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EJIHPE
Special Issues
Medical Education: Achievements and Novelties
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Medical Education: Achievements and Novelties

A special issue of European Journal of Investigation in Health, Psychology and Education (ISSN 2254-9625).

Deadline for manuscript submissions: closed (31 May 2023) | Viewed by 6328

Special Issue Editor

Dr. Issam Tanoubi

E-Mail Website
Guest Editor
Faculty of Medicine, Center for Medical Simulation (CAAHC), Department of Anesthesiology and Pain Medicine, University of Montreal, Montreal, QC H3T 1J4, Canada
Interests: medical simulation; medical education; regional anesthesia; airway management; emotional intelligence; debriefing and feedback
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The European Journal of Investigation in Health, Psychology, and Education is producing a Special Issue devoted solely to discovering achievements and novelties in medical education. Medical education has dramatically evolved in recent years in parallel with the evolution of teaching techniques, the availability of scientific information, and the growing importance of soft skills such as communication. This Special Issue aims to encompass innovative educational methods, such as high-fidelity medical simulations and virtual reality. The issue will also focus on assessing communication skills in interprofessional communication or in the context of debriefing and feedback. The journal's first article, “A Critical Analysis of Benzodiazepine Deprescribing Cases”, aimed to deepen our understanding of the deprescribing effort. We used various complementary methods of communication analysis and described several aspects that influence the progress of a discussion about deprescribing. This Special Issue also plans to publish an article highlighting the association between the instructor’s emotional intelligence and the perceived quality of his feedback. Finally, a third assignment identified the most suitable debriefing methods depending on the learner’s expertise. I am honored and excited to be the Guest Editor in charge of this all-new inspiring issue.

Dr. Issam Tanoubi
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. European Journal of Investigation in Health, Psychology and Education is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • medical education
  • simulation
  • teaching techniques
  • communication
  • feedback
  • debriefing

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (3 papers)

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Research

15 pages, 903 KiB  
Article
Attitude of Romanian Medical Students and Doctors toward Business Ethics: Analyzing the Influence of Sex, Age, and Ethics Education
by George-Dumitru Constantin, Crisanta-Alina Mazilescu, Teodora Hoinoiu, Bogdan Hoinoiu, Ruxandra Elena Luca, Loredana-Ileana Viscu, Ioana Giorgiana Pasca and Roxana Oancea
Eur. J. Investig. Health Psychol. Educ. 2023, 13(8), 1452-1466; https://doi.org/10.3390/ejihpe13080106 - 9 Aug 2023
Cited by 1 | Viewed by 1568
Abstract
This study investigated the attitude of Romanian medical students and doctors toward business ethics by measuring the preference for a particular ethical philosophy, namely, the preference for Machiavellianism, moral objectivism, social Darwinism, ethical relativism, and legalism. At the same time, this study aimed [...] Read more.
This study investigated the attitude of Romanian medical students and doctors toward business ethics by measuring the preference for a particular ethical philosophy, namely, the preference for Machiavellianism, moral objectivism, social Darwinism, ethical relativism, and legalism. At the same time, this study aimed to explore the influence of sex, age, and ethics education on the attitude toward business ethics. The data collection was performed using a voluntary self-administered online survey including the Attitudes Toward Business Ethics Questionnaire (ATBEQ) instrument. Our findings show that the values based on which Romanian medical students and doctors make business decisions belong predominantly to the moral objectivism philosophy, which is grounded on rational actions based on a set of objective moral standards. Full article
(This article belongs to the Special Issue Medical Education: Achievements and Novelties)
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10 pages, 870 KiB  
Article
Undergraduate Skills Training in Pandemic Times: Where Is the Future of Medical Education?
by Andrzej Hecker, Sebastian P. Nischwitz, Johanna Petritsch, Judith C. J. Holzer-Geissler, Alexander Draschl, Thomas Wegscheider and David Benjamin Lumenta
Eur. J. Investig. Health Psychol. Educ. 2023, 13(7), 1219-1228; https://doi.org/10.3390/ejihpe13070090 - 7 Jul 2023
Cited by 2 | Viewed by 1565
Abstract
Background: The COVID-19 pandemic forced medical programs to rapidly switch to remote teaching from scratch, impacting hands-on skills training. This study compared the efficacy of a hybrid online format to a regular in-person session for a mandatory surgical skills class. Methods: Third-year undergraduate [...] Read more.
Background: The COVID-19 pandemic forced medical programs to rapidly switch to remote teaching from scratch, impacting hands-on skills training. This study compared the efficacy of a hybrid online format to a regular in-person session for a mandatory surgical skills class. Methods: Third-year undergraduate medical students attending the surgical skills class in the winter semester of 2020/21 at the Medical University of Graz were randomly assigned to either the hybrid or in-person class, depending on their course schedule and government regulations. The hybrid class involved online videos, one-on-one peer tutoring, and an Objective Structured Clinical Examination (OSCE). Pre- and post-class self-assessments were conducted to evaluate their theoretical and practical knowledge of a single interrupted suture. Results: The study included 85 students in the regular in-person class and 50 in the hybrid class. A pre-class assessment revealed higher self-assessments in the hybrid class for theoretical and practical knowledge, but a post-class assessment showed no significant difference. The advantages and disadvantages of both modalities were identified, providing valuable insights for future curriculum development. Conclusions: Both teaching modes were effective for undergraduate surgical skills training. This study recommends implementing positive aspects of both the hybrid and in-person formats while recognizing their respective limitations. Full article
(This article belongs to the Special Issue Medical Education: Achievements and Novelties)
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12 pages, 325 KiB  
Article
Newborn Feeding Knowledge and Attitudes among Medical Students
by Henrique Pereira, Ricardo Campos, Patricia Silva and Madalena Cruz
Eur. J. Investig. Health Psychol. Educ. 2023, 13(3), 556-567; https://doi.org/10.3390/ejihpe13030043 - 5 Mar 2023
Cited by 2 | Viewed by 2391
Abstract
This study sought to assess newborn feeding knowledge and attitudes among medical students. A sample of 649 Portuguese medical students completed an online survey containing a sociodemographic questionnaire, the Newborn Feeding Ability Questionnaire (NFA), and the Iowa Infant Feeding Attitudes Scale (IIFAS). The [...] Read more.
This study sought to assess newborn feeding knowledge and attitudes among medical students. A sample of 649 Portuguese medical students completed an online survey containing a sociodemographic questionnaire, the Newborn Feeding Ability Questionnaire (NFA), and the Iowa Infant Feeding Attitudes Scale (IIFAS). The overall sample showed moderate scores for all variables. Gender analysis identified significant differences only for the dimension related to the benefits of skin-to-skin contact between mother and newborn where women scored higher. Analysis by year of training found that students with more years of training scored higher on all variables of newborn feeding knowledge that were positively correlated and were positive predictors of newborn feeding attitudes. Students with fewer years of training scored higher on work practices interfering with newborn feeding ability, which were negatively correlated and were negative predictors of newborn feeding attitudes. These results demonstrate that medical students with more years of training are the most prepared, however, the moderate results of the sample raise concerns. Our results point to the importance of providing medical students with adequate knowledge in order to influence their attitudes toward newborn feeding and contribute to better working practices for future health professionals. Full article
(This article belongs to the Special Issue Medical Education: Achievements and Novelties)
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