Medical Student-Run Health Clinics: Important Contributors to Patient Care and Medical Education

Abstract Professional development is instrumental in the success of professionals and trainees in academic medicine. In response to medical student feedback requesting additional professional development opportunities, the Foster School of Medicine developed a distinction program, the Pathway for Preparing Academic Clinicians (PPAC), designed to deliver sought-after skill development and foundational knowledge in the three primary activities of academic medicine: medical education, research, and patient care. This distinction program addresses a curricular gap as identified by students and common to many UME curricula and also provides an opportunity for residency programs to identify student achievement within a pass/fail program.

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

American Journal of Lifestyle Medicine ◽

10.1177/15598276211021749 ◽

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.

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‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

Disaster Medicine and Public Health Preparedness ◽

10.1017/dmp.2020.423 ◽

2020 ◽

pp. 1-3

Author(s):

Anthony Mark Monaghan ◽

Jake Hudson ◽

Arion Romanos Alexopoulos

Keyword(s):

Medical Education ◽

Medical Student ◽

Flipped Classroom ◽

Independent Learning ◽

Flipped Learning ◽

Potential Utility ◽

Self Directed Learning ◽

Learning Skills ◽

Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

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Survey of Osteopathic Medical Students Regarding Physician Shadowing Experiences Before and During Medical School Training

Journal of Medical Education and Curricular Development ◽

10.1177/2382120519852046 ◽

2019 ◽

Vol 6 ◽

pp. 238212051985204

Author(s):

Erik Langenau ◽

Sarah B Frank ◽

Sarah J Calardo ◽

Michael B Roberts

Keyword(s):

Medical Student ◽

Medical Students ◽

Medical School ◽

Patient Care ◽

Student Experiences ◽

Cross Sectional ◽

Convenience Sample ◽

Care Experience ◽

Ensure Patient Safety ◽

College Of Osteopathic Medicine

Introduction: Shadowing a physician is an observational experience which includes a student observing a licensed healthcare provider caring for patients. Shadowing is commonly done by students before and during medical school, but little is known about the nature or extent of these extra-curricular observational experiences. Objective: We hypothesized that shadowing experiences were common yet variable. We investigated the prevalence, nature, and perceived value of medical student experiences with shadowing physicians (both before and during medical school). Methods: This survey-based study was non-experimental with a cross-sectional convenience sample of osteopathic medical students about their shadowing experiences before and during medical school. The survey was sent to all matriculated osteopathic medical students (OMS1-4) for the 2017 to 2018 academic year from two medical schools: Philadelphia College of Osteopathic Medicine (PCOM) (1084 total students) and PCOM-Georgia (554 total students). The final survey instrument included three sections: demographics (6 questions), pre-medical shadowing experiences (21 questions), and medical student shadowing experiences (24 questions). Results: Respondents (357) identified themselves as OMS1 (96), OMS2 (89), OMS3 (73), OMS4 (95) and other (2, OMS5) with enrollment at PCOM-Philadelphia (242) and PCOM-Georgia (115). Among survey respondents, 339 (95.5%) reported shadowing a physician as a pre-medical student, and 110 (30.8%) reported shadowing (outside of their required clinical rotations) a physician during medical school. Requirements to participate were inconsistent; fewer than 50% of shadowing experiences required Health Insurance Portability and Accountability Act of 1996 (HIPAA) training, proof of vaccination, or purified protein derivative (PPD) documentation. In addition to observation, pre-medical and medical students, respectively, participated in history taking (44 [13%], 47 [42.7%]), physical examinations (45 [13.3%], 44 [40%]) and procedures (13, [3.8%], 20 [18.2%]) during their shadowing experiences. Motivations to participate in shadowing varied between pre-medical and medical student experiences, but both groups mentioned their desire to learn more about a particular discipline, obtain letters of recommendation, and gain patient care experience. Students recommended both pre-medical (273 [80.5%]) and medical school (93 [84.5%]) shadowing to future students. Conclusion: Shadowing remains a common and important tool for students to learn about patient care, medicine and careers. The nature of each shadowing experience and participation requirements are quite variable. Measures to ensure patient safety, confidentiality, liability and supervision are inconsistently applied. Promoting guidelines, as well as codes of conduct, for shadowing could serve as a helpful resource for students, academic advisors and supervising clinicians.

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Morning Report: Can an Established Medical Education Tradition Be Validated?

Journal of Graduate Medical Education ◽

10.4300/jgme-d-12-00199.1 ◽

2013 ◽

Vol 5 (3) ◽

pp. 374-384 ◽

Cited By ~ 11

Author(s):

Matthew McNeill ◽

Sayed K. Ali ◽

Daniel E. Banks ◽

Ishak A. Mansi

Keyword(s):

Medical Education ◽

Patient Care ◽

Outcome Measures ◽

English Language ◽

Meta Analysis ◽

The United States ◽

Cochrane Library ◽

Clinical Effects ◽

Morning Report ◽

Residency Programs

Abstract Background Morning report is accepted as an essential component of residency education throughout different parts of the world. Objective To review the evidence of the educational value, purpose, methods, and outcomes of morning report. Methods A literature search of PubMed, Ovid, and the Cochrane Library for English-language studies published between January 1, 1966, and October 31, 2011, was performed. We searched for keywords and Medical Subject Heading terms related to medical education, methods, attitudes, and outcomes in regard to “morning report.” Title and abstract review, followed by a full-text review by 3 authors, was performed to identify all pertinent articles. Results We identified 71 citations; 40 articles were original studies and 31 were commentaries, editorials, or review articles; 56 studies (79%) originated from internal medicine residency programs; 6 studies (8%) focused on ambulatory morning report; and 63 (89%) originated from the United States. Identified studies varied in objectives, methods, and outcome measures, and were not suitable for meta-analysis. Main outcome measures were resident satisfaction, faculty satisfaction, preparation for professional examinations, use of evidence-based medicine, clinical effects on patient care, adverse event detection, and utilization of a curriculum in case selection. Conclusions Morning report has heterogeneous purposes, methods, and settings. As an educational tool, morning report is challenging to define, its outcome is difficult to measure, and this precludes firm conclusions about its contribution to resident education or patient care. Residency programs should tailor morning report to meet their own unique educational objectives and needs.

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Practicing Anthropology in an Academic Community Hospital: Lessons from the Field

Practicing Anthropology ◽

10.17730/praa.32.4.d653683741q14764 ◽

2010 ◽

Vol 32 (4) ◽

pp. 19-23 ◽

Cited By ~ 1

Author(s):

Lynn Deitrick ◽

Terry Capuano ◽

Debbie Salas-Lopez

Keyword(s):

Medical Education ◽

Organizational Culture ◽

Patient Care ◽

Community Hospital ◽

Continuum Of Care ◽

Academic Community ◽

Hospital Culture ◽

Doctor's Office ◽

Vantage Points

Practicing anthropology at an academic community hospital involves collaborations across the full continuum of care, from hospital, to doctor's office, to the medical education classroom and into the community. Through these collaborations, the anthropologist learns about hospital culture through many different lenses and is, in turn, able to provide valuable insights into organizational culture and patient care from a variety of vantage points.

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A Viral Connection

Journal of Medical Education and Curricular Development ◽

10.1177/2382120520968071 ◽

2021 ◽

Vol 8 ◽

pp. 238212052096807

Author(s):

LynnMarie Jarratt

Keyword(s):

Medical Education ◽

Medical Student ◽

Virtual Medicine

A heartfelt commentary on the rise of virtual medicine and medical education as told from the perspective of a 3rd year medical student during the COVID-19 pandemic.

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The Mandate Project: Institutionalizing a System of Patient Care Quality Assurance

PEDIATRICS ◽

10.1542/peds.57.5.775 ◽

1976 ◽

Vol 57 (5) ◽

pp. 775-782

Author(s):

Daniel S. Fleisher ◽

Clement R. Brown ◽

Carter Zeleznik ◽

Gerald H. Escovitz ◽

Charles Omdal

Keyword(s):

Medical Education ◽

Quality Assurance ◽

Patient Care ◽

Psychosocial Factors ◽

Continuing Medical Education ◽

Care Quality ◽

Quality Assurance Program ◽

Patient Care Quality

In 1970, prior to present-day requirements for quality assurance programs, a project was undertaken to institute such a program voluntarily in ten hospitals. Five hospitals succeeded in fully implementing the program which was based on the "Bi-Cycle Process" and each documented improvements in desired patient care behaviors. Two hospitals partially implemented the process and demonstrated no significant changes in desired patient care behaviors. Two hospitals failed to provide the data upon which assessments could be made and one hospital never got beyond preliminary efforts at instituting the process. The project demonstrates that a voluntary quality assurance program is feasible and has important implications for PSROs and continuing medical education. It also provides evidence that attention to psychosocial factors is essential in the institutionalization of programs designed to produce desired changes in patient care behaviors.

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