scholarly journals Family Medicine Postgraduate Clinical Training in two Universities in Egypt: Physicians’ Perspectives

2022 ◽  
Vol 86 (1) ◽  
pp. 147-155
Author(s):  
Nagwa Nashat Hegazy ◽  
Nesreen M.Kamal Elden ◽  
Maha A. Mowafy
Keyword(s):  
Family Medicine ◽  
Clinical Training

scholarly journals Core Values of Family Physicians and General Practitioners in the African Context

2021 ◽  
Vol 8 ◽  
Author(s):  
Henry J. O. Lawson ◽  
David N. N. Nortey
Keyword(s):  
Family Medicine ◽  
General Practitioners ◽  
Clinical Training ◽  
Online Survey ◽  
Family Physicians ◽  
Core Values ◽  
Training Methods ◽  
African Countries ◽  
The Core ◽  
Daunting Task

Introduction: Family Medicine is a growing specialty in the medical world. While it is expected that the specialty should have its own unique and established core values and tasks, the breath of the practice in several countries of the world has made this a daunting task. Core values and Tasks have far reaching effects on professions. They guide development of curricula, methods of instruction, standards of performance and even the culture of the profession. We aimed to explore the core value system of Family Physicians and General Practitioners practicing in Africa.Methods: Using the Delphi technique, a purposive selection of African Family Medicine practitioners in academia, public service, private practice and clinical training across Central, East, North, South and West Africa was conducted. Participants were asked to select five core values from an alphabetically collated global list of 29 core values in an online survey. The five most selected core values were collated and sent out in the second round to the participants to rank in order of importance.Results: Practitioners from nine African countries in three out of the five United Nations subregions of Africa completed the study. The first round of the study saw participation of a team of nineteen experts who selected the following five core values—Comprehensive care, Continuity of Care, Collaborative Care, Patient centered care, and Life-long learning.Discussion/Conclusion: The core values selected were not very different from global literature. These core values should guide the development of curricula, standardization of training methods and creation of benchmarks for standards of practice for the specialty in Africa.

scholarly journals Preceptor Expansion Initiative Takes Multitactic Approach to Addressing Shortage of Clinical Training Sites

2019 ◽  
Vol 51 (2) ◽  
pp. 159-165
Author(s):  
Mary Theobald ◽  
Ann Ruttter ◽  
Beat Steiner ◽  
Christopher P. Morley
Keyword(s):  
Primary Care ◽  
Family Medicine ◽  
Clinical Training ◽  
Action Plan ◽  
Workforce Education ◽  
Clinical Settings ◽  
Primary Care Settings ◽  
Primary Care Workforce ◽  
Culture Of Teaching ◽  
Education And Development

In late 2015, the Society of Teachers of Family Medicine (STFM) was charged with Family Medicine for America’s Health’s (FMAHealth) Workforce Education and Development Core Team’s task of identifying, developing, and disseminating resources for community preceptors. The charge from FMAHealth came at a time when STFM was discussing strategies to address the critical shortage of clinical training sites for medical students. STFM hosted a summit to identify the most significant reasons for the shortage of community preceptors and shape the priorities, leadership, and investments needed to ensure the ongoing education of the primary care workforce. Summit participants were asked to propose solutions to achieve the following aims: (1) decrease the percentage of primary care clerkship directors who report difficulty finding clinical preceptor sites, and (2) increase the percentage of students completing clerkships at high-functioning sites. The outcome of the summit was an action plan with five tactics that are being implemented now: Tactic 1: Work with the Centers for Medicare and Medicaid Services (CMS) to revise student documentation guidelines. Tactic 2: Integrate interprofessional/interdisciplinary education into ambulatory primary care settings through integrated clinical clerkships. Tactic 3: Develop a standardized onboarding process for students and preceptors and integrate students into the work of ambulatory primary care settings in useful and authentic ways. Tactic 4: Develop educational collaboratives across departments, specialties, professions, and institutions to improve administrative efficiencies for preceptors. Tactic 5: Promote productivity incentive plans that include teaching and develop a culture of teaching in clinical settings.

scholarly journals Technology enhanced training in family medicine during Covid-19 pandemic, trainers and trainees’ view

2020 ◽  
Author(s):  
Marwa Mostafa Ahmed ◽  
Inas Talaat El Sayed ◽  
Samar Fares
Keyword(s):  
Family Medicine ◽  
Communication Skills ◽  
Clinical Reasoning ◽  
Clinical Training ◽  
Online Training ◽  
Management Plan ◽  
Case Discussion ◽  
Training Experience ◽  
Face To Face ◽  
Clinical Family Medicine

Abstract Purpose of the study: how to shift from face-to-face clinical training into technology enhanced training during Covid 19 pandemic.Study design: Online trainer simulation with pre-prepared case scenarios and case discussion was our designed interventional training using Zoom application.Results: Regarding trainee’s feedback to the zoom training, 85% of them thought that it was useful. More than 75% of them recommended this online training for future trainees. More than 80% of the trainers were satisfied with the online training experience. More than 75% of them thought that this was a beneficial experience for the participating house officers. Although two-third of the trainers perceived the training to be mildly and moderately overloading, yet more than 80% of them were satisfied with this training experience and about three-fourth of them preferred it on face-to-face training. They suggested increasing the time of the session to allow for more feedback and discussion.Conclusion: Technology enhanced training is a good way of training that can improve many aspects of clinical family medicine skills as communication skills, patient-centred approach, clinical reasoning, and construction of management plan. It can be applied in other specialties especially in crisis times. In the future, it can be used as blended method of training beside face to face training in the clinics so they can complement each other.

scholarly journals Training of workplace-based clinical trainers in family medicine, South Africa: Before-and-after evaluation

2018 ◽  
Vol 10 (1) ◽  
Author(s):  
Robert Mash ◽  
Julia Blitz ◽  
Jill Edwards ◽  
Steve Mowle
Keyword(s):  
South Africa ◽  
Family Medicine ◽  
Learning Styles ◽  
Clinical Training ◽  
Family Physicians ◽  
Pass Rate ◽  
District Health ◽  
Educational Approach ◽  
Before And After ◽  
Training Programmes

Background: The training of family physicians is a relatively new phenomenon in the district health services of South Africa. There are concerns about the quality of clinical training and the low pass rate in the national examination.Aim: To assess the effect of a five-day course to train clinical trainers in family medicine on the participants’ subsequent capability in the workplace.Setting: Family physician clinical trainers from training programmes mainly in South Africa, but also from Ghana, Uganda, Kenya, Malawi and Botswana.Methods: A before-and-after study using self-reported change at 6 weeks (N = 18) and a 360-degree evaluation of clinical trainers by trainees after 3 months (N = 33). Quantitative data were analysed using the Statistical Package for Social Sciences, and qualitative data wereanalysed thematically.Results: Significant change (p < 0.05) was found at 6 weeks in terms of ensuring safe and effective patient care through training, establishing and maintaining an environment for learning, teaching and facilitating learning, enhancing learning through assessment, and supporting and monitoring educational progress. Family physicians reported that they were better at giving feedback, more aware of different learning styles, more facilitative and less authoritarian in their educational approach, more reflective and critical of their educational capabilities and more aware of principles in assessment. Despite this, the trainees did notreport any noticeable change in the trainers’ capability after 3 months.Conclusion: The results support a short-term improvement in the capability of clinical trainers following the course. This change needs to be supported by ongoing formative assessment and supportive visits, which are reported on elsewhere.

scholarly journals Pharmacist-Physician Collaboration at a Family Medicine Residency Program: A Focus Group Study

2018 ◽  
Vol 9 (1) ◽  
pp. 9 ◽  
Author(s):  
Keri Hager ◽  
Courntey Murphy ◽  
Don Uden ◽  
Brian Sick
Keyword(s):  
Family Medicine ◽  
Focus Groups ◽  
Clinical Training ◽  
Conflicts Of Interest ◽  
Building Blocks ◽  
Care Practice ◽  
Original Research ◽  
Working Relationship ◽  
Focus Group Study ◽  
Collaborative Working

Background: In response to transforming healthcare and pursuit of the Triple Aim, many health systems have added team members to expand the capabilities and effectiveness of the team to facilitate these aims. The objective of this study was to explore knowledge and perceptions of pharmacist-physician collaboration among family medicine residents (FMR), family medicine faculty (FMF), and pharmacist faculty and residents in a practice where clinical pharmacy services were relatively new. Understanding the nuances of pharmacist-physician interactions will provide insight into how to improve FMR education to prepare learners for patient-centered, team-based practice. Methods: An exploratory descriptive qualitative study design was used to articulate perceptions of professional roles and team-based care in an interprofessional family medicine community-based clinical practice. Five, 60-minute focus groups were conducted in a clinical training setting that focuses on preparing family medicine physicians for collaborative rural primary care practice. Results: Twenty-one FMRs, eight FMF, and six clinical pharmacists participated. Three themes emerged from the focus groups and were consistent across the groups: 1) roles of pharmacists recognized by physicians in different settings, 2) benefits to collaboration, and 3) keys to successful pharmacist-physician collaboration which include a) developing the relationship, b) optimizing communication, c) creating beneficial clinical workflow, d) clarifying roles and responsibilities, and e) increasing opportunities for meaningful interactions. Conclusion: This study demonstrated that by co-locating physicians and pharmacists in the same environment, and providing a basic structure for collaboration, a collaborative working relationship can be initiated. Practices looking to have more effective collaborative working relationships should strive to increase the frequency of interactions of the professions, help the physicians understand the abilities of pharmacists, and help the pharmacists articulate to the physicians the value of what they provide to patients. The five keys identified in this study are building blocks to advance a successful collaborative working relationship that positively benefits patient care and achieves the Quadruple Aim. Conflict of Interest We declare no conflicts of interest or financial interests that the authors or members of their immediate families have in any product or service discussed in the manuscript, including grants (pending or received), employment, gifts, stock holdings or options, honoraria, consultancies, expert testimony, patents and royalties Treatment of Human Subjects: IRB exemption granted   Type: Original Research

scholarly journals Drug Testing Incoming Residents and Medical Students in Family Medicine Training: A Survey of Program Policies and Practices

2015 ◽  
Vol 7 (1) ◽  
pp. 59-64 ◽  
Author(s):  
Paul F. Bell ◽  
Michael W. Semelka ◽  
Laleh Bigdeli
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Clinical Training ◽  
Drug Testing ◽  
Medical Training ◽  
Negative Consequences ◽  
Supportive Services ◽  
Residency Programs ◽  
Family Medicine Residency ◽  
Residency Program Directors

Abstract Background Despite well-established negative consequences, high rates of substance use and related disorders continue to be reported. Physicians in training are not immune from this, or the associated risks to their health and careers, while impaired physicians are a threat to patient safety. Objective We surveyed family medicine residency programs' practices relating to drug testing of medical students and incoming residents. The survey asked about the extent to which residency programs are confronted with trainees testing positive for prohibited substances, and how they respond. Methods The survey was sent to the directors of family medicine residency programs. A total of 205 directors (47.2%) completed the survey. Results A majority of the responding programs required drug testing for incoming residents (143, 68.9%). Most programs did not require testing of medical students (161, 81.7%). Few programs reported positive drug tests among incoming residents (9, 6.5%), and there was only 1 reported instance of a positive result among medical students (1, 3.3%). Respondents reported a range of responses to positive results, with few reporting that they would keep open training spots or offer supportive services for a medical student who tested positive. Conclusions Changing laws legalizing certain drugs may require corresponding changes in the focus on drug testing and associated issues in medical training; however, many residency program directors were not aware of their institution's current policies. Programs will need to reexamine drug testing policies as new generations of physicians, growing up under altered legal circumstances concerning drug use, progress to clinical training.

scholarly journals An Adapted Online Family Medicine Training for House Officers Amid Covid-19 Pandemic in Egypt

2021 ◽  
Vol 12 ◽  
pp. 215013272110170
Author(s):  
Marwa M. Ahmed ◽  
Samar Fares ◽  
Asmaa A. Sayed ◽  
Inas T. El Sayed
Keyword(s):  
Family Medicine ◽  
Clinical Training ◽  
Response Rate ◽  
Online Discussion ◽  
Training Session ◽  
Safety Measures ◽  
Level Of Satisfaction ◽  
The Family ◽  
Continuous Support ◽  
Virtual Setting

Introduction The COVID-19 pandemic is an unprecedented challenge to house officers training programs because of the safety measures. Objective This current study aimed to introduce the adaptation of family medicine training for house officers during COVID-19 pandemic and gauge their level of satisfaction with the training. Methods Unfortunately, more than one-fourth of the house officers attending the family medicine training turned out to be hospital-admitted or in obligatory home isolation. A time-sensitive plan was proposed to maintain a competent training guaranteeing safety and support of house officers and fulfilling the training objectives in a virtual setting. Three mentors were assigned to each 10 house officers to provide continuous support and monitoring. Tutor and house officer interaction and reflection were maintained through a virtual clinical training session via Zoom application and a daily online discussion of a clinical scenario. Peer interaction was provided through post-webinar and small-group online discussion sessions. Results The adapted training was applied on thirteen cohorts of house officers. The response rate was 70% (666 out of 950). Most of them were satisfied with the training (84.6%). Their satisfaction with each modality of the training was encouraging. Conclusions During COVID-19 pandemic, successful adaptation of family medicine training has succeeded in fulfilling the training objectives and providing psychological support and engagement for house officers without burdening the hospital-admitted and home-isolated house officers.

Current Issues: Advanced Digital Technology for Supervising Graduate Clinicians

2010 ◽  
Vol 20 (1) ◽  
pp. 9-13 ◽  
Author(s):  
Glenn Tellis ◽  
Lori Cimino ◽  
Jennifer Alberti
Keyword(s):  
Real Time ◽  
Digital Technology ◽  
Clinical Training ◽  
State Of The Art ◽  
Clinical Skills ◽  
Slow Motion ◽  
Video Capture ◽  
Microsoft Excel ◽  
Clinical Supervisors ◽  
Training And Supervision

Abstract The purpose of this article is to provide clinical supervisors with information pertaining to state-of-the-art clinic observation technology. We use a novel video-capture technology, the Landro Play Analyzer, to supervise clinical sessions as well as to train students to improve their clinical skills. We can observe four clinical sessions simultaneously from a central observation center. In addition, speech samples can be analyzed in real-time; saved on a CD, DVD, or flash/jump drive; viewed in slow motion; paused; and analyzed with Microsoft Excel. Procedures for applying the technology for clinical training and supervision will be discussed.

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

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