Influence of the university campus environment on sociocultural engagement and satisfaction of health professions education students: role of the sense of belonging.

Background: Sociocultural competence is essential for health professions education (HPE) students. However, the relationships between university campus environment, sense of belonging, and sociocultural engagement of HPE students remain unclear. We hypothesized that a university environment promoting students' participation in social activities enhances their sociocultural engagement, which is mediated through the students' sense of belonging, ultimately increasing their satisfaction with university experience.

The impact of the educational environment on student engagement and academic performance in health professions education.

Background: This research explores the relationships between the educational environment, student engagement, and academic achievement in Health Professions Education (HPE) , specifically examining the mediating role of engagement.

Methods: The study used cross-sectional design, and data were collected from 554 HPE students via self-report questionnaires. The Dundee Ready Education Environment Measure (DREEM) assessed the educational environment while the University Student Engagement Inventory measured learning engagement across the behavioral, emotional, and cognitive dimensions.

Influence of tutor interventions and group process on medical students' engagement in problem-based learning.

Introduction: Student engagement is influenced by several variables, among which are the teaching styles employed by faculty. In problem-based learning (PBL), the role of faculty is to facilitate the learning of the tutorial group as they work through clinical problems. However, the influence of tutor intervention styles and group process on engagement of students in PBL tutorials is unclear.

Description of Medical Students' Behavioral, Cognitive, and Psychological Engagement with Faculty Online Teaching Styles.

Purpose: The teacher-student dyad is the heart of an institute. A teacher's instructional role significantly influences the student engagement that indirectly measures the institutional outcome. The online transition of medical education changed the milieu of medical education where a virtual link between teacher and student is the only hope for the learner to continue the learning.

Construct validity of a questionnaire for measuring student engagement in problem-based learning tutorials.

Background: Student engagement is student investment of time and energy in academic and non-academic experiences that include learning, teaching, research, governance, and community activities. Although previous studies provided some evidence of measuring student engagement in PBL tutorials, there are no existing quantitative studies in which cognitive, behavioral, and emotional engagement of students in PBL tutorials is measured. Therefore, this study aims to develop and examine the construct validity of a questionnaire for measuring cognitive, behavioral, and emotional engagement of students in PBL tutorials.

Correction: Using Assessment Design Decision Framework in understanding the impact of rapid transition to remote education on student assessment in health-related colleges: A qualitative study.

[This corrects the article DOI: 10.1371/journal.pone.

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.

The effect of access to electronic resources during examination on medical and dental students scores in summative assessment: quasi experimental study.

Background: Access to electronic (E) resources has become an indispensable requirement in medical education and practice.

Objective: Our objective was to assess the effect of E-resources access during examination on end-course-exam scores of medical and dental students.

Methods: A quasi-experimental study which included two cohorts of medical (n = 106 & 85) and three cohorts of dental students (n = 66, 64 and 69) who took end-course- exams.

Student engagement in health professions education: AMEE Guide No. 152.

This guide aims to support our colleagues to have comprehensive understanding of student engagement in health professions education. Despite the universal agreement about the significance of student engagement, there is lack of uniformity in conceptualizing and operationalizing this emerging construct. We review the theoretical basis explaining student engagement from three main perspectives: behavioral, psychological, and socio-cultural.

Implications of introducing case based radiological images in anatomy on teaching, learning and assessment of medical students: a mixed-methods study.

Background: Introducing radiological anatomy in the preclinical curriculum can increase the understanding of Anatomy. Regardless of the integration when teaching anatomy, it is essential to maintain oversight as to what and how much is being taught. In addition, the knowledge requirements for preclinical students should be considered.

Faculty and Students' Perceptions About Online Teaching Styles of Faculty in Large Group Lectures.

Introduction: An unprecedented disruption in medical education worldwide was caused due to the Covid 19 pandemic. Online teaching has become one of the primary forms of education. In this paper, we aimed to understand the faculty and students' perceptions about the teaching styles adopted by the faculty during online large group teaching from two universities in the United Arab Emirates.

Student engagement in undergraduate medical education: A scoping review.

Introduction: Student engagement is defined as behavioural, cognitive and emotional aspects of students' academic experience in teaching, learning and research through interacting with other students, faculty and community. Despite the growing interest in the field of student engagement, medical education research in this area is still fragmented. This scoping review aims to contribute to the understanding of measurements, drivers and outcomes of medical student engagement.

Psychometric Properties of Visual Indicators of Teaching and Learning Success "VITALS" Instrument for Evaluation of Clinical Teachers.

Purpose: We have previously developed an instrument for students' evaluation of clinical teachers that we called Visual Indicators of Clinical Teaching and Learning Success (VITALS). This study measures the reliability of VITALS as an instrument for student evaluation of clinical tutors. Additionally, the study explores the minimum number of student raters necessary for an acceptable reliability, and provides evidence of construct validity of the evaluation scores.

Using Assessment Design Decision Framework in understanding the impact of rapid transition to remote education on student assessment in health-related colleges: A qualitative study.

Maintaining integrity and validity with online assessment is a significant issue that is well documented. Overt policies encouraging educators to adopt e-Learning and implement digital services coupled with the dramatic change in the education system in response to the challenges posed by COVID-19, has furthered the demand for evidence-based approaches for the planning and delivery of assessments. This study employed the Assessment Design Decision Framework (ADDF), a theoretical model that considers key aspects of assessment design, to retrospectively investigate from a multi-stakeholder perspective the assessments implemented following the rapid transition to remote learning during the COVID-19 pandemic.

Construct Validity of an Instrument for Assessment of Reflective Writing-Based Portfolios of Medical Students.

Purpose: Assessment of reflective writing for medical students is challenging, and there is lack of an available instrument with good psychometric properties. The authors developed a new instrument for assessment of reflective writing-based portfolios and examined the construct validity of this instrument.

Methods: After an extensive literature review and pilot testing of the instrument, two raters assessed the reflective writing-based portfolios from years 2 and 3 medical students (n=135) on three occasions.

Measuring medical students' professional competencies in a problem-based curriculum: a reliability study.

Background: Identification and assessment of professional competencies for medical students is challenging. We have recently developed an instrument for assessing the essential professional competencies for medical students in Problem-Based Learning (PBL) programs by PBL tutors. This study aims to evaluate the reliability and validity of professional competency scores of medical students using this instrument in PBL tutorials.

Implementation and evaluation of a patient safety course in a problem-based learning program.

Background: Since the development of the WHO patient safety curriculum guide, there has been insufficient reporting regarding the implementation and evaluation of patient safety courses in undergraduate problem-based learning (PBL) programs. This study is designed to implement a patient safety course to undergraduate students in a PBL medical school and evaluate this course by examining its effects on students' knowledge and satisfaction.

Methods: The target population included year 6 medical students (n = 71) at the Faculty of Medicine, Suez Canal University in Egypt.

Generalisability theory analyses of concept mapping assessment scores in a problem-based medical curriculum.

Context: In problem-based learning (PBL), students construct concept maps that integrate different concepts related to the PBL case and are guided by the learning needs generated in small-group tutorials. Although an instrument to measure students' concept maps in PBL programmes has been developed, the psychometric properties of this instrument have not yet been assessed.

Objectives: This study evaluated the generalisability of and sources of variance in medical students' concept map assessment scores in a PBL context.

Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum.

Purpose: Recruitment of tutors to work in problem-based learning (PBL) programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills.

Methods: This study included evaluation of faculty (n=69) who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS), Arabian Gulf University, Bahrain.

Do medical students' scores using different assessment instruments predict their scores in clinical reasoning using a computer-based simulation?

Purpose: The development of clinical problem-solving skills evolves over time and requires structured training and background knowledge. Computer-based case simulations (CCS) have been used for teaching and assessment of clinical reasoning skills. However, previous studies examining the psychometric properties of CCS as an assessment tool have been controversial.

Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis.

Purpose: This study examined the relationships between the different aspects of students' course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum.

Methods: Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ).

The impact of two different doses of chelating therapy (deferasirox) on echocardiographic tissue Doppler indices in patients with thalassemia major.

Background: Chelating therapy in transfusion-dependent patients with β-thalassemia major (β-TM) is mandatory to reduce the toxic effect of iron on the myocardium.

Aim: To evaluate the impact of low and high dose of oral chelating therapy (deferasirox) on pulsed and tissue echocardiographic indices in patients with β-TM.

Methods: This interventional study conducted on patients with transfusion-dependent β-TM (n=38) on deferasirox 20 mg/kg/d medication, group (DFX-20) for at least 6 months, followed by administration of a higher dose of deferasirox, 40 mg/kg/d, group (DFX-40) for another 6 months.