scholarly journals Medical Education Transformation: Lifestyle Medicine in Undergraduate and Graduate Medical Education, Fellowship, and Continuing Medical Education

2021 ◽  
pp. 155982762110066
Author(s):  
Brenda Rea ◽  
Shannon Worthman ◽  
Paulina Shetty ◽  
Megan Alexander ◽  
Jennifer L. Trilk
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Curriculum Reform ◽  
Continuing Medical Education ◽  
Task Force ◽  
Lessons Learned ◽  
Lifestyle Medicine ◽  
Medical Specialties ◽  
Graduate Medical ◽  
Second Tier

A gaping void of adequate lifestyle medicine (LM) training exists across the medical education continuum. The American College of Lifestyle Medicine’s (ACLM’s) undergraduate medical education (UME) Task Force champions the need for widespread integration of LM curriculum in UME by sharing ideas for catalyzing success, lessons learned, and publishing standards and competencies to facilitate curriculum reform. When it comes to graduate medical education and fellowship, the ACLM and American Board of Lifestyle Medicine have made great strides in filling the void, developing both Educational and Experiential Pathways through which physicians may become certified LM Physicians or LM Specialists (LMSs). The Lifestyle Medicine Residency Curriculum meets the Educational Pathway requirements and prepares resident graduates for the LM Physician board certification. LMS is the second tier of LM certification that demonstrates expertise in disease reversal. The LMS Fellowship is an Educational Pathway intent on American Board of Medical Specialties recognition of LM as a new subspecialty in the near future. Finally, continuing medical education and maintenance of certification equip physicians with LM training to support knowledge, application, and certification in LM.

Residency Training and Continuing Medical Education in School Health

PEDIATRICS ◽  
1993 ◽  
Vol 92 (3) ◽  
pp. 495-496
Author(s):  
Keyword(s):  
Medical Education ◽  
American Academy ◽  
Graduate Medical Education ◽  
Continuing Medical Education ◽  
School Health ◽  
Task Force ◽  
Well Being ◽  
Pediatric Practice ◽  
Graduate Medical ◽  
American Academy Of Pediatrics

Children between the ages of 5 and 18 spend a significant amount of their time in school. School health is a vital part of pediatric practice and an important concern for pediatric graduate medical education. There are few substantiated data, however, to suggest that residents entering pediatric practice or academic medicine are exposed to school health in a significant way. Many pediatricians, upon entering practice, find that they are consulted by school systems and parents whose children have problems related to school. Pediatricians find themselves unprepared for this new role and express the need for postgraduate education in school health.1-4 The American Academy of Pediatrics Task Force on Pediatric Education5 and the most recent report from the Pediatric Residency Review Committee have both underscored the appropriateness and importance of education in school health as an important part of the residency curriculum.6 The American Academy of Pediatrics believes that education in school health should be an important part of graduate medical education for pediatric residents and of continuing medical education for practicing pediatricians. Many advances in pediatrics that affect the well-being of the child relate directly to the school setting. Increased attention to federal legislation (Section 504 of PL 93-112, the Rehabilitation Act of 1973; parts B and H of PL 102-119, the Individuals with Disabilities Education Act), health education including education about the prevention of drug and alcohol abuse and acquired immunodeficiency syndrome, new approaches to screening and health services in the schools, immunization requirements, physical fitness, and knowledge about the school environment—all are important aspects of school health and areas in which many residents and/or pediatricians have had little or no training or experience.

Collaborative leadership: organisational structure and institutional investment to multiply innovative educational efforts among trainees

BMJ Leader ◽  
2020 ◽  
pp. leader-2020-000233
Author(s):  
Albert Do ◽  
Luming Li ◽  
Danielle R Heller ◽  
Maen D Abou Ziki ◽  
Daniel H Glaser ◽  
...  
Keyword(s):  
Medical Education ◽  
Leadership Development ◽  
Graduate Medical Education ◽  
Common Interest ◽  
Institutional Investment ◽  
Medical Specialties ◽  
Graduate Medical ◽  
The Usa ◽  
Faculty Mentorship ◽  
Institutional Engagement

BackgroundTrainees comprise a substantial employee population worldwide and there is increasing perspective of leadership as a foundational skill of physician development. In the USA, the Accreditation Council for Graduate Medical Education mandates a ‘Resident/Fellow Forum’ to facilitate cross-institutional engagement and communication with the Graduate Medical Education Committee.InterventionsTo increase effectiveness, we conceived a ‘Senate’ in place of a forum, incorporating broader housestaff representation and partnerships with faculty and hospital executive leadership. The ‘Yale-New Haven Hospital Resident and Fellow Senate’ was supported by hospital financial resources and faculty mentorship. It provided leadership development, enhanced interdepartmental, connected multiple medical specialties, and improved housestaff engagement with institutional leaders. The Senate comprised an elected Executive Board and five councils in areas of common interest with appointed Chairs and members at large.ConclusionsWe summarise the Senate’s conception, structure, election process, lessons learnt and associated impact. We conclude that the creation of an institutionally supported Senate with interest-specific councils and faculty mentorship leads to qualitatively positive downstream effects on housestaff social interactions, institutional engagement and leadership opportunities.

scholarly journals Educating Tomorrow's Cardiac and Thoracic Surgeons in Canada: An Evolving Process

1996 ◽  
Vol 2 (1) ◽  
Author(s):  
David S. Mulder
Keyword(s):  
Medical Education ◽  
Cardiac Surgery ◽  
Thoracic Surgery ◽  
Graduate Medical Education ◽  
Royal College ◽  
General Surgery ◽  
Task Force ◽  
Graduate Medical ◽  
The Past ◽  
Primary Specialty

Societal (1), technological, organizational (2), and educational developments during the past ten years havebrought about increasing pressures for change in the graduate medical education of cardiac and thoracicsurgeons (3). These changes effectively lengthened their training to eight years and created a double standardfor the education of a thoracic surgeon. A task force mandated by the Royal College of Physicians andSurgeons of Canada nucleus committees in both cardiac and thoracic surgery, with the support of theCanadian Society of Cardiovascular and Thoracic Surgeons, addressed these issues and made the followingrecommendations: cardiac surgery and thoracic surgery should each become a primary specialty with its ownnucleus committee. Each specialty would require six years of training, with the possibility of obtainingcertification in both specialties after an additional eighteen months of training. Each specialty could also beentered after the completion of full training in general surgery. In addition, the task force urged thedevelopment of a curriculum to guide educational objectives in each specialty. These changes promise tocreate a flexible, shorter, and more focused program for cardiac and thoracic surgeons in both university andcommunity settings.

scholarly journals New beginnings in post graduate medical education. Latin American Medical Education Leaders Forum

2021 ◽  
Vol 46 (4) ◽  
Author(s):  
Klaus Puschel ◽  
Tai Telesco ◽  
Marcela Grez ◽  
Trinidad Hoyl ◽  
Luis Ibañez ◽  
...  
Keyword(s):  
Medical Education ◽  
Latin America ◽  
American Medical ◽  
Graduate Medical Education ◽  
Latin American ◽  
Critical Time ◽  
Lessons Learned ◽  
Post Graduate ◽  
Graduate Medical ◽  
Education Leaders

Introduction: The consequences of the Covid-19 epidemic have been catastrophic for Latin America in 2021. This study explores experiences, lessons learned, and practice changes during this critical time in post-graduate medical education in Latin America. Methods: A panel of 53 post-graduate medical education leaders from 8 Latin American countries and Canada was invited to participate in the 2021 Latin American Medical Education Leaders Forum to share their experiences, lessons learned, and main educational practice changes given the Covid-19 pandemic scenario. Participants were selected following a snowball technique with the goal of obtaining a diverse group of experts. Small group discussions were conducted by bilingual facilitators based on a semi-structured questionnaire. The plenary session with the main conclusions of each group was recorded and fully transcribed for a thematic analysis using a framework methods approach. Results: Participants´ profiles included 13 experienced clinician-educators, 19 program directors, and 23 deans or organizational representatives. Seven specific themes emerged. They followed a pattern that went from an initial emotional reaction of surprise to a complex collective response. The responses highlighted the value of adaptability, the application of new digital skills, a renovated residents’ protagonism, the strengthening of humanism in medicine, the openness of new perspectives in wellness, and finally, an unresolved challenge of assessment in medical education in a virtual post-pandemic scenario. Conclusion: A diverse panel of medical educators from Latin America and Canada identified changes triggered by the Covid-19 pandemic that could transform postgraduate medical education in the region.

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