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

2018 ◽  
Vol 25 (1) ◽  
pp. e18-e24 ◽  
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.

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

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.

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.

scholarly journals Predictive validity of A-level grades and teacher-predicted grades in UK medical school applicants: a retrospective analysis of administrative data in a time of COVID-19

BMJ Open ◽  
2021 ◽  
Vol 11 (12) ◽  
pp. e047354
Author(s):  
I C McManus ◽  
Katherine Woolf ◽  
David Harrison ◽  
Paul A Tiffin ◽  
Lewis W Paton ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Predictive Validity ◽  
Postgraduate Training ◽  
Medical Schools ◽  
Longitudinal Observational Study ◽  
Medical Education And Training ◽  
Future Consequences ◽  
And Training

ObjectivesTo compare in UK medical students the predictive validity of attained A-level grades and teacher-predicted A levels for undergraduate and postgraduate outcomes. Teacher-predicted A-level grades are a plausible proxy for the teacher-estimated grades that replaced UK examinations in 2020 as a result of the COVID-19 pandemic. The study also models the likely future consequences for UK medical schools of replacing public A-level examination grades with teacher-predicted grades.DesignLongitudinal observational study using UK Medical Education Database data.SettingUK medical education and training.ParticipantsDataset 1: 81 202 medical school applicants in 2010–2018 with predicted and attained A-level grades. Dataset 2: 22 150 18-year-old medical school applicants in 2010–2014 with predicted and attained A-level grades, of whom 12 600 had medical school assessment outcomes and 1340 had postgraduate outcomes available.Outcome measuresUndergraduate and postgraduate medical examination results in relation to attained and teacher-predicted A-level results.ResultsDataset 1: teacher-predicted grades were accurate for 48.8% of A levels, overpredicted in 44.7% of cases and underpredicted in 6.5% of cases. Dataset 2: undergraduate and postgraduate outcomes correlated significantly better with attained than with teacher-predicted A-level grades. Modelling suggests that using teacher-estimated grades instead of attained grades will mean that 2020 entrants are more likely to underattain compared with previous years, 13% more gaining the equivalent of the lowest performance decile and 16% fewer reaching the equivalent of the current top decile, with knock-on effects for postgraduate training.ConclusionsThe replacement of attained A-level examination grades with teacher-estimated grades as a result of the COVID-19 pandemic may result in 2020 medical school entrants having somewhat lower academic performance compared with previous years. Medical schools may need to consider additional teaching for entrants who are struggling or who might need extra support for missed aspects of A-level teaching.

scholarly journals The Impact of Integrating Environmental Health into Medical School Curricula: A Survey-Based Study

2020 ◽  
Author(s):  
Erin Ihde ◽  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Lead Contamination ◽  
Students Attitudes ◽  
The Impact ◽  
School Curricula

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise necessary to address patients' environmental illnesses, nor speak to prevention. Environmental health disparities fit well under the larger umbrella of social determinants of health, which still remain largely omitted from medical school curricula. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine, via a thread of two-hour interactive large group learning sessions with follow up activities. In year 1, students took the Environmental Health in Med School (EHMS) survey before and after the EH thread. This survey was designed to evaluate medical students’ attitudes, awareness and professionalism regarding environmental health. Results suggested a dramatic ceiling effect on students’ responses to the EHMS survey, making it difficult to detect any change from before to after the intervention. Our conclusion was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Based on the outcomes of the EHMS survey, a new Environmental Health Survey II (EHS II) was created for Year 2, to measure students' perceptions of preparedness to discuss EH with future patients. The two surveys were both created by the research team and designed to help inform subsequent content revisions to ensure learning objectives were met. ResultsResults for the four questions on the EHS II pre-survey (84 respondents) and on the post-survey (79 respondents) showed a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention. ConclusionsA relatively brief six-week environmental health module combining didactic and experiential elements can significantly increase medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

Editorial PIR and CME

1979 ◽  
Vol 1 (2) ◽  
pp. 35-35
Author(s):  
R. J. H.
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical School ◽  
Continuing Medical Education ◽  
Medical Schools ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Local Implementation ◽  
Medical Societies ◽  
Recent Advances

In using initials as the title of this editorial, I am not resorting to bureaucratic gobbledygook, but to shorthand. PIR is the name of this journal; CME, as everyone concerned with credits for relicensing knows, is Continuing Medical Education. We hope that readers will be familiar with each. CME is not new. In 1907, the AMA called on county medical societies to provide systematic review of medical school curriculum to be able, then, to acquaint practitioners with recent advances as being taught in medical schools. Today, the CME effort is much more extensive. But the principle of local implementation of national educational developments seems especially appropriate for the Academy's CME program, and especially for PIR.

scholarly journals Knowledge, attitudes and sources of information on breastfeeding among medical professionals in Baghdad

2004 ◽  
Vol 10 (6) ◽  
pp. 871-878
Author(s):  
H. H. Al Nassaj ◽  
N. J. A. Al Ward ◽  
N. A. Al Awqati
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Residency Training ◽  
General Practitioners ◽  
Medical Professionals ◽  
Sources Of Information ◽  
Training Courses ◽  
And Training ◽  
Better Than ◽  
School Curricula

A questionnaire to assess doctors’ knowledge, attitudes and training about breastfeeding was answered by 320 medical students, 75 resident doctors and 50 general practitioners in Baghdad, Iraq. Although attitudes towards breastfeeding were generally positive, less than 50% of medics had adequate scores on knowledge questions [>/= 50% correct]. Most general practitioners [86.0%] agreed that breast-feeding was the preferred type of feeding compared with only 58.4% of medical students and 57.3% of resident doctors. General practitioners who had been on training courses scored better than those who had not. The main sources of breastfeeding information were community medicine and paediatric courses and the main modes of breastfeeding instruction were lectures and clinical sessions. Medical school curricula and residency training do not adequately prepare physicians for their role in breastfeeding promotion

scholarly journals Gynecologic Ultrasound as a Pharmacosurveillance Tool

2009 ◽  
Vol 3 (4) ◽  
pp. 69-72
Author(s):  
Dale Quest
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Drug Safety ◽  
Real World ◽  
Medical Schools ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Longitudinal Assessment ◽  
The Real ◽  
Therapeutic Evaluation

Abstract A traditional medical school curriculum does not formally prepare physicians to participate in evaluation of safety and effectiveness after medications enter the market. This article provides examples where ultrasound has unrealized potential as a noninvasive tool for longitudinal assessment of drug safety and effectiveness in the real-world. The examples are intended to sensitize medical schools and medical students to opportunities for physicians to advance therapeutic evaluation of drugs as they are used for approved and unapproved indications in actual practice.

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