BACKGROUND: Motivational interviewing (MI) is a person-centred approach focused on empowering and motivating individuals for behavioural change. Medical students can utilize MI in patient education to engage with patients\' chronic health ailments and maladaptive behaviours. A current scoping review was conducted to 1) determine the types of MI (conventional, adapted, brief and group MI) education programs in medical schools, delivery modalities and teaching methods used; 2) classify educational outcomes on the basis of Kirkpatrick\'s hierarchy; and 3) determine the key elements of MI education via the FRAMES (feedback, responsibility, advice, menu of options, empathy, self-efficacy) model.
METHODS: This scoping review was conducted via the framework outlined by Arksey and O\'Malley. Two online databases, CINAHL and MEDLINE Complete, were searched to identify MI interventions in medical education. Further articles were selected from bibliography lists and the Google Scholar search engine.
RESULTS: From an initial yield of 2019 articles, 19 articles were included. First, there appears to be a bimodal distribution of most articles published between the two time periods of 2004--2008 and 2019--2023. Second, all the studies included in this review did not use conventional MI but instead utilized a variety of MI adaptation techniques. Third, most studies used face-to-face training in MI, whereas only one study used online delivery. Fourth, most studies have used a variety of interactive experiences to teach MI. Next, all studies reported outcomes at Kirkpatrick\'s Level 2, but only 4 studies reported outcomes at Kirkpatrick\'s Level 3. According to the FRAMES model, all studies (n=19; 100%) reported the elements of responsibility and advice. The element that was reported the least was self-efficacy (n = 12; 63.1%).
CONCLUSIONS: Our findings suggest that motivational interviewing can be taught effectively in medical schools via adaptations to MI and a variety of teaching approaches. However, there is a need for further research investigating standardized MI training across medical schools, the adequate dose for training in MI and the implementation of reflective practices. Future studies may benefit from exploring and better understanding the relationship between MI and self-efficacy in their MI interventions.

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BACKGROUND: Mini Clinical Evaluation Exercise (mini-CEX) is one of the assessment tools in medical education. It includes three steps: overview of clinical situation, observation and feedback.
OBJECTIVE: To evaluate the feasibility of mini-CEX as a formative assessment tool for medical trainees in 5th year of medicine in a teaching intensive care unit (ICU).
METHODS: Single-center qualitative research conducted in ICU during the 2nd semester of the academic year 2022-2023. Seven core clinical skill assessments were done, and the performance was rated on a 9-point scale. An assessment of the method was conducted with both trainees and clinical educators.
RESULTS: We conducted six mini-CEX recorded sessions. All medical students had marks under the average of 4.5. In the first period, the highest mark was obtained for counselling skills (4.5). The best score was obtained for clinical judgement (4) in the second period and for management plan (4) in the third period. Most of medical trainees (11 sur 12) were satisfied with the method and feedback was according to them the most useful step. Ten students agreed fully to introduce this assessment tool in medical educational programs. Two medical educators out of three did not practice this method before. They agreed to include mini-CEX in the program of medical education of the faculty of medicine of Tunis. However, they did not agree to use it as a summative assessment tool.
CONCLUSIONS: Our study demonstrates that we can use the mini-CEX in medical teaching. Both trainees and educators were satisfied with the method.

UNASSIGNED: Physicians and psychologists at psychiatric university hospitals are assigned teaching tasks from the first day of work without necessarily having the prerequisite training in teaching methods. This exploratory survey provides a needs-based analysis for the prospective didactic training of physicians and psychologists at psychiatric hospitals in Germany, Austria and Switzerland.
UNASSIGNED: An online questionnaire was distributed at medical schools via email in German-speaking countries in Europe. All physicians involved in teaching medical students at psychiatry faculties were eligible to participate in the survey. Participants were further requested to recruit eligible participants (snowball sampling). Responses were analyzed descriptively, and differences between groups were calculated using nonparametric Mann-Whitney U tests (p<.05).
UNASSIGNED: Overall, 97 respondents (male=55, female=42; mean age= 40.6) from 19 medical schools completed the survey. The respondents consisted of 43 residents, 39 specialists, 6 chief physicians and 9 psychologists. Of the respondents, 97.6% rated didactic competence as either highly relevant or rather relevant for teaching medical students. The highest overall interest was shown for bedside teaching (mode=4; IQR: 2-4) and error culture (mode=3; IQR: 2-4). Respondents expressed the highest training needs for topics regarding presentation and communication (mode=3; IQR: 2-3). Resident physicians were significantly more interested in bedside teaching (U=362.0, p=0.004) and roleplay (U=425.0; p=0.036) than specialist physicians, who were more interested in examination didactics (U=415.0; p=0.022). Chief physicians displayed significantly deeper interest in group dynamics (U=51; p=0.023) than specialist physicians. In-person training was preferred by a majority of respondents, and 27.4% preferred online/web-based training.
UNASSIGNED: The majority of physicians and psychologists at psychiatric university hospitals considered professional development for faculty to be helpful for teaching medical students. Bedside teaching and error culture management were the most desired teaching topics for training medical teachers. Tailored educational interventions are recommended, with target-oriented priorities for different hierarchical levels.
UNASSIGNED: Ärzt*innen und Psycholog*innen an psychiatrischen Universitätskliniken werden vom ersten Arbeitstag an mit Lehraufgaben konfrontiert, ohne jedoch notwendigerweise die hierzu erforderliche didaktische Ausbildung erhalten zu haben. Diese Pilotstudie liefert eine bedarfsorientierte Untersuchung für die zukünftige didaktische Ausbildung an psychiatrischen Kliniken tätigen Ärzt*nnen und Psycholog*nnen in Deutschland, Österreich und der Schweiz.
UNASSIGNED: Eine Onlineumfrage wurde per E-Mail an die Medizinischen Fakultäten in deutschsprachigen, europäischen Ländern verteilt. Alle an der studentischen Lehre beteiligten Ärzt*innen an psychiatrischen Kliniken waren teilnahmeberechtigt. Die Proband*innen wurden außerdem gebeten, qualifizierte Teilnehmer*innen zu rekrutieren (Schneeballverfahren). Die Rückmeldungen wurden deskriptiv ausgewertet, Gruppenunterschiede wurden mit nonparametrischen Mann-Whitney-U-Tests berechnet (p<.05).
UNASSIGNED: 97 Teilnehmende (männlich=55, weiblich=42; mittleres Alter=40,6 Jahre) von 19 Medizinischen Fakultäten schlossen die Umfrage ab. Diese setzten sich aus 43 Assistenzärzt*innen (AÄ), 39 Fachärzt*innen (FÄ), 6 Chefärzt*innen (CÄ) sowie 9 Psycholog*innen zusammen. 97,6% der Proband*innen empfanden didaktische Kompetenz als relevant, oder sehr relevant für die studentische Lehre. Das größte Interesse bestand an Bedside Teaching (Modus=4; IQA: 2-4) und Fehlerkultur (Modus=3; IQA: 2-4). Der größte Ausbildungsbedarf zeigte sich bei Themen um Präsentation und Kommunikation (Modus=3; IQA: 2-3). Assistenzärzt*innen waren signifikant interessierter an Bedside Teaching (U=362; p=0,004) und Rollenspielen (U=425; p=0,036) als Fachärzt*innen, welche Prüfungsdidaktik als relevanter einstuften (U=415; p=0,022). Chefärzt*innen waren signifikant mehr an Gruppendynamik (U=51; p=0,023) interessiert als Fachärzt*innen. Die Mehrheit der Teilnehmer*innen bevorzugte Präsenzangebote, 27,4% Onlineangebote.
UNASSIGNED: Der Großteil der Ärzt*innen und Psycholog*innen an psychiatrischen Universitätsklinika bewerteten medizindidaktische Fortbildungen als hilfreich für die studentische Lehre. Die meistgewünschten Themen waren hierbei Bedside Teaching und Fehlerkultur. Empfohlen werden zielorientierte, auf die unterschiedlichen Hierarchieebenen speziell zugeschnittene Seminare.

OBJECTIVE: Remote OSCEs (Objective Structured Clinical Examination) are an alternative evaluation method during pandemic periods but they have never been evaluated in orthopedic surgery. We aimed to evaluate whether remote OSCEs would be feasible, and efficient for assessment of undergraduate medical students.
METHODS: A cross-sectional study was performed. Thirty-four students were randomly assigned into 2 equal groups, either the conventional OSCE group or the digital OSCE group. Three types of skills were assessed: technical procedure, clinical examination, and radiographic analysis. Students were graded and they filled in a satisfaction questionnaire for both types of OSCEs.
RESULTS: The mean score, out of 20, was 14.3 ± 2.5 (range 9.3-19) for the digital sessions, versus 14.4 ± 2.3 (range 10-18.6) for conventional sessions (p = 0.81). Bland Altman Plot showed that 88% of students scored within agreement. The average global feedback was different for item repeatability, relevance, and OSCEs preference (p < 0.0001, p = 0.0001, and p < 0.0001 respectively). However, they did not report differences for the item concerning the organization (p = 0.2).
CONCLUSIONS: The results of this comparative study between digital and conventional OSCEs showed comparable distance learning scores between the 2 groups, whatever the skill assessed. However, the student\'s evaluation showed some reticence to conduct again OSCEs remotely.

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This article was migrated. The article was marked as recommended. Videos are increasingly used in medical education. They are effective for teaching difficult-to-grasp concepts that rely heavily on visuospatial processing ability such as anatomy, surgical procedures, and physical exam maneuvers. Common pitfalls of existing videos include lackluster audiovisual quality, poor camera angles, absence of formal teaching as narration, or excessive length. This article serves to assist educators who wish to produce educational clinical encounter videos that maximize student learning. We detail 12 tips focused on improving the quality of clinical educational videos, mitigating cognitive load within a video, and understanding the technicalities of video production. These tips are based on review of existing literature on neurocognitive learning theories and the succeeding Cognitive Theory of Multimedia Learning (CTML), as well as our experience in producing educational videos.

This article was migrated. The article was marked as recommended. Medical students often seek case reports as vehicles for academic writing opportunities, conference presentation avenues, and residency/fellowship application highlights. Here we review a case where, due to unfortunate circumstances, a student made a unique diagnosis central to proper patient clinical care, wished to write up the case subsequently, but was ultimately excluded from the final work stemming from the patient case. We review the pitfalls that occurred in the process of pursuing publication of an interesting case, the educational value of pursuing case reports for students, the necessity for strong mentorship in this process, and general principles that medical students can follow regarding case report creation to avoid being \"burned\".

OBJECTIVE: In this cohort study, we used a sponge simulator to train students in second-degree perineal laceration repair. We examined whether the training course improved the students\' skills, as measured with an objective structured assessment of technical skills (OSATS) and by a senior physician. We also examined the correlation between these ratings to assess the validity of OSATS application in this context.
METHODS: Between April and July 2022, 40 medical students took part in gynecological/obstetrics training that included a lecture about perineal trauma and the viewing of a video that demonstrated second-degree perineal laceration repair using a sponge model. They then underwent initial evaluation by a senior physician and OSATS application, yielding two independent scores. After training with the sponge model, a second evaluation was performed. The OSATS assessed practical skills (8 items) and suture results (2 items). The senior physician assigned ratings on a five-point ordinal scale ranging from 1 (excellent) to 5 (poor).
RESULTS: Training with the sponge simulator significantly increased students\' OSATS (practical skills, p < 0.001; suture results, p < 0.05) and senior physician (p < 0.001) ratings. The OSATS and senior physician ratings correlated strongly (Spearman\'s r: first assessment, - 0.72; second assessment, - 0.74; p < 0.01).
CONCLUSIONS: The sponge-based training improves students\' skills for the repair of a second-degree perineal laceration. The OSATS for the sponge model might be a valid option to examine medical students in an obstetrical course.

With the advancements in technology, medical educators are now able to create and deliver content to students through digital platforms. Electronic content (e-content) development has allowed educators to incorporate multimedia, animations, simulations, and interactive elements which support verbal instruction, such as improved expression and comprehension, into their teaching materials. E-content development is a relatively new field, but it is growing very rapidly. Recent findings have indicated that the e-learning sector will likely experience a huge surge in the upcoming years. The Indian government has launched various initiatives for e-content development in medical education. E-content development has great potential and can be used in various learning scenarios. While it initially gained popularity in higher education, it has since been applied to many other sectors, including healthcare. It allows educators to create highly engaging learning experiences that are accessible by all students. Challenges in e-content development include availability of the internet, creating content that is engaging and relevant to a wide range of learners, and access. Still, it is expected that the use of e-content in medical teaching will continue to increase in the future. The future of e-content development in medical teaching is likely to see continued growth and innovation as technology advances and more educators and learners recognize the benefits of online and digital resources.