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.

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 Undergraduate Training in Mental Handicap

1986 ◽  
Vol 10 (10) ◽  
pp. 292
Keyword(s):  
Medical Students ◽  
Clinical Experience ◽  
Medical Schools ◽  
Undergraduate Training ◽  
Mentally Handicapped ◽  
Mental Handicap

Changing concepts of care mean that all doctors, whatever their specialty, will have increasing contact with the mentally handicapped in their day to day practice. It is therefore essential that the amount of time devoted to this topic in medical schools is substantially increased and the nature of training radically reviewed to provide adequate clinical experience. There is evidence that medical students would welcome this.

scholarly journals P.011 Evaluation of educational needs in neurology in the province of Quebec: a survey-based study

2016 ◽  
Vol 43 (S2) ◽  
pp. S24-S24
Author(s):  
P Gros ◽  
S Reiter-Campeau ◽  
D Hamad ◽  
L Carmant
Keyword(s):  
Medical Students ◽  
Neurological Examination ◽  
Medical Schools ◽  
Educational Needs ◽  
Clinical Neurology ◽  
Clinical Exposure ◽  
Additional Training ◽  
Mcgill University ◽  
Fourth Year Medical Students ◽  
Teaching Time

Background: In contrast with 56% of US medical schools, most Canadian medical schools do not offer a required clerkship neurology rotation. This study aims to assess the need for additional clinical neurology training in Quebec medical schools. Methods: Third and fourth year medical students from the province of Quebec completed surveys inquiring about accumulated theoretical teaching time, clinical neurology exposure, self-reported neurological examination proficiency and interest in additional training. Results: 66 students answered the survey. 43% were from Université de Montréal, 18 % from McGill University, 14% from Université Laval and 24% from Université de Sherbrooke. For theoretical teaching, 44% reported at least 60 hours (h) of teaching, 44% reported 40 to 60 h and 23% reported 10 to 40 h. For clinical exposure, 24% reported at least 60 h, 8% reported 40 to 60 h, 40% reported 10 to 40 h and 29% reported less than 10 h. Most students reported being comfortable with their neurological examination skills (58%) but still 41% were uncertain or felt uncomfortable. 80% indicated interest in receiving additional clinical exposure. Conclusions: Amongst Quebec medical students, clinical neurology exposure is likely insufficient. An important proportion of students remain uncomfortable with the neurological examination and most students are interested in additional neurological training.

Neurosurgical rotations or clerkships in US medical schools

2011 ◽  
Vol 114 (1) ◽  
pp. 27-33 ◽  
Author(s):  
Benjamin D. Fox ◽  
Hassan H. Amhaz ◽  
Akash J. Patel ◽  
Daniel H. Fulkerson ◽  
Dima Suki ◽  
...  
Keyword(s):  
Performance Evaluation ◽  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Residency Program ◽  
Medical Schools ◽  
Common Method ◽  
Current Status ◽  
Student Interactions ◽  
Subjective Performance Evaluation

Object Medical student exposure to neurosurgery is limited. To improve the educational interactions between neurosurgeons and medical students as well as neurosurgical medical student rotations or clerkships (NSCs) we must first understand the current status. Methods Two questionnaires were sent, one to every neurosurgery course coordinator or director at each US neurosurgery residency program (99 questionnaires) and one to the associated parent medical school dean's office (91 questionnaires), to assess the current status of NSCs and the involvement of neurosurgeons at their respective institutions. Results We received responses from 86 (87%) of 99 neurosurgery course coordinators or directors and 64 (70%) of 91 medical school deans' offices. Most NSCs do not have didactic lectures (53 [62%] of 86 NSCs), provide their medical students with a syllabus or educational handouts (53 [62%] of 86), or have a recommended/required textbook (77 [90%] of 86). The most common method of evaluating students in NSCs is a subjective performance evaluation. Of 64 medical school deans, 38 (59%) felt that neurosurgery should not be a required rotation. Neurosurgical rotations or clerkships are primarily offered to students in their 4th year of medical school, which may be too late for appropriate timing of residency applications. Only 21 (33%) of 64 NSCs offer neurosurgery rotations to 3rd-year students. Conclusions There is significant room for improvement in the neurosurgeon-to–medical student interactions in both the NSCs and during the didactic years of medical school.

scholarly journals Current Status of Scientific Research Accomplishments of Senior Eight-year-program Medical Students in China: A Multicenter Cross-sectional Questionnaire-based Study

2020 ◽  
Author(s):  
Mengyao Wan ◽  
Shuang Liu ◽  
Jiawei Zhu ◽  
Sulong Xiao ◽  
Lei Yuan ◽  
...  
Keyword(s):  
Medical Students ◽  
Northern China ◽  
Sixth Grade ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
Current Status ◽  
Research Experience ◽  
Cross Sectional ◽  
Research Ability ◽  
Conducting Research

Abstract Backgrounds: Among the distinct medical education systems in China, the eight-year program is an elite program dedicated to cultivating physician scientists. Although the research ability of senior students in eight-year medical programs is a pivotal quality, it remains unclear. This study aimed to clarify the current status and challenges of students’ research experience, abilities and outputs.Methods: A multicenter cross-sectional study was conducted in five medical schools in northern China. Electronic questionnaires were sent to 235 randomly chosen fifth-grade or sixth-grade 8-year-program medical students. A total of 211 responses were collected and analyzed using SPSS 22.0.Results: Only 13.3% of participants chose research as their future career goal. Students generally felt that conducting research was stressful and difficult. The greatest obstacle was a lack of time due to heavy workloads. The two major motivations for research were graduation and future employment (75.8%) and research interest (24.2%). More than half of the students (142, 67.3%) had research experience by the time of the survey, among whom 84 students already had research outputs. A higher proportion of students with outputs was motivated by the requirements for graduation or employment compared to students without outputs (71.4% vs. 55.2%, P = 0.046).Conclusions: Senior 8-year-program medical students in China generally had high pressure to conduct research and devoted their efforts to overcome these challenges. More guidance and novel encouragement to enhance students’ initiative and interest in research could be provided by medical schools and educators in the future.

scholarly journals A Cross-sectional Study of Undergraduate Teaching of Trauma and Orthopaedics in the UK and the Relationship between Medical Schools and Interest in Trauma and Orthopaedics as a Career.

2021 ◽  
Author(s):  
Sarah Choi ◽  
Setthasorn Ooi ◽  
Eleanor Carpenter
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Medical Council ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
National Average ◽  
Undergraduate Teaching ◽  
Medical Council ◽  
Cross Sectional ◽  
The Uk

Abstract Aims: Adequate exposure and teaching of Trauma and Orthopaedics (T&O) to medical students is fundamental in order to obtain sufficient knowledge and sustain their interest in T&O as a career. The primary aim is to assess the exposure and delivery of T&O at all medical schools in the UK. The secondary aim is to determine whether there are any associations between attending a particular medical school and having a strong interest in pursuing a career in T&O. Methods: To explore the primary aim, all 33 UK medical schools were investigated in the study, by means of a questionnaire distributed to medical students. This did not include ‘new’ medical schools, defined as those established from 2014 onwards. To investigate the secondary aim of exploring associations between students’ and alumni’s medical schools and their interest in T&O as a career, British Orthopaedic Training Association (BOTA) members were reviewed, using the General Medical Council register to identify the universities from which members had graduated. The authors have made the assumption that membership of BOTA signified an interest in T&O as a career. Results: Results were obtained for all 33 medical schools. The mean total teaching time specifically for T&O throughout medical school was 18 days, ranging from 3 to 60 days in total. 118 BOTA members were reviewed. No member of BOTA in the study had attended medical school in Keele, Liverpool, Plymouth or Lancashire. These universities taught below the national average number of days in T&O. Conclusions: There is a large national variance in the number of compulsory teaching days provided for T&O. The authors advocate medical schools to aim for at least the national average in duration of T&O of 18 days.

scholarly journals Increasing Medical Student Interest in Nephrology

2019 ◽  
Vol 50 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Stephen M. Sozio ◽  
Kurtis A. Pivert ◽  
Hitesh H. Shah ◽  
Harini A. Chakkera ◽  
Abdo R. Asmar ◽  
...  
Keyword(s):  
Medical Students ◽  
Inductive Reasoning ◽  
Medical Schools ◽  
Student Interest ◽  
Key Factors ◽  
Career Interest ◽  
Clinical Exposure ◽  
Faculty Interaction ◽  
Research Activities ◽  
American Society

Background: Interest in nephrology careers is declining, possibly due to perceptions of the field and/or training aspects. Understanding practices of medical schools successfully instilling nephrology interest could inform efforts to attract leading candidates to the specialty. Methods: The American Society of Nephrology Workforce Committee’s Best Practices Project was one of several initiatives to increase nephrology career interest. Board-certified nephrologists graduating medical school between 2002 and 2009 were identified in the American Medical Association Masterfile and their medical schools ranked by production. Renal educators from the top 10 producing institutions participated in directed focus groups inquiring about key factors in creating nephrology career interest, including aspects of their renal courses, clinical rotations, research activities, and faculty interactions. Thematic content analysis of the transcripts (with inductive reasoning implementing grounded theory) was performed to identify factors contributing to their programs’ success. Results: The 10 schools identified were geographically representative, with similar proportions of graduates choosing internal medicine (mean 26%) as the national graduating class (26% in the 2017 residency Match). Eighteen educators from 9 of these 10 institutions participated. Four major themes were identified contributing to these schools’ success: (1) nephrology faculty interaction with medical students; (2) clinical exposure to nephrology and clinical relevance of renal pathophysiology materials; (3) use of novel educational modalities; and (4) exposure, in particular early exposure, to the breadth of nephrology practice. Conclusion: Early and consistent exposure to a range of clinical nephrology experiences and nephrology faculty contact with medical students are important to help generate interest in the specialty.

scholarly journals A Cross-Sectional Study of Undergraduate Teaching of Trauma and Orthopaedics in the UK and the Relationship Between Medical Schools and Interest in Trauma and Orthopaedics as a Career

2022 ◽  
Vol 9 ◽  
pp. 238212052110727
Author(s):  
Sarah Choi ◽  
Setthasorn Ooi ◽  
Eleanor Carpenter
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Medical Council ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
National Average ◽  
Undergraduate Teaching ◽  
Medical Council ◽  
Cross Sectional ◽  
The Uk

INTRODUCTION Adequate exposure and teaching of Trauma and Orthopaedics (T&O) to medical students is fundamental in order to obtain sufficient knowledge and sustain their interest in T&O as a career. The primary aim is to assess the exposure and delivery of T&O at all medical schools in the UK. The secondary aim is to determine whether there are any associations between attending a particular medical school and having a strong interest in pursuing a career in T&O. METHODS To explore the primary aim, all 33 UK medical schools were investigated in the study, by means of a questionnaire distributed to medical students. This did not include ‘new’ medical schools, defined as those established from 2014 onwards. To investigate the secondary aim of exploring associations between students’ and alumni's medical schools and their interest in T&O as a career, British Orthopaedic Training Association (BOTA) members were reviewed, using the General Medical Council register to identify the universities from which members had graduated. The authors have made the assumption that membership of BOTA signified an interest in T&O as a career. RESULTS Results were obtained for all 33 medical schools. The mean total teaching time specifically for T&O throughout medical school was 18 days, ranging from 3 to 60 days in total. 118 BOTA members were reviewed. No member of BOTA in the study had attended medical school in Keele, Liverpool, Plymouth or Lancashire. These universities taught below the national average number of days in T&O. DISUCSSION There is a large national variance in the number of compulsory teaching days provided for T&O. The authors advocate medical schools to aim for at least the national average in duration of T&O of 18 days.

scholarly journals Teaching Procedures and Skills in Medical Schools: Gaps, Weakness, and Challenges

2017 ◽  
Vol 12 (1) ◽  
pp. 46
Author(s):  
Mohamed D. Awadalla Gismalla
Keyword(s):  
Medical Students ◽  
Medical Schools ◽  
Teaching Skills ◽  
Medical Graduates ◽  
Teaching Procedure ◽  
Apprenticeship Model ◽  
The Way

<p>There is deficiency and gaps among medical graduates in performing certain procedures and skills. Till recent years, some school used an apprenticeship model for teaching procedures. The way of teaching skills should be revised and reinforced. Medical schools showed adopt formal curricula based training for teaching procedure. In this letter, we would like to highlight the challenges and weakness in teaching procedure for undergraduates medical students.   </p>

scholarly journals Current Status of Scientific Research Accomplishments of Senior Eight-year-program Medical Students in China: A Multicenter Cross-sectional Questionnaire-based Study

2020 ◽  
Author(s):  
Mengyao Wan ◽  
Shuang Liu ◽  
Jiawei Zhu ◽  
Sulong Xiao ◽  
Lei Yuan ◽  
...  
Keyword(s):  
Medical Students ◽  
Northern China ◽  
Sixth Grade ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
Current Status ◽  
Research Experience ◽  
Cross Sectional ◽  
Research Ability ◽  
Conducting Research

Abstract Backgrounds: Among the distinct medical education systems in China, the eight-year program is an elite program dedicated to cultivating physician scientists. Although the research ability of senior students in eight-year medical programs is a pivotal quality, it remains unclear. This study aimed to clarify the current status and challenges of students’ research experience, abilities and outputs.Methods: A multicenter cross-sectional study was conducted in five medical schools in northern China. Electronic questionnaires were sent to 235 randomly chosen fifth-grade or sixth-grade 8-year-program medical students. A total of 211 responses were collected and analyzed using SPSS 22.0.Results: Only 13.3% of participants chose research as their future career goal. Students generally felt that conducting research was stressful and difficult. The greatest obstacle was a lack of time due to heavy workloads. The two major motivations for research were graduation and future employment (75.8%) and research interest (24.2%). More than half of the students (142, 67.3%) had research experience by the time of the survey, among whom 84 students already had research outputs. A higher proportion of students with outputs was motivated by the requirements for graduation or employment compared to students without outputs (71.4% vs. 55.2%, P = 0.046).Conclusions: Senior 8-year-program medical students in China generally had high pressure to conduct research and devoted their efforts to overcome these challenges. More guidance and novel encouragement to enhance students’ initiative and interest in research could be provided by medical schools and educators in the future.

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