scholarly journals Optimizing pre-clerkship medical education at the University of Ottawa

2022 ◽  
Vol 11 (S5) ◽  
Author(s):  
Neel Mistry ◽  
Paul Rooprai
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Learning Experience ◽  
Virtual Learning ◽  
Optimal Learning ◽  
Clinical Placements ◽  
Optimal Balance ◽  
New Variant ◽  
Vaccine Distribution ◽  
The University

COVID-19 has brought forth unprecedented changes in the delivery of medical education. With concerns rising over a new variant and an upheaval in vaccine distribution, institutions have had to re-strategize and, in many cases, implement provisional shutdowns to contain the spread of SARS-CoV-2. For medical schools, providing an optimal balance between in-person training and virtual learning has been challenging. At the University of Ottawa Faculty of Medicine, key components of the undergraduate medical education, including in-class lectures, interactive practical sessions, and clinical placements, have been affected by the pandemic. In this paper, we highlight barriers to an optimal learning experience among pre-clerkship students at the University of Ottawa and propose ways in which this can be overcome.

scholarly journals Child psychiatry in a new medical school in Hong Kong

1989 ◽  
Vol 13 (2) ◽  
pp. 67-69 ◽  
Author(s):  
C. K. Wong
Keyword(s):  
Medical Education ◽  
Hong Kong ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Child Psychiatry ◽  
Medical Schools ◽  
Chinese University ◽  
History Of ◽  
The University

There are two medical schools in Hong Kong, that of the University of Hong Kong and that of the Chinese University of Hong Kong. The former has a history of more than 100 years whereas the latter admitted its first batch of students only in 1981. Both use English as the teaching medium and both are recognised by the GMC. I received my undergraduate medical education in the former but have been teaching in the latter for seven years.

scholarly journals Assessing Residents' Competency at Baseline: How Much Does the Medical School Matter?

2017 ◽  
Vol 9 (5) ◽  
pp. 616-621 ◽  
Author(s):  
Nathan S. Gollehon ◽  
R. Brent Stansfield ◽  
Larry D. Gruppen ◽  
Lisa Colletti ◽  
Hilary Haftel ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Health System ◽  
Undergraduate Medical Education ◽  
Clinical Performance ◽  
Data Gathering ◽  
Performance Data ◽  
Practical Significance ◽  
University Of Michigan ◽  
The University

ABSTRACT Background  Although there is some consensus about the competencies needed to enter residency, the actual skills of graduating medical students may not meet expectations. In addition, little is known about the association between undergraduate medical education and clinical performance at entry into and during residency. Objective  We explored the association between medical school of origin and clinical performance using a multi-station objective structured clinical examination for incoming residents at the University of Michigan Health System. Methods  Prior to assuming clinical duties, all first-year residents at the University of Michigan Health System participate in the Postgraduate Orientation Assessment (POA). This assesses competencies needed during the first months of residency. Performance data for 1795 residents were collected between 2002 and 2012. We estimated POA variance by medical school using linear mixed models. Results  Medical school predicted the following amounts of variance in performance—data gathering scores: 1.67% (95% confidence interval [CI] 0.36–2.93); assessment scores: 4.93% (95% CI 1.84–6.00); teamwork scores: 0.80% (95% CI 0.00–1.82); communication scores: 2.37% (95% CI 0.66–3.83); and overall POA scores: 4.19% (95% CI 1.59–5.35). Conclusions  The results show that residents' medical school of origin is weakly associated with clinical competency, highlighting a potential source of variability in undergraduate medical education. The practical significance of these findings needs further evaluation.

scholarly journals Community organization feedback about an undergraduate medical education service learning program

2021 ◽  
Author(s):  
Roger Berrington ◽  
Nina Condo ◽  
Felicien Rubayita ◽  
Karen Cook ◽  
Chelsea Jalloh
Keyword(s):  
Medical Education ◽  
Service Learning ◽  
Undergraduate Medical Education ◽  
Community Organization ◽  
Community Organizations ◽  
Learning Program ◽  
Community Partners ◽  
University Partnerships ◽  
Community Based Organization ◽  
The University

Background: In 2016, Service Learning (SL) became a curricular requirement for undergraduate medical education (UGME) students at the University of Manitoba. Students partner with a community-based organization for two years to engage in non-clinical activities in community settings. Significant feedback has been collected from students re: their SL experiences. This project specifically collected feedback from community organizations involved with SL. Methods: In June 2019, an electronic survey was distributed to the 36 community organizations involved with SL. Results: Twenty-seven organizations completed the survey. Feedback was grouped into two main themes: 1) Logistics and 2) The SL Experience. About half (52%) of respondents indicated it was “easy” to schedule students for SL; however, students’ busy schedules and differences between hours of organization programming and students’ availability were highlighted. Most respondents described students as “engaged” (70%); respondents indicated SL raised students’ understanding of power and privilege (56%) and systemic oppression (63%). Conclusions: Community organizations shared valuable insights to inform the SL program. Results identified specific aspects of the SL program to address moving forward, such as sharing learning objectives with community partners. Ensuring processes are in place to obtain feedback from community partners is an essential step to improve SL programs, and to strengthen reciprocal community-university partnerships.  

scholarly journals Effect of COVID-19 on Undergraduate Medical Education: A Letter from Pakistan

2021 ◽  
Keyword(s):  
Medical Education ◽  
Chest Pain ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Virtual Learning ◽  
Learning Systems ◽  
Undergraduate Medical Students ◽  
Global Pandemic ◽  
Bush Fire ◽  
The Impact

First identified in Wuhan, China, on December 31 2019, coronavirus spread like bush fire. The WHO declared it as a Global Pandemic on March 11 2021. COVID-19 was termed novel based on newly identified pathogens, thus leading to a state of uncertainty regarding treatment and prevention1. This virus can present with an array of symptoms; dry cough, breathlessness, chest pain, myalgia, and diarrhea2. Undergraduate medical education has shifted to virtual learning systems to halt the transmission of the virus. This letter elaborates on the challenges faced and the impact of COVID-19 on the life of undergraduate medical students.

scholarly journals Immersive psychiatry simulation: a novel course for medical student training

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S153-S154
Author(s):  
Kenneth Ruddock ◽  
Kim Herbert ◽  
Catriona Neil ◽  
Neera Gajree ◽  
Karli Dempsey
Keyword(s):  
Risk Assessment ◽  
Medical Education ◽  
Communication Skills ◽  
Learning Experience ◽  
School Curriculum ◽  
Skin Damage ◽  
Education Faculty ◽  
Clinical Placements ◽  
Compulsive Disorder ◽  
Clinical Scenarios

AimsOver the last decade, there have been significant developments in the use of simulation for undergraduate medical education. Despite simulation's diverse applications across the medical school curriculum, it has thus far been underutilised within psychiatry teaching. Psychiatric simulation can support students to develop strategies to elicit psychopathology, de-escalate an aggressive patient or perform a risk assessment. Such experiences can be difficult to encounter during clinical placements and may expose a student or patient to an unacceptable level of risk. We have therefore developed an immersive simulation course that aims to enhance undergraduate psychiatry training.MethodOur course was developed by medical education faculty and psychiatry staff. The course handbook includes storyboards, patient scripts and debrief guidelines. Clinical scenarios are mapped to university intended learning outcomes and include; conducting a risk assessment for a patient with emotionally unstable personality disorder and comorbid depression, managing a manic patient in the Emergency Department and assessing a patient with obsessive-compulsive disorder who has developed skin damage due to hand washing.The one-day course is delivered to groups of 4-8 students from the Universities of Glasgow and Edinburgh during their placements in NHS Lanarkshire. The course takes place in a simulation suite and is facilitated by psychiatrists and medical education faculty. Students each take the lead role during a clinical scenario in which they will encounter a simulated patient. Live video from the simulation is broadcast to other candidates. Scenarios last 10-15 minutes with a 20-30 minute group debrief immediately afterwards. The debrief utilises the PEARLS framework (Promoting Excellence and Reflective Learning in Simulation) and provides the opportunity for peer and facilitator feedback, as well as discussions regarding mental state examination, diagnosis and management.ResultQualitative and quantitative feedback has been collected via an anonymous electronic post-course questionnaire. To date, the course has received universally positive feedback. 93% of candidates rated the overall quality of the course as a learning experience as ‘excellent’. Students reported that the course helped them develop communication skills which they could apply to future clinical situations. In addition, candidates felt participation had increased their confidence in taking a psychiatric history and performing a risk assessment.ConclusionImmersive simulation is an underutilised tool in psychiatry education. Our course complements the existing educational programme of lectures and ward-based teaching and has been positively received. It provides the opportunity for students to develop interview techniques and communication skills in a safe, controlled environment.

scholarly journals Global Health in Ottawa: An Interview with Dr. Anne McCarthy, Lead for Undergraduate Medical Education in Global Health

2017 ◽  
Author(s):  
Gaeun Rhee ◽  
Yuan Yi (Ryan) Dong
Keyword(s):  
Medical Education ◽  
Global Health ◽  
Undergraduate Medical Education ◽  
Travel Medicine ◽  
International Health ◽  
Clinical Work ◽  
Tropical Medicine ◽  
Health Clinic ◽  
Ottawa Hospital ◽  
The University

Dr. Annie McCarthy, MD, is Professor of Medicine at the University of Ottawa and a member of the Division of Infectious Diseases at the Ottawa Hospital. She is the Lead for Undergraduate Medical Education Global Health and previous Director of the Office of Global Health for the Faculty of Medicine, University of Ottawa. In addition, she is the Director of the Tropical Medicine and International Health Clinic at the Ottawa Hospital. She is in charge of tropical medicine teaching at an UGME and PGME level. For more than two decades, she has been involved with travel medicine on a clinical, research and policy level. She has been committed to preparing particularly medical trainees for safe and ethical electives in resource poor settings. Her clinical work includes many new Canadians, including many refugees. She has a large educational commitment, including undergraduate, postgraduate medical and continuing education teaching in infectious disease, travel medicine, tropical medicine and global health.

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