Scale to measure medical, nursing and midwifery students' engagement in an e-learning histology course / Escala para medir la participación de estudiantes de medicina, enfermería y obstetricia en un curso de histología e-learning

SUMMARY: E-learning courses become increasingly important and relevant in medicine and health sciences over the last decade. However, there are few teaching experiences of e-learning histology courses published in the literature worldwide. Moreover, most of these studies focus on the didactic aspects of the course without exploring student participation. The study presented below aimed to validate a scale to measure student participation in an e-learning histology course. We provide evidence of validity of the instrument based on its internal structure for use with medical, nursing, and midwifery students. The participants in this study were a group of 426 Chilean medical, nursing and midwifery students from a public university who completed the questionnaire in two consecutive semesters (2020-2021). Data from the first group of students were used to perform an exploratory factor analysis (EFA), while data from the second group of participants were used to perform a confirmatory factor analysis (CFA). The three factors identified according to the CFA were: "Habits of online," "Motivation for online learning," and "Interaction of online". After eliminating one of the initial items of the instrument, the scale showed acceptable psychometric properties suggesting that it is a useful instrument to measure students' perception of their participation in e-learning histology courses. The factors identified through the validation of the instrument provide relevant information for teachers and curriculum developers to create and implement different ways of encouraging student participation in e- learning histology courses to support online learning.

Los cursos e-learning han tomado mayor importancia y relevancia durante la ultima década en carreras de medicina y ciencias de la salud. No obstante, existen escasas experiencias docentes de cursos de histologia e-learning publicadas en la literatura mundial. Además, la mayoría de estos estudios se centran en los aspectos didácticos del curso sin explorar la participación de los estudiantes. El estudio que presentamos a continuación tuvo por objetivo validar una escala para medir la participación de los estudiantes en un curso de histología e-learning. Aportamos evidencia de validez del instrumento basada en su estructura interna para su uso con estudiantes de medicina, enfermería y obstetricia. Los participantes de este estudio fueron un grupo de 426 estudiantes chilenos de medicina, enfermería y obstetricia de una universidad pública quienes completaron el cuestionario en dos semestres consecutivos (año 2020-2021). Los datos del primer grupo de estudiantes se utilizaron para realizar un análisis factorial exploratorio (AFE), mientras que los datos del segundo grupo de participantes se utilizaron para realizar un análisis factorial confirmatorio (AFC). Los tres factores identificados según el AFC fueron: "Hábitos de los estudiantes en línea", "Motivación por el aprendizaje en línea", "Interacción de los estudiantes en línea". Luego de la eliminación de uno de los ítems iniciales del instrumento, la escala mostró propiedades psicométricas aceptables sugiriendo que es un instrumento útil para medir la percepción de los estudiantes sobre su participación en cursos de histología en formato e-learning. Los factores identificados mediante la validación del instrumento entregan información relevante para que los profesores y curriculistas desarrollen e implementen diferentes formas de estimular la participación de los estudiantes en cursos de histología e- learning y así apoyar el aprendizaje en formato online.

10. The 2022 Revision of the Model Core Curriculum for Medical Education in Japan for Healthcare Professionals and Global Trends in Health Professions Education / 医学教育

Globally, there are currently three major competency models for healthcare professions education: CanMEDS 2015 in Canada, Accreditation Council for Graduate Medical Education Six-Competency model in the United States, and Tomorrow's Doctors in the United Kingdom. An investigation by the Revision Committee for the Japanese National Model Core Curriculum revealed that these competency models had been utilized in seven countries. In each country investigated for revision, medical schools were allowed to implement these major competency models flexibly. Although each university has a high degree of freedom in curriculum design and educational delivery, each country is regulated by a quality assurance system that requires accreditation by the World Federation for Medical Education (WFME) and other organizations. The 2022 Revision of the Japanese National Model Core Curriculum has also been translated into English and released to the global audience in the field.

Consolidating medical education in Sudan during war

Providing quality medical education in Sudan faces challenges due to armed conflicts. This short communication explores practical solutions for ensuring the continuity of medical education during the conflict in the Sudanese context. Methods: A comprehensive literature review covered relevant articles published from 1915 to 2023. Four major databases (PubMed, Scopus, Web of Science, and Google Scholar) were searched using keywords related to medical education, war, armed conflict, and affected countries. Data synthesis identified common themes, challenges, and trends and suggested solutions for medical education in conflict zones. Case studies from Ukraine, Liberia, and Iraq were included for a comprehensive understanding. Results: Collaborative alliances among medical schools facilitate resource sharing and support. Engaging the Sudanese diaspora through virtual collaborations, mentorship programs, and faculty exchanges enhance educational experiences. Stable regions as educational hubs ensure uninterrupted academic progress for students from conflict-affected areas. Online and remote education, including asynchronous learning and social media platforms, overcome access barriers and fosters knowledge sharing. Ambulatory teaching provides practical experience and adaptability. Prioritizing faculty well-being and professional development through training and support is crucial. Emphasizing resilience and adaptability in student education prepare them for healthcare delivery in resource-limited settings. Research and innovation contribute to evidence-based strategies. International collaboration and support offer opportunities for knowledge exchange and infrastructure improvement. Conclusion: Implementing collaborative strategies and innovative approaches helps Sudanese medical schools overcome challenges during armed conflicts and maintain quality medical education. These solutions empower students and faculty, enhance resilience, and contribute to improving healthcare systems in post-war Sudan.

2. How can We Establish Mindfulness Education for Future Healthcare Professions? / 医学教育

Mindfulness can be defined as awareness of physical and psychological processes in a nonjudgmental way. The purpose of adapting the ideas of mindfulness in health professions education is twofold. First, mindfulness education can develop stress management skills and self-care ability. Consequently, it can promote personal and professional identity formation. Second, mindfulness education can urge future healthcare professionals to improve the quality of patient care. Thus, this article will present practical reports from three medical schools that introduced mindfulness education for developing stress management skills and improving patient care and then discuss how universities can establish mindfulness education for future healthcare professions.

"MEDC's Learning Space" - A Step-by-step Learning Program at Gifu University to Help Leaders Grow / 医学教育

Over the past 20 years, the Center for Medical Education Development Center, Gifu University has been working on training medical educators across the country. The Center offers a wide variety of programs to meet participants’ various needs and levels, targeting medical educators and administrative staff in various fields such as dentistry, pharmacy, nursing, physical therapy, and occupational therapy. This paper introduces the “Medical Education Starter Kit,” “Fellowship Program,” and “Master’s Course of Health Professions Education” among the programs. The objectives, target participants, and features of each program are outlined, including future prospects.

Designing a Program for Learning Health Professions Education / 医学教育

This paper outlines the essentials that each organizer of Faculty and Staff Development (FSD) programs in Health Professions Education should focus on when designing a program. The essentials are as follows: the reasons for studying at FDS, the place of practice, content, participants, peers, location, methods, timing, and evidence of learning. These will also help FSD participants think about their perspectives when they choose to participate in the program. It is hoped that more people will get involved in Health Professions Education to increase their knowledge and spice up their daily teaching practice. It is also hoped that those who complete the course will become Faculty Developers in their own areas and professions, revitalizing health professions education and cooperatively increasing the presence of Japanese Health Professions Education.

Student learning needs during the pandemic

@#COVID-19 has disrupted daily living globally due to increased deaths and lockdowns that heavily affected 156 million learners as of July 2021. Over 28 million Filipino students had their classes cancelled for more than 41 weeks; hence, educational institutions have endeavored to continue teaching via alternative learning modes with remote learning as the most feasible. However, literature has mixed views of online education, citing positive and negative factors affecting learning. Thus, the objective of the article is to synthesize existing literature on the potential factors influencing student learning during the COVID-19 pandemic. Curricular design should take note of both physical and human factors. Physical factors include internet access and EdTech, while human factors include instructor's characteristics, curricular design, and student characteristics, attitudes, and psychosocial needs. Various steps such as ensuring internet access, training teachers, and characterizing students, alongside continuous feedback and timely preparation, are recommended to properly execute remote learning in emergencies.

A Proposal for Educational Curriculum on Conflicts of Interest from Undergraduate through Postgraduate and Continuing Health Professions Education / 医学教育

To ensure public trust in health professions, it is imperative for health professionals to understand the concept of conflict of interest (COI) in health professions education and manage it appropriately. However, there are not enough formal curricula on COI in health professions education in Japan. We propose an educational curriculum on COI in health professions education which focuses on relationship between physicians and for-profit corporations. We hope that this proposed curriculum stimulates educational activities on the ground while taking context into account. We also hope the proposed curriculum leads to the formal incorporation of COI in health professions education and educational policies nationwide.

Curriculum to Learn Social Determinants of Health at Mie University Faculty of Medicine / 医学教育

Health disparity is an emerging issue in our society. It occurs in connection with an aging population, uneven distribution of health sectors or the collapse of medical care systems in rural communities. Accordingly, future health professionals should learn more about social determinants of health (SDH). Mie University Faculty of Medicine has conducted international health electives in Asian and African countries and education about community-based health profession all over the Mie prefecture. Moreover, a lecture entitled “Global Health and Community Medicine” was launched based on the concept that both topics share common aspects of SDH.　In this article, I will report educational programs at Mie University, that provide medical students with opportunities to learn SDH.

Transnational collaboration for faculty development in health professions education in Mongolia / 한국의학교육

PURPOSE: The Mongolian National University of Medical Sciences is the only national university in Mongolia and has produced more than 90% of health professionals in the country. Experts from Mongolia and Korea embarked on a collaborative effort to develop educational programs for faculty development based on the personal and professional needs of faculty members. This study aimed to evaluate the outcomes of those educational programs to determine whether this transnational collaboration was successful. METHODS: A needs assessment survey was conducted among 325 faculty members. Based on the results of this survey, the joint expert team developed educational programs on seven core topics: clinical teaching, curriculum development, e-learning, item writing, medical research, organizational culture, and resident selection. Surveys evaluating the satisfaction and the attitudes of the participants were conducted for each program. RESULTS: Throughout the 17-day program, 16 experts from Korea and 14 faculty members from Mongolia participated as instructors, and a total of 309 participants attended the program. The average satisfaction score was 7.15 out of 8.0, and the attitudes of the participants towards relevant competencies significantly improved after each educational program. CONCLUSION: The faculty development programs that were developed and implemented as part of this transnational collaboration between Mongolia and Korea are expected to contribute to the further improvement of health professions education in Mongolia. Future studies are needed to evaluate the long-term outcomes of these educational programs.

Ambiente educacional / Educational environment

O ambiente educacional pode ser definido como um conjunto de elementos que circunda o educando,que nele deve necessariamente se inserir e que o inclui, quando vivencia os processos de ensino e aprendizado. Existem evidências variadas de que o ambiente educacional encontrado pelos educando tem impacto no seu rendimento acadêmico, bem como na sua satisfação com o processo educativo e dão boa medida da sua importância e justificam o seu estudo, no sentido de melhor conhece-lo e poder aperfeiçoa-lo. Os componentes do ambiente educacional são de natureza material, relacionados aos aspectos fisiológicos do educando e de caráter afetivo, relacionados às suas necessidades e respostas emocionais. O ambiente educacional é determinado por fatores ligados à instituição e, em especial, ao professor, que se caracteriza como o principal elemento na sua manutenção e aprimoramento. Uma variedade de instrumentos tem sido descritos para a avaliação do ambiente educacional, que deve ter o sentido de obter informações sobre este importante determinante do aprendizado e do desenvolvimento do estudante. Estas informações podem subsidiar a tomada de medidas visando o aperfeiçoamento do ambiente educacional, o que resulta em aumento da qualidade dos processos educativos.

The educational environment is composed by a number of factors that influence learning and affect academic performance and student satisfaction. The components of the educational environment are related to student physiological needs and emotional responses. The educational environment is determined by the school and the teacher, but student also plays a role in its maintenance and improvement. A variety of instruments have been described for the evaluation of the educational environment, which could be understood as a process of collecting data that should inform decision making processes aiming at improving educational environment. This will result in increased quality of student learning and development.

Princípios básicos de desenho curricular para cursos das profissões da saúde / Basic principles to curriculum design on health professions education (HPE)

Nesta revisão são discutidos os aspectos conceituais e princípios básicos para a construção de currículos para os cursos de graduação das profissões da saúde. Serão abordados alguns modelos, fundamentos e passos essenciais para a construção de currículos, em paralelo ao contexto das Diretrizes Curriculares Nacionais. No planejamento e na organização dos currículos, é destacada a relevância do comprometimento do professor, aluno e equipe; do emprego de estratégias apropriadas no processo de ensino-aprendizagem e dos instrumentos de avaliação que possam contribuir para a revisão e melhorias do currículo proposto.

In this review we present the concepts and the basic principles for curriculum design in health professions education (HPE), and present some curriculum design models as well as the essential steps for those who are facing this challenge. All the discussion brings the perspective of National Curriculum Guidelines for HPE in Brazil. It is highlighted the importance of the stakeholders’ engagement in this process and the correct use of appropriate strategies of teaching-learning, students’ assessment tools that can contribute to the implementation/review and improvement of curriculum in HPE courses.

Aprendizagem baseada em equipes: da teoria à prática / Team-based learning: from theory to practice

Professores que desejam utilizar a aprendizagem baseada em equipes (ABE) do inglês team-based learning (TBL) precisam compreender os princípios fundamentais envolvidos na aplicação desta estratégia educacional e a seqüência de eventos necessária para sua implantação efetiva. O objetivo deste artigo é auxiliar o leitor na compreensão do potencial desta estratégia educacional, incluindo sua capacidade de promover a aprendizagem significativa. Existem quatro princípios fundamentais para o uso eficaz do TBL, que serão descritos, assim como o passo-a-passo para quem deseja organizar um curso inteiro ou algumas atividades (aulas), utilizando a aprendizagem baseada em equipes. Ao final, apresentamos os principais atrativos e os desafios para aqueles que desejam incorporar o TBL à sua prática de ensino/aprendizagem.

Those faculty who want to use Team-based learning in their classes need to understand the basic principles behind this educational strategy and the required steps that should be followed to achieve an effective implementation. The aim of this article is offer a comprehensive view on TBL’s potential as an educational tool, including the expected outcome of students’ meaningful learning and developmental teamwork. The four principles and a step-by-step process to design and deliver a TBL will be described in details, if one wants to use it for a whole discipline or only for isolated insertions within a course. At the end, it will be expected that the reader understand the main strengthens and weaknesses and could able to do an informed decision making about incorporating TBL or not in their teaching practices.

Avaliação do estudante: aspectos gerais / Student assessment: general aspects

A avaliação do estudante nas profissões da saúde desempenha um papel importante na sua formação. Avaliar significa obter informações que vão ajudar nas tomada de decisões. Assim, é necessário que o planejamento e a execução da avaliação considerem as suas múltiplas finalidades, entre as quais merece destaque a de reforçar o aprendizado (avaliação formativa). O foco da avaliação do estudante deve se concentrar não somente no conhecimento adquirido (habilidades cognitivas), mas também nos domínios psicomotor e afetivo. O planejamento de uma avaliação eficaz no cumprimento de suas funções, leva em conta os objetivos educacionais específicos de cada etapa da formação, de acordo com perfil final desejado de habilidades e competências. A escolha dos métodos deve se pautar no que se deseja avaliar e também nas finalidades da avaliação, considerando validade, fidedignidade, viabilidade, aceitabilidade,impacto educacional e efeito catalítico, como atributos indispensáveis a uma boa avaliação. No cenário atual brasileiro das profissões da saúde ainda prevalece o foco exclusivo na avaliação cognitiva, privilegiando a função somativa, em detrimento da formativa, referenciada por disciplinas e desconsiderando os aspectos afetivos e psicomotores de relevância à sua formação geral. A transformação deste cenário demanda considerar e privilegiar as perspectivas do estudante e capacitar os professores para a avaliação integrativa e transformadora, o que constitui atribuição das escolas, dos sistemas de saúde e dos órgãos reguladores da educação e das profissões.

Student assessment plays a central role in health professions education. Assessing means to obtain information that will assist decision-making. It is therefore important that assessment planning and execution take into account its multiple functions, including reinforcing learning (formative assessment). Student assessment should focus not only on knowledge learning but also on the acquisition of psychomotor and affective skills, as well as documenting student progress and development. Assessment planning should be oriented by learning objectives previously defined for each educational step, according to desired outcomes in terms of skills and competences. The choice of methods for assessment should beguided by “what” is intended to be assessed, and also by “why” the assessment is being carried out. Characteristics of methods that determine a good assessment include validity, reliability, feasibility, acceptability,educational impact and catalytic effect. In the current Brazilian educational scenario concerning the health professions education assessments are focused predominantly on cognitive aspects aiming at pass/fail decision-making (summative assessment), with some disregard for considering skills and attitudes and for formative assessment. Transforming and improving assessment procedures involve considering student needs and standpoints and fostering faculty development, which is the responsibility of different stakeholders, such as schools, health systems and regulatory bodies.

Staff and faculty development in the coming decades: / 医学教育

　Modern medical education stresses the importance of staff／faculty development and its evaluation. The Medical Education Development Center of Gifu University has been accredited by the Ministry of Education, Culture, Sports, Science and Technology as a National Collaboration Center and has held Seminar and Workshop on medical education 50 times over 14 years towards achieving the mission of staff／faculty development in Japan. Through the analysis of the characteristics of participants and the topics of the workshops and seminars held by the Medical Education Development Center, the history and future of staff／faculty development were examined. The key points suggested to predict the direction of staff／faculty development in the education of health professionals were: acquisition of comprehensive teaching competence, various learning strategies, the importance of work place and practicality, collaborative learning beyond boundaries, scholarly discussion to integrate international and domestic evidence, continuing professional development, and evaluation based on learning stage.

Master of Health Professions Education at Maastricht University, Netherlands / 医学教育

1) Master of Health Professions Education at Maastricht University is the growing master program which aims at providing health professions educationalist as an opinion Leader.2)Problem Based Learning and a distant learning is the remarkable characteristics they challenges to practice.3) Graduates of this master program are expected to possess abilities to develop educational activities and its research for health professionals.