Telemedicine activity at a Canadian university medical school and its teaching hospitals

2000 ◽  
Vol 6 (1) ◽  
pp. 31-35 ◽  
Author(s):  
L M Aires ◽  
J P Finley
Keyword(s):  
Medical Education ◽  
Patient Education ◽  
Medical School ◽  
Continuing Medical Education ◽  
Wide Area ◽  
Time Constraints ◽  
Teaching Hospitals ◽  
Medical Specialties ◽  
Grand Rounds ◽  
Maritime Region

Dalhousie University Medical School and its teaching hospitals have been providing clinical telemedicine services since 1987. The object of the present study was to assess the extent and growth of telemedicine at the medical school and teaching hospitals, as well as to evaluate the obstacles to its deployment. This was achieved by conducting structured personal interviews with telemedicine providers. Twenty telemedicine programmes were identified, of which 15 were operational and five were being planned. The number of established telemedicine projects had doubled in the six months preceding the study. A wide variety of telemedicine services were provided, ranging from clinical consultations in a number of medical specialties to patient education, grand rounds and continuing medical education. These services were provided to sites in a wide area in the Maritime region and internationally. The three most important obstacles to the implementation of telemedicine were a lack of knowledge about telemedicine (80% of respondents), time constraints (75%) and funding (70%).

scholarly journals Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

2015 ◽  
Vol 2 ◽  
pp. JMECD.S17496 ◽  
Author(s):  
Jonathan J. Wisco ◽  
Stephanie Young ◽  
Paul Rabedeaux ◽  
Seth D. Lerner ◽  
Paul F. Wimmers ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
School Experience ◽  
First Year ◽  
Biomedical Sciences ◽  
Medical Specialties ◽  
Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

Teaching Medicine

2017 ◽  
Author(s):  
Molly Harrod ◽  
Sanjay Saint ◽  
Robert W. Stock
Keyword(s):  
United States ◽  
Medical Education ◽  
Medical Schools ◽  
The United States ◽  
Time Constraints ◽  
Teaching Hospitals ◽  
Complex Patients

Medical schools in the United States now graduate some 18,000 students a year, and most of them will continue their medical education at one of the more than 1,000 teaching hospitals. Time constraints, complex patients, and the involvement of multiple disciplines in the care of patients have necessitated changes in medical education on the units. Unlike prior research, this project focused on the context in which learning happens and designated the team as the focus of research. The authors spent time with 12 outstanding attendings and their teams in order to provide detailed descriptions of the specific strategies, methods, and even language that the attendings use to teach their learners not only about medicine but also about how to care for patients.

Designing Actionable Solutions and Curriculum for Pain Disparities Education

Pain Medicine ◽  
2021 ◽  
Author(s):  
Meredith C B Adams ◽  
Nancy M Denizard-Thompson ◽  
Gia DiGiacobbe ◽  
Brandon L Williams ◽  
Amber K Brooks
Keyword(s):  
Medical Education ◽  
Health Disparities ◽  
Medical School ◽  
Health Equity ◽  
Lessons Learned ◽  
Time Constraints ◽  
School Students ◽  
Liaison Committee ◽  
Fellowship Programs ◽  
Medical School Students

Abstract The Liaison Committee on Medical Education (LCME) require medical schools to teach their students how to recognize and work towards eliminating health disparities. However, time constraints and a dearth of guidance for educators in teaching pain disparities curricula, pose significant challenges. Herein, we describe successes and lessons learned after designing, implementing, and evaluating an innovative pain disparities curriculum that was embedded in a longitudinal health equity curriculum for third year medical school students at an academic institution. Although the curriculum was developed for medical school students, the concepts may be broadly applicable to other training settings such as residency and fellowship programs.

scholarly journals Medical School Education on Myalgic Encephalomyelitis

Medicina ◽  
2021 ◽  
Vol 57 (6) ◽  
pp. 542
Author(s):  
Nina Muirhead ◽  
John Muirhead ◽  
Grace Lavery ◽  
Ben Marsh
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Medical Schools ◽  
School Education ◽  
Myalgic Encephalomyelitis ◽  
Medical Council ◽  
Medical Specialties ◽  
Medical School Education ◽  
Teaching Aids ◽  
School Teaching

Background and objectives: Myalgic Encephalomyelitis/Chronic Fatigue Syndrome (ME/CFS) is a complex multi-system disease with a significant impact on the quality of life of patients and their families, yet the majority of ME/CFS patients go unrecognised or undiagnosed. For two decades, the medical education establishment in the UK has been challenged to remedy these failings, but little has changed. Meanwhile, there has been an exponential increase in biomedical research and an international paradigm shift in the literature, which defines ME/CFS as a multisystem disease, replacing the psychogenic narrative. This study was designed to explore the current UK medical school education on ME/CFS and to identify challenges and opportunities relating to future ME/CFS medical education. Materials and methods: A questionnaire, developed under the guidance of the Medical Schools Council, was sent to all 34 UK medical schools to collect data for the academic year 2018–2019. Results: Responses were provided by 22 out of a total of 34 medical schools (65%); of these 13/22 (59%) taught ME/CFS, and teaching was led by lecturers from ten medical specialties. Teaching delivery was usually by lecture; discussion, case studies and e-learning were also used. Questions on ME/CFS were included by seven schools in their examinations and three schools reported likely clinical exposure to ME/CFS patients. Two-thirds of respondents were interested in receiving further teaching aids in ME/CFS. None of the schools shared details of their teaching syllabus, so it was not possible to ascertain what the students were being taught. Conclusions: This exploratory study reveals inadequacies in medical school teaching on ME/CFS. Many medical schools (64% of respondents) acknowledge the need to update ME/CFS education by expressing an appetite for further educational materials. The General Medical Council (GMC) and Medical Schools Council (MSC) are called upon to use their considerable influence to bring about the appropriate changes to medical school curricula so future doctors can recognise, diagnose and treat ME/CFS. The GMC is urged to consider creating a registered specialty encompassing ME/CFS, post-viral fatigue and long Covid.

scholarly journals Community hospital and medical school cooperation in continuing medical education

1995 ◽  
Vol 70 (2) ◽  
pp. 136-41
Author(s):  
S J Jay ◽  
L Casebeer ◽  
J R Woods ◽  
A W Nyhuis ◽  
J B OʼToole
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Continuing Medical Education ◽  
Community Hospital

scholarly journals Making It Stick: Use of Active Learning Strategies in Continuing Medical Education Running Head: Active Learning Strategies in Continuing Medical Education

2020 ◽  
Author(s):  
Brenda Bucklin ◽  
Nancy Asdigian ◽  
Joy Hawkins ◽  
Ulrich Klein
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Learning Strategies ◽  
Continuing Medical Education ◽  
Medical Specialty ◽  
The United States ◽  
Teaching Hospitals ◽  
Online Questionnaire ◽  
Perceived Knowledge ◽  
Active Learning Strategies

Abstract BackgroundDespite the known benefits of active learning (AL), the predominate educational format in higher education is the lecture. The reasons for slow adaptation of AL in medical education are not well understood. The purpose of this survey was to determine knowledge, usage, attitudes, and barriers to AL use in academic Continuing Medical Education (CME).MethodA 20-item questionnaire was developed and sent with a link to an online questionnaire to the Society of Academic Continuing Medical Education (SACME) listserv of ~350 professionals representing academic medical centers, teaching hospitals, and medical specialty societies in the United States (U.S.) and Canada. Responses were collected with SurveyMonkey® from October-November, 2019. Data were analyzed using the SPSS®.ResultsResponses from 146 SACME members in 91 CME units yielded a ~42% survey response rate. Many respondents reported their self-perceived knowledge of AL as high. Advanced training (e.g., certificate, Master of Education degree) was positively correlated with AL knowledge. AL methods were reportedly used in half of the CME activities in the majority (80%) of institutions. Higher levels of self-perceived knowledge were correlated with an increased percentage of AL-related CME activities. Commonly perceived barriers to use of AL were presenters’ lack of familiarity and a need for more time-consuming preparation. ConclusionsMore efforts are needed to increase innovation and incorporate evidence-based AL strategies in medical education, especially to foster learner engagement, critical thinking, and problem-solving ability.

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