scholarly journals O Ensino da Psicologia em Medicina: Contexto, Metodologias e Identidade do Médico

2016 ◽  
Vol 29 (12) ◽  
pp. 867 ◽  
Author(s):  
Silvia Ouakinin
Keyword(s):  
Medical Education ◽  
Cultural Context ◽  
Medical Training ◽  
Medical Curriculum ◽  
Relevant Literature ◽  
Medical Psychology ◽  
Negative Attitudes ◽  
Teaching Of Psychology ◽  
The Matrix ◽  
Teaching Psychology

Introduction: Teaching Psychology in medical curriculum has been the subject of numerous dissertations that focus on the relevance of this knowledge for doctors, at a general level.Methods: A non-systematic review of the relevant literature, particularly from the last decade, as well as national and international recommendations addressing the need for integration of behavioural and social sciences in medical training, was performed.Results: The literature supports the existence of preconceptions and negative attitudes towards the role of psychology in medical education, demonstrated by research in various european and american universities. The socio-cultural context, the different methodologies and barriers experienced by teachers in medical education are listed and provide the matrix for a more comprehensive discussion of the development of the doctor’s identity.Conclusion: Revisiting the experience of many years of teaching Medical Psychology, it is considered that the process of integration of this curricular area should occur horizontally and vertically throughout the course, stressing the need for the pedagogical training of teachers. Concepts that arise from personal reflection, adjusted to the reality of our education and the basic principles that guide it, are elaborated in order to integrate the teaching of Psychology in Medicine, emphasizing its importance and utility in the competencies and abilities of future doctors.

scholarly journals Predicating Attitude Toward Learning Communication Skills in Medical Students of Shahid Beheshti University

2020 ◽  
Vol 9 (1) ◽  
pp. 21-25
Author(s):  
Maryam Akbarilakeh ◽  
Fahimeh Fargah ◽  
Katatyoun Razjouyan ◽  
Mitra Rahimzadeh
Keyword(s):  
Medical Students ◽  
Personality Traits ◽  
Communication Skills ◽  
Medical Training ◽  
Medical Curriculum ◽  
Attitude Scale ◽  
Negative Attitudes ◽  
Five Dimensions ◽  
Significant Relationships ◽  
Convenience Sampling

Background: The ability of communicating with people is of great importance for physicians. Predicting unknown variables like personality traits is one of the important impressive issues in choosing future medical experts in medical training. Regarding this, medical colleges have training programs all around the world. The present study aimed to investigate the attitude toward learning communication skills based on the personality traits of medical students. Materials and Methods: This correlational study was done in 2019 and the participants were medical students who were selected using a convenience sampling method. Zuckerman-Kuhlman personality questionnaire and communication skills attitude scale (CSAS) were used for data collection. CSAS was used to assess positive and negative attitudes. Results: The results showed that only the sociability dimension among the five dimensions of personality had a significant relationship with attitude toward learning communication skills (P=0.018). Moreover, significant relationships of gender (P=0.022), mother’s education level (P=0.049), and residence (P=0.036) with attitude to learning communication skills were found. Conclusion: According to the results, the dimension of demographic characteristics is effective in improving communication skills of medical students. Therefore, it is recommended that it should be considered in medical curriculum development and revision and modifications.

scholarly journals Decolonising ideas of healing in medical education

2020 ◽  
Vol 46 (4) ◽  
pp. 265-272 ◽  
Author(s):  
Amali U Lokugamage ◽  
Tharanika Ahillan ◽  
S D C Pathberiya
Keyword(s):  
Medical Education ◽  
Medical Training ◽  
Medical Curriculum ◽  
Medical Pluralism ◽  
Cultural Humility ◽  
Human Beings ◽  
Complex Needs ◽  
University College ◽  
Generational Trauma ◽  
University College London

The legacy of colonial rule has permeated into all aspects of life and contributed to healthcare inequity. In response to the increased interest in social justice, medical educators are thinking of ways to decolonise education and produce doctors who can meet the complex needs of diverse populations. This paper aims to explore decolonising ideas of healing within medical education following recent events including the University College London Medical School’s Decolonising the Medical Curriculum public engagement event, the Wellcome Collection’s Ayurvedic Man: Encounters with Indian Medicine exhibition and its symposium on Decolonising Health, SOAS University of London’s Applying a Decolonial Lens to Research Structures, Norms and Practices in Higher Education Institutions and University College London Anthropology Department’s Flourishing Diversity Series. We investigate implications of ‘recentring’ displaced indigenous healing systems, medical pluralism and highlight the concept of cultural humility in medical training, which while challenging, may benefit patients. From a global health perspective, climate change debates and associated civil protests around the issues resonate with indigenous ideas of planetary health, which focus on the harmonious interconnection of the planet, the environment and human beings. Finally, we look further at its implications in clinical practice, addressing the background of inequality in healthcare among the BAME (Black, Asian and minority ethnic) populations, intersectionality and an increasing recognition of the role of inter-generational trauma originating from the legacy of slavery. By analysing these theories and conversations that challenge the biomedical view of health, we conclude that encouraging healthcare educators and professionals to adopt a ‘decolonising attitude’ can address the complex power imbalances in health and further improve person-centred care.

An Uncertain Enterprise: Learning to Heal in the Enlightenment

1996 ◽  
Author(s):  
Thomas Neville Bonner
Keyword(s):  
Medical Education ◽  
Medical Training ◽  
Medical Curriculum ◽  
Practical Experience ◽  
Industrial Change ◽  
Medical Study ◽  
National Differences ◽  
Teachers And Students ◽  
History Of ◽  
New Institutions

There was no more turbulent yet creative time in the history of medical study than the latter years of the eighteenth century. During this troubled era, familiar landmarks in medicine were fast disappearing; new ideas about medical training were gaining favor; the sites of medical education were rapidly expanding; and the variety of healers was growing in every country. Student populations, too, were undergoing important changes; governments were shifting their role in medicine, especially in the continental nations; and national differences in educating doctors were becoming more pronounced. These transformations are the subject of the opening chapters of this book. These changes in medical education were a reflection of the general transformation of European society, education, and politics. By the century’s end, the whole transatlantic world was in the grip of profound social and political movement. Like other institutions, universities and medical schools were caught up in a “period of major institutional restructuring” as new expectations were placed on teachers and students. Contemporaries spoke of an apocalyptic sense of an older order falling and new institutions fighting for birth, and inevitably the practice of healing was also affected. From the middle of the century, the nations of Europe and their New World offspring had undergone a quickening transformation in their economic activity, educational ideas, and political outlook. By 1800, in the island kingdom of Great Britain, the unprecedented advance of agricultural and industrial change had pushed that nation into world leadership in manufacturing, agricultural productivity, trade, and shipping. Its population growth exceeded that of any continental state, and in addition, nearly three-fourths of all new urban growth in Europe was occurring in the British Isles. The effects on higher education were to create a demand for more practical subjects, modern languages, and increased attention to the needs of the thriving middle classes. Although Oxford and Cambridge, the only universities in England, were largely untouched by the currents of change, the Scottish universities, by contrast, were beginning to teach modern subjects, to bring practical experience into the medical curriculum, and to open their doors to a wider spectrum of students.

PERSPECTIVE: Leadership in medical education: call to action

2021 ◽  
Vol 7 (2) ◽  
pp. 72-76
Author(s):  
Victor Do
Keyword(s):  
Medical Education ◽  
Leadership Development ◽  
Hidden Curriculum ◽  
Medical Training ◽  
Relevant Literature ◽  
Leadership Competencies ◽  
Modern Medicine ◽  
Further Training ◽  
Call To Action ◽  
Medical Trainees

Leadership development in medical trainees is a frequent topic of discussion as we continue to grapple with better equipping physicians for the realities of “modern medicine.” Leadership is a critical competency for physicians to foster. Ironically, medical education rarely integrates leadership development into formal curricula. The conversations and formal policies around leadership development are relegated to the “hidden curriculum” of medical education. This paper describes the experience of Canadian medical trainees who pursue leadership opportunities and further training to develop leadership competencies in the context of relevant literature on leadership development. As leadership is a crucial competency to prepare physicians for medicine in 2020 and beyond, promotion of early leadership development in medical training is urgently required.

Teaching Psychology in the Medical Curriculum: Students' Perceptions of a Basic Science Course in Medical Psychology

1983 ◽  
Vol 10 (3) ◽  
pp. 149-153 ◽  
Author(s):  
David S. Krantz ◽  
Lynn A. Durel ◽  
Jerome E. Singer ◽  
Robert J. Gatchel
Keyword(s):  
Basic Science ◽  
Medical Curriculum ◽  
Medical Psychology ◽  
Teaching Psychology

scholarly journals Curriculum Development on the Human Rights of People with Disabilities for Future Medical Education: Using a modified Delphi

2021 ◽  
Author(s):  
Bomyee Lee ◽  
So-Youn Park
Keyword(s):  
Medical Education ◽  
Healthcare Workers ◽  
Medical Curriculum ◽  
People With Disabilities ◽  
Healthcare Services ◽  
Educational Content ◽  
Negative Attitudes ◽  
Introductory Course ◽  
Modified Delphi ◽  
Health Rights

Abstract Background Healthcare workers’ negative attitudes towards people with disabilities and limited understanding of disability characteristics create barriers for people with disabilities to access healthcare services. Healthcare workers untrained in treating patients with disabilities may exhibit negative attitudes, such as a doctor’s unilateral decisions or insufficient respect for patients’ experiences and opinions. This study aimed to develop a systematic medical education curriculum for increasing understanding of people with disabilities and treating patients with disabilities. Methods The authors conducted a systematic literature review to develop and verify the basic framework of the educational content and curriculum. Two surveys were also developed using the Delphi method to evaluate the adequacy and necessity of educational topics. Items with a content validity ratio equal to or greater than the minimum value were considered valid. Survey panels comprised academic experts and healthcare practitioners who were working with people with disabilities. We conducted two surveys, one for a basic and the other for an advanced course, in which 13 to 16 respondents took part. Results The authors selected 13 topics for the ‘Basic Introductory Course’ and included general educational content on the health rights of people with disabilities focused on improving students’ knowledge of disabilities. The authors also selected 12 topics for the ‘Care and Communication for Patients with Disabilities Course’ designed to improve students’ understanding of interviewing and communicating with patients with disabilities. Conclusions In Korea, disability has received little attention in the medical curriculum to date. The curriculum developed in this study provides preliminary data for guiding future directions in medical education and developing specific support plans for education that promotes people with disabilities’ health rights.

Integrating Evolutionary Biology into Medical Education

2019 ◽  
Keyword(s):  
Public Health ◽  
Medical Education ◽  
Medical Students ◽  
Evolutionary Biology ◽  
Medical Training ◽  
Medical Curriculum ◽  
Evolutionary Medicine ◽  
Evolutionary Perspective ◽  
Female Reproduction ◽  
Teaching Aids

Clinicians and scientists are increasingly recognising the importance of an evolutionary perspective in studying the aetiology, prevention, and treatment of human disease; the growing prominence of genetics in medicine is further adding to the interest in evolutionary medicine. In spite of this, too few medical students or residents study evolution. This book builds a compelling case for integrating evolutionary biology into undergraduate and postgraduate medical education, as well as its intrinsic value to medicine. Chapter by chapter, the authors – experts in anthropology, biology, ecology, physiology, public health, and various disciplines of medicine – present the rationale for clinically-relevant evolutionary thinking. They achieve this within the broader context of medicine but through the focused lens of maternal and child health, with an emphasis on female reproduction and the early-life biochemical, immunological, and microbial responses influenced by evolution. The tightly woven and accessible narrative illustrates how a medical education that considers evolved traits can deepen our understanding of the complexities of the human body, variability in health, susceptibility to disease, and ultimately help guide treatment, prevention, and public health policy. However, integrating evolutionary biology into medical education continues to face several roadblocks. The medical curriculum is already replete with complex subjects and a long period of training. The addition of an evolutionary perspective to this curriculum would certainly seem daunting, and many medical educators express concern over potential controversy if evolution is introduced into the curriculum of their schools. Medical education urgently needs strategies and teaching aids to lower the barriers to incorporating evolution into medical training. In summary, this call to arms makes a strong case for incorporating evolutionary thinking early in medical training to help guide the types of critical questions physicians ask, or should be asking. It will be of relevance and use to evolutionary biologists, physicians, medical students, and biomedical research scientists.

scholarly journals Humanism in Asian medical education - A scoping review

2022 ◽  
Vol 7 (1) ◽  
pp. 9-20
Author(s):  
Cindy Shiqi Zhu ◽  
Ryan Kye Feng Yap ◽  
Samuel Yong Siang Lim ◽  
Ying Pin Toh ◽  
Victor Weng Keong Loh
Keyword(s):  
Medical Education ◽  
Thematic Analysis ◽  
Scoping Review ◽  
Curriculum Design ◽  
Health Care Professionals ◽  
Cultural Context ◽  
Medical Training ◽  
Scoping Reviews ◽  
Common Framework ◽  
The Subject

Introduction: Humanistic values lie at the heart of medicine. In the wake of professional breaches among health care professionals, the place of humanistic values in medical training has been the subject of much debate and development in the literature. This scoping review aims to map the current understanding of how humanism in the Asian socio-cultural context may be understood and applied, and how the strengthening of humanistic values may be further integrated into medical schools in Asia. Methods: Arksey and O'Malley's approach to scoping reviews was used to guide the study protocol. Databases PubMed, ERIC, EMBASE, Scopus, CINAHL, and Web of Science were searched for articles on humanism and medical education in Asia. Data charting and thematic analysis were performed on the final articles selected. Results: Three hundred and six abstracts were retrieved, 93 full-text articles were analysed, and 48 articles were selected. Thematic analysis revealed four themes on the need to strengthen humanistic values, the challenge of finding a common framework and definition, opportunities in medical school for curriculum design and training, and the need for validated tools in program evaluation in Asia. Conclusion: Themes highlighted in this review show an increasing recognition amongst Asian medical educators of the importance of inculcating humanistic values into medical training. Further research and ongoing discussion are needed to develop culturally relevant, effective, and integrative curricula in order to promote humanistic attitudes and behaviours among medical students and physicians in Asia.

18. The future of Canadian residency education: The core competency project

2007 ◽  
Vol 30 (4) ◽  
pp. 37
Author(s):  
J. Frank ◽  
J. Nagle ◽  
R. Ramsarin ◽  
D. Danoff ◽  
P. Rainsberry
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Education Policy ◽  
Medical Training ◽  
Medical Profession ◽  
Relevant Literature ◽  
Core Competency ◽  
Primary Methods ◽  
The Core ◽  
Practicing Physicians

The Core Competency Project (CCP) is an initiative to reexamine fundamental recurring issues in Canadian medical education, including: (1) premature career decision making by medical students, (2) barriers to changing career disciplines by residents and practicing physicians, (3) lack of clarity on the role of “generalism” in medical training, and (4) the optimal structure and function of the PGME system. The CCP is a collaborative national endeavour of The Royal College of Physicians and Surgeons of Canada and the College of Family Physicians of Canada. From 2005 to 2007, the CCP employed four primary methods, including: (1) a systematic review of relevant literature, (2) a series of commentary papers by leaders in medicine and medical education, (3) a series of focus groups across Canada involving medical students, residents, and practicing physicians, and (4) a national survey of stakeholders. This was supplemented by consultations with key groups in the medical profession. We describe the findings of these studies and the implications for medical education policy in Canada and around the world. The CCP is an unprecedented national medical education policy initiative.

63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos

2007 ◽  
Vol 30 (4) ◽  
pp. 63 ◽  
Author(s):  
S. Edwards ◽  
S. Verma ◽  
R. Zulla
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Stress Management ◽  
Residency Training ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Program Directors ◽  
University Of Toronto ◽  
Resident Wellness ◽  
The University

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools. Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3. Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21). Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

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