Notes

Household Caregivers' Connection with Sufferers Along with Delirium throughout Essential Treatment Models: The State-of-the-Science Integrative Evaluation.
Medical schools should engage in best practices for evaluating preclinical interprofessional collaborative programs. This innovation models a multilevel program evaluation of Interprofessional Clinical Experience (ICE), a required course for all first-year medical students. Data from student course evaluations and preceptor surveys determined that the course was effective at teaching interprofessional practices. Competency assessments showed nearly all students achieved the expected level. https://www.selleckchem.com/products/CGS-21680-hydrochloride.html On the Readiness for Interprofessional Learning Scale, students increased their self-reported attitudes around interprofessional practices. Improvements to the ICE course will continue based on student and preceptor feedback from this multilevel program evaluation.Mentorship is recognized as a critical approach to support successful careers in academic medicine. link2 Obstacles to successful mentoring relationships include difficulty finding appropriate mentors and poor alignment of mentee/mentor interests and goals. We set out to investigate if concordance or discordance in personality traits of mentees and mentors impacts perceived success of mentoring relationships. Our findings indicated that concordance and discordance on one personality trait, neuroticism, seemed to significantly impact the perceived mentoring relationship success related to career progression. Further work to refine criteria for matching mentees and mentors considering personality traits may impact the effectiveness of mentoring relationships.Although most students finish medical school, those who do not frequently have no obvious programmatic alternatives. In recent years, a growing number of medical schools have been developing "off-ramp" programs to help such learners. We surveyed 12 medical schools with off-ramp programs to understand their characteristics and challenges. Differences existed between programs but most were deemed helpful to the students and institutions they served. Advantages included the opportunity to acknowledge the students' hard work, increase career opportunities, and reduce debt. Understanding and promoting such programs will assist students for whom medical school does not represent the optimal career path.Interprofessional education (IPE) allows two or more professionals to learn from one another through partnership to improve patient outcomes. Implementation of IPE varies within health profession programs and universities, requiring programs to develop IPE activities that adhere to specific learning objectives or accreditation standards. These activities were a preliminary investigation on the feasibility of IPE activities at an institution with no substantial IPE infrastructure. Students integrated aspects of team-based learning (TBL), problem-based learning (PBL), and didactic components into diverse simulated patient cases with health profession students to develop skills in interdisciplinary patient-centered care. Lessons learned and future directions are discussed.Dell Medical School (DMS) has weaved health systems science (HSS) throughout its curriculum. During the third year, students complete a master's degree program or an immersive distinction in research or design during a 9-month Innovation, Leadership, and Discovery (ILD) block. Faculty assessments revealed all students met expectations, but dual-degree students were rated higher than distinction students in leading future innovative teams competencies. Student self-assessments revealed statistically significant improvements in HSS competencies during the block with little difference by ILD choice (dual degree or distinction). We will continue to examine the long-term impact of these experiences and skills in career trajectories.
Integrating bioethical concepts into preclinical medical school curriculum and engaging early medical learners in bioethics are a challenge.

A total of 140 medical students participated in a 2-h simulation activity consisting of a series of standardized patient (SP) encounters.

A total of 41 of 140 students (29%) completed the learner evaluation survey. Ninety-one percent thought that the SP encounter was relevant to their role as a future physician. Ninety-three percent of students rated the exercise as highly effective.

SP encounters enhance preclinical medical students' engagement with bioethics and provide learners practice applying these concepts to clinically relevant scenarios.
SP encounters enhance preclinical medical students' engagement with bioethics and provide learners practice applying these concepts to clinically relevant scenarios.Lifestyle and behavior modifications are the primary preventative strategies to mitigate the growing morbidity, mortality, and cost of chronic disease in the USA (Trilk et al., American Journal of Preventive Medicine 56e169-e175, 2019); hence, there have been multiple calls to train all healthcare professionals in lifestyle medicine (LM). This paper describes and evaluates the implementation of a novel Whole Health/lifestyle medicine (WH-LM) education initiative for physician assistant (PA) students embedded within a clinical rotation at the VA Boston Healthcare System (VABHS). Students demonstrated increased knowledge of WH-LM principles and increased self-efficacy in utilizing these principles following training.In order to promote the mentality of inclusion and highlight the importance of inclusion more broadly in medicine, we provided summaries of primary research data to first- and second-year medical students in response to the lack of gender variation amongst the leadership boards of our student organizations.Teaching and learning vascular anatomy can be challenging for both educators and students. Cadaveric vasculature is difficult to visualise whilst models are costly and fixed in position. link3 This paper proposes the use of pipe cleaners as a low-cost and versatile educational tool for use by both anatomy educators and students.[This corrects the article DOI 10.1007/s40670-020-01087-9.].
Many studies conducted on the causes and nature of prescribing errors have highlighted the inadequacy of teaching and training of prescribers. Subsequently, a rapid review was undertaken to update on the nature and effectiveness of educational interventions aimed at improving the prescribing skills and competencies.

Twenty-two studies taking place between 2009 and 2019 were identified across nine databases.

This review reinforced the importance of the WHO Guide to Good Prescribing to prescribing curriculum design as well as the effectiveness of small group teaching. However, it also highlighted the lack of innovation in prescribing education and lack of longitudinal follow-up regarding the effectiveness of prescribing education interventions.
This review reinforced the importance of the WHO Guide to Good Prescribing to prescribing curriculum design as well as the effectiveness of small group teaching. However, it also highlighted the lack of innovation in prescribing education and lack of longitudinal follow-up regarding the effectiveness of prescribing education interventions.
The goal for laypersons after training in basic life support (BLS) is to act effectively in an out-of-hospital cardiac arrest situation. However, it is still unclear whether BLS training targeting laypersons at workplaces is optimal or whether other effective learning activities are possible.

The primary aim was to evaluate whether there were other modes of BLS training that improved learning outcome as compared with a control group, i.e. standard BLS training, six months after training, and secondarily directly after training.

In this multi-arm trial, lay participants (
= 2623) from workplaces were cluster randomised into 16 different BLS interventions, of which one, instructor-led and film-based BLS training, was classified as control and standard, with which the other 15 were compared. The learning outcome was the total score for practical skills in BLS calculated using the modified Cardiff Test.

Four different training modes showed a significantly higher total score compared with standard (mean /s40670-020-01160-3.Research has been important to prove that student achievement can improve when active methodologies are properly implemented, either in isolation or integrated with lectures. Here, active methodology was organized according to a student-centered collaborative design that involved group debate, described as a Physiological Court. The purpose of this work was to evaluate the performance and perception of medical students after integrating short lectures with collaborative work and debate. The activity was carried out with students (n = 50) from the 2nd year of medical school. The activity performed was related to the hypothalamus-pituitary-thyroid and hypothalamus-pituitary-adrenal axes. The students were instructed to prepare a study material on the proposed themes to be used on the day of the debate. At the activity day, the 2 students' groups (n = 25) were organized in the classroom so that they were face-to-face. Five days after, the students answered the cognitive monitoring test (CMT) which consists of 5 multiple choice questions (MCQ). Students also answered a question about their perception of the activities performed. Ninety-two percent of students showed a positive perception of the activities performed. After completion of the physiological court, 83 ± 4% of students achieved grades above 7.0 on CMT. The percentage of incorrect answers was 5 ± 1.3% in CMT. The association of 40-min lectures with active methodologies was positive for the perception and the performance of students in the second years of medical school related to the physiology of the endocrine systems.
To describe the experience and perceptions of physicians involved in group mentoring of undergraduate pre-clinical medical students.

We conducted a cross-sectional questionnaire-based survey on perceptions of mentors regarding their motivation, personal development, reflective experience, and burnout. All the participants were mentors to undergraduate pre-clinical medical students in the course "Becoming a Physician." This unique course focuses on various aspects of medical professionalism and aims to increase awareness and sensitivity to patients, especially of disadvantaged populations, and to promote sensitive effective communication skills. Mentors in the course are expected to serve as role models to their students.

Of 36 mentors, 33 (91.7%) responded. The most frequent motivations to join the course were to contribute to students' personal, social, and professional development and to contribute to educating more compassionate physicians. The topics discussed most in the groups were the meaning of being a physician and ethical dilemmas. Mentors expressed that they gained professional growth and opportunities to reflect on the complexity of physicians' training and work. They perceived their highest success as being able to serve as role models for their students and provide them broad perspectives. Mentors stated that they failed in trying to facilitate content learning, and were disturbed by students' lack of punctuality. Group mentors scored relatively low on the Maslach Burnout Inventory for Physicians.

This study provides insights on the experience of mentorship of medical school students, and on mentors' perceptions regarding their teaching experience and personal and professional development.

The online version contains supplementary material available at 10.1007/s40670-020-01146-1.
The online version contains supplementary material available at 10.1007/s40670-020-01146-1.
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