scholarly journals Hemorrhage-Control Training in Medical Education

2020 ◽  
Vol 7 ◽  
pp. 238212052097321
Author(s):  
Jared T Gowen ◽  
Kevin W Sexton ◽  
Carol Thrush ◽  
Anna Privratsky ◽  
William C Beck ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Comfort Level ◽  
Hemorrhage Control ◽  
Major Hemorrhage ◽  
Confidence Levels ◽  
Significant Difference ◽  
Prospective Study Design

Objectives: To evaluate and analyze the efficacy of implementation of hemorrhage-control training into the formal medical school curriculum. We predict this training will increase the comfort and confidence levels of students with controlling major hemorrhage and they will find this a valuable skill set for medical and other healthcare professional students. Methods: After IRB and institutional approval was obtained, hemorrhage-control education was incorporated into the surgery clerkship curriculum for 96 third-year medical students at the University of Arkansas for Medical Sciences using the national Stop The Bleed program. Using a prospective study design, participants completed pre- and post-training surveys to gauge prior experiences and comfort levels with controlling hemorrhage and confidence levels with the techniques taught. Course participation was mandatory; survey completion was optional. The investigators were blinded as to the individual student’s survey responses. A knowledge quiz was completed following the training. Results: Implementation of STB training resulted in a significant increase in comfort and confidence among students with all hemorrhage-control techniques. There was also a significant difference in students’ perceptions of the importance of this training for physicians and other allied health professionals. Conclusion: Hemorrhage-control training can be effectively incorporated into the formal medical school curriculum via a single 2-hour Stop The Bleed course, increasing students’ comfort level and confidence with controlling major traumatic bleeding. Students value this training and feel it is a beneficial addition to their education. We believe this should be a standard part of undergraduate medical education.

scholarly journals Telling lives in medicine: the impact of biography collections in medical education

2021 ◽  
Vol 109 (3) ◽  
Author(s):  
Sofia Fagiolo
Keyword(s):  
Medical Education ◽  
Medical School ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Men And Women ◽  
Academic Medical ◽  
History Of ◽  
Medical Libraries ◽  
University Of Rome ◽  
The Impact

This article briefly discusses the value and impact of biography collections in medical education by illustrating the case of the Campus Bio-Medico University of Rome (UCBM) Library. The UCBM Library collects, curates, and provides access to a special biography collection with the purpose of documenting the history of men and women who contributed in the field of medicine and related sciences. This article highlights the importance of academic medical libraries collecting biographical works in order to transmit knowledge and values in medical school curriculum.

scholarly journals 1131 The Integration of Cardiothoracic Practical Skills Workshop in The Undergraduate Medical School Curriculum and Its Impact on Promoting Interest in Cardiothoracic Surgery

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
M S Raja ◽  
Y Dhuga ◽  
S Modi ◽  
A Nagasubramony ◽  
S Sood ◽  
...  
Keyword(s):  
Medical School ◽  
Positive Impact ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Cardiothoracic Surgery ◽  
Vascular Pathology ◽  
Clinical Exposure ◽  
Significant Difference ◽  
The Future ◽  
Cardiothoracic Surgeon

Abstract Recently, a downward trend is seen in undergraduates wishing to pursue a career in cardiothoracic surgery(CTS). This is partly due to lack of clinical exposure and limited teaching during the undergraduate years; the focus being on cardiac ad vascular pathology. Aim Assess if WETLAB workshop encourages the engagement of medical students in CTS surgery Method We hosted a cardiac WETLAB workshop, led by a consultant cardiothoracic surgeon. Attendees were taught how to carry out an end-to-side anastomosis on animal tissue. We used pre-and -post exposure questionnaires composed of 10 items to assess the ability of the workshop to improve undergraduate interest in cardiothoracic surgery. The questionnaire included questions around students’ interest in the speciality, previous exposure to the speciality and whether students want to pursue a career in the speciality. Results Out of the 12 attendees, 10 completed both questionnaires. The workshop was well received with the overall satisfaction of 9.64 out of 10. It significantly increased respondents’ interest in CTS(z=-0.06, p = 0.01) but did not show any significant difference in encouraging them to pursue surgery. 100% of respondents agreed that specialised practical workshops should be incorporated within the medical school curriculum and that if the opportunity arises, they will attend another in the future. Conclusions Specialised practical workshops have the potential to play a significant role in the medical school curriculum in order to enhance exposure to the field of cardiothoracic surgery. This may lead to a positive impact on the number of doctors wishing to pursue this speciality in the future.

Editorial PIR and CME

1979 ◽  
Vol 1 (2) ◽  
pp. 35-35
Author(s):  
R. J. H.
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical School ◽  
Continuing Medical Education ◽  
Medical Schools ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Local Implementation ◽  
Medical Societies ◽  
Recent Advances

In using initials as the title of this editorial, I am not resorting to bureaucratic gobbledygook, but to shorthand. PIR is the name of this journal; CME, as everyone concerned with credits for relicensing knows, is Continuing Medical Education. We hope that readers will be familiar with each. CME is not new. In 1907, the AMA called on county medical societies to provide systematic review of medical school curriculum to be able, then, to acquaint practitioners with recent advances as being taught in medical schools. Today, the CME effort is much more extensive. But the principle of local implementation of national educational developments seems especially appropriate for the Academy's CME program, and especially for PIR.

scholarly journals Scoping review of implementing a longitudinal curriculum in undergraduate medical education: The wake forest experience

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Casey Glass ◽  
Aarti Sarwal ◽  
Joshua Zavitz ◽  
Joshua Nitsche ◽  
JaNae Joyner ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Medical Schools ◽  
The United States ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Anatomy And Physiology ◽  
Institutional Experience

Abstract Background Hands-on ultrasound experience has become a desirable component for undergraduate medical education (UGME) curricula throughout medical schools in the United States (US) to enhance readiness for future training. Ultrasound integration can be a useful assistive educational method in undergraduate medical education to improve anatomy and physiology skills. Relatively few medical schools have integrated ultrasound experiences formally into their 4-year medical school curriculum due to limitations of a resource intensive set up. Methods We undertook a scoping review of published UGME ultrasound curricula integrated into all four years in peer-reviewed as well online literature. In addition, we provide a narrative review of our institutional experience in conceptualization, design and implementation of UGME ultrasound curriculum driven by need to address the fading knowledge in anatomy and physiology concepts beyond pre-clinical years. Results Integrated ultrasound curriculum at WFSOM utilizes focused ultrasonography as a teaching aid for students to gain a more thorough understanding of basic and clinical science concepts taught in the medical school curriculum. We found 18 medical schools with ultrasound curricula published in peer-reviewed literature with a total of 33 ultrasound programs discovered by adding Google search and personal communication Conclusions The results of the review and our institutional experience can help inform future educators interested in developing similar curricula in their undergraduate programs. Common standards, milestones and standardized competency-based assessments would be helpful in more widespread application of ultrasound in UGME curricula.

Building on Past Experience

2018 ◽  
Author(s):  
J. Donald Boudreau ◽  
Eric J. Cassell ◽  
Abraham Fuks
Keyword(s):  
Medical School ◽  
School Curriculum ◽  
Past Experience ◽  
Medical School Curriculum ◽  
Learning Activities ◽  
Dual Roles ◽  
Medical Program ◽  
Mcgill University ◽  
Ongoing Development ◽  
Renewal Project

This chapter serves to explain the link between a curricular renewal project that has already been completed and one that is envisaged as an aspirational goal and serves as the focus of the book. The Physicianship Curriculum has its origins in courses introduced in 1998 and that evolved over two decades in the undergraduate medical program at McGill University. The innovative modules and learning activities were initially rolled out under the ambit of two distinct conceptual streams: professionalism and healing in medicine. Ongoing development continued using “physicianship” as a new descriptive label. Physicianship refers to the dual roles of the physician: the physician as professional and as healer. The flagship course of the physicianship component of McGill’s medical school curriculum has been a 4-year longitudinal apprenticeship; it is described in detail.

scholarly journals The impact of integrating environmental health into medical school curricula: a survey-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti ◽  
Michelle Secic ◽  
Erin Speiser Ihde
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Learning Objectives ◽  
Lead Contamination ◽  
Institute Of Medicine ◽  
The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

Culinary Medicine Training in Core Medical School Curriculum Improved Medical Student Nutrition Knowledge and Confidence in Providing Nutrition Counseling

2021 ◽  
pp. 155982762110217
Author(s):  
Christopher R. D’Adamo ◽  
Kayli Workman ◽  
Christine Barnabic ◽  
Norman Retener ◽  
Bernadette Siaton ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Patient Care ◽  
School Curriculum ◽  
Nutrition Knowledge ◽  
Medical School Curriculum ◽  
Nutrition Counseling ◽  
Patient Counseling ◽  
Culinary Medicine

Background: Elective culinary medicine education has become popular to help fill important gaps in physician nutrition training. The implementation and outcomes among the inaugural cohort of medical students who received culinary medicine training as a required component of medical school curriculum at the University of Maryland School of Medicine are described. Methods: Following a series of elective pilot sessions, culinary medicine training was provided to all first-year medical students in the 2019-2020 academic year. The 3-hour training included evidence-based nutrition lecture, cooking simple recipes, and group discussion of the application to personal and patient care. Pre-/postsession questionnaires assessed nutrition knowledge, skills, and attitudes as well as nutritional counseling confidence. Paired t-tests estimated mean differences in outcomes pre- and posttraining. Qualitative data were subjected to thematic analysis. Results: Overall, 119 of 125 (95.2%) students provided pre- and posttraining outcomes data. All nutritional and patient counseling outcomes improved ( P < .05). Themes of being better prepared to address healthy eating barriers in patient care and personal ability to make healthy dietary changes were noted in qualitative analysis. Conclusion: One session of culinary medicine training in core medical student curriculum was feasible and improved medical student nutrition knowledge, skills, and attitudes and confidence in patient nutrition counseling.

scholarly journals Teaching Pathology in an Integrated Preclinical Medical School Curriculum and Adaptations to COVID-19 Restrictions

2021 ◽  
Vol 8 ◽  
pp. 237428952110153
Author(s):  
Matthew D. Krasowski ◽  
John L. Blau ◽  
Stephanie J. Chen ◽  
Karra A. Jones ◽  
Thomas J. Schmidt ◽  
...  
Keyword(s):  
Medical School ◽  
Small Groups ◽  
Integrated Curriculum ◽  
Sudden Change ◽  
Health Professions ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Professional Schools ◽  
Large Group ◽  
Virtual Instruction

The coronavirus disease 2019 (COVID-19) pandemic has had a major impact on education at all age levels, including professional schools and health professions programs. We describe the experience of adapting preclinical medical school courses within an integrated curriculum to virtual instruction. A major feature of two of the courses were pathology small groups adapted from pathology courses in the previous medical school curriculum. These small groups were designed to use facilitated groups of 8 to 10 students. With a sudden change to virtual learning, these small groups were shifted to large group virtual sessions. In general, the conversion went well, with ongoing optimization of the format of the large group sessions mainly occurring over the first several sessions. End-of-course student evaluations were generally positive, but with a preference toward returning to live sessions in the future. Scores on 5 multiple choice examinations in the spring 2020 course were essentially identical in mean, standard deviation, and distribution to examinations in the previous 2 years of the course that had similar layout and topic organization. We discuss the challenges and successes of the switch to virtual instruction and of teaching pathology content within an integrated medical school curriculum.

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