Animal Laboratory Exercises in Medical School Curricula

1996 ◽  
Vol 24 (6) ◽  
pp. 953-956
Author(s):  
Mitchell Wolfe ◽  
Neal D. Barnard ◽  
Suzanne M. McCaffrey
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Operating Room ◽  
Medical Schools ◽  
Computer Programs ◽  
Laboratory Animals ◽  
Animal Alternatives ◽  
School Curricula

The use of laboratory exercises involving animals in medical education is a subject of ongoing interest. Updated information is not often available, however, on the prevalence of such exercises or of alternatives to their use. In May 1994, a questionnaire on the use of animal laboratory exercises and suitable alternatives was sent to the chairpersons of the physiology, pharmacology and surgery departments of each of the 126 US medical schools. In comparison with earlier surveys, the information returned showed that the number of medical schools reporting the use of laboratory animals in physiology appears to have declined from over 50% to 41%, the number of schools reporting the use of laboratory animals in pharmacology courses appears to have declined from 25% to 16%, and the number of schools that reported the use of laboratory animals in surgery courses increased from around 20% to 30%. For the 53 schools that returned information from all three disciplines, 49% reported having no laboratory exercises involving animals in any of these disciplines. Computer programs and films were the most commonly used non-animal alternatives offered in physiology and pharmacology, while operating room experience was the most common alternative offered in surgery courses.

scholarly journals Undergraduate Medical Education: Lifestyle Medicine Curriculum Implementation Standards

2021 ◽  
pp. 155982762110081
Author(s):  
Jennifer L. Trilk ◽  
Shannon Worthman ◽  
Paulina Shetty ◽  
Karen R. Studer ◽  
April Wilson ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
American Medical ◽  
Undergraduate Medical Education ◽  
Curriculum Implementation ◽  
Task Force ◽  
Medical Schools ◽  
Lifestyle Medicine ◽  
Professional Activities ◽  
School Curricula

Lifestyle medicine (LM) is an emerging specialty that is gaining momentum and support from around the world. The American Medical Association passed a resolution to support incorporating LM curricula in medical schools in 2017. Since then, the American College of Lifestyle Medicine Undergraduate Medical Education Task Force has created a framework for incorporating LM into medical school curricula. This article provides competencies for medical school LM curriculum implementation and illustrates how they relate to the Association of American Medical College’s Core Entrustable Professional Activities and the LM Certification Competencies from the American Board of Lifestyle Medicine. Finally, standards are presented for how medical schools may receive certification for integrating LM into their curriculum and how medical students can work toward becoming board certified in LM through an educational pathway.

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.

Disaster Curricula in Medical Education: Pilot Survey

2012 ◽  
Vol 27 (5) ◽  
pp. 492-494 ◽  
Author(s):  
Jared Smith ◽  
Matthew J. Levy ◽  
Edbert B. Hsu ◽  
J. Lee Levy
Keyword(s):  
United States ◽  
Health Care ◽  
Medical Education ◽  
Medical School ◽  
Medical Schools ◽  
The United States ◽  
Disaster Medicine ◽  
Pilot Survey ◽  
Course Work ◽  
School Curricula

AbstractIntroductionAn understanding of disaster medicine and the health care system during mass-casualty events is vital to a successful disaster response, and has been recommended as an integral part of the medical curriculum by the Association of American Medical Colleges (AAMC). It has been documented that medical students do not believe that they have received adequate training for responding to disasters. The purpose of this pilot study was to determine the inclusion of disaster medicine in the required course work of medical students at AAMC schools in the United States, and to identify the content areas addressed.MethodsAn electronic on-line survey was developed based upon published core competencies for health care workers, and distributed via e-mail to the education liaison for each medical school in the United States that was accredited by the AAMC. The survey included questions regarding the inclusion of disaster medicine in the medical school curricula, the type of instruction, and the content of instruction.ResultsOf the 29 (25.2%) medical schools that completed the survey, 31% incorporated disaster medicine into their medical school curricula. Of those schools that included disaster medicine in their curricula, 20.7% offered disaster material as required course work, and 17.2% offered it as elective course work. Disaster medicine topics provided at the highest frequency included pandemic influenza/severe acute respiratory syndrome (SARS, 27.5%), and principles of triage (10.3%). The disaster health competency included most frequently was the ability to recognize a potential critical event and implement actions at eight (27.5%) of the responding schools.ConclusionsOnly a small percentage of US medical schools currently include disaster medicine in their core curriculum, and even fewer medical schools have incorporated or adopted competency-based training within their disaster medicine lecture topics and curricula.>SmithJ, LevyMJ, HsuEB, LevyJL. Disaster curricula in medical education: pilot survey. Prehosp Disaster Med.2012;27(5):1-3.

Educational Principles of Community-based Education

PEDIATRICS ◽  
1996 ◽  
Vol 98 (6) ◽  
pp. 1259-1263
Author(s):  
Kenneth B. Roberts
Keyword(s):  
Medical Education ◽  
Adult Learning ◽  
Medical School ◽  
Needs Assessment ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
Community Based ◽  
Community Based Education ◽  
Primary Focus ◽  
School Curricula

Much of medical education remains teacher centered, as exemplified by the continued emphasis on lectures. Increasingly, however, the importance of the learner is being recognized and acknowledged in medical school curricula. The distinction between teaching and learning is also an issue for graduate medical education; accreditation bodies focus on programs and teaching, and credentialing bodies determine whether individuals have accomplished sufficient learning. The true mission of teaching is to facilitate learning, and adult learning is enhanced by four elements: respect, building on previous experiences, immediacy of application, and the opportunity to practice. These elements should be considered when designing educational experiences in the community. Educational planning includes five steps, represented by the mnemonic GNOME: goals, needs assessment, objectives, methods, and evaluation. Goals are broad aspirations, which are refined by the learners' needs to specific, measurable objectives. Methods are selected to match the objective, and evaluation determines whether the objectives were achieved. The results of the evaluation serve as another needs assessment, and the process continues until the goals are achieved. Throughout the process, the primary focus should be on the resident, with the program in a supporting role.

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.

Medical School Enrollments and Admissions Policies

1987 ◽  
Author(s):  
William G. Rothstein
Keyword(s):  
Medical Education ◽  
World War Ii ◽  
Medical School ◽  
Research Training ◽  
Medical Schools ◽  
Federal Aid ◽  
World War ◽  
Research Grants ◽  
School Research ◽  
Research Facilities

After shortages of physicians developed in the 1950s and 1960s, federal and state governments undertook programs to increase the number of medical students. Government funding led to the creation of many new medical schools and to substantial enrollment increases in existing schools. Medical schools admitted larger numbers of women, minority, and low-income students. The impact of medical schools on the career choices of students has been limited. Federal funding for medical research immediately after World War II was designed to avoid politically controversial issues like federal aid for medical education and health care. The 1947 Steelman report on medical research noted that it did not examine “equally important” problems, such as financial assistance for medical education, equal access to health care, continuing medical education for physicians, or “the mass application of science to the prevention of many communicable diseases.” The same restraints prevailed with regard to early federal aid for the construction of medical school research facilities. Some medical school research facilities were built with the help of federal funds during and after World War II, but the first federal legislation specifically designed to fund construction of medical school research facilities was the Health Research Facilities Act of 1956. It provided matching grants equal to 50 percent of the cost of research facilities and equipment, and benefited practically all medical schools. In 1960, medical schools received $13.8 million to construct research facilities. This may be compared to $106.4 million for research grants and $41.5 million for research training grants in the same year. Federal grants for research and research training were often used for other activities. As early as 1951, the Surgeon General's Committee on Medical School Grants and Finances reported that “Public Health Service grants have undoubtedly improved some aspects of undergraduate instruction in every medical school,” with most of the improvements resulting from training rather than research grants. By the early 1970s, according to Freymann, of $1.3 billion given to medical schools for research, “about $800 million was 'redeployed' into institutional and departmental support. . . . The distinction between research and education became as fluid as the imagination of the individual grantees wished it to be.”

Aims of Teachers of Psychiatry in Five Medical Schools

1968 ◽  
Vol 114 (516) ◽  
pp. 1417-1423 ◽  
Author(s):  
Henry Walton
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Medical Schools ◽  
Educational Objectives ◽  
Medical School Training ◽  
School Training

Educational objectives in medical school training used to be stated in global terms, seldom possible to implement and still more difficult to test (Objectives of Medical Education, 1953). The student's training hopefully was required to help him “to respect the rights and dignities of patients”, or towards “expecting to be a student all his life”. How to evaluate the presence or absence of these qualities after training was not conveyed either by the form or by the sometimes frankly inspirational language in which the objectives were stated.

scholarly journals An update on mental health services in Iraq

2003 ◽  
Vol 27 (12) ◽  
pp. 461-462
Author(s):  
Riadh T. Abed
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Health Services ◽  
Medical School ◽  
Health System ◽  
Medical Schools ◽  
Medical Graduates ◽  
Iraqi Kurdistan ◽  
British System ◽  
Set Up

In the 1970s, Iraq made strides towards building a comprehensive, well-equipped health system free at the point of delivery. Medical education in Iraq was originally modelled on the British system and started with Baghdad Medical School in 1927. Two more medical schools were founded in Mosul and Basrah, providing Iraq with good numbers of high-calibre medical graduates. After 1968, several other medical schools were set up in various parts of Iraq, including three in Iraqi Kurdistan.

scholarly journals An update on mental health services in Iraq

2003 ◽  
Vol 27 (12) ◽  
pp. 461-462 ◽  
Author(s):  
Riadh T. Abed
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Health Services ◽  
Medical School ◽  
Health System ◽  
Medical Schools ◽  
Medical Graduates ◽  
Iraqi Kurdistan ◽  
British System ◽  
Set Up

In the 1970s, Iraq made strides towards building a comprehensive, well-equipped health system free at the point of delivery. Medical education in Iraq was originally modelled on the British system and started with Baghdad Medical School in 1927. Two more medical schools were founded in Mosul and Basrah, providing Iraq with good numbers of high-calibre medical graduates. After 1968, several other medical schools were set up in various parts of Iraq, including three in Iraqi Kurdistan.

scholarly journals Building Community and Medical School Partnerships: Impact on Undergraduate Medical Education and Research

2020 ◽  
Author(s):  
Samal Nauhria ◽  
Irene Derksen ◽  
Shreya Nauhria ◽  
Amitabha Basu
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Social Learning ◽  
Active Learning ◽  
Medical School ◽  
Community Service ◽  
Medical Knowledge ◽  
Medical Schools ◽  
Team Work ◽  
Local Healthcare

Abstract Background: Community service provides avenues for social learning in medical education. Partnerships between medical schools and local healthcare agencies has paved the path for an active participation of a medical student in the community. This seems to have a positive impact on the medical knowledge and skills of students and also leads to a betterment of healthcare services for the community. National accreditation agencies and medical boards have emphasized that medical schools should provide opportunities for such learning to occur in the medical school curriculum. Various medical schools around the globe have adopted this active learning pedagogy and thus we wanted to explore how we can establish such a learning framework at out university.Methods: This was a qualitative study based on feedback from volunteer students who attended the annual health fare conducted in collaboration with local healthcare agencies. Two focus group interviews were recorded, transcribed and coded for thematic analyses.Results: Overall, the students enjoyed learning various clinical procedural skills. This activity was an opportunity to apply the medical knowledge learnt in classrooms. The students developed various competencies like communication skills, professionalism, team work and social responsibility. Prevalent health conditions discovered by the students included diabetes mellitus, hypertension and nutritional imbalance.Conclusions: This study explores how serving the community can bring about an educational change for a medical student. The community service framework promotes social learning, interprofessional education, peer learning and active learning amongst medical students.

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