THREE YEARS' EXPERIENCE WITH AN AFFILIATED RURAL RESIDENT TRAINING PROGRAM

PEDIATRICS ◽  
1952 ◽  
Vol 10 (4) ◽  
pp. 457-462
Author(s):  
MERL J. CARSON ◽  
BELLE DALE POOLE
Keyword(s):  
Medical Care ◽  
Medical Training ◽  
Medical Schools ◽  
Resident Training ◽  
Atlantic City ◽  
Educational Facilities ◽  
American Academy Of Pediatrics ◽  
Great Progress ◽  
Medical Educators ◽  
Widespread Interest

FOR several years medical educators have given increasing consideration to the problem of extending medical teaching beyond the period of medical school and residency training, into the area of medical practice. Dr. Edwards A. Park forcibly outlined this concept when he wrote, "Perhaps the greatest benefit which could be brought to pass in medical care in this country would result if the medical schools could be made to descend from their ivory towers—to use Dr. James Wilson's metaphor—and extend their educational facilities to the practicing physicians of the country and to assume the task of keeping them informed as a full part of their responsibilities." A few months later a committee of the American Academy of Pediatrics reported, "In its report to the Executive Board at the Academy's Annual Meeting in Atlantic City, November 20-23, 1948, the Committee on the Improvement of Child Health gave due recognition to the great progress over the last half century in the medical care of children, but emphasized that the full benefits of modern medical care are not available to all children. The Committee's overall recommendations based on the findings are twofold: "(1) To strengthen pediatric training in medical training in medical schools so that all doctors, not only specialists, may be thoroughly prepared to care for children, and "(2) To develop systems of decentralized training and rural extension services so that better medical care for children may be available in outlying areas." In view of the widespread interest in this concept and also in methods of developing a workable system of extending the services of a modern teaching center, it is felt that a description of the Children's Hospital-Imperial County Project might be of interest.

PRESIDENT'S ADDRESS

PEDIATRICS ◽  
1952 ◽  
Vol 9 (1) ◽  
pp. 1-6
Author(s):  
PAUL W. BEAVEN
Keyword(s):  
American Academy ◽  
Private Practice ◽  
Scientific Literature ◽  
Medical Schools ◽  
Public Welfare ◽  
Atlantic City ◽  
Pediatric Practice ◽  
Major Objective ◽  
American Academy Of Pediatrics ◽  
Pediatric Education

IT IS now, 21 years since the American Academy of Pediatrics was founded. It is not inappropriate at this time to call attention to this significant anniversary of our birth. In June 1930, at Detroit, its organization was completed and officers were elected. A year later, the first annual meeting was held in Atlantic City. It was made clear at that time that pediatricians were now convinced that a society was needed whose principal objective would be not solely to promote social and scientific needs of its members, but which would exist primarily to promote child welfare. The means by which this major objective would be gained would be to raise the standards of pediatric education and pediatric research; to encourage better pediatric training in medical schools and hospitals; to promote scientific contributions to pediatric literature; and to relate the private practice of pediatrics to the larger field of the welfare of all children. The society should cooperate with others whose objectives were similar, but would he the democratic forum for pediatric thought and endeavor. Following is a quotation from the constitution adopted at the first meeting: "The object of the Academy shall be to foster and stimulate interest in pediatrics and correlate all aspects of the work for the welfare of children which properly come within the scope of pediatrics. The Academy shall endeavor to accomplish the following purposes: to maintain the highest possible standards of pediatric education in medical schools and hospitals, in pediatric practice, and in research; ... to maintain the dignity and efficiency of pediatric practice in its relationship to public welfare; to promote publications and encourage contributions to medical and scientific literature pertaining to pediatrics."

scholarly journals Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Marleen W. Ottenhoff- de Jonge ◽  
Iris van der Hoeven ◽  
Neil Gesundheit ◽  
Roeland M. van der Rijst ◽  
Anneke W. M. Kramer
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Medical Schools ◽  
Structural Basis ◽  
Educational Beliefs ◽  
Beliefs About Teaching ◽  
Medical Educators ◽  
Teaching Learning ◽  
New Framework

Abstract Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

scholarly journals Web-based Medical Education During COVID-19 Lockdown: A Step Back or a Leap to the Future?

2021 ◽  
pp. 153473462110118
Author(s):  
Anna Eleftheriou ◽  
Aikaterini Rokou ◽  
Christos Argyriou ◽  
Nikolaos Papanas ◽  
George S. Georgiadis
Keyword(s):  
Medical Education ◽  
Clinical Training ◽  
Medical Training ◽  
Medical Schools ◽  
Web Based ◽  
Clinical Exposure ◽  
Virtual Teaching ◽  
Based Medicine ◽  
The Impact

The impact of coronavirus infectious disease (COVID-19) on medical education has been substantial. Medical students require considerable clinical exposure. However, due to the risk of COVID-19, the majority of medical schools globally have discontinued their normal activities. The strengths of virtual teaching now include a variety of web-based resources. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Conversely, students have received decreased clinical training in certain medical and surgical specialities, which may, in turn, reduce their performance, confidence, and abilities as future physicians. We sought to analyze the effect of telemedicine on the quality of medical education in this new emerging era and highlight the benefits and drawbacks of web-based medical training in building up future physicians. The COVID-19 pandemic has posed an unparalleled challenge to medical schools, which are aiming to deliver quality education to students virtually, balancing between evidence-based and experience-based medicine.

scholarly journals Design, Implementation and Evaluation of a Distance Learning Framework to Expedite Medical Education during COVID-19 pandemic: A Proof-of-Concept Study

2021 ◽  
Vol 8 ◽  
pp. 238212052110003
Author(s):  
Aida J Azar ◽  
Amar Hassan Khamis ◽  
Nerissa Naidoo ◽  
Marjam Lindsbro ◽  
Juliana Helena Boukhaled ◽  
...  
Keyword(s):  
Distance Learning ◽  
Cognitive Development ◽  
Collaborative Learning ◽  
Medical Schools ◽  
Design Strategies ◽  
Student Autonomy ◽  
Learning Framework ◽  
Theory Of Practice ◽  
Competency Based ◽  
Medical Educators

Background: The COVID-19 pandemic has forced medical schools to suspend on-campus live-sessions and shift to distance-learning (DL). This precipitous shift presented medical educators with a challenge, ‘to create a “ simulacrum” of the learning environment that students experience in classroom, in DL’. This requires the design of an adaptable and versatile DL-framework bearing in mind the theoretical underpinnings associated with DL. Additionally, effectiveness of such a DL-framework in content-delivery followed by its evaluation at the user-level, and in cognitive development needs to be pursued such that medical educators can be convinced to effectively adopt the framework in a competency-based medical programme. Main: In this study, we define a DL-framework that provides a ‘ simulacrum’ of classroom experience. The framework’s blueprint was designed amalgamating principles of: Garrison’s community inquiry, Siemens’ connectivism and Harasim’s online-collaborative-learning; and improved using Anderson’s DL-model. Effectiveness of the DL-framework in course delivery was demonstrated using the exemplar of fundamentals in epidemiology and biostatistics (FEB) course during COVID-19 lockdown. Virtual live-sessions integrated in the framework employed a blended-approach informed by instructional-design strategies of Gagne and Peyton. The efficiency of the framework was evaluated using first 2 levels of Kirkpatrick’s framework. Of 60 students, 51 (85%) responded to the survey assessing perception towards DL (Kirkpatrick’s Level 1). The survey-items, validated using exploratory factor analysis, were classified into 4-categories: computer expertise; DL-flexibility; DL-usefulness; and DL-satisfaction. The overall perception for the 4 categories, highlighted respondents’ overall satisfaction with the framework. Scores for specific survey-items attested that the framework promoted collaborative-learning and student-autonomy. For, Kirkpatrick’s Level 2 that is, cognitive-development, performance in FEB’s summative-assessment of students experiencing DL was compared with students taught using traditional methods. Similar, mean-scores for both groups indicated that shift to DL didn’t have an adverse effect on students’ learning. Conclusion: In conclusion, we present here the design, implementation and evaluation of a DL-framework, which is an efficient pedagogical approach, pertinent for medical schools to adopt (elaborated using Bourdieu’s Theory of Practice) to address students’ learning trajectories during unprecedented times such as that during the COVID-19 pandemia.

Viewpoint From the Division of Community Child Health

PEDIATRICS ◽  
1974 ◽  
Vol 54 (2) ◽  
pp. 251-251
Author(s):  
Joel Bass ◽  
Dorothea Johnson ◽  
Jacqueline Kirby ◽  
George A. Lamb ◽  
Janice C. Levy ◽  
...  
Keyword(s):  
Primary Care ◽  
Child Health ◽  
Medical Care ◽  
Medical Schools ◽  
House Staff ◽  
Teaching Hospitals ◽  
Primary Medical Care

We read with interest Dr. Nathan's comments on primary medical care (Pediatrics, 52:768, 1973), but feel compelled to add another viewpoint. One of the striking changes occurring today in teaching hospitals and medical schools is an increased awareness of and interest in primary care. Some institutions, including our own, have created residencies and fellowships in ambulatory pediatrics as a response to house staff interests and also in response to the needs of the surrounding community.

THE PEDIATRICIAN AND THE PUBLIC

PEDIATRICS ◽  
1952 ◽  
Vol 9 (6) ◽  
pp. 801-804
Author(s):  
EDWARD A. WISHROPP ◽  
EDGAR E. MARTMER
Keyword(s):  
American Academy ◽  
Medical Care ◽  
Assistant Professor ◽  
The United States ◽  
Pediatric Care ◽  
Care Plans ◽  
American Academy Of Pediatrics ◽  
Foreign Countries ◽  
Fact Finding ◽  
The University

At the annual meeting of the State Chairmen of the American Academy of Pediatrics in 1952, Dr. Edward A. Wishropp made a brief report of the plan for giving comprehensive pediatric care in Windsor, Ontario. This had been studied by the Academy's Committee on Medical Care Plans. In order that the membership of the Academy might have more information about the work of this important committee, the editor of this column requested Dr. Wishropp and Dr. Edgar E. Martmer to prepare a communication on this subject. INSURANCE PLAN REPORT THERE are many programs throughout the United States, Canada and several foreign countries, providing some degree of medical services for infants and children. These range from governmentally financed programs, offering supposedly complete care, to those furnished by individual pediatricians having agreements between the pediatrist and the parents. Because no comprehensive review of these various plans has been made, the Executive Board of the American Academy of Pediatrics created a committee to study insurance plans and programs. The president, Dr. Warren Quillian, appointed a Committee on Medical Care Plans as a fact-finding group. Serving with Dr. Edward A. Wishropp, chairman, are:[See Table In Source PDF] Some basic considerations, presented by Dr. S. J. Axelrod, Assistant Professor of Public Health at the University of Michigan, can be outlined as follows and these must serve as a working nucleus in determining a worth while and workable plan.

scholarly journals Inclusion of palliative care teaching in medical schools in Brazil

2021 ◽  
Vol 45 (2) ◽  
Author(s):  
Andrea Augusta Castro ◽  
Stella Regina Taquette ◽  
Natan Iório Marques
Keyword(s):  
Palliative Care ◽  
Medical Training ◽  
National Curriculum ◽  
Medical Schools ◽  
World Health ◽  
Ministry Of Education ◽  
The North ◽  
Curriculum Guidelines ◽  
Legal Frameworks ◽  
Health Organization

Abstract: Introduction: The palliative care (PC) approach is a care modality recommended by the World Health Organization. Suffering and the process of dying are present in everyday clinical practice, affecting people with life-threatening diseases. However, the predominant model of teaching in Brazilian medical schools does not include palliative care. Objectives: The aim of the study was to get to know the Brazilian medical schools that include PC in their curriculum, and how it has been taught. Methods: Descriptive and exploratory study, carried out by searching for medical schools with disciplines in PC, through the analysis of the course syllabi available in the curricular matrices on the official websites of higher education institutions from August to December 2018. They were analyzed considering the offered period of the PC content, workload, scenario, and type of discipline (elective or mandatory). Results: 315 schools registered with the Ministry of Education were found, and only 44 of them (14%) offer courses in PC. These schools are distributed throughout 11 Brazilian states, of which 52% are located in the Southeast region, 25% in the Northeast, 18% in the South, 5% in the Midwest, and none in the North region. The predominant modality of the type of discipline in PC was mandatory in 61% of schools. Most Brazilian medical schools are private entities (57%), a similar percentage to the total number of medical schools identified with the teaching of PC. This course takes place in the 3rd and 4th years of the course; in most schools, the workload was 46,9 hours. The predominant scenario is the classroom, while some institutions provide integration between teaching community service and medical practice. The program contents are diverse, including thanatology, geriatrics and finitude, humanization, bioethics, pain, oncology and chronic diseases. Conclusion: PC education in Brazil is insufficient, which represents a barrier to the training of doctors in line with the recommendations of international entities, the National Curriculum Guidelines and legal frameworks within the scope of SUS. Investments by medical entities and government agencies are necessary to increase teaching in PC and the consequent qualification of medical training.

scholarly journals Primary Care Resident Training for Obesity, Nutrition, and Physical Activity Counseling: A Mixed-Methods Study

2016 ◽  
Vol 18 (5) ◽  
pp. 672-680 ◽  
Author(s):  
Elizabeth L. Antognoli ◽  
Eileen L. Seeholzer ◽  
Heidi Gullett ◽  
Brigid Jackson ◽  
Samantha Smith ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary Care ◽  
Mixed Methods ◽  
Primary Care Physicians ◽  
Medical Training ◽  
Resident Training ◽  
National Guidelines ◽  
Residency Programs ◽  
Postgraduate Medical Training ◽  
Nutrition And Physical Activity

National guidelines have been established to support the role of primary care physicians in addressing obesity. Preparing primary care residents to recognize and treat overweight/obesity has been identified as an essential component of postgraduate medical training that is currently lacking. This study aims to identify how primary care residency programs are preparing physicians to counsel about obesity, nutrition, and physical activity (ONPA) and to examine program members’ perspectives regarding the place of ONPA counseling in the curriculum, and its relevance in primary care training. Using mixed methods, we collected and analyzed data on 25 family medicine, internal medicine, and obstetrics/gynecology residency programs across Ohio. Programs averaged 2.8 hours of ONPA-related didactics per year. Ten programs (42%) taught techniques for health behavior counseling. Having any ONPA-related didactics was associated with greater counseling knowledge (p = .01) among residents but poorer attitudes (p < .001) and poorer perceived professional norms (p = .004) toward ONPA counseling. Findings from interview data highlighted similar perceived barriers to ONPA counseling across all three specialties but variation in perception of responsibility to provide ONPA counseling. While widespread expectations that primary care physicians counsel their overweight and obese patients prevail, few residency programs provide training to support such counseling.

Does UK medical education provide doctors with sufficient skills and knowledge to manage patients with eating disorders safely?

2018 ◽  
Vol 94 (1113) ◽  
pp. 374-380 ◽  
Author(s):  
Agnes Ayton ◽  
Ali Ibrahim
Keyword(s):  
Eating Disorders ◽  
Patient Safety ◽  
Eating Disorder ◽  
Postgraduate Training ◽  
Medical Training ◽  
Improve Patient Safety ◽  
Medical Schools ◽  
Junior Doctors ◽  
The Uk ◽  
Improve Patient

BackgroundEating disorders affect 1%–4% of the population and they are associated with an increased rate of mortality and multimorbidity. Following the avoidable deaths of three people the parliamentary ombudsman called for a review of training for all junior doctors to improve patient safety.ObjectiveTo review the teaching and assessment relating to eating disorders at all levels of medical training in the UK.MethodWe surveyed all the UK medical schools about their curricula, teaching and examinations related to eating disorders in 2017. Furthermore, we reviewed curricula and requirements for annual progression (Annual Review of Competence Progression (ARCP)) for all relevant postgraduate training programmes, including foundation training, general practice and 33 specialties.Main outcome measuresInclusion of eating disorders in curricula, time dedicated to teaching, assessment methods and ARCP requirements.ResultsThe medical school response rate was 93%. The total number of hours spent on eating disorder teaching in medical schools is <2 hours. Postgraduate training adds little more, with the exception of child and adolescent psychiatry. The majority of doctors are never assessed on their knowledge of eating disorders during their entire training, and only a few medical students and trainees have the opportunity to choose a specialist placement to develop their clinical skills.ConclusionsEating disorder teaching is minimal during the 10–16 years of undergraduate and postgraduate medical training in the UK. Given the risk of mortality and multimorbidity associated with these disorders, this needs to be urgently reviewed to improve patient safety.

scholarly journals Que(e) rying undergraduate medical curricula: a cross-sectional online survey of lesbian, gay, bisexual, transgender, and queer content inclusion in UK undergraduate medical education

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nicholas Tollemache ◽  
Duncan Shrewsbury ◽  
Carrie Llewellyn
Keyword(s):  
Health Inequalities ◽  
Online Survey ◽  
Medical Training ◽  
Good Practice ◽  
Medical Schools ◽  
Survey Respondent ◽  
Lgbt Health ◽  
Cross Sectional ◽  
National Review ◽  
Almost All

Abstract Background Lesbian, Gay, Bisexual, and Transgender (LGBT) individuals are more likely to have negative healthcare experiences and worse health outcomes when compared with their heterosexual and cisgender counterparts. A key recommendation of the 2018 Stonewall-commissioned “LGBT in Britain” report was that the curricula, standards, and training provided by medical schools should be reviewed in order to encompass mandatory teaching about LGBT health inequalities and discrimination, LGBT-inclusive care and the use of appropriate language. The aim of our study was to conduct an in-depth national review of the content of LGBT teaching within the curricula of UK Medical Schools. Methods Course leads at all 37 UK Medical Schools with students currently enrolled in a primary undergraduate medical training course were asked between December 2019–March 2020 to complete a cross-sectional online survey comprised of 30 questions; divided into three sections relating to the current LGBT teaching (Part 1), any planned or future LGBT teaching (Part 2), and the opinions of the survey respondent about the coverage of LGBT topics (Part 3) at their institution. Responses were analysed using descriptive statistics. Results Questionnaires were received from 19/37 institutions (response rate: 51%). The median estimated number of hours of LGBT-teaching across the entire undergraduate course was 11.0 (IQR: 12.25). Teaching on LGBT mental health, gender identity, sexual orientation, awareness of LGBT-health inequalities, and LGBT discrimination in healthcare were reported by almost all respondents, whilst maternity and childbirth, chronic disease and LGBT adolescent health were least represented within the curriculum. Almost all (18 medical schools; 95%) responding institutions were considering implementing new LGBT teaching within the next three academic years. A lack of space within the curriculum is a universally reported barrier to the implementation of LGBT teaching. Only 5 (26%) survey respondents consider their institution’s current coverage of LGBT topics to be “Good” or “Very good”. Conclusion Our study demonstrates a significant variation in the amount and breadth of content within the undergraduate curricula of UK medical schools. Recommendations for increasing the quantity and quality of LGBT content are provided, based upon areas of good practice.

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