR]

Background: A challenge facing many Academic Health Centers (AHCs) attempting to revise health professions education to include the impact of racism as a social and structural determinant of health (SSDoH) is a lack of broad faculty expertise to reinforce and avoid undermining learning modules addressing this topic. To encourage an institutional culture that is in line with new anti-racism instruction, we developed a six-part educational series on the history of racism in America and its impact on contemporary health inequities for teaching structural competency to health professions academicians. Methods: We developed a six-hour elective continuing education (CE) series for faculty and staff with the following objectives: (1) describe and discuss race as a social construct; (2) describe and discuss the decolonization of the health sciences and health care; (3) describe and discuss the history of systemic racism and structural violence from a socio-ecological perspective; and (4) describe and discuss reconciliation and repair in biomedicine. The series was spread over a six-month period and each monthly lecture was followed one week later by an open discussion debriefing session. Attendees were assessed on their understanding of each objective before and after each series segment. Results: We found significant increases in knowledge and understanding of each objective as the series progressed. Attendees reported that the series helped them grapple with their discomfort in a constructive manner. Self-selected attendees were overwhelmingly women (81.8%), indicating a greater willingness to engage with this material than men. Conclusions: The series provides a model for AHCs looking to promote anti-racism and structural competency among their faculty and staff. [ABSTRACT FROM AUTHOR]

Background: Final year medical students and postgraduate doctors regularly contend with feelings of under-preparedness when transitioning into new areas of clinical practice. This lack of confidence is most evident in the context of on-call work which frequently requires sound clinical prioritisation, rigorous decision making and the management of acutely unwell patients, often with reduced senior support and staffing. This has prompted the emergence of on-call simulation which seeks to enhance participant confidence in performing on-call tasks and facilitate the development of key clinical and non-technical skills. This narrative review examined the use of on-call simulation in medical student and newly qualified doctor cohorts, its effectiveness in achieving its stated outcomes and to identify novel areas for the development of existing models. Method: A search strategy was developed in conjunction with a specialist medical librarian. OVID Medline and Embase searches identified articles related to the use and design of on-call simulation in medical education with no restrictions placed upon date or language of publication. Key findings from articles were summarised to develop comprehensive themes for discussion. Results: Twenty Three unique publications were reviewed which unanimously reported that on-call simulation had a positive effect on self-reported participant confidence in performing on-call roles. Furthermore the value on-call simulation when used as an induction activity was also evident. However, there was limited evidence around improved patient and performance outcomes following simulation. It also remains resource intensive as an educational tool and there is a distinct absence of interprofessional education in current models. Conclusions: We concluded that on-call simulation must adopt an interprofessional educational approach, incorporating other clinical roles. Further studies are needed to characterise the impact on patient outcomes. It remains highly useful as a confidence-boosting induction activity, particularly in specialities where clinical exposure is limited. Virtual and tabletop simulation formats, could potentially address the resource burden of manikin-based models, particularly with ever growing demands on medical educators and the expansion of training posts. [ABSTRACT FROM AUTHOR]

This article meticulously examines the transformation of educator roles in medical education against the backdrop of emerging large language models (LLMs). Traditionally, educators have played a crucial role in transmitting knowledge, training skills, and evaluating educational outcomes. However, the advent of LLMs such as Chat Generative Pre-trained Transformer-4 has expanded and enriched these traditional roles by leveraging opportunities to enhance teaching efficiency, foster personalised learning, and optimise resource allocation. This has imbued traditional medical educator roles with new connotations. Concurrently, LLMs present challenges to medical education, such as ensuring the accuracy of information, reducing bias, minimizing student over-reliance, preventing patient privacy exposure and safeguarding data security, enhancing the cultivation of empathy, and maintaining academic integrity. In response, educators are called to adopt new roles including experts of information management, navigators of learning, guardians of academic integrity, and defenders of clinical practice. The article emphasises the enriched connotations and attributes of the medical teacher's role, underscoring their irreplaceable value in the AI-driven evolution of medical education. Educators are portrayed not just as users of advanced technology, but also as custodians of the essence of medical education. [ABSTRACT FROM AUTHOR]

This article discusses a student-led refugee initiative called the PSCOM Refugee Initiative (RI) that aims to address the lack of awareness about health disparities among medical trainees. The initiative began in 2016 and initially focused on providing tutoring services and food security to resettled Syrian refugee families in Harrisburg, PA. However, due to the COVID-19 pandemic, the program faced new challenges and had to adapt its services. The article highlights the benefits of community relationships and interdisciplinary teamwork in understanding and addressing social determinants of health (SDH) and health disparities. The authors also discuss lessons learned from their experience and suggest integrating key lessons into medical curricula to benefit all students. The article concludes by emphasizing the importance of constant evaluation and innovation in improving similar refugee initiatives and enhancing the competency of graduating medical students in applying SDH in their future medical practice. [Extracted from the article]

Purpose: This study evaluated the underlying subdomain structure of the Self-Directed Learning Readiness Scale (SDLRS) for medical students and refined the instrument to measure the subdomains to provide evidence for construct validity. Developing self-directed learners is a well-recognized goal amongst medical educators. The SDLRS has been frequently used, however, lack of construct validity makes it difficult to interpret results. Methods: To identify the valid subdomains of the SDLRS, items were calibrated with the graded response model (GRM) and results were used to construct a 30-item short form. Short-form validity was evaluated by examining the correspondence between the total scores from the short form and the original instrument for individual students. Results: A five-subdomain model explained the SDLRS item response data reasonably well. These included: (1) initiative and independence in learning, (2) self-concept as an effective learner, (3) openness to learning opportunity, (4) love of learning, and (5) acceptance for one’s own learning. The unidimensional GRM for each subdomain fits the data better than multi-dimensional models. The total scores from the refined short form and the original form were correlated at 0.98 and the mean difference was 1.33, providing evidence for validation. Nearly 91% of 179 respondents were accurately classified within the low, average, and high readiness groups. Conclusion: Sufficient evidence was obtained for the validity and reliability of the refined 30-item short-form targeting five subdomains to measure medical students’ readiness to engage in self-directed learning. [ABSTRACT FROM AUTHOR]

This chapter explores the experiences of undergraduate medical educators with the scholarship of teaching and learning (SoTL) and the impact it has had on their educator identity and practice. [ABSTRACT FROM AUTHOR]

This study examined the potential role of critical reflection as a tool to support pre-service early childhood teacher interns in understanding and questioning pedagogical choices witnessed in their preschool internships while developing their own socially responsible teaching capacity. This study contributes to the field of critical reflection in teacher education by emphasizing an analysis of power, using Patricia Hill Collins' matrices of power to understand the complexities of systemic injustices and identify potential solutions. The authors conducted an analysis of students' critical reflections, which were completed weekly during their quarter-long preschool internship. The authors found that a critical analytic lens, using power, created intentional space to pause and expand interpretations of unequal and inequitable dynamics within the students' preschool internship experiences, and had the potential to impact their subsequent pedagogical decisions. These findings hold the possibility for teacher preparation programs to bolster students' reflective praxis and seed justice-oriented possibilities in early childhood education. [ABSTRACT FROM AUTHOR]

Feedback is a powerful learning tool. Despite its importance, literature has demonstrated how provision of written feedback is often frustrating for medical teachers, some of which are due to time constraint and students' inadequate responses towards feedback. Therefore, this study argues that providing written feedback is not only a cognitive process, but also heavily relies on teachers' emotions. This study aims to explore factors that cognitively and affectively influence the provision of written feedback in medical education. This was a descriptive qualitative study involving 33 medical teachers distributed into four focus groups (FGs). FGs were conducted using an interview guide developed from the literature focusing on teachers' perceptions on written feedback. Data were transcribed verbatim and analysed using a thematic analysis approach. Four affecting components in providing written feedback were identified consisting of teachers' cognitive and affective elements during observation and interpretation process, students' characteristics and the nature of the task, significance of feedback, and institutional feedback culture and policies. Besides the teachers' individual elements, all other three components also affected teachers' cognitive and affective processes, which further influenced the delivery of written feedback. Some teachers perceived increased cognitive load when they had to write feedback, and some emotional dilemmas between wanting to give written feedback but feeling fatigue. Written feedback was considered useful for documentation, however there were concerns over misinterpretation which may discourage teachers from providing it. Providing written feedback is proven to be a complex process, involving not only cognitive but also affective factors. Supporting teachers' roles in giving written feedback requires attention to a wide range of factors, from teachers self-regulating ability to the institutional policies on feedback provision. [ABSTRACT FROM AUTHOR]

Recent advancements in technology have transformed the landscape of medical education. The integration of new learning tools like ChatGPT has gained significant attention. This commentary discusses the opportunities and pitfalls of using ChatGPT in medical education. The interactive nature of ChatGPT renders it an invaluable tool for learning, as it allows medical students to seek clarification and receive immediate human-like responses. ChatGPT can also enhance subjective learning and writing skills, and demonstrate potential in clinical decision support and differential diagnosis generation, which can benefit both educators and students. However, misuse of ChatGPT can lead to unintended consequences such as academic dishonesty, overreliance on technology, automation bias, and complacency, which hinder the development of critical thinking skills. Therefore, medical educators should encourage the ethical use of technology in medical education and address ethical considerations such as information accuracy, data security, confidentiality, and medico-legal issues related to technological integration. [ABSTRACT FROM AUTHOR]

This mixed method study with sequential explanatory design aimed to explore enablers and disablers of online learning environments in medical education and was conducted from August 2021 to January 2022. A cross-sectional survey was conducted on 64 medical teachers and 66 medical students from Pakistan followed by 2 focus group interviews involving 6 participants from each cohort. The mean online education experience scores for medical students and teachers were 2.188 + 1.361 years and 1.881 + 1.145, respectively. Most participants perceived that online modalities are underutilised. Online video was utilised more by students compared to the teachers (p < 0.05) and quizzes were the most utilised online assessment tools for both groups (p < 0.05). Thematic analysis unearthed 27 enablers and 23 barriers to the online learning environment. "Ease for use" was the most cited enabler for a productive online learning environment by both groups followed by "organisation of learning" among the teachers and "feedback provision" among the students. Among barriers, both students and teachers talked about "feelings of isolation" as the main barrier to learning, followed by "distractions" quoted by students and "lack of academic honesty" quoted by teachers. The identified enablers and barriers of learning in online learning environments provide a practical map for institutions to evaluate their online ecosystems. The results endeavour to contribute to the ongoing efforts of educators, administrators, and policymakers in creating inclusive, and effective online learning environments. [ABSTRACT FROM AUTHOR]

Introduction: Conventional teaching in microbiology revolved around the study of microorganisms without clinical relevance. Therefore, a New Competency-based Undergraduate (UG) Medical curriculum (New CBME) was rolled out in the academic year 2019 to make Indian Medical Graduates more clinically competent yet globally relevant. Aim: To assess the impact of the change in curriculum on students' performance and desired educational outcomes before and after the implementation of the new curriculum. Likewise, the study aimed to analyse the experiences and reflections of medical teachers towards these amendments. Materials and Methods: A cross-sectional observational study was conducted on 82 students from the second year Bachelor of Medicine, Bachelor of Surgery (MBBS) with a traditional curriculum and 74 with the new Competency-based Medical Education (CBME) curriculum at the Department of Microbiology, Smt. B.K. Shah Medical Institute and Research Centre, Piparia, Vadodara, Gujarat, India, between February 2020 and November 2021. In both batches, topics from core as well as non core areas of various systems were included along with the Attitude, Ethics and Communication (AETCOM) modules. A comparison of both groups was done, and Chisquare values and p-values were calculated. Results: The batch with the new CBME curriculum was able to provide a provisional diagnosis for a case-based question better than the Traditional batch {n=60/74 (81%) vs n=44/82 (54%), p-value=0.0005, significant}. However, the correct aetiology, pathogenesis, and laboratory diagnosis were written better in the traditional batch compared to the new one, n=44/82 (54%) vs n=24/74 (32%). Regarding the AETCOM skills, the new batch had a better understanding of proper communication and ethics, i.e., 73/74 (99%), p-value<0.00001, Significant, while 66/82 students (80%) of the traditional batch and 67/74 (90%) of the new batch were aware of confidentiality issues. In viva voce, the new batch showed a lot of confusion regarding the names, types of micro-organisms, and the laboratory diagnosis of diseases caused by them compared to the traditional batch (p-value <0.00156, significant). Conclusion: After implementing the new CBME curriculum to undergraduate students and analysing the feedback of teachers and the performance of students, it was felt that an appraisal of the new curriculum is required for a satisfactory outcome in microbiology so that microbiology content can be incorporated with clinical relevance. [ABSTRACT FROM AUTHOR]

Implementation science (IS) is an approach focused on increasing the application of evidence‐based health interventions into practice, through purposive and thoughtful planning to maximize uptake, scalability, and sustainability. Many of these principles can be readily applied to medical education, to help augment traditional approaches to curriculum design. In this paper, we summarize key components of IS with an emphasis on application to the medical educator. [ABSTRACT FROM AUTHOR]

When the newly appointed professor of medicine at the University of Rinteln, Johann Peter Lotichius (1598–1669), delivered an oration entitled Oratio super fatalibus hoc tempore academiarum in Germania periculis ("Oration on the pernicious dangers to the universities of contemporary Germany") at said university in February 1631, the war, which later came to be known as the Thirty Years' War, had already been in full swing for more than a decade. Driven by his personal experience of trying to build an academic career amidst military confrontations, he rendered a disconcerting, yet dead serious account of bad students, bad teachers, bad customs, bad times, and how these factors mutually influence each other to produce bad education. With his speech, situated at the crossroads between the humanist criticism of academic life and the conventions of the Miseria-saeculi-theme, Lotichius took a moralising stance towards education that was closely tied to the socio-political struggles of his time. This article will not only disclose the literary and educational motives on which Lotichius' Oratio thrives, but also highlight some of its idiosyncrasies. In addition, the oration will be unveiled as a textual witness of the intellectual havoc the Thirty Years' War wrought on the German universities in general and the historically still under-researched University of Rinteln in particular. [ABSTRACT FROM AUTHOR]

It is well established that the integration of behavioral healthcare into the medical home model improves patient outcomes, reduces costs, and increases resident learning. As academic health centers increasingly integrate behavioral healthcare, targeted training for interprofessional collaboration around behavioral healthcare is needed. Simulation educational approaches potentially can provide this training. Health service psychologists are well-poised to support this because of their specialized training in integrated healthcare. The present exploratory study aimed to evaluate existing simulation programs and develop recommendations for integrated behavioral health training and evaluation. Directors of ACGME accredited residency programs that are high utilizers of the medical home model (Pediatrics, Internal Medicine, Medicine/Pediatrics, Family Medicine) as well as Psychiatry residencies and medical schools with membership in the Society for Simulation in Healthcare were recruited to complete a 26-item survey to assess program usage of psychologists as part of simulation training for integrated behavioral healthcare services. Of 79 participants who completed initial items describing their training program, only 32 programs completed the entire survey. While many academic health centers offered integrated team and behavioral health simulations, few utilized psychology faculty in design, implementation, and evaluation. Other behavioral health providers (psychiatrists, social workers) were often involved in medical school and pediatric residency simulations. Few institutions use standardized evaluation. Qualitative feedback and faculty-written questionnaires were often used to evaluate efficacy. Survey responses suggest that psychologists play limited roles in integrated behavioral healthcare simulation despite their expertise in interdisciplinary training, integrated behavioral healthcare, and program evaluation. [ABSTRACT FROM AUTHOR]

A hospital-based school is offered to hospitalised children with the aim of promoting school continuity and preventing disengagement from school; children have the chance to attend a hospital-based school with hospital teachers during long recoveries. The aim of this study is to obtain an in-depth understanding of hospital teaching: which training hospital teachers receive before teaching the hospitalised children and how they work with children in a hospital-based school (i.e. didactical methodologies, student's knowledge evaluation, etc.)? Twenty hospital teachers (N = 2, males; N = 18, females) from the Meyer Children's Hospital in Florence took part in an ad hoc semi-structured interview. The thematic analysis through QCAmap highlighted the following aspects: training of hospital teachers is various; no teacher had previously taught in a hospital or had taken part in specific trainings about hospital settings before becoming a hospital teacher; not only didactic but also medical skills are needed; a hospital context requires extremely flexible and personalised teaching and hospital teachers think that the connection with the class group is an important opportunity for the hospitalised child. In the future, it will be necessary to adequately train hospital teachers to carry out this delicate work with the hospitalised children. [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]

This non-experimental quantitative study investigated medical school faculty members' behavioral intention to use and actual usage behavior of technology in inquiry-based learning activities in medical schools in the United States by applying the unified theory of acceptance and use of technology (UTAUT). In medical education, situational problems for students to solve typically incorporate instructive clinical cases to guide problem-solving and prepare them for their professional lives as clinicians. Technology-infused inquiry-based learning pedagogy can require significant paradigm shifts for both students and instructors. It can impact the level of responsibility students take upon themselves for their own learning, and use of a pedagogy instructors may find unfamiliar, to deliver content. Major findings demonstrated performance expectancy, effort expectancy, and social influence had a significant relationship with behavioral intention to use technology for teaching medical education inquiry-based activities. Gender and voluntariness of use were both found to have significant effects on the relationship between performance expectancy and behavioral intention to use technology. The results of this study can aid stakeholders in providing support mechanisms for faculty to adopt technology for teaching and learning. This is possibly the first of its kind on the application of this theoretical model to address medical educators' behavioral intention to use and actual usage behavior of educational technologies for the delivery of inquiry-based learning activities. [ABSTRACT FROM AUTHOR]

Cognitive load theory (CLT) provides strategies for tailoring clinical reasoning training for novice medical students. This commentary highlights the importance of adapting training to the level of preclinical medical students and explores these methods from a CLT perspective to help medical educators apply them effectively in classroom settings. [ABSTRACT FROM AUTHOR]

The article "Reflections on Australian radiology education: How can we innovate and improve?" discusses the differences between radiology education in the United States and Australia, highlighting the need for Australian radiologists to enhance teaching skills and adapt to new educational formats. The author emphasizes the importance of creating a national medical imaging curriculum for Australian medical schools, driven by the Royal Australian and New Zealand College of Radiologists (RANZCR). Additionally, the article suggests the establishment of a network for Australian and New Zealand medical educators to enhance collaboration and professional development in radiology education. [Extracted from the article]

The article discusses the importance of open access in scholarly publishing and the challenges it presents in terms of access and affordability. The authors highlight the differences in open access models between regions, with Latin America having a community-driven, non-commercial approach. They also discuss the dilemma they faced in choosing a journal to submit their manuscript, considering the high costs associated with gold open access. Ultimately, they decided to preprint their manuscript and submit it to a journal that allows authors to freely share their accepted version. The authors emphasize the need for authors to consider global models and be mindful of cultural and disciplinary differences when making publishing decisions. [Extracted from the article]

Background: The concept of entrustable professional activities (EPAs) has recently been extended to operationalize professional tasks in teacher training and faculty development in health professions education. The aim of this study is to report on the process and results of defining a set of teaching EPAs (t-EPAs) tailored to the local characteristics of a particular undergraduate medical program. Methods: The undergraduate medical program at the Charité – Universitätsmedizin Berlin is competency-based, integrates thematic modules and spans 6 years. A writing team identified teaching EPAs based on the program's study regulations and drafted content descriptions with titles, specifications and knowledge, skills and attitudes. Content validation involved a modified Delphi procedure with a systematic, iterative interaction between a panel of content experts consisting of purposively selected educators and physicians from our faculty (n = 11) and the writing team. The threshold for a consensus was an agreement of 80% of the participants. Results: After two Delphi rounds, a consensus was reached regarding the teaching activities to be included and their content descriptions. The response rate was 100% in both Delphi rounds. The Delphi results include the content descriptions of a total of 13 teaching EPAs, organized into the two overarching EPA domains of classroom-based (n = 10) and workplace-based (n = 3) activities. Tailoring the classroom EPAs to small group teaching and the workplace EPAs to supervising medical students led to several distinct EPAs. Another feature was the development of 2 teaching EPAs for interdisciplinary teaching. Conclusions: In systematic, Delphi-based process, we defined a set of 13 distinct teaching EPAs tailored to a specific undergraduate medical program that cover the core teaching tasks for faculty in this program. Our report on the principles of the process and the results may guide other medical schools and educators in defining and tailoring teaching EPAs according to their contexts. [ABSTRACT FROM AUTHOR]

Objectives: To investigate the views of the general practice training sector about responding to recruitment challenges, with the aim of identifying effective initiatives and other solutions. Study design: Qualitative study; focus group discussion of recommendations from a medical educator workshop. Setting, participants: An initial online appreciative enquiry workshop for medical educators followed by focus group discussions by a broader selection of people involved in general practitioner training (Royal Australian College of General Practitioners fellows, supervisors, practice managers, medical educators, registrars). Main outcome measures: Key overarching themes and major recommendations for increasing recruitment derived from focus group responses to workshop recommendations, based on qualitative descriptive analysis. Results: The 26 medical educators at the workshop made four major recommendations: increase the number of student and junior doctor clinical placements in general practice; increase exposure of students and junior doctors to general practitioner teachers and educators; improve general practitioner trainee pay and entitlements; and improve the integration of general practice and hospital patient care and professional relationships. Thirty‐four semi‐structured focus group participants broadly supported the recommendations, provided that supervisors and training practices were adequately compensated for the effects on workloads, income, and patient care. Two overarching themes infused participant responses: "rescuing the profession we love" (reflecting participants' passion for general practice and their sense of threat), and "no idea what general practitioners do" (perceptions of being misunderstood and misrepresented by hospital‐based practitioners). Conclusions: Clinicians, educators, and policy makers should work together to increase the number of high quality, adequately supported student and junior doctor placements in general practice, improve intra‐professional relationships, and trial new models of general practitioner trainee payment and conditions. [ABSTRACT FROM AUTHOR]

Background: The integration of artificial intelligence (AI) in radiography presents transformative opportunities for diagnostic imaging and introduces complex ethical considerations. The aim of this cross-sectional study was to explore radiographers' perspectives on the ethical implications of AI in their field and identify key concerns and potential strategies for addressing them. Methods: A structured questionnaire was distributed to a diverse group of radiographers in Saudi Arabia. The questionnaire included items on ethical concerns related to AI, the perceived impact on clinical practice, and suggestions for ethical AI integration in radiography. The data were analyzed using quantitative and qualitative methods to capture a broad range of perspectives. Results: Three hundred eighty-eight radiographers responded and had varying levels of experience and specializations. Most (44.8%) participants were unfamiliar with the integration of AI into radiography. Approximately 32.9% of radiographers expressed uncertainty regarding the importance of transparency and explanatory capabilities in the AI systems used in radiology. Many (36.9%) participants indicated that they believed that AI systems used in radiology should be transparent and provide justifications for their decision-making procedures. A significant preponderance (44%) of respondents agreed that implementing AI in radiology may increase ethical dilemmas. However, 27.8%expressed uncertainty in recognizing and understanding the potential ethical issues that could arise from integrating AI in radiology. Of the respondents, 41.5% stated that the use of AI in radiology required establishing specific ethical guidelines. However, a significant percentage (28.9%) expressed the opposite opinion, arguing that utilizing AI in radiology does not require adherence to ethical standards. In contrast to the 46.6% of respondents voicing concerns about patient privacy over AI implementation, 41.5% of respondents did not have any such apprehensions. Conclusions: This study revealed a complex ethical landscape in the integration of AI in radiography, characterized by enthusiasm and apprehension among professionals. It underscores the necessity for ethical frameworks, education, and policy development to guide the implementation of AI in radiography. These findings contribute to the ongoing discourse on AI in medical imaging and provide insights that can inform policymakers, educators, and practitioners in navigating the ethical challenges of AI adoption in healthcare. [ABSTRACT FROM AUTHOR]

Background: Just‐in‐time training (JITT) occurs in the clinical context when learners need immediate guidance for procedures due to a lack of proficiency or the need for knowledge refreshment. The master adaptive learner (MAL) framework presents a comprehensive model of transforming learners into adaptive experts, proficient not only in their current tasks but also in the ongoing development of lifelong skills. With the evolving landscape of procedural competence in emergency medicine (EM), trainees must develop the capacity to acquire and master new techniques consistently. This concept paper will discuss using JITT to support the development of MALs in the emergency department. Methods: In May 2023, an expert panel from the Society for Academic Emergency Medicine (SAEM) Medical Educator's Boot Camp delivered a comprehensive half‐day preconference session entitled "Be the Best Teacher" at the society's annual meeting. A subgroup within this panel focused on applying the MAL framework to JITT. This subgroup collaboratively developed a practical guide that underwent iterative review and refinement. Results: The MAL‐JITT framework integrates the learner's past experiences with the educator's proficiency, allowing the educational experience to address the unique requirements of each case. We outline a structured five‐step process for applying JITT, utilizing the lumbar puncture procedure as an example of integrating the MAL stages of planning, learning, assessing, and adjusting. This innovative approach facilitates prompt procedural competence and cultivates a positive learning environment that fosters acquiring adaptable learning skills with enduring benefits throughout the learner's career trajectory. Conclusions: JITT for procedures holds the potential to cultivate a dynamic learning environment conducive to nurturing the development of MALs in EM. [ABSTRACT FROM AUTHOR]

Background: To determine the level of knowledge and challenges associated with learning movement disorders among final-year medical students. Methodology: A cross-sectional survey of 79 final-year medical students at the Madonna University, Elele, Rivers State. Consenting students filled out the study questionnaire, which consisted of socio-demographic variables and questions on the knowledge and challenges of learning movement disorders. Data were collected and analysed using the Statistical Package for Social Sciences Version 20. Results: The mean age of the study participants was 27.41±2.78 years, with a male-to-female ratio of 1.3:1. Almost (91.1%) all the study participants had heard about parkinsonism from their lectures, followed by chorea (88.6%). More than half of the participants knew about one type of movement disorder or the other. Forty-three (54.4%) students expressed difficulty understanding movement disorder lectures. Inadequate exposure to patients with movement disorders and lack of audiovisual aids to enhance learning experience were the greatest challenges in learning movement disorders. Conclusion: Parkinsonism was the most recognized movement disorder among the study participants. More than half of the participants admitted to having challenges with movement disorder lectures. Paucity of movement disorders cases during clinical rotation and lack of teaching aids were cited as major challenges affecting learning and appreciation of movement disorder lectures. Medical educators are encouraged to deploy appropriate methods that optimize learning experience among medical students during movement disorder lectures. [ABSTRACT FROM AUTHOR]