A Practical Framework for Conducting Video Telemedicine Visits with Trainees

2020 ◽  
Author(s):  
Brian Kwan ◽  
Stacy Charat ◽  
Darcy Wooten ◽  
Deanna Hill ◽  
Nivedita Restaino ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Care ◽  
Clinical Education ◽  
Teaching Tool ◽  
Distance Teaching ◽  
Feedback Cycle ◽  
Academic Medical ◽  
Clinician Educators ◽  
Future Evaluation

Abstract Background:Due to COVID-19, traditional clinical education for senior medical students has largely halted. In response to social distancing, many outpatient practices have transitioned to Telemedicine (TM). While TM has been integrated into undergraduate medical education curricula at many institutions, a published roadmap for incorporating learners into TM is not readily available.Aim:To describe one healthcare system’s transition to TM and propose a framework for including learners in video TM visitsSetting:Primary care clinics at an academic medical centerParticipants:Medical students, facultyProgram Description:Training protocols were distributed to providers and students. Multi-provider video visits were enabled for distance teaching. Students tested potential workflow models and provided feedback, facilitating creation of a 4-phase construct to guide inclusion of learners in video TM encounters.Program Evaluation:We employed a rapid feedback cycle to improve workflow process and to modify trainee and preceptor instructions. We analyzed student comments for narrative themes to plan for future evaluation of video TM encounters.Discussion:TM will be increasingly used in the provision of medical care. Clinician-educators will need to innovate in order to meet patient and learner expectations. TM will be an integral teaching tool and may enhance the educational experience.

Respecting patient choices: using the ’Go Wish' cards as a teaching tool

2017 ◽  
Vol 8 (2) ◽  
pp. 194-197 ◽  
Author(s):  
Hibah Osman ◽  
Katia El Jurdi ◽  
Ramzi Sabra ◽  
Thalia Arawi
Keyword(s):  
Palliative Care ◽  
Medical Education ◽  
Medical Students ◽  
End Of Life ◽  
Thematic Analysis ◽  
Death And Dying ◽  
Teaching Tool ◽  
Student Reflection ◽  
Second Year ◽  
Self Discovery

BackgroundIndividuals have different values and priorities that can have an important impact on their medical management. Understanding this concept can help physicians provide medical care that is in line with the goals of their patients. Communicating this message effectively to students is challenging.ObjectiveTo report our experience with using Go Wish cards in the medical education setting.DesignA thematic analysis of student reflection papers using grounded theory.Setting/SubjectsSecond-year medical students participated in an activity using the Go Wish cards as part of a course module on palliative care. The activity aimed to encourage students to reflect on their own choices at the end of life and to highlight that different people have different priorities.ResultsForty-two students (42%) mentioned the Go Wish activity in their reflections on the module. They reported that the activity demonstrated the different priorities at the end of life, it illustrated the importance of providing personalised care, it promoted self-discovery, it transformed their view of death and dying, and it increased their appreciation of the importance of palliative care.ConclusionGo Wish cards can be used to help illustrate the variability in priorities of patients. They can be used as an effective to teach medical students about the importance of considering patient preferences when illness progresses.

scholarly journals MP42: Program assessment: taking stock of the current state of Canadian undergraduate medical education in procedural skills curricula

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S57-S58
Author(s):  
F. Battaglia ◽  
M. McConnell ◽  
C. Sayed ◽  
M. Merlano ◽  
C. Ramnanan ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Procedural Skills ◽  
Formal Curriculum ◽  
Technical Ability ◽  
Clinician Educators ◽  
Ventilator Management ◽  
New Generation ◽  
Skills Education

Introduction: In order to better characterize procedural skills curricula in Canada, a national survey was conducted. The objectives of the survey were: (i) to characterize procedural skills education currently employed in pre-clerkship and clerkship curricula; (ii) to determine what skills physician-educators think medical students should know upon graduation; and (iii) to identify physician-educator perceptions regarding the development of pre-clerkship procedural curriculum. Methods: A web-based survey was distributed to 201 clinician-educators across Canada's 17 medical schools. Respondents were directed to an individualized survey based on their self-identified roles at their institution. Respondents were asked demographic questions, what procedural skills are being taught and in what setting at their institution, and their opinions on the value of a pre-clerkship procedural curriculum. Results: From the 17 school's surveyed, 12 schools responded, with 8 schools responding “yes” that they had a clerkship procedural curriculum. For a pre-clerkship procedural curriculum, only 4 schools responded “yes”. The 5 of the top 10 procedurals skills identified that medical students should know upon graduation, in order, are: IV Access, Airway Management/Ventilator Management, Local anesthesia/field block, Casting, Spontaneous Vaginal Delivery. On a Likert scale, clinician-educators strongly supported a pre-clerkship procedural curriculum (median = 4.00/5.00, mode = 5.00/5.00), and they believed it would decrease anxiety (median = 4.00/5.00), increase confidence (median = 4.00/5.00), and increase technical ability (median = 3.00/5.00) in incoming clerks. Conclusion: Across Canada, the state of undergraduate medical education procedural skills education is inconsistent. With the identification of the Top 10 procedural skills medical students should know upon graduation, the learning objectives of a formal curriculum can be developed. With overwhelming support from physician-educators, a formal pre-clerkship procedural curriculum is poised to redefine the landscape of procedural care for a whole new generation of physicians.

scholarly journals Emerging Subspecialties in Neurology: Medical education

Neurology ◽  
2019 ◽  
Vol 93 (6) ◽  
pp. 273-276
Author(s):  
Patrick M. Chen ◽  
Sean J. Evans
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Knowledge ◽  
Clinician Educators

Medical education is the understanding of how medical knowledge is taught and practiced and encompasses not just medical students, but resident trainees, colleagues, and the community. While there is a growing emphasis in medicine on “clinician-educators,” neurology training has only slowly developed formal opportunities in medical education. Here we highlight the current opportunities in residency and beyond, and explore options for further medical education infrastructure within neurology.

scholarly journals Diversity of Skin Images in Medical Texts: Recommendations for Student Advocacy in Medical Education

2021 ◽  
Vol 8 ◽  
pp. 238212052110258
Author(s):  
Trisha Kaundinya ◽  
Roopal V Kundu
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Image ◽  
Scientific Literature ◽  
Medical Texts ◽  
Bottom Up ◽  
Image Libraries ◽  
Institutional Review ◽  
Academic Medical ◽  
Clinical Tools

Foundational academic medical texts facilitate foundational understanding of disease recognition in medical students. Significant underrepresentation of darker skin tones and overrepresentation of lighter skin tones in dermatologic texts, general medical texts, and scientific literature is observed. This compromises the clinical tools of trainees when it comes to darker skin tones. Text publishers and editors are steadily beginning to address these disparities, but bottom-up change from trainees is necessary to comprehensively address this issue. In this article the authors propose institutional review panels as a framework for building awareness of underrepresentation of darker skin tones and ensuring that faculty intentionally share diverse presentations in didactics. They also propose trainee engagement in building diverse medical image libraries and including texts on skin of color in institutional libraries. Empowering trainees to be advocates and call out any implicit or explicit biases in image selection can engender change in this area of medical education.

scholarly journals P073: The GridlockED board game: using serious games for medical education

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S82-S83
Author(s):  
S. Y. Huang ◽  
P. Sneath ◽  
D. Tsoy ◽  
J. Rempel ◽  
M. Mercuri ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Medical Students ◽  
Serious Games ◽  
Patient Flow ◽  
Demographic Data ◽  
Real Life ◽  
Teaching Tool ◽  
Board Game ◽  
Emergency Physicians

Introduction: The management of patient flow in the emergency department (ED) is crucial for the practice of emergency medicine (EM). However, this skill is difficult to teach didactically and is learned implicitly in the latter half of residency training. To help expedite the learning process, we developed the GridlockED board game as an educational tool to simulate ED patient flow. By having junior medical trainees play this game, we believe that they will develop a greater understanding of patient flow and resource management in the ED. Additionally, since GridlockED is a cooperative game, players may also benefit by improving their communication and teamwork skills. Methods: GridlockED was developed over twenty months of iterative gameplay and review. Feedback from attending emergency physicians, residents, and medical students was integrated into the game through a Plan-Do-Study-Act (PDSA) model. Emergency medicine nurses, physicians and residents at McMaster University were recruited to play GridlockED. Each player completed a pre-survey to collect demographic data and to assess their prior experience with playing board games. All play sessions were recorded for data collection purposes. Following each game session, a member of the research team conducted an exit interview with the players to gather information about their play experience and the educational value of the game. A post-survey was also sent to each participant for further feedback. Results: Eighteen gameplay sessions were conducted from June to August 2017. A total of thirty-two participants played the game (13 emergency physicians, 15 residents, and four nurses). Overall responses to the post-gameplay survey showed that players endorsed GridlockED as a useful potential teaching tool (75%, n=24/32) and the majority felt that it had the potential to improve patient flow in the ED (56%, n=18/32). Most participants found that the game was easy to play (91%, n=27/29), and that the instructions were clear (87.5%, n=28/32). Respondents also felt that the game reflected real life scenarios (56%, n=18) and that cases reflected the types of patients that they saw in the ED (78%, n=25). Conclusion: Our results have shown an overall positive response to GridlockED, with most participants supporting it as both an engaging board game and potential teaching tool. We believe that future studies with larger sample sizes and medical students will further validate the use of serious games in medical education.

Preparing the Next Generation of Physician Leaders

2020 ◽  
pp. 130-147
Author(s):  
I. Michael Leitman ◽  
Brian Nickerson
Keyword(s):  
Medical Education ◽  
Leadership Development ◽  
Medical Students ◽  
Graduate Medical Education ◽  
Medical Practice ◽  
Formal Training ◽  
Management Skills ◽  
Educational Content ◽  
Academic Medical ◽  
Physician Leaders

Formal training in leadership development has become increasingly popular among physicians. There is a growing interest to provide this educational content to medical students and residents so that they will have these skills upon the start of their clinical or academic medical practice. It is possible to provide the proper management skills to medical trainees so they will have the opportunity to utilize and master these competences during their education. This chapter provides an overview of the available content and the literature to support the integration of this curriculum into formal undergraduate and graduate medical education. This chapter provides a template for the development of a longitudinal experience and the necessary proficiencies to allow trainees to develop as effective clinical leaders.

scholarly journals INFLUENCE OF THE PROFESSIONAL ENGLISH LANGUAGE TEACHING QUALITY ON THE ACHIEVEMENTS OF A SUBJECT STUDY BY MEDICAL STUDENTS

2021 ◽  
pp. 62-68
Author(s):  
N. I. Yelahina ◽  
N. O. Fedchyshyn
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
English Language ◽  
Language Teaching ◽  
Teaching Quality ◽  
English Language Teaching ◽  
High Quality ◽  
Academic Medical ◽  
Teaching Professional

The article analyzes some aspects of the influence of a teacher’s personality on the formation and development of students’ academic performance. The relevance of the study of personal qualities of a teacher as a guarantee of high-quality mastering of Professional English by medical students is justified in the article. On the background of this thematic area of theoretical and scientific concerns, our study tackles and develops specific aspects of the influence of the teaching skills on the quality of the content and objectives of Professional English language teaching in a medical institution of higher education. The article deals with the approaches of modern researchers to the professional activity of a teacher in a higher educational institution and presents a psychological perspective of the problem, taking into account the components of high-quality education. The involvement of the academics in the complex activities specific to higher medical educational process places the act of teaching Professional English among the defining priorities of meeting quality, national and international standards of academic medical education. As a defining activity aimed at the enhancement of the teachers’ competencies, teaching Professional English is a priority and decisive value across all the other disciplines which contribute to achieving the quality of higher medical education, being, in fact, the central intercultural core that provides substance, consistency and strength to the intercultural dimension of the academic medical education.

scholarly journals Training medical educators to teach: bridging the gap between perception and reality

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Alison Trainor ◽  
Jeremy B. Richards
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Best Practices ◽  
Curriculum Design ◽  
Healthcare Providers ◽  
Policy Research ◽  
Educational Interventions ◽  
Academic Medical Centers ◽  
Medical Centers ◽  
Academic Medical

AbstractTeaching is a core expectation of physicians in academic hospitals and academic medical centers, but best practices for training physicians to teach have not been established. There is significant variability in how physicians are trained to teach medical students and residents across the world, and between Israeli hospitals. In an article published earlier this year in the Israel Journal of Health Policy Research, Nothman and colleagues describe a survey of 245 Israeli physicians in departments of internal medicine, pediatrics, and obstetrics and gynecology, at four different faculties of medicine across Israel. The majority of Israeli physicians responding to this survey reported receiving minimal training to teach, with only 35% receiving any training focused on medical education skills, most (55%) receiving training of only 1–2 days duration. In addition, the physicians surveyed perceived their training as inadequate and not aligned with their self-perceived educational needs. Furthermore, the respondents felt strongly that “compensation and appreciation” for medical education was less than for those involved in research. Despite the general lack of training in teaching skills and the perception that teaching physicians are less valued than researchers, survey respondents rated themselves as highly confident in most domains of medical education. In this context, this commentary reviews the disconnect between the general perception that all physicians can and should engage in teaching in the clinical setting with the well-described observation that competence in medical education requires dedicated and longitudinal training. Leveraging best practices in curriculum design by aligning educational interventions for teaching physicians with their self-perceived needs is discussed, and models for dedicated faculty development strategies for teaching medical education skills to physicians are reviewed. Finally, the importance of and potential strategies for assessing teaching physicians’ effectiveness in Israel and elsewhere are considered as a means to address these physicians’ perception that they are not as valued as researchers. Understanding teaching physicians’ perspectives on and motivations for training medical students and residents is critical for supporting the frontline teaching faculty who educate future healthcare providers at the bedside in medical schools, hospitals, and academic medical centers in Israel and beyond.

scholarly journals The Effectiveness of Education in Internship Phase from the Medical University Student´s Viewpoint

2019 ◽  
pp. 1-10
Author(s):  
Ramin Pazoki ◽  
Arash Tabaraee ◽  
Elham Saffarieh
Keyword(s):  
Medical Education ◽  
Standard Deviation ◽  
Medical Students ◽  
Clinical Education ◽  
Support Services ◽  
Point Of View ◽  
Male Students ◽  
Content Organization ◽  
Proper Training ◽  
Level Model

Introduction: Today, the socio-economic development of countries is due to the university's modernization program, which requires the proper training of a specialized human resource, the student, in which education plays a key role. Among the educational programs of a country, medical education is expensive, because of the nature of this field. Therefore, the purpose of this study was to evaluate the opinions of medical students about the effectiveness of medical education course for use and policy making of educational authorities. Methods: In this method, from 220 questionnaires, each containing 44 questions, with 6 domains, including achieving goals, curriculum and content, organization and planning, interactions, professor evaluation and support services, designed based on Kirk Patrick's 4-level model was used, and the community of medical students and interns between January 2016 and November 2018 was selected by the full-scale method. Each question contained a 5-point Likert scale of numerical responses including 1, 2, 3, 4, 5 for referring to undesirable, poor, average, good and excellent. Students' opinions were analyzed by SPSS software. Also, the overall reliability of the questionnaire was calculated and reported by Cronbach's alpha for each domain. Results: In this study, 118 female and 67 male students were recruited from interns. Findings of this study indicated that the reliability of the questionnaire was 0.956. The mean and standard deviation of the study was 3.01±0.57, for female students 3.04±0.58, for male students 2.95±0.56. In the meanwhile, the achievement of targets and evaluation of professor domains with mean and standard deviation of 3.19±0.67 and 3.21±0.64, respectively, has better result than the overall mean of the study, and curriculum & educational content domains with a mean of 2.94±0.63, organization and planning with a mean of 2.84±0.75, interactions with a mean of 2.95±0.83 and support services with a mean of 2.78±0.75, results was poorer than the overall mean of the study. Conclusion: Our data suggest that clinical education in the field of medicine in the mentioned period on students, has moderate effectiveness and the students' point of view, this training is also more effective.

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