scholarly journals Telemedicine Training in Undergraduate Medical Education: Mixed-Methods Review (Preprint)

2018 ◽  
Author(s):  
Shayan Waseh ◽  
Adam P Dicker
Keyword(s):  
United States ◽  
Health Care ◽  
Medical Education ◽  
Mixed Methods ◽  
Undergraduate Medical Education ◽  
Clinical Education ◽  
Medical Schools ◽  
The United States ◽  
Health Care Environment ◽  
Liaison Committee

BACKGROUND Telemedicine has grown exponentially in the United States over the past few decades, and contemporary trends in the health care environment are serving to fuel this growth into the future. Therefore, medical schools are learning to incorporate telemedicine competencies into the undergraduate medical education of future physicians so that they can more effectively leverage telemedicine technologies for improving the quality of care, increasing patient access, and reducing health care expense. This review articulates the efforts of allopathic-degree-granting medical schools in the United States to characterize and systematize the learnings that have been generated thus far in the domain of telemedicine training in undergraduate medical education. OBJECTIVE The aim of this review was to collect and outline the current experiences and learnings that have been generated as medical schools have sought to implement telemedicine capacity-building into undergraduate medical education. METHODS We performed a mixed-methods review, starting with a literature review via Scopus, tracking with Excel, and an email outreach effort utilizing telemedicine curriculum data gathered by the Liaison Committee on Medical Education. This outreach included 70 institutions and yielded 7 interviews, 4 peer-reviewed research papers, 6 online documents, and 3 completed survey responses. RESULTS There is an emerging, rich international body of learning being generated in the field of telemedicine training in undergraduate medical education. The integration of telemedicine-based lessons, ethics case-studies, clinical rotations, and even teleassessments are being found to offer great value for medical schools and their students. Most medical students find such training to be a valuable component of their preclinical and clinical education for a variety of reasons, which include fostering greater familiarity with telemedicine and increased comfort with applying telemedical approaches in their future careers. CONCLUSIONS These competencies are increasingly important in tackling the challenges facing health care in the 21st century, and further implementation of telemedicine curricula into undergraduate medical education is highly merited.

scholarly journals The Current State of Medical School Education in Bioethics, Health Law, and Health Economics

2008 ◽  
Vol 36 (1) ◽  
pp. 89-94 ◽  
Author(s):  
Govind C. Persad ◽  
Linden Elder ◽  
Laura Sedig ◽  
Leonardo Flores ◽  
Ezekiel J. Emanuel
Keyword(s):  
United States ◽  
Medical Education ◽  
Health Economics ◽  
End Of Life ◽  
Medical Schools ◽  
The United States ◽  
Health Law ◽  
Research Administration ◽  
Liaison Committee ◽  
End Of Life Decision

The standards for medical education in the United States now go above and beyond traditional basic science and clinical subjects. Bioethics, health law, and health economics are recognized as important parts of translating physicians’ technical competence in medicine into effective research, administration, and medical care for patients. The Liaison Committee on Medical Education (LCME), which establishes certification requirements for medical schools, requires all medical schools to include bioethics in their curricula. Furthermore, issues such as the growth of genetic testing, end-of-life decision making for a burgeoning elderly population, confidentiality in the era of electronic medical records, and allocation of scarce medical resources make bioethics training clearly necessary for physicians. Although 16 percent of the United States GDP is devoted to health care, the LCME does not currently mandate training in health law or health economics. Furthermore, as the Schiavo case and HIPAA remind us, legal directives influence medical practice in areas such as billing, confidentiality, and end-of-life care.

Disaster Curricula in Medical Education: Pilot Survey

2012 ◽  
Vol 27 (5) ◽  
pp. 492-494 ◽  
Author(s):  
Jared Smith ◽  
Matthew J. Levy ◽  
Edbert B. Hsu ◽  
J. Lee Levy
Keyword(s):  
United States ◽  
Health Care ◽  
Medical Education ◽  
Medical School ◽  
Medical Schools ◽  
The United States ◽  
Disaster Medicine ◽  
Pilot Survey ◽  
Course Work ◽  
School Curricula

AbstractIntroductionAn understanding of disaster medicine and the health care system during mass-casualty events is vital to a successful disaster response, and has been recommended as an integral part of the medical curriculum by the Association of American Medical Colleges (AAMC). It has been documented that medical students do not believe that they have received adequate training for responding to disasters. The purpose of this pilot study was to determine the inclusion of disaster medicine in the required course work of medical students at AAMC schools in the United States, and to identify the content areas addressed.MethodsAn electronic on-line survey was developed based upon published core competencies for health care workers, and distributed via e-mail to the education liaison for each medical school in the United States that was accredited by the AAMC. The survey included questions regarding the inclusion of disaster medicine in the medical school curricula, the type of instruction, and the content of instruction.ResultsOf the 29 (25.2%) medical schools that completed the survey, 31% incorporated disaster medicine into their medical school curricula. Of those schools that included disaster medicine in their curricula, 20.7% offered disaster material as required course work, and 17.2% offered it as elective course work. Disaster medicine topics provided at the highest frequency included pandemic influenza/severe acute respiratory syndrome (SARS, 27.5%), and principles of triage (10.3%). The disaster health competency included most frequently was the ability to recognize a potential critical event and implement actions at eight (27.5%) of the responding schools.ConclusionsOnly a small percentage of US medical schools currently include disaster medicine in their core curriculum, and even fewer medical schools have incorporated or adopted competency-based training within their disaster medicine lecture topics and curricula.>SmithJ, LevyMJ, HsuEB, LevyJL. Disaster curricula in medical education: pilot survey. Prehosp Disaster Med.2012;27(5):1-3.

scholarly journals FSMB Census of Licensed Physicians in the United States, 2018

2019 ◽  
Vol 105 (2) ◽  
pp. 7-23 ◽  
Author(s):  
Aaron Young ◽  
Humayun J. Chaudhry ◽  
Xiaomei Pei ◽  
Katie Arnhart ◽  
Michael Dugan ◽  
...  
Keyword(s):  
United States ◽  
Health Care ◽  
Medical School ◽  
Census Data ◽  
Medical Schools ◽  
The United States ◽  
Geographic Region ◽  
Physician Workforce ◽  
Care Needs ◽  
State Medical Boards

ABSTRACT There are 985,026 physicians with Doctor of Medicine (MD) and Doctor of Osteopathic Medicine (DO) degrees licensed to practice medicine in the United States and the District of Columbia, according to physician census data compiled by the Federation of State Medical Boards (FSMB). These qualified physicians graduated from 2,089 medical schools in 167 countries and are available to serve a U.S. national population of 327,167,434. While the percentage of physicians who are international medical graduates have remained relatively stable over the last eight years, the percentage of physicians who are women, possess a DO degree, have three or more licenses, or are graduates of a medical school in the Caribbean have increased by varying degrees during that same period. This report marks the fifth biennial physician census that the FSMB has published, highlighting key characteristics of the nation's available physician workforce, including numbers of licensees by geographic region and state, type of medical degree, location of medical school, age, gender, specialty certification and number of active licenses per physician. The number of licensed physicians in the United States has been growing steadily, due in part to an expansion in the number of medical schools and students during the past two decades, even as concerns of a physician shortage to meet health care demands persist. The average age of licensed physicians continues to increase, and more licensed physicians appear to be specialty certified, though the latter finding may reflect more comprehensive reporting. This census was compiled using the FSMB's Physician Data Center (PDC), which collects, collates and analyzes physician data directly from the nation's state medical and osteopathic boards and is uniquely positioned to provide a comprehensive snapshot of information about licensed physicians. A periodic national census of this type offers useful demographic and licensure information about the available physician workforce that may be useful to policy makers, researchers and related health care organizations to better understand and address the nation's health care needs.

scholarly journals Enhancing the Pipeline of Pathologists in the United States

2021 ◽  
Vol 8 ◽  
pp. 237428952110417
Author(s):  
Wesley Y. Naritoku ◽  
Mary A. Furlong ◽  
Barbara Knollman-Ritschel ◽  
Karen L. Kaul
Keyword(s):  
United States ◽  
Medical Education ◽  
Undergraduate Medical Education ◽  
Statistical Significance ◽  
Medical Specialty ◽  
The United States ◽  
Highly Qualified ◽  
Medical Graduates ◽  
Education Directors ◽  
Curriculum Committee

The shortage of pathologists in the United States has been a topic of discussion for the past 2 decades. At the 2014 Association of Pathology Chairs (APC)/Program Directors Section (PRODS) meeting, a Pipeline Subcommittee (PSC) of the APC Advocacy Committee was formed with the charge of investigating ways to increase the number of highly qualified United States Medical Graduates entering into pathology. Several online surveys were developed to identify the strengths, weaknesses, opportunities, and threats to recruitment into pathology. Two general pipeline surveys were completed; one was issued in 2014 and is discussed in this article. In 2018, the Medical Education Working Group surveyed the Undergraduate Medical Education Directors Section on the state of undergraduate medical education for pathology; pipeline issues are included in this article from the 2018 survey. Medical schools that reported 2% to 5% or more of their graduates going into pathology were compared with schools where less than 1% went into pathology. About one-third of schools producing more pathology residents had Post-Sophomore Pathology Fellowships. Schools that had a faculty member on the curriculum committee that felt they had little or no control were more likely to have fewer graduates going into pathology. Schools having students view an autopsy as a requirement of graduation were more likely to produce graduates going into pathology. However, none of these characteristics achieved statistical significance. Continued incorporation of best practices for exposure of pathology as a medical specialty as well as outreach to students will be necessary for the future pipeline.

Teaching Medicine

2017 ◽  
Author(s):  
Molly Harrod ◽  
Sanjay Saint ◽  
Robert W. Stock
Keyword(s):  
United States ◽  
Medical Education ◽  
Medical Schools ◽  
The United States ◽  
Time Constraints ◽  
Teaching Hospitals ◽  
Complex Patients

Medical schools in the United States now graduate some 18,000 students a year, and most of them will continue their medical education at one of the more than 1,000 teaching hospitals. Time constraints, complex patients, and the involvement of multiple disciplines in the care of patients have necessitated changes in medical education on the units. Unlike prior research, this project focused on the context in which learning happens and designated the team as the focus of research. The authors spent time with 12 outstanding attendings and their teams in order to provide detailed descriptions of the specific strategies, methods, and even language that the attendings use to teach their learners not only about medicine but also about how to care for patients.

Survey of undergraduate medical education in the United States

1984 ◽  
Vol 13 (5) ◽  
pp. 381-382
Author(s):  
AB Sanders ◽  
E Criss ◽  
D Witzke ◽  
MA Levitt
Keyword(s):  
United States ◽  
Medical Education ◽  
Undergraduate Medical Education ◽  
The United States

scholarly journals Prospects for a National Clearinghouse on International Medical Schools

2008 ◽  
Vol 94 (3) ◽  
pp. 7-11
Author(s):  
David Alan Johnson
Keyword(s):  
United States ◽  
Medical Education ◽  
Medical Schools ◽  
The United States ◽  
International Medical ◽  
Committee Report ◽  
Close Monitoring ◽  
Special Committee ◽  
The Caribbean ◽  
State Medical Boards

ABSTRACT In 2006, a special committee appointed by the Federation of State Medical Boards (FSMB) issued its report on the “Evaluation of Undergraduate Medical Education” in the United States and abroad. Satisfied with accreditation systems already providing reasonable and adequate assurance for the quality of medical education in this country, the committee turned its focus toward international medical schools. Because international medical graduates (IMGs) comprise 25 percent of the physician workforce, U.S. medical licensing boards continue to seek meaningful information on the medical schools of their licensees. The report's recommendations included a call for close monitoring of efforts to provide international accreditation systems. One of the current initiatives being closely watched is that of the Caribbean Authority for Accreditation in Medicine and Other Health Professions (CAAM). Under the auspices of the Caribbean Community, CAAM has established an accreditation system for medical schools in the region, carried out site visits and rendered decisions for a number of Caribbean schools. A complementary initiative currently underway by FSMB and ECFMG staff involves the development of a primer on IMGs and international medical education. This web-based resource is scheduled for completion in late fall 2008. The major recommendation of the special committee report called for the FSMB to work with state medical boards and the ECFMG to establish an information and data clearinghouse on international medical schools. A clearinghouse workgroup has already begun meeting and considering various quality indicators suggested by the special committee report such as admission requirements, policies relative to advanced standing and aggregate performance data on USMLE. The challenges facing the clearinghouse are significant. One approach being considered is to focus data collection efforts primarily on the eight to 10 schools currently supplying the largest number of IMGs seeking medical licensure in the United States.

Pathology Resident Attitudes and Opinions About Pathologists' Assistants

2003 ◽  
Vol 127 (6) ◽  
pp. 666-672
Author(s):  
Dana Marie Grzybicki ◽  
Colleen M. Vrbin
Keyword(s):  
United States ◽  
Health Care ◽  
The United States ◽  
Resident Training ◽  
Health Care Economics ◽  
Health Care Environment ◽  
Cross Sectional ◽  
Resident Attitudes ◽  
Positive Attitudes ◽  
And Training

Abstract Context.—Changes in health care economics and organization have resulted in increased use of nonphysician providers in most health care settings. Attitudinal acceptance of nonphysician providers is important in the current health care environment. Objectives.—To obtain descriptive information regarding pathology resident attitudes and opinions about pathologists' assistants in anatomic pathology practice and to assess the implications of resident attitudes and opinions for pathology practice and training. Design.—A self-administered, mailed, voluntary, anonymous questionnaire was distributed to a cross-sectional sample of pathology residents in the United States (2531 pathology residents registered as resident members of one of the national pathology professional organizations). The questionnaire contained (1) items relating to resident demographics and program characteristics, (2) Likert-scale response items containing positive and negative statements about pathologists' assistants, (3) a multiple-choice item related to pathologists' assistants scope of practice, and (4) an open-ended item inviting additional comments. Both quantitative and qualitative analysis of responses was performed. Results.—The overall response rate was 19.4% (n = 490); 50% of the respondents were women, and 77% reported use of pathologists' assistants in their program. Most respondents were 25 to 35 years old and in postgraduate years 3 through 5 of their training, and most were located in the Midwestern United States. The majority of residents expressed overall positive attitudes and opinions about pathologists' assistants and felt that pathologists' assistants enhanced resident training by optimizing resident workload. A minority (10%–20%) of residents expressed negative attitudes or opinions about pathologists' assistants. Additionally, some residents reported a lack of knowledge about pathologists' assistants' training or roles. Conclusions.—Increased resident education and open discussion concerning pathologists' assistants may be beneficial for optimizing resident attitudes about and training experiences with pathologists' assistants.

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