Augmenting ENT surgery outside the medical school curriculum: the role of a 1-day otolaryngology course

2019 ◽  
Vol 133 (4) ◽  
pp. 269-274 ◽  
Author(s):  
H Spiers ◽  
H Enayati ◽  
R Moussa ◽  
A Zargaran ◽  
A Thomas ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Basic Skill ◽  
Student Body ◽  
Ent Surgery

AbstractBackgroundENT is highly under-represented in the saturated UK medical school curriculum, comprising less than 1 per cent of the curriculum. A 1-day course was implemented in order to raise awareness of ENT among medical students, educate them in the specialty and teach a basic skill.MethodsThe skills day comprised lectures by consultants followed by a consultant-led workshop teaching tracheostomy. Pre- and post-course questionnaires assessed perceptions of ENT, confidence performing tracheostomy and interest in ENT as a career.ResultsPerceptions of ENT as a specialty were improved by up to 80 per cent (p < 0.01). There was improved understanding of and confidence in performing tracheostomies. Interest in a career in ENT was increased by 77 per cent (p < 0.01).ConclusionA 1-day course run by a student body can be a powerful adjunct to the medical school curriculum, in terms of educating undergraduates in ENT and inspiring the pursuit of ENT as a career.

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.

The Vital Role of Radiology in the Medical School Curriculum

2003 ◽  
Vol 180 (5) ◽  
pp. 1239-1242 ◽  
Author(s):  
Richard B. Gunderman ◽  
Aslam R. Siddiqui ◽  
Darel E. Heitkamp ◽  
Hal D. Kipfer
Keyword(s):  
Medical School ◽  
School Curriculum ◽  
Vital Role ◽  
Medical School Curriculum

The role of pediatric surgery in the medical school curriculum

1989 ◽  
Vol 24 (1) ◽  
pp. 39-41 ◽  
Author(s):  
Melvyn P. Karp ◽  
James M. Hassett ◽  
Ralph J. Doerr ◽  
Frank McL. Booth ◽  
Nicholas Petrelli ◽  
...  
Keyword(s):  
Medical School ◽  
Pediatric Surgery ◽  
School Curriculum ◽  
Medical School Curriculum

The Evolution of a Medical School Curriculum in Death and Dying

1987 ◽  
Vol 3 (2) ◽  
pp. 14-18 ◽  
Author(s):  
June C. Penney
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Death And Dying ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Memorial Service ◽  
Human Dissection

A medical school curriculum in “Death and Dying” evolved through a number of catalysts. A study demonstrated medical students’ reactions to human dissection and their responses led to a design for an “Orientation to Human Dissection.” These events, other simultaneous catalysts, and the resulting curriculum in Death and Dying are described. Evaluation of the course, types of elective studies, and a memorial service are discussed.

A Place for Plant-Based Nutrition in US Medical School Curriculum: A Survey-Based Study

2021 ◽  
pp. 155982762098867
Author(s):  
Kara F. Morton ◽  
Diana C. Pantalos ◽  
Craig Ziegler ◽  
Pradip D. Patel
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Nutrition Education ◽  
Medical Training ◽  
Lifestyle Modification ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Curricular Reform ◽  
Family Medicine Residents

Purpose. To evaluate medical students’ and family medicine residents’ perceptions of their current degree of nutrition training in general and regarding a whole-foods, plant-based (WFPB) diet. Methods. An original survey instrument was administered to medical students and family medicine residents. Quantitative and qualitative data were collected to evaluate perceptions of nutrition education in medical training, a WFPB diet, and ideas for nutrition-focused curricular reform. Results. Of the 668 trainees surveyed, 200 responded (response rate = 30%). Of these, 22% agreed that they received sufficient nutrition education in medical school and 41% agreed that a WFPB diet should be a focus. Respondents with personal experiences with a plant-based diet were more willing to recommend it to future patients. Common ideas for curricular reform were instruction on a WFPB diet along with other healthy dietary patterns, patient counseling, a dedicated nutrition course, and electives. Conclusions. Nutrition education in US medical training needs improvement to address the growing burden of obesity-related chronic disease. Proper nutrition and lifestyle modification should therefore play a larger role in the education of future physicians. A focus on plant-predominant diets, such as the WFPB diet, may be an acceptable and effective addition to current medical school curriculum, and deserves further study.

scholarly journals 133 Neurosurgery Education in The Medical School Curriculum: A Scoping Review

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
K S Lee ◽  
J J Y Zhang ◽  
A Alamri ◽  
A Chari
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Scoping Review ◽  
Meta Analysis ◽  
The United States ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
The United Kingdom ◽  
Scoping Reviews ◽  
Specific Teaching

Abstract Introduction Worldwide, there is no specific medical school curriculum in neurosurgery despite a high burden of neurosurgical disease that is often assessed, investigated and managed by generalists. This scoping review was carried out to map available evidence pertaining to the provision of neurosurgery education in the medical school curriculum across the world. Method This review was conducted in accordance to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews. Results Ten studies were included. Six were from the United Kingdom, two from the United States, and one each from Canada and Ireland. Two studies evaluated perceptions of both medical students and practicing clinicians, five studies evaluated the perceptions of medical students and three studies reported perceptions of clinicians only. Three main themes were identified. Neurosurgery was perceived as an important part of the general medical student curriculum. Exposure to neurosurgery teaching was varied but when received, deemed useful and students were keen to receive more. Interest in a neurosurgical career amongst medical students was high. Conclusions There is a lack of a specialty-specific medical school curriculum and variability of medical students’ exposure to neurosurgery teaching exists. Our findings highlight the need to systematically assess specialty-specific teaching and determine adequacy.

21st Century Problem-Based Learning

2020 ◽  
pp. 110-129
Author(s):  
Susan Ely ◽  
Joanne H. Greenawald ◽  
Richard C. Vari
Keyword(s):  
Medical School ◽  
21St Century ◽  
Rational Design ◽  
Problem Based Learning ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Preclinical Medical Education ◽  
Team Based Learning ◽  
Faculty Facilitator

An account of 21st century problem-based learning (PBL) in preclinical medical education is provided through a detailed explanation of the overall process, a description of PBL case construction, and a brief consideration of related activities, including case wrap-up sessions and facilitator debriefing meetings. Composition of student PBL groups, the role of the faculty facilitator, and PBL decorum are also explored in this chapter. The implementation of PBL in a new medical school curriculum by rational design is compared to the introduction of PBL into an existing medical school curriculum by retrofit. Advantages and challenges of PBL are enumerated; a brief comparison of PBL with team-based learning (TBL) is also included.

scholarly journals Should Critical Care Medicine be a Formal Part of the Undergraduate Curriculum?

1996 ◽  
Vol 11 (1) ◽  
pp. 13-18 ◽  
Author(s):  
Krishnansu Tewari ◽  
Ralph Steiger ◽  
Bradley Monk ◽  
Gianna Scannell ◽  
Gail Tominaga ◽  
...  
Keyword(s):  
Critical Care ◽  
Medical Students ◽  
Medical School ◽  
Relevant Literature ◽  
Undergraduate Curriculum ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Critical Care Medicine ◽  
Treatment Modalities ◽  
Therapeutic Modalities

Medical students were surveyed shortly after completing the third year of medical school. The survey was designed to identify those areas of critical care medicine students had been exposed to and expressed interest in learning more about. In addition, the surveys sought to discern the level of confidence students felt with respect to different critical illnesses and intensive care unit (ICU) therapeutic modalities. Finally, the students were asked their opinion regarding the possibility or need for critical care medicine as part of their medical school curriculum. The three most common topics of interest among medical students who had recently finished their third year in medical school were shock, hemodynamic monitoring, and mechanical ventilation. Less than 30% of the students surveyed felt “better-than-average” confidence on any one of a number of critical care topics and treatment modalities. Of the 80% of students (n = 70) who completed the survey, 91% (n = 64) felt that critical care medicine should be made a part of the medical school curriculum, 6% (n = 4) felt it should not, and 3% (n = 2) were undecided. The survey results and the finding that most of the relevant literature acknowledges the need for critical care medicine in medical school has led us to conclude that a national core clerkship or a didactic lecture series in critical care medicine should be carefully designed and implemented into the undergraduate curriculum.

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