The learning experience's impact was assessed through the trainees' proficiency levels and their satisfaction with the session.
Randomization was employed to assign second-year medical students to either a conventional learning program or one guided by a specialized-pedagogy teacher. Equivalent video tutorial materials, instructor-led support, and foundational SP feedback (regarding comfort and professional conduct) were offered to both groups. find more SP-teachers imparted additional knowledge (landmarks, transducer technique, and troubleshooting) to the SP-teaching group concurrently with session instructors' aid to other attendees. Subsequent to the students' session evaluation, direct observation was used for assessment.
Students instructed with SP-teaching methods displayed a significant increase in image acquisition performance.
Entrustment, encompassing both the overall perspective and the specific amount (126), holds the value and significance outlined by 0029.
In the context of the equation, where d is equivalent to 175, 0002 is equal to zero. The sessions received uniformly high praise from both groups.
Students who received SP-teaching demonstrated improved image acquisition and higher entrustment scores. In a pilot study, POCUS skill acquisition saw an improvement thanks to the involvement of SP-teachers.
Students receiving SP-teaching were observed to have a greater capacity for acquiring images and achieving higher entrustment scores. In this exploratory pilot study, student-practitioner educators exhibited a positive influence on the development of point-of-care ultrasound competencies.

Medical learners demonstrate a more constructive perspective on Interprofessional Collaboration (IPC), benefiting from participation in Interprofessional Education (IPE) programs. IPE's absence of standardization creates ambiguity regarding the most effective pedagogical tool. Our study endeavored to produce a practical IPE teaching tool for medical residents completing their inpatient geriatric medicine rotations at an academic hospital. It also intended to evaluate the program's influence on resident attitudes towards teamwork, and to pinpoint obstacles and facilitators to interprofessional collaboration.
To demonstrate an everyday IPC scenario, a groundbreaking video was developed. As the rotation commenced, learners watched a video and then took part in a facilitated discussion, centering on IPE principles, using the Canadian Interprofessional Health Collaborative (CIHC) framework. This framework highlights interprofessional communication, patient-centred care, role clarity, team functioning, collaborative leadership, and conflict resolution within the interprofessional team. To explore resident feelings about IPE, a series of focus groups was conducted following the end of their four-week rotation. For qualitative analysis, the Theoretical Domain Framework (TDF) methodology was applied.
The TDF framework was leveraged to analyze the data collected from 23 participants who participated in five focus groups. Residents proficiently identified impediments and promoters of IPC across five domains of TDF: environmental context and resources, social/professional role and identity, knowledge, social influences, and skills. The CIHC framework's principles were mirrored in their observations.
The impact of IPC on the geriatric medicine unit was explored through a multifaceted approach: a scripted video and facilitated group discussions, allowing for the revelation of residents' attitudes, perceived impediments, and contributing factors. Acute neuropathologies Future research should consider implementing this video intervention in other hospital departments emphasizing teamwork.
A scripted video and subsequent facilitated group discussions offered crucial insights into the attitudes, impediments, and supporting factors related to IPC, as viewed by residents on the geriatric medicine unit. Potential future research directions include examining this video intervention's utilization in alternative hospital departments where team-based care is a cornerstone.

Preclinical medical students generally see shadowing as a valuable tool for career discovery. Still, research into the encompassing impact of shadowing as a learning strategy is scarce. Students' views and experiences of shadowing, investigated to uncover its impact on their personal and professional spheres, provided crucial insight into its significance.
Fifteen Canadian medical students, participants in this qualitative descriptive study spanning 2020-2021, were interviewed individually using semi-structured video formats. Inductive analysis and data collection ran together until the emergence of no more new dominant concepts. Through iterative coding, data were assembled into meaningful thematic groupings.
Participants’ shadowing experiences were molded by internal and external factors, displaying the clash between desired and perceived experiences, and the impact on their personal well-being. Shadowing behaviors were influenced by internal motivations: 1) the pursuit of excellence through demonstration via observation, 2) exploration of career options through observation, 3) early clinical experience and career readiness fostered through the act of shadowing, and 4) the reinforcement and clarification of professional identity via shadowing. Communications media Several external factors contributed to a competitive shadowing culture: 1) Unclear residency match criteria, portraying shadowing as a competitive edge. 2) Misleading faculty communication, which confused students about the true purpose of shadowing. 3) Social comparisons among peers, which intensified the competitive environment surrounding shadowing.
Shadowing culture's inherent problems are illuminated by the struggle to balance well-being and career ambitions, as well as the unforeseen results of vague communication about shadowing experiences in a competitive medical sphere.
The intrinsic problems within shadowing culture are evident in the dilemma of balancing wellness and professional ambitions, with the unintended consequences arising from unclear communication regarding shadowing opportunities in a cutthroat medical atmosphere.

Variations exist among medical school programs regarding the inclusion of arts and humanities, while the medical education community acknowledges their contribution. For medical students at the University of Toronto, the Companion Curriculum (CC) provides a student-selected collection of optional humanities material. This study analyzes the integration of the CC to establish core enabling conditions for the engagement of medical humanities.
To gauge the integration and usage of the CC among medical students, a mixed-methods evaluation was conducted, comprising online surveys and focus groups. Thematic analysis of narrative data was reinforced by the summary statistics that came from quantitative data.
In a survey, half of the respondents exhibited awareness of the CC.
From the 130 students surveyed, 67 (representing 52%) had discussed the topic, and, in response to a description, an additional 14% had done so in their tutorial groups. In a study of students using the CC, eighty percent reported gaining fresh knowledge related to their roles as communicators and health advocates. The recurring themes were the perceived value of the humanities, obstacles faced by students internally, the institutions' shortcomings in supporting the humanities, and the feedback and recommendations provided by students.
Despite participants' passionate interest in medical humanities, our clinical case conference is used sparingly. Our investigation reveals that greater institutional support, including faculty development opportunities and earlier curriculum integration, is essential to increase the humanities' visibility in the medical school curriculum. Future research should delve into the factors contributing to the disparity between intended involvement and participation.
While participants' interest in medical humanities is pronounced, our CC suffers from a lack of utilization. To foster increased visibility of the humanities within the medical doctorate program, our analysis indicates the requirement for heightened institutional support, including faculty development programs and early integration into the curriculum design. Further exploration of the contributing factors behind the gap between stated interest and actual participation is recommended for future studies.

The international medical graduates (IMG) population in Canada includes immigrant-IMGs and those who were formerly Canadian citizens/permanent residents and received their medical degrees abroad (CSA). Empirical evidence, gathered from previous studies, points towards CSA candidates having a greater probability of achieving post-graduate residency compared to immigrant-IMGs, suggesting a potential bias within the selection process in favor of CSA candidates over immigrant-IMGs. Potential sources of unfairness in the residency program selection process were the focus of this study.
Canada-wide, we conducted semi-structured interviews with senior administrators, focusing on clinical assessment and post-graduate programs. We investigated the perceived backgrounds and preparation levels of CSA and immigrant-IMG applicants, the approaches used by applicants to enhance their chances of securing residency positions, and the practices that might promote or discourage applications. A constant comparative method was applied to the transcribed interviews, enabling the identification of recurring themes.
Out of a possible 22 administrators, a significant 12 individuals completed the required interviews. The applicant's medical school's prominence, the proximity of their graduation, their fulfillment of clinical placements in Canada, their understanding of Canadian culture, and their interview performance potentially offer advantages for the CSA.
Residency programs, aiming for equal opportunity in selection, face challenges from policies focused on optimizing efficiency and minimizing medico-legal issues, which can indirectly favor candidates from CSA. A fair selection process requires the determination of the factors responsible for these potential biases.