scholarly journals MON-134 Incorporating Transgender Competent Care into the Medical School Curriculum

2020 ◽  
Vol 4 (Supplement_1) ◽  
Author(s):  
Elizabeth M Lamos ◽  
Sandra Quezada ◽  
Rana Malek
Keyword(s):  
Medical Student ◽  
Medical School ◽  
School Curriculum ◽  
Comfort Level ◽  
Endocrine Treatment ◽  
Post Intervention ◽  
Endocrine Society ◽  
Knowledge And Skills ◽  
Interest Level ◽  
Student Training

Abstract BACKGROUND: According to recent estimates, the US transgender population has doubled in the last decade. Incorporating transgender competent care into medical education is a growing need, and a focus of the AAMC. Care of the transgender individual is multifaceted, and medical school curriculae on transgender care are limited and lack standardization. Similarly, strategies for measuring effectiveness and impact of these curriculae remain limited. Methods: Over 3 years, the use of a transgender clinical correlation in the endocrine section of the second-year medical student pre-clerkship curriculum progressed to the use of a triple modality intervention. This included (1) a self-directed written handout with terminology and the basic tenants of medical transition therapy with an optional podcast, (2) a traditional presentation covering social, ethical and multi-disciplinary transgender care, and (3) an interactive session with a transfemale and transmale patient. An anonymous 8 question pre-and post-intervention survey using an electronic clicker system was performed. Questions included interest level, comfort level with various aspects of transgender-competent care and resource awareness. Results: Prior to the intervention, 74% of students were interested in learning more about transgender competent care. After the learning intervention, in all questions focusing on knowledge and skills of transgender care, students reported a significant increase in their comfort level (Figure 1, p<0.5, all). This included reporting now higher comfort levels regarding goals of hormone therapy (8 to 63%), use of transgender affirming medications (19 to 44%), barriers to care (30 to 79%), and long term and multi-disciplinary care (8 to 63% and 13 to 71%, pre- and post-intervention respectively). At the end of the intervention, students felt they had more resources to access information about transgender-competent care (pre-23% to post-94% p= <0.05). Conclusion: Knowledge and skills in the care of transgender individuals is poor in the pre-clerkship medical school years. The interest to learn about transgender care is positive. This multi-modality intervention was successful in increasing medical student comfort and knowledge about comprehensive transgender care, and increased student awareness of available resources. Introduction of transgender care should be implemented early in medical student training. 1. Hembree WC et al. Endocrine Treatment of Gender-Dysphoric/ Gender-Incongruent Persons: An Endocrine Society Clinical Practice Guideline. Endocr Pract. 2017 Dec;23(12):1437. 2. Harris M, Johnson C. Only Human. Trans Kids Update: Dating, PMS, And, Yeah, Bathrooms. NYPR WNYC Studios, 2017. Figure 1. Change in student comfort across transgender competent care. * p < 0.05

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 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 P73 LEARN: uroLogical tEAching in bRitish medical schools Nationally - a national retrospective multi-centre audit of urology teaching across British medical schools

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
A Ng ◽  
W A Cambridge ◽  
K Jayaraajan ◽  
C M Lam ◽  
A Light ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Medical Training ◽  
Medical Schools ◽  
School Curriculum ◽  
Primary Objective ◽  
Targeted Advertising ◽  
The United Kingdom

Abstract Introduction Urological conditions account for approximately 25% of acute surgical referrals and 10-15% of general practitioner appointments. In 2012, the British Association of Urological Surgeons (BAUS) produced ‘An Undergraduate Syllabus for Urology’, advising on common clinical areas of urology that must be covered during undergraduate medical training. However, its uptake nationally remains unknown. This project aims to assess undergraduate urology teaching across UK medical schools. Methods A targeted advertising drive using social media, medical school societies, websites and newsletters was performed over 4 weeks. Collaborators are responsible for recruiting survey respondents (year 2 medical students to foundation year 1 (FY1) doctors). Survey respondents will complete a REDCap survey retrospectively assessing their urology teaching to date. The primary objective is to compare current urology teaching in medical schools across the United Kingdom with the BAUS undergraduate syllabus. Results Currently, 522 collaborators have registered from 36 medical schools nationally. Of these collaborators, 6.32% (33/522) are FY1s and 93.68% (489/522) are medical students. Each collaborator will be responsible for recruiting at least 15 survey respondents to be eligible for PubMed-indexed collaborator authorship. Conclusion LEARN has recruited successfully to date, with all collaborators from the medical student and FY1 cohort. With the role of collaborators to further recruit survey respondents, LEARN will provide the most representative and thorough evaluation of UK undergraduate urological teaching to date. It will provide evidence to support changes in the medical school curriculum, and allow re-evaluation of the current national undergraduate BAUS syllabus.

Effectiveness of a medical student-led, advanced care planning intervention in an inpatient cancer population.

2020 ◽  
Vol 38 (15_suppl) ◽  
pp. e24010-e24010
Author(s):  
Linda Nguyen ◽  
Shelly S. Lo ◽  
William Adams ◽  
Paul J. Hutchison
Keyword(s):  
Medical Student ◽  
Advance Directives ◽  
Medical Center ◽  
Academic Medical Center ◽  
Comfort Level ◽  
Care Planning ◽  
Advanced Care Planning ◽  
Structured Interviews ◽  
Power Of Attorney ◽  
Post Intervention

e24010 Background: In an effort to provide patients with care that aligns with their values and goals, patients are encouraged to complete advance directives (ADs). While research has shown the benefits of advanced care planning (ACP) sessions, few studies have examined the thematic content of ACP discussions in an inpatient hematology or oncology population. Methods: We enrolled patients admitted to the hematology and oncology unit of an academic medical center who had never completed a power-of-attorney for healthcare form. One medical student 1) helped patients complete a power-of-attorney for healthcare form and 2) performed semi-structured interviews that explored patient's values, beliefs about end-of-life care, and preferences for medical treatments. Interviews were audio-recorded, transcribed, and analyzed through thematic analysis. Subjects completed pre- and post- surveys assessing their knowledge and attitudes about ACP. Results: All 48 patients enrolled in the study completed an advance directive. There was no significant change between pre- and post- intervention surveys evaluating patients’ trust in their physicians or family members to choose the right treatments for them in a life-threatening situation. Similarly, there was no change in patients’ comfort level discussing advance care planning after the interview. 79.2% of patients agreed or strongly agreed that they would recommend this ACP conversation to family and friends. 35.5% of patients agreed or strongly agreed that having this ACP conversation made them anxious. In the qualitative arm of the study, analysis suggests that cancer patients are willing to undergo further treatment unless it burdens their loved ones or interferes with quality time spent with family and friends. Motivating factors for patients included their spirituality and ability to fulfill a responsibility in a defined role. Conclusions: An ACP intervention performed by a medical student can increase the number of advance directives among patients admitted to inpatient hematology and oncology units. While this intervention may be anxiety-provoking for patients, it can illuminate the relative value patients place on the quality of their life versus their longevity.

Teaching

2013 ◽  
Vol 3 (4) ◽  
pp. 74-80
Author(s):  
M. Salman Shah ◽  
Fatima Khan
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Medical Humanities ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Human Being ◽  
Teaching Learning

Empathy, compassion and kindness are some of the virtues that often get ignored amidst the tough study schedule, through the entire professional course. This is where a medical student loses those virtues and compassion for humanity that on the first instance obligated him to join this stream of medicine, despite the odds. The medical humanities can have both instrumental and non-instrumental functions in a medical school curriculum. The instrumental functions are met through the different aspect of their curriculum but there is little room for non-instrumental functions. This article deals with the unique way of teaching learning humanities by means of an organization that was conceptualized and is being nurtured and managed by the medical students for the welfare of the patients and communities but what makes the organization unique in itself is in a sense that it is run by medical students, it teaches budding healers how to be a good human being with concern for society especially underprivileged section of society.

scholarly journals Developing a Medical School Curriculum on Racism: Multidisciplinary, Multiracial Conversations Informed by Public Health Critical Race Praxis (PHCRP )

2018 ◽  
Vol 28 (Supp 1) ◽  
pp. 271 ◽  
Author(s):  
Rachel R. Hardeman ◽  
Diana Burgess ◽  
Katy Murphy ◽  
David J. Satin ◽  
Julie Nielsen ◽  
...  
Keyword(s):  
Public Health ◽  
Health Care ◽  
Medical School ◽  
Phase I ◽  
Minority Groups ◽  
School Curriculum ◽  
Racial Group ◽  
Lessons Learned ◽  
University Of Minnesota ◽  
Post Intervention

<p class="Pa6"><strong>Background: </strong>To fight racism and its poten­tial influence on health, health care profes­sionals must recognize, name, understand and talk about racism. These conversations are difficult, particularly when stakes feel high—in the workplace and in interracial groups. We convened a multidisciplinary, multi-racial group of professionals in two phases of this exploratory project to develop and pilot an intervention to promote effec­tive dialogues on racism for first year medi­cal students at the University of Minnesota Medical School.</p><p class="Default"><strong>Methods: </strong>Informed by a Public Health Crit­ical Race Praxis (PHCRP) methodology in Phase I, initial content was developed by a group of seven women primarily from racial and ethnic minority groups. In a later phase, they joined with five White (primarily male) colleagues to discuss racism and race. Participants met monthly for 12 months from Jan 2016-Dec 2016. All participants were recruited by study PI. An inductive approach was used to analyze meeting notes and post intervention reflections to describe lessons learned from the process of employing a PHCRP methodology to de­velop the aforementioned curriculum with a multidisciplinary and multi-racial group of professionals dedicated to advancing conversations on racial equity.</p><p class="Pa6"><strong>Results: </strong>Participants from Phase I described the early meetings as “powerful,” allowing them to “bring their full selves” to a project that convened individuals who are often marginalized in their professional environ­ments. In Phase II, which included White colleagues, the dynamics shifted: “…the voices from Phase I became quieter…”; “I had to put on my armor and fight in those later meetings…”</p><p class="Default"><strong>Conclusions: </strong>The process of employing PHCRP in the development of an interven­tion about racism led to new insights on what it means to discuss racism among those marginalized and those with privilege. Conversations in each phase yielded new insights and strategies to advance a conver­sation about racism in health care. <em></em></p><p class="Default"><em>Ethn Dis. </em>2018;28(Suppl 1):271-278; doi:10.18865/ed.28.S1.271.</p>

scholarly journals From Student to Teacher: Medical Student Perceptions of Teaching Children and a Novel Application of the One Minute Preceptor

2020 ◽  
Author(s):  
Laura Cline ◽  
Muna Canales
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Student Perceptions ◽  
Teaching Method ◽  
School Curriculum ◽  
Outreach Program ◽  
Teaching Skills ◽  
Perceptions Of Teaching ◽  
The One

Background: As students progress through medical school, the student assumes teaching roles, but without formal training regarding how to teach. Methods: We administered surveys to 1st, 2nd and 4th year medical students asking about perceptions of teaching. The surveys were completed in the Fall (2019) and again in late Spring (2020). In the interim, students were given the opportunity to teach 5th graders during an outreach program. We gave the medical student volunteers a brief interactive session about the One Minute Preceptor (OMP) as a tool to teach the children. In the Spring survey, medical students who used the OMP were also asked about its utility in the pediatric setting. Results: Seventy-four students completed survey 1 and, of these, 51 completed the follow-up survey. Mean age was 24-27; 57% were female. Across both surveys, ≥70% were comfortable with and felt they understood their role as a teacher of trainees, peers and patients. However, <50% felt they knew any teaching method or had a plan for improving teaching skills. All felt that teaching was an important medical skill. Six students completed OMP training and the outreach program. All felt the OMP was useful to teach key points, provide feedback, and involve the learner. They also all felt the OMP should be taught in medical school. Conclusion: Medical students believe it is important to learn teaching skills. The OMP may be a useful addition to the medical school curriculum to help medical students teach in doctor-patient settings across ages and group sizes.

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