Student-selected components: bringing more ENT into the undergraduate curriculum

2006 ◽  
Vol 121 (8) ◽  
pp. 783-785 ◽  
Author(s):  
R M Newbegin ◽  
J C Rhodes ◽  
L M Flood ◽  
H C Richardson
Keyword(s):  
Primary Care ◽  
Medical Students ◽  
Surgical Training ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Undergraduate Training ◽  
Undergraduate Medical Curriculum ◽  
Recent Innovation ◽  
Primary Care Practitioners ◽  
The Uk

AbstractExposure to otolaryngology is currently minimal in the UK undergraduate medical curriculum. This may lead to difficulties in attracting graduates into higher ENT surgical training and in ensuring a reasonable standard of ENT knowledge amongst primary care practitioners.A recent innovation, of which many ENT units may be unaware, is the introduction to the undergraduate curriculum of ‘student-selected components’. Like the traditional elective, this allows students to undertake an attachment to a speciality and department of their choice. Units which do not regularly teach medical students but which have a welcoming and enthusiastic approach to undergraduate training may well be ideal hosts.This paper introduces the concepts underlying student-selected components, outlines the preparation required and offers a template for such an attachment, for which ENT is ideally suited.

scholarly journals Interrogating patient-centredness in undergraduate medical education using an integrated behaviour model

2017 ◽  
Vol 59 (2) ◽  
pp. 33
Author(s):  
Elize Archer ◽  
E M Bitzer ◽  
B B Van Heerden
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Background Characteristics ◽  
Undergraduate Medical Curriculum ◽  
Assessment Of Learning ◽  
Attitudinal Factors ◽  
Patient Centredness

Background: Patient-centredness, an approach that puts the patient at the centre of the consultation, thus focusing on patients instead of on his/her diseases, has been identified by most medical schools as a desired core competence of their graduates. Despite some curriculum initiatives, medical students often display a lack of patient-centredness upon graduation. This bears reason for concern and it was thus deemed important to explore possible factors that influence the teaching and learning of patient-centredness in an undergraduate medical curriculum. The article suggests a framework that can assist programme developers to conceptualise the teaching and learning of patient-centredness across an undergraduate curriculum. Methods: A qualitative exploratory case study design was used for the study with final-year medical students. Themes of meaning were deduced from the data by employing components of an Integrated Behavior Model (IBM) of Fishbein. Results: The findings of the study revealed that seven factors play a role: background characteristics of students, attitudinal factors, subjective norms (the hidden curriculum), student self-efficacy, acquired skills and knowledge, the environment or context within which patient-centredness is taught and learnt, as well as assessment of learning. Conclusions: Patient-centredness is a complex construct and authors often write about only one of its components. This paper attempts to consider the total undergraduate medical curriculum students are exposed to when they learn about being patient-centred. The teaching and learning of such a multidimensional construct require a comprehensive approach in order to be effective and the IBM seems to be a useful and applicable theoretical model to apply. (Full text of the research articles are available online at www.medpharm.tandfonline.com/ojfp) S Afr Fam Pract 2017; DOI: 10.1080/20786190.2017.1386869

Impact of the New McGill Undergraduate Medical Curriculum on Medical Students' Diagnostic Accuracy of Common Dermatoses Encountered in Primary Care

2020 ◽  
Vol 24 (5) ◽  
pp. 453-456 ◽  
Author(s):  
Wai Kiu Larry Cheung ◽  
Kevin Pehr
Keyword(s):  
Primary Care ◽  
Standard Deviation ◽  
Medical Students ◽  
Diagnostic Accuracy ◽  
Medical Curriculum ◽  
Average Score ◽  
Undergraduate Medical Curriculum ◽  
Significant Difference ◽  
New Curriculum ◽  
The Impact

Background The McGill Faculty of Medicine implemented a new undergraduate medical curriculum in 2013 with additional preclinical lectures in dermatology. At the time of writing, no Canadian prospective study has been published on undergraduate dermatology training in the context of a complete curricular renewal. Objectives Our study was designed to determine the impact of increasing preclinical teaching in dermatology on medical students’ diagnostic accuracy and learning retention of common dermatoses encountered in primary care. Methods A standardized questionnaire was administered to the Classes of 2015, 2016, 2017, and 2018 in 6 versions for a total of 6 times over their 4 years of training. Each version featured 10 photographs of common dermatoses encountered in primary care. Students were invited to participate anonymously and on a voluntary basis. Results A small absolute, but statistically significant difference, of 3% was detected in the fourth and final year of training between the old curriculum (average score = 70%, standard deviation = 15%) and the new curriculum (average score = 73%, standard deviation = 15%), P = .03. Furthermore, the Class of 2018’s performance improved year by year over the entire 4 years of the new curriculum. Conclusions Additional preclinical lectures in dermatology do improve medical students’ diagnostic accuracy of common dermatoses encountered in primary care. Furthermore, they do retain their learning throughout the preclinical and clerkship years.

A MANUAL OF PAEDIATRICS FOR STUDENTS AND PRACTITIONERS IN SOUTH-EAST ASIA, edited by Pinchas Robinson and Arvid Wallgren. Calcutta: Orient Longmans, Rev. Ed., 1963, 504 pp., price not listed

PEDIATRICS ◽  
1964 ◽  
Vol 34 (2) ◽  
pp. 298-298
Author(s):  
J. K. G. Webb
Keyword(s):  
Medical Students ◽  
Child Health ◽  
East Asia ◽  
Medical Curriculum ◽  
South East Asia ◽  
Undergraduate Medical Curriculum ◽  
Health And Disease

Pediatrics in South East Asia is still a very young field of medicine. Although pediatric departments under trained pediatricians were established in a few universities in the region as long as 25 years ago this has become general only in the course of the last decade. During this period formal teaching in child health and disease has become a required part of the undergraduate medical curriculum and although universities have often been quite inexplicably reluctant to include a section on pediatrics in the qualifying examination, medical students have been increasingly willing and even anxious to read suitable pediatric texts.

Dentists’ preferences for diagnosis, management and referral of chronic oro-facial pain: Results from a national survey

2011 ◽  
Vol 71 (6) ◽  
pp. 662-669 ◽  
Author(s):  
Vishal R Aggarwal ◽  
Amy Joughin ◽  
Joanna Zakrzewska ◽  
Priscilla Appelbe ◽  
Martin Tickle
Keyword(s):  
Primary Care ◽  
Facial Pain ◽  
Temporomandibular Disorder ◽  
Postal Questionnaire ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Specialist Services ◽  
Primary Care Practitioners ◽  
Pain Symptoms ◽  
The Uk

Aim: To explore the diagnosis, treatment and referral patterns of chronic oro-facial pain patients by generalist primary care dentists (GDPs) in the UK. Methods: A cross-sectional survey was conducted using a non-stratified random sample of 500 GDPs who were selected from the General Dental Council register. A self-complete postal questionnaire with four hypothetical clinical case scenarios describing sub-types of chronic oro-facial pain (COFP) was used to investigate diagnosis, treatment and referral options of GDPs. Results: Two hundred and twenty (44%) GDPs responded. The majority correctly diagnosed temporomandibular disorder (TMD; 88%) and burning mouth syndrome (BMS; 92%). There was more variation in the diagnosis of the other cases related to persistent oro-facial pain. For TMD there was a clear preference for treatment with occlusal splint therapy, and referral to a temporomandibular joint (TMJ) specialist. The BMS scenario showed drug therapy and referral to an oral medicine specialist to be most popular. The chronic oro-facial pain cases had greater variation in management and choice of psychotherapy was related to duration of pain symptoms. Conclusions: The greater variation in responses to scenarios based on patients with chronic oro-facial pain may reflect the difficulty clinicians face in diagnosing and treating this condition. Management appears to follow a biomedical model and most clinicians chose to refer patients for treatment. There are few specialist services to cater for such referrals, indicating a need to train primary care practitioners in management of chronic COFP, along with the establishment of evidence-based guidelines.

scholarly journals Attracting medical students and doctors into surgical training in the UK and Ireland

2019 ◽  
Vol 67 ◽  
pp. 107-112 ◽  
Author(s):  
N.R. Walker ◽  
P. Deekonda ◽  
J.C. Glasbey ◽  
S. Rashid ◽  
V.J. Gokani ◽  
...  
Keyword(s):  
Medical Students ◽  
Surgical Training ◽  
The Uk

Maximizing opportunities at medical school to support a career in surgery

2019 ◽  
Vol 80 (11) ◽  
pp. 670-673
Author(s):  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Surgical Training ◽  
Nominal Group ◽  
Annual Conference ◽  
School Students ◽  
The Core ◽  
Surgical Career ◽  
Competency Based ◽  
The Uk

Introduction: During medical school, students have numerous opportunities to develop their portfolios for a career in surgery, such as undertaking additional surgical placements and participating in surgical research. However, at present, there is little guidance available for medical students on how to build a strong portfolio for the UK core surgical training application. This article outlines work undertaken to provide concise guidance to support future surgeons, via application of the competency-based CanMEDS framework to the current UK core surgical training specification. Materials and methods: A pre-conference meeting was arranged for medical students at the Society of Academic and Research Surgeons annual conference in January 2018. Self-selected research enthusiasts from different university years discussed practical approaches to pair the CanMEDS model with the core surgical training specification, with support from the STARSurg Collaborative committee to facilitate discussion. A nominal group-based method was adopted in order to reach areas of consensus. Results: Practical tips and recommendations for each respective CanMEDS domain (communicator, collaborator, leader, health advocate, scholar, professional) were made in relation to the core surgical training specification. These included key action points and named opportunities that are currently available to UK medical students. Conclusions: A consensus approach was taken to address key areas of competence across each CanMEDS domain. This informed the development of a guidance framework to support students to develop a strong portfolio for a core surgical training application. This framework can be followed by medical students, equipping them with the skills necessary to succeed in their future surgical career.

scholarly journals Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme

2020 ◽  
Author(s):  
David J. Brinkman ◽  
Teresa Monteiro ◽  
Emilia C. Monteiro ◽  
Milan C. Richir ◽  
Michiel A. van Agtmael ◽  
...  
Keyword(s):  
Clinical Pharmacology ◽  
Medical Students ◽  
Medical Training ◽  
Medical Curriculum ◽  
Problem Based Learning ◽  
Multiple Choice Questions ◽  
Working Mechanism ◽  
Undergraduate Medical Curriculum ◽  
Undergraduate Programme ◽  
Clinical Case Scenarios

Abstract Purpose The pharmacology and clinical pharmacology and therapeutics (CPT) education during the undergraduate medical curriculum of NOVA Medical School, Lisbon, Portugal, was changed from a traditional programme (i.e. discipline-based, lectures) to a problem-based learning (PBL) programme (i.e. integrated, case-based discussions) without an increase in teaching hours. The aim of this study was to investigate whether this change improved the prescribing competencies of final-year medical students. Methods Final-year students from both programmes (2015 and 2019) were invited to complete a validated prescribing assessment and questionnaire. The assessment comprised 24 multiple-choice questions in three subdomains (working mechanism, side-effects and interactions/contraindications), and five clinical case scenarios of common diseases. The questionnaire focused on self-reported prescribing confidence, preparedness for future prescribing task and education received. Results In total, 36 (22%) final-year medical students from the traditional programme and 54 (23%) from the PBL programme participated. Overall, students in the PBL programme had significantly higher knowledge scores than students in the traditional programme (76% (SD 9) vs 67% (SD 15); p = 0.002). Additionally, students in the PBL programme made significantly fewer inappropriate therapy choices (p = 0.023) and fewer erroneous prescriptions than did students in the traditional programme (p = 0.27). Students in the PBL programme felt more confident in prescribing, felt better prepared for prescribing as junior doctor and completed more drug prescriptions during their medical training. Conclusion Changing from a traditional programme to an integrated PBL programme in pharmacology and CPT during the undergraduate medical curriculum may improve the prescribing competencies of final-year students.

Putting orthodontics into practice

2009 ◽  
Vol 91 (6) ◽  
pp. 215-215 ◽  
Author(s):  
Melanie Hook
Keyword(s):  
Primary Care ◽  
Patient Care ◽  
Special Interest ◽  
Orthodontic Treatment ◽  
Educational Opportunity ◽  
Treatment Provision ◽  
Dental Practitioners ◽  
Primary Care Practitioners ◽  
The Uk

In some parts of the UK, there continues to be a lack of available specialist orthodontic treatment provision, with some general dental practitioners carrying out a significant amount of orthodontic treatment. There was a need to establish an educational opportunity for general dental practitioners with an interest in orthodontics, which would lead to a diploma. The diploma in primary care orthodontics provides this opportunity and has established clear standards of orthodontic patient care for primary care practitioners with a special interest in orthodontics. Demand for the course leading to the diploma in primary care orthodontics has continued to grow, with the cohort for the October 2009 intake almost completely fulfilled a month ahead of the application deadline.

scholarly journals Reducing vitamin D requests in a primary care cohort: a quality improvement study

BJGP Open ◽  
2020 ◽  
Vol 4 (5) ◽  
pp. bjgpopen20X101090
Author(s):  
Veena Patel ◽  
Clare Gillies ◽  
Prashanth Patel ◽  
Timothy Davies ◽  
Sajeda Hansdot ◽  
...  
Keyword(s):  
Primary Care ◽  
Vitamin D ◽  
Cost Savings ◽  
Request Form ◽  
Post Intervention ◽  
Potential Cost ◽  
Cost Modelling ◽  
Clinically Significant ◽  
Primary Care Practitioners ◽  
The Uk

BackgroundSince 2000, vitamin D requests have increased 2–6 fold with no evidence of a corresponding improvement in the health of the population. The ease of vitamin D requesting may contribue to the rapid rise in its demand and, hence, pragmatic interventions to reduce vitamin D test ordering are warranted.AimTo study the effect on vitamin D requests following a redesign of the electronic forms used in primary care. In addition, any potential harms were studied and the potential cost-savings associated with the intervention were evaluated.Design & settingAn interventional study took place within primary care across Leicestershire, England.MethodThe intervention was a redesign of the electronic laboratory request form for primary care practitioners across the county. Data were collected on vitamin D requests for a 6-month period prior to the change (October 2016 to March 2017) and the corresponding 6-month period post-intervention (October 2017 to March 2018), data were also collected on vitamin D, calcium, and phosphate levels.ResultsThe number of requests for vitamin D decreased by 14 918 (36.2%) following the intervention. Changes in the median calcium and phosphate were not clinically significant. Cost-modelling suggested that if such an intervention was implemented across primary care in the UK, there would be a potential annual saving to the NHS of £38 712 606.ConclusionA simple pragmatic redesign of the electronic request form for vitamin D test led to a significant reduction in vitamin D requests without any adverse effect on the quality of care.

Sign in / Sign up

Export Citation Format

Share Document