We investigated what is being taught about HPV in US medical schools and evaluated a digital health intervention for medical students to increase their intention to provide a high-quality HPV vaccine recommendation. An online survey was emailed to Academic Deans at the 124 accredited US Schools of Medicine and Osteopathic Medicine between February and April 2018. A digital educational module was emailed to medical students in June 2020. A single-subject longitudinal study design was employed. Pre- post-survey administration measured change in knowledge, attitudes, subjective norms, perceived behavioral control, and intention to recommend HPV vaccine. Gaps in medical school curricula were found. Very few schools (~ 9%) reported teaching content on HPV prevention strategies or patient education. For the digital intervention, independent and dependent variables increased positively. Perceived behavioral control improved at significant levels as participants felt more confident addressing parents' concerns about the vaccine (p < 0.001) and more confident recommending the vaccine for patients (p < 0.05) post module. On the pre-survey, only 6% of the sample knew the most effective HPV vaccine communication style and on the post-survey 81% correctly identified it (p < 0.001). The intervention increased HPV and HPV vaccine knowledge, self-efficacy, and intention to provide a high-quality HPV vaccine recommendation to patients.
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http://dx.doi.org/10.1007/s13187-022-02250-z | DOI Listing |
J Eval Clin Pract
February 2025
Department of Anatomy, Medical College, Jinan University, Guangdong, China.
Objective: To examine the medical students' awareness of laparoscopic surgery as well as assess the perceived importance of laparoscopic simulation training, and its impact on students' confidence, career aspirations, proficiency, spatial skills, and physical tolerance.
Design: Descriptive and comparative study using pre- and post-training assessments.
Setting: Simulation training sessions centred on laparoscopic surgery techniques.
BMC Med Educ
January 2025
Department of Urology, Xiangya Hospital, Central South University, Changsha, Hunan, 410000, China.
Introduction: Artificial intelligence technology has a wide range of application prospects in the field of medical education. The aim of the study was to measure the effectiveness of ChatGPT-assisted problem-based learning (PBL) teaching for urology medical interns in comparison with traditional teaching.
Methods: A cohort of urology interns was randomly assigned to two groups; one underwent ChatGPT-assisted PBL teaching, while the other received traditional teaching over a period of two weeks.
Cell Commun Signal
January 2025
Dongguan Key Laboratory of Stem Cell and Regenerative Tissue Engineering, The First Dongguan Affiliated Hospital, School of Basic Medical Sciences, Guangdong Medical University, Dongguan, 523808, China.
The prevalence of obesity and osteoporosis (OP) represents a significant public health concern on a global scale. A substantial body of evidence indicates that there is a complex relationship between obesity and OP, with a correlation between the occurrence of OP and obesity. In recent years, sirtuins have emerged as a prominent area of interest in the fields of aging and endocrine metabolism.
View Article and Find Full Text PDFJ Transl Med
January 2025
Department of Gastroenterology, Peking Union Medical College Hospital, Peking Union Medical College and Chinese Academy of Medical Sciences, Beijing, 100730, China.
Background: Mounting evidence suggests that Parkinson's disease (PD) and inflammatory bowel disease (IBD) are closely associated and becoming global health burdens. However, the causal relationships and common pathogeneses between them are uncertain. Furthermore, they are uncurable.
View Article and Find Full Text PDFBMC Med Educ
January 2025
Department of Clinical Pharmacy and Toxicology, Leiden University Medical Center, PO Box 9600, Leiden, 2300 RC, The Netherlands.
Background: Effective pharmacotherapy requires strong collaboration between physicians and pharmacists, highlighting the need for interprofessional education (IPE) in university curricula. This study evaluated the impact of an IPE program on medical and pharmacy students, focusing on their perceived development of interprofessional collaborative competencies, perceived learning outcomes, and clinical collaboration perceptions.
Methods: A mixed-method approach was employed to evaluate an IPE program that consisted of three mandatory activities with increased complexity and autonomy, that were integrated into the medical and pharmacy students' curricula.
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