Measurement of student engagement in health professions education: a review of literature.

Student engagement is a complex multidimensional construct that has attained great interest in health professions education (HPE). Definition and conceptualization of student engagement is an important step that should drive the development of the instruments for its measurement. We have recently proposed a comprehensive framework for student engagement in HPE with a definition of engagement as student investment of time and energy in academic and non-academic experiences that include learning, teaching, research, governance, and community activities.

Does professionalism change with different sociodemographic variables? A survey of Arab medical residents.

Background: Medical professionalism reflects the commitment of physicians to their patients, society, themselves, and the profession. The study examined residents' attitudes towards professionalism and how these attitudes vary among the different demographic groups, namely gender, specialty, and year of residency.

Methods: A proportionate random sampling strategy was used to select the study sample.

Self-assessment and peer-assessment of the psychomotor skills in preclinical prosthodontics: A prospective study.

Introduction: Students' self-assessment and peer assessments are essential to understand the rubrics criteria and improve their psychomotor skills. The purpose of this study was to assess the impact of self-assessment score (SAS), peer-assessment score (PAS) and teacher assessment score (TAS) on the final scores of the psychomotor skills of dental students in a preclinical fixed prosthodontics course.

Materials And Methods: A prospective study included D2 students in a preclinical fixed prosthodontics course for two consecutive academic years from September 2017 to May 2019.

Congenital Intrathoracic Ectopic Kidney in Association With Bochdalek Hernia.

Thoracic ectopic kidney is the rarest type of ectopic kidney with a reported finding of one in every 15,000 autopsies. The diagnosis of this anomaly is often incidental. Children may be symptomatic with recurrent respiratory symptoms.

Development and validation of teacher and student questionnaires measuring inhibitors of curriculum viability.

Background: Curriculum viability is determined by the degree to which quality standards have or have not been met, and by the inhibitors that affect attainment of those standards. The literature reports many ways to evaluate whether a curriculum reaches its quality standards, but less attention is paid to the identification of viability inhibitors in different areas of the curriculum that hamper the attainment of quality. The purpose of this study is to develop and establish the reliability and validity of questionnaires that measure the presence of inhibitors in an undergraduate medical curriculum.

A narrative study on work place based conflicts in Obstetrics and Gynaecology Department.

Objective: To explore the patterns in research and underlying factors of conflicts in obstetrics and gynaecology and its effect on restricting the quality of education and training of residents.

Methods: The narrative study was conducted at the Obstetrics and Gynaecology Department, Lady Aitchison Hospital, King Edward Medical University, Lahore, Pakistan, from October 2018 to January 2019, and comprised narrative essays by residents associated with the department. Data was subjected to thematic analysis.

Entrustable Professional Activities for Small-Group Facilitation: A Validation Study Using Modified Delphi Technique.

:: Entrustable professional activities (EPAs) provide a novel approach to support teachers' structured professionalization and to assess improvement in teaching competence thereafter. Despite their novelty, it is important to assess EPAs as a construct to ensure that they accurately reflect the work of the targeted profession.

Background:: The co-creation of an EPA framework for training and entrustment of small-group facilitators has been discussed in the literature.

Educational environment for residents in Obstetrics and Gynaecology working in teaching hospitals of Lahore, Pakistan: A cross-sectional study.

The objective of this study was to determine the educational environment of residents in the specialty of Obstetrics and Gynaecology (OBG) working in the hospitals of Lahore, Pakistan. This cross-sectional study was conducted at OBG Department, King Edward Medical University. All the Post-graduate Residents (PGR's) of OBG working in Lahore, Pakistan were included in this study.

Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach.

: Recent reports suggest that faculty development (FD) programs need a structured framework to design training and assess improvement in teaching performance of participants. Entrustable professional activities (EPAs) can serve as a novel framework to plan and conduct structured FD programs, and to assess the proficiency of small group facilitators after training. : The researchers aimed to develop an EPAs framework for small group facilitators.

High enthusiasm about long lasting mentoring relationships and older mentors.

Background: Mentoring plays a pivotal role in workplace-based learning, especially in the medical realm. Organising a formal mentoring programme can be labor and time intensive and generally impractical in resource constrained medical schools with limited numbers of mentors. Hence, informal mentoring offers a valuable alternative, but will be more likely to be effective when mentors and protégés share similar views.

Patient safety awareness among Undergraduate Medical Students in Pakistani Medical School.

Objective: To measure the level of awareness of patient safety among undergraduate medical students in Pakistani Medical School and to find the difference with respect to gender and prior experience with medical error.

Methods: This cross-sectional study was conducted at the University of Lahore (UOL), Pakistan from January to March 2017, and comprised final year medical students. Data was collected using a questionnaire 'APSQ- III' on 7 point Likert scale.

Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load.

Background: The use of virtual patients (VPs), due to their high complexity and/or inappropriate sequencing with other instructional methods, might cause a high cognitive load, which hampers learning.

Aim: To investigate the efficiency of instructional methods that involved three different applications of VPs combined with lectures.

Method: From two consecutive batches, 171 out of 183 students have participated in lecture and VPs sessions.

The effectiveness of sequencing virtual patients with lectures in a deductive or inductive learning approach.

Background: Virtual patients (VPs) can be sequenced with other instructional methods in different ways.

Aim: To investigate the effect of sequencing VPs with lectures in a deductive approach, in comparison with an inductive approach, on students' knowledge acquisition, retention, and transfer.

Methods: For two different topics, 84 out of 87 students have participated in the lecture and VP sessions.

The use of virtual patient scenarios as a vehicle for teaching professionalism.

Objectives: This study aimed to measure students' perceptions of virtual patient scenarios (VPs) for developing ethical reasoning skills and to explore features in VP design that are necessary to promote professionalism.

Methods: Sixty-five dental students participated in learning sessions that involved collaborative practice with five VPs (four high fidelity and one low fidelity), followed by reflection sessions. Students' perceptions towards the use of VPs in developing ethical reasoning skills were assessed using a questionnaire that involved 10 closed and three open-ended questions.

Medical professionalism frameworks across non-Western cultures: A narrative overview.

Background: Medical professionalism is context-specific, but most literature on professionalism stems from Western countries. This study is about benchmarking of different frameworks on professionalism and interpreting the commonalities and discrepancies of understanding professionalism across different cultures. We need to study the cultural underpinning of medical professionalism to graduate future "global" practitioners who are culturally sensitive enough to recognize differences (and also similarities) of expectations of patients in various contexts.

A fresh look at Miller's pyramid: assessment at the 'Is' and 'Do' levels.

In its silver jubilee, we celebrate the ground-breaking pyramid of George Miller by submitting a fresh look at it. We discuss two questions. (i) Does the classical pyramidal structure perfectly portray the relationships of the four levels that were described by Miller? (ii) Can the model of Miller fulfill the unmet needs of assessors to measure evolving essential constructs and accommodate the increasingly sophisticated practice of assessment of health professionals? In response to the first question, Miller's pyramid is revisited in view of two assumptions for pyramidal structures, namely: hierarchy and tapering.

Becoming a Doctor in Different Cultures: Toward a Cross-Cultural Approach to Supporting Professional Identity Formation in Medicine.

Becoming a doctor is fundamentally about developing a new, professional identity as a physician, which in and of itself may evoke many emotions. Additionally, medical trainees are increasingly moving from one cultural context to another and are challenged with navigating the resulting shifts in their professional identify. In this Article, the authors aim to address medical professional identity formation from a polyvocal, multidisciplinary, cross-cultural perspective.

Faculty development for learning and teaching of medical professionalism.

Introduction: Professionalism must be explicitly taught, but teaching professionalism is challenging, because medical teachers are not prepared to teach this content area.

Aim: This study aims at designing and evaluating a faculty development programme on learning and teaching professionalism in the Arabian context. Programme development: The study used a participatory design, where four authors and 28 teachers shared the responsibility in programme design in three steps: orientation workshop for teachers, vignette development, and teaching professionalism to students.

Twelve Tips for teaching medical professionalism at all levels of medical education.

Review of studies published in medical education journals over the last decade reveals that teaching medical professionalism is essential, yet challenging. According to a recent Best Evidence in Medical Education (BEME) guide, there is no consensus on a theoretical or practical model to integrate the teaching of professionalism into medical education. The aim of this article is to outline a practical manual for teaching professionalism at all levels of medical education.

A Delphi study of medical professionalism in Arabian countries: the Four-Gates model.

Background: Medical professionalism has been described as a set of attributes and behaviors, yet the Western frameworks of medical professionalism may not resonate with the cultural values of non-Western countries.

Aim: This study aims to formulate a professionalism framework for healthcare providers as interpreted by local medical professionals in Arabian countries.

Methods: A purposive sample of 17 experts from diverse disciplines participated in a Delphi study in three rounds.