Healthcare needs of the Muslim patient community in the undergraduate medical curriculum – Are we there?

Objective: Muslim patients have a unique set of healthcare needs that are related to their faith. These are generally not formally addressed in the medical curricula. The study aimed to recommend additional content that would better tailor the undergraduate curriculum to cater to the needs of this large cohort – Muslim patients. This is with the expectation that patients would have their faith-related health queries resolved by healthcare providers. Methods: A quantitative descriptive survey design was adopted. A 46-item questionnaire formulated through a literature review was put forth to experts using the Delphi Technique. Experts were selected based on having an academic rank of associate professor and above or medical education credentials. Three iterative rounds were conducted for exploring consensus over a period of five months. Panel agreement of >70% was the criteria for inclusion. Results: Items were categorized under 7 subject themes: Medicine, Psychiatry, Surgery, Gynecology, Obstetrics, Medical Ethics, and Islamic Studies. Consensus was eventually reached for 41 out of 46 items. These topics included but were not limited to “The Muslim patient in Ramadan: to fast or not to fast?” and “Muslim women and decision-making on pregnancy termination”. Conclusion: The study suggested that the topics proposed herein were in fact legitimate faith-related healthcare needs of Muslim patients. Their inclusion would add value to the undergraduate medical curriculum and would train practitioners to improve patient outcomes more holistically. doi: https://doi.org/10.12669/pjms.35.3.861 How to cite this:Haq H, Khan RA, Yasmin R. Healthcare needs of the Muslim patient community in the undergraduate medical curriculum – Are we there?. Pak J Med Sci. 2019;35(3):---------. doi: https://doi.org/10.12669/pjms.35.3.861 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Interrogating patient-centredness in undergraduate medical education using an integrated behaviour model

South African Family Practice ◽

10.4102/safp.v59i6.4730 ◽

2017 ◽

Vol 59 (2) ◽

pp. 33

Author(s):

Elize Archer ◽

E M Bitzer ◽

B B Van Heerden

Keyword(s):

Medical Students ◽

Teaching And Learning ◽

Medical Curriculum ◽

Undergraduate Curriculum ◽

Background Characteristics ◽

Undergraduate Medical Curriculum ◽

Assessment Of Learning ◽

Attitudinal Factors ◽

Patient Centredness

Background: Patient-centredness, an approach that puts the patient at the centre of the consultation, thus focusing on patients instead of on his/her diseases, has been identified by most medical schools as a desired core competence of their graduates. Despite some curriculum initiatives, medical students often display a lack of patient-centredness upon graduation. This bears reason for concern and it was thus deemed important to explore possible factors that influence the teaching and learning of patient-centredness in an undergraduate medical curriculum. The article suggests a framework that can assist programme developers to conceptualise the teaching and learning of patient-centredness across an undergraduate curriculum. Methods: A qualitative exploratory case study design was used for the study with final-year medical students. Themes of meaning were deduced from the data by employing components of an Integrated Behavior Model (IBM) of Fishbein. Results: The findings of the study revealed that seven factors play a role: background characteristics of students, attitudinal factors, subjective norms (the hidden curriculum), student self-efficacy, acquired skills and knowledge, the environment or context within which patient-centredness is taught and learnt, as well as assessment of learning. Conclusions: Patient-centredness is a complex construct and authors often write about only one of its components. This paper attempts to consider the total undergraduate medical curriculum students are exposed to when they learn about being patient-centred. The teaching and learning of such a multidimensional construct require a comprehensive approach in order to be effective and the IBM seems to be a useful and applicable theoretical model to apply. (Full text of the research articles are available online at www.medpharm.tandfonline.com/ojfp) S Afr Fam Pract 2017; DOI: 10.1080/20786190.2017.1386869

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Views of Medical Educators and Intern Doctors on the Existing MBBS Curriculum

Bangladesh Journal of Medical Education ◽

10.3329/bjme.v3i1.18589 ◽

2014 ◽

Vol 3 (1) ◽

pp. 8-11

Author(s):

Abu Syed Md Mosaddek ◽

Waheeda Nargis ◽

Borhan Uddin Ahamed ◽

Md Zakirul Islam ◽

Habib S Chaudhury ◽

...

Keyword(s):

Medical Education ◽

Qualitative Analysis ◽

Medical Curriculum ◽

Undergraduate Curriculum ◽

Training System ◽

Public And Private ◽

Undergraduate Medical Curriculum ◽

Medical Educators ◽

Medical Colleges ◽

Internship Training

This study was carried out to get an idea about the views of medical educators and intern doctors regarding the current undergraduate medical curriculum. A partially descriptive open ended questionnaire was distributed among teachers of all three phases and intern doctors in undergraduate curriculum in different public and private medical colleges in Bangladesh and was returned by 120 teachers and 663 intern doctors. Qualitative analysis of data was done. Among teachers 70% agreed to need for changes, 68.4% were in favor of present internship training system and 85% were against carry on system. But 94% and 51% of intern doctors were in favor of need changes of curriculum and present internship training respectively. 91% were against carry on system. DOI: http://dx.doi.org/10.3329/bjme.v3i1.18589 Bangladesh Journal of Medical Education Vol.3(1) 2012: 8-11

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Need Assessment for Undergraduate Medical Curriculum of Bangladesh Through Exploring The Views of Government Primary Health Care Doctors

Bangladesh Journal of Anatomy ◽

10.3329/bja.v7i2.6089 ◽

1970 ◽

Vol 7 (2) ◽

pp. 87-93

Author(s):

Kazi Khairul Alam ◽

Tahmina Nargis ◽

Tabassum Ferdous Khan ◽

Md Abul Kasem ◽

Md Faruque

Keyword(s):

Health Care ◽

Medical Education ◽

Primary Health Care ◽

Medical Curriculum ◽

Undergraduate Curriculum ◽

Health Problems ◽

Need Assessment ◽

Undergraduate Medical Curriculum ◽

Primary Health ◽

The Government

Objective: To identify the relevancy of contents of undergraduate medical curriculum of Bangladesh for providing service at primary health care (PHC) level through exploring the views of government PHC doctors. Methods: This descriptive study was conducted upon the government doctors who were working at primary health care level of Bangladesh. A total of 545 doctors of 176 upozilas of 62 districts of the country participated in this study by filling mailed self administered semi-structured questionnaires Result: It was found that majority of doctors were satisfied on their skill and knowledge that they acquired at undergraduate level. Their opinions indicated that clinical subjects of MBBS course need more emphasis than basic subjects. On the basis of their opinion a total of 129 health problems are prioritized according to the load of the health problems at the working place of PHC doctors. Conclusion: Curriculum of undergraduate medical education should be reviewed and more emphasis should be given on skills especially on the clinical subjects keeping in mind common health problem of Bangladesh Key words: Need Assessment Medical Curriculum; Medical Education Bangladesh; Undergraduate Curriculum Bangladesh; Health Needs Bangladesh; Curriculum Development Bangladesh.

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Knowledge and Attitudes Regarding Transgender and Intersex Individuals Among Medical Students and Health Care Providers of Karachi, Pakistan

Liaquat National Journal of Primary Care ◽

10.37184/lnjpc.2707-3521.3.4 ◽

2021 ◽

Keyword(s):

Medical Students ◽

Health Care Providers ◽

Medical Curriculum ◽

Healthcare Providers ◽

Target Population ◽

Care Providers ◽

Cross Sectional ◽

Healthcare Needs ◽

Knowledge And Attitude ◽

Study Participants

Background: Transgender and intersex individuals face numerous hurdles in accessing health facilities. Furthermore, there is no formal training for the provision of care for such a vulnerable population. This study explores the knowledge and attitude of medical students and Healthcare Providers (HCPs) about transgender and intersex individuals in Karachi. Methods: The cross-sectional study was conducted among medical students of a government medical college and HCPs, from August to September 2019. A structured questionnaire was used to assess the knowledge and attitude of study participants, towards intersex and transgender individuals. Data were analyzed using SPSS 20. Results: Of the 200 participants, 171 returned the complete questionnaire with a response rate of 85.5%. There were 100(58.5%) females and 71(41.5%) males, with 93(54.4%) medical students and 78(45.6%) HCPs. All study participants were familiar with the term transgender, whereas 138(80.7%) reported having heard the term intersex, whereas 35(20.5%) regarded the conditions as a mental illness. Knowledge of PMC code regarding gender orientation was significantly higher in HCPs than medical students (41% vs 14%, p<0.001). Medical students were more in favor of corrective surgery to be performed (61.3%) as compared to the HCPs (43.6%) (p=0.02). Conclusion: Even though medical students and HCPs were familiar with transgender and intersex terms yet there were different misconceptions regarding them. However, our target population was willing to learn the healthcare needs of such individuals. It is recommended that the latest guidelines regarding gender spectrum are taught in the medical curriculum.

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Student-selected components: bringing more ENT into the undergraduate curriculum

The Journal of Laryngology & Otology ◽

10.1017/s0022215106004191 ◽

2006 ◽

Vol 121 (8) ◽

pp. 783-785 ◽

Cited By ~ 7

Author(s):

R M Newbegin ◽

J C Rhodes ◽

L M Flood ◽

H C Richardson

Keyword(s):

Primary Care ◽

Medical Students ◽

Surgical Training ◽

Medical Curriculum ◽

Undergraduate Curriculum ◽

Undergraduate Training ◽

Undergraduate Medical Curriculum ◽

Recent Innovation ◽

Primary Care Practitioners ◽

The Uk

AbstractExposure to otolaryngology is currently minimal in the UK undergraduate medical curriculum. This may lead to difficulties in attracting graduates into higher ENT surgical training and in ensuring a reasonable standard of ENT knowledge amongst primary care practitioners.A recent innovation, of which many ENT units may be unaware, is the introduction to the undergraduate curriculum of ‘student-selected components’. Like the traditional elective, this allows students to undertake an attachment to a speciality and department of their choice. Units which do not regularly teach medical students but which have a welcoming and enthusiastic approach to undergraduate training may well be ideal hosts.This paper introduces the concepts underlying student-selected components, outlines the preparation required and offers a template for such an attachment, for which ENT is ideally suited.

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