Author Comment on “Diversity in Dermatology: Curriculum Reform in Undergraduate Medical Education at the University of Toronto”

2021 ◽  
pp. 120347542110094
Author(s):  
Erin Dahlke
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Curriculum Reform ◽  
University Of Toronto ◽  
The University

scholarly journals Diversity in Dermatology? An Assessment of Undergraduate Medical Education

2021 ◽  
pp. 120347542110074
Author(s):  
Emily Bellicoso ◽  
Sofia Oke Quick ◽  
Kennedy Otieno Ayoo ◽  
Renée A. Beach ◽  
Marissa Joseph ◽  
...  
Keyword(s):  
Medical Education ◽  
Diagnostic Accuracy ◽  
Undergraduate Medical Education ◽  
Skin Lesions ◽  
Multiple Choice Questions ◽  
White Skin ◽  
University Of Toronto ◽  
Common Skin ◽  
Curricular Materials ◽  
The University

Background A lack of representation of skin of color (SoC) in dermatology curricula is well-documented across North American medical schools and may present a barrier to equitable and comprehensive undergraduate medical education. Objectives This study aims to examine representation in dermatologic educational materials and appreciate a link between bias in dermatologic education and student diagnostic ability and self-rated confidence. Design The University of Toronto Dermatology Undergraduate Medical Education curriculum was examined for the percentage photographic representation of SoC. A survey of 10 multiple-choice questions was administered to first- and third-year medical students at the University of Toronto to assess diagnostic accuracy and self-rated confidence in diagnosis of 5 common skin lesions in Fitzpatrick skin phototypes (SPT) I-III (white skin) and VI-VI (SoC). Results The curriculum audit showed that <7% of all images of skin disease were in SoC. Diagnostic accuracy was fair for both first- (77.8% and 85.9%) and third-year (71.3% and 72.4%) cohorts in white skin and SoC, respectively. Students’ overall self-rated confidence was significantly greater in white skin when compared to SoC, in both first- (18.75/25 and 17.78/25, respectively) and third-year students (17.75/25 and 15.79/25, respectively) ( P = .0002). Conclusions This preliminary assessment identified a lack of confidence in diagnosing dermatologic conditions in SoC, a finding which may impact health outcomes of patients with SoC. This project is an important first step in diversifying curricular materials to provide comprehensive 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.

INTRODUCTION

1988 ◽  
Vol 34 (3) ◽  
pp. 280-280
Author(s):  
Gregor Reid ◽  
Andrew W. Bruce
Keyword(s):  
Medical Education ◽  
American Medical ◽  
Continuing Medical Education ◽  
Bacterial Infections ◽  
University Of Toronto ◽  
Future Developments ◽  
Wide Range ◽  
Microbial Infections ◽  
The Many ◽  
The University

The Lister Symposium was held primarily to review the latest concepts of the mechanisms of bacterial infections, and to highlight the research being carried out currently in Toronto and in Canada. The inclusion of several speakers from outside of Toronto added a strong foundation for the meeting.A wide range of topics were addressed and these demonstrated the many areas of research being pursued to better understand the pathogenesis of microbial infections. By drawing together physicians, scientists, and students from a variety of disciplines, it was hoped that the Lister Symposium would contribute, not only to our knowledge of medicine and science in this field, but also to the continued local and national cooperation required for first-class investigative research.This meeting was the first of its kind held under the auspices of the Department of Surgery at the University of Toronto, demonstrating its commitment to research and interdepartmental collaboration. We are most grateful to Professor Bernard Langer, Chairman of the Department of Surgery, for his support in this regard. The assistance of our sponsors and the Continuing Medical Education Office facilitated a wide outreach and enabled recognition of the course and accreditation for Canadian and American Medical participants. It is hoped that this material will provide a useful reference for future developments in the field.

6. CanMEDSification: The role of postgraduate medicine office in supporting the learning and teaching of CanMEDs Roles

2007 ◽  
Vol 30 (4) ◽  
pp. 30
Author(s):  
S. Glover Takahashi ◽  
S. Verma ◽  
L. Muharuma ◽  
R. Zulla
Keyword(s):  
New York ◽  
Medical Education ◽  
Faculty Development ◽  
San Francisco ◽  
Professional Competence ◽  
Postgraduate Medical Education ◽  
University Of Toronto ◽  
Development Initiatives ◽  
The University ◽  
Postgraduate Medicine

The Postgraduate Medical Education Office at the University of Toronto has implemented a range of faculty development initiatives targeted at supporting the full implementation of CanMEDS roles and competencies in the day to day learning, teaching and evaluation of residents across the highly distributed postgraduate medicine training programs. In October 2005, the Royal College of Physicians and Surgeons of Canada (RCPSC) released a revised version of the CanMEDS roles. In June 2006, the RCPSC accreditation standards for postgraduate medicine changed some standards which result in an increased expectation of implementation of the CanMEDS roles in teaching and evaluation of residency programs. From 2005 to 2007, there have been numerous initiatives by the Postgraduate Medical Education Office to support the understanding and implementation of the CanMEDS roles into the learning, evaluation and outcomes of postgraduate training at the University of Toronto. The PGME Office supported the ‘CanMEDSification’ or integration of the CanMEDS framework by: 1) Supporting the development of teacher/faculty teaching and evaluation resources; 2) Providing faculty development in the understanding of these competencies; 3) Providing explicit program feedback through the Internal Review process The CanMEDS roles have been widely integrated into teaching and evaluation at the University of Toronto. The high attendance rates at workshops and positive workshop evaluations indicate the value of centralized faculty development initiatives and also indicate an increasing confidence in using CanMEDS. The workshop evaluations also indicate a need for additional faculty development in evaluating the non Medical Expert roles. Shorter E. Oxford English Dictionary (5th ed.). Oxford, UK: Oxford University Press, 2002. Harris, IB. Deliberative inquiry: The arts of planning. in E.C. Short (ed.), Forms of curriculum inquiry. Albany: State University of New York Press, 1991; 285-307. Harris, IB. New expectations for professional competence. In L. Curry & J. F. Wergin (Eds.), Educating professionals: Responding to new expectations for competence and accountability. San Francisco: Jossey-Bass, 1993; 17-52.

scholarly journals Assessment in Undergraduate Medical Education: Bangladesh Perspectives

2013 ◽  
Vol 12 (4) ◽  
pp. 357-363 ◽  
Author(s):  
M Haque ◽  
R Yousuf ◽  
SM Abu Baker ◽  
A Salam
Keyword(s):  
Medical Education ◽  
Education Reform ◽  
Undergraduate Medical Education ◽  
Curriculum Reform ◽  
Medical Curriculum ◽  
Medical Science ◽  
Undergraduate Curriculum ◽  
Oral Examination ◽  
Formative Assessments ◽  
The Government

Background: Medical education in Bangladesh is totally controlled by the Government and run a unique undergraduate curriculum throughout the country in both public and private sectors. This paper is aimed to briefly describe the medical education reform in Bangladesh and suggests further assessment changes. The present official form of undergraduate medical curriculum has first evolved in 1988 followed by revision in 2002 and 2012. Assessment and teaching are the two sides of the same coin. Assessment drives learning and learning drives practices. Following the curriculum reform since 2002, the assessment in undergraduate medical education has been greatly changed. There are a lot of in-course formative assessments which include item examination, card final and term final, designed to improve the quality of education. Ten percent marks of summative written examinations derive from formative assessment. Traditional oral examination has been changed to structured form to ensure greater reliability. Even then, teachers are not yet building up to conduct oral examination in such a structured way. Examiners differ in their personality, style and level of experience with variation of questioning and scoring from student to students. Weakness of reliability on oral examination still exists. Students also feel very stressful during the oral examinations. Moreover, to conduct such oral examination, three to four months times per year are lost by the faculties which can be efficiently utilised for teaching and research purposes. Worlds' leading medical schools now-a-days used oral examination only for borderline and distinction students. Bangladesh also must consider oral examination only for borderline and distinction students. DOI: http://dx.doi.org/10.3329/bjms.v12i4.16658 Bangladesh Journal of Medical Science Vol. 12 No. 04 October ’13 Page 357-363

scholarly journals Child psychiatry in a new medical school in Hong Kong

1989 ◽  
Vol 13 (2) ◽  
pp. 67-69 ◽  
Author(s):  
C. K. Wong
Keyword(s):  
Medical Education ◽  
Hong Kong ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Child Psychiatry ◽  
Medical Schools ◽  
Chinese University ◽  
History Of ◽  
The University

There are two medical schools in Hong Kong, that of the University of Hong Kong and that of the Chinese University of Hong Kong. The former has a history of more than 100 years whereas the latter admitted its first batch of students only in 1981. Both use English as the teaching medium and both are recognised by the GMC. I received my undergraduate medical education in the former but have been teaching in the latter for seven years.

scholarly journals Knowledge syntheses in medical education: Examining author gender, geographic location, and institutional affiliation

2021 ◽  
Author(s):  
Lauren A. Maggio ◽  
Anton Ninkov ◽  
Joseph A. Costello ◽  
Erik W. Driessen ◽  
Anthony R. Artino
Keyword(s):  
Medical Education ◽  
Geographic Location ◽  
The United States ◽  
Evidence Base ◽  
Knowledge Synthesis ◽  
Middle Income ◽  
University Of Toronto ◽  
Middle Income Countries ◽  
The United Kingdom ◽  
The University

ABSTRACTPurposeAuthors of knowledge syntheses make many subjective decisions during their review process. Those decisions, which are guided in part by author characteristics, can impact the conduct and conclusions of knowledge syntheses, which assimilate much of the evidence base in medical education. Therefore, to better understand the evidence base, this study describes the characteristics of knowledge synthesis authors, focusing on gender, geography, and institution.MethodIn 2020, the authors conducted a case study of authors of 963 knowledge syntheses published between 1999 and 2019 in 14 core medical education journals using a publicly accessible dataset.ResultsThe authors of the present study identified 4,110 manuscript authors across all authorship positions. On average there were 4.3 authors per knowledge synthesis (SD=2.51, Median=4, Range=1-22); 79 knowledge syntheses (8%) were single-author publications. Over time, the average number of authors per synthesis increased (M=1.80 in 1999; M=5.34 in 2019). Knowledge syntheses were authored by slightly more females (n=2047; 50.5%) than males (n=2005; 49.5%) across all author positions (Pearson X2=22.02, p<.001). Authors listed affiliations in 58 countries, and 58 knowledge syntheses (6%) included authors from low- or middle-income countries (LMIC). Authors from the United States (n=366; 38%), Canada (n=233; 24%), and the United Kingdom (n=180; 19%) published the most knowledge syntheses. Authors listed affiliation at 617 unique institutions, and first authors represented 362 unique institutions with greatest representation from the University of Toronto (n=55, 6%) and the Mayo Clinic (n=31, 3%). Across all authorship positions, the large majority of knowledge syntheses (n=753; 78%) included authors at top 200 ranked institutions.ConclusionsKnowledge synthesis author teams have grown over the past 20 years, and while there is near gender parity across all author positions, authorship has been dominated by North American researchers located at highly ranked institutions. This suggests a potential overrepresentation of certain authors with particular characteristics, which may impact the conduct and conclusions of knowledge syntheses in medical education.

scholarly journals Teaching poverty and health: importing transformative learning into the structures and paradigms of medical education

2021 ◽  
Author(s):  
Carrie Cartmill ◽  
Cynthia Whitehead ◽  
Esther Ihekwoaba ◽  
Ritika Goel ◽  
Samantha Green ◽  
...  
Keyword(s):  
Medical Education ◽  
Transformative Learning ◽  
Lived Experience ◽  
Unintended Consequences ◽  
Transformative Education ◽  
Case Study Methodology ◽  
University Of Toronto ◽  
Educational Processes ◽  
Poverty And Health ◽  
The University

Background: As a paradigm of education that emphasizes equity and social justice, transformative education aims to improve societal structures by inspiring learners to become agents of social change. In an attempt to contribute to transformative education, the University of Toronto MD program implemented a workshop on poverty and health that included tutors with lived experience of poverty. This research aimed to examine how tutors, as members of a group that faces structural oppression, understood their participation in the workshop. Methods: This research drew on qualitative case study methodology and interview data, using the concept of transformative education to direct data analysis and interpretation. Results: Our findings centred around two broad themes: misalignments between transformative learning and the structures of medical education; and unintended consequences of transformative education within the dominant paradigms of medical education. These misalignments and unintended consequences provided insight into how courses operating within the structures, hierarchies and paradigms of medical education may be limited in their potential to contribute to transformative education. Conclusions: To be truly transformative, medical education must be willing to try to modify structures that reinforce oppression rather than integrating marginalized persons into educational processes that maintain social inequity.

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