Medical Student Choices Regarding Ventilator Allocation for People With Disabilities

2021 ◽  
Vol 59 (6) ◽  
pp. 441-445
Author(s):  
Carly Muller ◽  
Canon Brodar ◽  
Kaitlyn E. Brodar ◽  
Kenneth Goodman ◽  
Jeffrey P. Brosco
Keyword(s):  
Health Care ◽  
Medical Student ◽  
Medical Students ◽  
Health Care Professionals ◽  
People With Disabilities ◽  
Student Responses ◽  
Explicit Bias ◽  
Disability Status ◽  
Preclinical Medical Students ◽  
Triage Decisions

Abstract In the COVID-19 pandemic, concerns exist that ventilator triage policies may lead to discrimination against people with disabilities. This study evaluates whether preclinical medical students demonstrate bias towards people with disabilities during an educational ventilator-allocation exercise. Written student responses to a triage simulation activity were analyzed to describe ventilator priority rankings and to identify themes regarding disability. Disability status was not cited as a reason to withhold a ventilator. Key themes observed in ventilator triage decisions included life expectancy, comorbidities, and social worth. Although disability discrimination has historically been perpetuated by health care professionals, it is encouraging that preclinical medical students did not demonstrate explicit bias against people with disabilities in ventilator triage scenarios.

scholarly journals RD Trainees Teaching MD Trainees: Nutrition Assessment Training for Medical Students

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 607-607
Author(s):  
Brooke Wickman ◽  
Edward Ratner
Keyword(s):  
Health Care ◽  
Medical Student ◽  
Medical Students ◽  
Nutrition Education ◽  
Health Care Professionals ◽  
Physician Attitudes ◽  
Registered Dietitians ◽  
Nutrition Training ◽  
Dietetic Interns ◽  
Future Practice

Abstract Objectives Less than 25% of medical schools meet US National Academy of Sciences recommendations to provide 25 hours of nutrition education. Medical trainees report dissatisfaction with nutrition training and unpreparedness to counsel patients about nutrition. A pilot program aims to promote medical student understanding of nutrition and increase confidence in future practice. Obstacles to incorporating nutrition content into medical education include financial constraints and determining how to teach and who should teach nutrition, but registered dietitians (RDs) and dietetic interns are in position to advocate for nutrition inclusion in care teams and promote nutrition training in medicine. Methods Nutrition curriculum was developed after surveying nutrition professionals and trainees and incorporated into University of Minnesota medical student site visits to the Minneapolis VA Medical Center. Curriculum included an overview of RD training, the difference between RDs and nutritionists, areas of nutrition specialization, the role of RDs in various care settings, physician attitudes towards ancillary health care professionals affecting patient attitudes, and an overview of nutrition assessments. A diet history and malnutrition assessment nutrition-focused physical exam training were included as interactive activities. Fifty-two students were instructed by a dietetic intern in one of twelve groups of 2–5 during 30–60 minute sessions. Medical students provided feedback on what was learned, what could be applied in future practice, and comments about the training. Results Medical students requested additional nutrition training time and reported awareness of nutrition considerations and RDs in clinical practice, intention to work with RDs, and intention to utilize techniques for diet histories and nutrition-focused physical exams in future assessments. Future work will address program sustainability and efficacy of training videos. Conclusions Registered dietitians and dietetic interns are often in proximity to medical students and could teach nutrition assessments and interdisciplinary collaborations. Providing future physicians the knowledge, skills, and confidence to appropriately incorporate nutrition into practice while collaborating with RDs could positively impact health care and patient care outcomes. Funding Sources N/A

scholarly journals Knowledge, attitudes and behaviours towards vaccination: a survey of university students in Europe

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Callegaro ◽  
L Chinenye Ilogu ◽  
O Lugovska ◽  
S Mazzilli ◽  
A Prugnola ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Health Care Professionals ◽  
Online Survey ◽  
Educational Interventions ◽  
Cross Sectional ◽  
High Level ◽  
Coverage Rates ◽  
The University ◽  
Vaccination Knowledge

Abstract Background Immunisation programs are still facing substantial challenges in achieving target coverage rates. This has been attributed to the growing negative individual vaccination attitudes and behaviours. Most of the current studies assessing vaccination knowledge, attitude and beliefs targets adults. However, young people represent future parents and health care professionals. The objective of this study was to investigate vaccination knowledge attitudes and behaviours among university medical and non-medical students in Europe. Methods We performed a cross-sectional online survey between April and July 2018. The study participants were students attending different faculties at the University of Antwerp, Belgium and the University of Pisa, Italy. We described sample characteristics. The effect of risk factors was tested with univariate and multivariate logistic regressions. Results A total of 2079 participants completed the survey including 873 medical students and 1206 from other faculties. The average of vaccination knowledge, attitudes, and confidence was respectively 5.51 (SD: 1.41), 4.66 (SD: 0.14) and 5.28 (SD: 0.57) on the 6-points scale. Our respondents demonstrated a high level of awareness with respect to their vaccination history. In total, 67.7% (n = 1407) reported to have received at least one vaccine in the previous five years; only 6.0% (n = 35) did not receive any vaccine in the previous 10 years. According to logistic regression analysis Italian students had significantly higher knowledge, attitude and confidence scores than Belgium respondents. Students of medicine scored significantly higher compared to non-medical students. Conclusions In order to reduce the gaps in vaccinations knowledge between non-medical and medical students we should plan educational interventions. In this way the number of future sceptical parents could be decreased. Further studies are required to explain the differences between countries. Key messages Young adults are the parents and the health care professionals of the future, for this reason their vaccination knowledge attitudes and behaviours should be carefully monitored. European non-medical students have lower vaccinations knowledge, attitudes and confidence compared with medical student. In order to fill these gaps, we should plan educational interventions.

Videoconferencing for Continuing Medical Education: From Pilot Project to Sustained Programme

2002 ◽  
Vol 8 (3) ◽  
pp. 131-137 ◽  
Author(s):  
Michael Allen ◽  
Joan Sargeant ◽  
Eileen MacDougall ◽  
Michelle Proctor-Simms
Keyword(s):  
Health Care ◽  
Distance Education ◽  
Medical Education ◽  
Medical Students ◽  
Continuing Medical Education ◽  
Health Care Professionals ◽  
Pilot Project ◽  
Technical Support ◽  
Faculty Support

Videoconferencing has been used to provide distance education for medical students, physicians and other health-care professionals, such as nurses, physiotherapists and pharmacists. The Dalhousie University Office of Continuing Medical Education (CME) has used videoconferencing for CME since a pilot project with four sites in 1995–6. Since that pilot project, videoconferencing activity has steadily increased; in the year 1999–2000, a total of 64 videoconferences were provided for 1059 learners in 37 sites. Videoconferencing has been well accepted by faculty staff and by learners, as it enables them to provide and receive CME without travelling long distances. The key components of the development of the videoconferencing programme include planning, scheduling, faculty support, technical support and evaluation. Evaluation enables the effect of videoconferencing on other CME activities, and costs, to be measured.

scholarly journals Inhaled medication for asthma management: evaluation of how asthma patients, medical students, and doctors use the different devices

2003 ◽  
Vol 29 (2) ◽  
pp. 75-81 ◽  
Author(s):  
Janaína Barbosa Muniz ◽  
Carlos Roberto Padovani ◽  
Irma Godoy
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Health Care Professionals ◽  
Airflow Obstruction ◽  
Asthma Management ◽  
Outpatient Service ◽  
Inhalation Therapy ◽  
Metered Dose ◽  
Asthma Patients ◽  
Inhaled Medication

Asthma results from a combination of three essential features: airflow obstruction, hyperresponsiveness of airways to endogenous or exogenous stimuli and inflammation. Inadequacy of the techniques to use different inhalation devices is one of the causes of therapeutic failure. The main purpose of this study was to evaluate how 20 medical students, 36 resident physicians of Internal Medicine/Pediatrics, and 40 asthma patients used three devices for inhalation therapy containing placebo. All patients were followed at the Pulmonary Outpatient Service of Botucatu Medical School and had been using inhaled medication for at least six months. The following devices were evaluated: metered dose inhalers (MDI), dry powder inhalers (DPI), and MDI attached to a spacer device. A single observer applied a protocol containing the main steps necessary to obtain a good inhaler technique to follow and grade the use of different devices. Health care professionals tested all three devices and patients tested only the device being used on their management. MDI was the device best known by doctors and patients. MDI use was associated with errors related to the coordination between inspiration and device activation. Failure to exhale completely before inhalation of the powder was the most frequent error observed with DPI use. In summary, patients did not receive precise instruction on how to use inhaled medication and health care professionals were not well prepared to adequately teach their patients.

Shared Teaching in Health Care Ethics: A Report on the Beginning of an Idea

1999 ◽  
Vol 6 (4) ◽  
pp. 299-307 ◽  
Author(s):  
Cecilia Edward ◽  
Paul E Preece
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Nursing Students ◽  
Curriculum Design ◽  
Health Care Professionals ◽  
Care Ethics ◽  
Health Care Ethics ◽  
Short Course ◽  
Enhance Patient Care ◽  
The University

In the majority of academic institutions nursing and medical students receive a traditional education, the content of which tends to be specific to their future roles as health care professionals. In essence, each curriculum design is independent of each course. Over the last decade, however, interest has been accumulating in relation to interprofessional and multiprofessional learning at student level. With the view that learning together during their student training would not only encourage and strengthen future collaboration in practice settings but also enhance patient care, the University of Dundee decided to run a pilot study to explore shared teaching in ethics between medical and nursing students. This article presents a report on the reasons for selecting health care ethics as a precursor for shared teaching, the educational tool used for the sessions, and the results of student and facilitator evaluation of the short course. Overall, despite problems such as poor attendance by some students, and facilitation and timetable difficulties, most of the feedback from students and facilitators has been positive. In essence the ‘idea’ has gone from strength to strength and there are now three levels of shared teaching in ethics between nursing and medical students, with plans to include further sessions with students from other disciplines. Within the text, ‘health care ethics’ will be referred to as ‘ethics’; nursing students/nurses encompasses midwifery students/midwives.

Bone marrow donation perceptions among healthcare workers: A follow-up study at University of Cincinnati Medical Center.

2019 ◽  
Vol 37 (15_suppl) ◽  
pp. e18032-e18032
Author(s):  
Logan Roof ◽  
Rekha T. Chaudhary
Keyword(s):  
Health Care ◽  
Bone Marrow ◽  
Medical Students ◽  
Health Care Professionals ◽  
Healthcare Workers ◽  
Medical Center ◽  
Donation Process ◽  
Bone Marrow Donation ◽  
Attending Physicians ◽  
Surrounding Bone

e18032 Background: It has been well-documented that there is a severe lack of participants enrolled in the National Bone Marrow Donor registry. Even those who are registered often decline to donate at a critical juncture in the donation process due to a wide variety of misconceptions. Health care professionals should be among the most educated about the bone marrow donation process as they will often be giving advice to potential donors. Methods: We conducted an anonymous online survey of medical students, residents, fellows, and attending physicians at the University of Cincinnati Medical Center to determine the common misconceptions surrounding bone marrow donation. Results: There were a total of 187 participants (73% medical students, 23% residents/fellows, 4% attending physicians). Fifty-one percent were already bone marrow donors, while 49% were not. Forty percent of respondents believe bone marrow biopsy is necessary for donation and 10% believe CT scans are done prior to donation. Twenty-eight percent responded that bone marrow is extracted under general anesthesia, 43% responded that it is extracted not under general anesthesia, 5% responded that it is extracted via central intravenous line, and 24% responded that it is extracted via peripheral intravenous line. Thirty percent responded that they are not bone marrow donors because bone marrow donation is painful, 12% because it involves surgery, 2% because it weakens the donor, 13% because it involves a lengthy recovery process, 3% because donors have to pay for donation, 1% because of ethnic/religious/cultural beliefs, while 39% have not had the opportunity to donate but would or are planning on it. Conclusions: The majority of allogeneic transplants are performed with peripherally collected bone marrow stem cells, however, most potential donors including health care professionals do not know this. We conclude that a great deal of education surrounding bone marrow donation is still needed among healthcare workers today. Educating health care workers is of the utmost importance as they will impart this knowledge to those considering donation. Future aims of this project are to develop an educational curriculum to address the most common misconceptions, particularly in medical students, as they are in the age group most targeted in bone marrow donation and they will be the future generation of physicians to educate patients on the process.

Physical Activity in Students of the Medical University of Silesia in Poland

2013 ◽  
Vol 93 (3) ◽  
pp. 384-392 ◽  
Author(s):  
Magdalena Dąbrowska-Galas ◽  
Ryszard Plinta ◽  
Jolanta Dąbrowska ◽  
Violetta Skrzypulec-Plinta
Keyword(s):  
Physical Activity ◽  
Health Care ◽  
Medical Students ◽  
Health Care Professionals ◽  
Physical Activity Level ◽  
Physical Therapist ◽  
Activity Level ◽  
Cross Sectional ◽  
Physical Therapist Students ◽  
Medical University

BackgroundMedical students and other health care professionals have substantial knowledge of the benefits of regular physical activity. Furthermore, as they have an ethical obligation to prescribe suitable exercises, they can influence their patients' attitude toward physical activity and can become role models for their patients. Physical therapists, who are primary care practitioners, have great potential for promoting physical activity; however, their role is still underestimated by patients and health care professionals.ObjectiveThe objectives of this study were to evaluate physical activity level in students of the Medical University of Silesia in Poland and to focus on the role of physical therapist students in promoting physical activity.DesignThis was a cross-sectional study.MethodsThe final analysis included 300 students from the schools of physical therapy, midwifery, nursing, pharmacy, cosmetology, and medicine at the Medical University of Silesia. The short form of the International Physical Activity Questionnaire (IPAQ) was used to evaluate physical activity level.ResultsPhysical therapist students demonstrated the highest level of physical activity, with 46% demonstrating a high level of physical activity, 54% a moderate level of physical activity, and none a low level of physical activity. The largest group of students with a low level of physical activity comprised students from the school of medicine (26%).LimitationsThe number of respondents was relatively small. The main study limitations included its cross-sectional nature and the possibility of self-report biases. Further research is warranted to expand the study nationally and determine which factors influence physical activity.ConclusionsThere was a large group of medical students who, despite being aware of benefits of physical activity, did not meet the recommended level of physical activity. Physical therapist students are well trained and qualified to promote healthy habits and encourage individuals to undertake regular physical activity.

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