Integrating Public Health–Oriented e-Learning Into Graduate Medical Education

Internships and field placements are a critical component of public health education in that they help ensure that future public health workers are able to apply theory and concepts to practice. However, developing successful practice-based experiences is dependent on both public health agencies and academic institutions collaborating to identify the competencies students should possess on entry into the field. It also takes considerable time and resources from public health departments to make these field placements successful. Seeking to innovate on existing field placement models in an effort to provide a rich relationship between students and practitioners, the Tennessee Department of Health has developed a new fellowship experience for recent graduates of public health programs that draws on the multidisciplinary aspects of post-graduate medical education. The Commissioner’s Fellowship in Public Health provides recent graduates an opportunity for practical high-level experiential learning in place of—or prior to—additional academic work. The program has two overarching goals: (1) to address emerging needs of public health in the areas of health policy and primary prevention while providing leadership, professional opportunities, and practical experience to recent graduates that will serve as a foundation for a career in public health; and (2) to provide a high level, diverse, and extended post-graduate population health experience prior to committing to a particular field.

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Infectious Disease Clinical Research Program: Building the Bench

Military Medicine ◽

10.1093/milmed/usz094 ◽

2019 ◽

Vol 184 (Supplement_2) ◽

pp. 66-70

Author(s):

Christian Coles ◽

Martin G Ottolini

Keyword(s):

Public Health ◽

Infectious Disease ◽

Medical Education ◽

Clinical Research ◽

Graduate Medical Education ◽

Research Program ◽

Leadership Skills ◽

Armed Forces ◽

Graduate Medical ◽

Military Physicians

ABSTRACT The role of physicians in the U.S. Armed Forces is diverse, encompassing a wide array of skills and responsibilities to provide superior healthcare to their patients and to advance military medicine. In addition to healthcare delivery and medical education, military physicians are engaged in public health, operational medicine, and cutting-edge medical research. Thus, clinical research is a crucial component of Graduate Medical Education (GME) and supports critical thinking (knowledge, skills, and abilities) and the development of leadership skills among U.S. military physicians. The Infectious Disease Clinical Research Program (IDCRP) education mission was established in 2005 with the overall goal of supporting the development and training of the next generation of clinical researchers in infectious diseases and related public health disciplines in the Armed Forces using several strategies, including didactic learning, mentored research, and research engagement. Through involvement in the IDCRP, infectious disease fellows, residents (e.g., surgical, internal medicine, and pediatrics), and Master of Public Health (MPH) students have continued their education and gained valuable skills related to clinical research. Trainees either conduct research with IDCRP mentors or participate in IDCRP-led practicum experiences, with research projects ranging from epidemiologic studies to microbiological assessments. Consistent with the needs of the Military Health System (MHS), and in accordance with Accreditation Council for Graduate Medical Education goals, the IDCRP provides opportunities for medical and graduate students, residents, and infectious disease fellows to conduct mentored research within the MHS, as well as gain important leadership skills in the conduct of clinical research. Overall, IDCRP continues to further infectious disease research through the support and education of the next generation of active-duty infectious disease researchers in the MHS.

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A Survey on the Impact of COVID 19 on Undergraduate and Postgraduate Medical Education in Qatar

10.21203/rs.3.rs-940106/v1 ◽

2021 ◽

Author(s):

M Thomas ◽

S Suleiman ◽

M Allen ◽

M Hameed ◽

A Ghaffar ◽

...

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Postgraduate Medical Education ◽

Tertiary Care ◽

Public Hospitals ◽

Face To Face ◽

Graduate Medical ◽

Medical Education And Training ◽

E Learning ◽

The Impact

Abstract BackgroundCOVID-19 pandemic has affected all dimensions of day to day life across the world and medical education was no exception. In Qatar, two institutions provide undergraduate medical education; Qatar University - College of medicine and Weill Cornell Medical College, Qatar and post graduate medical education is provided by tertiary care public hospitals under Hamad Medical Corporation (HMC) through Accreditation Council for Graduate Medical Education -International (ACGME-I) accredited residency and fellowship programs. With this study we aimed to understand the impact of nationwide restrictions on medical education in Qatar.MethodsWe conducted a cross sectional study utilising an online questionnaire between April and October 2020. Two questionnaires for the faculty and trainees each were designed to address the objectives. The questionnaires addressed barriers to delivery of medical education and perceptions on the models of education used.ResultsMajority of trainees (58.5%) responded that the pandemic has adversely affected medical education at both the undergraduate and postgraduate levels. Trainees (58.5%) and faculty (35.7%) reported an increased reliance on e-learning. Trainees preferred face to face education (33.5%) while the faculty (37.1%) preferred a combination of different models of education delivery. Although 52.5% of the faculty had no previous experience of delivering education using e-learning modalities, but 58.9% felt confident in using e-learning software.ConclusionsFaculty and trainees agree that the COVID-19 pandemic has had a significant impact on the provision of medical education and training in Qatar, with an increased dependence on e-learning. As trainee’s prefer face-to-face models of education, we may have to consider restructuring of medical curricula in order to ensure that optimum learning is achieved via e-learning, while at the same time enhancing our use, knowledge and understanding of the e -learning methods as they may be an essential way of delivering education in the future.

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E-learning in graduate medical education: survey of residency program directors

BMC Medical Education ◽

10.1186/s12909-017-0953-9 ◽

2017 ◽

Vol 17 (1) ◽

Cited By ~ 28

Author(s):

Christopher M. Wittich ◽

Anoop Agrawal ◽

David A. Cook ◽

Andrew J. Halvorsen ◽

Jayawant N. Mandrekar ◽

...

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Residency Program ◽

Program Directors ◽

Graduate Medical ◽

E Learning ◽

Residency Program Directors

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Post-graduate medical education in public health: the case of Italy and a call for action

Public Health Reviews ◽

10.1186/s40985-017-0069-0 ◽

2017 ◽

Vol 38 (1) ◽

Cited By ~ 4

Author(s):

Anna Odone ◽

◽

Gaetano Pierpaolo Privitera ◽

Carlo Signorelli

Keyword(s):

Public Health ◽

Medical Education ◽

Graduate Medical Education ◽

Post Graduate ◽

Graduate Medical

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Meeting Personal Health Care Needs in Primary Care: A Response From the Athletic Training Profession

Athletic Training Education Journal ◽

10.4085/1947-380x-82-19 ◽

2020 ◽

Vol 15 (4) ◽

pp. 278-288

Author(s):

Wade Green ◽

Eric Sauers

Keyword(s):

Public Health ◽

Primary Care ◽

Health Care ◽

Medical Education ◽

Athletic Training ◽

Graduate Medical Education ◽

Care Delivery ◽

Graduate Medical ◽

The Impact ◽

Training Practice

Context Review of the origins, history, and attributes of primary care demonstrates continued challenges for the future of primary care and care delivery. The profession of athletic training may benefit from a critical self-review to examine its readiness to assist in reinventing primary care. Objective To explore parity between primary care attributes and athletic training practice and promote a timely and relevant discussion of primary care and public health integration native to athletic training practice, competency-based education with an emphasis on milestones, and the development of clinical specialists to prepare a well-trained workforce. Background General practitioners developed educational reforms through graduate medical education that resulted in primary care as it is known today. Graduate medical education has refined its assessment of students to include milestones for the purpose of describing the progression of clinical competence with identifiable behaviors. The development of future clinical specialists in primary care will also involve competence in public health. Recommendation(s) Practicing clinicians and educators should begin to critically explore the congruencies between the primary care attributes and athletic training practice. It is important to conceptualize traditional models of care within the frameworks of primary care and public health, given that athletic training practice routinely engages patients at personal, community, and environmental levels. The athletic training skill mix should be purposefully presented within interprofessional health care teams in primary care so that stakeholders can appropriately integrate athletic trainers (ATs) at the point of first contact. It is plausible that continued structural changes in the traditional practice settings will be required to facilitate integration of ATs into primary care. Conclusion(s) The impact of ATs in ambulatory settings and primary care possesses a foundation in the current literature. The ATs are uniquely suited to create a symbiotic pattern of care integrating both primary care and public health for improved outcomes.

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