scholarly journals Diversity of Skin Images in Medical Texts: Recommendations for Student Advocacy in Medical Education

2021 ◽  
Vol 8 ◽  
pp. 238212052110258
Author(s):  
Trisha Kaundinya ◽  
Roopal V Kundu
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Image ◽  
Scientific Literature ◽  
Medical Texts ◽  
Bottom Up ◽  
Image Libraries ◽  
Institutional Review ◽  
Academic Medical ◽  
Clinical Tools

Foundational academic medical texts facilitate foundational understanding of disease recognition in medical students. Significant underrepresentation of darker skin tones and overrepresentation of lighter skin tones in dermatologic texts, general medical texts, and scientific literature is observed. This compromises the clinical tools of trainees when it comes to darker skin tones. Text publishers and editors are steadily beginning to address these disparities, but bottom-up change from trainees is necessary to comprehensively address this issue. In this article the authors propose institutional review panels as a framework for building awareness of underrepresentation of darker skin tones and ensuring that faculty intentionally share diverse presentations in didactics. They also propose trainee engagement in building diverse medical image libraries and including texts on skin of color in institutional libraries. Empowering trainees to be advocates and call out any implicit or explicit biases in image selection can engender change in this area of medical education.

scholarly journals Artificial intelligence-based education assists medical students’ interpretation of hip fracture

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Chi-Tung Cheng ◽  
Chih-Chi Chen ◽  
Chih-Yuan Fu ◽  
Chung-Hsien Chaou ◽  
Yu-Tung Wu ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Medical Education ◽  
Hip Fracture ◽  
Medical Students ◽  
Medical Image ◽  
Learning System ◽  
Significant Difference ◽  
Dynamic Collaboration ◽  
Increase In Accuracy ◽  
Image Learning

Abstract Background With recent transformations in medical education, the integration of technology to improve medical students’ abilities has become feasible. Artificial intelligence (AI) has impacted several aspects of healthcare. However, few studies have focused on medical education. We performed an AI-assisted education study and confirmed that AI can accelerate trainees’ medical image learning. Materials We developed an AI-based medical image learning system to highlight hip fracture on a plain pelvic film. Thirty medical students were divided into a conventional (CL) group and an AI-assisted learning (AIL) group. In the CL group, the participants received a prelearning test and a postlearning test. In the AIL group, the participants received another test with AI-assisted education before the postlearning test. Then, we analyzed changes in diagnostic accuracy. Results The prelearning performance was comparable in both groups. In the CL group, postlearning accuracy (78.66 ± 14.53) was higher than prelearning accuracy (75.86 ± 11.36) with no significant difference (p = .264). The AIL group showed remarkable improvement. The WithAI score (88.87 ± 5.51) was significantly higher than the prelearning score (75.73 ± 10.58, p < 0.01). Moreover, the postlearning score (84.93 ± 14.53) was better than the prelearning score (p < 0.01). The increase in accuracy was significantly higher in the AIL group than in the CL group. Conclusion The study demonstrated the viability of AI for augmenting medical education. Integrating AI into medical education requires dynamic collaboration from research, clinical, and educational perspectives.

scholarly journals Practice-Based Learning and Improvement for Institutions: A Case Report

2010 ◽  
Vol 2 (4) ◽  
pp. 633-637 ◽  
Author(s):  
Susan E. Kirk ◽  
R. Edward Howell
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
University Of Virginia ◽  
Review Committee ◽  
New Classification ◽  
Graduate Medical ◽  
Institutional Review ◽  
Medical Institutions ◽  
Academic Medical ◽  
The University

Abstract Background In 2006, the University of Virginia became one of the first academic medical institutions to be placed on probation, after the Accreditation Council for Graduate Medical Education (ACGME) Institutional Review Committee implemented a new classification system for institutional reviews. Intervention After University of Virginia reviewed its practices and implemented needed changes, the institution was able to have probation removed and full accreditation restored. Whereas graduate medical education committees and designated institutional officials are required to conduct internal reviews of each ACGME–accredited program midway through its accreditation cycle, no similar requirement exists for institutions. Learning As we designed corrective measures at the University of Virginia, we realized that regularly scheduled audits of the entire institution would have prevented the accumulation of deficiencies. We suggest that institutional internal reviews be implemented to ensure that the ACGME institutional requirements for graduate medical education are met. This process represents practice-based learning and improvement at the institutional level and may prevent other institutions from receiving unfavorable accreditation decisions.

A Practical Framework for Conducting Video Telemedicine Visits with Trainees

2020 ◽  
Author(s):  
Brian Kwan ◽  
Stacy Charat ◽  
Darcy Wooten ◽  
Deanna Hill ◽  
Nivedita Restaino ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Care ◽  
Clinical Education ◽  
Teaching Tool ◽  
Distance Teaching ◽  
Feedback Cycle ◽  
Academic Medical ◽  
Clinician Educators ◽  
Future Evaluation

Abstract Background:Due to COVID-19, traditional clinical education for senior medical students has largely halted. In response to social distancing, many outpatient practices have transitioned to Telemedicine (TM). While TM has been integrated into undergraduate medical education curricula at many institutions, a published roadmap for incorporating learners into TM is not readily available.Aim:To describe one healthcare system’s transition to TM and propose a framework for including learners in video TM visitsSetting:Primary care clinics at an academic medical centerParticipants:Medical students, facultyProgram Description:Training protocols were distributed to providers and students. Multi-provider video visits were enabled for distance teaching. Students tested potential workflow models and provided feedback, facilitating creation of a 4-phase construct to guide inclusion of learners in video TM encounters.Program Evaluation:We employed a rapid feedback cycle to improve workflow process and to modify trainee and preceptor instructions. We analyzed student comments for narrative themes to plan for future evaluation of video TM encounters.Discussion:TM will be increasingly used in the provision of medical care. Clinician-educators will need to innovate in order to meet patient and learner expectations. TM will be an integral teaching tool and may enhance the educational experience.

Preparing the Next Generation of Physician Leaders

2020 ◽  
pp. 130-147
Author(s):  
I. Michael Leitman ◽  
Brian Nickerson
Keyword(s):  
Medical Education ◽  
Leadership Development ◽  
Medical Students ◽  
Graduate Medical Education ◽  
Medical Practice ◽  
Formal Training ◽  
Management Skills ◽  
Educational Content ◽  
Academic Medical ◽  
Physician Leaders

Formal training in leadership development has become increasingly popular among physicians. There is a growing interest to provide this educational content to medical students and residents so that they will have these skills upon the start of their clinical or academic medical practice. It is possible to provide the proper management skills to medical trainees so they will have the opportunity to utilize and master these competences during their education. This chapter provides an overview of the available content and the literature to support the integration of this curriculum into formal undergraduate and graduate medical education. This chapter provides a template for the development of a longitudinal experience and the necessary proficiencies to allow trainees to develop as effective clinical leaders.

scholarly journals INFLUENCE OF THE PROFESSIONAL ENGLISH LANGUAGE TEACHING QUALITY ON THE ACHIEVEMENTS OF A SUBJECT STUDY BY MEDICAL STUDENTS

2021 ◽  
pp. 62-68
Author(s):  
N. I. Yelahina ◽  
N. O. Fedchyshyn
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
English Language ◽  
Language Teaching ◽  
Teaching Quality ◽  
English Language Teaching ◽  
High Quality ◽  
Academic Medical ◽  
Teaching Professional

The article analyzes some aspects of the influence of a teacher’s personality on the formation and development of students’ academic performance. The relevance of the study of personal qualities of a teacher as a guarantee of high-quality mastering of Professional English by medical students is justified in the article. On the background of this thematic area of theoretical and scientific concerns, our study tackles and develops specific aspects of the influence of the teaching skills on the quality of the content and objectives of Professional English language teaching in a medical institution of higher education. The article deals with the approaches of modern researchers to the professional activity of a teacher in a higher educational institution and presents a psychological perspective of the problem, taking into account the components of high-quality education. The involvement of the academics in the complex activities specific to higher medical educational process places the act of teaching Professional English among the defining priorities of meeting quality, national and international standards of academic medical education. As a defining activity aimed at the enhancement of the teachers’ competencies, teaching Professional English is a priority and decisive value across all the other disciplines which contribute to achieving the quality of higher medical education, being, in fact, the central intercultural core that provides substance, consistency and strength to the intercultural dimension of the academic medical education.

scholarly journals Training medical educators to teach: bridging the gap between perception and reality

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Alison Trainor ◽  
Jeremy B. Richards
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Best Practices ◽  
Curriculum Design ◽  
Healthcare Providers ◽  
Policy Research ◽  
Educational Interventions ◽  
Academic Medical Centers ◽  
Medical Centers ◽  
Academic Medical

AbstractTeaching is a core expectation of physicians in academic hospitals and academic medical centers, but best practices for training physicians to teach have not been established. There is significant variability in how physicians are trained to teach medical students and residents across the world, and between Israeli hospitals. In an article published earlier this year in the Israel Journal of Health Policy Research, Nothman and colleagues describe a survey of 245 Israeli physicians in departments of internal medicine, pediatrics, and obstetrics and gynecology, at four different faculties of medicine across Israel. The majority of Israeli physicians responding to this survey reported receiving minimal training to teach, with only 35% receiving any training focused on medical education skills, most (55%) receiving training of only 1–2 days duration. In addition, the physicians surveyed perceived their training as inadequate and not aligned with their self-perceived educational needs. Furthermore, the respondents felt strongly that “compensation and appreciation” for medical education was less than for those involved in research. Despite the general lack of training in teaching skills and the perception that teaching physicians are less valued than researchers, survey respondents rated themselves as highly confident in most domains of medical education. In this context, this commentary reviews the disconnect between the general perception that all physicians can and should engage in teaching in the clinical setting with the well-described observation that competence in medical education requires dedicated and longitudinal training. Leveraging best practices in curriculum design by aligning educational interventions for teaching physicians with their self-perceived needs is discussed, and models for dedicated faculty development strategies for teaching medical education skills to physicians are reviewed. Finally, the importance of and potential strategies for assessing teaching physicians’ effectiveness in Israel and elsewhere are considered as a means to address these physicians’ perception that they are not as valued as researchers. Understanding teaching physicians’ perspectives on and motivations for training medical students and residents is critical for supporting the frontline teaching faculty who educate future healthcare providers at the bedside in medical schools, hospitals, and academic medical centers in Israel and beyond.

scholarly journals PREVALENCE OF BAD HABITS AMONG STUDENTS OF THE INSTITUTIONS OF HIGHER MEDICAL EDUCATION AND WAYS OF COUNTERACTION

2019 ◽  
Vol 72 (3) ◽  
pp. 384-390
Author(s):  
Tetiana S. Gruzieva ◽  
Liudmyla I. Galiienko ◽  
Iryna A. Holovanova ◽  
Victoria B. Zamkevich ◽  
Olena Ya. Antonyuk ◽  
...  
Keyword(s):  
Risk Factors ◽  
Medical Education ◽  
Medical Students ◽  
Scientific Literature ◽  
Healthy Lifestyle ◽  
Electronic Cigarettes ◽  
Energy Drinks ◽  
Sociological Research ◽  
The Future ◽  
Higher Medical Education

Introduction: The relevance of scientific research is determined by the significant importance of lifestyle in preserving and strengthening the health of the population especially young people what determines the future of any society. Among the numerous youth lifestyle characteristics, particular attention is paid to behavioral factors, including the presence of bad habits. Data of scientific publications indicate a significant prevalence in student environment of tobacco-smoking, consumption of alcohol and other manifestations of unhealthy behavior, which are powerful factors of the risk of developing non-communicable diseases, injuries and other health disorders. One of the most important tasks is the formation and establishment of a healthy lifestyle among medical students, because in the future they will not only treat patients, but also carry out professional activities for the prevention of diseases and risk factors for their development, correcting and overcoming already existing risk factors. Doctors must be conscious supporter of healthy lifestyle and serve as a role model for their patients. The aim: To identify the features of prevalence of tobacco use, alcohol and energy drinks among medical students and justify ways of counteraction based on the results of own sociological research, scientific literature, WHO program and strategic documents. Materials and methods: An anonymous questioning was covered 948 students of institutions of higher medical education including 34.5% of men and 65.5% women. It had been used bibliosemantic, sociological and medical-statistical methods. The information base of the study included program and strategic documents of WHO, sources of scientific literature, data of own research. Statistical processing of the obtained results was carried out using generally accepted medical statistics methods using licensed programs (SPSS, STATA, Statistica 10.0 and MS Excel XP). Results: The results of the study indicate a sufficient significant prevalence in the student environment of tobacco, alcohol and energy drinks. Third part of students consumes tobacco, of which 15.2 per 100 respondents are regular smokers with experience, 9.3 per 100 respondents smoked 10 or more cigarettes a day. A new negative trend is the use of hookah by almost half of the interviewed students and consumption of electronic cigarettes (8.5 per 100 respondents), what must be taken into account when substantiating counteraction ways. Three quarters of the respondents consume alcohol. Despite the prevailing consumption of low-alcohol beverages and wine by respondents, every seventh of the respondents consumes strong drinks. The reason for the worrying is the fact that 13.6 ± 4.7 in 100 respondents combine the consuming of energy drinks with alcohol. By 4.9 per 100 students interviewed, energy drink increases the desire to drink alcohol. Conclusions: The revealed connection between tobacco, alcohol and energy drinks consumption among medical students proves the need for an integrated approach to reduce the prevalence of risk factors in the context of a healthy lifestyle.

Patient consent to medical students in general practice

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697229
Author(s):  
Matthew Webb ◽  
Sarah Thirlwall ◽  
Bob McKinley
Keyword(s):  
Medical Education ◽  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Teaching Quality ◽  
School Students ◽  
Patient Journey ◽  
Patient Consent ◽  
High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

The Duties of Doctors In Medical Education: A Letter To The Editor (Preprint)

2019 ◽  
Author(s):  
Sneha Barai
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Role Models ◽  
Role Model ◽  
General Medical Council ◽  
Future Generations ◽  
Medical Council ◽  
Positive Role ◽  
The Uk ◽  
And Training

UNSTRUCTURED The UK General Medical Council (GMC) explicitly states doctors have a duty to ‘contribute to teaching and training…by acting as a positive role model’. However, recent studies suggest some are not fulfilling this, which is impacting medical students' experiences and attitudes during their training. As such, doctors have a duty to act as role models and teachers, as specified by the GMC, which it seems are not currently being fulfilled. This would improve the medical students’ learning experiences and demonstrate good professional values for them to emulate. Therefore, these duties should be as important as patient care, since this will influence future generations.

scholarly journals Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

2021 ◽  
Author(s):  
Monica Rose Arebalos ◽  
Faun Lee Botor ◽  
Edward Simanton ◽  
Jennifer Young
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Preclinical Phase ◽  
School Of Medicine ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

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