RESUMEN
BACKGROUND: Aimed at bridging the gap in continuing medical education (CME) resource availability in low- and middle-income countries (LMICs), the "Continuing Medical Education on Stick" (CMES) program introduces two technological solutions: a universal serial bus (USB) drive and the CMES-Pi computer facilitating access to monthly updated CME content without data cost. Feedback from users suggests a lack of content on tropical infectious diseases (IDs) and content from a Western perspective, which may be less relevant in LMIC settings. METHODS: This quality improvement project was intended to identify areas for improvement of the CMES database to better meet the educational needs of users. We compared the CMES content with the American Board of Emergency Medicine (ABEM) Exam content outline to identify gaps. The curriculum map of the CMES library, encompassing content from 2019 to 2024, was reviewed. An anonymous survey was conducted among 47 global users to gather feedback on unmet educational needs and suggestions for content improvements. All healthcare workers who were members of the CMES WhatsApp group were eligible to participate in the survey. RESULTS: The curriculum map included 2,572 items categorized into 23 areas. The comparison with the ABEM outline identified gaps in several clinical areas, including procedures, traumatic disorders, and geriatrics, which were represented -5%, -5%, and -4% in the CMES library compared with the ABEM outline, respectively. Free responses from users highlighted a lack of content on practical skills, such as electrocardiogram (ECG) interpretation and management of tropical diseases. Respondents identified emergency medical services (EMS)/prehospital care (81%), diagnostic imaging (62%), and toxicology/pharmacology (40%) as the most beneficial areas for clinical practice. In response to feedback from users, new content was added to the CMES platform on the management of sickle cell disease and dermatologic conditions in darkly pigmented skin. Furthermore, a targeted podcast series called "ID for Users of the CMES Program (ID4U)" has been launched, focusing on tropical and locally relevant ID, with episodes now being integrated into the CMES platform. CONCLUSIONS: The project pinpointed critical gaps in emergency medicine (EM) content pertinent to LMICs and led to targeted enhancements in the CMES library. Ongoing updates will focus on including more prehospital medicine, diagnostic imaging, and toxicology content. Further engagement with users and education on utilizing the CMES platform will be implemented to maximize its educational impact. Future adaptations will consider local relevance over the ABEM curriculum to better serve the diverse needs of global users.
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Due to unique demands on students in medical education, this study examined the relationship between educational and demographic factors with undergraduate medical students' exam performance in a semester-long medical neuroscience course. Engaging with a mixed-enrollment cohort of medical students, the study used self-reported survey data and exam scores to specifically examine the relationships with growth mindset, use of study strategies, confidence, attendance, and demographic characteristics. Chi-square, ANOVA, and correlational tests revealed interesting and complex relationships among the study variables, which, in some cases, support and other cases challenge existing findings in the academic discourse. The paper concludes by discussing implications from the study that may potentially improve academic outcomes as well as identifying potential areas for future research and academic interventions.
RESUMEN
Prior research has identified knowledge gaps between the verbalization of procedures and performance in simulations. Against this background, we designed a procedural simulation conference to enhance our students' procedural skills development using instruction and deliberate practice. The conference had six procedure stations, each focusing on specific learning objectives. Sixty medical students and 20 instructors from University of Missouri-Kansas City's Emergency Medicine Interest Group participated. A majority rated the conference as helpful in enhancing students' procedural skills.