Curriculum development on the human rights of people with disabilities for future medical education: using a modified Delphi

Abstract Background In order for doctors to effectively provide medical services to patients with disabilities, an understanding of this population is necessary, along with the knowledge, attitudes, and technical abilities necessary to address health problems associated with each type of disability. One way of doing this is by educating doctors about disabilities and ensuring their frequent contact with people with disabilities while they are in medical school. Therefore, this study aimed to develop a systematic medical education curriculum to enhance doctors’ understanding of people with disabilities. Methods The authors conducted a systematic literature review to develop and verify the basic framework of the educational content and curriculum. Two surveys were also developed using the Delphi method to evaluate the adequacy and necessity of educational topics. Items with a content validity ratio equal to or greater than the minimum value were considered valid. Survey panels comprised academic experts and health care practitioners who were working with people with disabilities. We conducted two surveys, one for a basic and the other for an advanced course, in which 13 to 16 respondents took part. Results The authors selected 13 topics for the ‘Basic Introductory Course’ and included general educational content on the health rights of people with disabilities focused on improving students’ knowledge of disabilities. The authors also selected 12 topics for the ‘Care and Communication for Patients with Disabilities Course’ designed to improve students’ understanding of interviewing and communicating with patients with disabilities. Conclusions In Korea, disability has received little attention in the medical curriculum to date. The curriculum developed in this study provides preliminary data for guiding future directions in medical education and developing specific support plans for an education that promotes people with disabilities’ health rights.

Download Full-text

Curriculum Development on the Human Rights of People with Disabilities for Future Medical Education: Using a modified Delphi

10.21203/rs.3.rs-618949/v1 ◽

2021 ◽

Author(s):

Bomyee Lee ◽

So-Youn Park

Keyword(s):

Medical Education ◽

Healthcare Workers ◽

Medical Curriculum ◽

People With Disabilities ◽

Healthcare Services ◽

Educational Content ◽

Negative Attitudes ◽

Introductory Course ◽

Modified Delphi ◽

Health Rights

Abstract Background Healthcare workers’ negative attitudes towards people with disabilities and limited understanding of disability characteristics create barriers for people with disabilities to access healthcare services. Healthcare workers untrained in treating patients with disabilities may exhibit negative attitudes, such as a doctor’s unilateral decisions or insufficient respect for patients’ experiences and opinions. This study aimed to develop a systematic medical education curriculum for increasing understanding of people with disabilities and treating patients with disabilities. Methods The authors conducted a systematic literature review to develop and verify the basic framework of the educational content and curriculum. Two surveys were also developed using the Delphi method to evaluate the adequacy and necessity of educational topics. Items with a content validity ratio equal to or greater than the minimum value were considered valid. Survey panels comprised academic experts and healthcare practitioners who were working with people with disabilities. We conducted two surveys, one for a basic and the other for an advanced course, in which 13 to 16 respondents took part. Results The authors selected 13 topics for the ‘Basic Introductory Course’ and included general educational content on the health rights of people with disabilities focused on improving students’ knowledge of disabilities. The authors also selected 12 topics for the ‘Care and Communication for Patients with Disabilities Course’ designed to improve students’ understanding of interviewing and communicating with patients with disabilities. Conclusions In Korea, disability has received little attention in the medical curriculum to date. The curriculum developed in this study provides preliminary data for guiding future directions in medical education and developing specific support plans for education that promotes people with disabilities’ health rights.

Download Full-text

An implementation program for Foundation Course in Competency Based Medical Education Curriculum

International Journal of Research in Medical Sciences ◽

10.18203/2320-6012.ijrms20192581 ◽

2019 ◽

Vol 7 (7) ◽

pp. 2865

Author(s):

Ajeet Kumar Khilnani ◽

Jitendra Patel

Keyword(s):

Medical Education ◽

Medical Curriculum ◽

Medical Council ◽

Education Curriculum ◽

Competency Based Medical Education ◽

Implementation Program ◽

Competency Based ◽

Curriculum Making ◽

Medical Education Curriculum

After a gap of nearly two decades, Medical Council of India (MCI) has revised, rather revamped, the Undergraduate (UG) medical curriculum, making it competency based (CBME) and learner centric.

Download Full-text

Perceptions of medical students towards autopsy teaching and its significance

Medicine Science and the Law ◽

10.1177/0025802419855448 ◽

2019 ◽

Vol 59 (3) ◽

pp. 143-148

Author(s):

Arjun Tandon ◽

Tanuj Kanchan ◽

Alok Atreya ◽

Abhishek Tandon

Keyword(s):

Medical Education ◽

Medical Students ◽

Undergraduate Students ◽

Positive Response ◽

Medical Curriculum ◽

Human Anatomy ◽

Death Certification ◽

Spss Software ◽

Second Year ◽

Medical Education Curriculum

The importance of autopsies in medical education is multidimensional. In accordance with the existing medical curriculum in India, forensic medicine is a subject taken up during the second year of the MBBS, and undergraduate students of medicine are expected to witness a minimum of 10 autopsies during the third to fifth semesters. This research analyses the perceptions of medical students towards medico-legal autopsy teaching and its significance at one medical institution in India. A total of 450 MBBS students participated in the study and submitted their responses to the predesigned semi-structured 20-point questionnaire on autopsy viewing and its relevance in general. The obtained data were analysed statistically using SPSS software. More than 75% of students agreed that they could appreciate the actual morphology and pathological changes in the human organs. There was a positive response from 54.9% students, who affirmed that autopsy helped refresh and improve their knowledge of human anatomy. More than 60% students agreed to have gained understanding of clinical–pathological correlations and became acquainted with death certification. The majority of the students (53.6%) agreed that autopsy postings made them mentally and emotionally stronger. The present study provides useful evidence regarding the perceptions of medical students towards autopsy teaching, and intends to highlight the utility of autopsies in enhancing the knowledge of medical students and its significance in the medical education curriculum.

Download Full-text

Differential Diagnoses That Final-Year Medical Students Need to Consider: A Modified Delphi Study

10.21203/rs.3.rs-127514/v1 ◽

2020 ◽

Author(s):

Yuka Urushibara-Miyachi ◽

Makoto Kikukawa ◽

Masatomi Ikusaka ◽

Junji Otaki ◽

Hiroshi Nishigori

Keyword(s):

Medical Education ◽

Medical Students ◽

Clinical Reasoning ◽

Delphi Study ◽

Teaching And Learning ◽

Core Curriculum ◽

Medical Curriculum ◽

Differential Diagnoses ◽

Modified Delphi ◽

Medical Disciplines

Abstract Background: Contrastive learning is known to be effective in teaching medical students how to generate diagnostic hypotheses in clinical reasoning. However, there is no consensus on comprehensive lists of differential diagnoses across different medical disciplines regarding the common symptoms that should be learned as part of the undergraduate medical curriculum. In Japan, the national model core curriculum for undergraduate medical education was revised in 2016, and lists of differential diagnoses for 37 common symptoms were introduced into the curriculum. This study aimed to validate the list of items based on expert consensus for use as a reference worldwide.Methods: The authors used a modified Delphi method to develop consensus among a panel of 23 expert physician-teachers in clinical reasoning from across Japan. The panel evaluated the items on a 5-point Likert scale, based on whether a disease should be hypothesized by final-year medical students considering a given symptom. They also added other diseases that should be hypothesized. A positive consensus was defined as both a 75% rate of panel agreement and a mean of 4 or higher with a standard deviation of less than 1 on the 5-point scale. The study was conducted between September 2017 and March 2018. Results: This modified Delphi study identified 275 essential and 67 supplemental items corresponding to the differential diagnoses for 37 common symptoms that Japanese medical students should master before graduation. Conclusions: The lists developed in the study can be useful for teaching and learning how to generate initial hypotheses by encouraging students’ contrastive learning. Although the lists may be specific to the Japanese context, the lists and process of validation are generalizable to other countries for building national consensus on the content of medical education curricula.

Download Full-text

Lists of potential diagnoses that final-year medical students need to consider: a modified Delphi study

BMC Medical Education ◽

10.1186/s12909-021-02652-5 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Yuka Urushibara-Miyachi ◽

Makoto Kikukawa ◽

Masatomi Ikusaka ◽

Junji Otaki ◽

Hiroshi Nishigori

Keyword(s):

Medical Education ◽

Medical Students ◽

Clinical Reasoning ◽

Delphi Study ◽

Teaching And Learning ◽

Core Curriculum ◽

Medical Curriculum ◽

Signs And Symptoms ◽

International Consensus ◽

Modified Delphi

Abstract Background Contrastive learning is known to be effective in teaching medical students how to generate diagnostic hypotheses in clinical reasoning. However, there is no international consensus on lists of diagnostic considerations across different medical disciplines regarding the common signs and symptoms that should be learned as part of the undergraduate medical curriculum. In Japan, the national model core curriculum for undergraduate medical education was revised in 2016, and lists of potential diagnoses for 37 common signs, symptoms, and pathophysiology were introduced into the curriculum. This study aimed to validate the list of items based on expert consensus. Methods The authors used a modified Delphi method to develop consensus among a panel of 23 expert physician-teachers in clinical reasoning from across Japan. The panel evaluated the items on a 5-point Likert scale, based on whether a disease should be hypothesized by final-year medical students considering given signs, symptoms, or pathophysiology. They also added other diseases that should be hypothesized. A positive consensus was defined as both a 75% rate of panel agreement and a mean of 4 or higher with a standard deviation of less than 1 on the 5-point scale. The study was conducted between September 2017 and March 2018. Results This modified Delphi study identified 275 basic and 67 essential other than basic items corresponding to the potential diagnoses for 37 common signs, symptoms, and pathophysiology that Japanese medical students should master before graduation. Conclusions The lists developed in the study can be useful for teaching and learning how to generate initial hypotheses by encouraging students’ contrastive learning. Although they were focused on the Japanese educational context, the lists and process of validation are generalizable to other countries for building national consensus on the content of medical education curricula.

Download Full-text

Globalization of Medical Education Curriculum

Bangladesh Journal of Obstetrics & Gynaecology ◽

10.3329/bjog.v30i1.30506 ◽

2016 ◽

Vol 30 (1) ◽

pp. 37-42

Author(s):

Nurun Nahar Khanam ◽

Ashik Ahmed Chowdhury

Keyword(s):

Medical Education ◽

Patient Management ◽

Medical Curriculum ◽

Core Competencies ◽

Medical Graduate ◽

Education Curriculum ◽

Management Skills ◽

The World ◽

International Interaction ◽

Medical Education Curriculum

Globalization is the process of international interaction and integration through exchanges of views, products, ideas and various aspects of culture. It is a fact that many skill and competencies of physicians are universal, as well as the required patient management skills are similar throughout the world. However, medical curriculum differs greatly worldwide in their content, thus, levels of professional competences acquired by graduates of medical schools varies across the globe. Consequently, it becomes difficult to get uniform global physician. Therefore, the concept of global physician to become a reality, it is necessary to determine a set of core competencies that define what a physician is, regardless of where he or she has been educated. Globalization in medical education is a dynamic process. If any medical graduate does not want to remain confined within his or her own locality he or she has to customize him or herself according to the necessity of the globe. Thus, introduction of globally standardized uniform medical education curriculum is essential for everybody.Bangladesh J Obstet Gynaecol, 2015; Vol. 30(1) : 37-42

Download Full-text

Doctors Vision Regarding Undergraduate Medical Curriculum of Bangladesh

Journal of Bangladesh Society of Physiologist ◽

10.3329/jbsp.v2i0.986 ◽

1970 ◽

Vol 2 ◽

pp. 54-59

Author(s):

Md Mohidur Rahman ◽

Shafiqur Rahman ◽

Noorzahan Begum ◽

AKM Asaduzzaman ◽

Ahmed Firoz ◽

...

Keyword(s):

Medical Education ◽

Qualitative Analysis ◽

Key Words ◽

Graduate Medical Education ◽

Medical Curriculum ◽

Teaching Method ◽

Education Curriculum ◽

Undergraduate Medical Curriculum ◽

Descriptive Survey ◽

Medical Education Curriculum

This study was done to identify the lacking in conducting MBBS course-curriculum of Bangladesh. For this purpose a descriptive survey was done among 30 MBBS doctors (Passed within 10 years) of Faridpur district. No internship doctors were included. Self-administered unstructured questionnaire was supplied to them and qualitative analysis of data was done. Majority doctors dissatisfied with (i) Gaining knowledge and skill (ii) Environment of medical colleges (iii) Teaching method (iv) Less MCQ (v) Existing viva-voce (vi) Library facilities (vi) Less clinical symposium. Key Words: Under Graduate; Medical Education; Curriculum; Doctor; Bangladesh DOI:10.3329/jbsp.v2i0.986 J Bangladesh Soc Physiol. 2007 Dec;(2): 54-59.

Download Full-text

PILOT SURVEY OF THE MEDICAL PROFESSIONALS IN BULGARIA ON INTEGRATING EBM TRAINING IN MEDICAL EDUCATION CURRICULUM

CBU International Conference Proceedings ◽

10.12955/cbup.v6.1272 ◽

2018 ◽

Vol 6 ◽

pp. 922-927

Author(s):

Nikoleta Leventi ◽

Antoniya Yanakieva

Keyword(s):

Medical Education ◽

Pilot Study ◽

Medical Curriculum ◽

Daily Practice ◽

Medical Professionals ◽

Education Curriculum ◽

Care Services ◽

Based Medicine ◽

Medical Education Curriculum

INTRODUCTION: Many medical schools all over the world have incorporated evidence-based medicine (EBM) training into their curriculum. According to their results, teaching EBM helps health professionals both to update their knowledge and also to provide better care to their patients in their daily practice while improving the quality of the healthcare system. OBJECTIVE: The main purpose of this paper is to present the necessity of the integration of EBM training into the medical curriculum in order to improve the quality of education. The introduction of EBM in medical professionals’ education in Bulgaria is explored with a pilot study together with the respective opportunities and challenges.METHODS: About one hundred practicing medical professionals (physicians, dentists, nurses, midwives, and physiotherapists) were included in this pilot study. A paper questionnaire, including three parts (demographic characteristics, attitude towards EBM, application of EBM in everyday clinical practice), was used for collecting data.RESULTS: Completed questionnaires were received from 84 medical professionals. From the respondents 55 were familiar with the term EBM. The majority (59) of the participants agreed that EBM training would help them in their daily practice. According to 59 of the respondents EBM improves the quality of the provided health and care services to the patients. From the data collected, 65 participants support the necessity of incorporating EBM in their medical education, 9 do not support, and 10 cannot evaluate. Most of the respondents (69) speak and understand a foreign language good enough to read and understand scientific literature without difficulty, as well as the majority (81) of the participants reported computer skills at a good level.CONCLUSIONS: Data from this pilot study demonstrated a positive attitude from medical professionals toward EBM. The majority confirmed the need to integrate EBM training as a discipline into the medical education curriculum.

Download Full-text