Undergraduate Dermatology Education in Canada: A National Survey

2017 ◽  
Vol 22 (1) ◽  
pp. 31-37 ◽  
Author(s):  
Angela Hu ◽  
Ron Vender
Keyword(s):  
National Survey ◽  
Skin Disease ◽  
Core Curriculum ◽  
Medical Schools ◽  
Faculty Members ◽  
Current Status ◽  
Clinical Exposure ◽  
Low Level ◽  
Curriculum Topics

Background: Canadian dermatology curriculum was reviewed in 1983, 1987, 1996, and 2008. All these surveys highlighted the disproportionately low level of dermatology teaching in relation to the significant amount of skin disease seen by physicians. Since the official adoption and dissemination of the Canadian Professors of Dermatology (CPD) core curriculum and competencies, there has been no assessment of how these changes have influenced dermatology curriculum. Objective: This survey gathered information on the current status of undergraduate dermatology education across Canadian medical schools. Methods: A survey was sent electronically to all undergraduate dermatology directors at each of the 17 Canadian medical schools. Results: Between 2008 and 2017, dermatology teaching has increased 25% to 25.6 ± 17.2 hours of teaching. However, 75% of this teaching is delivered in preclinical years. The number of faculty members, both dermatologists and nondermatologists, has also increased. A growing number of schools are now using electronic formats of teaching. Most schools (59%) are covering all the CPD core curriculum topics. Conclusion: Dermatology education is demonstrating positive trends with regards to teaching hours and faculty members. Nevertheless, a more even distribution of content so that students have increased clinical exposure should be achieved. Furthermore, an online atlas of resources would be helpful in standardising curriculum.

scholarly journals Research Training Program in a Turkish Medical School: Challenges, Barriers and Opportunities from the Perspectives of the Students and Faculty Members

2020 ◽  
Author(s):  
Zeliha Asli Öcek ◽  
Hilal Bati ◽  
Ebru Demirel Sezer ◽  
Ozge Altun Koroglu ◽  
Özlem Yilmaz ◽  
...  
Keyword(s):  
Training Program ◽  
Core Curriculum ◽  
Phenomenological Study ◽  
Research Training ◽  
National Policy ◽  
Medical Schools ◽  
Faculty Members ◽  
Research Experience ◽  
Research Programs ◽  
Research Training Program

Abstract Background: Providing medical students with opportunities for research experience is challenging for medical schools in developing countries. The Research Training Program (RTP), which is carried out in Ege University Faculty of Medicine (EUFM) parallel to the core curriculum, aims to improve the scientific competencies of the highly motivated students and to provide them with the opportunity to conduct a research. The purpose of this project is to evaluate RTP through the perspectives of students and faculty members.Methods: This phenomenological study included two groups; students of RTP and faculty members who contributed to the program. Interviews were conducted with the research group whose selection was determined by maximum variation technique. Interviews with new individuals continued until data saturation was reached. Interpretative data analysis started with close reading of the transcripts and generating a list of codes. Coding by two independently, developing categories and themes were the following steps.Results: Twenty-one RTP students and 14 faculty members were interviewed. The main motivation for students to participate was the desire to learn how to do research. The introduction course providing the students with the basic competencies needs to be improved in terms of practical activities. It was reported that during the project process students needed intensive guidance especially in finding a research topic and a mentor. The students' lack of time, deficit of enough mentoring and the fact that conducting a research does not provide a competitive advantage for residency are important obstacles to the completion of the program. The most frequently mentioned achievement of the students is to learn all the stages of the research as well as getting acquainted with critical thinking.Conclusions: This research showed that it was realistic to implement research programs for highly motivated students in medical schools with conditions like those in EUFM. The solution of mentor shortage emerged in this study is dependent on the adoption of student research as a national policy. Getting acquainted with the interrogative thinking style, conducting research, and making lifelong learning a core value are more important outcomes of research programs than the number of completed projects.

Undergraduate Dermatology Education in Canada: A Survey

1998 ◽  
Vol 2 (4) ◽  
pp. 220-223 ◽  
Author(s):  
Scott J. Murray ◽  
Giles P. Raymond
Keyword(s):  
Medical Students ◽  
Medical Schools ◽  
Current Status ◽  
Undergraduate Teaching ◽  
Undergraduate Training ◽  
Clinical Exposure ◽  
Made In ◽  
The Way

Background: Two reviews done in the 1980's showed that many Canadian medical schools scheduled relatively little time for dermatological teaching. Many students did not have a real clinical exposure to dermatology. Objective: The purpose of this study was to obtain new data to reevaluate the undergraduate training in dermatology in Canada. Methods: A survey was sent to the coordinators of undergraduate dermatology of all 16 Canadian medical schools. Results: The survey of medical schools demonstrates the current status of dermatology undergraduate teaching across Canada. Although many improvements have been made in the way dermatology is taught to medical students, many of the problems noticed in the 1980s remain unresolved. Conclusion: Because dermatological care in Canada is often rendered by nondermatologists, the dermatologists should emphasize the importance of undergraduate training in their specialty.

scholarly journals Redefining Authentic Research Experiences in Introductory Biology Laboratories and Barriers to Their Implementation

2014 ◽  
Vol 13 (1) ◽  
pp. 102-110 ◽  
Author(s):  
Rachelle M. Spell ◽  
Judith A. Guinan ◽  
Kristen R. Miller ◽  
Christopher W. Beck
Keyword(s):  
National Survey ◽  
Faculty Members ◽  
Research Experience ◽  
Scientific Process ◽  
Introductory Biology ◽  
Research Experiences ◽  
Low Level ◽  
Essential Components ◽  
Pedagogical Reform ◽  
Biology Laboratory

Incorporating authentic research experiences in introductory biology laboratory classes would greatly expand the number of students exposed to the excitement of discovery and the rigor of the scientific process. However, the essential components of an authentic research experience and the barriers to their implementation in laboratory classes are poorly defined. To guide future reform efforts in this area, we conducted a national survey of biology faculty members to determine 1) their definitions of authentic research experiences in laboratory classes, 2) the extent of authentic research experiences currently experienced in their laboratory classes, and 3) the barriers that prevent incorporation of authentic research experiences into these classes. Strikingly, the definitions of authentic research experiences differ among faculty members and tend to emphasize either the scientific process or the discovery of previously unknown data. The low level of authentic research experiences in introductory biology labs suggests that more development and support is needed to increase undergraduate exposure to research experiences. Faculty members did not cite several barriers commonly assumed to impair pedagogical reform; however, their responses suggest that expanded support for development of research experiences in laboratory classes could address the most common barrier.

scholarly journals Research training program in a Turkish medical school: challenges, barriers and opportunities from the perspectives of the students and faculty members

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Zeliha Öcek ◽  
Hilal Batı ◽  
Ebru Demirel Sezer ◽  
Özge Altun Köroğlu ◽  
Özlem Yılmaz ◽  
...  
Keyword(s):  
Training Program ◽  
Core Curriculum ◽  
Phenomenological Study ◽  
Research Training ◽  
National Policy ◽  
Medical Schools ◽  
Faculty Members ◽  
Research Experience ◽  
Research Programs ◽  
Research Training Program

Abstract Background Providing medical students with opportunities for research experience is challenging for medical schools in developing countries. The Research Training Program (RTP), which is carried out in Ege University Faculty of Medicine (EUFM) parallel to the core curriculum, aims to improve the scientific competencies of the highly motivated students and to provide them with the opportunity to conduct a research. The purpose of this project is to evaluate RTP through the perspectives of students and faculty members. Methods This phenomenological study included two groups; students of RTP and faculty members who contributed to the program. Interviews were conducted with the research group whose selection was determined by maximum variation technique. Interviews with new individuals continued until data saturation was reached. Interpretative data analysis started with close reading of the transcripts and generating a list of codes. Coding by two independently, developing categories and themes were the following steps. Results Twenty-one RTP students and 14 faculty members were interviewed. The main motivation for students to participate was the desire to learn how to do research. The introduction course providing the students with the basic competencies needs to be improved in terms of practical activities. It was reported that during the project process students needed intensive guidance especially in finding a research topic and a mentor. The students’ lack of time, deficit of enough mentoring and the fact that conducting a research does not provide a competitive advantage for residency are important obstacles to the completion of the program. The most frequently mentioned achievement of the students is to learn all the stages of the research as well as getting acquainted with critical thinking. Conclusions This research showed that it was realistic to implement research programs for highly motivated students in medical schools with conditions like those in EUFM. The solution of mentor shortage emerged in this study is dependent on the adoption of student research as a national policy. Getting acquainted with the interrogative thinking style, conducting research, and making lifelong learning a core value are more important outcomes of research programs than the number of completed projects.

scholarly journals Research Training Program in a Turkish Medical School: Challenges, Barriers and Opportunities from the Perspectives of the Students and Faculty Members

2020 ◽  
Author(s):  
Zeliha Asli Öcek ◽  
Hilal Bati ◽  
Ebru Demirel Sezer ◽  
Özge Altun Köroğlu ◽  
Özlem Yilmaz ◽  
...  
Keyword(s):  
Training Program ◽  
Core Curriculum ◽  
Phenomenological Study ◽  
Research Training ◽  
National Policy ◽  
Medical Schools ◽  
Faculty Members ◽  
Research Experience ◽  
Research Programs ◽  
Research Training Program

Abstract Background: Providing medical students with opportunities for research experience is challenging for medical schools in developing countries. The Research Training Program (RTP), which is carried out in Ege University Faculty of Medicine (EUFM) parallel to the core curriculum, aims to improve the scientific competencies of the highly motivated students and to provide them with the opportunity to conduct a research. The purpose of this project is to evaluate RTP through the perspectives of students and faculty members. Methods: This phenomenological study included two groups; students of RTP and faculty members who contributed to the program. In-depth interviews were conducted with the research group whose selection was determined by maximum variation technique. Interviews with new individuals continued until data saturation was reached. The data was analysed independently by two researchers using the code list created, and then the themes and theme categories that combined the codes were determined. Results: Twenty-one RTP students and 14 faculty members were interviewed. The main motivation for students to participate was the desire to learn how to do research. The introduction course providing the students with the basic competencies needs to be improved in terms of practical activities. It was reported that during the project process students needed intensive guidance especially in finding a research topic and a mentor. The students' lack of time, deficit of enough mentoring and the fact that conducting a research does not provide a competitive advantage for residency are important obstacles to the completion of the program. The most frequently mentioned achievement of the students is to learn all the stages of the research as well as getting acquainted with critical thinking. Conclusions: This research showed that it was realistic to implement research programs for highly motivated students in medical schools with conditions like those in EUFM. The solution of mentor shortage emerged in this study is dependent on the adoption of student research as a national policy. Getting acquainted with the interrogative thinking style, conducting research and making lifelong learning a core value are more important outcomes of research programs than the number of completed projects.

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 The Effectiveness of a Foundation Year 1 Doctor Preparation Course for Final Year Medical Students

2021 ◽  
Vol 8 ◽  
pp. 238212052098418
Author(s):  
William Beedham ◽  
Kasun Wanigasooriya ◽  
Georgia R Layton ◽  
Ley Taing Chan ◽  
Adnan Darr ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Core Curriculum ◽  
Junior Doctor ◽  
Hidden Curriculum ◽  
Medical Curriculum ◽  
Primary Objective ◽  
Rank Test ◽  
Significant Difference ◽  
Curriculum Topics

Background: Starting work as a junior doctor can be daunting for any medical student. There are numerous aspects of the hidden curriculum which many students fail to acquire during their training. Objectives: To evaluate the effectiveness of a novel foundation year one (FY1) doctor preparation course focusing on certain core topics, practical tips and components of the hidden curriculum. The primary objective was to improve the confidence level and knowledge of final year medical students transitioning to FY1 doctors. Method: A 2-day, practical course titled ‘Preparation 2 Practice’ delivering hands-on, small-group and lecture-based teaching, covering core medical student undergraduate curriculum topics in medicine and surgery. The course content spanned therapeutics, documentation skills and managing acute clinical tasks encountered by FY1 doctors during an on-call shift. A pre- and post-course survey and knowledge assessment were carried out to assess the effectiveness of the course. The assessment was MCQ-based, derived from topics covered within our course. The 20-question test and a short survey were administered electronically. Results: Twenty students from a single UK medical school attended the course. 100% participation was observed in the pre- and post-course test and survey. The median post-course test result was 22 (IQR 20.25-23.75) which was higher than the median pre-course test score of 18.75 (IQR 17-21.75). A Wilcoxon sign rank test revealed a statistically significant difference between the pre- and post-course test results ( P = .0003). The self-reported confidence score of delegates on starting work as a junior doctor was also significantly higher following the course ( P = .004). Conclusion: The results show a significant improvement in perceived confidence and knowledge on core curriculum topics amongst final year medical students having attended our FY1 doctor preparation course. We conclude that there is scope for similar supplementary courses as an adjunct to the undergraduate medical curriculum.

scholarly journals The role of radiology in anatomy teaching in UK medical schools: a national survey

2018 ◽  
Vol 73 (2) ◽  
pp. 185-190 ◽  
Author(s):  
T.J. Sadler ◽  
T. Zhang ◽  
H.L. Taylor ◽  
C. Brassett
Keyword(s):  
National Survey ◽  
Medical Schools ◽  
Anatomy Teaching

scholarly journals Deficiencies in Concussion Education in Canadian Medical Schools

2012 ◽  
Vol 39 (6) ◽  
pp. 763-766 ◽  
Author(s):  
Matthew J. Burke ◽  
Josie Chundamala ◽  
Charles H. Tator
Keyword(s):  
Head Injury ◽  
Medical School ◽  
Medical Schools ◽  
Education Curriculum ◽  
Clinical Exposure ◽  
Future Studies ◽  
Physician Knowledge ◽  
Specific Teaching ◽  
Specific Education ◽  
Concussion Education

Background:Recent reports raise concern that physician knowledge of the identification and management of concussion may be deficient. There is little information known about the adequacy of concussion education provided to physicians or medical students. The present study assesses the concussion curriculum offered at medical schools in Canada.Methods:We asked all 17 Canadian medical schools to complete a questionnaire on their concussion curriculum, including the following: year of medical school offered; format/setting; and estimated teaching hours. The responses were organized into three categories: (1) concussion-specific education; (2) head injury education incorporating a concussion component; and (3) no concussion education.Results:Replies were received from 14 (82%) of the 17 medical schools in Canada. Of the 14 responding schools, four (29%) provided concussion-specific education, six (43%) offered head injury education that incorporated a concussion component, and four (29%) reported no concussion teaching in their curriculum.Conclusion:We found deficiencies in the concussion education curriculum provided in the majority of Canadian medical schools. To address this issue, we recommend that all medical schools should, at a minimum, include a one-hour formal concussion-specific teaching session in an early year of their curriculum to be followed by clinical exposure to concussed patients in the later years of medical school. Future studies will be necessary to evaluate if these recommended curricular enhancements are effective in remedying the reported gaps in physicians' concussion knowledge and whether the improved curriculum translates into better care for patients suffering concussion.

Teaching Health Law

2010 ◽  
Vol 38 (4) ◽  
pp. 863-870 ◽  
Author(s):  
Marshall B. Kapp
Keyword(s):  
Medical Schools ◽  
School Curriculum ◽  
Law School ◽  
Faculty Members ◽  
Health Law ◽  
Tenure Track ◽  
Law Schools ◽  
Faculty Position ◽  
Roles And Responsibilities ◽  
Law Faculty

Thirty years ago when I, an attorney, took a tenure-track faculty position at an innovative, newly opened medical school, I was an oddity — truly, a stranger in a strange land. Today it is not uncommon for American medical schools to employ an attorney as a tenured or tenure-track member of its faculty. Over these last three decades, the educational roles and responsibilities of health law faculty who teach in law schools have become increasingly well defined, with numerous health law courses and textbooks now generally accepted as part of the typical law school curriculum. However, the roles and responsibilities of attorney faculty members who teach in medical schools remain less clearly defined and likely are more individualized to the particular medical schools in which they teach. This essay explores some of the challenges and the opportunities which are given to attorney faculty members who teach in medical schools.

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