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Canadian medical student and residents' severity ratings of professionalism vignettes were examined to identify the differences in ratings by the level of training and by sex.

Eight hundred and thirty-five medical learners (400 medical students and 435 residents) were invited to participate in an online survey measuring medical professionalism. The survey was composed of questions about descriptive information and professionalism vignettes. NU7441 concentration The tool consists of 16 vignettes examining respondent's ability to recognize the professional and unprofessional behaviors. For each vignette, participants were asked to rate the severity of the infraction as "not a problem" to "severe." Wilcoxon rank sum tests and Fischer's Chi-square tests were used to examine the differences in perceptions of professionalism by the level of training and sex, and logistic regression models were created with the level of training and sex to examine their association with binary vignette responses (not a severe infraction and severe infraction); controlling for the effect of the other variable.

Overall response rate for the completed survey was 30% (n = 253). Significant differences between males and females were found for lapse in excellence (P ≤ 0.039), inappropriate dress (P ≤ 0.003), lack of altruism (P ≤ 0.033), disrespect (P ≤ 0.013), shirking duty (P ≤ 0.028), and abuse of power (P ≤ 0.006). Females rated all six vignettes as more severe as compared to males. Shirking duty (P ≤ 0.002) was found to have the differences between learner responses. Regressions found sex to be associated with severity of professionalism infractions on seven vignettes.

Future work is needed in the area of professionalism and sex to understand why female and male learners may perceive professionalism differently.

Future work is needed in the area of professionalism and sex to understand why female and male learners may perceive professionalism differently.

Current research in medical education is increasingly exploring the relevance of emotional intelligence (EI) in the successful performance of health-care people. As assessments of core domains are markers of actual performance of the student when he or she is not observed, this systematic review was aimed to answer the question "what is the influence of EI on objective parameters of academic performance in undergraduate medical, dental, and nursing students aged 18-30 years?"

Databases were systematically searched for empirical studies which measured EI of medical, nursing, or dental undergraduate students and compared it with academic performance during graduation years from January 1, 2000, to August 30, 2016. Quality appraisal and data abstraction was done by two independent authors.

Six hundred and twenty-three articles were retrieved from systematic search. Of these, 25 articles were selected. Quality appraisal further led to exclusion of two studies which did not meet ethical criterion. Medical undergraduates were included in 12, dental in 4, and nursing in 7 studies. Four studies examined the relationship of EI with clinical skills, 8 with communication skills, and 18 with overall academic performance.

The findings of review show that EI has a greater role in academic success of clinical year medical and dental students. Although the review has addressed different rungs of the health-care profession separately, it preludes that better EI skills of health-care team will have a holistic impact on health-care improvement.

The findings of review show that EI has a greater role in academic success of clinical year medical and dental students. Although the review has addressed different rungs of the health-care profession separately, it preludes that better EI skills of health-care team will have a holistic impact on health-care improvement.

Umeå University Faculty of Medicine (UUFM), Sweden, has a regionalized medical program in which students spend the final 2½ years of their undergraduate degree in district hospitals. In late 2018, UUFM started a "rural stream" pilot exposing students to smaller rural locations.

The objectives are to deliver the benefits for medical education and rural workforce development that have been observed in longitudinal integrated clerkships (LICs) while maintaining consistency between learning experiences in the main campus, regional campuses, and rural locations. This article compares the UUFM rural stream with those typical of the LICs described in the medical education literature. Comparisons are made in terms of the four key criteria for LIC success, and additional characteristics including peer and interprofessional learning, "'continuity," and curriculum development.

The rural stream has elements of length, immersion, position in the degree program, and community engagement that are both similar to, and different from, LICs. Key challenges are to ensure that participating students create close relationships with host medical facilities and communities. The rural stream also has some potential advantages, particularly in relation to team learning.

Alternatives to the LIC rural stream model as typically described in the literature may be required to allow for immersive medical education to occur in smaller rural communities and to be suitable for medical schools with more traditional approaches to education.

Alternatives to the LIC rural stream model as typically described in the literature may be required to allow for immersive medical education to occur in smaller rural communities and to be suitable for medical schools with more traditional approaches to education.We reviewed our experience in reconstructing forked corpus spongiosum (FCS) in distal/midshaft hypospadias repair and analyzed the efficacy of this surgical technique. From August 2013 to December 2018, 137 consecutive cases of distal/midshaft hypospadias operated by the same surgeon in Urology Department, Children's Hospital of Fudan University (Shanghai, China), were retrospectively analyzed. Sixty-four patients who underwent routine tubularized incised plate (TIP) or onlay island flap (ONLAY) surgery were included in the nonreconstructing group, and 73 patients who underwent reconstructing FCS during TIP or ONLAY surgery were included as the reconstructing group. Thirty-eight cases underwent TIP, and 26 underwent ONLAY in the nonreconstructing group, with a median follow-up of 44 (range 30-70) months. Twenty-seven cases underwent TIP, and 46 underwent ONLAY in the reconstructing group, with a median follow-up of 15 (range 6-27) months. In the nonreconstructing/reconstructing groups, the mean age at the time of surgery was 37.