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Article ; Online: Novel COVID-19 vaccine hesitancy and acceptance, and associated factors, amongst medical students: a scoping review.

Pandher, Robyn / Bilszta, Justin L C

2023 Volume 28, Issue 1, Page(s) 2175620

Abstract: Medical students are likely to be exposed to COVID-19 patients so achieving high vaccination coverage rates for this group of healthcare workers is important, as is their potential as vaccination role models. The aim of this scoping review was to ... ...

Abstract	Medical students are likely to be exposed to COVID-19 patients so achieving high vaccination coverage rates for this group of healthcare workers is important, as is their potential as vaccination role models. The aim of this scoping review was to evaluate the current literature to determine the rates of COVID-19 vaccine hesitancy and acceptance, and associated factors, amongst medical students. Systematic searches of the Medline Ovid, Embase, PubMed, and Education Resources Information Centre (ERIC) online databases was conducted for relevant articles with keywords: 'COVID-19', 'vaccine hesitancy & acceptance' and 'medical students'. Articles were included for review if they reported the rates of vaccine hesitancy and acceptance, and associated factors, amongst medical students. Of the 258 articles identified, 52 met the inclusion criteria and underwent full-text review. Rates of vaccine hesitancy ranged from 5.4-86.7%, with generally positive attitudes towards COVID-19 vaccination. The main factors associated with vaccine hesitancy were concerns about the safety and efficacy of vaccines due to their accelerated development, being a pre-clinical medical student, and low perceived personal risk of COVID-19 infection. Inconsistencies were found for the influence of gender on attitudes towards vaccinations. Previous vaccination behaviours were predictive of willingness to receive the COVID-19 vaccine. Knowledge about COVID-19 vaccinations and their importance was found to be deficient amongst vaccine hesitant medical students. Generally, medical students express low levels of vaccine hesitancy. However, due to the variability in the factors associated with vaccine hesitancy across different populations and the dynamic and contextual nature of hesitancy, it is recommended that vaccination intent and associated attitudes are monitored on a longitudinal basis. It is important to map vaccine hesitancy at a local level to allow medical schools to develop strategies to encourage vaccination specific to their school's needs.
MeSH term(s)	Humans ; COVID-19 Vaccines ; COVID-19/prevention & control ; Students, Medical ; Databases, Factual ; Health Personnel
Chemical Substances	COVID-19 Vaccines
Language	English
Publishing date	2023-02-14
Publishing country	United States
Document type	Journal Article ; Review
ZDB-ID	2052877-2
ISSN	1087-2981 ; 1087-2981
ISSN (online)	1087-2981
ISSN	1087-2981
DOI	10.1080/10872981.2023.2175620
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Teaching medical students how to interact with the pharmaceutical industry: A scoping review.

Farah, Samiyah / Bilszta, Justin L

GMS journal for medical education

2022 Volume 39, Issue 5, Page(s) Doc57

Abstract: Objectives: ...

Abstract	Objectives:
MeSH term(s)	Humans ; Students, Medical ; Attitude ; Curriculum ; Physicians ; Pharmaceutical Preparations
Chemical Substances	Pharmaceutical Preparations
Language	English
Publishing date	2022-11-15
Publishing country	Germany
Document type	Review ; Journal Article
ISSN	2366-5017
ISSN (online)	2366-5017
DOI	10.3205/zma001578
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article: Implementation and utilisation of Australian critical care practice standards: What do we know?

Cox, Yolanda / Bilszta, Justin L C / Massey, Debbie

Australian critical care : official journal of the Confederation of Australian Critical Care Nurses

2023 Volume 36, Issue 6, Page(s) 1004–1010

Abstract: Background: The Australian College of Critical Care Nurses published the third edition of practice standards (PSs) for specialist critical care nurses in 2015. Higher-education providers currently use these standards to inform critical care curricula; ... ...

Abstract	Background: The Australian College of Critical Care Nurses published the third edition of practice standards (PSs) for specialist critical care nurses in 2015. Higher-education providers currently use these standards to inform critical care curricula; however, how critical care nurses perceive and use PSs in clinical practice is unknown. Objectives: The objective of this study was to explore critical care nurses' perceptions about the Australian College of Critical Care Nurses PS for specialty critical care nursing, to understand how the PSs are used in clinical practice, and what opportunities exist to support their implementation. Methods: An exploratory qualitative descriptive design was used. A purposive sampling strategy was used, with 12 critical care specialist nurses consenting to participate in semistructured interviews. The interviews were recorded and transcribed verbatim. Transcripts were analysed thematically using an inductive coding approach. Findings: Three main themes were identified: (i) lack of awareness of the PS; (ii) minimal to no utilisation of the PS in clinical practice and the challenges contributing to this; and (iii) improving the implementation and utilisation of the PS in clinical practice. Conclusions: There is a significant lack of awareness and utilisation of the PS in clinical practice. To overcome this, increasing recognition, endorsement, and valuation of the PSs to stakeholders at an individual, health service, and legislative level are suggested. Further research is required to establish relevance of the PS in clinical practice and understand how clinicians use the PS to promote and develop critical care nursing.
MeSH term(s)	Humans ; Australia ; Critical Care Nursing ; Critical Care ; Clinical Competence ; Qualitative Research
Language	English
Publishing date	2023-05-18
Publishing country	Australia
Document type	Journal Article
ZDB-ID	1159493-7
ISSN	1878-1721 ; 1036-7314
ISSN (online)	1878-1721
ISSN	1036-7314
DOI	10.1016/j.aucc.2023.02.007
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Article ; Online: Teaching complementary and alternative medicine in undergraduate medical education: a scoping review.

Soliman, Mary / Bilszta, Justin

International journal of medical education

2021 Volume 12, Page(s) 140–149

Abstract: Objectives: This scoping review explores the extent to which undergraduate medical education have incorporated complementary and alternative medicine in their curricula and evaluates the teaching, delivery and assessment approaches used.: Methods: ... ...

Abstract	Objectives: This scoping review explores the extent to which undergraduate medical education have incorporated complementary and alternative medicine in their curricula and evaluates the teaching, delivery and assessment approaches used. Methods: ERIC, Ovid Medline and Pubmed databases were searched with keywords related to "complementary and alternative medicine" and "undergraduate medical education" for relevant articles published until August 2020. Data extraction included the presence/absence of complementary and alternative medicine integration, program duration, instructor background, and assessment methods. Results: Of 1146 citations, 26 met the inclusion criteria. Complementary and alternative medicine teaching in undergraduate medical education was widely inconsistent and not well aligned with clearly identified aims and objectives. Various complementary and alternative medicine disciplines were taught, demonstrated or observed, and several programs included teaching on evidence-based medicine. Educational outcomes mainly assessed student satisfaction and learning through self-evaluation and rarely assessed for effectiveness with regards to changing clinical practice or impacts on patient outcomes. Conclusions: Inconsistencies in complementary and alternative medicine teaching and assessment in undergraduate medical education reflect the lack of defined graduate competencies. An evidence-based medicine component of an educational program is a potential solution to overcoming breadth and content challenges. Curriculum developers would be better guided with research that determines if complementary and alternative medicine program design, content and assessment influence clinical practice and/or patient outcomes.
MeSH term(s)	Complementary Therapies ; Curriculum ; Education, Medical, Undergraduate ; Humans ; Learning ; Students ; Teaching
Language	English
Publishing date	2021-07-27
Publishing country	England
Document type	Journal Article ; Review
ISSN	2042-6372
ISSN (online)	2042-6372
DOI	10.5116/ijme.60e2.f3ed
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article: Assessing a Capstone Research Project in Medical Training: Examiner Consistency Using Generic Versus Domain-Specific Rubrics.

Reid, Katharine J / Chiavaroli, Neville G / Bilszta, Justin L C

Journal of medical education and curricular development

2022 Volume 9, Page(s) 23821205221081813

Abstract: Rubrics are utilized extensively in tertiary contexts to assess student performance on written tasks; however, their use for assessment of research projects has received little attention. In particular, there is little evidence on the reliability of ... ...

Abstract	Rubrics are utilized extensively in tertiary contexts to assess student performance on written tasks; however, their use for assessment of research projects has received little attention. In particular, there is little evidence on the reliability of examiner judgements according to rubric type (general or specific) in a research context. This research examines the concordance between pairs of examiners assessing a medical student research project during a two-year period employing a generic rubric followed by a subsequent two-year implementation of task-specific rubrics. Following examiner feedback, and with consideration to the available literature, we expected the task-specific rubrics would increase the consistency of examiner judgements and reduce the need for arbitration due to discrepant marks. However, in contrast, results showed that generic rubrics provided greater consistency of examiner judgements and fewer arbitrations compared with the task-specific rubrics. These findings have practical implications for educational practise in the assessment of research projects and contribute valuable empirical evidence to inform the development and use of rubrics in medical education.
Language	English
Publishing date	2022-02-24
Publishing country	United States
Document type	Journal Article
ZDB-ID	2798123-X
ISSN	2382-1205
ISSN	2382-1205
DOI	10.1177/23821205221081813
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Burnout in rehabilitation medicine trainees: a call for more research.

Ponsford, Michael W / Bilszta, Justin L / Olver, John

Internal medicine journal

2022 Volume 52, Issue 3, Page(s) 495–499

Abstract: Burnout is recognised as a significant occupational hazard for medical professionals. For graduate trainees, across various medical specialties, there is growing evidence burnout results in personal harm and reduces the quality of patient care. ... ...

Abstract	Burnout is recognised as a significant occupational hazard for medical professionals. For graduate trainees, across various medical specialties, there is growing evidence burnout results in personal harm and reduces the quality of patient care. Rehabilitation medicine, with its challenge of emotional exhaustion bought about by greater involvement in patient psychosocial well-being over a prolonged period, is significantly under-represented in research into burnout prevalence, impact and prevention strategies. We argue the lack of any evidence base in the Australian healthcare context negatively impacts the ability of training organisations to appropriately support trainees experiencing burnout.
MeSH term(s)	Australia/epidemiology ; Burnout, Professional/epidemiology ; Burnout, Professional/psychology ; Burnout, Psychological ; Humans ; Prevalence
Language	English
Publishing date	2022-03-15
Publishing country	Australia
Document type	Journal Article
ZDB-ID	2045436-3
ISSN	1445-5994 ; 1444-0903
ISSN (online)	1445-5994
ISSN	1444-0903
DOI	10.1111/imj.15709
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Zs.A 792: Show issues			Location: Je nach Verfügbarkeit (siehe Angabe bei Bestand) bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular Jg. 1995 - 2021: Lesesall (1.OG) ab Jg. 2022: Lesesaal (EG)
Zs.MO 424: Show issues

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Article ; Online: Pregnancy and parental leave policies at Australian and New Zealand medical schools.

McGrath, Caroline / Szabo, Rebecca A / Bilszta, Justin L

Women's health (London, England)

2022 Volume 18, Page(s) 17455057221142698

Abstract: Background: Research into how medical schools support students who are pregnant or with current parental responsibilities has been mostly limited to the US context.: Objectives: To review pregnancy and parental leave policies for students at ... ...

Abstract	Background: Research into how medical schools support students who are pregnant or with current parental responsibilities has been mostly limited to the US context. Objectives: To review pregnancy and parental leave policies for students at Australian/New Zealand medical schools. Design: A cross-sectional survey. Methods: Data were collected between June and September 2021. Websites of Australian/New Zealand medical schools (n = 23) were searched for freely available information on pregnancy and parental leave policies. Each school was contacted to provide supplementary information on the processes to support students who apply for pregnancy and/or parental leave. Outcome harvesting techniques were used to analyse the key attributes and processes used by medical schools. Results: None of the 23 accredited Australian/New Zealand medical schools had specific pregnancy and/or parental leave policies. Fourteen of the 23 Australian/New Zealand medical schools responded to the request for more information. All confirmed, beyond their University's general student leave policies, they had no additional pregnancy and parental leave policy. Analysis of each school's processes identified the following themes: lack of school specific pregnancy and/or parental leave policies; lack of public statements of support for medical students who are pregnant and/or with current parental responsibilities; and lack of attention to the specific needs of medical students who are pregnant and/or with current parental responsibilities, including those with pregnant partners or are a birth support person. Conclusion: There was a lack of documentation and formalized processes related to the support of this group of students. By creating easily accessible information on pregnancy and parental leave which is nuanced to the challenges of medical school and clinical placements, medical schools and medical education accreditation bodies in Australia/New Zealand can address the needs of medical students who are pregnant and/or with current parental responsibilities and normalize pregnancy and parental status within entry-to-practice medical courses.
MeSH term(s)	Pregnancy ; Female ; Humans ; Schools, Medical ; Cross-Sectional Studies ; New Zealand ; Australia ; Parents
Language	English
Publishing date	2022-12-08
Publishing country	United States
Document type	Journal Article
ZDB-ID	2274503-8
ISSN	1745-5065 ; 1745-5057
ISSN (online)	1745-5065
ISSN	1745-5057
DOI	10.1177/17455057221142698
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Article ; Online: Teaching medical students how to interact with the pharmaceutical industry

Farah, Samiyah / Bilszta, Justin L.

GMS Journal for Medical Education, Vol 39, Iss 5, p Doc

A scoping review

2022 Volume 57

Abstract: Objectives: The influence of the pharmaceutical industry is of significant concern in physician prescribing decisions; medical students may not be fully equipped with the knowledge or skills to manage interactions with industry prior to graduation. The ... ...

Abstract	Objectives: The influence of the pharmaceutical industry is of significant concern in physician prescribing decisions; medical students may not be fully equipped with the knowledge or skills to manage interactions with industry prior to graduation. The aim of this study was to evaluate the characteristics of educational interventions undertaken to improve students’ knowledge, attitudes, and skills in managing interactions with the pharmaceutical industry.Methods: A systematic search of Ovid Medline, EMBASE, CINAHL and ERIC databases identified 3210 primary studies with keywords related to “pharmaceutical industry” and “undergraduate medical education”. Eleven articles were included for review. Results: Disparate methods of teaching medical students how to interact with the pharmaceutical industry were identified, making it difficult to compare the effectiveness of different educational interventions. All the included studies achieved the aims of the described intervention, at least in the short term, suggesting perhaps any education related to interactions with the pharmaceutical industry can aid students in managing these situations.Conclusions: The lack of an evidence-base means more research into the identification of educational interventions which engender durable changes in students' knowledge, attitudes, and skills to manage interactions with the pharmaceutical industry are required. Any intervention will likely be context-dependent, as a universal approach is hindered by the fact different countries have different laws governing pharmaceutical industry-physician interaction.
Keywords	education ; medical ; undergraduate ; curriculum ; medical students ; drug industry ; Special aspects of education ; LC8-6691 ; Medicine ; R
Subject code	380 ; 028
Language	German
Publishing date	2022-11-01T00:00:00Z
Publisher	German Medical Science GMS Publishing House
Document type	Article ; Online
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

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Article ; Online: Teaching medical students how to interact with the pharmaceutical industry: A scoping review

Farah, Samiyah / Bilszta, Justin L.

GMS Journal for Medical Education

2022 Volume 39, Issue 5, Page(s) 57

Abstract: Ziele: Der Einfluss der pharmazeutischen Industrie ist von erheblichem Belang für die Verschreibungsentscheidungen von Ärzt*innen. Medizinstudierende werden vor ihrem Abschluss möglicherweise nicht vollumfänglich mit den nötigen Kenntnissen oder ... ...

Title translation	Ausbildung von Medizinstudierenden in der Interaktion mit der pharmazeutischen Industrie: Ein Scoping Review
Abstract	Ziele: Der Einfluss der pharmazeutischen Industrie ist von erheblichem Belang für die Verschreibungsentscheidungen von Ärztinnen. Medizinstudierende werden vor ihrem Abschluss möglicherweise nicht vollumfänglich mit den nötigen Kenntnissen oder Kompetenzen für die Interaktion mit der Industrie ausgestattet. Ziel dieser Studie war die Evaluation der Charakteristika von Lehrinterventionen zur Verbesserung der Kenntnisse, Verhaltensweisen und Kompetenzen der Studierenden im Umgang mit der pharmazeutischen Industrie. Methoden:* Bei der systematischen Durchsuchung der Datenbanken Ovid Medline, EMBASE, CINAHL und ERIC wurden 3210 Primärstudien mit den Suchwörtern „pharmaceutical industry“ (pharmazeutische Industrie) und „undergraduate medical education“ (Medizinstudium) identifiziert. Elf Artikel wurden in den Review eingeschlossen. Ergebnis: Die Recherche ergab, dass die beschriebenen Methoden der Ausbildung von Medizinstudierenden in der Interaktion mit der pharmazeutischen Industrie sehr unterschiedlich waren, weshalb es schwierig ist, die Wirksamkeit der verschiedenen Lehrinterventionen zu vergleichen. Alle eingeschlossenen Studien erreichten die Ziele der beschriebenen Intervention zumindest kurzfristig, was nahelegt, dass möglicherweise jede Bildungsmaßnahme zur Interaktion mit der pharmazeutischen Industrie für Studierende hilfreich sein kann im Umgang mit diesen Situationen. Fazit: Der Mangel an Evidenzgrundlagen bedeutet, dass weitere Forschung nötig ist, um Lehrinterventionen zu identifizieren, die nachhaltige Veränderungen der Kenntnisse, Verhaltensweisen und Kompetenzen der Studierenden in der Interaktion mit der pharmazeutischen Industrie bewirken. Die Intervention wird wohl von den jeweiligen Bedingungen abhängig sein, da einem universellen Ansatz die Tatsache entgegensteht, dass für Interaktionen zwischen Pharmaindustrie und Ärztinnen in verschiedenen Ländern verschiedene Gesetze gelten. ; Objectives:* The influence of the pharmaceutical industry is of significant concern in physician prescribing decisions; medical students may not be fully equipped with the knowledge or skills to manage interactions with industry prior to graduation. The aim of this study was to evaluate the characteristics of educational interventions undertaken to improve students’ knowledge, attitudes, and skills in managing interactions with the pharmaceutical industry. Methods: A systematic search of Ovid Medline, EMBASE, CINAHL and ERIC databases identified 3210 primary studies with keywords related to “pharmaceutical industry” and “undergraduate medical education”. Eleven articles were included for review. Results: Disparate methods of teaching medical students how to interact with the pharmaceutical industry were identified, making it difficult to compare the effectiveness of different educational interventions. All the included studies achieved the aims of the described intervention, at least in the short term, suggesting perhaps any education related to interactions with the pharmaceutical industry can aid students in managing these situations. Conclusions: The lack of an evidence-base means more research into the identification of educational interventions which engender durable changes in students' knowledge, attitudes, and skills to manage interactions with the pharmaceutical industry are required. Any intervention will likely be context-dependent, as a universal approach is hindered by the fact different countries have different laws governing pharmaceutical industry-physician interaction.
Keywords	Medizin, Gesundheit ; education ; medical ; undergraduate ; curriculum ; medical students ; drug industry ; Studium ; Medizin ; Studierende ; Curriculum ; Medizinstudierende ; Pharmaindustrie ; professionalism ; Professionelles Verhalten
Publishing date	2022-11-15
Publisher	German Medical Science GMS Publishing House; Düsseldorf
Document type	Article ; Online
ISSN	2366-5017
ISSN (online)	2366-5017
DOI	10.3205/zma001578
Database	German Medical Science

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Article ; Online: Doctor Who? Honorific titles and their influence on patients' perceptions of healthcare professionals.

Bismire, Hugh / Nunn, Stephen / Malpas, Charles B / Bilszta, Justin Lc

Journal of the Royal Society of Medicine

2022 Volume 115, Issue 3, Page(s) 91–94

MeSH term(s)	Delivery of Health Care ; Health Personnel ; Humans ; Physicians
Language	English
Publishing date	2022-02-22
Publishing country	England
Document type	Journal Article
ZDB-ID	6731-3
ISSN	1758-1095 ; 0141-0768 ; 0035-9157
ISSN (online)	1758-1095
ISSN	0141-0768 ; 0035-9157
DOI	10.1177/01410768221080775
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