scholarly journals P73 LEARN: uroLogical tEAching in bRitish medical schools Nationally - a national retrospective multi-centre audit of urology teaching across British medical schools

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
A Ng ◽  
W A Cambridge ◽  
K Jayaraajan ◽  
C M Lam ◽  
A Light ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Medical Training ◽  
Medical Schools ◽  
School Curriculum ◽  
Primary Objective ◽  
Targeted Advertising ◽  
The United Kingdom

Abstract Introduction Urological conditions account for approximately 25% of acute surgical referrals and 10-15% of general practitioner appointments. In 2012, the British Association of Urological Surgeons (BAUS) produced ‘An Undergraduate Syllabus for Urology’, advising on common clinical areas of urology that must be covered during undergraduate medical training. However, its uptake nationally remains unknown. This project aims to assess undergraduate urology teaching across UK medical schools. Methods A targeted advertising drive using social media, medical school societies, websites and newsletters was performed over 4 weeks. Collaborators are responsible for recruiting survey respondents (year 2 medical students to foundation year 1 (FY1) doctors). Survey respondents will complete a REDCap survey retrospectively assessing their urology teaching to date. The primary objective is to compare current urology teaching in medical schools across the United Kingdom with the BAUS undergraduate syllabus. Results Currently, 522 collaborators have registered from 36 medical schools nationally. Of these collaborators, 6.32% (33/522) are FY1s and 93.68% (489/522) are medical students. Each collaborator will be responsible for recruiting at least 15 survey respondents to be eligible for PubMed-indexed collaborator authorship. Conclusion LEARN has recruited successfully to date, with all collaborators from the medical student and FY1 cohort. With the role of collaborators to further recruit survey respondents, LEARN will provide the most representative and thorough evaluation of UK undergraduate urological teaching to date. It will provide evidence to support changes in the medical school curriculum, and allow re-evaluation of the current national undergraduate BAUS syllabus.

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.

scholarly journals Assessing the current state of medical education on cannabis in Canada: Preliminary findings from Quebec

2020 ◽  
Vol 25 (Supplement_1) ◽  
pp. S29-S33
Author(s):  
Laurent Elkrief ◽  
Julien Belliveau ◽  
Tara D’Ignazio ◽  
Philippe Simard ◽  
Didier Jutras-Aswad
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Medical Schools ◽  
School Curriculum ◽  
Medical Curricula ◽  
Comfort Levels ◽  
Current State ◽  
Low Levels ◽  
Current Curriculum

Abstract The legalization of recreational cannabis across Canada has revealed the importance of medical education on cannabis-related topics. A recent study has indicated that Canadian physicians report a significant gap in current versus desired knowledge regarding the therapeutic use of cannabis. However, the state of education on cannabis has never been studied in Canadian medical schools. This article presents the preliminary findings of a survey conducted to understand the perceptions of Quebec’s medical students regarding cannabis-related teachings in their current curriculum. Overall, students reported very low to low levels of exposure to, knowledge of, and comfort levels with cannabis-related subjects. The majority of students reported that they felt that their medical curricula did not prepare them to face cannabis-related issues in their future practices. Strategies need to be developed for improving medical school curriculum regarding cannabis-related issues. These findings provide potential key strategies to improve curricula.

scholarly journals Medical student exposure to cardiothoracic surgery in the United Kingdom

2019 ◽  
Vol 29 (2) ◽  
pp. 173-178 ◽  
Author(s):  
Marisa Gasparini ◽  
Shruti Jayakumar ◽  
Sarah Ayton ◽  
Marco N Nardini ◽  
Joel D Dunning
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Cardiothoracic Surgery ◽  
Clinical Exposure ◽  
Medical Graduates ◽  
The United Kingdom ◽  
Area Of Interest ◽  
Before And After ◽  
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.

Teaching Hematology to Second Year Medical Students: Results of a National Survey of Hematology Course Directors.

Blood ◽  
2006 ◽  
Vol 108 (11) ◽  
pp. 3300-3300
Author(s):  
Virginia C. Broudy ◽  
Scot G. Hickman
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Student Teaching ◽  
Private School ◽  
Medical Schools ◽  
Median Number ◽  
Dental Students ◽  
School Enrollment ◽  
Second Year

An Association of American Medical Colleges position paper calls for a 30% increase in medical school enrollment by 2015. New faculty effort certification reporting requirements for NIH-supported investigators and increasing clinical productivity expectations at academic medical centers challenge the tradition of faculty volunteerism for medical student teaching. To better define the structure, content, and financial support of second year medical school hematology courses nationwide, in 2001/2002 we mailed a survey to the hematology course directors at 85 of the 125 accredited US medical schools. The 58 course directors who returned the survey represent all regions of the US, and both public and private medical schools. Ten of the hematology course directors subspecialized in areas other than adult or pediatric hematology or hematology/oncology. Median class size was 150 students (range 40–200), and some courses included a substantial proportion (up to 33%) of students other than medical students (dental students, graduate students, PA students). Median course hours was 33 hours (range 8 to 74, an almost 10-fold difference). Approximately 50% of the total teaching time was devoted to lecture (range 5% to 100%), but a wide variety of additional teaching approaches were also employed, including small group discussions, problem-based learning, and web-based teaching (used by 62% of course directors). The median number of faculty responsible for teaching the second year hematology course was 12 (range 1–36). The hematology course directors identified a number of obstacles, including difficulty recruiting teachers (experienced by 45% of course directors), the lack of well-defined content, and the very modest budget (less than $1500 for most courses). Only 3 of the course directors indicated that they received salary support for this role. The findings of this survey suggest that a national effort to define learning objectives for the hematology courses and to share teaching materials among medical schools is warranted. Of note, it was estimated in 1997 that the total educational costs for one medical student are $72,000–92,000 per year, and that the majority of these costs are instructional. In 2003 median medical school tuition nationally was $16,322 (for a state resident attending a public school) and $34,550 (private school tuition). The present results show that few of these funds are directed to support of faculty time to teach the hematology course, and compel the identification of a funding stream to pay faculty for teaching medical student required courses.

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

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.

scholarly journals Food for Thought: The Process of Bringing a Universal Medical Curriculum to the Plate – Part I of III

2014 ◽  
Vol 1 ◽  
pp. JMECD.S17495 ◽  
Author(s):  
Aaron M. McGuffin
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Education System ◽  
Medical Curriculum ◽  
Burden Of Proof ◽  
Medical Schools ◽  
The United States ◽  
Medical Education System

There is currently no universally accepted core collection of competencies or medical education material for medical students. Individual medical schools create their own competencies and set of educational material using a variety of approaches. What has resulted is a medical education system wherein medical students are trained without any burden of proof that they are indeed competent in agreed upon areas of knowledge, skills, attitudes and behaviors befit of a graduating medical student. In fact, the only uniform assurance a member of the public in the United States can have for a graduating allopathic medical student is that the student has successfully passed USMLE Step 1 and 2 by correctly answering a rumored 55–65% of questions correctly (yes, that is an F) and that they have maintained at least a “C” average or “Pass” equivalent in all of their medical school courses. This article discusses these inadequacies within the current medical education system, and the need to standardize the competencies and curricula for all medical schools through a narrative disclosing this author's experience with trying to initiate such a movement at his own medical school.

scholarly journals Medical student awareness of and interest in clinical informatics

2015 ◽  
Vol 22 (e1) ◽  
pp. e42-e47 ◽  
Author(s):  
Rahul Banerjee ◽  
Paul George ◽  
Cedric Priebe ◽  
Eric Alper
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Medical Schools ◽  
Learning Opportunities ◽  
Clinical Informatics ◽  
Professional Society ◽  
Web Based ◽  
Students Attitudes ◽  
Training Opportunities

Abstract Objective We aimed to investigate medical students’ attitudes about Clinical Informatics (CI) training and careers. Materials and Methods We distributed a web-based survey to students at four US allopathic medical schools. Results Five hundred and fifty-seven medical students responded. Interest in CI training opportunities (medical school electives, residency electives, or academic fellowships) surpassed respondents’ prior awareness of these opportunities. Thirty percent of student respondents expressed at least some interest in a CI-related career, but they were no more aware of training opportunities than their peers who did not express such an interest. Discussion Almost one third of medical students who responded to our survey expressed an interest in a CI-related career, but they were generally unaware of CI training and mentoring opportunities available to them. Early outreach to such medical students, through elective classes, professional society incentives, or expert partnerships, may positively influence the size and skill set of the future CI workforce. Conclusion We should work as a field to increase the quantity, quality, and publicity of CI learning opportunities for interested medical students.

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

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&lt;.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.

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.

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