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  • 1
    In: BMC Medical Education, Springer Science and Business Media LLC, Vol. 17, No. 1 ( 2017-12)
    Type of Medium: Online Resource
    ISSN: 1472-6920
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2017
    detail.hit.zdb_id: 2044473-4
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  • 2
    In: Biomedical Journal, Elsevier BV, Vol. 44, No. 4 ( 2021-08), p. 495-503
    Type of Medium: Online Resource
    ISSN: 2319-4170
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2021
    detail.hit.zdb_id: 2698541-X
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  • 3
    In: BMC Medical Education, Springer Science and Business Media LLC, Vol. 22, No. 1 ( 2022-11-30)
    Abstract: In recent years, a national curriculum reform was implemented in undergraduate medical education in Taiwan to reduce clinical rotation training from 3 years to 2 years. The last generation of the old curriculum and the first generation of the new curriculum both graduated in 2019. This study aimed to compare the learning outcomes of the medical students in these two curriculum groups in terms of preparedness for practice during the transition from undergraduate to postgraduate study. Methods This was a 3-year prospective, longitudinal, comparative cohort study between 2017 and 2020. Medical students from both the 7-year and 6-year curriculum groups received biannual questionnaire surveys starting 18 months before graduation and running until 11 months after graduation. The measurement tools were the Preparedness for Hospital Practice Questionnaire (PHPQ) and Copenhagen Burnout Inventory (CBI). Personal demographic information was also collected. Linear mixed models were used to determine the effect of curriculum change on learners’ preparedness and burnout levels. Results A total of 130 medical students from the two cohorts provided 563 measurements during the study period. Compared to their counterparts following the old curriculum, the participants following the new curriculum showed a lower level of preparedness when first entering clinical rotation ( p  = 0.027) and just after graduating ( p  = 0.049), especially in the domains of clinical confidence ( p  = 0.021) and patient management p  = 0.015). The multivariate linear mixed model revealed gradual increases in preparedness and burnout in serial measurements in both curriculum groups. Students following the new curriculum, which involved a shortened clinical rotation, showed a slightly lower overall preparedness ( p  = 0.035) and the same level of burnout ( p  = 0.692) after adjustment. The factor of year of change did not show a significant effect on either preparedness ( p  = 0.258) or burnout ( p  = 0.457). Conclusion Shortened clinical rotation training for medical undergraduates is associated with a decrease in preparedness for practice during the transition from undergraduate to postgraduate study. Clinical confidence and patient management are the main domains affected.
    Type of Medium: Online Resource
    ISSN: 1472-6920
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2022
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  • 4
    In: BMC Medical Education, Springer Science and Business Media LLC, Vol. 21, No. 1 ( 2021-12)
    Abstract: Graduating from medical school and beginning independent practice appears to be a major transition for medical students across the world. It is often reported that medical graduates are underprepared for independent practice. Most previous studies on undergraduates’ preparedness are cross-sectional. This study aimed to characterize the development and trend of medical students’ preparedness and its association with other objective and subjective indicators from the undergraduate to postgraduate periods. Methods This was a prospective cohort study. The participants were recruited and followed from two years before graduation to the postgraduate period. The preparedness for independent practice, professional identity, and teamwork experience were biannually measured using previously validated questionnaires. The participants’ basic demographic information, clinical learning marks from the last two years, and national board exam scores were also collected. Results A total of 85 participants completed 403 measurements in the 5 sequential surveys. The mean age at recruitment was 23.6, and 58 % of participants were male. The overall total preparedness score gradually increased from 157.3 (SD=21.2) at the first measurement to 175.5 (SD=25.6) at the fifth measurement. The serial individual preparedness scores revealed both temporal differences within the same learner and individual differences across learners. Despite the variations, a clear, steady increase in the overall average score was observed. Participants were least prepared in the domain of patient management at first, but the score increased in the subsequent measurements. The participants with better final preparedness had better professional identity ( p 〈 0.01), better teamwork experience ( p   〈  0.01), and higher average clinical rotation marks ( p 〈 0.05). Conclusions The preparedness for practice of medical students from the undergraduate to postgraduate periods is associated with their professional identity, teamwork experience, and objective clinical rotation endpoint. Although preparedness generally increases over time, educators must understand that there are temporal fluctuations and individual differences in learners’ preparedness.
    Type of Medium: Online Resource
    ISSN: 1472-6920
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2021
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  • 5
    Online Resource
    Online Resource
    SAGE Publications ; 2007
    In:  Psychological Reports Vol. 100, No. 3 ( 2007-06), p. 927-938
    In: Psychological Reports, SAGE Publications, Vol. 100, No. 3 ( 2007-06), p. 927-938
    Abstract: This study of how positive mood mediates the influences of musical preference and postconsumption product evaluation on consumer satisfaction focuses specifically on a model in which positive mood fully mediates the influences. The proposed model is compared with two competing models, and a structural equation model is used to test and compare the three theory-driven models. This study sampled 247 students majoring in management at a single university. They had mean age of 23 yr. ( SD = 2.5). This study used questionnaires to measure subjects' evaluations of a cup of coffee, preference for the music broadcast in the coffee shop, positive mood, and satisfaction after they had the coffee. Analysis indicated that the proposed model outperformed the two competing models in describing the data using chi-square difference tests. Positive mood was identified as a full mediator of the relationship between musical preference and consumer satisfaction. Moreover, the results demonstrate for service managers the importance of creating positive consumer mood.
    Type of Medium: Online Resource
    ISSN: 0033-2941 , 1558-691X
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2007
    detail.hit.zdb_id: 2066930-6
    SSG: 5,2
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  • 6
    In: BMC Medical Education, Springer Science and Business Media LLC, Vol. 19, No. 1 ( 2019-12)
    Type of Medium: Online Resource
    ISSN: 1472-6920
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2019
    detail.hit.zdb_id: 2044473-4
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  • 7
    In: BMC Medical Education, Springer Science and Business Media LLC, Vol. 19, No. 1 ( 2019-12)
    Abstract: Personality preference research on medical students and physicians demonstrates that personality preferences may affect one’s choice of specialty and transform over the course of one’s academic career as well as during one’s time spent in the clinical setting. The literature offers valuable methods for evaluating medical curricula, understanding medical specialties, and rethinking communication techniques between educators and learners. In line with this encompassing body of work, this study examines the personality preferences of junior doctors and attending physicians from various specialties to investigate how career stage and medical specialty are associated with personality preferences. Method The Myers–Briggs Type Indicator (MBTI) was applied to assess the personality preferences of junior doctors (postgraduates year 1–3) and attending physicians from six major medical specialties. Participants completed a self-administered 93-item questionnaire, while a certified MBTI practitioner explained the personality dichotomies as well as facilitated the self-evaluation process and the questionnaire’s interpretation. Contrasted dichotomous scores and radar plots were employed to illustrate the distinction between junior doctors and attending physicians’ personality preferences. All analyses were performed using the SAS statistical software, while a Wilcoxon rank-sum test was used to quantify the polarisation of personality preferences between junior doctors and attending physicians. Results In total, 98 participants were recruited, of whom 59 were attending physicians and 39 were junior doctors. The most common personality types among the junior doctors were ESTJ (15.4%), INTP (12.8%), and ESFJ (10.3%), while among the attending physicians, the most common types were ISTJ (23.7%) and ESTJ (18.6%). Both junior doctors and attending physicians expressed personality preferences for sensing, thinking, and judging. However, compared to the junior doctors, more polarised personality preferences were noted among the attending physicians for sensing ( p  = 0.038), thinking ( p  = 0.032), and judging ( p  = 0.024). Moreover, junior doctors exhibited less distinct personality preferences in this study. Conclusion Attending physicians and junior doctors exhibited greater personality inclinations for sensing, thinking, and judging, although the former expressed these personality preferences more strongly than the latter. These findings highlight that, amongst physicians, career stage is strongly associated with the expression of personality preferences.
    Type of Medium: Online Resource
    ISSN: 1472-6920
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2019
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  • 8
    Online Resource
    Online Resource
    Springer Science and Business Media LLC ; 2020
    In:  BMC Medical Education Vol. 20, No. 1 ( 2020-12)
    In: BMC Medical Education, Springer Science and Business Media LLC, Vol. 20, No. 1 ( 2020-12)
    Abstract: Active learning is defined as any instructional method that engages students in the learning process. Cultural differences in learning patterns can play an important role in engagement with active learning. We aimed to examine process models of active learning to understand what works, for whom and why. Methods Forty-eight sixth- and seventh-year medical students with experience of active learning methods were purposively selected to participate in ten group interviews. Interactions around active learning were analysed using a realist evaluation framework to unpack the ‘context-mechanism-outcome’ (CMO) configurations. Results Three core CMO configurations, including cultural, training and individual domains, were identified. In the cultural context of a strong hierarchical culture, the mechanisms of fear prompted students to be silent (outcome) and dare not give their opinions. In the training context of teacher-student familiarity alongside teachers’ guidance, the mechanisms of learning motivation, self-regulation and enthusiasm were triggered, prompting positive learning outcomes and competencies (outcome). In the individual context of learning how to learn actively at an early stage within the medical learning environment, the mechanisms of internalisation, professional identity and stress resulted in recognising active learning and advanced preparation (outcomes). Conclusions We identified three CMO configurations of Taiwanese medical students’ active learning. The connections among hierarchical culture, fear, teachers’ guidance, motivation, the medical environment and professional identity have been shown to affect the complex interactions of learning outcomes. Fear derived from a hierarchical culture is a concern as it is a significant and specific contextual factor, often sparking fear with negative outcomes.
    Type of Medium: Online Resource
    ISSN: 1472-6920
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2020
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  • 9
    Online Resource
    Online Resource
    Oxford University Press (OUP) ; 2018
    In:  Journal of Burn Care & Research Vol. 39, No. 5 ( 2018-08-17), p. 798-804
    In: Journal of Burn Care & Research, Oxford University Press (OUP), Vol. 39, No. 5 ( 2018-08-17), p. 798-804
    Type of Medium: Online Resource
    ISSN: 1559-047X , 1559-0488
    Language: English
    Publisher: Oxford University Press (OUP)
    Publication Date: 2018
    detail.hit.zdb_id: 2071028-8
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  • 10
    Online Resource
    Online Resource
    Wiley ; 2011
    In:  International Journal of Selection and Assessment Vol. 19, No. 4 ( 2011-12), p. 438-441
    In: International Journal of Selection and Assessment, Wiley, Vol. 19, No. 4 ( 2011-12), p. 438-441
    Type of Medium: Online Resource
    ISSN: 0965-075X
    URL: Issue
    RVK:
    Language: English
    Publisher: Wiley
    Publication Date: 2011
    detail.hit.zdb_id: 2027700-3
    SSG: 3,2
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