Journal of Advances in Medical Education & Professionalism
Volume:8 Issue: 1, Jan 2020

Students observe role models and learn from themin a variety of educational settings. Although it is known thatrole models impact the professional and character developmentof students, some clinical teachers are poor role models. Weconducted a review to summarize the evidence that could helpclinical teachers promote their role modeling. We performed a review search using specific keywords(curriculum, role model*, faculty development, teach*, program*and education) through electronic databases (PubMed, EMBASE,and ERIC). We obtained 320 qualitative and quantitative studies.Having removed the duplicate references, we read 244 titles andexcluded irrelevant ones. Eighty-two articles were retained andthe abstract of each was read. Finally, 20 articles were included. According to the results of our review, three majorthemes were identified: 1) features of a good role modelcomposed of teaching, clinical, and personal-interpersonal skills,2) self-improvement of role modeling, and 3) faculty developmentprograms. Role models have a profound effect on the attitudesand behaviors of medical students. It is important for clinicalteachers to make an intentional effort to articulate what aspectsthey are modeling. This study can help the faculty members tobe an effective role model. Also, the findings of this review couldform the foundation of a faculty development program in order tofoster role modeling in clinical settings.

The present study aimed to determine the validityand usefulness of scales and training programs for clinical staff toevaluate nerve signs as an initial response to stroke. We developeda stroke workshop, using the analysis, design, development,implementation, and evaluation (ADDIE) model method based oninstructional systems design theory. The workshop aimed to improve the basic first aidskills of clinical staff for stroke. The participants (n=46) wererandomly assigned to conventional Cincinnati Pre-hospital StrokeScale (CPSS) or modified CPSS groups (simple randomization).Short-term case simulation was conducted immediately after thetraining as well as 6 months later to evaluate the nurses’ skills.We conducted evaluations, using an instructional frameworkthroughout the ADDIE process. We used the Kirkpatrick modelto evaluate the educational effect of up to level 3 in this study.The Wilcoxon signed-rank test was used to analyze differencesbetween the pre-test and post-test groups. The evaluation of the new clinical staff stroke emergencytraining program, either using the conventional CPSS or themodified CPSS, showed that the participants were highly satisfiedand exhibited improved knowledge and skills (conventional CPSS:3.05±0.73 vs 3.64±0.59, P=0.012 and modified CPSS: 2.95±0.97 vs3.61±0.49, P=0.111, before training vs after training, respectively).On the other hand, it was difficult for the participants to evaluateneurologic conditions using the modified CPSS compared withthe conventional CPSS. These results demonstrated that stroke care trainingis effective in reaction, learning, and behavior. The modifiedCPSS could be useful as with the conventional CPSS. In future,evaluation of neurological conditions should be improved.

Peer-assisted learning has been shown to be aneffective teaching and learning method. However, this techniquehas not been proven in Thai medical school. We aimed to comparethe effectiveness of peer-assisted learning and self-study ininterpreting an electrocardiogram in Thai medical students. This is a prospective, randomized controlled trial,conducted in Chonburi teaching hospital, a community hospitalaffiliated with Chulalongkorn University. All medical studentsfrom the fourth and fifth years, a total of eighty students, wererandomly assigned to two groups of peer-assisted learning(PAL) and self-study (SS) via stratified randomization doneby computer-generated randomization. The two groups werematched for sex and grade point average. In the PAL group,teaching was performed by the fourth and fifth year medicalstudents. We conducted five weekly study sessions. Differenttopics of electrocardiogram interpretation were assigned to tutorsfor teaching. SS group would separately study the same topic ontheir own. Constructed response questions were used to assessthe students at the beginning as a pre-test and after a five-weeksession as a post-test. Online self-assessment was delivered tostudents one month after the study. Mean pre-test and post-test score was put into theanalysis and compared across groups using t-test. No significantdifference in pre-test score was observed between the two groupsin the same academic year. There was a significant differencebetween the mean post-test score between the fourth year PALand SS groups. Also, the mean difference score in the fourth yearPAL group was higher than the fourth year SS group. However, inthe fifth year group, there was no significant difference betweenthe PAL and SS groups in the mean post-test score and meandifference score. In conclusion, peer-assisted learning is an interestingmethod to improve understanding and interpreting skills of basicECG better than self-study in the early clinical year medicalstudents.

The multiple mini-interview (MMI) model can beuseful to evaluate non-cognitive domains and guide the selectionprocess in medical residency programs. The aim of this study wasto evaluate the reliability and acceptability of the MMI model forthe selection of residents in a cardiology residency program. We conducted an observational and prospectivestudy. It was performed in a tertiary-care center specialized incardiology and included candidates for the cardiology residencyprogram in March 2018. Ten stations were developed to evaluatedifferent non-cognitive domains. Reliability was evaluated by thegeneralizability G coefficient. Candidates and interviewers weresurveyed to evaluate the acceptability of the MMI model. Nine faculty members were trained and 22 candidateswere evaluated. The G study showed a relative G coefficientbetween 0.56 and 0.73, according to the design. 91% of thecandidates stated that they preferred MMI over other types ofinterviews as a selection method for admission to the residencyprogram, and all the interviewers considered they had enoughtime to evaluate the candidates and their strengths as futureresidents. The MMI is a reliable model to evaluate candidatesfor a residency program in cardiology with high acceptabilityamong residents and observers.

Capability is built upon knowledge and wisdom,and scientific progress and development is associated withwealth production, national and international authority, andindependence. To promote scientific development, as a prerequisiteto the country’s progress in other areas, there is a need for strategicplanning and creating scientific capacities. Today’s world is facinga rapid growth and development in science and technology, anduniversities and higher education centers have an important rolein the society’s development and progress in the areas of humanresources training, science and technology production, andsolving different problems. Considering the Iran’s health scientificroad map and communication of innovation and reform plans, andsince universities are required to identify the areas of authority,this study was conducted to determine the challenges of scientificauthority promotion and proper courses of action. In this study, content analysis was used as a qualitativeresearch method. The triangulation method was applied for datacollection. Purposive sampling was done to select the participantsfor focused group discussion and data collection continued untildata saturation was achieved. The participants were 19 highereducation experts and MOHME policymakers. The ATLAS.tisoftware version 5.2 was used for analysis of data. The results of the analysis of transcripts obtained fromFGD with higher education experts and MOHME policymakersshowed 4 themes, 10 categories and 43 sub-categories. The resultingthemes included: “Experienced perceptions of scientific authority”,“Requirements of scientific authority”, “Challenges of scientificauthority”, and “Strategies for promoting scientific authority”. Universities and governmental sectors do notrepresent all the capacities, and there are much more capacitiesthat can be exploited with participation of different sectorsand institutions, especially inter-sectoral and inter-universitycollaborations. Many advances in new sciences have occurredin interdisciplinary majors, and these collaborations help to takesolid steps towards scientific authority.

This study aimed to explore the challenges ofprofessional identity formation at clinical education environmentsfrom the faculty members’ viewpoints.

This is a qualitative study. The population consistedof clinical faculty members of Tehran University of MedicalSciences. In this study, 39 faculty members participated inan in-depth semi-structured interview. To analyze the data,conventional content analysis approach was used. Open codingwas extracted from the participants’ statements that representedtheir experiences. Then, based on their similarities, the codeswere classified. Subcategories were emerged and after arranging,they were classified into categories based on their relationships.

Instability of professional commitment, patientcenterednessas the missing loop care and treatment, andinappropriate conductive context were explored as the challengesof professional identity in clinical educational environment.

According to the results of the study, the formationof professional identity among the providers is not an easy taskbecause many factors affect the formation of professional identity.Therefore, a comprehensive shift towards forming the professionalidentity at individual and organizational level should be planned.

Angola has about 28 million inhabitants andapproximately 0.21 physicians/1,000 population. There is onlyone specialist in some medical fields in the whole country whilethere is not even one specialist in some other fields. The objectiveof this study is to investigate the significance of the CooperationProgram for Foreign Doctors (Brazil) and its impact on theprovision of specialized medical care in Angola, showing theevolution of the different specialties as well as the emergence ofsome specialties in Angola.

A retrospective study was performed, identifying theAngolan doctors trained in Brazil by the Cooperation Programfor Foreign Doctors. The number and specialty of the trainedphysicians were obtained from the database of the program, andthe number of doctors in each specialty in Angola was obtainedby consulting the registry of doctors of the various specialistcolleges in Angola.

From February 2011 to March 2019, 111 physicians weretrained in 32 specialties; there was a greater increase of 50% ormore in 6 specialties, with emphasis on geriatrics, haematology,nuclear medicine, surgical oncology and sleep medicine that hadno specialists.

The lack of specialist doctors is a very commonproblem in low-income countries; on the other hand, highincomecountries are already beginning to limit training in somespecialties due to lack of labour market. The Angolan cooperationmodel could be adopted by several countries to promote aqualitative overall growth in health care.