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ShareScore release 0.9.0
Dataset results
16 results for “Medical education & training”
Pediatric standardized residency training faculty's perceptions of medical education research
<p><strong>Background:</strong> Rigorous medical education research (MER) conducted by faculty in pediatric standardized residency training (SRT) can contribute to the promotion of child health care. </p> <p><strong>Aim:</strong> This study aimed to assess the perceptions of pediatric SRT faculty regarding MER in Guangdong Province, China. </p> <p><strong>Methods:</strong> A questionnaire survey was conducted involving 40 pediatric SRT clinical teachers from 10 hospitals in Guangdong Province.</p> <p><strong>Results:</strong> Among the 40 teachers, 16 (40.00%) stated that they did not participate any MER activities. The main challenges they encountered in conducting MER were the lack of training (72.50%), limited time (80.00%), and lack of grants funding (60.00%). Only 10 (25.00%)teachers were reported to have received grants for MER projects. </p> <p><strong>Conclusion: </strong>The findings highlight the importance of providing support and training to pediatric SRT faculty in Guangdong Province, China, to enhance their engagement in MER. Addressing these challenges can lead to significant improvements in child heal care promotion through evidence-based educational practices. </p>
Pediatric standardized residency training faculty’s perceptions of medical education research
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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
<p class="AbstractCxSpFirst"><span><span><span><span><span><span><span><span><span><span><span><b>Background:</b> 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). </span></span></span></span></span></span></span></span></span></span></span></p> <p class="AbstractCxSpMiddle"><span><span><span><span><span><span><span><span><span><span><span><b>Aim:</b> The aim of this study was to evaluate the effectiveness of a structured, simulator-assisted, peer-led training on cardiovascular PE.</span></span></span></span></span></span></span></span></span></span></span></p> <p class="AbstractCxSpMiddle"><span><span><span><span><span><span><span><span><span><span><span><b>Methods:</b> 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.</span></span></span></span></span></span></span></span></span></span></span></p> <p class="AbstractCxSpMiddle"><span><span><span><span><span><span><span><span><span><span><span><b>Results:</b> 89 students were randomised to either CG (<i>n</i> = 43) or IG (<i>n</i> = 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. </span></span></span></span></span></span></span></span></span></span></span></p> <p class="Abstract"><span><span><span><span><span><span><span><span><span><span><span><b>Conclusions:</b> 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.</span></span></span></span></span></span></span></span></span></span></span></p>
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.
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.
APP-based Medical Device for Education and Training of Inhalation Technique
ClinicalTrials.gov study NCT07145632. IPD Sharing: NO. Countries: 1. Publications: 16.
New Information and Communication Technologies (ICT´s) in Basic Life Support Training for Non-medical Students: Educational Trial
ClinicalTrials.gov study NCT04286204. IPD Sharing: NO. Countries: 1. Publications: 13.
Evaluation of Nutrition Training Augmented With Digital Technology in Graduate Medical Education
ClinicalTrials.gov study NCT06088251. IPD Sharing: Not stated. Countries: 1. Publications: 4.
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
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Data from: Handover training for medical students – a controlled educational trial of a pilot curriculum
Background: Handovers are a critical point of patient care and a significant source of adverse events. The WHO patient safety curriculum provides some structure for handover teaching; in Europe, there is no standardized curriculum for undergraduate handover training. To address this, the Aachen Interdisciplinary Training Centre for Medical Education, developed and established a pilot curriculum for handover training in the context of the EU-funded PATIENT-project Objective: To develop and implement a handover curriculum for medical students and to assess its effect on students' awareness, confidence and knowledge regarding patient safety and handover in multiple settings. Methods: The pilot handover training curriculum was designed following Kern´s principles of curriculum development and was integrated into a curricular course led by departments for anesthesiology and intensive care (AI) at the University Hospital. A controlled educational research study was conducted with 4th year medical students (n=147) who either received the standard existing curriculum (no teaching of handover, n=78) or the pilot handover training (n=69). Paper-based questionnaires regarding attitude, confidence and knowledge towards handover and patient safety were used for pre- and post-assessment. The pilot curriculum consisted of 3 units (1-2 hours each) integrated into a 4-week course of AI. Multiple types of handover (end-of-shift, operating room/post anesthesia recovery unit/ICU, telephone, discharge) were addressed. Results: Students showed a significant increase in knowledge (p<0.01) and self-confidence for the use of standardized handover tools (p<0.01) and accurate handover performance (p<0.01) among the pilot group. Discussion/Conclusion: We developed and implemented a pilot curriculum for undergraduate handover training. Students displayed a significant increase in knowledge and self-confidence for the use of standardized handover tools and accurate handover performance. An evaluation of the curriculum by other faculties is needed. Further studies should evaluate whether the observed effect of a specific handover strategy is associated with a patient benefit.
Educational Efficacy of VR vs. Simulator in Emergency Medical Training
ClinicalTrials.gov study NCT06295887. IPD Sharing: Not stated. Countries: 0. Publications: 0.
Data from: Handover training for medical students – a controlled educational trial of a pilot curriculum
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Patient Education With or Without Physical Training or Mindfulness and Medical Yoga in Established Spinal Osteoporosis
ClinicalTrials.gov study NCT05227976. IPD Sharing: NO. Countries: 1. Publications: 0.
Paradigm Shift in Medical Education: Applications of High-Fidelity Simulation, Teamwork Model Development, and Concept of Flipped Classroom in Innovation and Revolution of Resuscitation Training
ClinicalTrials.gov study NCT02149693. IPD Sharing: Not stated. Countries: 1. Publications: 0.
Use of Stress Inoculation Training in Medical Education
ClinicalTrials.gov study NCT04199221. IPD Sharing: NO. Countries: 1. Publications: 0.
STEPuP: Prenatal Provider Education and Training to Improve Medication-assisted Treatment Use During Pregnancy
ClinicalTrials.gov study NCT04527926. IPD Sharing: NO. Countries: 1. Publications: 0.
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