text stringlengths 228 13.1k | conversation_id int64 77.4k 898k | embedding sequence | cluster int64 68 68 |
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Please summerize the given abstract to a title
Crisis as a chance. A digital training of social competencies with simulated persons at the Medical Faculty of RWTH Aachen, due to the lack of attendance teaching in the SARS-Cov-2 pandemic
Objective: The AIXTRA Competence Center for Training and Patient Safety at RWTH Aachen University has developed a concept to enable learning of communication skills with simulated persons (SP) digitally. Methodology: Existing SP cases in curricular teaching were checked for digital applicability and modified. Digital seminars with the methodology of simulated conversations with SP, for planned 690 students for the courses "history taking", 6th semester, conversations in psychiatry, 8th semester, and in the clinical competence course, 10th semester, were conducted via video conferencing software. The structure is similar to SP-seminars in classroom teaching with a case presentation, a doctor/patient dialogue and a feedback session. In the 6th and 10th semester, the seminars were evaluated anonymously by the students using an online questionnaire. SP were asked by e-mail for their assessment. The lecturers were asked about their experience with the digital seminars by means of qualitative interviews. Results: The survey of students with 92 completed questionnaires indicates a high level of acceptance. Digital teaching with SP was rated "very good" by 63% of the students and "good" by 37% as an overall mark for the course. The digital implementation is well practicable, the retention and accessibility of all learning goals is rated as given. Conclusion: Digital teaching with SP can be well realized with appropriate preparation. Specific aspects of digital implementation (e.g. role and data protection) must be taken into account. The differentiated evaluation of the surveys will bring further results and deductive questions.
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... | 68 |
Please summerize the given abstract to a title
Overcoming the Impact of COVID-19 on Surgical Mentorship: A Scoping Review of Long-distance Mentorship in Surgery
BACKGROUND: Mentorship in the surgical field has been increasingly recognized as a crucial component of career success. Distance mentorship models may be utilized to overcome geographic limitations, increase mentorship access, and strengthen mentoring relationships in surgery. OBJECTIVE: This review aimed to identify the scope of literature on distance mentoring in surgery, the range of its application, its effectiveness, and any gaps in the literature that should be addressed in order to enhance mentorship in the surgical field. DESIGN: A comprehensive PubMed review was performed in January 2021 on distance mentorship of students, trainees, and surgeons in the surgical field. Reviews, replies, and non-English articles were excluded. Data was extracted regarding publication year, author's country, specialty, subjects, aim of mentorship model, and efficacy. RESULTS: 134 total studies met inclusion and exclusion criteria. Most studies were published in 2020, written by authors in the United States, from general surgery, and featured an expert surgeon paired with a more junior fully trained surgeon. In all, 93.3% of studies utilized distance mentorship to enhance surgical skill through telementoring and only 4.5% were focused on mentorship to enhance careers through professional development. The remaining studies utilized distance mentorship models to increase surgical research (0.7%) and clinical knowledge (1.5%). CONCLUSION: The results of this review suggest successful implementation of distance mentoring in surgery through telementoring, but a lack of professionally aimed distance mentorship programs. Amidst COVID-19, distance mentorship is particularly important because of decreased face-to-face opportunity. Future studies in the surgical field should investigate distance mentoring as a means of increasing mentorship for professional development.
| 77,502 | [
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Please summerize the given abstract to a title
Transitioning from In Person to Online Human Anatomy: Student Perspectives from the COVID-19 Pandemic.
INTRODUCTION & OBJECTIVE In March 2020, medical schools around the country had to quickly transition from in person cadaveric anatomy curricula to an online distance learning format due to the COVID-19 pandemic. This posed a challenge for students who had acclimated to learning anatomy inside the laboratory for the majority of their first year of medical school. The purpose of this study was to assess student perceptions of the abrupt transition from in person anatomy dissections and practical exams to an exclusively online format. MATERIALS AND METHODS An anonymous survey was distributed to medical students from the Class of 2023 at the Medical College of Georgia at Augusta University (n=191) in February 2021. The survey assessed student perceptions of the impact of COVID-19 shutdowns on their medical education. In total, 45 responses were recorded, and survey data was analyzed using SPSS software. Nonparametric methods were used due to the ordinal nature of the Likert scale responses. A Wilcoxon signed rank test was performed. In addition, focus groups were conducted with 11 medical students who had completed the survey. RESULTS A majority of respondents (82.55%) stated that their learning and understanding of anatomy was worse after cancellation of in person anatomy lab dissections. In contrast, understanding of didactic lecture material was split, with 37.5% stating that online lectures had no impact on their learning and understanding of the material, 31.25% stating understanding was worse, and 25% stating it was better following transition to online-only lectures. The results from the Wilcoxon signed rank test of Likert scale responses indicated that students perceived impact of cancelling in person anatomy lab as significantly worse compared to the impact of cancelling in person lectures (p<0.001). Focus group responses echoed this theme, with the loss of 3-dimensional visual and tactile learning in laboratory cited most frequently by participants as a challenge with the transition to online anatomy. CONCLUSION Medical student respondents in the class of 2023 perceived online anatomy as inferior to in person laboratory sessions after the COVID-19 shut-down in March 2020. The transition from in person to online anatomy was more impactful on student understanding of material than the transition from in person to online didactic lectures. Of note, the students surveyed had completed the majority of their anatomy curriculum in person prior to the transition online. SIGNIFICANCE/IMPLICATION The medical school shutdowns that occurred in March 2020 due to the COVID-19 pandemic highlighted the importance of in person interaction with cadaveric specimens in anatomy education, especially in the context of how students were initially exposed to content. When possible, consideration should be given to learning approaches that students are familiar with and how changes to the curriculum will impact them.
| 77,516 | [
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Please summerize the given abstract to a title
The Economic Cost of Burnout in Veterinary Medicine
The purpose of this study is to estimate the economic cost of burnout in the veterinary profession and highlight the financial reasons why the industry should address the burnout crisis from an organizational perspective. Using data from 5,786 associate veterinarians in private practice, information was obtained using employment information related to compensation, work hours, hour preferences, and job turnover. Burnout was measured using the Professional Quality of Life Scale and used to calculate conditional probabilities on turnover and reduced working hours due to burnout. Lost revenue from each outcome (turnover and reduced working hours) was then used to calculate the economic costs to the veterinary services industry. The attributable cost of burnout of veterinarians to the US industry is between $1 and 2 billion annually in lost revenue, though there is a large amount of uncertainty. The cost is dependent on whether veterinary technicians are included in the analysis. The highest economic cost per veterinarian is among food animal practitioners, while the lowest is among equine. This study demonstrates that there are significant economic costs due to burnout among veterinarians and veterinary technicians. We suggest pursuing organizational interventions as these have shown the most impact in decreasing burnout and increasing satisfaction among human health physicians.
| 77,666 | [
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Please summerize the given abstract to a title
Insights From Veterinary Disciplinary Actions in California 2017–2019
There is increasing concern within the veterinary medical community (veterinarians and veterinary students) that disgruntled clients are unfairly leveraging various legal tools against veterinarians. Clinical veterinarians and veterinary students should be aware of the most common types of problems arising within the clinic and how they can lead to formal consumer complaints. The study describes and categorizes with greater detail the types of violations or “causes for discipline” that occur, as well as specific sanctions imposed on veterinarians formally disciplined for standard of care-related violations between 2017 and 2019, for California. In addition, the study calculated the frequency of disciplinary actions and their basic summary statistics regarding the temporal aspect of how lawsuits typically unfold. Using public documents from California, the study describes the analysis and trends for the purpose of providing contextual evidence to inform and guide potential veterinary educational interventions. Although specific to California, this study can serve as a template methodology for comparisons to other states.
| 77,668 | [
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Please summerize the given abstract to a title
Twitter and Instagram Use in the Urology Residency Application Process
OBJECTIVE: To define urology applicant attitudes and usage trends of social media (SM) during the 2021 urology match cycle. METHODS: We emailed an anonymous, de-identified 22-question, multiple choice survey to all applicants to our institution for the 2021 Urology Residency Match. We asked participants about use of SM and which aspects they found useful in the application process. Univariate descriptive analyses were conducted based on survey responses. Chi-square analyses were performed to define significant differences in use of social media and resultant match outcomes. RESULTS: Of the 528 students who registered for the 2021 AUA Match, 398 received our survey (75%), and 144 responded (27% of applicants nationwide). Of survey participants, 49% made a new account on Twitter while 30% had a preexisting account. Most participants (71%) had a preexisting Instagram account, while only 3% made a new account. Most participants agreed Twitter was used as a source to gather information about programs (84%) and learn about events (89%). Participants found SM most helpful for announcing event dates (71%) and highlighting resident social life (59%). Applicants did not match more highly on their rank lists if they used Twitter (Pâ¯=â¯.427) or Instagram (Pâ¯=â¯.166) and were not more likely to get more interviews if they used Twitter (Pâ¯=â¯.246) or Instagram (Pâ¯=â¯.114) CONCLUSION: Applicants found Twitter to be an important source of information through the virtual interview process. Despite the use of SM by most applicants, published content did not impact rank list decisions nor did SM engagement predict match outcomes.
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Please summerize the given abstract to a title
A dry lab for medical engineers?
INTRODUCTION We describe a teaching and training method with objective evaluation to improve medical engineering students' knowledge and analysis skills about Minimally Invasive Surgery (MIS) instrumentation and techniques through hands-on experience. Training has been scheduled during a three-month course. METHODS Twenty medical engineering students were trained to perform three times on a pelvic trainer a sequence of standardized drills connected with the selected MIS techniques, in order to improve their dexterity. The time required to perform each dexterity drill was recorded in seconds.Then, the participants were divided into groups and asked to write an essay about an instrument they chose, analyzing and criticizing the instrument itself. RESULTS All the trainees showed steady improvement in skill acquisition on the laparoscopic simulator and discussed their essays, making proposals in order to improve the instrument they tested. CONCLUSION Significant improvement in performance with increasing skillness has been measured; during the course and during their discussion the participants showed deep knowledge of the instrument, ability to analyze and criticize it and ability to make improvement proposals.Dry lab experience for medical engineering students is useful for teaching and improving analysis and management of laparoscopic devices, allowing identification of problems and developing better devices.
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Please summerize the given abstract to a title
Dr.supER: Intubation and ventilator troubleshooting VR simulation
This paper presents Virtual Reality 3D interaction and simulation techniques in the context of the 2021 3DUI contest of the IEEE VR conference In our implementation, by taking into consideration the current COVID-19 pandemic situation, we developed a VR gamified simulation regarding the intubation and ventilator troubleshooting procedures, taking place in an Emergency Room (E R ) In this paper, we present the design and development of the overall experience, aiming to train the end-user on these actions to enhance their possibilities of achieving optimal performance under stressful situations By gamifying the above education system, we also expect to empathize the layman regarding the daily challenges that the medical staff is experiencing in an Intensive Care Unit © 2021 IEEE
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Please summerize the given abstract to a title
Long experience with a web-based, interactive, conversational virtual patient case simulation for medical students' evaluation: comparison with oral examination
Virtual patients (VP) have been advocated as reliable tools for teaching and evaluating clinical skills and competence. We have developed an internet-based, OSCE-like, conversational VP system designed both for training and assessment of medical students. The system, that encompasses complete patient management from H&P to diagnostic procedures and treatment, has now been used regularly during the clerkship of internal medicine. The present article describes the system and compares assessments undertaken with the VP-system over the last five years, to traditional bed-side oral exams. All students practiced on their own exercise VP cases, while preparing for the final exam. A total of 586 students were evaluated simultaneously with both assessment modalities. The αCronbach of the VP exam averaged 0.86. No correlation was found between the grades obtained in the two exams, indicating that the VP exam evaluated different parameters than those assessed by the examiners in the oral examinations. We conclude that a VP system can be utilized as a valid and reliable examination tool. It is also most useful for independent training by students during their ward-based learning, as well as when not studying in classes, wards or clinics, when social distancing is required.
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Please summerize the given abstract to a title
Dissecting the Contemporary Clerkship: Theory‐based Educational Trial of Videos Versus Lectures in Medical Student Education
BACKGROUND: Despite increasing use of the flipped classroom (FC) technique in undergraduate medical education, the benefit in learning outcomes over lectures is inconsistent. Best practices in preclass video design principles are rarely used, and it is unclear if videos can replace lectures in contemporary medical education. METHODS: We conducted a prospective quasi‐experimental controlled educational study comparing theory‐based videos to traditional lectures in a medical student curriculum. Medical students enrolled in an emergency medicine clerkship were randomly assigned to either a lecture group (LG) or a video group (VG). The slide content was identical, and the videos aligned with cognitive load theory‐based multimedia design principles. Students underwent baseline (pretest), week 1 (posttest), and end‐of‐rotation (retention) written knowledge tests and an observed structured clinical examination (OSCE) assessment. We compared scores between both groups and surveyed student attitudes and satisfaction with respect to the two learning methods. RESULTS: There were 104 students who participated in OSCE assessments (49 LG, 55 VG) and 101 students who participated in knowledge tests (48 LG, 53 VG). The difference in OSCE scores was statistically significant 1.29 (95% confidence interval = 0.23 to 2.35, t(102) = 2.43, p = 0.017), but the actual score difference was small from an educational standpoint (12.61 for LG, 11.32 for VG). All three knowledge test scores for both groups were not significantly different. CONCLUSIONS: Videos based on cognitive load theory produced similar results and could replace traditional lectures for medical students. Educators contemplating a FC approach should devote their valuable classroom time to active learning methods.
| 78,174 | [
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Please summerize the given abstract to a title
COVID-19 and its effect on Instagram adoption by #OBGYN residency programs
OBJECTIVES: Instagram (IG) is becoming one of the larger resource tools within medicine. Since the onset of the COVID-19 pandemic, it is becoming important for programs to improve virtual presence and outreach. We evaluated the adoption of IG by OB/GYN residency programs in the United States and aimed to see if highly ranked programs had higher utilization rates. METHODS: IG presence and engagement metrics were extracted for all ACGME accredited OB/GYN programs. Doximity residency navigator tool was used to obtain nationwide program rankings, and statistical analysis was performed to prove any significant correlation. Mann-Whitney U test, Cochran-Armitage test and Analysis of variance were used for analysis. IRB exemption was obtained. RESULTS: Seventy percent of programs (202/287) have IG presence, with the majority creating presence after the COVID pandemic began (115/202;57%). Seventy-two percent (83/115) of these programs created their IG account once virtual interviews were announced. The top 25% of programs, as ranked on Doximity, have a higher number of posts, followers and likes when compared to the rest of the programs. CONCLUSIONS: The COVID-19 pandemic has led to increased adoption of IG by residency programs. Highly ranked and reputed programs have higher rates of activity, popularity, and engagement on IG.
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