Recent Articles
Forensic medicine requires background medical knowledge and the ability to apply it to legal cases. Medical students have different levels of medical knowledge and are therefore likely to perform differently when learning forensic medicine. However, different medical curricula in Thailand deliver this course at different stages of medical study, mostly in the clinical years, while others are offer it in the preclinical years. This raises questions about the differences in learning effectiveness.
Technological advancements have significantly reshaped healthcare, introducing digital solutions that enhance diagnostics and patient care. Artificial Intelligence (AI) stands out, offering unprecedented capabilities in data analysis, diagnostic support, and personalized medicine. However, effectively integrating AI into healthcare necessitates specialized competencies among professionals, an area still in its infancy in terms of comprehensive literature and formalized training programs
Japan faces a health care delivery challenge due to physician maldistribution, with insufficient physicians practicing in rural areas. This issue impacts health care access in remote areas and affects patient outcomes. Educational interventions targeting students’ career decision-making can potentially address this problem by promoting interest in rural medicine. We hypothesized that community-based problem-based learning (PBL) using real-patient videos could foster students’ understanding of community health care and encourage positive attitudes toward rural health care.
Concept maps are a suitable method for teaching clinical reasoning (CR). For example, in a concept map, findings, tests, differential diagnoses, and treatment options can be documented and connected to each other. When combined with virtual patients, automated feedback can be provided to the students’ concept maps. However, as CR is a non-linear process, feedback concept maps that are created together by several individuals might address this issue and cover perspectives from different health professionals.
Extracorporeal membrane oxygenation (ECMO) is a critical tool in the care of severe cardiorespiratory dysfunction. Simulation training for ECMO has become standard practice.1 Therefore, Keck Medicine of the University of California (USC) holds simulation-training sessions to reinforce and improve providers knowledge.
The increased use of digital data in health research demands interdisciplinary collaborations to address its methodological complexities and challenges. This often entails merging the linear deductive approach of health research with the explorative iterative approach of data science. However, there is a lack of structured teaching courses and guidance on how to effectively and constructively bridge different disciplines and research approaches.
Background/Objective: Mentoring, advising, and coaching play vital roles in supporting resident education and development. However, limited data exists regarding how anesthesiology faculty view these practices. This study explored anesthesiology faculty perspectives on the importance, implementation, and barriers related to these resident support modalities.
Patients in the United States have recently gained federally mandated, free, and ready electronic access to clinicians’ computerized notes in their medical records (“open notes”). This change from longstanding practice can benefit patients in clinically important ways, but studies show some patients feel judged or stigmatized by words or phrases embedded in their records. Therefore, it is imperative that clinicians adopt documentation techniques that help both to empower patients and minimize potential harms.
Teaching severe pelvic trauma poses a significant challenge in orthopedic surgery education due to the necessity of both clinical reasoning and procedural operational skills for mastery. Traditional methods of instruction, including theoretical teaching and mannequin practice, face limitations due to the complexity, the unpredictability of treatment scenarios, the scarcity of typical cases, and the abstract nature of traditional teaching, all of which impede students’ knowledge acquisition.
