Using narratives for medical humanities in medical training

2018 ◽  
pp. 129-139
Author(s):  
Alexander Kiss ◽  
Claudia Steiner
Keyword(s):  
Medical Education ◽  
Medical Humanities ◽  
Medical Training ◽  
Narrative Medicine ◽  
Illness Narratives ◽  
Evidence Based ◽  
Good Doctor ◽  
The University ◽  
Based Medicine ◽  
Humanities Curriculum

The University of Basel, Switzerland has developed a longitudinal medical humanities curriculum based on illness narratives and narrative medicine. The ultimate learning goal of medical humanities as taught in Basel is to foster narrative competence. A good doctor needs to be a good listener, a good storyteller, and should ideally be able to co-create an illness narrative together with a patient. Medical humanities consist of mandatory and optional elements. Blending evidence-based medicine, which is based on larger numbers of patients with similar characteristics, with narrative-based medicine, which is based on patients’ uniqueness, this programme provides medical students with the opportunity to develop and practice narrative medicine over the course of the six years of medical studies. This chapter discusses the programme and its place in medical education.

63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos

2007 ◽  
Vol 30 (4) ◽  
pp. 63 ◽  
Author(s):  
S. Edwards ◽  
S. Verma ◽  
R. Zulla
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Stress Management ◽  
Residency Training ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Program Directors ◽  
University Of Toronto ◽  
Resident Wellness ◽  
The University

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools. Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3. Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21). Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

scholarly journals Web-based Medical Education During COVID-19 Lockdown: A Step Back or a Leap to the Future?

2021 ◽  
pp. 153473462110118
Author(s):  
Anna Eleftheriou ◽  
Aikaterini Rokou ◽  
Christos Argyriou ◽  
Nikolaos Papanas ◽  
George S. Georgiadis
Keyword(s):  
Medical Education ◽  
Clinical Training ◽  
Medical Training ◽  
Medical Schools ◽  
Web Based ◽  
Clinical Exposure ◽  
Virtual Teaching ◽  
Based Medicine ◽  
The Impact

The impact of coronavirus infectious disease (COVID-19) on medical education has been substantial. Medical students require considerable clinical exposure. However, due to the risk of COVID-19, the majority of medical schools globally have discontinued their normal activities. The strengths of virtual teaching now include a variety of web-based resources. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Conversely, students have received decreased clinical training in certain medical and surgical specialities, which may, in turn, reduce their performance, confidence, and abilities as future physicians. We sought to analyze the effect of telemedicine on the quality of medical education in this new emerging era and highlight the benefits and drawbacks of web-based medical training in building up future physicians. The COVID-19 pandemic has posed an unparalleled challenge to medical schools, which are aiming to deliver quality education to students virtually, balancing between evidence-based and experience-based medicine.

scholarly journals A Survey Based Feedback Analysis of the Current Medical Teaching Methodology and Trends in Medical Research Practice in a South Indian Medical Institute

2018 ◽  
Vol 6 (1) ◽  
pp. 6-17
Author(s):  
Supreeth Nekkanti ◽  
Sagarika Manjunath ◽  
Arun Mahtani ◽  
Archana Meka ◽  
Tanushree Rao
Keyword(s):  
Medical Education ◽  
Healthcare System ◽  
Education System ◽  
Evidence Based Medicine ◽  
Skills Training ◽  
Current Medical ◽  
Medical Institute ◽  
Teaching Methodology ◽  
Evidence Based ◽  
Based Medicine

Background: The spine of a good healthcare system is the medical education received by its doctors. As medicine is evolving, the same can be inferred regarding the delivery of medical education. This study was conducted among 541 students in a prestigious medical college in India. The aim of the study was to find out lapses in our current medical education system and steps to improve it.  Methods: A total of 541 medical students were included in this study. The only inclusion criteria being that they should be in their 2nd year MBBS or above. A questionnaire of 20 questions was given to each student and they were asked to mark the answers they felt was most appropriate. The questionnaire dealt with issues faced in our current education system regarding teaching methodology, clinical postings, research, evidence based medicine and steps to improve the healthcare system. Data was collected, analysed and statistically evaluated using Microsoft Excel and SPS version 21.0.  Results: Majority of the students felt that classroom strength should not be more than a hundred students. They felt that more innovative teaching methods and discussions should be included. Students laid emphasis on research, clinical skills training and evidence based medicine. They felt that the healthcare system also needs tweaking in terms of funding and practicing evidence based medicine to be on par with healthcare systems across the world.  Conclusion: The results in this study, resonates with the results of various other studies regarding delivery of medical education. It also takes into account the holistic approach of improving medical education and healthcare rather than focusing on one single aspect.

scholarly journals Educating vocationally trained family physicians: a survey of graduates from a postgraduate medical education programme

2016 ◽  
Vol 8 (2) ◽  
pp. 115 ◽  
Author(s):  
Wayne K. Cunningham ◽  
Susan M. Dovey
Keyword(s):  
Medical Education ◽  
General Practice ◽  
General Practitioners ◽  
Personal Growth ◽  
Medical Training ◽  
Care Delivery ◽  
Postgraduate Medical Education ◽  
Free Text ◽  
Intellectual Stimulation ◽  
The University

Abstract INTRODUCTION Since 1991 the University of Otago, Dunedin, New Zealand has offered postgraduate qualifications specifically designed to educate general practitioners (GPs) about their unique work environment. AIM To determine motivations and impacts of postgraduate education for practising GPs. METHODS Survey of the 100 graduates of the University of Otago, Dunedin postgraduate general practice programme. Ninety five living graduates were approached and 70 (73.7%) responded. Quantitative data about disposition of respondents before enrolling and after completion of the programme were analysed using chi-square and paired t-tests. Free text responses about motivations, impacts and outcomes of the program were thematically analysed. RESULTS 64 GPs graduated with a postgraduate diploma and 36 with a masters degree in general practice. Although the mean number of graduates was 3.5 and 2.0 (respectively), annual enrolments averaged 25.1. Most graduates (60.9%) were aged in their 40s when they started studying and most (94.3%) had a spouse and/or children at home. Intellectual stimulation and challenge motivated study. Outcomes included perceived improvement of medical care delivery; development of critical thinking about medical epistemology, education, and research; and personal growth. Graduates increased engagement in academic and advisory roles, published papers, and some completed doctoral studies. Respondents valued scholarship and enjoyed the learning environment, but felt their qualification had low perceived value within the profession. Cost and a perception of time commitment were important barriers to study. DISCUSSION This voluntary postgraduate medical education complements traditional medical training but has low external value despite personal, practising and professional benefits. Graduates valued engagement above completion of a qualification. KEYWORDS Medical education; general practitioners; scholarship; professionalism

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