JournalTOCs

Canadian Medical Education Journal
Number of Followers: 12

This is an Open Access Journal

Open Access journal
ISSN (Print) 1923-1202
Published by U of Calgary

[18 journals]

Teaching suicide prevention: a Canadian medical education conundrum
- Authors: Marcel F D'Eon, Mark S Komrad, Jeremy Bannon
  Pages: 1 - 5
  PubDate: 2024-07-13
  DOI: 10.36834/cmej.79624
  Issue No: Vol. 15, No. 3 (2024)
‘What would my peers say'’ Comparing the opinion-based method with the
- Authors: Jamie S Chua, Merel van Diepen, Marjolijn D Trietsch, Friedo W Dekker, Johanna Schönrock-Adema, Jacqueline Bustraan
  Pages: 18 - 25
  Abstract: Background: Although medical courses are frequently evaluated via surveys with Likert scales ranging from “strongly agree” to “strongly disagree,” low response rates limit their utility. In undergraduate medical education, a new method with students predicting what their peers would say, required fewer respondents to obtain similar results. However, this prediction-based method lacks validation for continuing medical education (CME), which typically targets a more heterogeneous group than medical students. Methods: In this study, 597 participants of a large CME course were randomly assigned to either express personal opinions on a five-point Likert scale (opinion-based method; n = 300) or to predict the percentage of their peers choosing each Likert scale option (prediction-based method; n = 297). For each question, we calculated the minimum numbers of respondents needed for stable average results using an iterative algorithm. We compared mean scores and the distribution of scores between both methods. Results: The overall response rate was 47%. The prediction-based method required fewer respondents than the opinion-based method for similar average responses. Mean response scores were similar in both groups for most questions, but prediction-based outcomes resulted in fewer extreme responses (strongly agree/disagree). Conclusions: We validated the prediction-based method in evaluating CME. We also provide practical considerations for applying this method.
  PubDate: 2024-04-22
  DOI: 10.36834/cmej.77580
  Issue No: Vol. 15, No. 3 (2024)
Medical students’ perspectives on a longitudinal wellness curriculum: a
qualitative investigation
- Authors: Camila Velez, Pascale Gendreau, Nathalie Saad
  Pages: 26 - 36
  Abstract: Introduction: There is growing concern about the mental health status of medical students. Medical students are at a higher risk for depression, anxiety, and burnout than non-medical students. The Undergraduate Medical Education (UGME) Office of Medical Learner Affairs at McGill University developed a Longitudinal Wellness Curriculum (LWC) to foment medical students’ well-being, self-care, and adaptability. Methods: We conducted a qualitative descriptive study to explore students’ experiences with the LWC. We conducted three semi-structured focus groups involving a total of 11 medical students. We used thematic framework analysis for data analysis. Results: We found four main themes related to participants’ engagement with the curriculum: 1) diverse perceptions on curriculum relevance and helpfulness; 2) the benefits of experiential sessions, role model speakers, and supportive staff; 3) insights on student-friendly curriculum scheduling; and 4) the importance of wellness education and systemic interventions in medical education. Conclusions: Most participants found the curriculum valuable and supported its integration into the academic curriculum. Experiential and active learning, diverse approaches to wellness, small group sessions, role modeling, and student-centered approaches were preferred methods. Inconvenient curriculum scheduling and skepticism over system-level support were seen as barriers to curriculum engagement and uptake. The findings of our study contribute to the development and implementation of wellness curriculum efforts in medical education.
  PubDate: 2024-05-06
  DOI: 10.36834/cmej.77833
  Issue No: Vol. 15, No. 3 (2024)
Factors associated with substance use among preclinical medical students
in Turkey: a cross-sectional study
- Authors: Mert Karabacak, Ekin Beyza Kose, Zeynep Bahadir, Yagmur Demirel, Elif Busra Mutlu, Zeynep Ozcan, Burak Berksu Ozkara
  Pages: 37 - 44
  Abstract: Introduction: Medical students experience high levels of stress due to their rigorous training, which can negatively affect their mental health. This study aimed to investigate substance use habits of medical students at Istanbul University-Cerrahpaşa and the association on their mental health and demographic factors. Methods: This cross-sectional survey study was conducted in March-April 2022 among preclinical medical students (years 1-3 of a 6-year program). A confidential, anonymous online survey consisting of four sections on sociodemographic and educational characteristics, nicotine use and dependence [Fagerström Test for Nicotine Dependence (FTND)], alcohol use [Alcohol Use Disorders Identification Test (AUDIT)], mental health status [12-item General Health Questionnaire (GHQ-12)], was distributed to 1131 students via WhatsApp and Telegram text messages. Mann-Whitney U and Kruskal Wallis tests compared variables’ distribution in the questionnaire categories. Spearman's correlation assessed associations between scales. Significance was p < 0.05. Results: The study included 190 medical students. A total of 26.3% of the participants were smokers, with 8.4% showing moderate to high levels of nicotine dependence. An estimated 45.8% and 8.4% reported low-risk consumption and risky usage of alcohol, respectively. There were statistically significant associations between substance use and demographic factors such as sex, GPA, and religious belief. The study found a statistically significant correlation between FTND scores and GHQ-12 scores, and, between FTND scores and AUDIT scores. Conclusion: The findings of this study will inform the development of interventions to improve the mental health and academic performance of medical students at Istanbul University-Cerrahpaşa. Furthermore, it will raise awareness about the importance of addressing substance use among medical students in Turkey.
  PubDate: 2024-02-12
  DOI: 10.36834/cmej.77088
  Issue No: Vol. 15, No. 3 (2024)
An evaluation of mindful clinical congruence in medical students after
course-based teaching
- Authors: Tom A Hutchinson, James A Hanley, Stephen Liben, Stuart Lubarsky
  Pages: 45 - 51
  Abstract: Purpose: We questioned whether an intensive experiential core course would change medical students’ intention to practice mindful clinical congruence. Our primary hypothesis was that we would see more of a change in the intention to practice mindful clinical congruence in those who had taken versus not yet taken our course. Methods: From a class of 179 in second year we recruited 57 (32%) students who had been already divided into three groups that completed the course in successive periods. We measured mindful clinical congruence using a questionnaire developed and evaluated for validity. We also measured students’ level of stress to determine if any effects we saw were related to stress reduction. Results: Students who had just completed the course showed a greater intention to practice mindful clinical congruence than students who had not yet started the course. There was an apparent slight increase in perceived stress in those who had completed our course. Conclusions: We can change students’ intention to practice mindfully and congruently, which we believe will prevent a decline in compassion and ethical values in clerkship. The results did not appear to be explained by a decrease in stress in students who completed the course.
  PubDate: 2024-02-14
  DOI: 10.36834/cmej.75802
  Issue No: Vol. 15, No. 3 (2024)
The impact of systematically repairing multiple choice questions with low
discrimination on assessment reliability: an interrupted time series
analysis
- Authors: Janeve Desy, Adrian Harvey, Sarah Weeks, Kevin D Busche, Kerri Martin, Michael Paget, Christopher Naugler, Kevin Mclaughlin
  Pages: 52 - 56
  Abstract: At our centre, we introduced a continuous quality improvement (CQI) initiative during academic year 2018-19 targeting for repair multiple choice question (MCQ) items with discrimination index (D) < 0.1. The purpose of this study was to assess the impact of this initiative on reliability/internal consistency of our assessments. Our participants were medical students during academic years 2015-16 to 2020-21 and our data were summative MCQ assessments during this time. Since the goal was to systematically review and improve summative assessments in our undergraduate program on an ongoing basis, we used interrupted time series analysis to assess the impact on reliability. Between 2015-16 and 2017-18 there was a significant negative trend in the mean alpha coefficient for MCQ exams (regression coefficient -0.027 [-0.008, -0.047], p = 0.024). In the academic year following the introduction of our initiative (2018-19) there was a significant increase in the mean alpha coefficient (regression coefficient 0.113 [0.063, 0.163], p = 0.010) which was then followed by a significant positive post-intervention trend (regression coefficient 0.056 [0.037, 0.075], p = 0.006). In conclusion, our CQI intervention resulted in an immediate and progressive improvement reliability of our MCQ assessments.
  PubDate: 2024-03-12
  DOI: 10.36834/cmej.77596
  Issue No: Vol. 15, No. 3 (2024)
What do we know about Objective Structured Clinical Examination in Sport
and Exercise Medicine' A scoping review
- Authors: Reem El Sherif, Ian Shrier, Pierre-Paul Tellier, Charo Rodriguez
  Pages: 57 - 72
  Abstract: Background and objectives: Despite the importance of the Objective Structured Clinical Examination (OSCE) in Sport and Exercise Medicine, the literature on the topic is fragmented and has been poorly developed. The goal of this review was to map current knowledge about how the OSCE is used in Sport and Exercise Medicine, and to identify knowledge gaps for future research. Method: The authors conducted a scoping review. They searched PubMed and Scopus for articles using key terms related to 'OSCE' and 'sport medicine' with no limit on search start date and up to July 2022. Retrieved records were imported, abstracts were screened, and full-text articles were reviewed. A forward and backward citation tracking was conducted. Data was extracted and a qualitative meta-summary of the studies was conducted. Results: A total of 469 records were screened, and 22 studies were included. The objectives of the studies included using OSCEs to assess knowledge/skills after a training program (n = 11), to assess an intervention (n = 8), and to assess and improve the OSCE itself (n = 3). Thirteen studies reported validity and/or reliability of the OSCE. Conclusion: Despite the widespread use of OSCEs in the examination of Sport and Exercise Medicine trainees, only a handful of scholarly works have been published. More research is needed to support the use of OSCE in Sport and Exercise Medicine for its initial purpose. We highlight avenues for future research such as assessing the need for a deeper exploration of the relationship between candidate characteristics and OSCE scores.
  PubDate: 2024-06-24
  DOI: 10.36834/cmej.77841
  Issue No: Vol. 15, No. 3 (2024)
Medical training to effectively support patients who use substances across
practice settings: a scoping review of recommended competencies
- Authors: Christine Ausman, Dawoud Almatar, Niki Kiepek
  Pages: 73 - 96
  Abstract: Background: The responsibility for addressing the healthcare needs of PWUS is the responsibility of all physicians. Within the healthcare system, research consistently reveals inequitable experiences in healthcare with people who use substances (PWUS) reporting stigmatization, marginalization, and a lack of compassion. Objectives: The aim of this scoping review was to find and describe competencies being taught, developed, and fostered within medical education and then to provide recommendations to improve care for this population of patients. Results: Nineteen articles were included. Recommended knowledge competencies tend to promote understanding neurophysiological changes caused by substances, alongside knowing how to evaluate of ‘risky’ behaviours. Commonly recommended skills relate to the screening and management of substance use disorders. Recommended attitude competencies include identifying personal bias and establishing a patient-centered culture among practice teams. The disease model of addiction informed all papers, with no acknowledgement of potential beneficial or non-problematic experiences of substance use. To enhance knowledge-type competencies, medical education programs are advised to include addiction specialists as educators and prevent stigmatization through the hidden curriculum. Conclusion: To reduce experiences of stigmatization and marginalization among patients who use illicit substances and to improve quality of care, knowledge, skills, and attitudes competencies can be more effectively taught in medical education programs.
  PubDate: 2024-03-12
  DOI: 10.36834/cmej.75973
  Issue No: Vol. 15, No. 3 (2024)
Five ways to get a grip on the personal emotional cost of breaking bad
news
- Authors: Beatrice TB Preti, Michael SS Sanatani
  Pages: 97 - 99
  PubDate: 2024-06-24
  DOI: 10.36834/cmej.78228
  Issue No: Vol. 15, No. 3 (2024)
Eight ways to get a grip on validity as a social imperative
- Authors: Mélanie Marceau, Meredith Young, Frances Gallagher, Christina St-Onge
  Pages: 100 - 103
  Abstract: Validity as a social imperative foregrounds the social consequences of assessment and highlights the importance of building quality into the assessment development and monitoring processes. Validity as a social imperative is informed by current assessment trends such as programmatic-, longitudinal-, and rater-based assessment, and is one of the conceptualizations of validity currently at play in the Health Professions Education (HPE) literature. This Black Ice is intended to help readers to get a grip on how to embed principles of validity as a social imperative in the development and quality monitoring of an assessment. This piece draws on a program of work investigating validity as a social imperative, key HPE literature, and data generated through stakeholder interviews. We describe eight ways to implement validation practices that align with validity as a social imperative.
  PubDate: 2024-06-24
  DOI: 10.36834/cmej.77727
  Issue No: Vol. 15, No. 3 (2024)
Uprooting the CanMEDS flower' Equity, social justice, and the Medical
Expert role
- Authors: Umberin Najeeb, Arno K Kumagai
  Pages: 104 - 106
  PubDate: 2024-06-10
  DOI: 10.36834/cmej.79092
  Issue No: Vol. 15, No. 3 (2024)
Resident and teacher perceptions of the preceptor field note: a
qualitative analysis
- Authors: Milena Markovski, Vyshnave Jeyabalan, Robert Stephens, Lana Kiehn, Jonathan Lockwood, Danyal Saeed, Risa Bordman
  Pages: 113 - 115
  Abstract: Implication Statement Assessment of clinical teachers is a requirement by family medicine residency programs in Canada. This facilitates feedback to teachers and ensures the curriculum is delivered in an efficient and safe way. To protect resident confidentiality, preceptors often receive their teaching evaluations months to years later. Teachers have requested shorter feedback loops, greater numbers, and more frequent assessments to improve their skills. The preceptor field note (PFN) is a tool that allows learners to evaluate teachers during a single encounter providing more frequent and immediate feedback. This study documents teachers’ and residents’ initial impressions of the first iteration of the PFN.
  PubDate: 2024-02-15
  DOI: 10.36834/cmej.77182
  Issue No: Vol. 15, No. 3 (2024)
Walk with a Future Doc program allows Canadian medical students to promote
physical activity and health education in local communities
- Authors: Taylor M Wilson, Olga Theou, Myles W O'Brien
  Pages: 116 - 118
  Abstract: Implication Statement Medical student-led walk and talk programs, such as Walk with a Future Doc (WWAFD), provide a means for the medical community and community at-large to interact in a non-clinical setting. This environment can increase attendance accountability, enhance patient-provider relationships, and allow medical professionals to be leading examples of healthy, active living. We demonstrate the positive interest for this program, rationale of participants for joining, and the feasibility of its setup. As one of the only WWAFD programs in Canada, we encourage other medical schools to implement this program to promote continuity of hands-on, community-engaged learning amongst their students.
  PubDate: 2024-03-04
  DOI: 10.36834/cmej.77055
  Issue No: Vol. 15, No. 3 (2024)
Medical school admissions consulting: more harm than good'
- Authors: Laurie Yang
  Pages: 121 - 122
  PubDate: 2024-02-20
  DOI: 10.36834/cmej.77077
  Issue No: Vol. 15, No. 3 (2024)
Large language models in medical education: new tools for experimentation
and discovery
- Authors: Akshay Rajaram
  Pages: 123 - 124
  PubDate: 2024-04-29
  DOI: 10.36834/cmej.78879
  Issue No: Vol. 15, No. 3 (2024)
Centring equity in medicine: pushback to challenging power
- Authors: Arundhati Dhara, Ritika Goel, Saroo Sharda
  Pages: 125 - 126
  PubDate: 2024-03-25
  DOI: 10.36834/cmej.78848
  Issue No: Vol. 15, No. 3 (2024)
Threads of Life
- Authors: Nicole Graziano
  Pages: 127 - 127
  PubDate: 2024-04-29
  DOI: 10.36834/cmej.79215
  Issue No: Vol. 15, No. 3 (2024)
Sleep deprivation
- Authors: Tarek Zieneldien, Janice Kim
  Pages: 128 - 128
  PubDate: 2024-07-13
  DOI: 10.36834/cmej.79534
  Issue No: Vol. 15, No. 3 (2024)
Educational approaches for social accountability in health professions
training: a scoping review protocol
- Authors: Marco Zaccagnini, Erin Cameron, Roger Strasser, Saleem Razack, Tim Dubé
  Pages: 129 - 131
  PubDate: 2024-04-30
  DOI: 10.36834/cmej.78911
  Issue No: Vol. 15, No. 3 (2024)
International Congress on Academic Medicine: 2024 medical education
abstracts
- Authors: Heather Hickey
  Pages: 132 - 364
  PubDate: 2024-06-04
  DOI: 10.36834/cmej.79446
  Issue No: Vol. 15, No. 3 (2024)

HOME > Browse the 73 Subjects covered by JournalTOCs
Subject	Total Journals