Improving Medical Education: A Narrative Review

Joshi, Tilak; Budhathoki, Pravash; Adhikari, Anurag; Poudel, Ayusha; Raut, Sumit; Shrestha, Dhan Bahadur

doi:10.7759/cureus.18773

Cited by 14 publications

(9 citation statements)

References 36 publications

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“…24 Moreover, these core competencies need to be incorporated into all levels of medical training. 25 In parallel, mental and emotional disorders among college students have gradually increased. 26 Therefore, we designed questionnaire for postgraduate supervisors containing ten questions, which addressed the abovementioned six core competencies and resilience in the face of stress.…”

Section: Discussionmentioning

confidence: 99%

The evaluation of online Modified Objective Structured Examination (MOSE) as postgraduate admissions re‐examination: A report from Fujian Medical University, China

Zhang,

Yu,

Wang

et al. 2023

Journal of Dental Education

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ObjectivesThis paper aims to explore the successful implementation of online postgraduate admissions re‐examination in China, specifically focusing on the Modified Objective Structured Examination (MOSE). It introduced the specific practice of the online postgraduate admissions re‐examination in China and investigated the perceptions of applicants, postgraduate supervisors and admissions staffs about the online MOSE re‐examination.MethodsSurveys were administrated 3 years after the implementation of online MOSE postgraduate admissions re‐examination in China. Separate surveys were conducted with applicants, postgraduate supervisors, and admissions staff members to gather their opinions and suggestions regarding the online MOSE re‐examination.ResultsA total of 65 applicants, 43 postgraduate supervisors and seven admissions staff members completed the surveys. Over 80% of the applicants agreed that the online MOSE comprehensively evaluated their medical humanities, communication, medical knowledge, and overall competence. Furthermore, 89.30% of postgraduate supervisors believed that the students recruited through online MOSE were either “not significantly different,” “better,” or “much better” compared to those recruited through on‐site re‐examination. Admissions staff members also expressed a favorable view of online MOSE re‐examination.ConclusionThe online MOSE re‐examination is an effective, convenient, and affirmative evaluation method for postgraduate admissions re‐examination.

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Section: Discussionmentioning

confidence: 99%

The evaluation of online Modified Objective Structured Examination (MOSE) as postgraduate admissions re‐examination: A report from Fujian Medical University, China

Zhang,

Yu,

Wang

et al. 2023

Journal of Dental Education

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“…The goal of communication is to allow for successful exchange of medical information to direct the physician in patient care. Clear and concise communication, providing thorough explanations, and summarizing the next steps are all strategies that help achieve this goal [2,27,29].…”

Section: Discussionmentioning

confidence: 99%

“…Author details 1 Division of Gastroenterology, Hepatology, and Nutrition, Children's Hospital of Philadelphia, Philadelphia, PA, USA. 2…”

Section: Abbreviationsmentioning

confidence: 99%

“…These communication skills include a combination of both verbal and non-verbal skills to help the physician establish and sustain an effective working relationship with the patient. Central to this relationship is the development of trust with the patient and as such, there is an emphasis on interpersonal communication in medical education [1][2][3].…”

Section: Introductionmentioning

confidence: 99%

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Communication skills utilized by physicians in the pediatric outpatient setting

Lee

Lin

2022

BMC Health Serv Res

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Background Effective communication has been shown to increase patient satisfaction. The objective of this study was to describe communication strategies employed by physicians, and determine if physician communication strategies affect caregiver perception of quality or satisfaction with physician communication in a pediatric ambulatory setting. Methods This observational study was conducted at the Children’s Hospital of Philadelphia and consisted of video recordings of visits that were reviewed by research assistants for physician utilized communication strategies. Caregivers completed surveys on their preferred physician communication qualities, perception of communication quality, and satisfaction with communication. Correlation was performed between types of communication strategy and caregiver satisfaction with communication or perceived quality of communication. T-tests were run to see if there was a significant difference in patient perceived communication and satisfaction scores based on the communication strategies utilized during visits. Results There were five universally used communication strategies across the 84 clinic visits recorded, including: eye contact, good posture, speaking concisely, providing thorough explanations, and providing summary of next steps. The average number of communication strategies used was 15.95 (σ = 1.50) with physicians using at least 16 of the 18 communication strategies in 62% of the clinic visits. There was no correlation between the number of communication strategies physicians utilized and either the caregiver perception of communication quality score (CPCQ) or communication satisfaction (CS) score. Caregivers who preferred an authoritative approach but perceived a collaborative approach reported lower average CPCQ and CS scores compared to caregivers who had their communication expectations met. Discussion There are numerous tools designed to help the physician facilitate an effective working relationship with the patient. In our study, the universally used verbal communication strategies are generally recognized as components of an effective communication repertoire. Another part of effective communication is meeting communication expectations with the CS scores suggesting that caregivers felt their communication needs were being met. Dedicating clinical time to understanding this need may help improve the overall clinical experience. Conclusion Physicians utilize many of the suggested communication strategies to help facilitate an effective clinical encounter. Further studies on caregiver communication requirements and meeting caregiver communication expectations are needed.

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“…A study emphasizing professionalism showed clinical groups of students score higher than preclinical students [ 16 ]. The benefits of professionalism are fostering patient adherence and the creation of a healthy working environment [ 17 ]. Previous clinical experience not only improved the fund of knowledge for medical students but also provided professional development.…”

Section: Discussionmentioning

confidence: 99%

Developing Medical Student Competencies, Clinical Skills, and Self-Efficacy With an Emergency Medical Responder Certification Course

Tapasak¹,

McCall²,

Cheung³

et al. 2022

Cureus

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IntroductionPrevious studies have claimed gap year clinical experiences before medical school matriculation increase student self-efficacy and clinical confidence. At the University of Central Florida College of Medicine, 41 first-year medical students participated in a new certification course to become emergency medical responders before beginning their coursework. This study describes the results of a follow-up study that aims to investigate the impact the course had on student competency, self-efficacy, and clinical efficacy and if the course would prepare students similarly to previous clinical experience. MethodsFirst-year medical students completed a 30-question survey consisting of a Likert scale and free-response questions. Questions were based on the Accreditation Council for Graduate Medical Education core competencies: medical knowledge, practice-based learning and improvement, systems-based practice, patient care, professionalism, and interpersonal and communication skills. Questions on the perceived benefit of the emergency medical responder course and previous clinical experiences were also included. Responses were separated based on participation in the emergency medical responder course and prior clinical experience. Two-tail Welch's t-tests were performed on the data to determine significance. ResultsOf 98 responses: 20.4% (20/98) of participants of the emergency medical responder course had previous clinical experience, 21.5% (21/98) of participants of the course had no clinical experience, 26.5% (26/98) did not participate in the course but had previous clinical experience, and 31.6% (31/98) did not participate in the course nor had previous clinical experience. Students with previous clinical experience reported the emergency medical responder course improved both their patient care skills and performance in courses that emphasized patient interviewing and physical exams. Students with clinical experience had significantly higher medical knowledge (p < 0.1) and professionalism (p < 0.1) Likert scores. Eighty-seven percent of students agreed the course had a positive impact on their patient care skills. ConclusionLarger sample size is needed to make stronger conclusions; however, the responses show the emergency medical responder course had a positive subjective impact on students with previous medical experience. Previous clinical experience leads to the most positive subjective reporting of competencies such as medical knowledge and professionalism. Early clinical exposure, such as an emergency medical responder certification course, may improve self-efficacy and patient care skills for medical students with no previous clinical experience.

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Improving Medical Education: A Narrative Review

Cited by 14 publications

References 36 publications

The evaluation of online Modified Objective Structured Examination (MOSE) as postgraduate admissions re‐examination: A report from Fujian Medical University, China

The evaluation of online Modified Objective Structured Examination (MOSE) as postgraduate admissions re‐examination: A report from Fujian Medical University, China

Communication skills utilized by physicians in the pediatric outpatient setting

Developing Medical Student Competencies, Clinical Skills, and Self-Efficacy With an Emergency Medical Responder Certification Course

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