scholarly journals The Development and Evaluation of Online Podcast Modules as a Toolkit for Teaching Genetics and Genomics Competencies in Post-Graduate Medical Education

2021 ◽  
Author(s):  
Eliza Phillips ◽  
Xiao-Ru Yang ◽  
Caitlin Chang ◽  
Lauren Borch ◽  
Rebecca Sparkes ◽  
...  
Keyword(s):  
Medical Education ◽  
Precision Medicine ◽  
Graduate Medical Education ◽  
Cancer Genetics ◽  
Small Sample Size ◽  
Small Sample ◽  
Post Graduate ◽  
Graduate Medical ◽  
Medical Trainees ◽  
Post Test

Abstract Background: The lack of comfort with core genetic and genomic competencies among medical trainees and physicians is a barrier to the implementation of precision medicine. To address this, we developed short online modules to promote genetic competencies for use post-graduate medical education. Methods: The educational toolkit was delivered as short online podcasts accompanied by slides. Each core module is approximately 15-20 minutes, and covered basic genetics, genetic testing, counselling and consenting, and interpreting and delivering results. These were supplemented by case-based modules on cancer genetics, prenatal genetics and cardiogenetics. The modules had pre- and post-test multiple choice questions pertaining to genetic and genomic competencies, attitudes towards precision medicine, and perceived competence. Results: Based on the pre- and post-test data, residents reported a discordance between how often they cared for patients with genetic disorders and their level of confidence with core genetic competencies. Post-module evaluations demonstrated a significant increase in confidence in interpreting a microarray, and basic genetics knowledge.Conclusions: Our study demonstrates that podcast modules are an innovative method to promote genetic and genomic competencies to postgraduate medical trainees. Limitations to our study included a small sample size, and further work is needed identify and address barriers to implementation. We suggest that integration at the post-graduate medical education level will be crucial to further promoting the development of precision medicine competencies in medical trainees and physicians.

scholarly journals A Systematic Review of the Use of Google Glass in Graduate Medical Education

2019 ◽  
Vol 11 (6) ◽  
pp. 637-648
Author(s):  
Joseph F. Carrera ◽  
Connor C. Wang ◽  
William Clark ◽  
Andrew M. Southerland
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Skills Training ◽  
Small Sample ◽  
Point Of View ◽  
Battery Life ◽  
Google Glass ◽  
Clinical Learning Environment ◽  
Graduate Medical

ABSTRACT Background Graduate medical education (GME) has emphasized the assessment of trainee competencies and milestones; however, sufficient in-person assessment is often constrained. Using mobile hands-free devices, such as Google Glass (GG) for telemedicine, allows for remote supervision, education, and assessment of residents. Objective We reviewed available literature on the use of GG in GME in the clinical learning environment, its use for resident supervision and education, and its clinical utility and technical limitations. Methods We conducted a systematic review in accordance with 2009 PRISMA guidelines. Applicable studies were identified through a review of PubMed, MEDLINE, and Web of Science databases for articles published from January 2013 to August 2018. Two reviewers independently screened titles, abstracts, and full-text articles that reported using GG in GME and assessed the quality of the studies. A systematic review of these studies appraised the literature for descriptions of its utility in GME. Results Following our search and review process, 37 studies were included. The majority evaluated GG in surgical specialties (n = 23) for the purpose of surgical/procedural skills training or supervision. GG was predominantly used for video teleconferencing, and photo and video capture. Highlighted positive aspects of GG use included point-of-view broadcasting and capacity for 2-way communication. Most studies cited drawbacks that included suboptimal battery life and HIPAA concerns. Conclusions GG shows some promise as a device capable of enhancing GME. Studies evaluating GG in GME are limited by small sample sizes and few quantitative data. Overall experience with use of GG in GME is generally positive.

More Than Just an Intern: Utilizing the Post-Graduate Medical Education Model to Increase the Value of Field Placement Experiences for Public Health Program Graduates

2017 ◽  
Vol 3 (1_suppl) ◽  
pp. 10S-12S ◽  
Author(s):  
John Dreyzehner ◽  
Christian Williams ◽  
Eric Harkness
Keyword(s):  
Public Health ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Health Workers ◽  
Field Placement ◽  
Post Graduate ◽  
Graduate Medical ◽  
Field Placements ◽  
Recent Graduates ◽  
High Level

Internships and field placements are a critical component of public health education in that they help ensure that future public health workers are able to apply theory and concepts to practice. However, developing successful practice-based experiences is dependent on both public health agencies and academic institutions collaborating to identify the competencies students should possess on entry into the field. It also takes considerable time and resources from public health departments to make these field placements successful. Seeking to innovate on existing field placement models in an effort to provide a rich relationship between students and practitioners, the Tennessee Department of Health has developed a new fellowship experience for recent graduates of public health programs that draws on the multidisciplinary aspects of post-graduate medical education. The Commissioner’s Fellowship in Public Health provides recent graduates an opportunity for practical high-level experiential learning in place of—or prior to—additional academic work. The program has two overarching goals: (1) to address emerging needs of public health in the areas of health policy and primary prevention while providing leadership, professional opportunities, and practical experience to recent graduates that will serve as a foundation for a career in public health; and (2) to provide a high level, diverse, and extended post-graduate population health experience prior to committing to a particular field.

scholarly journals A Review of the Medical Education Literature for Graduate Medical Education Teachers

2013 ◽  
Vol 5 (2) ◽  
pp. 211-218 ◽  
Author(s):  
Kenneth A. Locke ◽  
Carol K. Bates ◽  
Reena Karani ◽  
Shobhina G. Chheda
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Clinical Teaching ◽  
Educational Practice ◽  
Small Sample ◽  
General Internist ◽  
Inpatient Setting ◽  
Education Literature ◽  
Graduate Medical ◽  
Medical Education Literature

Abstract Background A rapidly evolving body of literature in medical education can impact the practice of clinical educators in graduate medical education. Objective To aggregate studies published in the medical education literature in 2011 to provide teachers in general internal medicine with an overview of the current, relevant medical education literature. Review We systematically searched major medical education journals and the general clinical literature for medical education studies with sound design and relevance to the educational practice of graduate medical education teachers. We chose 12 studies, grouped into themes, using a consensus method, and critiqued these studies. Results Four themes emerged. They encompass (1) learner assessment, (2) duty hour limits and teaching in the inpatient setting, (3) innovations in teaching, and (4) learner distress. With each article we also present recommendations for how readers may use them as resources to update their clinical teaching. While we sought to identify the studies with the highest quality and greatest relevance to educators, limitation of the studies selected include their single-site and small sample nature, and the frequent lack of objective measures of outcomes. These limitations are shared with the larger body of medical education literature. Conclusions The themes and the recommendations for how to incorporate this information into clinical teaching have the potential to inform the educational practice of general internist educators as well as that of teachers in other specialties.

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