Education for Health: Change in Learning and Practice

Graduate healthcare students experience significant stressors during professional training. Mindfulness-Based Stress Reduction (MBSR) is a behavioural intervention designed to teach self-regulatory skills for stress reduction and emotion management. This study examines the impact of MBSR training on students from five healthcare graduate programs in a quasi-experimental trial.A total of 13 students completed the MBSR program and were compared with 15 controls. Both groups answered validated questionnaires measuring anxiety, burnout and empathy at baseline, at conclusion of the course (week 8) and 3 weeks post-course completion (week 11).Significant decrease in anxiety at weeks 8 and 11 compared with baseline (P<0.001 and P<0.01, respectively) was observed using the Burns Anxiety Inventory. Significant increase in empathy at week 8 (P<0.0096) was observed using the Jefferson Scale of Physician Empathy. Week 11 demonstrated a decrease in empathy from baseline (not statistically significant) across all subjects. No significant differences in burnout scores at weeks 8 and 11 were observed between those in the intervention and control groups.These results provide supportive evidence of MBSR as a behavioural intervention to reduce anxiety and increase empathy among graduate healthcare students.

Peter Barbosa

Gaye Raymond

Cheryl Zlotnick

James Wilk

Robert Toomey III

James Mitchell III

Education for Health

Mindfulness-based stress reduction training is associated with greater empathy and reduced anxiety for graduate healthcare students

基于正念的压力减轻训练与研究生医疗保健学生更高的同理心和减少的焦虑相关

Background: Community-Based Medical Education (CBME) offers learning and training for medical students in the community setting. This scoping review aimed to describe the characteristics of the CBME curriculum delivered to medical undergraduates globally and to summarize the reported outcomes and impacts. Material and methods: A scoping review was carried out to address the study objectives, using the five-step methodological framework of H. Arksey and L. O’Malley. Published articles on CBME were retrieved using a systematically prebuilt search strategy applying Boolean operators. These search parameters were: no time limit; articles published other than on the medical profession; review articles; and non-English language articles which were excluded. PRISMA-ScR checklist was followed for reporting. Results: Of the 36 articles selected for scoping review, 17 (47.2%) were published between 2010 and 2020; 13 (36.1%) were from the South-East Asian region; and 18 (50%) were descriptive. Cognitive component on health issues was commonly taught (55.6%), 44.4% had CBME in multiple semesters, taught by the Community Medicine faculty, and each had a family survey as a teaching method. Taught in a rural setting among 83.4% of studies, 27.8% had CBME exposure throughout the course, and 47.2% were posted at primary health care. The most common formative and summative assessments were reflections/feedback, and presentations (19.4% each). Conclusions: The components of CBME curricula vary widely across the globe, shaped by the specific contexts of the universities and countries in which they are implemented. Recognizing and understanding these diverse approaches is essential for designing CBME curricula that are holistic, context-specific, and effectively tailored to meet local needs.

Vinayagamoorthy Venugopal

Amol Dongre

Exploration of global community-based medical education curricula: a scoping review

全球社区医学教育课程探索：范围综述

Introduction: The changes to education settings brought on by the COVID-19 pandemic illustrated many benefits and challenges related to graduate medical education in the virtual setting. It is unknown how the education setting (live vs virtual) affects education conference attendance. Evaluating attendance is the first step toward investigating overall levels of learner engagement. We explored if there was a difference in attendance between the live and virtual settings in an emergency medicine morbidity and mortality (M&amp;M) conference and didactic education sessions. Methods: Attendance data over a three-year period that began before the COVID-19 pandemic and continued through the end of 2022 was analyzed to compare participation in M&amp;M and didactics between live and virtual conference days. Results: Attendance for the initial 90-minute M&amp;M part of the conference day was significantly greater in the virtual setting compared to the live setting (CI: 1.15-1.26), with a 21% increase in attendance. There was no significant difference in attendance between the live and virtual setting once lectures transitioned to the 3-hour didactic portion of the emergency medicine conference (p=0.135). Conclusion: The findings of this single center study were that attendance was similar in the live and virtual education settings as part of a structured emergency medicine didactic training curriculum. This is the foundational step in evaluating overall engagement between the two distinct learning environments and supports further investigation of the relative effectiveness of educational activities in these settings. The integration of virtual M&amp;M education may allow more attendings and residents to attend those specific educational sessions.

Spencer Tomberg

William Dewispelaere

Adane Wogu

Nannan Wang

Attendance at live vs virtual didactic sessions in a U.S. emergency medicine residency

美国急诊医学住院医师实习中现场与虚拟教学课程的出席情况

Background: Work-based learning (WBL) is experiential learning that supplements traditional classroom instruction with learning in a real-world setting. In-plant training is a key component of WBL in technical and vocational education. This study explores the experiences of final-year pharmacy students during their in-plant training and assesses its role in developing essential skills and enhancing career opportunities. Methods: Qualitative case study methods were employed to examine the experiences of 15 final-year pharmacy students. We used semi-structured interviews for data collection purposes. Results: Four positive central themes emerged from the analysis: WBL offered exposure to real-world work environments, skill enhancement, improvement in interpersonal abilities, and the benefits of collaborative learning. Conclusion: The study was conducted only at a single institution in Lalitpur, Nepal. In-plant training assisted students in consolidating professional skills and knowledge, strengthening self-reflection and actualization, developing confidence and competence in practice, and improving employability skills.

Harish Singh Thapa

Suresh Gautam

P Ravi Shankar

Bhuvan Saud

Rakesh Shrestha

Pharmacy students' work-based learning experiences during in-plant training: a qualitative case study in Nepal

尼泊尔药学学生在工厂实习期间基于工作的学习体验：一项定性案例研究

Background: Promoting teamwork outcomes remains an important mandate for interprofessional education (IPE). While IPE has grown exponentially in contemporary health sciences education, theoretical application within IPE has been identified as an enduring gap in the field over the past few decades. Purpose: This paper reports on the theoretical implications of a study which explored first year health sciences students’ perceptions and experiences of teamwork within an interprofessional course. Originating in the field of social psychology, contact theory has been cited as a useful framework for curriculum design for IPE. Thus, the purpose of this paper is to contribute to the theoretical evidence base for IPE from the perspective of social psychology. Method: Framed in an exploratory qualitative design, focus group discussion was the primary method of data production. Data were analyzed deductively with reference to contact theory; and inductively using thematic analysis. Discussion: The study findings highlighted two of contact theory’s conditions for positive intergroup contact: ‘equal status’ in relation to professional hierarchies; and ‘institutional support’ in relation to academic politics were both meaningful in the context of this study. Conclusion: This study’s findings indicate potential for further research of contact theory’s optimal conditions in IPE contexts, with the proviso that students’ emerging professional identification must be made salient.

Adibah Hendricks

Firdouza Waggie

Teamwork among first year health sciences students in an interprofessional course: a contact theory perspective.

首届健康科学学生在跨专业课程中的团队合作：接触理论视角。

Background: The COVID-19 pandemic and the increased emphasis on recognizing and dismantling systemic racism provided an opportunity to use the human dignity framework for a small-group workshop during the 2020 and 2021 UNM School of Medicine orientation. The objective was to see if this framework effectively taught students about Social Determinants of Health (SDOH) and caring for vulnerable populations, locally and globally. Methods: In a small-group setting, we introduced the concept of human dignity and then applied this through two case studies. We surveyed students following the session. Results: Post-session evaluations reflect increased students’ self-reported understanding of social determinants, exposure disparities that may affect one’s risk of contracting COVID-19, and their confidence that students and clinicians can significantly impact addressing SDOH for vulnerable populations. The course was also influential in helping students feel comfortable with their peers and served as a welcome to the medical school. Discussion: The human dignity framework effectively taught students about the social determinants of health and caring for vulnerable populations. This moved us away from politicized realms and into a constructive learning environment useful for medical education and global health education far beyond the pandemic.

Anthony Fleg

Jamal Martin

Amy Clithero

Human dignity: a framework to understand and respond to COVID’s disproportionate effect on vulnerable populations

人类尊严：理解并应对新冠疫情对弱势群体不成比例影响的框架

Abbreviation	Educ Health
Journal Impact	0.82
Quartiles(Global)	EDUCATION, SCIENTIFIC DISCIPLINES(Q3)

ISSN	1357-6283, 1469-5804
h-index	40

Publication Information	Publisher: Wolters Kluwer Medknow Publications，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1997，Proportion of original research papers: 90.00%，Self Citation Rate:0.00%， Gold OA Rate: 25.53%

Education for Health: Change in Learning and Practice

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Share Submission Experience

Mindfulness-based stress reduction training is associated with greater empathy and reduced anxiety for graduate healthcare students

Exploration of global community-based medical education curricula: a scoping review

Attendance at live vs virtual didactic sessions in a U.S. emergency medicine residency

Pharmacy students' work-based learning experiences during in-plant training: a qualitative case study in Nepal

Teamwork among first year health sciences students in an interprofessional course: a contact theory perspective.

Exploration of global community-based medical education curricula: a scoping review

Attendance at live vs virtual didactic sessions in a U.S. emergency medicine residency

Pharmacy students' work-based learning experiences during in-plant training: a qualitative case study in Nepal

Teamwork among first year health sciences students in an interprofessional course: a contact theory perspective.

Human dignity: a framework to understand and respond to COVID’s disproportionate effect on vulnerable populations