Purpose Cultural diversity (CD) education in undergraduate medical training has gained increasing attention as patient populations become more diverse. This pilot study examined preliminary changes in first-year medical students’ attitudes and perceptions toward CD following a single structured session informed by Dogra’s (2005) perspective on CD education at a Korean medical school.
Methods A single-group pre–post design was employed with 85 first-year medical students during the 2023–2024 academic year. A 14-item questionnaire, drawn from Panthi and his colleagues and reclassified by the authors into four domains (Domain 1: Q1–Q3; Domain 2: Q4–Q6; Domain 3: Q7–Q9; Domain 4: Q10–Q14), organized with reference to Dogra’s (2005) distinction between cultural expertise and cultural sensibility, was administered immediately before and after a 3-hour structured session. Items were rated on a 5-point Likert scale, with Bonferroni correction applied for item-level comparisons (adjusted p<0.004).
Results A total of 51 of 85 students (60.0%) completed both surveys and were included in the analysis. The total attitude score increased significantly from 51.77±5.47 to 57.27±6.14 (Cohen’s d=0.92). Significant improvements were observed in nine items (Q1, Q3, Q4, Q5, Q10–Q14). Items related to empathy and openness (Q2), bias self-awareness (Q6), and acculturative attitudes (Q7–Q9) did not reach corrected significance.
Conclusion Attitudinal responsiveness varied across domains. Value-congruent and clinically oriented attitudes shifted through direct instruction, acculturative attitudes showed only surface-level trends, and bias self-awareness showed no change.
Interprofessional education (IPE) is increasingly implemented to prepare health professions students for collaborative practice. This exploratory pilot examined how medical and nursing students experienced and applied interprofessional communication and teamwork in clinical practice after a simulation based IPE session. This exploratory mixed-methods pilot study involved eight third year medical and nursing students at a Vietnamese medical university. Students completed the Students’ Perceptions of Interprofessional Clinical Education–Revised (SPICE R2) questionnaire before and after the session and submitted reflective essays 3 months later. Quantitative data were analyzed descriptively using Wilcoxon signed rank tests, and essays were examined using inductive reflexive thematic analysis. SPICE-R2 scores increased across all domains from preto post-test. The total median score rose from 3.90 (interquartile range [IQR], 3.83–4.38) to 4.60 (IQR, 4.40–4.83) (p=0.01). Thematic analysis generated five themes describing movement from parallel to shared care, greater use of structured communication, clearer appreciation of roles, recognition of shared responsibility for patient safety, and persisting barriers related to hierarchy and workload. This study suggests that a simulation-based IPE session can support students’ interprofessional communication and teamwork, though barriers related to hierarchy and workload persisted. Future research with larger, multi-institution samples and richer data sources is needed to understand how these skills are sustained in practice.
The increasing use of social media among medical doctors and students has raised concerns about the issues related to professional behaviors in online environment. This study examines the current global guidelines on social media use for medical doctors to inform the development of such framework for Vietnamese medical doctors. A narrative review was conducted through manual searches of the official websites of national medical governing bodies. Thematic analysis was conducted on the documents to identify key principles and themes. As results, 10 guidelines, including one from World Medical Association and nine from governing bodies in nine countries were reviewed. Five key common themes were identified, including patient confidentiality, privacy, and dignity; information appropriateness; professional boundary, doctor-patient relationship, public trust; practitioner’s privacy; and health advocacy. These perspectives should be reflected together with Vietnamese cultural context when developing guidelines on professional use of social media for medical doctors in Vietnam. Detailed practical examples, clear expectations, potential disciplinary actions, and guidance on the beneficial use of social media should be included as essential components of the guidelines.
Purpose This study determined the effects of interprofessional education (IPE) on self-efficacy and attitude by comparing an interprofessional (IP) group of medical students (MSs) and nursing students (NSs) and a uniprofessional (UP) group of MSs.
Methods An experimental IP group consisting of 49 MSs and 62 NSs was selected, alongside a UP control group of 48 other MSs. The groups participated in a class titled “Team Communication and Interprofessional Collaboration.” A sub-analysis of the two groups’ professions was also conducted. The groups participated in the same lesson separately, with a week’s interval. The Interprofessional Attitudes Scale (IPAS) and the Self-Efficacy Perception for Interprofessional Experiential Learning (SEIEL) scale were used before and after the class to compare changes in reports of self-efficacy and attitudes in both groups. Students’ responses to learning experiences and satisfaction were also evaluated.
Results IPAS and SEIEL values increased after the class for MSs in both groups; there were no differences between the groups. IPAS and SEIEL values increased after the class in MSs and NSs in the IP group, and the effect size for IPAS was larger for IP-group NSs than for IP-group MSs. Satisfaction scores exceeded 3.70 in both groups.
Conclusion The UP group showed similar IPE effects as the IP group, as measured by SEIEL and IPAS, in a single IPE program that used role-play and case-based discussion. However, it would be desirable for the UP group to interact with other professions to improve understanding and experience.
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