Rapid Implementation of a Novel Embedded Senior Medical Student Program, as a Response to the Educational Challenges of COVID-19

As with many OECD countries, graduating medical students have been choosing specialist careers at a greater rate than ever before. Generalism in the form of family (general practice) and more generalist medical specialties have been trending down resulting in distributional geographic challenges. With the advent of COVID-19 in March 2020, medical schools and in particular the Joint Medical Program situated in a regional and rural area in NSW Australia had the unique opportunity to rethink the penultimate year curriculum when the previous rapid rotation model through numerous medical specialities became untenable. The need to vision a new practical pragmatic curriculum spurred a rapid revaluation of assessment, placement length and model with a pivot to an “embedded senior student placement” agnostic of discipline and supported by a competency-based learning portfolio. This article explores the barriers and enablers and identifies the potential elements of this type of placement which can be adapted to community and smaller rural sites. The positive student and supervisor experience also enabled an employment model to be woven into the students learning and ensured on hand medical student workforce for hospitals throughout the rural footprint. The capacity of these placements to celebrate variation in experience and support students to learn on the job have now caused a revision of the penultimate year with expectation of gains in students’ satisfaction and in employability. It has also opened up options to deliver and increase the inherent value of generalist placements with likely long term workforce benefit.

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Penerapan Self-Directed Learning Melalui Sistem PBL Pada Mahasiswa Fakultas Kedokteran di Asia: Suatu Kajian Literatur

Jurnal Pendidikan Kedokteran Indonesia The Indonesian Journal of Medical Education ◽

10.22146/jpki.32227 ◽

2017 ◽

Vol 6 (3) ◽

pp. 133

Author(s):

Nur Meity ◽

Titi Savitri Prihatiningsih ◽

Efrayim Suryadi

Keyword(s):

Medical Student ◽

Medical Students ◽

Human Resources Management ◽

World Federation ◽

Self Directed Learning ◽

Learning Readiness ◽

Medical Specialties ◽

Life Long Learning ◽

Directed Learning ◽

The Right

Background: Medical student need to develop self-directed learning skills in order to promote life-long learning skill which important for medical professionality. Rate of progression and innovation in science along with future medical world challenge incresingly strengthen self-directed learning and life-long learning as something that need to be noted. The importance of SDL can be discerned when American Board of Medical Specialties and World Federation for Medical Education put it as something that need to be evaluate in medical student during their time of study. The aims of this study is to gain explanation about self-directed learning implementation through PBL system and self-directed learning readiness in medical institutions in Asia.Method: This study is a literature review, that is a study been held by searching, collect, analyze and summarize a number of articles concerning self-directed learning implementation through problem-based learning to medical students in Asia.Results: Self-directed learning readiness medical students in Asia is found inferior, especially in first year students. In addition, self-directed learning implementation for Asian context, found that influence of lecturer exceedingly intense, where the right insight of self-directed learning will have an impact to succeed it implementation. Moreover, self-directed learning acquaintance have to be accompanied with accurate human resources management as well as support of facility and infrastructure, where the successfulness of self-directed learning implementation required entailment and commitment of all party.

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Editorial

Acute Medicine Journal ◽

10.52964/amja.0048 ◽

2003 ◽

Vol 2 (3) ◽

Author(s):

Chris Roseveare ◽

Keyword(s):

Emergency Services ◽

Case Reports ◽

Community Acquired Pneumonia ◽

Rapid Expansion ◽

Medical Specialties ◽

Acute Medicine ◽

General Internal ◽

Competency Based ◽

Exciting Time ◽

The Uk

It could be said that the past 12 months have been an exciting time in the field of acute medicine. In addition to the high profile afforded by the publication of Reforming Emergency Care and the ongoing Emergency Services Collaborative, the significance of the recent acquisition of subspecialty status for Acute Medicine cannot be understated. This, in turn has enabled approval of a new competency-based training curriculum by the JCHMT. Hopefully within the next few months, specialist registrars in General Internal Medicine with Acute Medicine will be appointed to the first few numbered posts in this discipline. Clearly a rapid expansion in posts of this nature will be required in the next few years in order to meet the enormous demand for consultants in Acute Medicine. Recently, in common with other medical specialties, hospitals have experienced difficulties in recruiting suitable applicants for such posts resulting in many vacancies across the UK. One challenge for those of us already working in the field is to maintain enthusiasm for the concept, while we are waiting for the trainees to mature into competent consultants. This edition includes another varied selection of reviews. Community acquired pneumonia may be of particular relevance over the remaining winter months, although hopefully the brief mention of SARS in this paper will now only be of historical significance. Patients with hypercalcaemia, dysphagia and Guillan Barre syndrome may be less frequent attenders, but nonetheless often create management dilemmas with which the admitting physician needs to be familiar. In a departure from our previous format, we have included two case reports this time, both highlighting an important clinical scenario. Power kite flying may not be a familiar activity for many readers, but the outcome described by Merrison and colleagues justifies its inclusion as ‘a case to remember’. Mark Mallett, on the other hand, reminds us that syncope can, on occasions, reflect significant underlying pathology, even in an apparently healthy member of the hospital portering staff. Once again we would like to encourage similar submissions for future editions of the journal. After several years of association with CPD Acute Medicine and its predecessor, it is with great sadness that this edition is Paul Jenkins ’last as sub-editor. We wish him well as he moves on to new challenges in his role as President of the Society for Acute Medicine, and gratefully acknowledge all of his hard work in establishing the journal.

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Competency-Based Medical Education in Radiology: A Survey of Medical Student Perceptions

Canadian Association of Radiologists Journal ◽

10.1177/0846537119893663 ◽

2020 ◽

pp. 084653711989366

Author(s):

Joseph Yang ◽

Danny Jomaa ◽

Omar Islam ◽

Benedetto Mussari ◽

Corinne Laverty ◽

...

Keyword(s):

Medical Education ◽

Medical Student ◽

Medical Students ◽

Student Perceptions ◽

Diagnostic Radiology ◽

Competency Based Medical Education ◽

Residency Programs ◽

Radiology Residency ◽

Competency Based ◽

Almost All

Purpose: Implementing competency-based medical education in diagnostic radiology residencies will change the paradigm of learning and assessment for residents. The objective of this study is to evaluate medical student perceptions of competency-based medical education in diagnostic radiology programs and how this may affect their decision to pursue a career in diagnostic radiology. Methods: First-, second-, and third-year medical students at a Canadian university were invited to complete a 14-question survey containing a mix of multiple choice, yes/no, Likert scale, and open-ended questions. This aimed to collect information on students’ understanding and perceptions of competency-based medical education and how the transition to competency-based medical education would factor into their decision to enter a career in diagnostic radiology. Results: The survey was distributed to 300 medical students and received 63 responses (21%). Thirty-seven percent of students had an interest in pursuing diagnostic radiology that ranged from interested to committed and 46% reported an understanding of competency-based medical education and its learning approach. The implementation of competency-based medical education in diagnostic radiology programs was reported to be a positive factor by 70% of students and almost all reported that breaking down residency into measurable milestones and required case exposure was beneficial. Conclusions: This study demonstrates that medical students perceive competency-based medical education to be a beneficial change to diagnostic radiology residency programs. The changes accompanying the transition to competency-based medical education were favored by students and factored into their residency decision-making.

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3446 The OHSU Physician-Scientist Experience: Integrating intensive translational research training for medical students into a competency-based educational framework

Journal of Clinical and Translational Science ◽

10.1017/cts.2019.176 ◽

2019 ◽

Vol 3 (s1) ◽

pp. 74-75

Author(s):

Karen W. McCracken ◽

Peter Mayinger ◽

Cynthia Morris

Keyword(s):

Medical Student ◽

Medical Students ◽

Clinical Research ◽

Translational Research ◽

Research Experience ◽

Research Opportunities ◽

Competency Based ◽

Physician Scientist ◽

One Year ◽

The One

OBJECTIVES/SPECIFIC AIMS: The aim of this program is to provide early support to motivated medical students interested in a career as a physician-scientist in a framework of competency-based medical education. The CTSA creates an opportunity to provide clinical research education and protected time for research for medical students in clinical and translational research. METHODS/STUDY POPULATION: This physician-scientist experience offers research opportunities in a wide variety of research disciplines, focused on clinical and translational investigations. The program offers both five-month and one-year blocks of protected research time. The five-month option is integrated into the four- year medical curriculum. The one-year option requires enrollment in an established Master of Clinical Research degree. Both options provide research experience under the mentorship of a physician-scientist. The five-month option aligns with UME competencies categorized under the six ACGME Domains of Competence. The one-year option includes coursework in research design, biostatistics, research ethics, data management, scientific communication, and proposal development within the CTSA-based education program. All students in the program attend a bimonthly journal club and seminar series starting in year one and extending through the research experience. This includes discussion of the importance of mentorship, selecting a residency, scientific writing and presentation, and personal narratives of physician-scientists and their pathways to this career. All students will be followed to determine career outcome. RESULTS/ANTICIPATED RESULTS: Between 2015 and 2018, 67 students entered the program 46% selected the year out, and 56% selected the 5-month option. Students selecting this program constitute about 10% of the medical student population overall. We have had 17 graduates of the program to date. 55% of the cohort is women which parallels the OHSU medical student population. Long-term follow-up of at least 10 years will be needed to determine career outcomes. We assess student productivity by traditional measures of submitted abstracts, manuscripts, and presentations as well as longer term outcomes such as career orientation in medicine such as entry into a research-oriented residency and ultimately into an academic medicine or research. DISCUSSION/SIGNIFICANCE OF IMPACT: The OHSU physician-scientist experience successfully matches medical students with a diverse set of research mentors focused on the CTSA. Although institutional structures determine the variety of specific research opportunities, the integration of physician-scientist training into a CTSA-based training program expands the reach of training programs such as the TL1.

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Full medical program fees and medical student career intention

The Medical Journal of Australia ◽

10.5694/mja14.00454 ◽

2015 ◽

Vol 202 (1) ◽

pp. 46-49 ◽

Cited By ~ 8

Author(s):

Richard B Hays ◽

Kathleen R Lockhart ◽

Edward Teo ◽

Janie Smith ◽

David Waynforth

Keyword(s):

Medical Student ◽

Career Intention ◽

Medical Program

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First Nation and Medical Student Perspectives on the Participation in Culturally Immersive Learning Experiences During Medical Training

University of Ottawa Journal of Medicine ◽

10.18192/uojm.v6i2.1870 ◽

2016 ◽

Vol 6 (2) ◽

pp. 43-45

Author(s):

Caitlyn Vlasschaert ◽

Jennifer Constant

Keyword(s):

Medical Student ◽

First Nations ◽

Medical Training ◽

Indigenous Health ◽

Cultural Learning ◽

Northern Ontario ◽

Premières Nations ◽

Student Placement ◽

Person Perspective ◽

Premieres Nations

ABSTRACTImmersive cultural learning placements in First Nations communities allow medical students to develop a first-person perspective and a deeper understanding of the determinants of Indigenous health. Complementary student and community viewpoints on a medical student placement at Mattagami 71 reserve, a First Nations community in Northern Ontario, are presented in this commentary. RÉSUMÉLes placements d’apprentissage culturel par immersion dans les communautés des Premières Nations permettent aux étudiants en médecine de développer une perspective personnelle et une compréhension approfondie des déterminants de la santé chez les personnes autochtones. Ce commentaire présente les points de vue complémentaires d’une étudiante et d’un membre de la communauté sur un placement étudiant à la réserve Mattagami 71, une communauté des Premières Nations dans le nord de l’Ontario.

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Response to “Competency-Based Medical Education in Radiology: A Survey of Medical Student Perceptions”

Canadian Association of Radiologists Journal ◽

10.1177/08465371211044832 ◽

2021 ◽

pp. 084653712110448

Author(s):

Sihan Chen ◽

Jiakun Yu ◽

Sa-Bin Hong ◽

Jiun Yi Hoh

Keyword(s):

Medical Education ◽

Medical Student ◽

Student Perceptions ◽

Competency Based Medical Education ◽

Competency Based

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P.100 A competency-based stroke curriculum for non-neurologists

Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques ◽

10.1017/cjn.2017.184 ◽

2017 ◽

Vol 44 (S2) ◽

pp. S39-S39

Author(s):

S Aberdour ◽

A Henri-Bhargava

Keyword(s):

Internal Medicine ◽

Resident Education ◽

Medical Specialty ◽

Routine Care ◽

Resident Training ◽

Stroke Patients ◽

Professional Activities ◽

Modified Delphi ◽

Medical Program ◽

Competency Based

Background: Previously-identified deficiencies in stroke training for emergency and internal medicine trainees led us to develop a competency-based curriculum for a stroke rotation, based upon entrusbable professional activities (EPAs). EPAs are observable and measurable activities that are routine care within a given medical specialty. Methods: We surveyed stroke- and non-stroke neurologists using a modified Delphi process with two iterations. The survey sought input on the number and nature of EPAs considered most important and achievable during a one month stroke rotation. Results: Surveyed neurologists considered 5-10 EPAs as adequate and reasonable to achieve during a one month elective. A list of the most essential EPAs was obtained and will be used as the basis of a curriculum for rotating residents in Internal and Emergency medicine at the Island Medical Program in Victoria, BC. Conclusions: Our work highlights an approach to meeting an identified gap in resident training in an important area of neurology (stroke). A competency based approach to medical education, focusing on EPAs, offers an innovative way of approaching resident education that seeks to ensure residents develop skills that experts in the field have identified as most essential for the work at hand (in this case, the proper management of stroke patients).

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