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A quasi-experimental study of trigger films for teaching the doctor-patient relationship.
Indian J Med Ethics
January 2025
Director Professor, Department of Physiology, University College of Medical Sciences, Delhi University, Delhi, INDIA.
Background: It is challenging to teach the complexity of the doctor-patient relationship through attitude, ethics, and communication (AETCOM) modules, particularly without being formally trained and especially to first-year medical students who do not interact directly with patients. The present study was undertaken to assess the effectiveness of trigger films (TFs) or short movie clips as a teaching-learning tool to train undergraduate medical students on various aspects of doctor-patient relationships.
Methods: Two modules on various aspects of the doctor-patient relationship were developed using TFs and written case studies and implemented on Phase Ⅰ medical students.
When is synthetic sufficient? Ethical considerations and alternatives in simulation-based ultrasound education.
Adv Simul (Lond)
January 2025
RCSI SIM Centre for Simulation Education and Research, RCSI University of Medicine and Health Sciences, Dublin, Ireland.
Simulation-based education (SBE) has become an integral part of training in health professions education, offering a safe environment for learners to acquire and refine clinical skills. As a non-ionising imaging modality, ultrasound is a domain of health professions education that is particularly supported by SBE. Central to many simulation programs is the use of animal models, tissues, or body parts to replicate human anatomy and physiology.
View Article and Find Full Text PDFEffect of feedback-integrated reflection, on deep learning of undergraduate medical students in a clinical setting.
BMC Med Educ
January 2025
Riphah international university, Rawalpindi, Pakistan.
Background: Reflection fosters self-regulated learning by enabling learners to critically evaluate their performance, identify gaps, and make plans to improve. Feedback, in turn, provides external insights that complement reflection, helping learners recognize their strengths and weaknesses, adjust their learning strategies, and enhance clinical reasoning and decision-making skills. However, reflection alone may not produce the desirable effects unless coupled with feedback.
View Article and Find Full Text PDF"The Environment Fostered True Growth": Harnessing Coaching on an Innovative Medicine Sub-internship.
J Gen Intern Med
January 2025
Department of Medicine, Division of General Internal Medicine, Section of Hospital Medicine, Weill Cornell Medicine, NewYork-Presbyterian Hospital, New York, NY, USA.
Background: Medicine sub-internships aim to prepare students for residency. However, the traditional sub-internship structure, with multiple learners at varied levels, poses obstacles to providing the clinical exposure, learning environment, and direct observation and feedback necessary to develop essential skills.
Aim: Investigate the educational experience of learners on a coaching-centered sub-internship (CCSI) on a resident uncovered ward service.
Evaluating the Podcast as an Equity, Diversity and Inclusion resource: a cross-sectional survey analysis.
Can Med Educ J
December 2024
Temerty Faculty of Medicine, University of Toronto, Ontario, Canada.
Background: Equity-deserving groups are communities marginalized from institutional power by oppressive forces (e.g., racism, sexism, homophobia, ableism).
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