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1.
Urol Clin North Am ; 49(1): 39-56, 2022 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-34776053

RESUMO

While cadaveric dissection has stood the test of time because of its widely accepted educational value by experienced surgeons, the introduction advances in 3D printing and biomaterial technologies could potentially provide alternative tools for surgical training. This novel concept in simulation (physical reality) would encompass all the benefits of cadavers in terms of realism and clinical relevance without any of its ethical, infection, safety, and financial concerns.


Assuntos
Neoplasias Renais/cirurgia , Impressão Tridimensional , Treinamento por Simulação/métodos , Procedimentos Cirúrgicos Urológicos/educação , Biópsia , Cadáver , Educação à Distância , Humanos , Hidrogéis , Aprendizagem , Masculino , Fenômenos Mecânicos , Modelos Anatômicos , Nefrectomia/educação , Modelagem Computacional Específica para o Paciente , Próstata/patologia , Prostatectomia/educação , Estudos de Validação como Assunto
2.
Clin Imaging ; 81: 98-102, 2022 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-34678654

RESUMO

Disparities exist in access to a multitude of screening and diagnostic imaging examinations and procedures. To address these disparities within radiology, emphasis so far has been placed upon diversifying the workforce and formally educating trainees on healthcare disparities. Currently, there is no organized and nationally accepted educational program or content for practicing radiologists specific to diversity and healthcare disparity. This void can be addressed by providing an educational curriculum framework for practicing radiologists based on three key factors: individual efforts, calling for institutional change, and national collaboration. Individual efforts should focus on acknowledging the existence of disparities, understanding the contribution of one's implicit bias in perpetuating disparities, understanding and highlighting issues related to insurance coverage of radiology examinations, and participating in radiology political action committees. These efforts can be facilitated by a consolidated web-based training program for practicing radiologists. To pave the way for meaningful systemic change, the implementation of institutional change like that initiated by the Culture of Safety movement in 2002 is needed. A national collaborative effort initiated by radiology organizations to empower radiologists and recognize positive changes would further provide support. SUMMARY: A three-pronged educational framework combining individual radiologist education, institutional change, and national collaboration will enable radiologists to play a role in addressing imaging-related disparities in healthcare.


Assuntos
Disparidades em Assistência à Saúde , Radiologia , Currículo , Humanos , Radiografia , Radiologistas , Radiologia/educação
3.
J Grad Med Educ ; 13(5): 666-672, 2021 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-34721795

RESUMO

Background: Gender disparities are prevalent in medicine, but their impact on surgical training is not well studied. Objective: To quantify gender disparities in trainee intraoperative experiences and explore the variables associated with ratings of surgical autonomy and performance. Methods: From September 2015 to May 2019, attending surgeons and trainees from 71 programs assessed trainee autonomy on a 4-level Zwisch scale and performance on a 5-level modified Dreyfus scale after surgical procedures. Multivariable regression models were used to examine the association of trainee gender with autonomy and performance evaluations. Results: A total of 3255 trainees and attending surgeons completed 94 619 evaluations. Attendings gave lower ratings of operative autonomy to female trainees than male trainees when controlling for training level, attending, and surgical procedure (effect size B = -0.0199, P = .008). There was no difference in ratings of autonomy at the beginning of training (P = .32); the gap emerged as trainees advanced in years (B = -0.0163, P = .020). The gender difference in autonomy was largest for the most complex cases (B = -0.0502, P = .002). However, there was no difference in attending ratings of surgical performance for female trainees compared to male trainees (B = -0.0124, P = .066). Female trainees rated themselves as having less autonomy and worse performance than males when controlling for training level, attending, procedure, case complexity, and attending ratings (autonomy B = -0.0669, P < .001; performance B = -0.0704, P < .001). Conclusions: While there was no significant difference in ratings of operative performance, a small difference between ratings of operative autonomy for female and male surgical trainees was identified.


Assuntos
Cirurgia Geral , Internato e Residência , Cirurgiões , Competência Clínica , Feminino , Cirurgia Geral/educação , Humanos , Masculino , Salas Cirúrgicas , Autonomia Profissional
4.
J Grad Med Educ ; 13(5): 675-681, 2021 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-34721797

RESUMO

Background: General surgery residents may be underprepared for practice, due in part to declining operative autonomy during training. The factors that influence entrustment of autonomy in the operating room are unclear. Objective: To identify and compare the factors that residents and faculty consider influential in entrustment of operative autonomy. Methods: An anonymous survey of 29-item Likert-type scale (1-7, 1 = strongly disagree, 7 = strongly agree), 9 multiple-choice, and 4 open-ended questions was sent to 70 faculty and 45 residents in a large ACGME-approved general surgery residency program comprised of university, county, and VA hospitals in 2018. Results: Sixty (86%) faculty and 38 (84%) residents responded. Faculty were more likely to identify resident-specific factors such as better resident reputation and higher skill level as important in fostering entrustment. Residents were more likely to identify environmental factors such as a focus on efficiency and a litigious malpractice environment as impeding entrustment. Both groups agreed that work hour restrictions do not decrease autonomy and entrustment does not increase risk to patients. More residents considered low faculty confidence level as a barrier to operative autonomy, while more faculty considered lower resident clinical skill as a barrier. Improvement in resident preparation for cases was cited as an important intervention that could enhance entrustment. Conclusions: Differences in perspectives exist between general surgery residents and faculty regarding entrustment of autonomy. Residents cite environmental and attending-related factors, while faculty cite resident-specific factors as most influential. Residents and faculty both agree that entrustment is integral to surgical training.


Assuntos
Cirurgia Geral , Internato e Residência , Cirurgiões , Competência Clínica , Docentes de Medicina , Cirurgia Geral/educação , Humanos , Percepção , Autonomia Profissional
5.
J Grad Med Educ ; 13(5): 691-698, 2021 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-34721799

RESUMO

Background: Team-based learning (TBL) is an alternative to traditional lectures in graduate medical education, but evidence is scarce regarding its impact on knowledge acquisition and standardized testing performance. Objective: We examined the association between resident performance on the Internal Medicine In-Training Examination (IM-ITE) and these 2 educational methods. Methods: In 2013, the internal medicine residency program at Albany Medical College transitioned from a lecture-based curriculum to TBL. Residents enrolled in academic years 2011-2012 and 2012-2013 comprised the lecture cohort, and those enrolled in 2015-2016 and 2016-2017 the TBL cohort. Covariates included the type of medical school attended, gender, and United States Medical Licensing Examination Step 2 Clinical Knowledge scores. We performed univariate analysis and multivariable regression to determine the association between covariates and ITE scores. Results: Of 120 residents, 60 were in the lecture cohort and 60 in the TBL cohort. The IM-ITE percent correct scores were higher with TBL than lecture (PGY-1 61.0% vs 55.0%, P < .001; PGY-2 69.0% vs 59.7%, P < .001; PGY-3 73.2% vs 61.7%, P < .001). In a multivariable regression analysis of 3 PGYs combined, the transition from lecture to TBL resulted in an increase in IM-ITE Z-score of 0.415 (P < .001), equivalent to 0.415 SD, when including the effects of all covariates. Conclusions: Compared to a lecture-based curriculum, TBL was associated with improved resident medical knowledge acquisition as evidenced by higher IM-ITE scores.


Assuntos
Internato e Residência , Competência Clínica , Currículo , Educação de Pós-Graduação em Medicina , Avaliação Educacional , Humanos , Medicina Interna/educação , Estados Unidos
6.
J Grad Med Educ ; 13(5): 711-716, 2021 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-34721801

RESUMO

Background: Pass/fail USMLE Step 1 score reporting may have varying implications for trainees of different demographic and training backgrounds. Objective: To characterize the perspectives of a diverse cohort of trainees on the impact of pass/fail Step 1 score reporting. Methods: In 2020, 197 US and international medical school deans and 822 designated institutional officials were invited to distribute anonymous electronic surveys among their trainees. Separate surveys for medical students and residents/fellows were developed based on the authors' prior work surveying program directors on this topic. Underrepresented in medicine (UiM) was defined in accordance with AAMC definitions. Descriptive and comparative analyses were performed, and results were considered statistically significant with P < .05. Results: A total of 11 633 trainees responded (4379 medical students and 7254 residents/fellows; 3.3% of an estimated 285 000 US trainees). More students favored the score reporting change than residents/fellows (43% vs 31%; P < .001; 95% CI 0-24). Trainees identifying as UiM were more likely to favor the change (50% vs 34%; P < .001; 95% CI 0-32) and to agree it would decrease socioeconomic disparities (44% vs 25%; P < .001; 95% CI 0-38) relative to non-UiM trainees. Nearly twice as many osteopathic and international medical graduate students felt they would be disadvantaged compared to MD students because of pass/fail score reporting (61% vs 31%; P < .001; 95% CI 0-60). Conclusions: Trainee perspectives regarding USMLE Step 1 score reporting are mixed. UiM trainees were more likely to favor the score reporting change, while osteopathic and international medical students were less in favor of the change.


Assuntos
Internato e Residência , Medicina Osteopática , Estudantes de Medicina , Avaliação Educacional , Humanos , Licenciamento em Medicina , Medicina Osteopática/educação
7.
J Grad Med Educ ; 13(5): 699-710, 2021 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-34721800

RESUMO

Background: Leaders in graduate medical education must provide robust clinical and didactic experiences to prepare residents for independent practice. Programs traditionally create didactic experiences individually, requiring tremendous resources with variable content exposure and quality. Objective: We sought to create and implement a free, open access, learner-centric, level-specific, emergency medicine (EM) residency curriculum. Methods: We developed Foundations of Emergency Medicine (FoEM) Foundations I and II courses using Kern's model of curriculum development. Fundamental topics were identified through content guidelines from the American Board of Emergency Medicine. We incorporated learner-centric strategies into 2 flipped classroom, case-based courses targeting postgraduate year (PGY) 1 and PGY-2 residents. The curriculum was made freely available online in 2016. Faculty and resident users were surveyed annually for feedback, which informed iterative refinement of the curriculum. Results: Between 2016 and 2020, registration for FoEM expanded from 2 sites with 36 learners to 154 sites and 4453 learners. In 2019, 98 of 102 (96%) site leaders and 1618 of 2996 (54%) learners completed the evaluative survey. One hundred percent of responding leaders and 93% of learners were "satisfied" or "very satisfied" with FoEM content. Faculty and residents valued FoEM's usability, large volume of content, quality, adaptability, organization, resident-faculty interaction, and resident-as-teacher opportunities. Challenges to implementation included resident attendance, conference structure, technology limitations, and faculty engagement. Conclusions: We developed and implemented a learner-centric, level-specific, national EM curriculum that has been widely adopted in the United States.


Assuntos
Medicina de Emergência , Internato e Residência , Acesso à Informação , Currículo , Educação de Pós-Graduação em Medicina , Medicina de Emergência/educação , Humanos , Estados Unidos
8.
J Contin Educ Nurs ; 52(11): 511-516, 2021 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-34723718

RESUMO

BACKGROUND: Urethral catheter placement is a common hospital procedure, and the urology service is often consulted for difficult catheterizations. Simulation-based education is used to improve procedural proficiency and could be used to increase confidence and comfort with difficult catheter placement. This study provides simulation-based education to help new nursing residents learn to perform independent Foley catheter placement and maintenance. METHOD: All incoming nursing residents at our institution prospectively participated in this curriculum beginning in January 2020 (n = 291). Participants watched an instructional video and participated in a hands-on simulation. RESULTS: Nursing trainees rated pre- to post-curriculum gains in content knowledge (p < .001) and confidence (p < .001). Participants reported that the curriculum increased their understanding of the procedure (p < .001) and that they would recommend it to peers (p < .001). CONCLUSION: This educational initiative is a partnership between the Department of Urology and Department of Nursing to introduce and reinforce best practices for the care of patients who need Foley catheter placement and maintenance. [J Contin Educ Nurs. 2021;52(11):511-516.].


Assuntos
Internato e Residência , Urologia , Competência Clínica , Currículo , Escolaridade , Humanos , Urologia/educação
9.
Chin Clin Oncol ; 10(5): 52, 2021 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-34749504

RESUMO

BACKGROUND: The increasing proportion of women in medicine has not been adequately reflected in the gender distribution of radiation oncology residents. The presence of at least one pre-residency peer-reviewed publication (PRP) has been associated with radiation oncology resident choice of academic over private practice career, with no significant gender difference in the likelihood of having a PRP (McClelland et al., 2017). We sought to pursue a gender-based analysis of PRP productivity in a current junior resident class. METHODS: A list of radiation oncology residents from the graduating class of 2022 (PGY-2 academic year of 2018-2019) was obtained through internet investigation. Research productivity was calculated using PRP number, defined as the number of a resident's publications listed in PubMed (pubmed.gov) through the calendar year of residency application (2016 for this class). RESULTS: Of 195 residents examined from the 2022 class, 61 (31%) were women, representing a nine percent increase from the resident class of 2016. Four-fifths of women had 1+ PRP, 31% had dual degrees, and 18% had a PhD. These percentages were comparable to their male counterparts, 73% with 1+ PRP, 28% with dual degrees, and 15% with a PhD. There were no statistically significant differences by gender in any of these benchmarks. CONCLUSIONS: While slower than the overall trend of increased female representation in medicine, the proportion of women in radiation oncology residency has increased by 0.9-1.5% annually over a recent six-year span. There remain no significant differences in PRP productivity, dual degree status, or PhD status by gender.


Assuntos
Internato e Residência , Radioterapia (Especialidade) , Eficiência , Feminino , Humanos , Masculino , Prática Privada , PubMed , Radioterapia (Especialidade)/educação , Estados Unidos
10.
Anesthesiol Clin ; 39(4): 649-665, 2021 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-34776102

RESUMO

Simulation has played a critical role in medicine for decades as a pedagogical and assessment tool. The labor and delivery unit provides an ideal setting for the use of simulation technology. Prior reviews of this topic have focused on simulation for individual and team training and assessment. The COVID-19 pandemic has provided an opportunity for educators and leaders in obstetric anesthesiology to rapidly train health care providers and develop new protocols for patient care with simulation. This review surveys new developments in simulation for obstetric anesthesiology with an emphasis on simulation use during the COVID-19 pandemic.


Assuntos
Anestesiologia , COVID-19 , Obstetrícia , Treinamento por Simulação , Anestesiologia/educação , Competência Clínica , Feminino , Humanos , Obstetrícia/educação , Pandemias , Simulação de Paciente , Gravidez , SARS-CoV-2
11.
Clin Dermatol ; 39(5): 873-878, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34785015

RESUMO

Many dermatology residency programs lack sufficient didactics and experiences with patients with skin of color (SOC). This may impact resident confidence with this patient population, which may affect patient satisfaction and perceptions of care. Dermatology residents nationwide were surveyed to determine their confidence in care of patients with SOC and white skin across several dimensions, including detailing morphology, making diagnostic and therapeutic decisions, tailoring treatment recommendations, and detecting suspicious lesions. A total of 125 dermatology residents representing 46 programs (of 119, 39%) responded. Resident confidence was significantly lower across all categories measured regarding caring for patients with SOC compared with patients with white skin (P <.001). After multivariate analysis adjusting for demographic and residency program characteristics, confidence in caring for patients with SOC remained significantly lower. Residents in programs with SOC education (i.e., SOC didactics, SOC clinical rotation) reported significantly higher confidence in one or more aspects of SOC care compared with residents in programs without such curricula. A deficiency in SOC education may contribute to the lower resident confidence observed. Integrating only one type of SOC education into residents' curricula, although helpful, may not sufficiently enhance confidence across all dimensions of care. A multifaceted approach is needed.


Assuntos
Dermatologia , Internato e Residência , Dermatologia/educação , Humanos , Assistência ao Paciente , Pigmentação da Pele , Inquéritos e Questionários
12.
Artigo em Inglês | MEDLINE | ID: mdl-34770201

RESUMO

BACKGROUND: Higher education training in Medicine has considerably evolved in recent years. One of its main goals has been to ensure the training of students as future adequately qualified general practitioners (GPs). Tools need to be developed to evaluate and improve the teaching of Urology at the undergraduate level. Our objective is to identify the knowledge and skills needed in Urology for the real clinical practice of GPs. METHODS: An anonymous self-administered survey was carried out among GPs of Primary Care and Emergencies which sought to evaluate urological knowledge and necessary urological skills. The results of the survey were exported and descriptive statistics were performed using IBM SPSS Statistics version 19.0. RESULTS AND LIMITATIONS: A total of 127 answers were obtained, in which 'Urological infections', 'Renal colic', 'PSA levels and screening for prostate cancer', 'Benign prostatic hyperplasia', 'Hematuria', 'Scrotal pain', 'Prostate cancer diagnosis', 'Bladder cancer diagnosis', 'Urinary incontinence', and 'Erectile dysfunction' were rated as Very high or High formative requirements (>75%). Regarding urological skills, 'Abdominal examination', 'Interpretation of urinalysis', 'Digital rectal examination', 'Genital examination', and 'Transurethral catheterization' were assessed as needing Very high or High training in more than 80% of the surveys. The relevance of urological pathology in clinical practice was viewed as Very high or High in more than 80% of the responses. CONCLUSIONS: This study has shown helpful results to establish a differentiated prioritization of urological knowledge and skills in Primary Care and Emergencies. Efforts should be aimed at optimizing the teaching in Urology within the Degree of Medicine which consistently ensures patients' proper care by future GPs.


Assuntos
Clínicos Gerais , Urologia , Competência Clínica , Humanos , Masculino , Estudos Prospectivos , Estudantes , Urologia/educação
13.
BMC Med Educ ; 21(1): 575, 2021 Nov 12.
Artigo em Inglês | MEDLINE | ID: mdl-34772405

RESUMO

BACKGROUND: Effective clinical reasoning is a core competency of health professionals that is necessary to assure patients' safety. Unfortunately, adoption of longitudinal clinical reasoning curricula is still infrequent. This study explores the barriers that hinder the explicit teaching of clinical reasoning from a new international perspective. METHODS: The context of this study was a European project whose aim is to develop a longitudinal clinical reasoning curriculum. We collected data in semi-structured interviews with responders from several European countries who represent various health professions and have different backgrounds, roles and experience. We performed a qualitative content analysis of the gathered data and constructed a coding frame using a combined deductive/inductive approach. The identified themes were validated by parallel coding and in group discussions among project members. RESULTS: A total of 29 respondents from five European countries participated in the interviews; the majority of them represent medicine and nursing sciences. We grouped the identified barriers into eight general themes: Time, Culture, Motivation, Clinical Reasoning as a Concept, Teaching, Assessment, Infrastructure and Others. Subthemes included issues with discussing errors and providing feedback, awareness of clinical reasoning teaching methods, and tensions between the groups of professionals involved. CONCLUSIONS: This study provides an in-depth analysis of the barriers that hinder the teaching of explicit clinical reasoning. The opinions are presented from the perspective of several European higher education institutions. The identified barriers are complex and should be treated holistically due to the many interconnections between the identified barriers. Progress in implementation is hampered by the presence of reciprocal causal chains that aggravate this situation. Further research could investigate the perceptual differences between health professions regarding the barriers to clinical reasoning. The collected insights on the complexity and diversity of these barriers will help when rolling out a long-term agenda for overcoming the factors that inhibit the implementation of clinical reasoning curricula.


Assuntos
Raciocínio Clínico , Currículo , Ocupações em Saúde , Pessoal de Saúde/educação , Humanos , Segurança do Paciente
14.
Lancet Oncol ; 22(11): e474-e487, 2021 11.
Artigo em Inglês | MEDLINE | ID: mdl-34735817

RESUMO

The increasing burden of cancer represents a substantial problem for Latin America and the Caribbean. Two Lancet Oncology Commissions in 2013 and 2015 highlighted potential interventions that could advance cancer care in the region by overcoming existing challenges. Areas requiring improvement included insufficient investment in cancer control, non-universal health coverage, fragmented health systems, inequitable concentration of cancer services, inadequate registries, delays in diagnosis or treatment initiation, and insufficient palliative services. Progress has been made in key areas but remains uneven across the region. An unforeseen challenge, the COVID-19 pandemic, strained all resources, and its negative effect on cancer control is expected to continue for years. In this Series paper, we summarise progress in several aspects of cancer control since 2015, and identify persistent barriers requiring commitment of additional resources to reduce the cancer burden in Latin America and the Caribbean.


Assuntos
COVID-19/epidemiologia , Neoplasias/prevenção & controle , SARS-CoV-2 , Região do Caribe/epidemiologia , Efeitos Psicossociais da Doença , Atenção à Saúde/economia , Detecção Precoce de Câncer , Acesso aos Serviços de Saúde , Humanos , América Latina/epidemiologia , Oncologia/educação , Neoplasias/epidemiologia
16.
Clin Dermatol ; 39(4): 724-726, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34809781

RESUMO

More data are needed to characterize the perceptions of dermatology by nondermatologist physicians in order to address how current perceptions may be improved. Residency program directors of 21 medical specialties were contacted by e-mail and directed to a survey created with Research Electronic Data Capture software. Data from survey responses were collated and analyzed. A total of 80 residency program directors completed the survey. Physicians who worked more frequently with dermatologists were more likely to describe dermatologists positively. Most physicians believed dermatologists manage skin conditions, but fewer knew that they also manage hair, nail, or mucosal conditions. Cross-specialty collaboration between nondermatologists and dermatologists is associated with positive perceptions of dermatology. Further collaboration could provide the opportunity to educate physicians regarding the conditions treated by dermatologists and how their expertise may benefit patient care.


Assuntos
Dermatologia , Internato e Residência , Medicina , Dermatologistas , Dermatologia/educação , Humanos , Percepção
17.
Ann Fam Med ; 19(6): 553-555, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34750130

RESUMO

Continuity of care has long held a hallowed place in the halls of family medicine. Indeed, it is one of the 4 pillars of an ideal family practice, along with first contact, comprehensive, and coordinated care. But what does it mean to the patient, the doctor, and our sense of identity and purpose? And why, in recent years, has it receded from the discourse of family medicine values? This author suggests that continuity is an expression of the value we place on human relationships, a contract of sorts with the people we care for both inside and outside the office. Such relationships are not lightly discarded, for they serve us best in the long haul when our own sense of identity and purpose is tested and worn.


Assuntos
Internato e Residência , Médicos , Continuidade da Assistência ao Paciente , Medicina de Família e Comunidade/educação , Humanos , Relações Médico-Paciente
19.
PLoS One ; 16(11): e0258660, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34758034

RESUMO

Due to COVID-19 precautions, the Vanderbilt University summer biomedical undergraduate research program, the Vanderbilt Summer Science Academy (VSSA), rapidly transitioned from offering an in-person training program to a virtual seminar format. Our program typically supports undergraduate development through research and/or clinical experience, meeting with individuals pursuing postgraduate training, and providing career development advice. Evidence supports the idea that summer programs transform undergraduates by clarifying their interest in research and encouraging those who haven't previously considered graduate studies. We were interested in exploring whether a virtual, synchronous program would increase participants' scientific identity and clarify postgraduate career planning. Rather than create a virtual research exposure, our 5-week "Virtual VSSA" program aimed to simulate the casual connections that would naturally be made with post-undergraduate trainees during a traditional summer program. In seminars, presenters discussed 1) their academic journey, explaining their motivations, goals, and reasons for pursuing a career in science as well as 2) a professional story that illustrated their training. Seminars included Vanderbilt University and Medical School faculty, M.D., MD/Ph.D., as well as Ph.D. students from diverse scientific and personal backgrounds. In addition, weekly informational sessions provided an overview of the nature of each degree program along with admissions advice. Through pre-and post-program surveys, we found that students who registered for this experience already strongly identified with the STEMM community (Science, Technology, Engineering, Mathematics, and Medicine). However, participation in the Virtual VSSA increased their sense of belonging. We also uncovered a gap in participants' understanding of postgraduate pathways prior to participation and found that our program significantly increased their self-reported understanding of postgraduate programs. It also increased their understanding of why someone would pursue a Ph.D. or Ph.D./MD versus M.D. These changes did not uniformly impact participants' planned career paths. Overall, by providing personal, tangible stories of M.D., MD/Ph.D., and Ph.D. training, the Virtual VSSA program offered seminars that positively impacted students' sense of belonging with and connection to the STEMM disciplines.


Assuntos
Engenharia/educação , Matemática/educação , Tecnologia/educação , Academias e Institutos , Pesquisa Biomédica/educação , COVID-19/epidemiologia , Escolha da Profissão , Docentes/educação , Humanos , Conhecimento , Mentores/educação , Grupos Minoritários/educação , Faculdades de Medicina , Estudantes , Universidades
20.
Artigo em Inglês | MEDLINE | ID: mdl-34736297

RESUMO

This study aimed to investigate the degree to which newly appointed medical faculty members at the Catholic University of Korea are aware of Harden and Crosby's 12 educational roles and to identify their preferred educational roles. A 12-item survey questionnaire was distributed to 110 participants, and 100 responses were included in the analysis. The respondents gave the highest score to "clinical or practical teacher" and the lowest score to "curriculum planner" for their current personal competencies. For their preferred personal future competencies, they assigned the highest score to "on the job role model" and the lowest score to "student assessor." They gave almost equally high values to all 12 roles. However, individual faculty members had different preferences for educational roles. Accordingly, medical schools need to plan and implement customized faculty development programs, and efforts to provide appropriate educational roles according to individual faculty members' preferences are needed.


Assuntos
Centros Médicos Acadêmicos , Docentes de Medicina , Papel do Médico , Estudos Transversais , Docentes de Medicina/educação , Humanos , República da Coreia , Inquéritos e Questionários
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