Integrating Ecohealth into a Medical School Curriculum: A Vision of the Future at the University of Hawaii John A. Burns School of Medicine

EcoHealth ◽  
2004 ◽  
Vol 1 (S1) ◽  
Author(s):  
BruceA. Wilcox ◽  
RichardT. Kasuya
Keyword(s):  
Medical School ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
School Of Medicine ◽  
The Future ◽  
The University

scholarly journals Our disputes, divisions and conflicts about foundation of the School of medicine in Belgrade

2006 ◽  
Vol 134 (Suppl. 2) ◽  
pp. 162-166
Author(s):  
Vukasin Antic ◽  
Zarko Vukovic
Keyword(s):  
Medical School ◽  
First World War ◽  
Medical Society ◽  
World War ◽  
School Of Medicine ◽  
The First World War ◽  
The Future ◽  
The University ◽  
First World

Disputes, divisions and even conflicts, so frequent in Serbia, have not bypassed physicians-members of the Serbian Medical Society; ones of the most important occurred at the crossroad of the 19th and 20th centuries related to foundation of the School of Medicine in Belgrade. The most prominent and persistent advocate of foundation of the School of Medicine was Dr. Milan Jovanovic Batut. In 1899, he presented the paper ?The Medical School of the Serbian University?. Batut`s effort was worth serious attention but did not produce fruit. On the contrary, Dr. Mihailo Petrovic criticized Batut by opening the discussion ?Is the Medical School in Serbia the most acute sanitary necessity or not?? in the Serbian Archives, in 1900. However, such an attitude led to intervention of Dr. Djoka Nikolic, who defended Batut`s views. He published his article in Janko Veselinovic`s magazine ?The Star?. Since then up to 1904, all discussions about Medical School had stopped. It was not even mentioned during the First Congress of Serbian Physicians and Scientists. Nevertheless, at the very end of the gathering, a professor from Prague, Dr. Jaromil Hvala claimed that ?the First Serbian Congress had prepared the material for the future Medical School?, thus sending a message to the attendants of what importance for Serbia its foundation would have been. But the President of both the Congress and the Serbian Medical Society, as well as the editor of the Serbian Archives, Dr. Jovan Danic announced that ?the First Congress of Serbian Physicians and Scientists had finished its work?. It was evident that Danic belonged to those medical circles which jealously guarded special privileges of doctors and other eminent persons who had very serious doctrinal disagreements on the foundation of the Medical School. All that seemed to have grown into clash, which finally resulted in the fact that Serbia got Higher Medical School within the University of Belgrade with a great delay, only after the First World War.

scholarly journals 1131 The Integration of Cardiothoracic Practical Skills Workshop in The Undergraduate Medical School Curriculum and Its Impact on Promoting Interest in Cardiothoracic Surgery

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
M S Raja ◽  
Y Dhuga ◽  
S Modi ◽  
A Nagasubramony ◽  
S Sood ◽  
...  
Keyword(s):  
Medical School ◽  
Positive Impact ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Cardiothoracic Surgery ◽  
Vascular Pathology ◽  
Clinical Exposure ◽  
Significant Difference ◽  
The Future ◽  
Cardiothoracic Surgeon

Abstract Recently, a downward trend is seen in undergraduates wishing to pursue a career in cardiothoracic surgery(CTS). This is partly due to lack of clinical exposure and limited teaching during the undergraduate years; the focus being on cardiac ad vascular pathology. Aim Assess if WETLAB workshop encourages the engagement of medical students in CTS surgery Method We hosted a cardiac WETLAB workshop, led by a consultant cardiothoracic surgeon. Attendees were taught how to carry out an end-to-side anastomosis on animal tissue. We used pre-and -post exposure questionnaires composed of 10 items to assess the ability of the workshop to improve undergraduate interest in cardiothoracic surgery. The questionnaire included questions around students’ interest in the speciality, previous exposure to the speciality and whether students want to pursue a career in the speciality. Results Out of the 12 attendees, 10 completed both questionnaires. The workshop was well received with the overall satisfaction of 9.64 out of 10. It significantly increased respondents’ interest in CTS(z=-0.06, p = 0.01) but did not show any significant difference in encouraging them to pursue surgery. 100% of respondents agreed that specialised practical workshops should be incorporated within the medical school curriculum and that if the opportunity arises, they will attend another in the future. Conclusions Specialised practical workshops have the potential to play a significant role in the medical school curriculum in order to enhance exposure to the field of cardiothoracic surgery. This may lead to a positive impact on the number of doctors wishing to pursue this speciality in the future.

EDUCATION

PEDIATRICS ◽  
1954 ◽  
Vol 14 (4) ◽  
pp. 387-395
Author(s):  
A. H. PARMELEE ◽  
ETHEL SWENGEL ◽  
JHON M. ADAMS
Keyword(s):  
Family Medicine ◽  
Medical School ◽  
Growth And Development ◽  
School Curriculum ◽  
Basic Sciences ◽  
School Of Medicine ◽  
The Family ◽  
The University ◽  
Relationship Of ◽  
The Relationship

A course in the medical school curriculum has been described. We have pointed out the integration with the basic sciences, growth and development and preventive medicine, and we have emphasized the relationship of the psychologic, economic and sociologic aspects of the patient's environment to disease. The principle of self-education is emphasized throughout the four-year experience of the student. The close guidance of the student is provided by the active participation of the faculty of the School of Medicine and many additional people in the University and community. The experiences of the student in the first two years of the course have been reviewed in an attempt to evaluate their achievements. The total curriculum time of the Family Medicine Course for the four years is 116 hours. This represents approximately 23½% of the total curriculum time of the Medical School.

Building on Past Experience

2018 ◽  
Author(s):  
J. Donald Boudreau ◽  
Eric J. Cassell ◽  
Abraham Fuks
Keyword(s):  
Medical School ◽  
School Curriculum ◽  
Past Experience ◽  
Medical School Curriculum ◽  
Learning Activities ◽  
Dual Roles ◽  
Medical Program ◽  
Mcgill University ◽  
Ongoing Development ◽  
Renewal Project

This chapter serves to explain the link between a curricular renewal project that has already been completed and one that is envisaged as an aspirational goal and serves as the focus of the book. The Physicianship Curriculum has its origins in courses introduced in 1998 and that evolved over two decades in the undergraduate medical program at McGill University. The innovative modules and learning activities were initially rolled out under the ambit of two distinct conceptual streams: professionalism and healing in medicine. Ongoing development continued using “physicianship” as a new descriptive label. Physicianship refers to the dual roles of the physician: the physician as professional and as healer. The flagship course of the physicianship component of McGill’s medical school curriculum has been a 4-year longitudinal apprenticeship; it is described in detail.

Culinary Medicine Training in Core Medical School Curriculum Improved Medical Student Nutrition Knowledge and Confidence in Providing Nutrition Counseling

2021 ◽  
pp. 155982762110217
Author(s):  
Christopher R. D’Adamo ◽  
Kayli Workman ◽  
Christine Barnabic ◽  
Norman Retener ◽  
Bernadette Siaton ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Patient Care ◽  
School Curriculum ◽  
Nutrition Knowledge ◽  
Medical School Curriculum ◽  
Nutrition Counseling ◽  
Patient Counseling ◽  
Culinary Medicine

Background: Elective culinary medicine education has become popular to help fill important gaps in physician nutrition training. The implementation and outcomes among the inaugural cohort of medical students who received culinary medicine training as a required component of medical school curriculum at the University of Maryland School of Medicine are described. Methods: Following a series of elective pilot sessions, culinary medicine training was provided to all first-year medical students in the 2019-2020 academic year. The 3-hour training included evidence-based nutrition lecture, cooking simple recipes, and group discussion of the application to personal and patient care. Pre-/postsession questionnaires assessed nutrition knowledge, skills, and attitudes as well as nutritional counseling confidence. Paired t-tests estimated mean differences in outcomes pre- and posttraining. Qualitative data were subjected to thematic analysis. Results: Overall, 119 of 125 (95.2%) students provided pre- and posttraining outcomes data. All nutritional and patient counseling outcomes improved ( P < .05). Themes of being better prepared to address healthy eating barriers in patient care and personal ability to make healthy dietary changes were noted in qualitative analysis. Conclusion: One session of culinary medicine training in core medical student curriculum was feasible and improved medical student nutrition knowledge, skills, and attitudes and confidence in patient nutrition counseling.

scholarly journals Teaching Pathology in an Integrated Preclinical Medical School Curriculum and Adaptations to COVID-19 Restrictions

2021 ◽  
Vol 8 ◽  
pp. 237428952110153
Author(s):  
Matthew D. Krasowski ◽  
John L. Blau ◽  
Stephanie J. Chen ◽  
Karra A. Jones ◽  
Thomas J. Schmidt ◽  
...  
Keyword(s):  
Medical School ◽  
Small Groups ◽  
Integrated Curriculum ◽  
Sudden Change ◽  
Health Professions ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Professional Schools ◽  
Large Group ◽  
Virtual Instruction

The coronavirus disease 2019 (COVID-19) pandemic has had a major impact on education at all age levels, including professional schools and health professions programs. We describe the experience of adapting preclinical medical school courses within an integrated curriculum to virtual instruction. A major feature of two of the courses were pathology small groups adapted from pathology courses in the previous medical school curriculum. These small groups were designed to use facilitated groups of 8 to 10 students. With a sudden change to virtual learning, these small groups were shifted to large group virtual sessions. In general, the conversion went well, with ongoing optimization of the format of the large group sessions mainly occurring over the first several sessions. End-of-course student evaluations were generally positive, but with a preference toward returning to live sessions in the future. Scores on 5 multiple choice examinations in the spring 2020 course were essentially identical in mean, standard deviation, and distribution to examinations in the previous 2 years of the course that had similar layout and topic organization. We discuss the challenges and successes of the switch to virtual instruction and of teaching pathology content within an integrated medical school curriculum.

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