scholarly journals Medical Students' Corner: Lessons From COVID-19 in Equity, Adaptability, and Community for the Future of Medical Education

10.2196/23604 ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. e23604
Author(s):  
Simran Mann ◽  
Shonnelly Novintan ◽  
Yasmin Hazemi-Jebelli ◽  
Daniel Faehndrich
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
School Community ◽  
Lessons Learned ◽  
School Based ◽  
The World ◽  
The Future ◽  
To Come ◽  
Remote Learning

As UK medical students, we recently completed 3 months of remote learning due to the COVID-19 pandemic, before taking online end-of-the-year exams. We are now entering our final year of medical school. Based on our experiences and our understanding of others’ experiences, we believe that three key lessons have been universal for medical students around the world. The lessons learned throughout this process address the need for a fair system for medical students, the importance of adaptability in all aspects of medical education, and the value of a strong medical school community. These lessons can be applied in the years to come to improve medical education as we know it.

scholarly journals Medical Students' Corner: Lessons From COVID-19 in Equity, Adaptability, and Community for the Future of Medical Education (Preprint)

2020 ◽  
Author(s):  
Simran Mann ◽  
Shonnelly Novintan ◽  
Yasmin Hazemi-Jebelli ◽  
Daniel Faehndrich
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
School Community ◽  
Lessons Learned ◽  
School Based ◽  
The World ◽  
The Future ◽  
To Come ◽  
Remote Learning

UNSTRUCTURED As UK medical students, we recently completed 3 months of remote learning due to the COVID-19 pandemic, before taking online end-of-the-year exams. We are now entering our final year of medical school. Based on our experiences and our understanding of others’ experiences, we believe that three key lessons have been universal for medical students around the world. The lessons learned throughout this process address the need for a fair system for medical students, the importance of adaptability in all aspects of medical education, and the value of a strong medical school community. These lessons can be applied in the years to come to improve medical education as we know it.

scholarly journals Twelve Tips to Successfully Conducting Virtual Clinical Assessment Using Zoom™ Lessons Learned from COVID-19 Pandemic

2020 ◽  
Author(s):  
Mohamed H. Shehata ◽  
Archana Prabu Kumar ◽  
Mona R. Arekat ◽  
Hani Atwa ◽  
Samar A. Ahmed ◽  
...  
Keyword(s):  
Medical Education ◽  
Clinical Examination ◽  
Clinical Assessment ◽  
Arabian Gulf ◽  
Lessons Learned ◽  
Medical Sciences ◽  
Clinical Assessments ◽  
The World ◽  
The Future

The COVID-19 pandemic changed the world of medical education, moving it years ahead of time into the future. Many concepts needed to be changed, so did the methodologies. Nevertheless, clinical assessment remained tricky. This work highlights the outcome of the work of College of Medicine and Medical Sciences at the Arabian Gulf University in Bahrain in performing virtual clinical examination using Zoom™. Tips in this article are meant to help plan, implement and evaluate clinical assessments virtually.

EDUCATION

PEDIATRICS ◽  
1955 ◽  
Vol 16 (1) ◽  
pp. 129-131
Author(s):  
Hulda E. Thelander
Keyword(s):  
Medical Education ◽  
Medical School ◽  
School Library ◽  
Medical Schools ◽  
World Conference ◽  
Oxford University ◽  
The World ◽  
The Future ◽  
First World ◽  
Oxford University Press

IT IS a year and a half since the World Conference on Medical Education was held in London. Soon after the sessions a number of journals carried short reports of the meetings or abstracts of some of the speeches. This conference was too significant to be quickly forgotten. Fortunately the entire proceedings are now available in book form under the title First World Conference on Medical Education published by the Oxford University Press. It should be in every medical school library. There probably will be other international conferences on medical education in the future. I would like to urge that medical schools make it possible for their younger teachers to attend such a conference.

Patient consent to medical students in general practice

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697229
Author(s):  
Matthew Webb ◽  
Sarah Thirlwall ◽  
Bob McKinley
Keyword(s):  
Medical Education ◽  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Teaching Quality ◽  
School Students ◽  
Patient Journey ◽  
Patient Consent ◽  
High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

scholarly journals The impact of integrating environmental health into medical school curricula: a survey-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti ◽  
Michelle Secic ◽  
Erin Speiser Ihde
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Learning Objectives ◽  
Lead Contamination ◽  
Institute Of Medicine ◽  
The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

scholarly journals A Sense of Presence: Mediating an American Apocalypse

Religions ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 59
Author(s):  
Rachel Wagner
Keyword(s):  
Religious Practice ◽  
Religious Institutions ◽  
The Past ◽  
Sense Of Presence ◽  
The World ◽  
The Future ◽  
To Come

Here I build upon Robert Orsi’s work by arguing that we can see presence—and the longing for it—at work beyond the obvious spaces of religious practice. Presence, I propose, is alive and well in mediated apocalypticism, in the intense imagination of the future that preoccupies those who consume its narratives in film, games, and role plays. Presence is a way of bringing worlds beyond into tangible form, of touching them and letting them touch you. It is, in this sense, that Michael Hoelzl and Graham Ward observe the “re-emergence” of religion with a “new visibility” that is much more than “simple re-emergence of something that has been in decline in the past but is now manifesting itself once more.” I propose that the “new awareness of religion” they posit includes the mediated worlds that enchant and empower us via deeply immersive fandoms. Whereas religious institutions today may be suspicious of presence, it lives on in the thick of media fandoms and their material manifestations, especially those forms that make ultimate promises about the world to come.

The Resident in the Non-university Hospital

PEDIATRICS ◽  
1962 ◽  
Vol 29 (4) ◽  
pp. 678-679
Author(s):  
H. William Fink
Keyword(s):  
Medical Students ◽  
Medical School ◽  
University Hospital ◽  
Community Hospitals ◽  
University Hospitals ◽  
Pediatric Practice ◽  
The Future

I write with concern for the future of good community hospitals with qualified attending pediatricians and plenty of patient material but no residents. In the ever-increasing competition for residents, such hospitals are slowly being strangled by the more fortunate university hospitals with their access to medical students and interns. I fear that the ultimate consequences will be the downgrading of pediatric practice throughout the county in those areas where there is not a medical school.

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