Medical education
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Despite their important roles as future doctors in tobacco cessation counselling, the high prevalence of tobacco use among medical students may hinder them from advocating tobacco control policies and providing cessation counselling. Promoting this role among medical students is especially important in low- and middle-income countries with high burdens of tobacco use but limited resources for cessation programmes. This study examined the associations between medical students' tobacco use and their attitudes towards tobacco control policies and the roles of health professionals in the provision of tobacco cessation advice. ⋯ Medical schools may benefit from a thorough re-evaluation of the scope of tobacco cessation training in their curricula in order to support students in smoking cessation and to shape their attitudes towards tobacco control. Targeting medical students who are current tobacco users in tobacco control efforts may be beneficial, given the cost-effectiveness of providing cessation advice.
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Virtual patients (VPs) are online representations of clinical cases used in medical education. Widely adopted, they are well placed to teach clinical reasoning skills. International technology standards mean VPs can be created, shared and repurposed between institutions. A systematic review has highlighted the lack of evidence to support which of the numerous VP designs may be effective, and why. We set out to research the influence of VP design on medical undergraduates. ⋯ This is the first grounded theory study to explore VP design. This original research has produced a model which enhances understanding of how and why the delivery and design of VPs influence learning. The model may be of practical use to authors, institutions and researchers.
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Feedback from multiple-choice question (MCQ) assessments is typically limited to a percentage correct score, from which estimates of student competence are inferred. The students' confidence in their answers and the potential impact of incorrect answers on clinical care are seldom recorded. Our purpose was to evaluate student confidence in incorrect responses and to establish how confidence was influenced by the potential clinical impact of answers, question type and gender. ⋯ Recording student confidence was helpful in identifying uninformed versus misinformed responses, which may allow for targeted remediation strategies. Making errors of calibration (confidence and accuracy) more visible may be relevant in feedback for professional development.