Journal of Advances in Medical Education & Professionalism

Abstract We proudly celebrate the fiftieth issue of the Journal of Medical Education and Professional Development (JAMP), which began operations in 2013.

Abstract Introduction: Leadership skills are key to providing safe and standardized care in complex clinical settings. Nursing instructors and educational institutions’ understanding of successful teaching techniques for enhancing leadership skills allows for the implementation of suitable measures to increase teaching efficacy and leadership competencies among nursing students. The objective of this study was to systematically review studies on educational strategies aiming to develop leadership skills among nursing students.
Methods: A systematic review was conducted to recruit studies published between 2000 and July 2023 in PubMed, Web of Science, Google Scholar, and Scopus using a combination of predetermined keywords. Two independent reviewers screened and selected studies, and methodological quality was assessed using the Joanna Briggs Institute (JBI) scale and mixed-methods appraisal tool (MMAT).
Results: Nine out of 419 articles were selected based on the PRISMA protocol and entered the structured review process. Most studies were conducted in the university and clinical environments, and the duration of training interventions in most of the studies was more than six months. Effective teaching methods for enhancing leadership skills among nursing students included student-oriented conferences, student-led dedicated education, integrating leadership development programs into the curriculum, hosting leadership development courses, utilizing interactive mobile applications, such as mPreceptor, and implementing the near-peer supervision educational model.
Conclusions: Implementing different educational strategies based on the capacities and facilities of educational institutions can improve leadership skills in nursing students. Our findings may
be interested in lecturers and university professors who look for developing nursing leadership education.

Abstract Introduction: The increase in migration movements, global health challenges, and the requirements of different organizations have emphasized the importance of Constructing Intercultural Competence (ICC). However, not all countries have policies to achieve this. Therefore, this research aimed to understand the process of constructing Intercultural Competence in the
professional training of Health Sciences students.
Methods: A qualitative study with a Grounded Theory design was conducted. Semi-structured interviews, lasting 40 to 50 minutes, were conducted with students in their last year of training to
comply with the intensity sampling. Theoretical sampling was achieved using the Constant Comparative Methods, interview refinements, and data saturation by program and university to
propose theoretical codes. Focused Coding allowed grouping and establishing relationships between the codes and categories. Two accredited Ethics Committees in Chile approved the study.
Results: 106 students from three universities, including medicine, midwifery, nursing, nutrition, dentistry, pharmacy, and kinesiology, participated. Two categories were formed: 1) the construct of Intercultural Competence, composed of seven stages which were named Sentient Intercultural Self-Efficacy; and 2) precursors of the construct of Intercultural Competence, composed of intrapersonal characteristics, the nature of empathy and the materialization of will.
Conclusion: The precursors to the construction seem to favor critical thinking, which enables the development of Sentient Intercultural Self-Efficacy. However, the strong influence of valid
scientific evidence, combined with vicarious learning, causes a setback in achieving the construction. This demonstrates the need to develop a critical perspective among students to challenge the prevailing status quo characterized by an equality and ethnocentric approach to patient care. Achieving Intercultural Alternative Thinking, where individuals are open to incorporating other treatment alternatives that may not necessarily have scientific evidence but could benefit patient recovery, is essential.

Abstract Introduction: Physiology encompasses examining the body’s everyday activities, which is crucial for understanding health before disease onset. The physiology course at Hasanuddin University is
included in the biomedical science curriculum. Traditionally delivered via a teacher-centered methodology, this strategy frequently results in rote memorization. To resolve this, active learning methodologies utilizing many media enabled students to choose their preferred instructional tools and augment their knowledge and drive. This study seeks to evaluate the influence of different learning media on undergraduate students’ knowledge, presenting skills, and motivation
in physiology courses.
Methods: We executed a mixed-method study, including quantitative and qualitative approaches, utilizing a sequential explanatory design, wherein quantitative data was initially gathered. We proceeded with qualitative data collecting to elucidate and reinforce the previous findings. We engaged 100 students to assess their knowledge and presenting skills. The evaluative instruments employed were multiplechoice questions and assessment rubrics. To ascertain the reasons and motivations for student engagement in learning physiology, we engaged nine student respondents, categorizing them into three groups: active participants, neutral participants, and non-participants. We assessed the motivations for student learning engagement with a qualitative questionnaire, which was then complemented by Focus Group Discussion (FGD) interviews.
Results: Findings indicated a greater involvement of female students (67%) and individuals from non-SBMPTN paths (62%). Most pupils favored PowerPoint (52%) and video (20%) as educational material. Substantial enhancements in posttest scores were observed following the utilization
of these media. Researchers observed significant enhancements in posttest scores following presentations that utilized PowerPoint and video media (Wilcoxon, p<0.01). Students who presented the genitourinary system via video medium achieved superior scores compared to those who utilized PowerPoint (Mann-Whitney p=0.001, p<0.01). Qualitative studies indicated that active learning strategies enhanced student involvement and motivation, making learning more engaging and pleasurable.
Conclusion: Active learning using specific media such as PowerPoint and video markedly improves knowledge, engagement, and motivation among students in physiology courses.

Abstract Introduction: “Competency Based Medical Education” in the Indian undergraduate medical curriculum has demanded the medical students to be “Competent learners” in addition to other explicit roles expressed by the regulatory body. Fostering the learning skills plays a major role in helping to attain clinical competence. Hence, this study aimed to implement and evaluate the effectiveness of an interactive “Workshop on Learning Skills” organized for the first-year medical undergraduates.
Methods: A mixed-method study was carried out by the Medical Education Unit. Based on purposive sampling, 100 first-year undergraduates were included as the study participants. An
interactive, activity-oriented workshop on the “Learning skills module” was conducted for the participants in small groups on textbook reading, note-taking, presentation skills, interpretation of
illustrations, and enhancing memory. The reaction of the learners and the retro-pre-evaluation of the learning skills were assessed using a self-administered questionnaire. Dennis-Congo’s study
skills inventory was administered before and readministered 10 months after the workshop. Quantitative data were analysed with Mean±SD, and a cluster analysis with frequency count was done for qualitative data.
Results: Around 57% of the participants rated the workshop as “excellent”. There was a statistically significant difference (p<0.001) in the mean scores of the “Retro-Pre evaluation” on textbook reading, note-taking, presentation skills, interpretation of illustrations, and enhancing memory. However, there was no significant difference in Dennis Congo Study Skills Inventory scores. Students expressed practical difficulties in applying the learning strategies and demanded reinforcement and follow-up sessions to induce a strong behavioural change.
Conclusion: The workshop-based approach in instilling learning skills is well received by the students. However, behavioural changes strongly demand reinforcement and follow-up sessions.

Abstract Introduction: Academic bullying is a global phenomenon in academic settings. Yet, it is complex and frequently overlooked, with insufficient action to address it. Consequently, the existing comprehension of this issue is inadequate for recognizing and preventing bullying behaviors. However, investigations into the determinants of bullying within academia are scarce, demanding further exploration. Thus, this study seeks to investigate the factors contributing to the academic bullying phenomenon among
university faculty members.
Methods: This qualitative study employed a grounded theory approach. The sample consisted of 20 faculty members affiliated with Shiraz University of Medical Sciences, Shiraz, Iran. Purposeful sampling and semi-structured interviews were used to collect data. Data were analyzed using Strauss and Corbin.
Results: From the grounded theory approach, conditional consequential matrix included a core variable (Academy scientific stagnation), two categories (Job burnout and Erosion of competitive edge), and four subcategories (Personality traits, Discrimination, Autocratic leadership, and unhealthy organizational climate).
Conclusions: This study highlights “Academy scientific stagnation” due to academic bullying among faculty members. Addressing this issue requires comprehensive strategies targeting both personal behaviors and systemic structures. Interventions
should focus on fostering a supportive and inclusive organizational culture, promoting fair leadership practices, and mitigating discriminatory behaviors to break the cycle of academic bullying and scientific stagnation.

Abstract Introduction: A key challenge for policymakers in medical education lies in grasping the future landscape of leadership. Without insights into emerging trends, they may face unforeseen issues, leading to expensive and inefficient decision-making. This study aimed at analyzing the trends and drivers influencing future leadership in medical education in Iran.
Methods: In this research, we employed a descriptiveexploratory approach This study consists of systematic reviews and interviews that have been analyzed using Structural Equation Modeling with the help of MicMac software (version 6.1.2, 2003/2004: 3IE/EPITA, France). We conducted a systematic review according to PRISMA. A literature search was performed using databases including Medline, Web of Science, ProQuest Dissertation & Theses, Scopus Embase, and Persian studies from SID, and Magiran. The inclusion criteria for the study were the articles which needed to contain one or more listed keywords, were published in a scientific journal, were written in English or Persian, were published between 2004 and 2024, had the full text available, and focused on educational leadership in medical schools. Additionally, interviews were conducted with 14 Iranian experts to pinpoint influential components. To be included, experts possessed relevant education in medical education, health policy, or higher education management; occupied an executive or managerial position in higher health education or health policy; had more than 15 years of work experience, and were willing to participate in the study. Afterward, the codes were presented in a focus group discussion of experts to define how extracted drivers would affect leadership in medical education in Iran.
Results: We identified 6081 articles in the initial literature search; 17 met inclusion criteria for final review. The study identified 37 drivers in medical education management and leadership. These
drivers were categorized into four types: effective drivers (3), impressionable drivers (3), autonomous drivers (16), and bimodal drivers (15). Among these, the components of meritocracy
in selecting managers and international relations within the education sector had the most significant impact.
Conclusion: By understanding and planning around these influential and susceptible components, managers, and policymakers can gain foresight. This foresight can enhance the effectiveness of current decisions and activities, enabling a more desirable future. This can be achieved by systematically improving decision-making processes, revising procedures, and developing appropriate strategies in medical education leadership.

Abstract Interprofessional conflicts (IC) in healthcare settings pose significant challenges for medical residents, who are often trained in discipline-specific environments. The transition to a
multidisciplinary team approach, which is increasingly necessary in modern healthcare, can be difficult without proper training in communication, negotiation, and teamwork. This article
explores the gaps in Graduate Medical Education regarding interprofessional collaboration and offers a framework—the ABCs (Acknowledgment of Expertise, Balancing Power Dynamics,
Clear Communication)—to enhance medical residents’ ability to resolve conflicts. Implementing these strategies not only improves the work environment for residents but also enhances patient care and promotes a more integrated healthcare system.