Medical Education (Learning Environment)

This literature review explores the role of speech pathology in education, focusing on how communication challenges influence academic and social outcomes. It highlights the historical integration of speech-language pathology (SLP) into educational settings, emphasizing its major impact on students' success. The review also examines practical solutions, such as collaborative frameworks between educators and SLPs, Universal Design for Learning (UDL), and advanced technologies like AI-powered tools. By adjusting instruction to accommodate a range of communication needs, these interventions make sure that kids can succeed in inclusive classrooms. Speech pathology has changed from solitary clinical practice to teamwork in educational institutions. Teachers and SLPs help students overcome communication barriers and actively participate in learning by incorporating strategies including individualized education plans (IEPs) and accessible teaching approaches. This essay also discusses possible avenues for systemic transformation. Standardized regulations, greater training for teachers in communication assistance, and more resources for SLPs could all benefit education as a whole. In order to guarantee that every student has access to a worthwhile education, this literature review highlights the significance of ongoing studies.

social inputs like, "curse," "rebirth" etc is faith by which manipulated vision is directed away from verifiable truth. It is time we look into the mirror of reality and start living in the present, based on current achievements of science, technology, philosophy and thought. Let us stop shouting like jackals that my father was a king. Risley, H (1969) The People of India. Oriental Books reprint Corporation, Delhi. Senart Emil (1975) Caste in India: the facts and the system. Ess Ess Publications Delhi.

To determine medical students' metacognitive awareness and its impact on their academic performance. Study design: Cross-sectional analytic study. Place and Duration of Study: Two different private medical College's from Lahore. From March 2016 to September 2016. Study was done among second year students of two private medical colleges in Lahore. Students' first year academic achievement information was collected and they also filled the semi-structured questionnaire on metacognition regulation by the metacognitive awareness of reading strategies inventory (MARSI) based on three dimensions of metacognition (GLOB, SUB and PROB). Simple random sampling, a type of probability sampling was used for this study. The data were entered in SPSS 20, Metacognitive score was taken as an independent variable while academic performance (first professional part 1 results) was the dependent variable. For descriptive data, mean and standard deviation were used. For categorical data, percentage and frequencies were used. Pearson correlation coefficients were calculated to examine the item-total score correlation Result: A total 232 students participated. The reliability coefficient of MARSI was 0.88 and there was strong correlation among all dimensions of Metacognition score and academic achievement with Correlation coefficient value was 0.257 (p<0.01). Medical students of different colleges have almost equal (college 1 std. deviation 109±15.3, college 2 std. deviation 110.6±17.3) Metacognition levels. All dimensions of metacognition are positive and strongly correlated with each other's. Higher the score in one dimension will cause positive change in other dimension score and vice versa. Overall it would be beneficial for the trainers and other mentors that to work on one dimension and it would also cause positive impact on other skills and strategies.

The literature has identified promising findings regarding the application of methodology using visual art to develop the cognitive skill of observation and description to enhance critical thinking among medical students. This longitudinal controlled quasi-experimental study aims to demonstrate that Visual Thinking Strategies method and other art activities are effective in improving and maintaining the ability to observe, describe and critically interpret artistic or medical images in undergraduate medical students. The course of art and medicine was given at the 3 rd , 4 th , and 5 th year at the same cohort of students within the curriculum of Medicine and Surgery of Sapienza University of Rome and a baseline pre-post assessment was performed using a validated rubric to score a written test on observation and interpretation of paintings and clinical images. All the students increased their score from pre to post-test in the 3 rd year, but only the students attending the electives during the 4 th and 5 th year maintained their ability to observe, describe and critically interpret. Our findings suggest that The Visual Thinking Strategies, as arts-based learning activities, are an effective methodology to increase the professional abilities of medical students but if our findings are coherent with what is already known about the effectiveness of the observation of fine arts to increase clinical visual skills but it needs persistence of these activities. Therefore they should be added to medical curricula as a mandatory component.

With the advancement of technology, digital gadgets have progressively become tools for educational pedagogy, enabling the widespread application of virtual reality(VR) and augmented reality (AR) in healthcare education. Neurological rehabilitation, telemedicine, psychotherapy, medical education, and surgical simulation are among the fields in which VR and AR are used. Studies have shown that VR and AR can reduce medical errors resulting from incompetent medical personnel, lessen the inconvenience of traditional medical care, and save medical education and training costs. The application has improved the quality of diagnosis and treatment, raised the bar for medical education and training, and strengthened the bond between clinicians and patients. In an effort to assist clinical professionals in enhancing the standard of care they provide, this study integrates VR and AR technologies into medical-clinical practice, utilizing Actor Network(ANT) model to develop a conceptual framework for the implementation of AR/VR pedagogy simulation on artificial intelligence training platform.

Background

Empathy is essential for effective doctor-patient communication. It enables doctors to understand patients' emotions and concerns, facilitating personalized care and support. Empathy can be cultivated through various methods and training programs.

Objective

The study aims to assess the effectiveness of a multimodal intervention involving interactive lectures, peer role-play, and guided reflection in enhancing empathy levels among second-year medical undergraduate students in India.

Methods

This study utilized a questionnaire-based, pre- and post-test interventional design. Seventy-nine second-year medical students were included after obtaining their informed consent. The students received the intervention through an interactive lecture on communication skills, role-play on selected case studies, and guided reflection. The empathy levels were assessed using the Toronto Empathy Questionnaire (TEQ) before and after the intervention. The Mann-Whitney U test was utilized to compare pre-test and post-test TEQ scores. A univariate analysis of variance was conducted to explore the relationship between demographic variables and post-test TEQ scores. Statistical significance was considered at p ≤ 0.05.

Results

The TEQ score improved significantly (p=0.009) after the intervention. The univariate analysis indicated that gender, style of education, and place of residence did not have a statistically significant impact on post-test scores.

Conclusion

The study demonstrates that a multimodal intervention significantly enhances the empathy level of medical students, highlighting the potential of focused interventions to reduce gender disparities in empathy levels. There were no significant differences in empathy scores based on gender, place of residence, or schooling, suggesting the intervention's benefits may apply to all medical students.

Objective: The American University of Beirut Faculty of Medicine follows the American model of medical education. In 2013-2014, a carefully designed new curriculum replaced the previous, largely traditional curriculum, and aimed to improve student wellbeing, upgrade the learning environment, enhance student empathy, and counter the negative influences of the hidden curriculum. This longitudinal study assessed the effectiveness of the new curriculum in those domains over a period of 7 years. Methods: Three cohorts of medical students anonymously filled a paper-based survey at the end of years 1, 2, 3, and 4 of the 4-year curriculum. These included the Class of 2016, the last batch of students who followed the old curriculum, and 2 cohorts that followed the new curriculum (Class of 2017 and Class of 2019). The perceived learning environment was assessed by the Dundee Ready Education Environment Measurement survey; the student’s empathy was assessed by the Jefferson Scale of Physician ...

Objectifs du symposium : A l'occasion de plusieurs congrès de la SELF (2008, 2010, 2012), le groupe Genre Activité Santé du comité technique (Gender and work) de l'association internationale d'ergonomie (IEA), composé de chercheurs et praticiens en ergonomie, psychologie du travail, sociologue et didactique, européen en collaboration avec le canada, a présenté ses réflexions sur la façon dont l'ergonomie peut se saisir des questions de genre et de formation dans l'intervention. L'objectif de ce symposium est de relever les défis et les enjeux pour l'ergonomie du genre, de l'intervention et de la formation, en cohérence avec le thème du congrès sur la diversité des pratiques interventions et de l'évolution du métier de l'ergonome. Il s'agit plus spécifiquement de progresser sur les méthodologies et démarches favorisant la prise en compte du genre et de l'ergonomie dans la recherche et dans l'intervention. Plusieurs contributions, empruntant à des regards croisés pluridisciplinaires, internationaux et des études sur des milieux de travail variées apporteront un éclairage sur les questions de genre, grâce à une analyse différenciée des expositions, des différences d'activité de travail selon le sexe/le genre, de construction de stéréotypes genrés à prendre en compte dans l'intervention. Comment aborde-ton la question du sexe et du genre dans nos projets d'interventions ? Quels sont les contextes qui font émerger la prise en compte des différences ? Comment tenir compte du sexe et du genre l'analyse du travail ? Avec quels outils ou méthodes ? Comment restitués les données produites par le diagnostic ? Quels sont les objets de transformation ? Quels sont les retours d'expérience sur nos interventions ? *Ce texte original a été produit dans le cadre du congrès de la Société d'Ergonomie de Langue Française qui s'est tenu à Marseille du 21 au 23 septembre 2016. Il est permis d'en faire une copie papier ou digitale pour un usage pédagogique ou universitaire, en citant la source exacte du document, qui est la suivante : Nom1, P., Nom2, P. & Nom3, P. (2016). Insérer votre titre en français, Actes du 51 ème Congrès de la SELF, Marseille, 21-23/09/16. Aucun usage commercial ne peut en être fait sans l'accord des éditeurs ou archiveurs électroniques. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page.

Background Self-regulation of learning is considered one of the key capabilities deemed essential for the healthcare system and its workers to cope successfully with the current challenges they are facing. Therefore, healthcare curricula are increasingly called upon to support self-regulation as a central learning outcome. With scant relevant publications describing how students of medicine and other healthcare professions regulate their learning, this study set out to design and assess a problem-based learning using digital concept mapping in an online course and to evaluate the set of connections between this intervention and Health Management students’ self-regulation of learning. Method Students of a Management of Health Service Organizations program (100) were presented with an ill-structured problem, relevant to their course content (accreditation process within hospitals) and were asked to argue for or against the implementation of the accreditation process. The participants ...

La profession de guide de montagne, soumise à une forte accidentologie, tente d'amorcer un changement profond de sa culture professionnelle. En vue d'établir des axes de travail pour une étude plus approfondie, nous avons souhaité réaliser un premier état des lieux focalisé sur la perception de risques et le travail collectif d'une population de guides. Nous avons pour cela mis en oeuvre 17 entretiens individuels semi-directifs auprès de guides volontaires ayant des caractéristiques personnelles et professionnelles diverses. Ces entretiens nous ont permis d'explorer les liens entre perception des risques et travail collectif dans cette profession.

Background: Currently, drug abuse is booming in developing countries including Nepal, which may directly affect personal as well as socioeconomic condition of individual and community. Teenage, being the most crucial stage of life, is the age when teenagers want to explore a lot of things and is curious about new experiments. So, they think that, drugs assist them to overcome all the problems they face in day to day life. Therefore, the aim of this study was to assess the knowledge regarding drug abuse among MBBS first year students of Chitwan Medical College. Methods: A cross-sectional study was carried out to determine the knowledge regarding drug abuse among MBBS first year students of CMC. A self-administered questionnaire was used to collect information, which was adopted from previous studies. Study participants were briefed about the nature of the study and the procedure of completing the questionnaire was explained. After completion of the questionnaire, data was collected, ...

Background In otosurgical training, cadaveric temporal bones are primarily used to provide a realistic tactile experience. However, using cadaveric temporal bones is challenging due to their limited availability, high cost, and potential for infection. Utilizing current three-dimensional (3D) technologies could overcome the limitations associated with cadaveric bones. This study focused on how a 3D-printed middle ear model can be used in otosurgical training. Methods A cadaveric temporal bone was imaged using microcomputed tomography (micro-CT) to generate a 3D model of the middle ear. The final model was printed from transparent photopolymers using a laser-based 3D printer (vat photopolymerization), yielding a 3D-printed phantom of the external ear canal and middle ear. The feasibility of this phantom for otosurgical training was evaluated through an ossiculoplasty simulation involving ten otosurgeons and ten otolaryngology-head and neck surgery (ORL-HNS) residents. The participants were tasked with drilling, scooping, and placing a 3D-printed partial ossicular replacement prosthesis (PORP). Following the simulation, a questionnaire was used to collect the participants' opinions and feedback. Results A transparent photopolymer was deemed suitable for both the middle ear phantom and PORP. The printing procedure was precise, and the anatomical landmarks were recognizable. Based on the evaluations, the phantom had realistic maneuverability, although the haptic feedback during drilling and scooping received some criticism from ORL-HNS residents. Both otosurgeons and ORL-HNS residents were optimistic about the application of these 3D-printed models as training tools. Conclusions The 3D-printed middle ear phantom and PORP used in this study can be used for low-threshold training in the future. The integration of 3D-printed models in conventional otosurgical training holds significant promise.

In non‑English speaking developing countries, several debates have arisen over choosing the language of instruction in medical education,
whether it should be one of the leading medical languages, such as English, or the mother tongue. In this article, we discuss this debate and
provide a brief review of the pedagogical evidence supporting the superiority of the mother tongue as a language of instruction. We also highlight
the academic challenges associated with second‑language‑based medical education and emphasize the impact of language of instruction on
the doctor–patient relationship and health care. Finally, we examine the reasons or arguments for not including the mother tongue in medical
education. In conclusion, the importance of English as a leading scientific and medical language should not overshadow the crucial role of
the native language as the language of instruction in non‑English speaking countries. Each country should develop strategies to include the
mother tongue in medical education, following the example of developed countries.

Background: Benefits of laparoscopic surgery are well recognised but uptake in rural settings of low-and middle-income countries is limited due to implementation barriers. Gasless laparoscopy has been proposed as an alternative but requires a trained rural surgical workforce to upscale. This study evaluates a feasibility of implementing a structured laparoscopic training programme for rural surgeons of NorthEast India. Methods: A 3-day training programme was held at Kolkata Medical College in March 2019. Laparoscopic knowledge and Fundamentals of Laparoscopic Skills (FLS) were assessed pre and post simulation training using multiple choice questions and the McGill Inanimate System for Training and Evaluation of Laparoscopic Skills (MISTELS), respectively. Competency with an abdominal lift device was assessed using the Objective Structured Assessment of Technical Skills (OSATS) and live operating performance via the Global Operative Assessment of Laparoscopic Skills (GOALS) scores during live surgery. Costs of the training programme and qualitative feedback were evaluated. Results: Seven rural surgeons participated. There was an improvement in knowledge acquisition (mean difference in MCQ score 5.57 (SD ¼ 4.47)). The overall normalised mean MISTELS score for the FLS tasks improved from 386.02 (SD 110.52) pre-to 524.40 (SD 94.98) post-training (p ¼ 0.09). Mean OSATS score was 22.4 out of 35 (SD 3.31) indicating competency with the abdominal lift device whilst a mean GOALS score of 16.42 out of 25 (SD 2.07) indicates proficiency in performing diagnostic laparoscopy using the gasless technique during live operating. Costs of the course were estimated at 354 USD for trainees and 461 USD for trainers. Conclusion: Structured training programme in gasless laparoscopy improves overall knowledge and skills acquisition in laparoscopic surgery for rural surgeons of NorthEast India. It is feasible to deliver a training programme in gasless laparoscopy for rural surgeons. Larger studies are needed to assess the benefits for wider adoption in a similar context.

Evaluation of patients&#39; experience of their osteopathic treatment has recently been investigated leading to the development of the Patient Perception Measure - Osteopathy (PPM-O). The aim of the study was to investigate the construct validity of the PPM-O. Patients presenting to osteopathy student-led teaching clinics at two Australian universities were asked to complete two questionnaires after their treatment: a demographic questionnaire and the PPM-O. Confirmatory factor analysis (CFA) and Rasch analysis were used to investigate the construct validity of the PPM-O. Data from the present study did not fit the a-priori 6-domain structure in the CFA. Modifications to the 6-domain model were then made based on the CFA results, and this analysis identified two factors: 1) Education & Information (9 items); and 2) Cognition & Fatigue (6 items). These two factors were Rasch analysed individually. Two items were removed from the Cognition & Fatigue factor during the analysis. The two...

Issue: Calls to change medical education have been frequent, persistent, and generally limited to alterations in content or structural reorganization. Self-imposed barriers have prevented adoption of more radical pedagogical approaches, so recent predictions of the 'inevitability' of medical education transitioning to online delivery seemed unlikely. Then in March 2020 the COVID-19 pandemic forced medical schools to overcome established barriers overnight and make the most rapid curricular shift in medical education's history. We share the collated reports of nine medical schools and postulate how recent responses may influence future medical education. Evidence: While extraneous pandemic-related factors make it impossible to scientifically distinguish the impact of the curricular changes, some themes emerged. The rapid transition to online delivery was made possible by all schools having learning management systems and key electronic resources already blended into their curricula; we were closer to online delivery than anticipated. Student engagement with online delivery varied with different pedagogies used and the importance of social learning and interaction along with autonomy in learning were apparent. These are factors known to enhance online learning, and the student-centered modalities (e.g. problem-based learning) that included them appeared to be more engaging. Assumptions that the new online environment would be easily adopted and embraced by 'technophilic' students did not always hold true. Achieving true distance medical education will take longer than this 'overnight' response, but adhering to best practices for online education may open a new realm of possibilities. Implications: While this experience did not confirm that online medical education is really 'inevitable, ' it revealed that it is possible. Thoughtfully blending more online components into a medical curriculum will allow us to take advantage of this environment's strengths such as efficiency and the ability to support asynchronous and autonomous learning that engage and foster intrinsic learning in our students. While maintaining aspects of social interaction, online learning could enhance pre-clinical medical education by allowing integration and collaboration among classes of medical students, other health professionals, and even between medical schools. What remains to be seen is whether COVID-19 provided the experience, vision and courage for medical education to change, or whether the old barriers will rise again when the pandemic is over.

The IndoGuruji Indian Language Teacher application is a great application for anyone wanting to learn an Indian regional language. It provides an easy and convenient way to learn text from one language to another. The application is extremely user-friendly and can be used by anyone, regardless of their level of expertise. The Indian Language Teacher is an essential tool for anyone wanting to communicate in an Indian regional language. It is a revolutionary new application that makes learning Indian languages easy and fun. With its user-friendly interface and comprehensive language learning tools, the Indian Language Teacher is the perfect application for anyone interested in learning an Indian language. The IndoGuruji Application is the one and only kind to teach the Indian Language in an interactive way and also covers all the flaws of the other Indian Language Teaching application which is available in the market. The app contains lessons and quizzes to help users learn the basics of the Indian language of their choice.

Language learning applications have the potential to transform the way languages are learned. This study examined the most popular commercially available language learning applications and evaluated them according to a wide range of criteria. The study found out that no application exists in the market that can teach the Indians or anyone in the world the desired Indian Regional Languages. Three major trends were found in the applications that teach languages to the users: first, apps tend to teach vocabulary in isolated units rather than in relevant contexts; second, apps minimally adapt to suit the skill sets of individual learners; and third, apps rarely offer explanatory corrective feedback to learners. Despite a pedagogical shift toward more communicative approaches to language learning, these apps are behaviorist in nature. Also we aim to create an application that will specifically teach Indian languages to the users in a more effective way replacing the old traditional way of learning.

Background Type 2 diabetes is a major health concern worldwide and requires urgent attention from health care providers and policy makers. Due to shortage of health care workers in low-income countries, peer support programs have been viewed as a viable option in management of diabetes and have shown to be effective in sub-Saharan Africa. Objective The aim of this study is to assess and evaluate the Kamuzu Central Hospital (KCH) diabetic peer support program's (DPSP) impact 4 years after its establishment by assessing knowledge, self-efficacy and behaviours of DPSP members compared to non-members. Methodology This is a cross-sectional study done among diabetic patients attending clinics between 12th August and 25th September 2018 at KCH. Self and interviewer-administered questionnaires (designed based on validated survey instruments) were used. The participants (n=176) were recruited consecutively after consenting. Results Results showed DPSP members were more knowledgeable regarding the effects of skipping meals and sweet juice on blood glucose and conditions not associated with diabetes. In terms of self-efficacy and behaviour changes, DPSP members believe that they are more able to correct hypoglycaemia, to communicate their concerns to health workers and to perform daily foot exam compared to non-members. Conclusion The KCH (Lilongwe) Diabetes Peer Support program has positively impacted its members and should be scaled up to engage all diabetic patients in Malawi. Ongoing training for peer supporters is necessary to update and reinforce management, knowledge and skills, and to ensure fidelity in program implementation.

Introduction: This paper analyzes published healthcare studies about “English as a medium of instruction” (EMI), indexed in the Scopus database from 2013 to 2022.

Methods: The author used published criteria of systematic reviews and limited the findings to healthcare education using several key terms; this returned 137 articles. The author then downloaded and carefully read the articles. The majority of articles (102) were deleted because they did not meet the selection criteria discussed in the methods section, thus the final list comprised 35 research studies. Next, the author analyzed the articles’ bibliometric indexes, such as author, funding information, context, research instruments, years of publication, place of publication, and citations. In addition, the key findings and recommendations of these studies were presented.

Results and discussion: Most of the studies assessed were conducted in the last five years in Arabic speaking countries by non-language specialists, and the language of instruction was not the main focus of the studies. The studies were most often about attitudes of students, and used quantitative methods such as questionnaires. The results show diverse and conflicted results such as positive impacts and positive attitudes in some cases, negative impacts and attitudes in others, and preferences for either monolingual or bilingual approaches. The findings demonstrate the need for experimental and rigorous mixed methods studies that involve different stakeholders and are conducted by both applied linguists and healthcare education specialists. Future research should move beyond student attitudes and utilize rigorous mixed methods involving researchers from both linguistics and healthcare education to deepen our understanding of EMI’s complex impact in diverse contexts.

Purpose: Community pharmacists (CPs) frequently attend to pediatric patients with pain but limited data exist regarding their knowledge of and attitude to effective management of pediatric pain in Nigeria. Thus, this study aimed to evaluate the knowledge of and attitude to pediatric pain management among CPs in Nigeria. Patients and Methods: A validated and pilot-tested questionnaire, the Community Pharmacists Survey on Pediatric Pain, was administered to 517 eligible participants at the 38th Annual National Conference of the Association of Community Pharmacists of Nigeria. Independent samples t-test and one-way analysis of variance were used for inferential statistical analyses. Results: CPs with additional higher academic qualifications and clinically related additional academic degrees had significantly higher mean knowledge scores relative to first degree only holder counterpart (t= 4.33, p< 0.05, Eta 2 =0.05) and those without clinically related second degrees (t= 6.34, p< 0.05, Eta 2 =0.27). Pain knowledge among the study cohort also varied significantly by age group, years of practicing community pharmacy, ownership structure of premises, geographical location of practice and previous exposure to pain management training (F(4370)=2.858, p=0.025, Eta 2 =0.03; F(3371)=3.985, p=0.008, Eta 2 =0.03; F(2372)=3.643, p=0.027, Eta 2 =0.02; F(5369) =4.497, p=0.01, Eta 2 =0.06; F(2372)=3.587, p=0.029, Eta 2 =0.02), respectively. Conclusion: Community pharmacists' knowledge of and attitude to pediatric pain management in Nigeria appeared sub-optimal, and requires regular targeted educational intervention to fill the identified gaps, improve service delivery and patient outcomes.

Background: The availability and the use of electronic devices among the students of higher education have been continuing to grow. The devices connect the users to the world instantly, allow access to information, and enable interactivity with others. The uses of these devices are playing an important role, especially in their academic lives. Aims and Objectives: To identify the types of devices used for the students, the purpose of their use, and its influence on their academic performances. Materials and Methods: A questionnaire was developed, and its content validity was tested by a survey expert. About 300 questionnaires were later distributed among the available year-I,-II, and-III students, and 230 completed questionnaires were collected back from the participants. The data collected were inserted in the SPSS (version 17.0) program and analyzed accordingly. Results: Descriptive analysis showed that 71.7% of the respondents were female students; 68.7% were in 20-21 age groups; and 42.2% were from year I, 42.6% from year II, and the rest from year III. A total of 65.7% of the respondents admitted that they used to use electronic devices in the classroom, and 89.6% of which use a smartphone. Among the smartphone users, about 48% scored 465% marks in their last examination. Conclusion: It has been found that the students' performance was directly associated with the use of electronic devices for academic purposes. In this study, students' learning behavior with electronic devices, especially smartphones, was explored, and the data indicated that they want more access to the academic-friendly devices. The smart uses of electronic devices, therefore, help to improve the academic performance of the students.

This study aimed to find out the correlation between students’ metacognitive awareness and their reading comprehension. The framework of metacognitive awareness is provided by Mokhtari & Reichard (2002). A number of 30 students of SMA Laboratorium UNSYIAH Banda Aceh are designated as the sample. In this research the instruments are reading comprehension test and questionnaire. The reading comprehension test and questionnaire were given to the students in order to find the correlation between students’ metacognitive awareness and their reading comprehension. The data was analyzed by using SPSS. The value of correlation of both variables was 0.000 which was less than critical limit of α 0.05 and there was a significant relationship between metacognitive awareness and students’ reading comprehension. There was also a positive correlation between both variables. It means that the more metacognitive awareness the students have the better understanding they have in reading comprehension. ...

Innovation and entrepreneurship (I&E) programs in medical education have become available as medical schools recognize the need to train forward-thinking physicians. There is considerable diversity in the design and implementation of these curricula, which represents a challenge and possibly serves as a deterrent for the development of additional I&E programs. A comprehensive search of medical school I&E programs and review of all Association of American Medical Colleges member websites (n = 171) were conducted. This review sought to (1) identify all American and Canadian allopathic medical schools with I&E curricula, (2) evaluate their structure/integration in the context of medical education, (3) outline core learning themes, and (4) describe the evaluative metrics. Information was collected through published or publicly available websites and through a questionnaire sent to identified I&E program leaders. Twentyeight I&E-oriented medical education programs were identified from 26 schools; all of the programs integrated faculty leadership with backgrounds in medicine, engineering, and/or business/entrepreneurship. Of the programs, 57% (16/28) had been launched within the past four years and 75% (21/28) based program enrollment on a selective application process. Nearly all (27/28) incorporated lecture series and/or hands-on modules as a teaching technique. The most prevalent metric was completion of a capstone project (22/28; 79%). At least 15.2% (26/171) of American and Canadian allopathic medical schools include the option for students to participate in an I&E curriculum-based program. This review can be used to help medical school faculty with developing I&E curricula.

Background: The use of cadavers in human anatomy teaching requires adequate number of anatomy instructors who can provide close supervision of the students. Most medical schools are facing challenges of lack of trained individuals to teach anatomy. Innovative techniques are therefore needed to impart adequate and relevant anatomical knowledge and skills. This study was conducted in order to evaluate the traditional teaching method and reciprocal peer teaching (RPT) method during anatomy dissection. Methods: Debriefing surveys were administered to the 227 first year medical students regarding merits, demerits and impact of both RPT and Traditional teaching experiences on student's preparedness prior to dissection, professionalism and communication skills. Out of this, 159 (70 %) completed the survey on traditional method while 148 (65.2 %) completed survey on RPT method. An observation tool for anatomy faculty was used to assess collaboration, professionalism and teaching skills among students. Student's scores on examinations done before introduction of RPT were compared with examinations scores after introduction of RPT.

Background: In the world today, many people use various communication technologies, like as computer-aided equipment, the internet, and so on. In information communication technologies, people use social media as one of the tools with which to exchange their ideas in everyday communications. Hence, the present study aimed at examining social media usage in improving English language proficiency from the viewpoint of medical students among Ethiopian public university students. Methods: A descriptive survey design was employed since the purpose of this study was to gain detail information about social media usage in improving English language proficiency from the viewpoint of medical students. Hence, the researchers intended to use a quantitative approach. This is because a quantitative methodology helps researchers calculate the results more easily and avoid the difficulties which a qualitative approach might entail. Results: The reports obtained from respondents showed that social media (SM) platforms have many advantages in improving medical learners' English understanding in the process of EFL learning. It positively affects them in improving their level of English proficiency. Gender not only influenced the attitude of students in using social media for learning English but also improved their proficiency in the process of language learning. Even if gender differences exist in nature, significant differences in the viewpoint of male and female students regarding social media (SM) usage in enhancing their English proficiency were not observed. The majority of the respondents strongly agreed that social media use plays a dominant role in improving English proficiency. Conclusion: In the English language learning-teaching process, social media platforms have many advantages in enhancing medical students' English proficiency in their own learning and teaching practices. Gender did not influence the attitude of students in using social media for learning English or improve their proficiency in the process of language learning.

Evaluation of patients&#39; experience of their osteopathic treatment has recently been investigated leading to the development of the Patient Perception Measure - Osteopathy (PPM-O). The aim of the study was to investigate the construct validity of the PPM-O. Patients presenting to osteopathy student-led teaching clinics at two Australian universities were asked to complete two questionnaires after their treatment: a demographic questionnaire and the PPM-O. Confirmatory factor analysis (CFA) and Rasch analysis were used to investigate the construct validity of the PPM-O. Data from the present study did not fit the a-priori 6-domain structure in the CFA. Modifications to the 6-domain model were then made based on the CFA results, and this analysis identified two factors: 1) Education & Information (9 items); and 2) Cognition & Fatigue (6 items). These two factors were Rasch analysed individually. Two items were removed from the Cognition & Fatigue factor during the analysis. The two...

The Dundee Ready Educational Environment Measure (DREEM) is widely used to assess the educational environment in health professional education programs. A number of authors have identified issues with the psychometric properties of the DREEM. Part 1 of this series of papers presented the quantitative data obtained from the DREEM in the context of an Australian osteopathy program. The present study used both classical test theory and item response theory to investigate the DREEM psychometric properties in an osteopathy student population. Students in the osteopathy program at Victoria University (Melbourne, Australia) were invited to complete the DREEM and a demographic questionnaire at the end of the 2013 teaching year (October 2013). Data were analysed using both classical test theory (confirmatory factor analysis) and item response theory (Rasch analysis). Confirmatory factor analysis did not demonstrate model fit for the original 5-factor DREEM subscale structure. Rasch analysis ...

AimsThe aim of this study was to develop a valid and reliable scale to measure preparedness of new dental graduates.MethodsThe scale development and validation was carried out using the Rasch measurement model. Following a pilot and pre‐testing of the scale, a national study was undertaken with undergraduate students from all dental schools as well as foundation dentists in UK.ResultsTo examine the internal validity of the scale, we conducted a Rasch analysis. External validity of the scale was checked through validation with a range of stakeholders. An excellent fit to the Rasch model provided evidence of internal construct validity. The scale demonstrated invariance, ordered thresholds and lack of differential item functioning. Unidimensionality of the scale was confirmed by independent t‐tests. The PSI value was 0.877, indicating a good degree of person separation and internal consistency. Test–retest reliability of the scale was also established.ConclusionsThe preparedness scale...

Background: Rasch model is a useful method for developing a new scale. This study aims to determine the fitting between data obtained from answers for a portfolio anxiety scale and Rasch model and describes how the scale can be modified to increase the fitting through different steps. Materials and methods: A portfolio scale was applied to 171 students of the Faculty of Medicine, Ondokuz Mayis University. The partial credit model was used, and fit statistics were assessed to determine the fitting of the data to Rasch model. Person separation index (PSI) was used for reliability. Results: For a satisfaction subscale, the average item fit residual value was 0.47 and the average person fit residual value was -0.29. For the item-trait χ2 interaction, P = 0.655 and PSI = 0.81. For a writing anxiety subscale, the average item fit residual value was 0.08 and the average person fit residual value was -0.24. For the item-trait χ2 interaction, P = 0.698 and PSI = 0.73. For a reflection anxiety subscale, the average item fit residual value was 0.64 and the average item fit residual value was 0.64. For the item-trait χ2 interaction, P = 0.195 and PSI = 0.73. Conclusion: The validity and reliability of Rasch analysis portfolio scale were analyzed, and items that worked well were included in the study. The results show that Rasch model provides a more accurate analysis for developing and adapting scales. Both the fit statistics and fit graphs help improve the analyses.

The Dundee Ready Educational Environment Measure (DREEM) is widely used to assess the educational environment in health professional education programs. A number of authors have identified issues with the psychometric properties of the DREEM. Part 1 of this series of papers presented the quantitative data obtained from the DREEM in the context of an Australian osteopathy program. The present study used both classical test theory and item response theory to investigate the DREEM psychometric properties in an osteopathy student population. Students in the osteopathy program at Victoria University (Melbourne, Australia) were invited to complete the DREEM and a demographic questionnaire at the end of the 2013 teaching year (October 2013). Data were analysed using both classical test theory (confirmatory factor analysis) and item response theory (Rasch analysis). Confirmatory factor analysis did not demonstrate model fit for the original 5-factor DREEM subscale structure. Rasch analysis ...

Objectifs du symposium : A l'occasion de plusieurs congrès de la SELF (2008, 2010, 2012), le groupe Genre Activité Santé du comité technique (Gender and work) de l'association internationale d'ergonomie (IEA), composé de chercheurs et praticiens en ergonomie, psychologie du travail, sociologue et didactique, européen en collaboration avec le canada, a présenté ses réflexions sur la façon dont l'ergonomie peut se saisir des questions de genre et de formation dans l'intervention. L'objectif de ce symposium est de relever les défis et les enjeux pour l'ergonomie du genre, de l'intervention et de la formation, en cohérence avec le thème du congrès sur la diversité des pratiques interventions et de l'évolution du métier de l'ergonome. Il s'agit plus spécifiquement de progresser sur les méthodologies et démarches favorisant la prise en compte du genre et de l'ergonomie dans la recherche et dans l'intervention. Plusieurs contributions, empruntant à des regards croisés pluridisciplinaires, internationaux et des études sur des milieux de travail variées apporteront un éclairage sur les questions de genre, grâce à une analyse différenciée des expositions, des différences d'activité de travail selon le sexe/le genre, de construction de stéréotypes genrés à prendre en compte dans l'intervention. Comment aborde-ton la question du sexe et du genre dans nos projets d'interventions ? Quels sont les contextes qui font émerger la prise en compte des différences ? Comment tenir compte du sexe et du genre l'analyse du travail ? Avec quels outils ou méthodes ? Comment restitués les données produites par le diagnostic ? Quels sont les objets de transformation ? Quels sont les retours d'expérience sur nos interventions ? *Ce texte original a été produit dans le cadre du congrès de la Société d'Ergonomie de Langue Française qui s'est tenu à Marseille du 21 au 23 septembre 2016. Il est permis d'en faire une copie papier ou digitale pour un usage pédagogique ou universitaire, en citant la source exacte du document, qui est la suivante : Nom1, P., Nom2, P. & Nom3, P. (2016). Insérer votre titre en français, Actes du 51 ème Congrès de la SELF, Marseille, 21-23/09/16. Aucun usage commercial ne peut en être fait sans l'accord des éditeurs ou archiveurs électroniques. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page.

The construct validity of the Meta-cognitive Awareness of Reading Strategy Inventory (MARSI; Mokhtari & Reichard, 2002) was tested with 189 college students, and its convergent validity with reading comprehension ability was investigated. Reading ability was assessed using self-report and standardized measures. Results demonstrate weak construct validity of the MARSI, suggesting that the current form of the MARSI is not appropriate for use with students who are very proficient in reading (i.e., grade level equivalents beyond 12th grade). More theoretically-based quantitative and qualitative studies using the MARSI are warranted.

The aim of this study is to reveal the tendencies of the researches on the medical education in Turkey in terms of the instruction levels that the researches took place, methodological dimensions and instructional activities conducted in the researches. Materials and Methods: The sample of the study was composed of researches published in medical journals indexed in ULAKBIM National Database and in PubMed Database between 2000 and 2014. Within this context, the total number of papers was 214. These papers were examined through Medical Education Publication Classification Form (MEPCF) conducting content analysis. results: As for the results, the participants of most of the studies were the students who were about to graduate. It was observed in the researches that quantitative research method was used most; questionnaires were the most used data collection tool; and instructional activities related to curriculum development and evaluation were used frequently. conclusion: The results are considered to help the researchers see the trends and tendencies in medical education and assess the field of medical education from different perspectives.

One of the responsibilities of a consultant is to identify the clinical competence of trainees by observing them at work. The attributes of clinical competence in anaesthesia were defined by interviewing a group of consultants and trainees. Observation of practice was believed to be important in monitoring competence and the supervising consultants all believed that they could recognize competent performance. The account of the structure of observation provided by the anaesthetists is used as the basis of advice on how to conduct an assessment of trainees' developing professionalism by use of the specialist's professional judgement.

Background: Student’s positive perception towards the academic environment determines the quality of education. This study aimed at finding students’ perception on educational environ­ment of the postgraduate nursing programme of Nepal. Methods: Descriptive cross-sectional design was conducted among 104 masters level nursing stu­dents from four selected nursing campuses under Institute of Medicine, Tribhuvan University. Enu­merative sampling technique was used to select the sample. Data were collected using validated standard tool Dundee Ready Educational Environment Measure (DREEM) scale and analyzed using descriptive statistics. Results: Most of the nursing students (81.7%) had positive level of perception on their educational environment and few had excellent perception. Total DREEM mean score was 134.37± 21 out of 200. Specifically, mean score of learning was 31.93 ± 5.1 out of 48, students’ perception of teachers was 30.02 ± 5.072 out of 44; students’ academic self-perception w...

da Aorta Abdominal/diagnós-tico por imagem; Programas de Rastreio; Ultrassonografia. Abstract: The different subset of patients vascular surgery attendant or abdominal computed tomography scan (established as gold standard evaluations). Agreement between both internal medicine resident’s observations and internal medicine residents’ and gold standard evaluations were analyzed. Results: A total of 98 patients were evaluated, with 8 abdominal aortic aneurysms diagnosed, resulting in an 8.2% prevalence. There was good agreement regarding Abdominal Aortic Aneurysm presence and measurement between internal medicine residents’ examinations ( κ = 0.918, p &lt; 0.01) and internal medicine residents’/gold standard ( κ = 0.950, p &lt; 0.01). of wards, providing an early diagnosis and referral for elective repair surgery.

Introduction Attitude toward participation in the research plays an important role in the quality of any research. Therefore, researchers aimed at construction and piloting of scale to measure attitude toward research participation for university students. Method and Results In Study I, an initial pool of items was generated on the basis of literature review, semi-structured interviews and expert opinions. After ensuring content validity and finalizing items with the help of experts, the scale was applied on a sample of 426 university students including both men (n = 114) and women (n = 312) with age range of 17–30. Exploratory factor analysis revealed the two factor structure was with 60.33% cumulative variance. The factors revealed were positive attitude and negative attitude toward research with alpha reliability of 0.84 for positive attitude while 0.76 for negative attitude. In Study II, confirmatory factor analysis revealed excellent model fit indices with two factor structure....

HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés. Distributed under a Creative Commons Attribution-NonCommercial-NoDerivatives| 4.0 International License Fonder la conception d'un environnement de formation sur l'analyse du travail : le cas de techniciens en radiologie médicale

*Ce texte original a été produit dans le cadre du congrès de la Société d'Ergonomie de Langue Française qui s'est tenu à Bordeaux du 3 au 5 octobre 2018. Il est permis d'en faire une copie papier ou digitale pour un usage pédagogique ou universitaire, en citant la source exacte du document, qui est la suivante :

The DREEM inventory is a validated tool assessing the educational environment in health professions institutions around the world. The aim of the present study was to validate DREEM in a different educational setting. The translated and validated in Greek questionnaire was delivered to the students of the Department of Educational Sciences and Early Childhood Education at the University of Patras. The explorative factor analysis revealed a different model than the one proposed in the original DREEM study. The overall 62% score showed a very good educational environment in the educational department. The lowest scores were related to the lack of an efficient stress-support system, lack of appropriate feedback from teachers, and to the fact that students are bored during the courses. Even though the instrument is a highly recommended tool for use in a medical school environment it seems that different aspects should be considered for different educational settings.

As the intricacy of web applications continues to escalate, the difficulties linked with the upkeep of testing in web-based automation have grown more apparent. Conventional automation scripts frequently encounter difficulties in adjusting to frequent modifications in web components, resulting in substantial manual endeavours and diminished testing efficacy. In reaction to these challenges, self-correcting web-based automation frameworks have emerged as a promising resolution. This critical review paper offers a comprehensive examination of web-based automation frameworks that have the ability to selfheal. It provides a thorough analysis of their principles, mechanisms, and real-world applications. Through the categorization and analysis of these frameworks' essential components, this review aims to elucidate their effectiveness in addressing the continuously evolving nature of web applications.While acknowledging the advancements made possible by self-healing frameworks, this review also explores the inherent challenges and limitations they possess. It outlines potential areas for future research and highlights emerging trends, such as the integration of artificial intelligence and machine learning, which have the potential to further enhance the self-healing capabilities of these frameworks. In summary, this evaluative critique offers a valuable asset for researchers, practitioners, and organisations aiming to optimize the process of managing tests in web-based automation. Through comprehending the fundamental concepts and potential compromises of self-healing frameworks for web-based automation, testing teams can strive towards effortless test maintenance and enhanced quality of web applications.

Available literature on medical education charts an emerging trend in the field of anatomy. In the past decade, assisted by innovations in informatics and the paradigm shift in medical education, the hands-on experience of cadaver dissection has progressively become a relic of the past. Within the context of the situation in Gulf Cooperation Council countries, this paper compares the traditional teaching approach with the modern one that tends to emphasise technical gadgetry, virtual reality and plastic models rather than hands-on-experience to impart knowledge and skill. However, cadaver-based learning is an important building block for the future physician and surgeon since clinical astuteness is likely to rely on skills gained from hands-on experience rather than the tendency to learning through virtual reality found in modern curricula.

Background: Medical research is the foundation for gaining scientific information and learning. However, in developing countries like Nepal, it is given low priority, mostly due to inadequate research funding. This study was aimed to assess the attitude and the barriers associated with medical research. Methods: This descriptive cross-sectional study was conducted among the medical professionals of Nepal from 10th October to 10th November 2021. A self-administered questionnaire was used to collect the data. Collected data included demographics, a questionnaire related to attitude and barriers to research among medical professionals of Nepal. The data was collected, compiled, and analyzed by using Statistical Package of Social Science (SPSS) version 26. The data were analyzed using descriptive statistics. Results: In total 83 participants with a mean age of 32.8±4.7 years participated in the study. More than 90% of the participants were having a positive attitude regarding the role o...

Background: Medical research is the foundation for gaining scientific information and learning. However, in developing countries like Nepal, it is given low priority, mostly due to inadequate research funding. This study was aimed to assess the attitude and the barriers associated with medical research. Methods: This descriptive cross-sectional study was conducted among the medical professionals of Nepal from 10th October to 10th November 2021. A self-administered questionnaire was used to collect the data. Collected data included demographics, a questionnaire related to attitude and barriers to research among medical professionals of Nepal. The data was collected, compiled, and analyzed by using Statistical Package of Social Science (SPSS) version 26. The data were analyzed using descriptive statistics. Results: In total 83 participants with a mean age of 32.8±4.7 years participated in the study. More than 90% of the participants were having a positive attitude regarding the role of research enriching medical education and that it promotes critical thinking. The majority of them believed that research is also helpful for securing a better academic position. More than 90% agreed that research should be included in the MBBS/BDS curriculum. The major obstacles reported were lack of adequate funding (72.3%), lack of well-equipped laboratory (65.1%), non-inclusion of research as a subject in the medical curriculum (62.7%). Conclusions: The majority of participants were positive towards research. The major obstacles faced by medical professionals were lack of adequate funding, non-inclusion of research as a subject in the medical curriculum, lack of a well-equipped laboratory, lack of mentorship and incentives.

The construct validity of the Meta-cognitive Awareness of Reading Strategy Inventory (MARSI; Mokhtari & Reichard, 2002) was tested with 189 college students, and its convergent validity with reading comprehension ability was investigated. Reading ability was assessed using self-report and standardized measures. Results demonstrate weak construct validity of the MARSI, suggesting that the current form of the MARSI is not appropriate for use with students who are very proficient in reading (i.e., grade level equivalents beyond 12th grade). More theoretically-based quantitative and qualitative studies using the MARSI are warranted.

Background: The availability and the use of electronic devices among the students of higher education have been continuing to grow. The devices connect the users to the world instantly, allow access to information, and enable interactivity with others. The uses of these devices are playing an important role, especially in their academic lives. Aims and Objectives: To identify the types of devices used for the students, the purpose of their use, and its influence on their academic performances. Materials and Methods: A questionnaire was developed, and its content validity was tested by a survey expert. About 300 questionnaires were later distributed among the available year-I,-II, and-III students, and 230 completed questionnaires were collected back from the participants. The data collected were inserted in the SPSS (version 17.0) program and analyzed accordingly. Results: Descriptive analysis showed that 71.7% of the respondents were female students; 68.7% were in 20-21 age groups; and 42.2% were from year I, 42.6% from year II, and the rest from year III. A total of 65.7% of the respondents admitted that they used to use electronic devices in the classroom, and 89.6% of which use a smartphone. Among the smartphone users, about 48% scored 465% marks in their last examination. Conclusion: It has been found that the students' performance was directly associated with the use of electronic devices for academic purposes. In this study, students' learning behavior with electronic devices, especially smartphones, was explored, and the data indicated that they want more access to the academic-friendly devices. The smart uses of electronic devices, therefore, help to improve the academic performance of the students.

Objective: The American University of Beirut Faculty of Medicine follows the American model of medical education. In 2013-2014, a carefully designed new curriculum replaced the previous, largely traditional curriculum, and aimed to improve student wellbeing, upgrade the learning environment, enhance student empathy, and counter the negative influences of the hidden curriculum. This longitudinal study assessed the effectiveness of the new curriculum in those domains over a period of 7 years. Methods: Three cohorts of medical students anonymously filled a paper-based survey at the end of years 1, 2, 3, and 4 of the 4-year curriculum. These included the Class of 2016, the last batch of students who followed the old curriculum, and 2 cohorts that followed the new curriculum (Class of 2017 and Class of 2019). The perceived learning environment was assessed by the Dundee Ready Education Environment Measurement survey; the student’s empathy was assessed by the Jefferson Scale of Physician ...