The Importance of Criminal Justice Health Education for Today's Medical Students and Strategies for Integration Into Medical School Curricula

Abstract OBJECTIVES There has been declining interest in cardiothoracic surgery amongst medical graduates. This survey examines the exposure of British medical students to cardiothoracic surgery in various settings and its relationship with students’ interest in the speciality. METHODS A questionnaire composed of 14 quantitative and qualitative items was distributed amongst 162 medical students. The survey included questions on demographics, interest in cardiothoracic surgery, mechanisms of exposure to the speciality and desire to pursue a career in cardiothoracic surgery before and after exposure. RESULTS Amongst the surveyed students, 71.0% reported exposure to cardiothoracic surgery as part of their medical school curricula and 24.7% reported extracurricular exposure. Of the students, 46.7% reported clinical exposure. Overall, 27.1% of students reported interest in a career in cardiothoracic surgery, which was higher amongst students who had curricular (29.6%), clinical (35.5%) or extracurricular exposure (50.0%). Amongst interested students, 43.2% engaged in extracurricular cardiothoracic activities compared with 16.1% of students not interested in pursuing the speciality. Confidence in career choice after exposure increased more in interested students (20.4%) than not interested students (1.6%). Students rated exposure and mentorship as the most important factor in promoting a career in cardiothoracic surgery. CONCLUSIONS Medical students with an interest in cardiothoracic surgery are more likely to organize independent attachments in the speciality and attend extracurricular events; however, many students might fail to identify cardiothoracic surgery as an area of interest because of the lack of exposure at medical school.

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Do Medical Students Receive Adequate Otolaryngology Training? A Canadian Perspective

Annals of Otology Rhinology & Laryngology ◽

10.1177/0003489420932593 ◽

2020 ◽

Vol 129 (11) ◽

pp. 1095-1100

Author(s):

Brandon R. Rosvall ◽

Zachary Singer ◽

Kevin Fung ◽

Christopher J. Chin

Keyword(s):

Medical Students ◽

Medical School ◽

Head And Neck ◽

Neck Surgery ◽

Canadian Universities ◽

Canadian Medical School ◽

Canadian Perspective ◽

Fourth Year Medical Students ◽

Baseline Characteristics ◽

School Curricula

Objectives: Otolaryngology—head and neck surgery (OHNS) training has been found to be underrepresented in medical school curricula. The study aimed to assess (i) students’ clinical OHNS exposure, (ii) their confidence managing OHNS conditions, and (iii) the correlation between OHNS exposure and confidence managing OHNS conditions. Methods: Fourth-year medical students at two Canadian Universities completed a survey assessing baseline characteristics, OHNS training, and confidence managing OHNS conditions. Results: Of 87 returned surveys, 46 students had no clinical OHNS exposure, while 29 felt there was adequate OHNS exposure. The majority of students lacked confidence recognizing conditions requiring emergent referral. Students with greater OHNS training had greater confidence managing OHNS conditions ( r = 0.267, P = .012). Conclusion: The majority of medical students have minimal OHNS exposure. Students with greater OHNS exposure have greater confidence managing OHNS conditions. A review of Canadian medical school curricula is warranted to ensure adequate OHNS exposure.

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PRESCRIBING COMPETENCY OF MEDICAL STUDENTS: NATIONAL SURVEY OF MEDICAL EDUCATION LEADERS

Journal of Population Therapeutics and Clinical Pharmacology ◽

10.22374/1710-6222.25.1.2 ◽

2018 ◽

Vol 25 (1) ◽

pp. e18-e24 ◽

Cited By ~ 1

Author(s):

Jiayu Liu ◽

SherWin Wong ◽

Gary Foster ◽

Anne Holbrook

Keyword(s):

Medical Education ◽

Medical Students ◽

Medical School ◽

Medical Schools ◽

Assessment Process ◽

Competency Assessment ◽

Canadian Medical School ◽

Education Leaders ◽

Close Supervision ◽

School Curricula

Evidence suggests that newly licensed physicians are not adequately prepared to prescribe medications safely. There is currently no national pre-licensure prescribing competency assessment required in North America. This study’s purpose was to survey Canadian medical school leaders for their interest in and perceived need for a nation-wide prescribing assessment for final year medical students. Method In spring of 2015, surveys were disseminated online to medical education leaders in all 17 Canadian medical schools. The survey included questions on perceived medication prescribing competency in medical schools, and interest in integration of a national assessment into medical school curricula and licensing. Results 372 (34.6 %) faculty from all 17 Canadian medical schools responded. 277 (74.5%) respondents were residency directors, 33 (8.9%) vice deans of medical education or equivalent, and 62 (16.7%) clerkship coordinators. Faculty judged 23.4% (SD 22.9%) of their own graduates’ prescribing knowledge to be unsatisfactory and 131 (44.8%) felt obligated to provide close supervision to more than a third of their new residents due to prescribing concerns. 239 (73.0%) believed that an assessment process would improve their graduates’ quality, 262 (80.4%) thought it should be incorporated into their medical school curricula and 248 (76.0%) into the national licensing process. Except in regards to close supervision due to concerns, there were no significant differences between schools’ responses. Conclusions Amongst Canadian medical school leadership, there is a perceived inadequacy in medical student prescribing competency as well as support for a standardized prescribing competency assessment in curricula and licensing processes.

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Teaching radiology in Egyptian medical schools: Where do we stand and how can we start?

Egyptian Journal of Radiology and Nuclear Medicine ◽

10.1186/s43055-021-00684-x ◽

2022 ◽

Vol 53 (1) ◽

Author(s):

Mohamed Badawy ◽

Scott Rohren ◽

Ahmed Elhatw ◽

Ahmed S. Negm ◽

Amr Ahmed ◽

...

Keyword(s):

Medical Students ◽

Medical School ◽

Descriptive Analysis ◽

Medical Schools ◽

Appropriateness Criteria ◽

Career Plans ◽

Radiological Education ◽

Radiology Teaching ◽

Question Survey ◽

School Curricula

Abstract Background Radiology serves in the diagnosis and management of many diseases. Despite its rising importance and use, radiology is not a core component of a lot of medical school curricula. This survey aims to clarify current gaps in the radiological education in Egyptian medical schools. In February–May 2021, 5318 students enrolled in Egyptian medical schools were recruited and given a 20-multiple-choice-question survey assessing their radiology knowledge, radiograph interpretation, and encountered imaging experiences. We measured the objective parameters as a percentage. We conducted descriptive analysis and used Likert scales where values were represented as numerical values. Percentages were graphed afterwards. Results A total of 5318 medical students in Egypt answered our survey. Gender distribution was 45% males and 54% females. The results represented all 7 class years of medical school (six academic years and a final training year). In assessing students’ knowledge of radiology, most students (75%) reported that they received ‘too little’ education, while 20% stated the amount was ‘just right’ and only 4% reported it was ‘too much.’ Sixty-two percent of students stated they were taught radiology through medical imaging lectures. Participants’ future career plans were almost equally distributed. Near half of participants (43%) have not heard about the American College of Radiology Appropriateness Criteria (ACR-AR), while 39% have heard about it but are not familiar with. Conclusions Radiology is a novel underestimated field. Therefore, medical students need more imaging exposure. To accomplish this, attention and efforts should be directed toward undergraduate radiology education to dissolve the gap between radiology and other specialties during clinical practice. A survey answered by medical students can bridge between presence of any current defect in undergraduate radiology teaching and future solutions for this topic.

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What so Medical Students Need to Know About Trauma and Orthopaedics ? A Cross-Sectional, Multispecialty Study of the Views of Senior Doctors

Bulletin of The Royal College of Surgeons of England ◽

10.1308/147363513x13690603820225 ◽

2013 ◽

Vol 95 (8) ◽

pp. 1-7 ◽

Cited By ~ 1

Author(s):

AM Ali ◽

CK Bulstrode

Keyword(s):

Medical Students ◽

Medical School ◽

World Health ◽

Cross Sectional ◽

Community Needs ◽

Repeated Calls ◽

The World ◽

Health Organization ◽

Musculoskeletal Examination ◽

School Curricula

Recent years have seen repeated calls for improved education in musculoskeletal medicine both for medical students and doctors, with organisations ranging from individual medical schools to the World Health Organization raising concern. A study in ireland, for example, found that 88 per cent of medical students and 71 per cent of general practitioners (GPs) failed a validated musculoskeletal examination, and only 26 per cent of students at harvard medical school attained competency by their fourth year of study. At the same time, there have been calls to ensure that medical school curricula are better aligned with community needs.

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Systematic review of medical student willingness to volunteer and preparedness for pandemics and disasters

Emergency Medicine Journal ◽

10.1136/emermed-2020-211052 ◽

2021 ◽

pp. emermed-2020-211052

Author(s):

Matthew Henry Vincent Byrne ◽

James Ashcroft ◽

Laith Alexander ◽

Jonathan C M Wan ◽

Anna Harvey

Keyword(s):

Systematic Review ◽

Medical Students ◽

Medical School ◽

Medical Schools ◽

School Curriculum ◽

Inclusion Criteria ◽

Weighted Mean ◽

Significant Difference ◽

And Training ◽

School Curricula

ObjectiveThis systematic review aimed to estimate the willingness of students to volunteer during a disaster, and how well-prepared medical students are for volunteering by assessing their knowledge and medical school curriculum of disaster and pandemic medicine.ResultsA total of 37 studies met inclusion criteria including 11 168 medical students and 91 medical schools. 24 studies evaluated knowledge (64.9%), 16 evaluated volunteering (43.2%) and 5 evaluated medical school curricula (13.5%). Weighted mean willingness to volunteer during a disaster was 68.4% (SD=21.7%, range=26.7%–87.8%, n=2911), and there was a significant difference between those planning to volunteer and those who actually volunteered (p<0.0001). We identified a number of modifiable barriers which may contribute to this heterogeneity. Overall, knowledge of disasters was poor with a weighted mean of 48.9% (SD=15.1%, range=37.1%–87.0%, n=2985). 36.8% of 76 medical schools curricula included teaching on disasters. However, students only received minimal teaching (2–6 hours).ConclusionsThis study demonstrates that there is a large number of students who are willing to volunteer during pandemics. However, they are unlikely to be prepared for these roles as overall knowledge is poor, and this is likely due to minimal teaching on disasters at medical school. During the current COVID-19 pandemic and in future disasters, medical students may be required to volunteer as auxiliary staff. There is a need to develop infrastructure to facilitate this process as well as providing education and training to ensure students are adequately prepared to perform these roles safely.

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A National Survey of Medical School Curricula on Criminal Justice and Health

Journal of Correctional Health Care ◽

10.1177/1078345818820109 ◽

2019 ◽

Vol 25 (1) ◽

pp. 37-44 ◽

Cited By ~ 1

Author(s):

Lisa Simon ◽

Matthew Tobey

Keyword(s):

Criminal Justice ◽

Medical School ◽

National Survey ◽

School Curricula

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986 A Systematic Review of Medical Student Willingness to Volunteer and Preparedness for Pandemics and Disasters

British Journal of Surgery ◽

10.1093/bjs/znab134.185 ◽

2021 ◽

Vol 108 (Supplement_2) ◽

Author(s):

M Byrne ◽

J Ashcroft ◽

L Alexander ◽

J Wan ◽

A Harvey

Keyword(s):

Systematic Review ◽

Medical Students ◽

Medical School ◽

Medical Schools ◽

School Curriculum ◽

Inclusion Criteria ◽

Weighted Mean ◽

Significant Difference ◽

And Training ◽

School Curricula

Abstract Introduction We aimed to identify motivators and barriers to volunteering during a disaster and knowledge and medical school curriculum of disaster and pandemic medicine. Method We systematically searched the literature on 28/6/2020, following PRISMA guidelines. Results A total of 37 studies met inclusion criteria including 11,168 medical students and 91 medical schools. 24 studies evaluated knowledge (64.9%), 16 evaluated volunteering (43.2%), and five evaluated medical school curricula (13.5%). Weighted mean willingness to volunteer during a disaster was 68.4% (SD = 21.7%, n = 2911), and there was a significant difference between those planning to volunteer and those who actually volunteered (P<.001). We identified a number of modifiable barriers which may contribute to this difference. Overall, knowledge of disasters was poor with a weighted mean of 48.9% (SD = 15.1%, n = 2985). Conclusions There is a large number of students who are willing to volunteer during pandemics. However, they are likely to be under-prepared for these roles due to poor overall knowledge and limited teaching. During the current COVID-19 pandemic and in future disasters, medical students may be required to volunteer as auxiliary staff. Medical schools need to develop infrastructure to facilitate this process as well as providing education and training to ensure students are adequately prepared for these roles.

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Undergraduate Medical Competencies in Digital Health and Curricular Module Development: Mixed Methods Study

Journal of Medical Internet Research ◽

10.2196/22161 ◽

2020 ◽

Vol 22 (10) ◽

pp. e22161

Author(s):

Akira-Sebastian Poncette ◽

Daniel Leon Glauert ◽

Lina Mosch ◽

Katarina Braune ◽

Felix Balzer ◽

...

Keyword(s):

Medical Students ◽

Health Education ◽

Medical School ◽

Teaching Methods ◽

Medical Curriculum ◽

Digital Health ◽

Clinical Care ◽

Academic Disciplines ◽

Health Technologies ◽

Module Development

Background Owing to an increase in digital technologies in health care, recently leveraged by the COVID-19 pandemic, physicians are required to use these technologies appropriately and to be familiar with their implications on patient care, the health system, and society. Therefore, medical students should be confronted with digital health during their medical education. However, corresponding teaching formats and concepts are still largely lacking in the medical curricula. Objective This study aims to introduce digital health as a curricular module at a German medical school and to identify undergraduate medical competencies in digital health and their suitable teaching methods. Methods We developed a 3-week curricular module on digital health for third-year medical students at a large German medical school, taking place for the first time in January 2020. Semistructured interviews with 5 digital health experts were recorded, transcribed, and analyzed using an abductive approach. We obtained feedback from the participating students and lecturers of the module through a 17-item survey questionnaire. Results The module received overall positive feedback from both students and lecturers who expressed the need for further digital health education and stated that the field is very important for clinical care and is underrepresented in the current medical curriculum. We extracted a detailed overview of digital health competencies, skills, and knowledge to teach the students from the expert interviews. They also contained suggestions for teaching methods and statements supporting the urgency of the implementation of digital health education in the mandatory curriculum. Conclusions An elective class seems to be a suitable format for the timely introduction of digital health education. However, a longitudinal implementation in the mandatory curriculum should be the goal. Beyond training future physicians in digital skills and teaching them digital health’s ethical, legal, and social implications, the experience-based development of a critical digital health mindset with openness to innovation and the ability to assess ever-changing health technologies through a broad transdisciplinary approach to translate research into clinical routine seem more important. Therefore, the teaching of digital health should be as practice-based as possible and involve the educational cooperation of different institutions and academic disciplines.

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