In dental education, professionalism has been viewed as a requirement in order to achieve and maintain competence in the practice of dentistry. The Professionalism Mini-Evaluation Exercise (P-MEX), a 21-item instrument validated in medicine, is often used to measure the following observable professionalism behaviors: doctor-patient relationship, reflective skills, time management skills, and interprofessional relationship skills. Emotional intelligence (EI) is defined as the ability to accurately perceive emotions in oneself and in others in order to improve performance and personal growth. The primary aim of this study was to elucidate for dental education the relationship of professionalism as measured by the P-MEX to EI as measured by the Emotional Quotient Inventory (EQ-i) 2.0, and the secondary aim was to explore relationships between EQ-i 2.0 subscales and the P-MEX. A correlational cohort study was conducted in 2015-16 in which the EQ-i 2.0 was administered to dental students at one U.S. dental school at the end of their second year as they began their clinical education experience. Out of a total class of 66 students, 49 (74%) were chosen to participate through randomized selection in order to have about 12 students per team clinic group. The P-MEX evaluations were collected eight months later in three settings: the comprehensive care clinic, community outreach clinics, and clinical care seminars. The students' EQ-i 2.0 mean scores and P-MEX mean scores resulted in a non-significant correlation. However, the EQ-i 2.0 subscales self-actualization and happiness were significantly correlated with the P-MEX mean scores. These results suggest that there was a relationship between these students' EI and professionalism, which supports the use of both for the evaluation and development of professionalism through a multiple triangulated effort.

Effect of inspiratory muscle strength training on inspiratory motor drive and RREP early peak components.

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Hypothesis: A resident's first lumbar puncture (LP) often occurs in a high-stakes environment where patient management depends on its success. Unfortunately, most junior residents do not achieve the competency level required for this important skill. Simulation with deliberate practice may be an important instructional method to facilitate skill development in trainees, but is often restricted due to human resource limitations. If students could learn equally well from peer teaching (as compared to instructor led teaching) this could enable medical schools an opportunity to increase the pool of instructors and the amount of teaching it can provide. The main objectives of this pilot study were: 1) To determine if students taught LP skills by their peers perform as well on a simulated LP task trainer as students taught by experts; and 2) To determine if teaching peers results in improved performance of the student doing the teaching.Methods: We conducted a block randomized trial comparing three groups of third year medical students' LP skill acquisition at the Montreal Children's Hospital. Students (n=60) were given two 30 minute sessions with the LP task trainer . Group 1 (control group, n=20) was initially taught via deliberate practice by an expert and then had 30 minutes of self-guided practice. Group 2 (student teachers, n=20) were similarly taught by an expert and then had 30 minutes to teach a peer. Group 3 (peer taught, n=20) was taught by group 2 and then given an additional 30 minutes of self-guided practice. All students had an equal amount of time with the task trainer. Assessments of students were conducted 4-6 weeks after training with a previously validated 15-point checklist by an assessor blinded to group allocation. The main outcome measure was the mean score on the 15-point checklist compared using independent sample t-tests. Results:The mean score of students taught by an expert (i.e. group 1) was 11.9 (SD 2.2) and those taught by their peers (i.e. group 3) was 11.7 (SD 2.0); the difference between groups was not statistically significant (p=0.83). Moreover, the mean score of students who taught their peers (i.e. group 2) was 12.9 (SD 1.9); there was no statistically significant difference when compared to group 1 (p=0.13). Conclusion:The students taught by their peers achieved the same degree of competency as students taught by experts. This could potentially provide medical schools with valuable new resources for teaching. We did not observe a benefit to the learner from, 'teaching the skill' to their peers as compared to practicing on their own, though the study may have been underpowered to detect a small difference.Hypothesis: A curvilinear relationship exists between stress and learning, implying that both extremes of high or low stress negatively impacts learning and performance. Stress is a central component of the High-fidelity Human Simulation (HFHS), which is increasingly being used in nursing education as an active learning tool. A degree of stress during participation arises from fa...

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