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Simple Summary: Chronic cancer-related pain, caused by surgery, radiotherapy, or systemic treatments, affects almost half of all breast cancer patients, and current therapeutic options are insufficient. Pain neuroscience education (PNE) has provided relief in many chronic pain syndromes but has been rarely applied in the cancer field. PNE is also without side effects and could therefore be implemented at different moments of the patient's journey. We analyzed trials investigating PNE efficacy for managing breast cancer-related pain, identifying methodological issues that should be addressed in future studies to obtain high-quality data. Chronic pain is a common consequence of breast cancer (BC) and its treatments. Pain neuroscience education (PNE) is a non-pharmacological intervention that adopts a biopsychosocial approach and has already been proven to be effective for different chronic pain syndromes. The present review aims to critically assess clinical trials comparing the efficacy of PNE to traditional biomedical education (BME) in reducing BC-related pain and improving quality of life. We conducted a literature search in scientific databases, including all studies regarding PNE use specifically for BC-related pain. Ongoing randomized controlled and observational studies were identified from ClinicalTrials.gov and congress proceedings. A total of eight clinical trials met the review criteria. The participants were all administered physical therapy and assigned to receive either BME or PNE interventions. Among the completed clinical studies, one reported no statistically relevant differences between the two groups, whereas the other showed lower levels of pain-related indexes in the PNE population compared to the BME one. While the current literature is inconclusive regarding the effectiveness of PNE for managing BC pain, we strongly support the need for further trials, as PNE could empower BC patients in both prevention of and coping with pain, offering the advantage of having no side effects. [ABSTRACT FROM AUTHOR]

The treatment of early triple-negative breast cancer (eTNBC) has improved patients' prognosis but often leads to adverse events and sequelae affecting quality of life (QoL). Pain Neuroscience Education (PNE) is a promising non-pharmacological intervention in this field. Preliminary data have shown the beneficial effect of PNE in BC survivors. However, there are still gaps in knowledge regarding its optimal use in eTNBC. To address this issue, a prospective pilot study will enroll 30 consecutive patients diagnosed with eTNBC at IRCCS Humanitas Research Hospital. The PNE program will consist of 10 weekly sessions to be started within 4 weeks of the onset or worsening of a pain syndrome (PS). QoL, pain, and disability will be assessed before, during, at the end of, and 6 months after PNE using validated questionnaires. Peripheral venous blood samples will be taken before and at the end of PNE to evaluate inflammatory serum biomarker levels. The primary objective is to evaluate whether PNE leads to clinical improvement in QoL and pain. If successful, it will be validated in a larger multi-centric cohort, potentially leading to its widespread implementation as a standard pain management tool for eTNBC patients. [ABSTRACT FROM AUTHOR]

Graduate programs in medicine and biomedical sciences have been severely impacted by the SARS-CoV-2/COVID-19 pandemic over the last 2 years. Following 2 years since beginning of the pandemic, data on student support, educational and academic performance as well as sentiment on changes to educational programs are starting to emerge. We performed and compared results of two cross-sectional surveys of Swedish and U.S.-based medical and biomedical graduate students on how the pandemic has affected their studies, research productivity and career trajectory. Students were also asked to assess support provided by the university and supervisors. The surveys also captured student demographics and a range of other factors, such as pressures brought on by caretaking and financial responsibilities. We analyzed answers from 264 and 106 students attending graduate programs in universities in Sweden and the United States, respectively. U.S.-based students faced more severe restrictions on their research program compared to students in Sweden, reporting more delays in productivity, scientific output and graduation, and increased worries about their career trajectory. Swedish students had more caretaking responsibilities, although these did not cause any delays in graduation. While support by universities and supervisors was comparable between the countries, financial worries and mental health concerns were particularly prominent in the U.S. cohort. Student performance and outlook was hugely dependent on the breadth of the restrictions and the available support. Besides the governmental and university-led approach to counter the pandemic, societal differences also played a role in how well students were handling effects of the pandemic.

Chronic pain is a common consequence of breast cancer (BC) and its treatments. Pain neuroscience education (PNE) is a non-pharmacological intervention that adopts a biopsychosocial approach and has already been proven to be effective for different chronic pain syndromes. The present review aims to critically assess clinical trials comparing the efficacy of PNE to traditional biomedical education (BME) in reducing BC-related pain and improving quality of life. We conducted a literature search in scientific databases, including all studies regarding PNE use specifically for BC-related pain. Ongoing randomized controlled and observational studies were identified from ClinicalTrials.gov and congress proceedings. A total of eight clinical trials met the review criteria. The participants were all administered physical therapy and assigned to receive either BME or PNE interventions. Among the completed clinical studies, one reported no statistically relevant differences between the two groups, whereas the other showed lower levels of pain-related indexes in the PNE population compared to the BME one. While the current literature is inconclusive regarding the effectiveness of PNE for managing BC pain, we strongly support the need for further trials, as PNE could empower BC patients in both prevention of and coping with pain, offering the advantage of having no side effects.

The treatment of early triple-negative breast cancer (eTNBC) has improved patients’ prognosis but often leads to adverse events and sequelae affecting quality of life (QoL). Pain Neuroscience Education (PNE) is a promising non-pharmacological intervention in this field. Preliminary data have shown the beneficial effect of PNE in BC survivors. However, there are still gaps in knowledge regarding its optimal use in eTNBC. To address this issue, a prospective pilot study will enroll 30 consecutive patients diagnosed with eTNBC at IRCCS Humanitas Research Hospital. The PNE program will consist of 10 weekly sessions to be started within 4 weeks of the onset or worsening of a pain syndrome (PS). QoL, pain, and disability will be assessed before, during, at the end of, and 6 months after PNE using validated questionnaires. Peripheral venous blood samples will be taken before and at the end of PNE to evaluate inflammatory serum biomarker levels. The primary objective is to evaluate whether PNE leads to clinical improvement in QoL and pain. If successful, it will be validated in a larger multi-centric cohort, potentially leading to its widespread implementation as a standard pain management tool for eTNBC patients.

Challenge-based learning (CBL) in biomedical education can prepare health professionals to handle complex challenges in their work environments through the development and practice of problem-solving skills. This paper provides twelve practical tips for biomedical educators to implement CBL in their education. The intricacies of CBL are explained together with organizational tips, and multiple levels of student support to help students achieve CBL learning goals. Our aim is to promote CBL in biomedical education and to help students acquire valuable skills for post-graduation while working towards solving real societal needs.

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Article 23(2) of EU Directive 2010/63 on the protection of animals used for scientific purposes requires staff involved in the care and use of animals to be adequately educated and trained before carrying out procedures. Therefore, the 3Rs (refinement, reduction, and replacement) and knowledge of alternative methods should be part of the education and training itself. For this purpose, the digital learning concept "Virtual Reality (VR) in Biomedical Education" evolved, which successfully combines VR components with classical learning content. Procedures, such as anesthesia induction, substance application, and blood sampling in rats, as well as aspects of the laboratory environment were recorded in 360° videos. The generated VR teaching/learning modules (VR modules) were used to better prepare participants for hands-on training (refinement) or as a complete replacement for a live demonstration; thus, reducing the number of animals used for hands-on skills training (reduction). The current study evaluated users' experience of the VR modules. Despite little previous VR experience, participants strongly appreciated the VR modules and indicated that they believed VR has the potential to enhance delivery of procedures and demonstrations. Interestingly, participants with previous experience of laboratory animal science were more convinced about VR's potential to support the 3Rs principle, and endorsed its use for further educational purposes. In conclusion, VR appeared to be highly accepted as a learning/teaching method, indicating its great potential to further replace and reduce the use of animals in experimental animal courses. [ABSTRACT FROM AUTHOR]

Over the past decades, biomedical education has changed considerably, mostly by the introduction of novel didactic strategies, as well as the addition of technology. As a consequence, the centuries‐old lecture‐style presentation has come under criticism for providing only a one‐directional transfer of information. However, the delivery of traditional lectures has also seen considerable changes such as the use of Microsoft PowerPoint slides which can be projected and serve as lecture handouts to learners. Electronic technologies and the internet now allow for the permanent recording of lectures and the distribution of video recordings to students who are unable or choose not to attend lectures in person. This off‐site consumption of lecture presentations can either be synchronous or, if the recorded videos are made available online, asynchronous. At the beginning of the Covid‐19 pandemic, most schools were forced to change all lecture‐style instruction to an online format. With students returning to classroom teaching, schools, and educators have to make a decision whether to offer online lecture recordings permanently, reintroduce in‐person lecture presentations, or compromise on a combination of both. Each solution has its own advantages and disadvantages, some of which are discussed in this article. However, there appears to be no single 'best solution' to serve all learners, educators, and educational needs. [ABSTRACT FROM AUTHOR]

The digital healthcare workforce is usually composed of two major types of professionals: the healthcare workers, who are the users of eHealth, and the health informatics developers, who are usually computer scientists, biomedical engineers, or other technical experts. Health informatics educators have the responsibility to develop the appropriate skills for both, acting within their specific curricula. Here we present the experience of the Italian Society of Biomedical Informatics (SIBIM) and show that, whereas the technical curricula are widely covered with a large range of topics, the eHealth education in medical curricula is often limited to simple bioengineering and informatics skills, thus suggesting that eHealth associations and organizations at the national level should focus their efforts towards increasing the level of eHealth contents in medical schools. [ABSTRACT FROM AUTHOR]

This study presents a low cost, two-channel, on-off type, constant speed myo-electric controlled prosthetic hand project as an educational tool for Biomedical/Control/Mechatronic Engineering. Surface Electromyogram (sEMG) signals were recorded from the muscles of flexor carpi ulnaris and extensor digitorium on the forearm. Signal conditioning of these signals is performed in the analog stages of the system, before passing it on to a microcontroller for further filtering and implementation of control. The control logic is simplified to represent the muscles as being active or inactive, resulting in a very simple on/off control based on the two signals. The on/off control signals are used to drive a myo-electric controlled prosthetic hand-powered by a hobby RC servo motor. A printed circuit board has been designed for the analog stages of the system, and a simple Arduino Microcontroller is used for the digital stages. Other commercial off-the-shelf components were used to keep the cost of the hardware and the software components as low as possible. This project was used as a teaching aid for the final year undergraduate students to demonstrate the use of simple myo-electric signal processing and control techniques. [ABSTRACT FROM AUTHOR]

The pandemic caused major shifts in the delivery of education worldwide. In the teaching of medical biochemistry, the greatest impact was towards the delivery of traditional laboratory simulations. In this study, we highlight the benefits and barriers encountered in the use of virtual laboratories (vLABs) to substitute traditional laboratory practicals. The subjects were a class of 271 medical students at the Faculty of Medicine, Hasanuddin University, all freshman undergoing the Biomedicine Block. The study assessed the use of a commercial vLAB on antibodies and blood typing procedures, which were implemented using our four‐step model of vLAB implementation. Collected data include the lecturer‐assigned pre‐ and post‐test result, built‐in vLAB assessment result of the student first and best attempts, a student perception questionnaire based on a 5‐point Likert scale, and an open ended questionnaire regarding student perceptions of the advantages and disadvantages of the vLAB. We observed a remarkable increase of lecturer assigned pre‐ and post‐test scores and built‐in first and best attempt scores (p < 0.0001, Wilcoxon signed rank test). A majority of students reported increased motivation when using the vLABs, and favored the ability of mastery through repetition. However, technical and language barriers were highlighted by students during the vLAB implementation. We demonstrate a successful implementation of commercial vLABs in a cohort of non‐native English speakers using our four‐step approach. Implementation requires strong support from faculty to address technical and language barriers that arise during use of vLABs. [ABSTRACT FROM AUTHOR]

The overall prevalence of chronic kidney disease in the general population is ∼14% with more than 661,000 Americans having a kidney failure. Ultrasound (US)-guided renal biopsy is a critically important tool in the evaluation and management of renal pathologies. This Letter presents KBVTrainer, a virtual simulator that the authors developed to train clinicians to improve procedural skill competence in US-guided renal biopsy. The simulator was built using low-cost hardware components and open source software libraries. They conducted a face validation study with five experts who were either adult/pediatric nephrologists or interventional/diagnostic radiologists. The trainer was rated very highly (>4.4) for the usefulness of the real US images (highest at 4.8), potential usefulness of the trainer in training for needle visualization, tracking, steadiness and hand-eye coordination, and overall promise of the trainer to be useful for training US-guided needle biopsies. The lowest score of 2.4 was received for the look and feel of the US probe and needle compared to clinical practice. The force feedback received a moderate score of 3.0. The clinical experts provided abundant verbal and written subjective feedback and were highly enthusiastic about using the trainer as a valuable tool for future trainees.

This study examines the long‐term retention of anatomical knowledge from 180 students after various repetition activities. The retention of anatomical knowledge was assessed by multiple‐choice tests at five different points in time: before and after a course in Functional Anatomy, before and after repetition activities that occurred 14 weeks after this course, and 28 weeks after this course to establish long‐term retention. Students were divided into five groups: one without any repetition activity, one with a restricted repetition activity (the multiple‐choice test), and three groups that were offered repetition activities (traditional lecture, e‐learning module, and small group work in the dissection room). During all three repetition activities the same information was conveyed, and this content was not revisited in other courses for the duration of the study. The results showed that students who did not engage in a repetition activity scored significantly lower on the long‐term retention test compared to all other groups (ANCOVA: P = 0.0001). Pair‐wise comparison with estimated means showed that the other four groups, regardless of the type of repeating activity, did not differ in the amount of knowledge they retained during any of the five assessments (P = 0.008, P = 0.0001, P = 0.001, and P = 0.0001, respectively). This study suggests that the type of repetition activity has no effect on knowledge retention both immediately following the activity and in the long term. It is concluded that the repetition of anatomical knowledge in any form is beneficial for students and will likely improve student outcomes in a curriculum that builds on prior knowledge. [ABSTRACT FROM AUTHOR]

For decades, educators in the clinical sciences have been at the forefront of innovations in educational practices related to science and medicine. Ultimately, such innovations are often translated and implemented as best practices across the breadth of biomedical disciplines. Far from novel, competency-based approaches to higher education have been around since the 1960s. These have their origins in student outcomes-based models that focus on the assessment of demonstrated competencies through students' applications of theory, learned in the classroom, to perform a task and/or resolve a defined issue or problem. Despite its long history of contributing to human medical education and, more recently, veterinary medical education, competency-based instruction is still rare in undergraduate biomedical education. Herein, we discuss the value of clinical education in leading the way toward competency-based, undergraduate biomedical programs. [ABSTRACT FROM AUTHOR]

Challenge-based learning (CBL) in biomedical education can prepare health professionals to handle complex challenges in their work environments through the development and practice of problem-solving skills. This paper provides twelve practical tips for biomedical educators to implement CBL in their education. The intricacies of CBL are explained together with organizational tips, and multiple levels of student support to help students achieve CBL learning goals. Our aim is to promote CBL in biomedical education and to help students acquire valuable skills for post-graduation while working towards solving real societal needs., Competing Interests: No competing interests were disclosed., (Copyright: © 2023 Kools FRW and van Ravenswaaij H.)

Purpose: The purpose of this retrospective study is to identify potential predictors of academic success or failure in Doctor of Philosophy (PhD) programmes in the field of biomedicine. Based on these, the policies and structure of academic programmes granting PhD degrees in biomedicine might be improved. Literature review (State of the art): At the present moment, most European and all of the EU doctoral education systems in biomedicine are regulated by the Salzburg principles of the Bologna process. Almost all the programmes formally comply with regulations, but the degree to which rules are applied varies greatly. The European Research Council (ERC) and various stakeholders’ associations, such as the Organisation for PhD Education in Biomedicine and Health Sciences in the European System (ORPHEUS), have recognised this and in their policies, they recommend regular evaluation of PhD programme structures. One such evaluation that was conducted at our institution motivated us to search for quantifiable factors that can help the process of PhD programme structural reform. Since the literature is scarce on this matter, we decided to conduct analysis of our own data and thus study the relationships between recommended EU policies and real-world data. Methods: Biology of Neoplasms is a PhD programme founded under Bologna process rules. It enrols students with Doctor of Medicine (MD), Doctor of Dental Medicine (DMD) or similar degrees in the biomedical field. A large portion of enrolled PhD students work full time in medical practices. A retrospective analysis was conducted on students who enrolled between 2006 and 2017. In order to quantify academic success, outcome measures of graduation (completion) rate, time to graduation, average impact factor of published papers comprising a PhD thesis and the ratio of the latter two were formed. Age, sex, employment institution, mentor experience and tuition subsidy were considered as potential predictors. Results: A total of 124 students were enrolled in the study—38% male. Out of the total, 21 (16.94%) students discontinued the study programme and 22 students graduated (17.7%). The average impact factor (IF) of published papers was 2.66 ± 1.51. Mentor experience (Odds ratio (OR) = 6.7) and student employment in academia (OR = 11.7) were significant predictors of successful graduation. Stricter criteria for graduation had no effect on graduation in newly enrolled students. Likewise, sex, tuition subsidy and age did not affect graduation rates. Surprisingly, time to graduation was not affected by any of the considered predictors. On the other hand, students that were mentored by experienced mentors and employed in academia outperformed their peers in terms of impact factors of publications related to their thesis. Conclusion: Characteristics such as gender, age at enrolment and even tuition paid by the institution do not have a significant impact on completion rate. Experienced mentors and employment in academic institutions seem to be the factors that predict a successful completion of a PhD programme. Furthermore, our results give a quantifiable support to the ORPHEUS and ERC recommendations and policies. These conclusions can be easily applied to any PhD programme formed under the tenets of the Bologna process.

For decades, educators in the clinical sciences have been at the forefront of innovations in educational practices related to science and medicine. Ultimately, such innovations are often translated and implemented as best practices across the breadth of biomedical disciplines. Far from novel, competency-based approaches to higher education have been around since the 1960s. These have their origins in student outcomes-based models that focus on the assessment of demonstrated competencies through students’ applications of theory, learned in the classroom, to perform a task and/or resolve a defined issue or problem. Despite its long history of contributing to human medical education and, more recently, veterinary medical education, competency-based instruction is still rare in undergraduate biomedical education. Herein, we discuss the value of clinical education in leading the way toward competency-based, undergraduate biomedical programs.

Therapeutics is a very complex subject for every pharmacy student, since it requires the application of knowledge from several other disciplines. The study of therapeutics is often done in case‐based learning in order to promote reflective thinking and give a scenario as real as possible. The objective of this study was to compare student performance between face‐to‐face (n = 54) and blended learning (n = 56) approaches to the teaching of therapeutics. They can confirm that there are statistically significant differences (p < 0.05) between the final exam scores from both groups, being that the b‐learning group achieved higher scores. Blended learning seems to be an effective way to teach therapeutics, following pre‐established teaching methods, and above all, does not negatively affect student performance. It also provides new learning environments and strategies, and promotes the development of new skills such as learning and collaborating online, which may be relevant in a networked knowledge society. [ABSTRACT FROM AUTHOR]

As an emerging new interdisciplinary area, biomedical education has been recently paid a growing attention to its curriculum design. Creativity has been suggested as a key element in its pedagogy development. This paper will focus on a research question: how do the senior teaching and research staff conceptualize 'creativity' in relation to their daily working experience and based on such conceptualizations, what are the implications for pedagogy development in biomedical education? Theoretically, we will take a departure from social-cultural approach to creativity that emphasizes shaping roles of environmental influences on creativity in a specific context of interdisciplinary teaching and learning, such as biomedical education. An empirical study by qualitative interviews (n = 15) with senior research and teaching staff at different Spanish institutions will further help to provide evidence that guides to answer the research question. The data analysis shows that creativity should be an essential element in curriculum and there are needs of creativity training programmes in biomedical education. Meanwhile, pedagogical changes should be towards encouraging collaborative work, critical thinking, problem solving by creative problem-based learning scenarios, promoting autonomy in applicable and useful projects, working with creative articles in their specific field with students, fostering students' skills in experiment design at university, and developing new evaluation systems, which underpins the necessity of providing a systematic educational environment for creativity development in future biomedical education. [ABSTRACT FROM AUTHOR]

Background: Biomedical science, especially biomaterials, is an expanding field in medicine. Universities are being challenged to gain the best students for a later academic career. Pre-university assessment of pupils has become crucial to reach this aim. Blended learning is an emerging paradigm for science education even though it has not yet been rigorously assessed, especially in the pupil/undergraduate situation. The aim of the study was to develop and preliminarily test a blended-learning system in biomedicine for university applicants. Methods: An internet-based blended-learning module in material science was developed in close collaboration between a university (Biomaterials Department, Dresden TU), a German Gymnasium and an internationally oriented medical college (IMC®, Münster). Forty pre-university students were taught by this learning module composed of school education and internet-based knowledge transfer and involved in the evaluation of the utility of this learning tool. Finally, the students took first-year university examinations in order to evaluate the success of this kind of education. Results: The internet-based blended-learning module as a combination of e-learning tutorials and live online lectures which was applied in phase 3 of this study was developed on the basis of the findings of both pre-university studies. The results of the learning behavior regarding the number of invokes and the dwell time of the individual pages of the pre-university learning material, the results of the online evaluation and the results of the pre-phase examination were successively used to optimize the next phase. At the end of the pre-university learning, seven of eight participants were able to pass the first-year university examination followed by nationally accepted credit award. Conclusion: Internet-based blended-learning module proved to be suitable to prepare students for biomedical university education while also giving them the possibility to assess their qualifications for studying biomedicine and subsequent scientific careers. Moreover, the module can help universities to find the best students. [ABSTRACT FROM AUTHOR]

This paper presents the main subjects discussed in the round-table: "Educational Base for Biomedical Research", during the International Symposium on Biomedical Research in the 21st century; two main aspects will be focused: (1) the importance of popularizing science in order to stimulate comprehension of the scientific process and progress, their critical thinking, citizenship and social commitment, mainly in the biomedical area, considering the new advances of knowledge and the resulting technology; (2) the importance to stimulate genuine scientific vocation among young people, by giving them opportunity to early experience scientific environment, throught the hands of well prepared master in a humanistic atmosphere.

Clay modeling is increasingly used as a teaching method other than dissection. The haptic experience during clay modeling is supposed to correspond to the learning effect of manipulations during exercises in the dissection room involving tissues and organs. We questioned this assumption in two pretest-post-test experiments. In these experiments, the learning effects of clay modeling were compared to either live observations (Experiment I) or video observations (Experiment II) of the clay-modeling exercise. The effects of learning were measured with multiple choice questions, extended matching questions, and recognition of structures on illustrations of cross-sections. Analysis of covariance with pretest scores as the covariate was used to elaborate the results. Experiment I showed a significantly higher post-test score for the observers, whereas Experiment II showed a significantly higher post-test score for the clay modelers. This study shows that (1) students who perform clay-modeling exercises show less gain in anatomical knowledge than students who attentively observe the same exercise being carried out and (2) performing a clay-modeling exercise is better in anatomical knowledge gain compared to the study of a video of the recorded exercise. The most important learning effect seems to be the engagement in the exercise, focusing attention and stimulating time on task. Anat Sci Educ 7: 420-429. © 2014 American Association of Anatomists. [ABSTRACT FROM AUTHOR]

Interdisciplinary skills gain increasing importance in university and professional contexts. To support these interdisciplinary skills, problem-based learning (PBL) is regularly used in a course for biomedical education. In this study, we investigated whether enhancing consciousness for planning processes can support the effectiveness of PBL concepts in an intervention-control group design. Results indicated clear evidence for this: planning skills were associated with better PBL performance. Concluding, self-reflection of planning skills is useful to increase outcome performance of students in PBL courses.

Purpose: Mammography is the most widely accepted and utilized screening modality for early breast cancer detection. Providing high quality mammography education to radiology trainees is essential, since excellent interpretation skills are needed to ensure the highest benefit of screening mammography for patients. The authors have previously proposed a computer-aided education system based on trainee models. Those models relate human-assessed image characteristics to trainee error. In this study, the authors propose to build trainee models that utilize features automatically extracted from images using computer vision algorithms to predict likelihood of missing each mass by the trainee. This computer vision-based approach to trainee modeling will allow for automatically searching large databases of mammograms in order to identify challenging cases for each trainee. Methods: The authors' algorithm for predicting the likelihood of missing a mass consists of three steps. First, a mammogram is segmented into air, pectoral muscle, fatty tissue, dense tissue, and mass using automated segmentation algorithms. Second, 43 features are extracted using computer vision algorithms for each abnormality identified by experts. Third, error-making models (classifiers) are applied to predict the likelihood of trainees missing the abnormality based on the extracted features. The models are developed individually for each trainee using his/her previous reading data. The authors evaluated the predictive performance of the proposed algorithm using data from a reader study in which 10 subjects (7 residents and 3 novices) and 3 experts read 100 mammographic cases. Receiver operating characteristic (ROC) methodology was applied for the evaluation. Results: The average area under the ROC curve (AUC) of the error-making models for the task of predicting which masses will be detected and which will be missed was 0.607 (95% CI,0.564-0.650). This value was statistically significantly different from 0.5 (p < 0.0001). For the 7 residents only, the AUC performance of the models was 0.590 (95% CI,0.537-0.642) and was also significantly higher than 0.5 (p = 0.0009). Therefore, generally the authors' models were able to predict which masses were detected and which were missed better than chance. Conclusions: The authors proposed an algorithm that was able to predict which masses will be detected and which will be missed by each individual trainee. This confirms existence of error-making patterns in the detection of masses among radiology trainees. Furthermore, the proposed methodology will allow for the optimized selection of difficult cases for the trainees in an automatic and efficient manner. [ABSTRACT FROM AUTHOR]

Ontological dimensions of encounters between Brazilian biomedical Cartesianism and Amerindian perspectivism come into sharp focus in an intensive course in functional anatomy offered to trainee indigenous health agents in Acre state, Brazil. After presenting the biomedics' rationalization of the course, which centered on the supervised dissection of a cadaver, I look at Cashinahua students' accounts of their participation in the training and consider the broader implications of this particular engagement between two profoundly different philosophical traditions from the angle of the ontogenesis of meaning. I contextualize the students' views of the cadaver through discussion of Cashinahua phenomenology of the body and cumulative personhood. Rather than revealing a confrontation between distinct "cultures," as suggested by the term interculturality, analysis supports a focus on the interplay between ontology and epistemology within historically specific ontogenetic processes. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to explore Breast Imaging-Reporting and Data System (BIRADS) features as predictors of individual errors made by trainees when detecting masses in mammograms. Methods: Ten radiology trainees and three expert breast imagers reviewed 100 mammograms comprised of bilateral medial lateral oblique and craniocaudal views on a research workstation. The cases consisted of normal and biopsy proven benign and malignant masses. For cases with actionable abnormalities, the experts recorded breast (density and axillary lymph nodes) and mass (shape, margin, and density) features according to the BI-RADS lexicon, as well as the abnormality location (depth and clock face). For each trainee, a user-specific multivariate model was constructed to predict the trainee's likelihood of error based on BI-RADS features. The performance of the models was assessed using area under the receive operating characteristic curves (AUC). Results: Despite the variability in errors between different trainees, the individual models were able to predict the likelihood of error for the trainees with a mean AUC of 0.611 (range: 0.502-0.739, 95% Confidence Interval: 0.543-0.680, p < 0.002). Conclusions: Patterns in detection errors for mammographic masses made by radiology trainees can be modeled using BI-RADS features. These findings may have potential implications for the development of future educational materials that are personalized to individual trainees. [ABSTRACT FROM AUTHOR]

We present EGDA, an educational game development approach focused on the teaching of procedural knowledge using a cost-effective approach. EGDA proposes four tasks: analysis, design, implementation, and quality assurance that are subdivided in a total of 12 subtasks. One of the benefits of EGDA is that anyone can apply it to develop a game since it keeps development as simple as possible and uses tools for modeling and implementation that do not require a highly technical profile. EGDA has been applied to the creation of seven educational games in healthcare, and has been iteratively refined after each experience. EGDA is evaluated on two aspects. First, the effort and cost needed for creating these games is estimated and compared to current industry standards. Second, impact on knowledge acquisition and a student acceptance are discussed. Results suggest that EGDA can make game development more affordable, which is critical for increased adoption and scalability of game-based learning (GBL), while assuring a high educational value of the resulting games. [ABSTRACT FROM PUBLISHER]

Introduction Teacher's attitude domain, a pivotal aspect of clinical teaching, is missing in the Stanford Faculty Development Program Questionnaire (SFDPQ), the most widely used student-based assessment method of clinical teaching skills. This study was conducted to develop and validate the teacher's attitude domain and evaluate the validity and internal consistency reliability of the augmented SFDPQ. Methods Items generated for the new domain included teacher's enthusiasm, sobriety, humility, thoroughness, empathy, and accessibility. The study involved 20 resident doctors assessed once by 64 medical students using the augmented SFDPQ. Construct validity was explored using correlation among the different domains and a global rating scale. Factor analysis was performed. Results The response rate was 94%. The new domain had a Cronbach's alpha of 0.89, with 1-factor solution explaining 57.1% of its variance. It showed the strongest correlation to the global rating scale (rho = 0.71). The augmented SFDPQ, which had a Cronbach's alpha of 0.93, correlated better (rho = 0.72, p < 0.00001) to the global rating scale than the original SFDPQ (rho = 0.67, p < 0.00001). Discussion The new teacher's attitude domain exhibited good internal consistency and construct and factorial validity. It enhanced the content and construct validity of the SFDPQ. The validated construct of the augmented SFDPQ is recommended for design and evaluation of basic and continuing clinical teaching programs. [ABSTRACT FROM AUTHOR]

Purpose: To assess current education, practices, attitudes, and perceptions pertaining to ethics and professionalism in medical physics. Methods: A link to a web-based survey was distributed to the American Association of Physicists in Medicine (AAPM) e-mail membership list, with a follow-up e-mail sent two weeks later. The survey included questions about ethics/professionalism education, direct personal knowledge of ethically questionable practices in clinical care, research, education (teaching and mentoring), and professionalism, respondents' assessment of their ability to address ethical/professional dilemmas, and demographics. For analysis, reports of unethical or ethically questionable practices or behaviors by approximately 40% or more of respondents were classified as 'frequent.' Results: Partial or complete responses were received from 18% (1394/7708) of AAPM members. Overall, 60% (827/1377) of the respondents stated that they had not received ethics/professionalism education during their medical physics training. Respondents currently in training were more likely to state that they received instruction in ethics/professionalism (80%, 127/159) versus respondents who were post-training (35%, 401/1159). Respondents' preferred method of instruction in ethics/professionalism was structured periodic discussions involving both faculty and students/trainees. More than 90% (1271/1384) supported continuing education in ethics/professionalism and 75% (1043/1386) stated they would attend ethics/professionalism sessions at professional/scientific meetings. In the research setting, reports about ethically questionable authorship assignment were frequent (approximately 40%) whereas incidents of ethically questionable practices about human subjects protections were quite infrequent (5%). In the clinical setting, there was frequent recollection of incidents regarding lack of training, resources and skills, and error/incident reporting. In the educational setting, incidents of unethical or ethically questionable practices were only frequently recollected with respect to mentorship/guidance. With respect to professional conduct, favoritism, hostile work/learning environment, and maltreatment of subordinates and colleagues were frequently reported. A significantly larger proportion of women reported experiences with hostile work/learning environments, favoritism, poor mentorship, unfairness in educational settings, and concerns about student privacy and confidentiality. Conclusions: The survey found broad interest in ethics/professionalism topics and revealed that these topics were being integrated into the curriculum at many institutions. The incorporation of ethics and professionalism instruction into both graduate education and postgraduate training of medical physicists, and into their subsequent lifelong continuing education is important given the nontrivial number of medical physicists who had direct personal knowledge of unethical or ethically questionable incidents in clinical practice, research, education, and professionalism. [ABSTRACT FROM AUTHOR]