scholarly journals Resource stewardship in Canadian undergraduate medical education

2019 ◽  
Vol 16 (1) ◽  
pp. 119-125
Author(s):  
Sahil Sharma ◽  
Matthew Rowe
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Healthcare System ◽  
Undergraduate Medical Education ◽  
Education Level ◽  
Fiscal Stress ◽  
Educational Strategies ◽  
Healthcare Experiences ◽  
Testing Practices ◽  
New Research

New research suggests Canadian physicians order more than 1,000,000 potentially unnecessary tests and treatments each year. Strategies to educate medical students about the CanMEDs Resource Stewardship directive and judicious testing practices can help the healthcare system manage fiscal stress and improve healthcare experiences for patients. This article outlines several strategies that can be implemented at the undergraduate medical education level through Choosing Wisely Canada’s Students and Trainees Advocating for Resource Stewardship (STARS) program. The educational strategies feature group-based learning, lecture integration, and supportive online modules. Educating medical students across the country about judicious testing can produce the generation of resource-conscientious doctors that healthcare’s increasingly tight budget demands.

scholarly journals Non-traditional skills in undergraduate medical education – the development of a teaching programme

2018 ◽  
Vol 63 (3) ◽  
pp. 80-81
Author(s):  
Chevonne Brady ◽  
Mark Zarb
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Healthcare System ◽  
Undergraduate Medical Education ◽  
Junior Doctor ◽  
Junior Doctors ◽  
Leadership And Management ◽  
Undergraduate Level ◽  
Teaching Programme ◽  
Management Leadership

As a junior doctor in what is an increasingly struggling healthcare system, I am concerned to see that many of my junior and senior colleagues have opted not to continue onto the next stage of training. Whilst entrepreneurship, leadership and management are now accepted as important skills for doctors to be exposed to, this is clearly not filtering through to medical education at the undergraduate level. We have surveyed final year medical students regarding this and used these results to develop a national teaching programme which aims to provide junior doctors with skills such as management, leadership and enterprise which they would otherwise not be exposed to.

scholarly journals What is meant by “frailty” in undergraduate medical education? A national survey of UK medical schools

2021 ◽  
Vol 12 (2) ◽  
pp. 355-362
Author(s):  
Rebecca Winter ◽  
Muna Al-Jawad ◽  
Juliet Wright ◽  
Duncan Shrewsbury ◽  
Harm Van Marwijk ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Undergraduate Medical Education ◽  
Geriatric Medicine ◽  
Treatment Decision ◽  
Medical Schools ◽  
Educational Strategies ◽  
Treatment Decision Making ◽  
Negative Perceptions ◽  
Common Learning

Abstract Purpose All UK medical schools are required to include frailty in their curriculum. The term is open to interpretation and associated with negative perceptions. Understanding and recognising frailty is a prerequisite for consideration of frailty in the treatment decision-making process across clinical specialities. The aim of this survey was to describe how frailty has been interpreted and approached in UK undergraduate medical education and provide examples of educational strategies employed. Methods All UK medical schools were invited to complete an electronic survey. Schools described educational strategies used to teach and assess frailty and provided frailty-related learning outcomes. Learning Outcomes were grouped into categories and mapped to the domains of Outcomes for Graduates (knowledge, skills and values). Results 25/34 Medical schools (74%) participated. The interpretation of what frailty is vary widely and the diversity of teaching strategies reflect this. The most common Learning outcomes included as “Frailty” are about the concept of frailty, Comprehensive Geriatric Assessments and Roles of the MDT. Frailty teaching is predominantly opportunistic and occurred within geriatric medicine rotations in all medical schools. Assessments focus on frailty syndromes such as falls and delirium. Conclusion There is variation regarding how frailty has been interpreted and approached by medical schools. Frailty is represented in an array of teaching and assessment methods, with a lack of constructive alignment to related learning outcomes. Consensus should be agreed as to what frailty means in medical education. Further research is required to explore which frailty-specific educational strategies in undergraduate medical education enhance learning.

scholarly journals Re-using questions in classroom-based assessment: An exploratory study at the undergraduate medical education level

2018 ◽  
Vol 7 (6) ◽  
pp. 373-378 ◽  
Author(s):  
Sébastien Xavier Joncas ◽  
Christina St-Onge ◽  
Sylvie Bourque ◽  
Paul Farand
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Exploratory Study ◽  
Education Level

scholarly journals Simulation in undergraduate medical education: Designing a programme to improve medical students’ non-technical skills

2015 ◽  
Vol 23 ◽  
pp. S102 ◽  
Author(s):  
E. Martinou ◽  
R. Chindambaran ◽  
G. Krishnasamy ◽  
A. Johnson ◽  
J.O. Donnell ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Technical Skills

0120 Simulation And Undergraduate Medical Education: Medical Students’ Clinical And Non Technical Skills

2014 ◽  
Author(s):  
Eirini Martinou ◽  
William Tart ◽  
Renju Chindambaran ◽  
Andrea Yap ◽  
James O’Donnell ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Technical Skills ◽  
Education Medical

Using Technology to Teach and Teaching About Technology

2020 ◽  
pp. 379-403 ◽  
Author(s):  
Shohreh V. Anand ◽  
Tejwansh S. Anand
Keyword(s):  
Medical Education ◽  
Clinical Practice ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Clinical Setting ◽  
Digital Technology ◽  
Education Technology ◽  
Medical Settings ◽  
Current State ◽  
Educational Theories

This chapter analyzes the role played by technology in undergraduate medical education (UME) using two perspectives: how technology is used as a tool to facilitate teaching and how medical students are taught to use technology in the clinical setting. For each perspective, a survey of literature, published from 2009 to 2019, was conducted to understand the current state. Authors critically examine the current state and describe and analyze issues with it. Recommendations are made for improving the blending of medical education, technology, pedagogy, and clinical practice. The narrative in this chapter is at the intersection of digital technology, educational theories, and medical settings (educational and practice).

scholarly journals Undergraduate medical education: a national survey of consultant radiologists

2020 ◽  
Vol 93 (1112) ◽  
pp. 20200380 ◽  
Author(s):  
C Chew ◽  
PJ O’Dwyer
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
National Survey ◽  
Online Survey ◽  
Professional Activity ◽  
Large Drop ◽  
Current Role ◽  
Health Boards

Objective: Rising clinical demand and changes to Radiologists’ job plans mean it is becoming ever more difficult for Radiologists to teach medical students. The aim of this study was to assess the current role of Radiologists in undergraduate medical education in Scotland. Methods: Consultant Radiologists working across all 14 Scottish Health Boards were invited by email to participate in an anonymous short online survey. The survey ran for 6 weeks from November 2019. One reminder email was sent a week before the survey closed. Results: 102 responses were recorded, representing 34% of the total whole time equivalent Radiologists in Scotland. All agreed Radiology should be taught to medical students. Over 70% (n = 73) taught medical students, most often during supporting professional activity time. 76 percent of Radiologists who did not teach expressed a desire to do so. The most common barrier to teaching was not having enough time in their job plan. Scottish Radiologists delivered a median of 10 h (IQR 0–22) a year of teaching to medical students. Thematic analysis of free comments revealed staffing/time constraints severely limiting ability to teach. Conclusion: This is the first national survey to assess the current role of Radiologists in teaching medical students. While most are teaching or want to teach, there is a large drop-off between current Scottish and previously reported UK median teaching hours. Engagement from Universities, Royal College of Radiologists and Health Boards is urgently needed to reverse this trend. Advances in knowledge: This is the first national survey into the current role of Radiologists in undergraduate medical education. There is a large drop-off between current Scottish and previously reported UK median teaching hours.

scholarly journals Undergraduate medical students’ behavioural intentions towards medical errors and how to handle them: a qualitative vignette study

BMJ Open ◽  
2018 ◽  
Vol 8 (3) ◽  
pp. e019500 ◽  
Author(s):  
Isabel Kiesewetter ◽  
Karen D Könings ◽  
Moritz Kager ◽  
Jan Kiesewetter
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Qualitative Content Analysis ◽  
Case Vignette ◽  
Preventive Action ◽  
Undergraduate Medical Students ◽  
Case Scenario ◽  
Online Questionnaire ◽  
Behavioural Intentions

ObjectivesIn undergraduate medical education, the topics of errors in medicine and patient safety are under-represented. The aim of this study was to explore undergraduate medical students’ behavioural intentions when confronted with an error.DesignA qualitative case vignette survey was conducted including one of six randomly distributed case scenarios in which a hypothetical but realistic medical error occurred. The six scenarios differed regarding (1) who caused the error, (2) the presence of witnesses and (3) the consequences of the error for the patient. Participants were asked: ‘What would you do?”. Answers were collected as written free texts and analysed according to qualitative content analysis.SettingStudents from German medical schools participated anonymously through an online questionnaire tool.ParticipantsAltogether, n=159 students answered a case scenario. Participants were on average 24.6 years old (SD=7.9) and 69% were female. They were undergraduate medical students in their first or second year (n=27), third, fourth or fifth year (n=107) or final year (n=21).ResultsDuring the inductive coding process, 19 categories emerged from the original data and were clustered into four themes: (1) considering communication; (2) considering reporting; (3) considering consequences; and (4) emotional responsiveness. When the student him/herself caused the error in the scenario, participants did mention communication with colleagues and taking preventive action less frequently than if someone else had caused the error. When a witness was present, participants more frequently mentioned disclosure of the error and taking actions than in the absence of a witness. When the outcome was significant to the patient, participants more often showed an emotional response than if there were no consequences.ConclusionsThe study highlights the importance of coping strategies for healthcare professionals to adequately deal with errors. Educators need to introduce knowledge and skills on how to deal with errors and emotional preparedness for errors into undergraduate medical education.

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