Cultural Competence Education and Training for Health and Medical Students

2017 ◽  
pp. 65-74
Author(s):  
Crystal Jongen ◽  
Janya McCalman ◽  
Roxanne Bainbridge ◽  
Anton Clifford
Keyword(s):  
Medical Students ◽  
Cultural Competence ◽  
Education And Training ◽  
And Training ◽  
Cultural Competence Education

Essentials for Education and Training for Tomorrow's Physicians

2017 ◽  
pp. 230-252
Author(s):  
Timothy Edward A. Barrett
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
Personal Growth ◽  
Growth And Development ◽  
Well Being ◽  
Education And Training ◽  
Current Approach ◽  
Changing Times ◽  
Health And Well Being ◽  
And Training

Education and training of medical students and postgraduate residents must undergo a critical review in light of the changing times and attitudes. The demands of life in general are enough to provide significant stressors for today's students in addition to coping with pressures of balancing passing exams with meeting the expectations of family and instructors. This chapter will highlight the realities of the effect of the pressures of study on the students' mental health and well-being. It will then describe several changes that can be made to the way medical students are trained which then shifts the focus to personal growth and development and away from the traditional goals of knowledge, skills and competencies for the goal of passing the exams. In the end, this chapter will challenge readers and institutions to pause and reconsider the current approach to training of medical students.

Medical students’ perceptions and expectations regarding digital health education and training: A qualitative study

2020 ◽  
pp. 1357633X2093243
Author(s):  
Sisira Edirippulige ◽  
Sophie Gong ◽  
Malshi Hathurusinghe ◽  
Sarah Jhetam ◽  
Jasmine Kirk ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Health Education ◽  
Focus Groups ◽  
Online Survey ◽  
Care Delivery ◽  
Digital Health ◽  
Education And Training ◽  
Perceptions And Expectations ◽  
And Training

Introduction Digital health – the convergence of digital technologies within health and health care to enhance the efficiency of health-care delivery – is fast becoming an integral part of routine medical practice. The integration of digital health into traditional practice brings significant changes. Logic dictates that for medical practitioners to operate in this new digitally enabled environment, they require specific knowledge, skills and competencies relating to digital health. However, very few medical programmes in Australia and globally include digital health within their regular curriculum. This pilot study aimed to explore medical students’ perceptions and expectations of digital health education and training (ET). Methods An online survey and focus groups were used to collect information about medical students’ perceptions and expectations relating to digital health and ET relating to this field within the medical programme at the University of Queensland. Sixty-three students took part in the survey, and 17 students were involved in four focus groups. Results Most participants had no formal ET in digital health. Most participants ( n = 43; 68%) expressed a willingness to learn about digital health as part of their medical programme. Discussion Primarily, knowledge- and practice-related factors have motivated students to learn about digital health. The analysis of focus group data identified two superordinate themes: (a) drivers of digital health ET and (b) expectations relating to digital health ET. Students agreed that digital health is a relevant field for their future practice that should be taught as part of their regular curriculum.

Leaving Lake Wobegon: firearm-related education and training for medical and mental health professionals is an essential competence

2019 ◽  
Vol 11 (2) ◽  
pp. 78-87 ◽  
Author(s):  
Gianni Pirelli ◽  
Liza Gold
Keyword(s):  
Mental Health ◽  
Cultural Competence ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Education And Training ◽  
Gun Violence ◽  
Self Report ◽  
Average Effect ◽  
Content Type ◽  
And Training

Purpose Firearm-involved violence and suicide in the USA, often collectively referred to as “gun violence,” has been labeled a public health problem and an epidemic, and even an endemic by some. Many lawmakers, community groups, mainstream media outlets and professional organizations regularly address gun-related issues and frequently associate firearm violence with mental health. As a result, these groups often set forth positions, engage in discussions and promote policies that are at least partially based on the widely held but incorrect assumption that medical and mental health professionals are either inherently equipped or professionally trained to intervene with their patients and reduce gun deaths. The paper aims to discuss this issue. Design/methodology/approach Furthermore, notable proportions of medical and mental health professionals self-report a level of comfort engaging in firearm-specific interventions that is often disproportionate to their actual education and training in the area. This type of overconfidence bias has been referred to as the Lake Wobegon Effect, illusory superiority, the above average effect, the better-than average effect or the false uniqueness bias. While medical and mental health professionals need to serve on the front line of firearm-involved violence and suicide prevention initiatives, the vast majority have not actually received systematic, formal training on firearm-specific issues. Findings Therefore, many lack the professional and cultural competence to meet current and potential future in regard to addressing gun violence. In this paper, the authors discuss empirical studies that illustrate this reality and a novel model (i.e. the Know, Ask, Do framework) that medical and mental health professionals can use when firearm-related issues arise. In addition, the authors set forth considerations for clinicians to develop and maintain their professional and cultural competence related to firearms and firearm-related subcultures. Originality/value This paper provides empirical and conceptual support for medical and mental health programs to develop formal education and training related to guns, gun safety and gun culture. A framework is provided that can also assist medical and mental health professionals to develop and maintain their own professional and cultural competence.

Knowledge, attitudes and practices of telemedicine education and training of French medical students and residents

2020 ◽  
pp. 1357633X2092682
Author(s):  
Sarina Yaghobian ◽  
Robin Ohannessian ◽  
Thomas Iampetro ◽  
Isabelle Riom ◽  
Nathalie Salles ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Education And Training ◽  
National Scale ◽  
Attitudes And Practices ◽  
Regulatory Changes ◽  
Positive Attitudes ◽  
Video Consultation ◽  
And Training ◽  
Knowledge Attitudes And Practices

Introduction Telemedicine is a remote medical practice that is progressively expanding in France. In 2018, regulatory changes authorised telemedicine to become part of daily clinical practice. Telemedicine education and training (ET), however, has not been widespread, despite its integration in the medical curriculum since 2009. The objective of this study was to examine the self-perceived knowledge, attitudes and practices (KAP) and ET of telemedicine ET from medical students and residents in France. Methods A national survey was distributed online (15 December 2018 to 3 March 2019) to approximately 135,000 medical students and residents in medical schools ( n = 38). The survey consisted of a total of 24 binary and Likert-scale questions covering telemedicine ET and KAP. Results In total, 3,312 medical students and residents completed the survey. Synchronous video consultation was the most well-known telemedicine activity (86.9%); asynchronous tele-expertise was the least recognised (40.3%). Most respondents (84.8%) stated they were not familiar with telemedicine regulations. The relevance of telemedicine for improving access to care was acknowledged by 82.8% of students and residents; 14% of respondents stated they had previously practised telemedicine during their studies; 14.5% stated they had received telemedicine ET; however, 97.9% stated they were not sufficiently trained. Discussion This is the first national scale study on telemedecine ET by medical students and residents, to date. Despite positive attitudes, participants were found to have limited telemedicine ET, knowledge and practices. The demand for telemedicine ET is increasing. Such studies that incorporate the perspectives of medical students and residents may strengthen the implementation of telemedicine ET in the future.

Perspectives of Future Physicians on Disaster Medicine and Public Health Preparedness: Challenges of Building a Capable and Sustainable Auxiliary Medical Workforce

2009 ◽  
Vol 3 (4) ◽  
pp. 210-216 ◽  
Author(s):  
Heather E. Kaiser ◽  
Daniel J. Barnett ◽  
Edbert B. Hsu ◽  
Thomas D. Kirsch ◽  
James J. James ◽  
...  
Keyword(s):  
Public Health ◽  
Medical Students ◽  
Natural Disaster ◽  
Pandemic Influenza ◽  
Disaster Preparedness ◽  
Education And Training ◽  
Disaster Medicine ◽  
Public Health Preparedness ◽  
Web Based ◽  
And Training

ABSTRACTBackground: Although the training of future physicians in disaster preparedness and public health issues has been recognized as an important component of graduate medical education, medical students receive relatively limited exposure to these topics. Recommendations have been made to incorporate disaster medicine and public health preparedness into medical school curricula. To date, the perspectives of future physicians on disaster medicine and public health preparedness issues have not been described.Methods: A Web-based survey was disseminated to US medical students. Frequencies, proportions, and odds ratios were calculated to assess perceptions and self-described likelihood to respond to disaster and public health scenarios.Results: Of the 523 medical students who completed the survey, 17.2% believed that they were receiving adequate education and training for natural disasters, 26.2% for pandemic influenza, and 13.4% for radiological events, respectively; 51.6% felt they were sufficiently skilled to respond to a natural disaster, 53.2% for pandemic influenza, and 30.8% for radiological events. Although 96.0% reported willingness to respond to a natural disaster, 93.7% for pandemic influenza, and 83.8% for a radiological event, the majority of respondents did not know to whom they would report in such an event.Conclusions: Despite future physicians' willingness to respond, education and training in disaster medicine and public health preparedness offered in US medical schools is inadequate. Equipping medical students with knowledge, skills, direction, and linkages with volunteer organizations may help build a capable and sustainable auxiliary workforce. (Disaster Med Public Health Preparedness. 2009;3:210–216)

scholarly journals 1326 Otorhinolaryngology Education and Training Innovation: A Literature Review of the Academic Year 2019-2020

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
J O'Hanlon ◽  
J McKenna ◽  
J Chan
Keyword(s):  
Medical Students ◽  
Educational Research ◽  
Surgical Simulation ◽  
Teaching Method ◽  
Negative Impact ◽  
3D Models ◽  
Education And Training ◽  
Original Research ◽  
Academic Year ◽  
And Training

Abstract Aim We aimed to summarise the literature on educational research and training in otorhinolaryngology during the academic year of 2019-2020. Method A literature search was conducted on Medline, Embase and Cochrane in accordance with PRISMA guidelines for ““(ENT or otorhino* or otolaryngo* or (ear, nose, and throat)) and (educat* or train or training or teach*)””. The search was conducted independently on 13/09/20 by two authors (JOH, JM), any discrepancy was further reviewed by a third author (JC). All original research papers published between 2019-2020 were included. Results 68 papers were included in our study. Educational research this year shifted focus on how to combat the negative impact of COVID-19 on otorhinolaryngology teaching. Although many of the interventions created for postgraduate and undergraduate education have not been formally assessed, virtual electives for medical students were found to increase interest and knowledge in the specialty. Surgical simulation represented the most common teaching method reported aside from COVID-19. 3D models were used for emergency training with an aim to increase trainee exposure to an anterior neck abscess, retrobulbar haematoma and paediatric tracheostomy. 3D models were positively rated for face and content validity and gave statistically significant improvements in confidence for trainees. Conclusions The otorhinolaryngology training in 2019-2020 has changed massively due to the pandemic. Improving on virtual learning and adapting simulation training are the key to maintain a positive learning environment for medical students and doctors in the short term. Research on the effect of COVID-19 on otorhinolaryngology education and training will be the focus in 2021.

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