OBJECTIVE: This study was conducted to assess the need for clinical forensic medicine (CFM) training (hands-on and bedside) in medical undergraduate students and to determine the utility of skill-based teaching methodology in CFM.
METHODS: A cross-sectional study was carried out in the Government Medical College, where we used the mixed model approach (qualitative and quantitative component) to access the approach of three groups containing 50 participants each from (1) resident doctors/interns, (2) faculty, (3) casualty medical officers, toward skill-based teaching of CFM. A structured pretested questionnaire was administered to all study participants. The questionnaire was based on their perception regarding the legal problems faced during clinical practice and their attitude toward the need for CFM. It was followed by a focus group discussion (FGD) arranged separately for each group of 10 participants. Each FGD session lasts for 40 minutes with a moderator and recorder.
RESULTS: Present MBBS (Bachelor of Medicine & Bachelor of Surgery) curriculum teaches CFM very early is strongly agreed by 20 (40%) of the faculty, four (8%) of interns, and three (6%) of medical officers. 40 (80%) of interns, 43 (86%) of medical officers, and 40 (80%) of faculty necessitate hands-on training in CFM in the MBBS curriculum. Forensic medicine specialists should handle clinical medico-legal cases (MLCs), as agreed by 50 (100%) faculty, 46 (98%) interns, and 47 (94%) medical officers.
CONCLUSIONS: Hands-on training in CFM is needed for a better practical approach for doctors toward handling MLCs. Hands-on training should be introduced in the second-year MBBS curriculum, and their clinical aspects should be taught simultaneously with clinical subjects till the internship.

BACKGROUND: International medical graduates (IMGs) account for 41% of the UK doctor\'s workforce but often work in isolated roles, receive minimal constructive feedback regarding their work and offered limited opportunities for career progression. We conducted a survey researching the views of IMGs or doctors from ethnic minority backgrounds on the support given to them.
METHODS: A survey was carried out on physician demographics, grade and date of first NHS appointment, familiarity and support offered in NHS, induction and study leave, Professional and Linguistic Assessments Board exams and General Medical Council (GMC) referrals. It was drafted via surveymonkey.co.uk platform and circulated via relevant closed medical groups.
RESULTS: A total of 173 IMGs and 16 British trained doctors (controls) took the survey. In the IMGs first job, there was no dedicated supervisor, mentor, induction, shadowing period and study leave for 56%, 86%, 52%, 59% and 52%, respectively. Suggestions given for improvements included teaching sessions, mentors, work orientation, supernumerary period and paid induction by 80%, 78%, 76%, 61% and 41% respectively. While 59% of participants knew of another IMG referred to the GMC, the primary reasons given were lack of knowledge of NHS, bias, communication difficulties and cultural differences.
CONCLUSIONS: This paper reflects the views of doctors regarding the support given to IMGs during their first NHS appointment and subsequent jobs in the NHS. IMGs require a focused and detailed induction, mentorship, educational and clinical supervision throughout their transition to the NHS.

Introduction Outcome-Based Education (OBE) is an education model for students that assist the teachers to outline the cause and evaluation with goals in mind to achieve results such as Program Outcome (PO) and Course Outcome (CO) which forms the basis for evaluating student performance. Materials and methods This study was conducted with the participants to discuss the hardships faced while implementing Competency-Based Medical Education (CBME). Need-gap analysis based on CBME guidelines was performed. Detailed discussion was done with department faculty to plan. Results Internal and final evaluations were done for all the students. When compared with conventional didactic lectures remarkable improvement in academic results of the students were noted which were statistically significant with p value less than 0.001. Conclusion CBME is not just adding capabilities but also achieving and strengthening these capabilities with a proper educational approach and efficacious evaluation methods.

BACKGROUND: Among doctors in the United Kingdom, there is growing sentiment regarding delaying specialist training, emigrating to practice medicine abroad, or leaving the profession altogether. This trend may have substantial implications for the future of the profession in the United Kingdom. The extent to which this sentiment is also present in the medical student population is not well understood.
OBJECTIVE: Our primary outcome is to determine current medical students\' career intentions after graduation and upon completing the foundation program and to establish the motivations behind these intentions. Secondary outcomes include determining which, if any, demographic factors alter the propensity to pursue different career paths available to a medical graduate, determining which specialties medical students plan on pursuing, and understanding current views on the prospect of working in the National Health Service (NHS).
METHODS: The Ascertaining the Career Intentions of Medical Students (AIMS) study is a national, multi-institution, and cross-sectional study in which all medical students at all medical schools in the United Kingdom are eligible to participate. It was administered via a novel, mixed methods, and web-based questionnaire and disseminated through a collaborative network of approximately 200 students recruited for this purpose. Both quantitative and thematic analyses will be performed.
RESULTS: The study was launched nationally on January 16, 2023. Data collection was closed on March 27, 2023, and data analysis has commenced. The results are expected to be available later in the year.
CONCLUSIONS: Doctors\' career satisfaction within the NHS is a well-researched topic; however, there is a shortage of high-powered studies that are able to offer insight into medical students\' outlook on their future careers. It is anticipated that the results of this study will bring clarity to this issue. Identified areas of improvement in medical training or within the NHS could be targeted to improve doctors\' working conditions and help retain medical graduates. Results may also aid future workforce-planning efforts.
UNASSIGNED: DERR1-10.2196/45992.

OBJECTIVE: A doctor\'s professional behavior and clinical competency reflect a range of personal and interpersonal qualities, attributes, commitments, and values. This study aimed to identify the most influential factor of medical competence regarding patient management ability.
METHODS: We used an analytic observational design with a cross-sectional approach, and gathered the perceptions of medical school graduates of Bandung Islamic University via an online questionnaire scored on a Likert scale. Two hundred and six medical graduates who graduated at least 3 years prior to survey were included in the study. The factors evaluated included humanism, cognitive competence, clinical skill competence, professional behavior, patient management ability, and interpersonal skill. IBM AMOS ver. 26.0 (IBM Corp., Armonk, USA) was used for structural equation modelling of the six variables latent and 35 indicator variables.
RESULTS: We found that graduates have highly positive perceptions of the humanism (95.67%). Followed by interpersonal skills (91.26%), patient management (89.53%), professional behavior (88.47%), and cognitive competence (87.12%). They rated clinical skill competence the lowest (81.7%). Regarding factors that contribute to patient management ability, the aspects of humanism, interpersonal skill, and professional behavior were found to significantly affect patient management ability (p-value=0.035, 0.00, and 0.00, respectively) with a critical rate of 2.11, 4.31, and 4.26 consecutively.
CONCLUSIONS: Humanism and interpersonal skill are two important factors that medical graduates assessed very positively. According to surveyed medical graduates, their expectations of the institution were met regarding humanism. However, there is a need to strengthen medical students\' clinical skills and improve their cognitive abilities through educational programs.

OBJECTIVE: The purpose of this scoping review was to outline the extent of available literature including the prevalence of video quality appraisal tools, characterize how online videos were used, and identify the gaps in the literature with implications for future research.
METHODS: The review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for scoping reviews (PRISMA-ScR). Six databases were searched: (1) MEDLINE (Ovid), (2) EMBASE, (3) Cochrane, (4) ERIC, (5) CINAHL PLUS, and (6) Google Scholar for Medical Subject Headings terms online videos, postgraduate health education, and health professional/s.
RESULTS: A total of 6948 articles were identified, of which 78 were included in the review. The articles included were primarily either experimental or observational studies, with most being from North America. Twelve concepts were identified: (1) procedural skills teaching; (2) video assessment; (3) validation of an assessment tool; (4) video feedback; (5) coaching; (6) broadcasting; (7) learner characteristics; (8) video characteristics; (9) video quality; (10) a quality assessment tool; (11) platforms and video library; and (12) health information governance.
CONCLUSIONS: While there is a diverse and growing body of literature on this area, information is lacking about the quality appraisal of online videos.

BACKGROUND: We aim to create a holistic competency-based assessment system to measure competency evolution over time - one of the first such systems in China.
METHODS: Two rounds of self-reported surveys were fielded among the graduates from the Shantou University Medical College: June through December 2017, and May through August 2018. Responses from three cohorts of graduates specializing in clinical medicine - new graduates, resident physicians, and senior physicians - were analyzed. Gaps between respondents\' expected and existing levels of competencies were examined using a modified service quality model, SERVQUAL.
RESULTS: A total of 605 questionnaires were collected in 2017 for the construction of competency indicators and a 5-level proficiency rating scale, and 407 in 2018, for confirmatory factor and competency gap analysis. Reliability coefficients of all competency indicators (36) were greater than 0.9. Three competency domains were identified through exploratory factor analysis: knowledge (K), skills (S), and attitude (A). The confirmatory factor analysis confirmed the fit of the scale (CMIN/DF < 4; CFI > 0.9; IFI > 0.9; RMSEA ≤ 0.08). Within the cohorts of resident and senior physicians, the largest competency gap was seen in the domain of knowledge (K): -1.84 and -1.41, respectively. Among new graduates, the largest gap was found in the domain of skills (S) (-1.92), with the gap in knowledge (-1.91) trailing closely behind.
CONCLUSIONS: A competency-based assessment system is proposed to evaluate clinician\'s competency development in three domains: knowledge (K), skills (S), and attitude (A). The system consists of 36 competency indicators, a rating scale of 5 proficiency levels, and a gap analysis to measure competency evolution through 3 key milestones in clinician\'s professional career: new graduate, resident physician, and senior physician. The competency gaps identified can provide evidence-based guide to clinicians\' own continuous development as well as future medical curriculum improvements.

BACKGROUND: Postgraduate medical curriculum is usually devoted to developing competencies in the specialty concerned, patient care, and submitting dissertations. The need to impart teaching skills during postgraduation has gone unnoticed, hence Ramachandra Annual Postgraduate Teaching Skills (RAPTS), a teaching skills workshop, was conceptualized and implemented as postgraduate students serve as tutors/residents in the department to teach undergraduate medical students. This study is aimed to evaluate the effectiveness of the teaching skills workshop for postgraduates.
METHODS: One hundred and seventy-eight postgraduate students of pre- and paraclinical department underwent the training in medical education principles and participated in the feedback. RAPTS Workshop was implemented as per the six-step approach. The learning was evaluated through a pre- and posttest scores. Student feedback was also obtained on the process overall objectives and contents of the workshop. Force-field analysis was performed.
RESULTS: There was a significant learning by the postgraduates on various medical education principles as evidenced by significant improvement in the posttest scores (P < 0.05). Feedback regarding the general aspects of the workshop showed that 92% of the participants felt that the contents of the workshop suited their learning. Eighty-four percent of the participants opined that the presentations of the sessions were good and 91% felt that time management was good. Force-field analysis indicated that the factors favoring teaching skills workshop were higher.
CONCLUSIONS: This study has highlighted the importance of including teaching methodology training in the postgraduate curriculum that helps in grooming the future teachers in the right direction, in the right time. Competencies related to teaching skills based on medical education principles can be included in the postgraduate curriculum.

UNASSIGNED: We aimed to compare the performance at the Examen Nacional de Aspirantes a Residencias Médicas (ENARM) of the five direct-entry surgical specialties, and between Mexicans and International medical graduates (IMG).
UNASSIGNED: This study was cross-sectional, used historical data from the annual public report of the ENARM during 8 years (2012-2019). We compare the minimum (MinSco) and maximum (MaxSco) scores of each specialty using ANOVA. Mexican versus IMG scores were evaluated with independent student t-test, trends with Spearman\'s correlation coefficient and a 5-years forecasting trend.
UNASSIGNED: There was a significant difference among the MinSco for five surgical specialties; F (4, 78) = 24.586, p ≤ 0.001; the global mean of MinSco was 72.572; specialties above this mean were ophthalmology, otorhinolaryngology, and general surgery. The global mean for MaxSco was 81.559, two specialties were above: ophthalmology, and general surgery. We did not find a significant difference in the MinSco between Mexicans and IMG, but significance was found in the MaxSco between both groups.
UNASSIGNED: ENARM represents a market of high-performance test-takers across the surgical specialties. Mexicans and IMG achieved similar entrance scores, but Mexicans showed a higher MaxSco over IMG in all surgical specialties.
UNASSIGNED: Comparamos la puntuacion del ENARM (Examen Nacional de Aspirantes a Residencias Médicas) en cinco especialidades quirúrgicas de entrada directa (cirugía general, ginecología y obstetricia, oftalmología, otorrinolaringología y traumatología y ortopedia) y las puntuaciones de mexicanos en comparación con graduados médicos internacionales.
UNASSIGNED: Estudio transversal del informe público anual del ENARM durante 8 años (2012-2019). Comparamos las puntuaciones mínimas (MinSco) y máximas (MaxSco) de cada especialidad con ANOVA. El rendimiento de los mexicanos en comparación con internacionales se analizó con la prueba t de Student independiente, las tendencias se análizaron con correlación de Spearman y calculamos el pronóstico a 5 años.
UNASSIGNED: Hay diferencia significativa entre los puntajes mínimos de las cinco especialidades; F (4, 78) = 24.586, p ≤ 0.001. La media global de MinSco fue 72.572. Las especialidades por encima de la media fueron oftalmología, otorrinolaringología y cirugía general. La media global para el MaxSco fue de 81.559, y dos especialidades estan por encima de esta marca: oftalmología y cirugía general. No hay diferencia significativa en el MinSco entre mexicanos e internacionales, pero si en el MaxSco entre ambos grupos.
UNASSIGNED: El ENARM cuenta con aspirantes de alto rendimiento en las especialidades quirúrgicas. Los mexicanos y los graduados médicos internacionales tienen MinSco similares, pero los mexicanos mostraron un MaxSco más alto que los internacionales.

Global concerns persist regarding the shortage and misdistribution of health workers in rural and remote areas. Medical education is an important input channel of human resources for health. This study aimed to identify the association between medical graduates\' job choices for rural practice and their initial intentions when they began to look for a job in China. Data were extracted from a cross-sectional survey among medical students in ten western provinces in China in 2013. Only medical students who were in the last year of study (i.e., medical graduates) and had found a job were included in this study. Of the 482 participants, 61.04% (293) presented an initial intention of rural practice when they began to look for a job, and 68.88% (332) made a final job choice for rural practice. However, of the 332 graduates with a final job choice of rural practice, only 213 (64.55%) had an initial intention. A univariate association was identified in which medical graduates who were more likely to make final job choices for rural practice were those having initial intentions (OR: 1.59; 95% CI: 1.08-2.36); however, after adjusting for controlled variables, it became insignificant and was reduced to a 1.31-fold increase (95% CI: 0.82-2.07). The initial intentions of medical graduates are not assurance of ultimate job outcomes, and it cannot be deduced that all medical graduates who made a final job choice for rural practice had authentic desires for rural practice. Twenty years of age or below, low-income families, majoring in non-clinical medicine, and studying in a junior medical college or below were associated with medical graduates\' final job choices for rural practice. More studies are required on how to translate medical student\'s intention of rural medical practice into reality and how to retain these graduates via a job choice in rural practice in the future.