Everywhere and nowhere simultaneously: The ‘absent presence’ of sexuality in medical education

Sexualities ◽  
2017 ◽  
Vol 22 (1-2) ◽  
pp. 203-223 ◽  
Author(s):  
Marie Murphy
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Sex Education ◽  
Medical Practice ◽  
Sexuality Education ◽  
Medical Training ◽  
Medical Knowledge ◽  
Ethnographic Study ◽  
The Usa ◽  
Personal Behavior

A comprehensive history of medical sex education in the USA is missing from the literature, and much of the recent literature on sexuality education within medical training in the USA relies on survey research, which reveals little about the nature and content of medical sex education, and the meanings of sexuality that are produced and transmitted within it. In this article I provide a brief historical overview of medical sex education in the USA to provide context for my ethnographic study of the ways in which sexuality education was conceptualized and executed at a top-twenty American medical school. Although faculty members at this medical school believed that sexuality was important to medical practice and thus important to teach about within medical education, teachings about sexuality were fragmented and did not produce a consistent set of messages about what sexuality means or how it might matter to medical practice. I show how formal knowledge about sexuality has been and continues to be as elusive within medical education as anywhere else, and discuss historical continuities in the perceived barriers to providing medical sex education. In addition to increasing our understanding of how medical knowledge about sexuality is produced and transmitted, this research expands the study of sex education beyond contexts in which its intended purpose is to influence the personal behavior of its subjects.

A Letter to Future Physicians: One Dozen Important Things You Might Not Learn Enough about During Medical Training—But Should

2010 ◽  
Vol 19 (4) ◽  
pp. 522-526
Author(s):  
STEVE HEILIG ◽  
PHILIP R. LEE
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Medical Training ◽  
Medical Knowledge ◽  
Formal Curriculum

Medical training is intense by design. Starting with medical school, for 4 years most of the time in the formal curriculum is filled with numerous essential topics, and, as scientific and medical knowledge increases, it is increasingly difficult to “triage” what must be learned. Efforts to insert new topics are often fraught with obstacles and resistance. Thus, it is problematic to suggest that even more be taught in those finite years of formal medical education. However, that is exactly what we propose to do here.

On Being a Physician

2015 ◽  
Author(s):  
Elizabeth G Nabel
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Lifelong Learning ◽  
Communication Skills ◽  
Medical Practice ◽  
Medical Knowledge ◽  
Health Care Team ◽  
Medical Professionalism ◽  
Standards Of Accreditation

The role of a physician as healer has grown more complex, and emphasis will increasingly be on patient and family-centric care. Physicians must provide compassionate, appropriate, and effective patient care by demonstrating competence in the attributes that are essential to successful medical practice. Beyond simply gaining medical knowledge, modern physicians embrace lifelong learning and need effective interpersonal and communication skills. Medical professionalism encompasses multiple attributes, and physicians are increasingly becoming part of a larger health care team. To ensure that physicians are trained in an environment that fosters innovation and alleviates administrative burdens, the Accreditation Council for Graduate Medical Education has recently revamped the standards of accreditation for today’s more than 130 specialties and subspecialties. This chapter contains 6 references and 5 MCQs.

On Being a Physician

2013 ◽  
Author(s):  
Elizabeth G Nabel
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Lifelong Learning ◽  
Communication Skills ◽  
Medical Practice ◽  
Medical Knowledge ◽  
Health Care Team ◽  
Medical Professionalism ◽  
Standards Of Accreditation

The role of a physician as healer has grown more complex, and emphasis will increasingly be on patient and family-centric care. Physicians must provide compassionate, appropriate, and effective patient care by demonstrating competence in the attributes that are essential to successful medical practice. Beyond simply gaining medical knowledge, modern physicians embrace lifelong learning and need effective interpersonal and communication skills. Medical professionalism encompasses multiple attributes, and physicians are increasingly becoming part of a larger health care team. To ensure that physicians are trained in an environment that fosters innovation and alleviates administrative burdens, the Accreditation Council for Graduate Medical Education has recently revamped the standards of accreditation for today’s more than 130 specialties and subspecialties. This review contains six references.

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.

Continuing Medical Education in Radiation Oncology

1998 ◽  
Vol 84 (2) ◽  
pp. 96-100 ◽  
Author(s):  
Ermanno Emiliani
Keyword(s):  
Medical Education ◽  
Medical Practice ◽  
Continuing Medical Education ◽  
Radiation Oncology ◽  
Core Curriculum ◽  
Daily Practice ◽  
Government Institutions ◽  
Professional Profile ◽  
The Usa ◽  
Modern Medical Practice

Continuing medical education (CME) has always been considered very important in modern medical practice. Physicians should not be left completly free to continuously educate themselves, but they should receive at least a minimal level of education accreditated by scientific and/or Government Institutions. The main goal of CME is to improve the quality of medical practice. In order to adequately define programs and contents of CME in radiation oncology, we must first identify the professional profile of the radiation oncologist: he is a physician engaged in the clinical practice of oncology, and in particular in the loco-regional cure of cancer by sophisticated technologies; he has the responsibility of diagnosis, treatment, follow-up and supportive care of cancer patients, collaborating within a multidisciplinary approach with the radiologist, the medical oncologist, the surgeon and the medical physicist. The european core curriculum in radiotherapy and the procedures employed in the daily practice could be models to develop postgraduate teaching and CME for the radiation oncologists in Italy. In fact, many countries, such as the USA, France, Belgium and the United Kingdom, have already developed accreditated programs of CME. Unfortunately, Italy still lacks this type of program. What is mostly needed to implement CME activities is a close cooperation between representatives of radiation oncology associations and Government Institutions to define laws, programs, an Accreditation Council, a minimum of formative credits, accreditated categories of education regulating CME, as well as the resources devoted to it.

Confusions Concerning Sleep Disorders and the Epilepsies in Children and Adolescents

1991 ◽  
Vol 158 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Gregory Stores
Keyword(s):  
Medical Education ◽  
Natural History ◽  
Medical School ◽  
Children And Adolescents ◽  
Sleep Disorders ◽  
Task Force ◽  
School Curriculum ◽  
Psychological Approach ◽  
Relative Neglect ◽  
The Usa

There are interesting parallels between sleep disorders and the epilepsies. Firstly, both terms refer to a group of conditions differing in cause, clinical manifestation, natural history and impact on the lives of patients and their relatives. Secondly, the investigation and management of both sets of conditions require a combined physical and psychological approach. Thirdly, neither field is usually covered systematically (if at all) in medical education, although some initiative has been taken in the USA for the introduction of these areas into the curriculum of medical schools (Medical School Curriculum Task Force, 1988). This relative neglect no doubt explains the fourth parallel – that in both sleep disorders and the epilepsies misdiagnosis or inadequate diagnosis appears to be common.

On Being a Physician (SAGHE)

2013 ◽  
Author(s):  
Elizabeth G Nabel
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Lifelong Learning ◽  
Communication Skills ◽  
Medical Practice ◽  
Medical Knowledge ◽  
Health Care Team ◽  
Medical Professionalism ◽  
Standards Of Accreditation

The role of a physician as healer has grown more complex, and emphasis will increasingly be on patient and family-centric care. Physicians must provide compassionate, appropriate, and effective patient care by demonstrating competence in the attributes that are essential to successful medical practice. Beyond simply gaining medical knowledge, modern physicians embrace lifelong learning and need effective interpersonal and communication skills. Medical professionalism encompasses multiple attributes, and physicians are increasingly becoming part of a larger health care team. To ensure that physicians are trained in an environment that fosters innovation and alleviates administrative burdens, the Accreditation Council for Graduate Medical Education has recently revamped the standards of accreditation for today’s more than 130 specialties and subspecialties. This review contains 6 references.

On Being A Physician

2015 ◽  
Author(s):  
Elizabeth G Nabel
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Lifelong Learning ◽  
Communication Skills ◽  
Medical Practice ◽  
Medical Knowledge ◽  
Health Care Team ◽  
Medical Professionalism ◽  
Standards Of Accreditation

The role of a physician as healer has grown more complex, and emphasis will increasingly be on patient and family-centric care. Physicians must provide compassionate, appropriate, and effective patient care by demonstrating competence in the attributes that are essential to successful medical practice. Beyond simply gaining medical knowledge, modern physicians embrace lifelong learning and need effective interpersonal and communication skills. Medical professionalism encompasses multiple attributes, and physicians are increasingly becoming part of a larger health care team. To ensure that physicians are trained in an environment that fosters innovation and alleviates administrative burdens, the Accreditation Council for Graduate Medical Education has recently revamped the standards of accreditation for today’s more than 130 specialties and subspecialties. This review contains six references.

scholarly journals Rural medicine and ‘home stay’: a medical student’s experience

2018 ◽  
Vol 60 (6) ◽  
pp. 42
Author(s):  
Reabetswe Ntshabele ◽  
Rubeshan Perumal ◽  
Nesri Padayatchi
Keyword(s):  
Public Health ◽  
Medical Education ◽  
Medical Students ◽  
Healthcare System ◽  
Family Practice ◽  
Medical Practice ◽  
Clinical Training ◽  
Medical Training ◽  
Rural Medicine ◽  
Paternalistic Approach

Medical education is evolving from a heavily hierarchical and paternalistic approach to a more developmental and student-centred paradigm. In addition, there has been a greater focus on decentralised medical education, taking medical students closer to the lowest tiers of the healthcare system and allowing for a more immersive experience within the communities of their patients. This paper presents the experience of an enlightening rural experience, in which the benefits of such a model to medical education are explored. Furthermore, it presents the highly personal and developmental journey that decentralised and, in particular, rural medical training can offer. A new concept of a ‘home-stay’ model has now been introduced as part of the rural medicine experience, where students are hosted by a family within the community in which they work. This is a transformative project in which the most fundamental principles of medical training and the art of medical practice can be honed. The convergence of clinical training, public health enlightenment, and family practice are highlighted.

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