scholarly journals Twelve Tips for Effective Crisis Response in Medical Education Institutions: Lessons Learned from COVID-19

2020 ◽  
Author(s):  
Samar A. Ahmed ◽  
Mohamed H. K. Shehata ◽  
Raymond L Wells ◽  
Hani Atwa
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Crisis Management ◽  
Health Care Professionals ◽  
Task Force ◽  
Well Being ◽  
Crisis Response ◽  
Lessons Learned ◽  
Educational Process ◽  
Psychological Well Being

Medical education is facing great challenges and uncertainties amidst the COVID-19 pandemic. Medical Education Institutions are required to build a task force team for crisis management. These should be committed to supporting a sudden online education transition, academic support, and psychological well-being of students, staff members, health care professionals, paramedics, and faculty administration. As the situation evolves, the task force has to monitor the challenges and provide appropriate plans, guidance, and solutions. Leaders in medical education have a crucial role in response to the pandemic crisis in securing a successful educational process while ensuring the mental and psychological well-being of the stakeholders. Herein, we provide tips that can provide a guide for medical education leaders to coordinate crisis management.

scholarly journals Twelve tips for effective crisis response in medical education institutions: Lessons learned from COVID-19

2020 ◽  
Author(s):  
Samar A. Ahmed ◽  
Mohamed H. K. Shehata ◽  
Raymond L Wells ◽  
Hani Atwa ◽  
Hebat Allah Amin
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Crisis Management ◽  
Health Care Professionals ◽  
Task Force ◽  
Well Being ◽  
Crisis Response ◽  
Lessons Learned ◽  
Educational Process ◽  
Psychological Well Being

Medical education is facing great challenges and uncertainties amidst the COVID-19 pandemic. Medical Education Institutions are required to build a task force team for crisis management. These should be committed to supporting a sudden online education transition, academic support, and psychological well-being of students, staff members, health care professionals, paramedics, and faculty administration. As the situation evolves, the task force has to monitor the challenges and provide appropriate plans, guidance, and solutions. Leaders in medical education have a crucial role in response to the pandemic crisis in securing a successful educational process while ensuring the mental and psychological well-being of the stakeholders. Herein, we provide tips that can provide a guide for medical education leaders to coordinate crisis management.

Task Force on Pediatric Education

PEDIATRICS ◽  
1976 ◽  
Vol 57 (6) ◽  
pp. 828-828
Author(s):  
Richard W. Olmsted
Keyword(s):  
Health Care Professionals ◽  
Task Force ◽  
Educational Process ◽  
Health Needs ◽  
Child Health Care ◽  
Pediatric Education ◽  
Child Patients ◽  
American Children ◽  
Available Information ◽  
Appropriate Education

A Task Force on Pediatric Education has been formed by the combined efforts of the major pediatric organizations. The mandate of this interorganizational Task Force is to examine in detail all issues pertaining to pediatric education from the undergraduate through the postgraduate and continuing education years. The Task Force will solicit and assess all available information concerning the future needs for pediatricians, the distribution of pediatricians and child patients, the range in the roles of pediatricians, and the most appropriate education for those roles. Most significantly the Task Force will consider the health needs of American children and how the educational process may better equip pediatricians and other child health care professionals to meet those needs.

Residency Training and Continuing Medical Education in School Health

PEDIATRICS ◽  
1993 ◽  
Vol 92 (3) ◽  
pp. 495-496
Author(s):  
Keyword(s):  
Medical Education ◽  
American Academy ◽  
Graduate Medical Education ◽  
Continuing Medical Education ◽  
School Health ◽  
Task Force ◽  
Well Being ◽  
Pediatric Practice ◽  
Graduate Medical ◽  
American Academy Of Pediatrics

Children between the ages of 5 and 18 spend a significant amount of their time in school. School health is a vital part of pediatric practice and an important concern for pediatric graduate medical education. There are few substantiated data, however, to suggest that residents entering pediatric practice or academic medicine are exposed to school health in a significant way. Many pediatricians, upon entering practice, find that they are consulted by school systems and parents whose children have problems related to school. Pediatricians find themselves unprepared for this new role and express the need for postgraduate education in school health.1-4 The American Academy of Pediatrics Task Force on Pediatric Education5 and the most recent report from the Pediatric Residency Review Committee have both underscored the appropriateness and importance of education in school health as an important part of the residency curriculum.6 The American Academy of Pediatrics believes that education in school health should be an important part of graduate medical education for pediatric residents and of continuing medical education for practicing pediatricians. Many advances in pediatrics that affect the well-being of the child relate directly to the school setting. Increased attention to federal legislation (Section 504 of PL 93-112, the Rehabilitation Act of 1973; parts B and H of PL 102-119, the Individuals with Disabilities Education Act), health education including education about the prevention of drug and alcohol abuse and acquired immunodeficiency syndrome, new approaches to screening and health services in the schools, immunization requirements, physical fitness, and knowledge about the school environment—all are important aspects of school health and areas in which many residents and/or pediatricians have had little or no training or experience.

Improvement of the system of additional professional education of specialists with secondary medical education

2021 ◽  
pp. 36-49
Author(s):  
Svetlana Vladimirovna Kropotova ◽  
Irina Aleksandrovna Muntyan
Keyword(s):  
Medical Education ◽  
Nursing Staff ◽  
Professional Education ◽  
Health Care Professionals ◽  
Educational Process ◽  
Professional Activity ◽  
Advanced Training ◽  
Innovative Teaching ◽  
Innovative Technologies ◽  
Flexible Schedule

The purpose of the study the attitude of nurses to the existing system of advanced training and determine ways to optimize it. Results. An analysis of the opinions of nursing staff on improving the system of additional vocational education in accordance with personal needs showed that most of the students of advanced training courses expressed a desire to be present in the training process of practical health care professionals from large medical organizations using modern and innovative teaching methods; introduction of distance learning into the educational process of nursing staff with a flexible schedule and an individual student's plan; the use of modern and innovative technologies, methods and forms of professional and educational activities, formed taking into account the opinions of the students themselves; maintaining a high professional level of the teacher, the main qualities of which are the ability to motivate to study, maintain interest in the classroom and create a favorable psychological attitude. Conclusion. In improving the quality of medical care for patients, specialists with secondary medical education, in the development of new innovative technologies, additional professional education is a key resource, which goes along with the specialist throughout his entire professional activity and is able to adapt them to new professional requirements.

Amyotrophic Lateral Sclerosis

2018 ◽  
Keyword(s):  
Quality Of Life ◽  
Amyotrophic Lateral Sclerosis ◽  
Health Care Professionals ◽  
New Technologies ◽  
Neurodegenerative Disorder ◽  
Well Being ◽  
Psychological Well Being ◽  
The Impact ◽  
Lateral Sclerosis

Amyotrophic lateral sclerosis: Understanding and optimizing quality of life and psychological well-being presents a comprehensive and up-to-date review of the enhancement of the lives of people with amyotrophic lateral sclerosis (ALS) and their caregivers. ALS is a progressive, fatal neurodegenerative disorder. No current medical therapy can reverse or stop its progression, and the promotion of quality of life and psychological well-being is a central component of ALS care. Health care professionals who work in this field should incorporate attention to psychological, emotional, and relational aspects of the disease into their approach to care. This book provides some of the knowledge and direction necessary for optimizing the quality of care for individuals with ALS and their caregivers. Topics discussed include an ALS-centred view of quality of life, depressive features, anxiety, resilience, cognitive impairment, complementary and alternative medicines, and psychological research. Specific elements of ALS, such as end-of-life concerns and bulbar dysfunction, are described through the lens of their psychological impact. There is extensive discussion of the development of new psychological treatments, as well as the impact and incorporation of new technologies, with the goal of fostering optimal quality of life and psychological well-being as key parts of a holistic approach to care for the patients and for those who are close to such individuals.

scholarly journals Recommendations for Developing Support Tools With People Suffering From Chronic Obstructive Pulmonary Disease: Co-Design and Pilot Testing of a Mobile Health Prototype

10.2196/16289 ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. e16289
Author(s):  
Alan Davies ◽  
Julia Mueller ◽  
Jean Hennings ◽  
Ann-Louise Caress ◽  
Caroline Jay
Keyword(s):  
Chronic Obstructive Pulmonary Disease ◽  
Pulmonary Disease ◽  
Health Care Professionals ◽  
Experience Sampling ◽  
Well Being ◽  
Mobile App ◽  
Lessons Learned ◽  
Chronic Obstructive ◽  
Obstructive Pulmonary Disease ◽  
App Development

Background Gaps exist between developers, commissioners, and end users in terms of the perceived desirability of different features and functionalities of mobile apps. Objective The objective of this study was to co-design a prototype mobile app for people with chronic obstructive pulmonary disease (COPD). We present lessons learned and recommendations from working on a large project with various stakeholders to develop a mobile app for patients with COPD. Methods We adopted a user-centered, participatory approach to app development. Following a series of focus groups and interviews to capture requirements, we developed a prototype app designed to enable daily symptom recording (experience sampling). The prototype was tested in a usability study applying the think aloud protocol with people with COPD. It was then released via the Android app store, and experience sampling data and event data were captured to gather further usability data. Results A total of 5 people with COPD participated in the pilot study. Identified themes include familiarity with technology, appropriate levels for feeding back information, and usability issues such as manual dexterity. Moreover, 37 participants used the app over a 4-month period (median age 47 years). The symptoms most correlated to perceived well-being were tiredness (r=0.61; P<.001) and breathlessness (r=0.59; P<.001). Conclusions Design implications for COPD apps include the need for clearly labeled features (rather than relying on colors or symbols that require experience using smartphones), providing weather information, and using the same terminology as health care professionals (rather than simply lay terms). Target users, researchers, and developers should be involved at every stage of app development, using an iterative approach to build a prototype app, which should then be tested in controlled settings as well as in the wild (ie, when deployed and used in real-world settings) over longer periods.

scholarly journals Tendencies of Future Doctors’ Ethical Competence Formation at Medical Universities in Europe and the USA

2017 ◽  
Vol 7 (4) ◽  
pp. 82-88 ◽  
Author(s):  
Larysa Dudikova
Keyword(s):  
Medical Education ◽  
Health Care Professionals ◽  
Clinical Decision Making ◽  
Bologna Process ◽  
Clinical Decision ◽  
The United States ◽  
Educational Process ◽  
Professional Activity ◽  
Ethical Competence ◽  
The Usa

Abstract The materials presented in this article are the result of a documentary-bibliographic study, which is based on the use of methods of analysis, synthesis, comparison and generalization. The results of the study have shown that the problem of professional ethics and culture of health care professionals is of significant interest. Problems of ethics, culture and deontology are the subject of consideration by scholars from the countries of Europe and the United States. There have been defined the main modern tendencies of training doctors for their professional activity in the leading countries of the world in the context of the professional and ethical competence formation. It has been found out that the development of higher medical education is carried out on the basis of the Bologna process principles, which involves introduction of two degrees (Bachelor and Master of Science), implementation of the ECTS system, introduction of the single diploma supplement, etc. It has been estimated that the educational programs for future doctors' training are aimed at the development of the students’ analytical and critical thinking; behavioral and social sciences, medical ethics, bioethics, provide knowledge, skills and abilities in the field of communication, clinical decision making, application of ethical norms, work in the multi-staff teams etc. The integrated programs play an important role in the educational process. Over the last decades studying bioethics is a compulsory component of the medical education. However, not only bioethics is the basis for the formation of future doctors’ professional and ethical competence at medical Universities abroad. The Oath of Hippocrates is of great significance for the students who devote themselves to medicine. In various countries it has been transformed into codes, oaths, etc., and now it is carried out by the students (future physicians) during their studies at higher medical educational institutions.

scholarly journals Virtual Consultations and the Role of Technology During the COVID-19 Pandemic for People With Type 2 Diabetes: The UK Perspective

10.2196/21609 ◽  
2020 ◽  
Vol 22 (8) ◽  
pp. e21609 ◽  
Author(s):  
Lauren M Quinn ◽  
Melanie J Davies ◽  
Michelle Hadjiconstantinou
Keyword(s):  
Diabetes Care ◽  
Health Care Professionals ◽  
Diabetes Management ◽  
Severe Infection ◽  
Well Being ◽  
Lessons Learned ◽  
Rapid Review ◽  
Psychological Benefits ◽  
Diabetes Clinic ◽  
The Uk

The coronavirus disease (COVID-19) pandemic has presented unique challenges for people with diabetes, in addition to their high-risk stratification for infection. Supporting people with diabetes to self-care has been critical to reduce their risk of severe infection. This global pandemic has presented an opportunity to digitalize diabetes care and rapidly implement virtual diabetes clinics, with the aim of optimizing diabetes management and well-being, while keeping patients safe. We performed a rapid review of the literature to evaluate the feasibility and effectiveness of virtual clinics in diabetes care before and during the COVID-19 pandemic and have combined these findings with our own reflections in practice. We identified examples demonstrating safety and feasibility of virtual diabetes clinics, which aligns with our own clinical experience during the pandemic. The advantages of virtual clinics include reduced treatment burden, improved therapeutic alliances, societal and psychological benefits, and in our experience, innovative solutions to overcome the challenges presented by the transition from in-person to virtual care. We have provided three infographics to illustrate lessons learned and key recommendations, including steps to establish a virtual diabetes clinic, a checklist guide for health care professionals conducting virtual clinics, and a patient guide for making the most out of the virtual clinic. It is important to continue adapting to this pandemic and to make technology a sustainable option for the future of diabetes care.

scholarly journals INCLUSIVE HIGHER EDUCATION: SOCIO-PSYCHOLOGICAL WELL-BEING OF STUDENTS

2019 ◽  
Vol 21 (2) ◽  
pp. 51-73 ◽  
Author(s):  
V. Z. Kantor ◽  
Yu. L. Proekt
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Quantitative Methods ◽  
Social Space ◽  
Well Being ◽  
Educational Process ◽  
Educational Work ◽  
Disabled Students ◽  
Psychological Well Being

Introduction. Nowadays, substantial intensification of inclusive processes in educational system (especially in higher education) identifies the need for thorough research of psycho-pedagogical foundations for the development of inclusive education culture.The aimof this research was to identify and compare the levels and factors of social-psychological well-being of healthy students, students with disabilities and students of inclusive groups.Methodology and research methods. At the methodological level, the research was based on the proposition that inclusive education assumes the formation and support of such an integrative socio-psychological space, in which neither students with disabilities nor healthy students feel anxiety in the course of interaction in the classroom or out-of-class situation. As the main methodological tool,a specially designed questionnaire was used for fixing the socio-emographic characteristics of the respondents, as well as for clarifying the problematic experiences of students and their attitudes to using social support resources, for identifying the characteristics of students’ assessments of the conditions of higher education, their satisfaction and involvement in student life and attitudes towards inclusive education. The received results of monitoring were processed by means of the following qualitative and quantitative methods of the analysis: the content analysis; the analysis of percentage with the use of the Pearson’s chi-squared test (χ2); comparative analysis with the use of Student’s t-test; the median test and one-factorial dispersive analysis; correlation and factorial types of the analysis. The statistical software packages Statistica 7.0 were employed for the calculation of the results.Results and scientific novelty. The authors clarified the patterns of formation of the barrier-free socio-psychological environment of the university, which implements the concept of inclusive education. It was established that there are no global differences in the parameters of socio-psychological well-being between students with disabilities and students without disabilities. This determines the favourable social and psychological prerequisites for development of inclusive higher education. Belonging to the same socio-typological and age group and the same leading activity cause the similar experience (e.g. similar problems and difficulties) of both groups of students. The type of disabling health condition, i.e. a disabled student with the defined particular nosological group determines only the specifics of the difficulties, which might be faced in higher school. The conclusion was drawn that successful inclusion of students with disabilities in educational process and social space of university contributes to positive students’ perception of the high school environment.Practical significance. The research outcomes might be used to define the content, directions and forms of work to support students in the conditions of inclusive education. Thus, it is recommended to further develop the system of inclusive education through the following actions: to optimise social conditions of disabled students; to hold rehabilitational and psychological training sessions focused on communication; to organise educational work in order to raise students’ awareness of special technical means of inclusive education; to involve inner circle of people (parents, friends, fellow students) close to disabled students in the process of socio-psychological support. 

Curriculum Design and Development at the Nexus of International Crisis Management and Information Systems

2010 ◽  
Vol 2 (3) ◽  
pp. 51-60
Author(s):  
Keith Clement
Keyword(s):  
Information Systems ◽  
Crisis Management ◽  
Homeland Security ◽  
Curriculum Design ◽  
Crisis Response ◽  
Lessons Learned ◽  
Academic Program ◽  
Academic Programs ◽  
Organizational Purpose ◽  
K 12

This case study discusses the role of education, curriculum development, research, and service in supporting information systems for crisis response management. The study describes the Council for Emergency Management and Homeland Security (CEMHS) organization that designs and develops academic programs and courses in these specialized areas. CEMHS combines all levels of education in California (from K-12 and postsecondary education) into a “state-wide solution” and network of academicians and professionals in emergency and disaster management, crisis response, and homeland security education and training. The organizational purpose is constructing a “vertical track” of academic programs and specialized programs to benefit and enhance information resource and crisis management. The implications and lessons learned from building collaborative partnerships between the crisis and disaster response academic and professional communities in academic program development and research initiatives are also discussed.

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