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opencc-zeroOct 2019View details →

Interprofessional education in geriatric medicine: towards best practice. A controlled before-after study of medical and nursing student attitudes

Objectives To investigate nursing and medical students' readiness for interprofessional learning before and after implementing geriatric Interprofessional education (IPE), based on interactive case scenarios Problem Based Learning (PBL). To determine optimal number of geriatric IPE sessions, the size and the ratio of participants in the learner groups, the outcomes related to the Kirkpatrick four-level typology of learning evaluation, students' concerns about joint learning, perception of roles of the "other" profession and students choice of topic. The strength: • This is a novel evidence regarding good practice for geriatric undergraduate Interprofessional education derived from a large unselected (inclusive) cohort of medical and nursing students • A controlled before-after study, with students randomly assigned to the intervention and control groups The limitations: • The overall number of nursing students was smaller, so the control group consisted of only medical students • The nursing students had more clinical experience than the medical students at the time of the geriatric IPE • Not all students returned the feedback forms, complaining that completing both questionnaires was time-consuming

opencc-zeroSep 2019View details →

Data from: Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis.

Objectives It remains unclear whether computer-assisted instruction (CAI) is more effective than other teaching methods in acquiring and retaining ECG competence amongst medical students and residents. Design This systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Data sources Electronic literature searches of PubMed, databases via EBSCOhost, Scopus, Web of Science, Google Scholar and grey literature were conducted on 28 November 2017. We subsequently reviewed the citation indexes of articles identified by the search. Eligibility criteria Studies were included if a comparative research design was used to evaluate the efficacy of CAI versus other methods of ECG instruction, as determined by the acquisition and/or retention of ECG competence of medical students and/or residents. Data extraction and synthesis Two reviewers independently extracted data from all eligible studies and assessed the risk of bias. After duplicates were removed, 559 papers were screened. Thirteen studies met the eligibility criteria. Eight studies reported sufficient data to be included in the meta-analysis. Results In all studies, CAI was compared to face-to-face ECG instruction. There was a wide range of computer-assisted and face-to-face teaching methods. Overall, the meta-analysis found no significant difference in acquired ECG competence between those who received computer-assisted or face-to-face instruction. However, sub-analyses showed that CAI in a blended learning context was better than face-to-face teaching alone, especially if trainees had unlimited access to teaching materials and/or deliberate practice with feedback. There was no conclusive evidence that CAI was better than face-to-face teaching for longer-term retention of ECG competence. Conclusion CAI was not better than face-to-face ECG teaching. However, this meta-analysis was constrained by significant heterogeneity amongst studies. Nevertheless, the finding that blended learning is more effective than face-to-face ECG teaching is important in the era of increased implementation of e-learning. PROSPERO registration number CRD42017067054

opencc-zeroFeb 2022View details →

Impact of COVID-19 on international medical education

Purpose: To assess the impact of the coronavirus disease 2019 (COVID-19) pandemic on the current study methods and future plans of medical students compared to those in the pre-pandemic period. Materials and methods: Second-grade medical students reported their academic experiences, study methods, and future career plans before (between 2016 and 2019) and during the pandemic (2020) using a questionnaire-based survey at Hokkaido University, Japan (n = 534). Results: From 2016 to 2019, we found an increasing trend for participation in short-term international exchange programs, taking the United States Medical Licensing Examination (USMLE), clinical training, and undertaking research abroad among the students. However, these percentages significantly declined (35.5%) during the COVID-19 pandemic in 2020 for all the assessed future plans, including short-term exchange programs (-27.9%), taking USMLE (-19.8%), clinical training (-24.5%), and undertaking research abroad (-13.2%) compared to 2019, wherein 67.9% of the students wished to have at least one of these four above-mentioned academic activities. Conclusions: The COVID-19 pandemic adversely and significantly influenced our medical students plans to go abroad for clinical and research training. Future studies are warranted to assess the long-term influence of this pandemic on the career planning of medical students.

opencc-zeroDec 2021View details →

Locally adapting generic rubrics for the implementation of outcome-based medical education: A mixed-methods approach

Background Rubrics are frequently used to assess competencies in outcome-based education (OBE). The implementation of assessment systems using rubrics is usually realised through years of involvement in projects with various stakeholders. However, for countries or specialities new to OBE, faster and more simplified processes are required. In March 2019, Japan introduced nine competencies and generic rubrics of competencies for medical residents. We explored the local adaptation of these generic rubrics and its consequences for assessors. Results A locally adapted assessment system was developed and implemented in seven months. The scores of the generic rubrics and the adapted assessment tool completed by the supervising doctors showed good correlations in some items as opposed to others, assessed mainly with other tools. Participant interviews revealed that local adaptation decreased their cognitive load leading to consistent ratings, increased writing of comments, and promoting reflection on instruction. Conclusions This adaptation process is a feasible way to begin the implementation of OBE. Local adaptation has advantages over direct use of generic rubrics.

opencc-zeroSep 2021View details →

Evaluating the educational effectiveness of a structured, simulator-assisted, peer-led training on cardiovascular physical examination in third-year medical students: A randomized, controlled trial

Background: Previous research suggests that cardiac examination skills in undergraduate medical students frequently need improvement. There are different ways to enhance physical examination (PE) skills such as simulator-based training or peer-assisted learning (PAL). Aim: The aim of this study was to evaluate the effectiveness of a structured, simulator-assisted, peer-led training on cardiovascular PE. Methods: Participants were third-year medical students at Leipzig University Faculty of Medicine. Students were randomly assigned to an intervention group (IG) and a control group (CG). In addition to standard curricular training, IG received a peer-led, simulator-based training in cardiac PE. Participant performance in cardiac PE was assessed using a standardized checklist with a maximum of 25 points. Primary outcome was assessed via checklist point distribution. Results: 89 students were randomised to either CG (n = 43) or IG (n = 46) with 70 completing the study. Overall, IG students performed significantly better than CG students did (max. points: 25, IG M ± SD in IG was 17 ± 3, in CG 12 ± 4, p < .0001). Simple mistakes such as not using the stethoscope correctly were more frequent in CG students. Prior experience did not lead to a significant difference in performance. Conclusions: Structured, peer-led and simulator-assisted teaching sessions improve cardiac PE skills in this setting compared to control students that did not receive this training.

controlledIPD-YESFeb 2026View details →

The Effectiveness of a Chatbot-facilitated High Alert Medication Education for 2-year Post Graduate Nurses

ClinicalTrials.gov study NCT05985005. IPD Sharing: YES. Countries: 1. Publications: 0.

Affect of Multiple Health Education on Medication Persistence and Clinical Prognosis of Ischemic Stroke Patients

ClinicalTrials.gov study NCT02140619. IPD Sharing: Not stated. Countries: 1. Publications: 1.

The Effect of a Checklist on the Quality of Education During Insulin Initiation by Trained Medical Students

ClinicalTrials.gov study NCT02313805. IPD Sharing: Not stated. Countries: 1. Publications: 5.

Attitudes Towards Deprescribing Medications in Cancer Patients and Impact of Educational Intervention by a Clinical Pharmacist

ClinicalTrials.gov study NCT06771999. IPD Sharing: UNDECIDED. Countries: 1. Publications: 5.

Implementation of a Smartphone Application in Medical Education

ClinicalTrials.gov study NCT02723136. IPD Sharing: NO. Countries: 1. Publications: 5.

The Effect of a Theory Based Educational Intervention on Medication Adherence to and Removes of Related Barriers in Patients With Bipolar Disorder

ClinicalTrials.gov study NCT02241863. IPD Sharing: Not stated. Countries: 1. Publications: 1.

controlledIPD-YESFeb 2026View details →

Development and Evaluation of Hygie, a New Serious Game for Continuing Medical Education of General Practitioners

ClinicalTrials.gov study NCT03486275. IPD Sharing: YES. Countries: 1. Publications: 1.

Affect of Health Education on Statins Medication Persistence and ClinicaL Prognosis of Ischemic Stroke Patients (HELP)

ClinicalTrials.gov study NCT02140658. IPD Sharing: Not stated. Countries: 1. Publications: 1.

Cognitive Style and Mobile Technology in E-learning in Undergraduate Medical Education

ClinicalTrials.gov study NCT02971735. IPD Sharing: NO. Countries: 0. Publications: 7.

Effect of a Competence Based Medical Education Programme on Training Quality in Intensive Care Medicine.

ClinicalTrials.gov study NCT04278976. IPD Sharing: NO. Countries: 1. Publications: 24.

Smartphone Application for Breastfeeding Education in Medical Students

ClinicalTrials.gov study NCT04536896. IPD Sharing: NO. Countries: 1. Publications: 15.

Pharmacist Provided Intervention (Education and Medication Review) in Osteoarthritis

ClinicalTrials.gov study NCT05337709. IPD Sharing: UNDECIDED. Countries: 1. Publications: 6.