Explore the vast range of titles available.

Background: University students’ mental health represents an increasing public health concern, particularly in STEM contexts characterized by high academic demands. Students living away from home, including international students, may face additional stressors related to relocation, social integration, and adaptation. This study examined how narrated academic experiences are associated with psychological and academic functioning among relocated STEM students. Methods: A cross-sectional convergent parallel mixed-methods study was conducted at an Italian STEM university (May–June 2024). An online survey was distributed to the entire accessible student population (33,336 invitations; 12,538 accesses; response rate = 37.6%). Analyses focused on relocated students who completed all relevant sections (N = 776; M age = 22.96). Quantitative measures assessed academic self-efficacy, burnout (Emotional Exhaustion; Cynicism), engagement (Vigor; Dedication), study program satisfaction, and perceived academic goal attainment. Open-ended responses underwent thematic analysis with a codebook approach and transformed into category count variables. Hierarchical regression models examined associations controlling for age, gender, and academic level. Results: Organizational and learning-related difficulties were the most frequent categories. Content categories explained additional variance across outcomes (ΔR2 = 0.054–0.107). Teaching-related narratives were associated with higher burnout and lower engagement and satisfaction, whereas Positive narratives showed the opposite pattern. Conclusions: Institutional and pedagogical experiences are systematically associated with student well-being among relocated STEM students, highlighting modifiable targets for university-level mental health promotion strategies.

Aim The transition from medical students to competent physicians requires comprehensive training during residency programs. In China, resident students typically undergo 2- or 3-year training programs. While they learn from patient interactions under the guidance of experienced doctors, integrating theoretical knowledge from textbooks into practical cases remains a challenge. This study aimed to explore the impact of medical interns acting as peer-students on the knowledge mastery of resident students. Method The participants of this study consisted of resident students specializing in respiratory medicine at the Second Affiliated Hospital of Zhejiang University, School of Medicine. Resident students were given the opportunity to volunteer as peer-teachers for medical interns in the respiratory department. Those who chose to instruct interns were automatically placed into the test group, while those who opted not to partake in intern instruction formed the control group. In their role as peer-teachers, resident students assumed the responsibility of guiding interns in patient management throughout the entire continuum, spanning from initial engagement to discharge, a commitment that extended over a minimum period of 2 weeks. The resident students' academic performance was evaluated through a departmental examination consisting of 50 multiple-choice questions, which was administered upon completing their rotation. Statistical analysis was performed to assess the impact of peer-teaching on the resident students’ performance. Results Between January 2023 and June 2023, a total of 158 resident students completed their rotation in the respiratory department. Among them, 40 resident students willingly took on the responsibility of instructing medical interns, while 118 resident students did not participate in intern teaching. With a \"one-to-one\" teaching policy in place, the overall satisfaction rate of the interns was an impressive 95.35%. Pre-rotation test scores for the test group averaged 81.66 ± 8.325 (Mean ± SD) and the control group averaged 81.66 ± 8.002, without significance. The departmental examination scores of the test group averaged 85.60 ± 7.886, while the control group scored an average of 82.25 ± 8.292, with a statistically significant difference ( p  = 0.027). Conclusion In conclusion, our study underscores the positive influence of peer-teaching on the knowledge mastery of resident students.

The negative impact of medical training on trainee mental health continues to be a concern. Situated within a sociocultural milieu, Generation Z and Generation Y, defined by their highly involved parents and the widespread use of technology, currently dominate undergraduate and graduate medical education respectively. It is necessary to explore medical trainees' generational characteristics and job-related factors related to stress, burnout, depression, and resilience. This might provide different perspectives and potential solutions to medical trainees' mental health. A cross-sectional study was conducted among medical trainees (students and residents) from two institutions in Qatar. A self-administered online survey included measures for trainees' social media overuse, their parent's parenting style, the educational support by the clinical teacher, job (demands, control, and support), and work-life balance and their relation with their stress, burnout, depression, and resilience. Relationships were tested with multiple linear regression analyses. Of the 326 medical trainees who responded, 142 (44%) trainees - 93 students and 49 residents - completed all items and were included in the analysis. Social media overuse and inability to maintain a work-life balance were associated with higher levels of stress, depression, and student burnout. Higher levels of job support were associated with lower levels of stress, depression, and resident burnout, and a higher level of resilience. Job control was associated with lower burnout levels. Parenting style was unrelated to trainees' mental health. The two generations 'Y' and 'Z' dominating current medical training showed more stress-related complaints when there is evidence of social media overuse and failure to maintain a work-life balance, while job support counterbalances this, whereas parenting style showed no effect. Measures to enhance medical trainees' mental health may include education about the wise use of social media, encouraging spending more quality social time, and enhancing job support and job control.

Residents-as-teachers (RaT) is a theoretical framework emphasizing the significance of the similar learning background of teachers and learners. In Japan, community-based medical education (CBME) is a practical approach to teaching family medicine. This study aimed to investigate the impact and challenges of RaT on the learning of medical students and residents in CBME at a rural community hospital in Japan. Over the course of a year, the researchers conducted one-on-one interviews with three residents and ten medical students participating in family medicine training at the hospital. The interviews were recorded and transcribed verbatim. Grounded theory was used in the data analysis to clarify the findings. Three key themes emerged from the research: lack of educational experience with RaT, effectiveness of RaT, and challenges of RaT. Although participants were prejudiced against RaT, they felt its implementation could facilitate the establishment of beneficial relationships between learners and teachers. They were also able to participate in medical teams effectively. The findings suggest that the increased participation of senior doctors in RaT could strengthen its learning effects. RaT in rural CBME should be applied in various contexts, and its effectiveness should be further investigated both qualitatively and quantitatively.

Background: While the liability risks for obstetrics and gynecology (ob/gyn) physicians are widely recognized, little is known about how trainees have been involved in ob/gyn lawsuits. Objectives: To characterize involvement of trainees in malpractice lawsuits related to ob/gyn. Methods: The legal database Westlaw was utilized to collect ob/gyn-related malpractice lawsuits involving trainees reported from 1986 to 2020 in the USA. Outcome: Forty-six malpractice cases involving ob/gyn trainees were identified, including 34 cases related to obstetrics and 12 to gynecology. There were 11 cases alleging lack of informed consent, including 7 cases alleging lack of consent for trainee involvement. Of the 34 obstetrics cases, 27 related to procedural complications, 17 to treatment, 13 to diagnosis, and 4 to informed consent. Of these, 17 were decided in favor of the physician, 6 resulted in findings of negligence, 9 had unknown outcomes, and 3 ended in settlement. For the 6 cases ending in a finding of negligence, the mean award was$2,174,472 compared to $ 685,000 for those that were settled. Of the 12 gynecology cases, 8 related to procedural complications, 7 to informed consent, 3 to diagnosis, and 2 to treatment. Of these, 6 were decided in favor of the physician, 3 resulted in findings of negligence, and 3 had unknown outcomes. For the cases ending in a finding of negligence, the mean award was $465,000. Conclusions and Outlook: This review of malpractice cases highlights types of situations in which trainees are sued and reveals the importance of designing curriculum around faculty training and supervision regarding trainee involvement in patient care.

This study measures the extent to which student outmigration outside the 4-year sector takes place and posits that the benefits from attracting non-resident students exist regardless of sector of enrollment. The study also provides empirical evidence about the relevance of employing geographical network analysis (GNA) and spatial econometrics in [higher] education research. When applied to student migration, GNA enabled the visualization and analysis of complex (virtuous cyclical) dynamics in non-resident student exchanges. Findings revealed that states' preponderance in attracting non-resident students is both explained by their propensity to export their resident students out-of-state while it simultaneously affected non-resident tuition variation.

More than 40 years of research has found a positive relationship between increases in the proportion of non-resident students enrolling in an institution and increases in the tuition prices this institution charges to these same students. Notably, this line of research has consistently treated this non-resident student body as if they constitute a homogeneous group in terms of their socioeconomic well-being, when in reality these students come from states with differing levels of socioeconomic prosperity. Notably, given that tuition and fee charges to non-resident students are market-based, institutions charge what out-of-state students are willing to pay. Under this rationale, it follows that the wealthier the student body of an institution is, the more institutions will be able to charge them in terms of tuition and fees for their education. The purpose of this study is twofold. First, it offers a method to measure the level of wealth of the non-resident student body enrolling at an institution considering the level of wealth of these students' home states, therefore creating a measure of heterogeneity of the non-resident student body. The second purpose is to evaluate whether this measure of heterogeneity is associated with larger increases in the net tuition and fee prices charged to these students compared to the increases related to the homogeneous structure that ignores these students' home-state wealth. This twofold purpose was addressed utilizing a dataset built from regional, state, and institutional information of 1743 public and private not-for-profit 4-year institutions across the contiguous United States. Since all the outcome variables were found to be spatially dependent, spatial econometrics techniques were employed for model estimation. Results corroborated that treating non-resident students as a homogeneous structure rendered downwardly biased estimates of institutions' abilities and/or decisions to set higher or lower tuition and fee prices compared to the estimates obtained using the heterogeneous structure. Considering current general disinvestment of states in higher education, the analysis of factors driving non-resident tuition and fee price-setting has become especially relevant for public policy officials and decision-makers at both the institution- and state-levels. Accordingly, this study examines a critical issue in the finance of higher education—the setting of institutional tuition and fees for non-resident students.

Background Sports Medicine (SM) fellowships have garnered increased interest over the past several decades as greater emphasis has been placed on physical activity as a cornerstone of well-being. Fellows usually complete a residency in Family Medicine (FM), Physical Medicine & Rehabilitation (PM&R), Pediatrics, Emergency Medicine (EM), or Internal Medicine (IM). This study analyzes the recent geographic trends of SM fellows from 2019 to 2023. Methods SM fellows who graduated between 2019 and 2023 were identified from publicly available data, and the distances between SM fellowship and residency were examined. These were categorized as within 100 miles, same state, same region, or different region. Odds ratios (OR) were calculated for the relative locations of a graduate’s primary specialty. Results A total of 852 fellows were included. A majority of fellows (64.4%) were from FM, 14.9% from PM&R, 7.1% from Pediatrics, 7% from EM, and 6.2% from IM. FM residency graduates were more likely to stay within 100 miles (OR 1.47), same state (OR: 1.81), or same region (OR: 1.61) ( p  = 0.0093, p  < 0.0001, p  = 0.0018, respectively). In contrast, EM residency graduates were more likely not to remain within 100 miles (OR: 0.47) or the same state (OR: 0.52) ( p  = 0.0131, p  = 0.0214, respectively). Fellows with an FM background were more likely to stay within 100 miles and within the state they trained in, while PM&R graduates were more likely to move greater than 100 miles and to a new state. Conclusion Overall, graduates were most likely to stay in the same region for their SM fellowship.

In 2020, the Accreditation Council on Graduate Medical Education (ACGME) became the sole accrediting body for osteopathic and allopathic residency programs. Programs were given the option to apply for Osteopathic Recognition (OR) to emphasize their training in osteopathic principles and practices. This study, protocol 19-366 A5 (Council of Academic Family Medicine Educational Research Alliance [CERA] Survey), was ethically approved by the American Academy of Family Physicians Institutional Review Board (IRB). The study was exempt from clinical trial registration due to its noninterventional online survey methodology. Participants electronically confirmed consent prior to survey initiation. Our objective was to examine the demographic changes in osteopathic residents, faculty, and program directors (PDs) in ACGME family medicine (FM) programs over the 5-year period of transition to single accreditation. Utilizing demographic data from the 2015 and 2020 CERA omnibus PD surveys, we conducted analyses to examine the changes in number and gender distribution of osteopathic residents, faculty, and PDs. Between 2015 and 2020, there were statistically significant increases in Doctor of Osteopathic Medicine (DO) PDs, faculty, and residents in FM residency programs. There is also a nonstatistically significant trend toward a higher proportion of female PDs, from  38.1 % in 2015 to 43.5 % in 2020. The number of DOs in ACGME-accredited FM residency programs increased during the transition to single accreditation. Further research is needed to determine the role of Osteopathic PDs and faculty in OR status.

Discipline of palliative care is still evolving in developed parts of the world while it remains at an infantile stage in Sri Lanka which has not been formally assessed as of today. We aimed at evaluating the level of palliative care knowledge and opinions among young medical graduates. A descriptive cross-sectional study was carried out among pre-residency medical graduates of Sri Lanka through a social media based online survey. The pre-tested questionnaire assessed the level of knowledge on general principles, service organization, clinical management and ethical considerations while it also evaluated their opinions. Response rate was 35.8% (n = 351). The average score among the respondents was 37.25% [standard deviation (SD) = 11.975]. Specific knowledge on \"general principles\" was adequate (score [greater than or equai to] 50%) with an average of 62.61%, SD = 24.5 while \"ethics\" was observed to be the area with the poorest knowledge (average score = 19.55%, SD = 22). Average scores for \"service organization\" and \"managerial aspects\" were 34.54%, SD = 17.6 and 32.26%, SD = 22.3, respectively. The majority (> 90%) believed that de-novo establishment of hospice, hospital and community-based palliative services would sustainably improve holistic patient care. Measures must be taken to optimize basic palliative care knowledge among the undergraduates in view of achieving Universal Health Coverage in the long term.