Little research has explored how nutrition content in midwifery education prepares midwives to provide prenatal nutrition advice. This study examined the nature and extent of nutrition education provided in Australian midwifery programmes. A mixed-methods approach was used, incorporating an online survey and telephone interviews. The survey analysis included 23 course coordinators representing 24 of 50 accredited midwifery programmes in 2012. Overall, the coordinators considered nutrition in midwifery curricula and the midwife&#x2019;s role as important. All programmes included nutrition content; however, eleven had only 5 to &#x3c;10 hours allocated to nutrition, while two had a designated unit. Various topics were covered. Dietitians/other nutrition experts were rarely involved in teaching or reviewing the nutrition content. Interviews with seven coordinators revealed that nutrition education tended to be problem-oriented and at times based on various assumptions. Nutrition content was not informed by professional or theoretical models. The development of nutrition assessment skills or practical training for midwifery students in providing nutrition advice was lacking. As nutrition is essential for maternal and foetal health, nutrition education in midwifery programmes needs to be reviewed and minimum requirements should be included to improve midwives&#x2019; effectiveness in this area. This may require collaboration between nutrition experts and midwifery bodies.

Jamila Arrish

Heather Yeatman

Moira Williamson

Nutrition Education in Australian Midwifery Programmes: A Mixed-Methods Study

<i>Purpose</i>. While some aspects of what makes for an effective portfolio program are known, little is published about what students value in the faculty-student-portfolio relationship. Lack of student buy-in and faculty engagement can be significant challenges. The purpose of this study was to identify behaviors and types of engagement that students value in their relationships with portfolio-associated faculty.<i> Methods</i>. Medical students (174) participating in the Ohio State University College of Medicine Portfolio Program described behaviors observed in their portfolio-associated faculty in a survey completed at the end of the first year of their four-year program. Narrative responses were coded and categorized into themes, followed by member checking.<i> Results</i>. A total of 324 comments from 169 students were analyzed. Four themes were identified: (1) creating a supportive environment; (2) inspiring academic and professional growth; (3) investing time in students; and (4) providing advice and direction.<i> Conclusions</i>. The themes identified suggest that students value certain types of coaching and mentoring behaviors from their portfolio-associated faculty. The themes and their specific subcategories may be useful in making decisions regarding program development and guiding recruitment and training of these faculty coaches.

Jack Kopechek

Sorabh Khandelwal

Carmine Alexander Grieco

Douglas M. Post

John A. Davis

Cynthia H. Ledford

Portfolio-Associated Faculty: A Qualitative Analysis of Successful Behaviors from the Perspective of the Student

<i>Background</i>. Despite the key role played by physician-investigators in bridging basic and clinical sciences, their number has declined significantly in the last decades especially in developing countries. Thus, we aimed to investigate attitudes and perceived barriers towards participation in clinical research among medical students in an Egyptian medical school.<i> Methods</i>. We employed a cross-sectional design, in which 420 students from the Faculty of Medicine, Ain Shams University completed a self-administrated questionnaire to assess their attitudes, perceived barriers, and knowledge about clinical research. The results were analyzed considering the students’ gender, year of enrollment, and high school background.<i> Results</i>. Seventy medical students from each year of enrollment participated in the study. The majority of students (74.2%) agree that undergraduates should participate in clinical research. However, only 23.8% reported engagement in related activities. Students showed low knowledge scores of <svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" style="vertical-align:-0.3499298pt" id="M1" height="8.69875pt" version="1.1" viewBox="-0.0498162 -8.34882 44.574 8.69875" width="44.574pt"><g transform="matrix(.013,0,0,-0.013,0,0)"><path id="g113-50" d="M384 0V27C293 34 287 42 287 114V635C232 613 172 594 109 583V559L157 557C201 555 205 550 205 499V114C205 42 199 34 109 27V0H384Z"/></g><g transform="matrix(.013,0,0,-0.013,6.24,0)"><path id="g113-47" d="M113 -12C146 -12 170 11 170 46C170 78 146 103 114 103S58 78 58 46C58 11 82 -12 113 -12Z"/></g><g transform="matrix(.013,0,0,-0.013,9.204,0)"><path id="g113-58" d="M244 635C114 635 38 519 38 422C38 317 111 240 217 240C236 240 255 244 277 256L345 292C311 140 203 39 59 15L64 -15C89 -15 150 -5 204 17C339 72 440 202 440 386C440 521 368 635 244 635ZM228 602C326 602 352 479 352 390C352 370 351 347 348 324C327 308 293 296 258 296C174 296 124 369 124 458C124 517 152 602 228 602Z"/></g><g transform="matrix(.013,0,0,-0.013,18.351,0)"><path id="g117-37" d="M535 290V340H323V533H265V340H52V290H265V84H323V290H535ZM535 -22V28H52V-22H535Z"/></g><g transform="matrix(.013,0,0,-0.013,28.887,0)"><path id="g113-49" d="M241 635C89 635 35 457 35 312C35 153 89 -12 240 -12C390 -12 443 166 443 312C443 466 390 635 241 635ZM238 602C329 602 354 454 354 312C354 172 330 22 240 22C152 22 124 173 124 313S148 602 238 602Z"/></g><g transform="matrix(.013,0,0,-0.013,35.127,0)"><use xlink:href="#g113-47"/></g><g transform="matrix(.013,0,0,-0.013,38.091,0)"><path id="g113-52" d="M285 378C315 398 338 416 353 432C373 451 384 474 384 503C384 579 325 635 236 635H235C182 635 136 610 108 579L65 516L85 496C110 533 150 575 205 575C258 575 300 543 300 481C300 407 232 369 141 339L147 310C163 315 188 321 211 321C268 321 338 284 338 192C338 94 288 40 217 40C160 40 119 68 93 91C85 98 77 97 69 91C60 84 47 71 46 58C44 46 48 35 62 22C75 10 116 -12 162 -12C234 -12 424 62 424 224C424 297 373 359 285 376V378Z"/></g></svg> on a scale of six questions. They highlighted several barriers against research participation including lack of time, proper mentoring, and funding.<i> Conclusion</i>. Although the majority of students showed positive attitudes towards clinical research, they reported low participation in related activities, associated with low knowledge scores. Several barriers should be addressed as lack of time, funding, and proper mentoring.

Abdelrahman Ibrahim Abushouk

Abdelrahman Nazmy Hatata

Ibrahim Mahmoud Omran

Mohammed Mahmoud Youniss

Khaled Fayez Elmansy

Abdullah Gad Meawad

Attitudes and Perceived Barriers among Medical Students towards Clinical Research: A Cross-Sectional Study in an Egyptian Medical School

<i>Background</i>. A two-step selection process, consisting of cognitive and noncognitive measures, is common in medical school admissions.<i> Objective.</i> To estimate the validity of this process in predicting academic performance, taking into account the complex and pervasive effect of range restriction in this context.<i> Methods.</i> The estimation of the validity of the two-step process included a sequential correction for range restriction and an estimation of the predictive validity of the process in its entirety. Data were collected from 1,002 undergraduate students from four cohorts (2006/07&#x2013;2009/10) at three medical schools in Israel.<i> Results.</i> The predictive validity of the composite of the cognitive measures with respect to Year 1 performance was high, resulting entirely from the predictive validity of the admission test (a standard measure of ability). The predictive validity of the noncognitive measure was moderate. The predictive validity of the process in its entirety was high, its value dependent on the weights given to the cognitive and noncognitive measures.<i> Conclusion</i>. A cognitive admission test has a high predictive validity with respect to Year 1 performance. The addition of a noncognitive measure in the second step does not markedly diminish the predictive validity of the selection process with respect to academic achievement.

Tamar Kennet-Cohen

Elliot Turvall

Yonatan Saar

Carmel Oren

The Predictive Validity of a Two-Step Selection Process to Medical Schools

<i>Introduction</i>. Burnout is prevalent in medical trainees. Little data exists on resident resilience.<i> Methods</i>. Anonymous surveys were provided to a convenience sample of internal medicine residents. Resilience was assessed using the Connor-Davidson resilience scale. Responses were categorized into low (&lt;70), intermediate (70–79), and high (80–100) resilience.<i> Results</i>. 77 residents from six institutions completed surveys. 26% of residents had high resilience, 43% intermediate, and 31% low. The mean resilience score was <svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" style="vertical-align:-0.3499298pt" id="M1" height="8.69875pt" version="1.1" viewBox="-0.0498162 -8.34882 50.8374 8.69875" width="50.8374pt"><g transform="matrix(.013,0,0,-0.013,0,0)"><path id="g113-56" d="M447 623H65C61 580 56 530 47 475H76C100 541 106 550 172 550H388C308 376 196 170 91 -1L98 -12L172 -2C268 204 360 408 455 611L447 623Z"/></g><g transform="matrix(.013,0,0,-0.013,6.242,0)"><path id="g113-52" d="M285 378C315 398 338 416 353 432C373 451 384 474 384 503C384 579 325 635 236 635H235C182 635 136 610 108 579L65 516L85 496C110 533 150 575 205 575C258 575 300 543 300 481C300 407 232 369 141 339L147 310C163 315 188 321 211 321C268 321 338 284 338 192C338 94 288 40 217 40C160 40 119 68 93 91C85 98 77 97 69 91C60 84 47 71 46 58C44 46 48 35 62 22C75 10 116 -12 162 -12C234 -12 424 62 424 224C424 297 373 359 285 376V378Z"/></g><g transform="matrix(.013,0,0,-0.013,12.482,0)"><path id="g113-47" d="M113 -12C146 -12 170 11 170 46C170 78 146 103 114 103S58 78 58 46C58 11 82 -12 113 -12Z"/></g><g transform="matrix(.013,0,0,-0.013,15.446,0)"><path id="g113-55" d="M137 343C167 482 260 545 321 574C357 591 397 603 429 609L423 641C382 634 335 622 295 608C189 570 37 457 37 238C37 84 125 -12 242 -12C362 -12 447 89 447 209C447 311 374 393 267 393C247 393 226 386 204 376L137 343ZM227 337C318 337 361 256 361 173C361 105 336 22 258 22C176 22 126 120 126 240C126 266 127 291 132 310C155 323 189 337 227 337Z"/></g><g transform="matrix(.013,0,0,-0.013,24.592,0)"><path id="g117-37" d="M535 290V340H323V533H265V340H52V290H265V84H323V290H535ZM535 -22V28H52V-22H535Z"/></g><g transform="matrix(.013,0,0,-0.013,35.129,0)"><path id="g113-58" d="M244 635C114 635 38 519 38 422C38 317 111 240 217 240C236 240 255 244 277 256L345 292C311 140 203 39 59 15L64 -15C89 -15 150 -5 204 17C339 72 440 202 440 386C440 521 368 635 244 635ZM228 602C326 602 352 479 352 390C352 370 351 347 348 324C327 308 293 296 258 296C174 296 124 369 124 458C124 517 152 602 228 602Z"/></g><g transform="matrix(.013,0,0,-0.013,41.37,0)"><use xlink:href="#g113-47"/></g><g transform="matrix(.013,0,0,-0.013,44.334,0)"><use xlink:href="#g113-55"/></g></svg> and lower than the general population (mean <svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" style="vertical-align:-0.3499298pt" id="M2" height="8.69875pt" version="1.1" viewBox="-0.0498162 -8.34882 57.1008 8.69875" width="57.1008pt"><g transform="matrix(.013,0,0,-0.013,0,0)"><path id="g113-57" d="M249 635C141 635 70 555 70 471C70 401 114 353 179 316C143 294 106 267 90 252C68 231 45 202 45 157C45 50 130 -12 237 -12C322 -12 435 52 435 169C435 256 372 304 303 343C349 374 375 398 383 407C401 429 411 458 411 487C411 569 344 635 249 635ZM238 603C285 603 337 567 337 482C337 422 310 385 276 358C205 393 145 426 145 500C145 552 179 603 238 603ZM248 20C183 20 125 70 125 163C125 218 158 268 206 300C284 261 355 217 355 143C355 66 308 20 248 20Z"/></g><g transform="matrix(.013,0,0,-0.013,6.24,0)"><path id="g113-49" d="M241 635C89 635 35 457 35 312C35 153 89 -12 240 -12C390 -12 443 166 443 312C443 466 390 635 241 635ZM238 602C329 602 354 454 354 312C354 172 330 22 240 22C152 22 124 173 124 313S148 602 238 602Z"/></g><g transform="matrix(.013,0,0,-0.013,12.48,0)"><use xlink:href="#g113-47"/></g><g transform="matrix(.013,0,0,-0.013,15.444,0)"><path id="g113-53" d="M456 178V225H360V632H320C217 496 115 347 20 206V178H280V106C280 40 276 34 189 27V0H445V27C364 34 360 39 360 106V178H456ZM280 225H82C149 335 214 431 278 520H280V225Z"/></g><g transform="matrix(.013,0,0,-0.013,24.59,0)"><use xlink:href="#g117-37"/></g><g transform="matrix(.013,0,0,-0.013,35.126,0)"><path id="g113-50" d="M384 0V27C293 34 287 42 287 114V635C232 613 172 594 109 583V559L157 557C201 555 205 550 205 499V114C205 42 199 34 109 27V0H384Z"/></g><g transform="matrix(.013,0,0,-0.013,41.366,0)"><path id="g113-51" d="M412 140C382 77 369 73 315 73H129L270 222C362 320 402 379 402 466C402 571 322 635 234 635C177 635 130 609 99 576L42 495L64 475C90 514 133 568 201 568C274 568 318 519 318 435C318 349 255 267 193 193C144 135 87 78 32 23V0H405C417 45 427 89 440 131L412 140Z"/></g><g transform="matrix(.013,0,0,-0.013,47.606,0)"><use xlink:href="#g113-47"/></g><g transform="matrix(.013,0,0,-0.013,50.57,0)"><path id="g113-54" d="M153 550H386L412 615L406 623H120L82 318C104 327 142 338 184 338C294 338 347 275 347 187C347 112 305 39 221 39C160 39 119 71 97 89C88 97 80 96 71 90C59 80 50 67 49 57C48 45 52 36 66 23C80 9 123 -12 169 -12C221 -11 288 15 342 59C403 109 431 165 431 225C431 308 366 395 238 395C212 395 165 379 127 364L153 550Z"/></g></svg>, <svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" style="vertical-align:-3.42938pt" id="M3" height="11.7782pt" version="1.1" viewBox="-0.0498162 -8.34882 50.7895 11.7782" width="50.7895pt"><g transform="matrix(.013,0,0,-0.013,0,0)"><path id="g113-113" d="M570 304C570 398 525 448 414 448C385 448 343 445 312 434L329 511L321 518C297 504 262 482 244 460L233 411C195 397 159 381 128 358L135 332C160 347 189 360 224 373L111 -147C97 -210 84 -218 17 -231L13 -257L254 -247L259 -218L233 -216C183 -212 177 -202 189 -142L218 -1C238 -10 266 -12 283 -12C351 3 429 48 483 105C543 168 570 242 570 304ZM482 289C482 161 380 33 304 33C278 33 248 51 233 69L303 396C326 400 352 403 369 403C428 403 482 380 482 289Z"/></g><g transform="matrix(.013,0,0,-0.013,11.342,0)"><path id="g117-91" d="M512 -3V55L134 254V256L512 456V514L75 281V230L512 -3Z"/></g><g transform="matrix(.013,0,0,-0.013,22.605,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,28.845,0)"><use xlink:href="#g113-47"/></g><g transform="matrix(.013,0,0,-0.013,31.809,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,38.049,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,44.289,0)"><use xlink:href="#g113-50"/></g></svg>). Trainees with high resilience were more likely to never have stress interfere with their relationships outside of work (high: 40%; low: 0%; <svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" style="vertical-align:-3.42938pt" id="M4" height="11.7782pt" version="1.1" viewBox="-0.0498162 -8.34882 50.7895 11.7782" width="50.7895pt"><g transform="matrix(.013,0,0,-0.013,0,0)"><use xlink:href="#g113-113"/></g><g transform="matrix(.013,0,0,-0.013,11.342,0)"><use xlink:href="#g117-91"/></g><g transform="matrix(.013,0,0,-0.013,22.605,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,28.845,0)"><use xlink:href="#g113-47"/></g><g transform="matrix(.013,0,0,-0.013,31.809,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,38.049,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,44.289,0)"><use xlink:href="#g113-50"/></g></svg>). High resilience residents were more likely to have the skills to manage stress and burnout (high: 80%; low: 46%; <svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" style="vertical-align:-3.42938pt" id="M5" height="11.7782pt" version="1.1" viewBox="-0.0498162 -8.34882 44.5261 11.7782" width="44.5261pt"><g transform="matrix(.013,0,0,-0.013,0,0)"><use xlink:href="#g113-113"/></g><g transform="matrix(.013,0,0,-0.013,11.342,0)"><path id="g117-34" d="M535 323V373H52V323H535ZM535 138V188H52V138H535Z"/></g><g transform="matrix(.013,0,0,-0.013,22.605,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,28.845,0)"><use xlink:href="#g113-47"/></g><g transform="matrix(.013,0,0,-0.013,31.809,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,38.049,0)"><use xlink:href="#g113-51"/></g></svg>) and less likely to feel inferior to peers (high: 20.0%; low: 70.8%; <svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" style="vertical-align:-3.42938pt" id="M6" height="11.7782pt" version="1.1" viewBox="-0.0498162 -8.34882 50.7895 11.7782" width="50.7895pt"><g transform="matrix(.013,0,0,-0.013,0,0)"><use xlink:href="#g113-113"/></g><g transform="matrix(.013,0,0,-0.013,11.342,0)"><use xlink:href="#g117-91"/></g><g transform="matrix(.013,0,0,-0.013,22.605,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,28.845,0)"><use xlink:href="#g113-47"/></g><g transform="matrix(.013,0,0,-0.013,31.809,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,38.049,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,44.289,0)"><use xlink:href="#g113-50"/></g></svg>). There was a trend towards those with high resilience reporting less burnout (high: 40.0%; intermediate: 27%; low: 16.7%; <svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" style="vertical-align:-3.42938pt" id="M7" height="11.7782pt" version="1.1" viewBox="-0.0498162 -8.34882 44.5261 11.7782" width="44.5261pt"><g transform="matrix(.013,0,0,-0.013,0,0)"><use xlink:href="#g113-113"/></g><g transform="matrix(.013,0,0,-0.013,11.342,0)"><use xlink:href="#g117-34"/></g><g transform="matrix(.013,0,0,-0.013,22.605,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,28.845,0)"><use xlink:href="#g113-47"/></g><g transform="matrix(.013,0,0,-0.013,31.809,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,38.049,0)"><use xlink:href="#g113-57"/></g></svg>). Only 60% report a program outlet to discuss burnout.<i> Conclusions</i>. There is a wide range of resilience among IM residents and scores were lower than the general population. Low resilience is associated with more stress interfering with relationships, feeling inferior to peers, and fewer skills to manage stress and burnout. 

Amber-Nicole Bird

Amber T. Pincavage

Initial Characterization of Internal Medicine Resident Resilience and Association with Stress and Burnout

Interpreting basic chest radiographs is an important skill for internal medicine residents to help them adequately diagnose and manage respiratory diseases. Educators need tools to ensure that they take a systematic approach when creating a curriculum to teach this, as well as other skills, knowledge, or attitudes. Using an instructional design model helps educators accomplish this task by giving them a guide they can follow to ensure that the curriculum meets the needs of the learners. Using the creation of a curriculum to teach chest radiograph interpretation as an example, this paper illustrates how educators can use the ADDIE model of instructional design to help develop their own curricula.

Lawrence Cheung

Using the ADDIE Model of Instructional Design to Teach Chest Radiograph Interpretation

On June 18, 2015, the Canadian Institutes of Health Research (CIHR) announced that it would terminate funding to M.D.-Ph.D. programs due to budget constraints, against the recommendations from two advisory panels. CIHR’s M.D.-Ph.D. program grants, which amounted to an annual average of $1.8 million in the form of 14 six-year studentships, represent only 0.15% of CIHR’s $1.2 billion operating budget. As over half of M.D.-Ph.D. trainees are dependent on these studentships, this poses a threat to physician-scientist training in Canada. In response to the current volatile funding climate, we surveyed McGill University’s M.D.-Ph.D. program alumni to assess its success in producing physician-scientists. In this program, 60.0% of graduates who have completed training have become physician-scientists, the majority being retained in Canada. These individuals have attained positions with sufficiently protected time for research and had grant success and significant publications for early- to mid-career investigators. This suggests that the current M.D.-Ph.D. system is an effective way of producing competent physician-scientists. As physician-scientists have remarkably contributed to Canadian healthcare innovation despite making up a fraction of physicians and researchers, vulnerability in the M.D.-Ph.D. pipeline would invariably affect the health of Canadians.

Tianwei E. Zhou

Paul A. Savage

Mark J. Eisenberg

Canadian M.D.-Ph.D. Programs Produce Impactful Physician-Scientists: The McGill Experience

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