Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education.

In this paper, we propose Micro-Scholarship as a new and innovative approach to begin the scholarship journey for Scholarship in Health Professions Education. We introduce Micro-Scholarship as both an outcome and process, with the iterative and progressive development of a variety of micro-assets that can be combined and counted as 'traditional' Scholarship. We highlight the core components and processes that are enabled by a variety of digital technologies and supported by engagement with a community of practice. We also emphasise the importance of reflection throughout the entire journey. Our intention is to offer practical advice that can lower the bar for entry to Scholarship in Health Professions Education, with the potential to increase the sharing of different viewpoints at an early stage of the journey and to build a community of scholars.

Increasing tensions in the ubiquitous use of technology for medical education.

The ubiquitous use of technology in medical education creates increasing tensions related to the benefits and disadvantages of the ease of access to content and the opportunity to monitor online behavior. We recommend a collaborative understanding by all stakeholders, from learners and educators to higher education institutions and professional regulatory authorities, to inform future practice and policy.

The clarion call for a third wave in medical education to optimise healthcare in the twenty-first century.

During the years preceding 1910, the education and training of physicians (doctors) -to-be was based mainly on a master-apprentice model; the primary focus then was on the teaching and development of clinical skills. In 1910, however, Abraham Flexner submitted a highly influential report to the American medical authorities: in it, he recommended that all medical schools should be university-based and that, importantly, medical practice should have a scientific basis strongly underpinned by the basic medical sciences. The recommendation provided the impetus for the design of medical education that begins with a pre-clinical phase to provide the strong scientific foundation for the clinical phase that follows. During the clinical phase, student learning will focus primarily on the clinical sciences relating to the diagnosis, treatment and management of patient care. Thus, two key 'pillars' (the basic sciences and the clinical sciences) of medical education were established; this two pillar model of medical education persisted for many decades thereafter and remained so till today. However, in order to optimise delivery of health care this must be viewed as an 'eco-system' taking into account the practice setting both present and future. The authors will attempt to provide a background to the changing trends in medical education and the changing practice environment, due primarily to the disruptive forces of change in this article.

eLearning or technology enhanced learning in medical education-Hope, not hype.

This Personal View elaborates on my strong conviction that the excitement and positive feelings that many of us have for eLearning or Technology enhanced learning (TeL) is well founded, and will argue why our hopes are justified, and not misplaced. In a nutshell, I believe that eLearning or TeL is a significant advance from previous generations of educational innovation, and offers benefits for students, educators and administrators; by synergistically combining the capabilities of digital content, the Internet, and mobile technology, supported by software and applications or "Apps".

Using a blog as an integrated eLearning tool and platform.

Technology enhanced learning or eLearning allows educators to expand access to educational content, promotes engagement with students and makes it easier for students to access educational material at a time, place and pace which suits them. The challenge for educators beginning their eLearning journey is to decide where to start, which includes the choice of an eLearning tool and platform. This article will share one educator's decision making process, and experience using blogs as a flexible and versatile integrated eLearning tool and platform. Apart from being a cost effective/free tool and platform, blogs offer the possibility of creating a hyperlinked indexed content repository, for both created and curated educational material; as well as a distribution and engagement tool and platform. Incorporating pedagogically sound activities and educational practices into a blog promote a structured templated teaching process, which can be reproduced. Moving from undergraduate to postgraduate training, educational blogs supported by a comprehensive online case-based repository offer the possibility of training beyond competency towards proficiency and expert level performance through a process of deliberate practice. By documenting educational content and the student engagement and learning process, as well as feedback and personal reflection of educational sessions, blogs can also form the basis for a teaching portfolio, and provide evidence and data of scholarly teaching and educational scholarship. Looking into the future, having a collection of readily accessible indexed hyperlinked teaching material offers the potential to do on the spot teaching with illustrative material called up onto smart surfaces, and displayed on holographic interfaces.

Is there a need for a specific educational scholarship for using e-learning in medical education?

We propose the need for a specific educational scholarship when using e-learning in medical education. Effective e-learning has additional factors that require specific critical attention, including the design and delivery of e-learning. An important aspect is the recognition that e-learning is a complex intervention, with several interconnecting components that have to be aligned. This alignment requires an essential iterative development process with usability testing. Effectiveness of e-learning in one context may not be fully realized in another context unless there is further consideration of applicability and scalability. We recommend a participatory approach for an educational scholarship for using e-learning in medical education, such as by action research or design-based research.

Designing and evaluating an interactive multimedia Web-based simulation for developing nurses' competencies in acute nursing care: randomized controlled trial.

BACKGROUND: Web-based learning is becoming an increasingly important instructional tool in nursing education. Multimedia advancements offer the potential for creating authentic nursing activities for developing nursing competency in clinical practice. OBJECTIVE: This study aims to describe the design, development, and evaluation of an interactive multimedia Web-based simulation for developing nurses' competencies in acute nursing care. METHODS: Authentic nursing activities were developed in a Web-based simulation using a variety of instructional strategies including animation video, multimedia instructional material, virtual patients, and online quizzes. A randomized controlled study was conducted on 67 registered nurses who were recruited from the general ward units of an acute care tertiary hospital. Following a baseline evaluation of all participants' clinical performance in a simulated clinical setting, the experimental group received 3 hours of Web-based simulation and completed a survey to evaluate their perceptions of the program. All participants were re-tested for their clinical performances using a validated tool. RESULTS: The clinical performance posttest scores of the experimental group improved significantly (P<.001) from the pretest scores after the Web-based simulation. In addition, compared to the control group, the experimental group had significantly higher clinical performance posttest scores (P<.001) after controlling the pretest scores. The participants from the experimental group were satisfied with their learning experience and gave positive ratings for the quality of the Web-based simulation. Themes emerging from the comments about the most valuable aspects of the Web-based simulation include relevance to practice, instructional strategies, and fostering problem solving. CONCLUSIONS: Engaging in authentic nursing activities using interactive multimedia Web-based simulation can enhance nurses' competencies in acute care. Web-based simulations provide a promising educational tool in institutions where large groups of nurses need to be trained in acute nursing care and accessibility to repetitive training is essential for achieving long-term retention of clinical competency.

Twelve tips for the effective use of videos in medical education.

Videos can promote learning by either complementing classroom activities, or in self-paced online learning modules. Despite the wide availability of online videos in medicine, it can be a challenge for many educators to decide when videos should be used, how to best use videos, and whether to use existing videos or produce their own. We outline 12 tips based on a review of best practices in curriculum design, current research in multimedia learning and our experience in producing and using educational videos. The 12 tips review the advantages of using videos in medical education, present requirements for teachers and students, discuss how to integrate video into a teaching programme, and describe technical requirements when producing one's own videos. The 12 tips can help medical educators use videos more effectively to promote student engagement and learning.

The importance of educational theories for facilitating learning when using technology in medical education.

BACKGROUND: There is an increasing use of technology for teaching and learning in medical education but often the use of educational theory to inform the design is not made explicit. The educational theories, both normative and descriptive, used by medical educators determine how the technology is intended to facilitate learning and may explain why some interventions with technology may be less effective compared with others. AIMS: The aim of this study is to highlight the importance of medical educators making explicit the educational theories that inform their design of interventions using technology. METHOD: The use of illustrative examples of the main educational theories to demonstrate the importance of theories informing the design of interventions using technology. RESULTS: Highlights the use of educational theories for theory-based and realistic evaluations of the use of technology in medical education. CONCLUSION: An explicit description of the educational theories used to inform the design of an intervention with technology can provide potentially useful insights into why some interventions with technology are more effective than others. An explicit description is also an important aspect of the scholarship of using technology in medical education.

Assessment of bony nasolacrimal parameters among Asians.

PURPOSE: A case series evaluating racial differences in the nasolacrimal region and quantifying the anterior lacrimal crest thickness and minimum nasolacrimal duct diameter in Asians. METHODS: Facial or orbital CT scans of 90 consecutive patients were retrospectively reviewed. Evidence of lacrimal fossa tumor or trauma excluded a patient. Using 3-dimensional image software, the thickness of the anterior lacrimal crest, narrowest diameter of the nasolacrimal duct, vertical diameter of the lacrimal sac fossa, frontonasal angle, and inter-frontozygomatic suture distance were measured in axial, sagittal, and coronal planes. RESULTS: Inter- and intraobserver correlation of a sample data proved reliability via intraclass correlation coefficient (0.706-0.917). Southeast Asians had a wider inter-frontozygomatic suture distance than South Asian and Occidental races (p = 0.025). Vertical lacrimal fossa diameter, anterior lacrimal crest thickness, and narrowest nasolacrimal duct diameter did not differ significantly between right and left sides or among ethnic groups. Narrower nasolacrimal duct diameter was significantly associated with decreased inter-frontozygomatic suture distance (p < 0.001), namely in patients with narrower faces. The anterior lacrimal crest thickness was significantly affected by the nasal configuration and thicker in patients with more acute frontonasal angle (p = 0.026). CONCLUSIONS: There is no significant difference in nasolacrimal duct diameter among ethnic groups, which may predispose one to nasolacrimal duct obstruction. But, this is significantly associated with inter-frontozygomatic suture distance, suggesting that a wider face is associated with wider nasolacrimal duct diameter. An acute frontonasal angle predicts a thicker anterior lacrimal crest for surgical preparation during dacryocystorhinostomy.

Catering for the Needs of Diverse Patient Populations: Using ChatGPT to Design Case-Based Learning Scenarios.

Artificial intelligence (AI) represents an opportunity for medical education to enhance efficiency, interactivity, and realism in learning scenarios. This project uses it to identify angles we have not considered before, particularly in creating culturally sensitive educational cases that represent the needs of a diverse patient population. The implementation showed encouraging results, as the ChatGPT algorithm was successful in writing cases that are more culturally sensitive; however, iteration for refinement was needed. An evolution of these prompts and resulting cases are presented. AI-generated material is only as good as the prompts we use, and how we define the task depends on digital literacy and pedagogical intent.

Micro-Scholarship: An Innovative Process Using Common Technology Tools.

Micro-Scholarship is a flexible process that eases an educator's scholarly journey by making their small steps (Micro-Assets) visible, assessable, stackable, and transferable. This process uses existing technology tools and relationships in a stepwise and supported manner to create Macro-Assets (traditional scholarly outcomes) including articles, presentations, and workshops. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-024-01989-y.

Coaching interventions among healthcare students in tertiary education to improve mental well-being: A mixed studies review.

OBJECTIVES: To consolidate the available evidence regarding healthcare students' experiences of coaching interventions' effect on their mental well-being in tertiary educational institutions. DESIGN: A mixed studies review. DATA SOURCES: Seven electronic databases were searched for relevant studies from their inception dates until July 2021: PubMed, Embase, CINAHL, PsycINFO, Web of Science, Scopus and ProQuest Dissertations and Theses Global. REVIEW METHODS: This review observed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines and was guided by Pluye and Hong's (2014) framework for mixed studies review. Quality appraisal of included studies was conducted using the Mixed Methods Appraisal Tool. A convergent qualitative synthesis design for mixed studies reviews was adopted to analyze all findings and thematic analysis was conducted according to Braun and Clarke's (2006) framework. RESULTS: Three themes and seven subthemes are generated from the 12 included studies. The main themes are: 1) Receiving much-needed help, 2) Unlocking the secrets of success, and 3) Way forward for coaching in healthcare education. CONCLUSIONS: Many students benefited from the coaching interventions in terms of academic, emotional and psychological support and received guidance in professional development. However, careful preparation of both coaches and students is needed to improve the success of coaching interventions. Future coaching interventions could incorporate both group and individual sessions, assign students to coaches based on their clinical interests and consider conducting online coaching sessions using video calls. Improvement of study rigor would be required to achieve more accurate results. Lastly, future studies should be conducted on healthcare students of more diverse disciplines and cultures to increase results' generalizability.

A vision of the use of technology in medical education after the COVID-19 pandemic.

This article was migrated. The article was marked as recommended. Medical education across the world has experienced a major disruptive change as a consequence of the COVID-19 pandemic and technology has been rapidly and innovatively used to maintain teaching and learning. The future of medical education is uncertain after the pandemic resolves but several potential future scenarios are discussed to inform current decision-making about the future provision of teaching and learning. The use of emergent technology for education, such as artificial intelligence for adaptive learning and virtual reality, are highly likely to be essential components of the transformative change and the future of medical education. The benefits and challenges of the use of technology in medical education are discussed with the intention of informing all providers on how the changes after the pandemic can have a positive impact on both educators and students across the world.

Rethinking scholarship in medical education during the era of the COVID-19 pandemic.

This article was migrated. The article was marked as recommended. The COVID-19 pandemic has significantly disrupted society and communities across the world requiring new and innovative approaches for healthcare, work, education and leisure. Similar changes have been precipitated in medical education, producing a rapid and major impact on students, educators and institutions. However, institutions still require educators to engage with scholarship in medical education, including providing evidence for promotion and tenure. We propose that resolving this tension between the demands of delivering a high quality curriculum and maintaining scholarship in medical education during the era of the COVID-19 pandemic requires urgent consideration of a transformational change in the scholarship in medical education. Key aspects of this change are a focus on rapid cycles of research to inform teaching, with local and wider dissemination using newer rapid approaches to publication and social media, and acceptability of these changes by institutions.

How to make it work: a framework for rapid research to inform evidence-based decision -making about the implementation of online learning during the COVID-19 pandemic.

This article was migrated. The article was marked as recommended. Evidence- based decision making about the implementation of online learning in medical education during the COVID-19 pandemic is a challenge for decision-makers since it is a time of rapid change. We present a new framework that offers a potential highly useful response to meet this challenge. Our proposed framework for rapid research of online learning during the COVID-19 pandemic recognises the challenge of understanding the complexity of the socio-technical system in which the online learning is implemented, including the behaviour change of individuals in the system and the system's absorptive capacity. The framework provides a structured approach for rapid research to understand the complexity of the implementation of online learning during the COVID-19 pandemic. We recommend that rapid research to inform decision-making about the implementation of online learning during the COVID-19 pandemic should focus on early identification of the needs of the decision-makers and the use of high quality rapid research approaches to provide relevant and timely information about context, processes and outcomes.