Interactional skills training in undergraduate medical education: ten principles for guiding future research

Abstract— Medical communication and professionalism are central issues in clinical practice. Both are highly influenced by context such as cultural and social aspects. In medical education, a lot of studies about communication and professionalism have been conducted in Western setting and may not be fully applicable for other cultural or social context. This article aims to introduce several evidence from non-Western context in the area of medical communication and professionalism and discuss their applicability. We will use the study from Hofstede et al. about cultural domains as a theoretical basis. We will also present different studies on communication and professionalism conducted in Asia, such as from Indonesia and Japan, highlight some differences, and discuss how they may influence the medical communication and professionalism. We will provide practical examples on how to use these body of evidence in communication skills training and other area of medical education. Finally, we will discuss some ideas to strengthen future research initiatives from our context. Keyword: Asia, communication, culture, education, professionalism Abstrak— Komunikasi medis dan profesionalisme adalah masalah sentral dalam praktik klinis. Keduanya sangat dipengaruhi oleh konteks seperti aspek budaya dan sosial. Dalam pendidikan kedokteran, banyak penelitian tentang komunikasi dan profesionalisme telah dilakukan di lingkungan Barat dan mungkin tidak sepenuhnya dapat diterapkan untuk konteks budaya atau sosial lainnya. Artikel ini bertujuan untuk memperkenalkan beberapa bukti dari konteks non-Barat di bidang komunikasi medis dan profesionalisme serta membahas penerapannya. Kami akan menggunakan karya Hofstede et al tentang ranah budaya sebagai dasar teoritis. Kami juga akan menyajikan berbagai studi tentang komunikasi dan profesionalisme yang dilakukan di Asia, seperti dari Indonesia dan Jepang, menyoroti beberapa perbedaan, dan membahas bagaimana pengaruhnya atas komunikasi medis dan profesionalisme. Kami akan memberikan contoh praktis tentang bagaimana menggunakan bukti-bukti ini dalam pelatihan keterampilan komunikasi dan bidang pendidikan kedokteran lainnya. Terakhir, kami akan membahas beberapa ide untuk memperkuat inisiatif penelitian di masa depan dari konteks Indonesia. Kata kunci: Asia, komunikasi, budaya, pendidikan, profesionalisme

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Technology-delivered undergraduate medical education involving patients and carers: A rapid systematic review

10.1101/2021.05.07.21256812 ◽

2021 ◽

Author(s):

Sadie Lawes-Wickwar ◽

Eitan Lovat ◽

Adedoyin Alao ◽

Julia Hamer-Hunt ◽

Nesrin Yurtoglu ◽

...

Keyword(s):

Medical Education ◽

Real Time ◽

Undergraduate Medical Education ◽

Clinical Skills ◽

Future Research ◽

Specific Patient ◽

Potential Barriers ◽

Ovid Medline ◽

Patient Groups ◽

Appraisal Tool

Background: Involving patients and carers in medical education centralises their voice in healthcare and supports students to develop key professional and person-centred skills. Medical schools are increasingly using technology to deliver educational activities. No review currently exists to establish the variety of technologies and their uses in undergraduate medical education when patients and/or carers are involved. Methods: Ovid MEDLINE, Ovid EMBASE and medRxiv were searched in October 2020 and reference lists of key articles were hand searched. Eligible studies reported technology-assisted education, in any setting, involving authentic patients and/or carers. Studies in foreign languages, or describing actors or non-authentic patients were excluded. Study quality was assessed using the Mixed Methods Appraisal Tool (MMAT). Levels of patient involvement were assessed using Towle et al (2010) taxonomy. Results: Twenty studies were included. The majority involved patients and/or carers via pre-recorded videos or online scenarios, with no student-interaction. Four studies evaluated remote consultations using telehealth technology, involving real-time interactions with authentic patients. Technology-supported teaching sessions involving patients and/or carers were found to be acceptable to students, educationally valuable (to students and educators), and enhanced student engagement, patient-centred attitudes, knowledge of specific patient groups, and communication and clinical skills. Two studies describing real-time remote interactions with authentic patients indicated potential barriers for students (reduced ability to build relationship with patients and examine them), educators (reduced ability to build rapport with students) and patients (issues with using or accessing telehealth). Conclusions: No studies directly measured the perspective of patients or carers involved in technology-delivered medical education. Future research should establish barriers and facilitators to patients and carers taking up a role in medical students education when technology is used, and evaluate PPI activities at Levels 3 and above as described by Towle et al taxonomy.

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Low-fidelity bench models for basic surgical skills training during undergraduate medical education

Revista do Colégio Brasileiro de Cirurgiões ◽

10.1590/s0100-69912014000200012 ◽

2014 ◽

Vol 41 (2) ◽

pp. 137-145 ◽

Cited By ~ 14

Author(s):

Rafael Denadai ◽

Rogério Saad-Hossne ◽

Andréia Padilha Todelo ◽

Larissa Kirylko ◽

Luís Ricardo Martinhão Souto

Keyword(s):

Medical Education ◽

Medical Students ◽

Career Choice ◽

Undergraduate Medical Education ◽

General Surgery ◽

Surgical Education ◽

Skills Training ◽

Surgical Skills ◽

Surgical Skills Training ◽

Personal Interests

It is remarkable the reduction in the number of medical students choosing general surgery as a career. In this context, new possibilities in the field of surgical education should be developed to combat this lack of interest. In this study, a program of surgical training based on learning with models of low-fidelity bench is designed as a complementary alternative to the various methodologies in the teaching of basic surgical skills during medical education, and to develop personal interests in career choice.

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Identifying essential procedural skills in Canadian undergraduate medical education

Canadian Medical Education Journal ◽

10.36834/cmej.68494 ◽

2020 ◽

Author(s):

Frank Battaglia ◽

Céline Sayed ◽

Maria Merlano ◽

Meghan McConnell ◽

Christopher Ramnanan ◽

...

Keyword(s):

Medical Education ◽

Training Program ◽

Undergraduate Medical Education ◽

Demographic Data ◽

Skills Training ◽

Procedural Skills ◽

Spontaneous Vaginal Delivery ◽

Clinician Educator ◽

Competency Based ◽

Nasogastric Tube Insertion

Introduction: We conducted a national survey to characterize current Canadian procedural skills training in Undergraduate Medical Education (UGME). The goals were to identify the most important procedures students should know upon graduation and assess clinician-educator perceptions regarding implementation of a pre-clerkship procedural program. Methods: We distributed the survey to physician-educators across Canada’s 17 medical schools. Respondents were directed to an individualized survey that collected demographic data, physician-educator responses on essential procedural skills, as well as physician-educator opinions on the value of a pre-clerkship procedural training program. Results: The response rate for this survey was 21% (42 out of 201 distributed surveys were completed). The top 10 most important procedures identified by physician-educators included IV Access, Airway Management, Local anesthesia/field block, Casting, Spontaneous Vaginal Delivery, Testing for STIs, Phlebotomy, Suturing of Lacerations, Nasogastric Tube Insertion, and Venipuncture. Physician-educators supported a pre-clerkship procedural program. Conclusions: Identifying the most crucial procedural skills is the first step in implementing a competency-based procedural skills training program for Canadian medical students. With the list of essential skills, and the support for physician-educators in developing a pre-clerkship procedural skills curriculum, hopefully there can be future development of formalized curricula.

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Design and evaluation of a blended mental health curriculum for undergraduate medical education in Pakistan

Scholarship of Teaching and Learning in the South ◽

10.36615/sotls.v4i2.111 ◽

2020 ◽

Vol 4 (2) ◽

pp. 100

Author(s):

Aisha Sanober Chachar ◽

Sana Asif Siddiqui ◽

Humera Saeed ◽

Azra Naseem ◽

Ayesha I Mian

Keyword(s):

Mental Health ◽

Medical Education ◽

Blended Learning ◽

Learning Outcomes ◽

Undergraduate Medical Education ◽

Teaching And Learning ◽

Skills Training ◽

Learning System ◽

Health Curriculum ◽

Medical College

There is a significant shortage of qualified psychiatrists and related service providers in Pakistan; this occurs in the backdrop of burgeoning evidence of a high prevalence of mental health disorders in the country. At the Aga Khan University Medical College, Psychiatry has been taught to the undergraduates as a mandatory one-month clinical rotation since 1987. AKU is the only medical college with a formal psychiatry training at the undergraduate level. In 2017, a team of faculty members reassessed the curriculum, teaching methodology and learning outcomes of the psychiatry rotation. As a result, an outcome-based, blended curriculum was devised that integrated virtual and classroom-based learning with patient skills training. The new curriculum has now been in implementation for one year. At the end of the rotation, a questionnaire was administered to determine students’ experience of online learning. WEBLEI was adapted to measure students’ perceptions across four subscales. Data was gathered from learners’ use of the virtual learning system, participation in facilitator-based sessions and the clinical teaching and learning. Students were also asked to compare didactic face-to-face sessions with blended learning. Blended learning scored higher on all measures such as student engagement, critical thinking, student-led learning and alignment of assessment method with learning outcomes. The analysis of this data has informed future directions regarding the design and implementation of a Pakistan-wide mental health program. This study also highlights the challenges of curriculum design and its implications in the broader context of Pakistan. The results add to the existing literature about the experience, challenges and successful outcomes of designing a blended curriculum for Pakistan. Keywords: Blended learning, Integrated curriculum, Mental health, Learning analytics, PakistanHow to cite this article:Chachar, A.S., Siddiqui, S.A., Saeed, H., Naseem, A. & Mian, A.I. 2020. Design and evaluation of a blended mental health curriculum for undergraduate medical education in Pakistan. Scholarship of Teaching and Learning in the South. 4(2): 100-117. https://doi.org/10.36615/sotls.v4i2.111.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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