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 Table of Contents  
CO-EDITORS NOTES
Year : 2016  |  Volume : 29  |  Issue : 3  |  Page : 164-166

Co-Editors' Notes 29:3


1 Co-Editors, Education for Health, University of Illinois, Rockford, USA
2 Univeristy of North Carolina, Chapel Hill, USA

Date of Web Publication11-Apr-2017

Correspondence Address:
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/efh.EfH_44_17


How to cite this article:
Glasser M, Pathman D. Co-Editors' Notes 29:3. Educ Health 2016;29:164-6

How to cite this URL:
Glasser M, Pathman D. Co-Editors' Notes 29:3. Educ Health [serial online] 2016 [cited 2017 Aug 17];29:164-6. Available from: http://www.educationforhealth.net/text.asp?2016/29/3/164/204230

Welcome to the current issue of Education for Health. There are many insights to be gained from this issue in the form of Original Articles, Brief Communications (BCs), Practical Advice, Letters to the Editor, and an Interview. We are also pleased to be publishing papers from across the globe, including Australia, Colombia, India, Israel, the Netherlands, New Zealand, Nigeria, Sweden, the United Arab Emirates (UAE), and the United States.

We start with “Medication Calculation and Administration Workshop and Hurdle Assessment that increases student awareness toward the importance of safe practices to decrease medication errors in the future.” In this paper, Wallace et al. report that medication errors are the second most frequently reported hospital incident in Australia and are a global concern. A “Medication Calculation and Administration” workshop was followed by a “Hurdle” assessment (compulsory task mandating a minimum level of performance as a condition of passing the course). This study evaluated the effectiveness of this educational activity as a long-term strategy to teach medical students essential skills in calculating and administering medications. The researchers conclude that the workshop with a combined formative and summative assessment – the “Hurdle” – promotes long-term retention of essential clinical skills. These skills and an awareness of the problem are strategies to assist medical graduates in preventing future medication-related adverse events.

From Israel, Tadmor et al. contribute “Emotional intelligence: A unique group training in a hematology-oncology unit.” The aim of this study was to assess the impact of a unique special emotional intelligence (EI) interventional process within the framework of an active hematology-oncology unit in a general hospital. Compared to a control group, there were significant increases in EI for the intervention group demonstrating the efficacy of a group education model to impact EI. This model may be replicable with other medical groups, health-care settings, and countries.

From the United States, Bertram et al. also report on EI in “Strong correlations between empathy, emotional intelligence, and personality traits among podiatric medical students: A cross-sectional study.” The researchers posit that a provider's level of EI can further the doctor–patient relationship, stimulating a more personalized and comprehensive manner of treating patients. They conclude that it was evident that there was a strong correlation between empathy, EI, and personality in podiatric medical students. Given the suggested importance and effect of such qualities on patient care, these findings may serve as guidance for possible amendments and curriculum initiatives in the education of health-care professionals more broadly.

In a second study from Australia, “Remote-online case-based learning: A comparison of remote-online and face-to-face, case-based learning-A randomized controlled trial,” Nickson et al. report mixed results from two different approaches to case-based learning. Physiotherapy students in the remote online case-based learning group did not perceive that learning objectives were covered in as much depth compared to the face-to-face group. However, these students recognized that the flexibility provided by online strategy offers new opportunities and would benefit students working at a distance, which could enhance both distance as well as interprofessional education.

Tovar and et al. contribute “Institutionalized Physical Activity Curriculum Benefits of Medical Students in Colombia.” The purpose of this study was to determine the changes in physical fitness and health (Fitnessgram criteria) of a sports medicine and physical activity course implemented for the 3rd year medical students. Five hundred and twenty-four students participated in the study. Results showed that the physical activity course within the medicine curriculum had a positive impact on students' health-related fitness indicators.

Adebayo et al., from Nigeria, contribute “Patients' feelings about the presence of medical students in a new teaching hospital in southwestern Nigeria.” The authors describe their evaluation of how patients feel about the introduction of medical students into a former general hospital transformed to a teaching hospital in Nigeria and assessment of the extent to which patients are willing to involve medical students in the management of their conditions. The study found that patients' disposition to medical student in this new teaching hospital was favorable. However, students were less accepted in certain clinical settings, such as exposing bodies in physical examinations and with invasive procedures. They conclude that there is a need for patient education on their importance as irreplaceable partners in the training of medical students, which will translate to a greater supply of well-trained doctors (in knowledge, ethics, and character) and ultimately better health outcomes for the country.

In “Using forum play to prevent abuse in health care organizations: A qualitative study exploring potentials and limitations for learning,” Bruggemann and Persson, from Sweden, describe the use of forum play, a participatory theater model that has been used among health-care staff to learn about and work against abuse. Based on their analysis, the authors conclude that forum play can be an innovative educational model that creates a space for reflection and learning in health-care practices. Further, forum plan might be especially useful when a sensitive topic, such as abuse in health care, is the target of change.

In “Evaluating the use of Twitter as a tool to increase engagement in medical education,” Duig and et al., from Australia, evaluated whether social media can be successfully used as a pedagogical tool in a program to increase student engagement with staff, peers, and course content. They conclude that research is required to identify effective methods in implementing social media interventions in education and to develop guidelines to promote e-professionalism and use of social media within the field of medical education.

Abulraham et al. in “Specialty preferences and motivating factors: A national survey on medical students from five UAE medical schools” conducted a study to identify and analyze factors influencing specialty preferences among medical students of the UAE. This was a multiyear, multicenter survey of medical student career choice conducted with all five UAE medical schools. Not surprisingly, they found that multiple factors influence specialty choice among medical students in the UAE. They conclude that these factors can be used by health policy-makers, university mentors, and directors of residency training programs to motivate students to choose specialties that are scarce in the UAE and therefore better serve the health-care system and the national community.

We are publishing three BCs. The first is from India where Shewade et al. entitled “Assessment of community-based training of medical undergraduates: Development and validation of a competency-based questionnaire.” This study was designed to develop a tool that uses a competency-based approach to evaluate cognitive behavioral therapy. The authors report on a 58-item questionnaire that can be used for competency assessment in community-based undergraduate medical education. The goal of the instrument is to add to assessment methods and guide experts in a need-based design of curriculum and teaching/training methodology.

The second BC is “Effectiveness of cross-cultural education for medical residents caring for Burmese refugees” from the USA by McHenry et al. Their objective focused on Burmese refugees to determine the effectiveness of a module focused on cross-cultural considerations when caring for these refugees. The researchers found that a brief intervention for residents has the potential to improve knowledge, attitudes, and comfort in caring for Burmese patients, where an intervention focused on cultural considerations in medical care may improve cultural competency when caring for vulnerable patient populations.

The third BC is from India by Kumar et al. “A survey-based study of emotional intelligence as it relates to gender and academic performance of medical students.” In this paper, the researchers assessed EI to explore possible differences between male and female medical students in their EI levels and investigate the correlation between EI of medical students and their academic performance. The study concludes that EI is a necessary component of medical students' skill sets to ensure that they are not only knowledgeable and academically competent in medical school but will also succeed in the future as quality health-care professionals.

In our practical advice column, from the USA, we have “An innovative curriculum connecting underrepresented minority high school students to medical school.” In this paper, the authors point out that racial minorities continue to be underrepresented in medicine and that increasing provider diversity is an essential component of addressing disparity in health delivery and outcomes. The authors make the case that development of outreach pipeline programs that are context specific, culturally relevant, and established in collaboration with community partners has the potential to provide underrepresented students with opportunities and skills early in their formative education to be competitive applicants to college and ultimately to medical school.

Letters from the Editor cover many important topics including: patient-centered care, medical student research, women's empowerment in India, and the Beyond Flexner conference held this past year in Florida, USA.

In this issue, we also present “Creating a longitudinal database in medical education: Perspectives from the pioneers.” In this, Kusurkar and Croiset provide a summary of their interview with Drs. Joseph Gonnella and Mohammadreza Hojat, the leaders of the Jefferson Longitudinal Study of Medical Education, which is the longest running database in medical education and covers the collection and measurement of background, learning, performance, and psychosocial variables before, during, and after medical school. Most importantly, from the interview, it is concluded that by establishing a longitudinal database, medical educators can test and ensure the quality of the doctors; they produce, justify curricular reforms, participate in a continuing inquiry into their educational practices, and produce more generalizable research findings.




 

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