scholarly journals Unmuting Medical Students’ Education: Utilizing Telemedicine During the COVID-19 Pandemic and Beyond (Preprint)

2020 ◽  
Author(s):  
Ariella Magen Iancu ◽  
Michael Thomas Kemp ◽  
Hasan Badre Alam
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Patient Care ◽  
Core Competencies ◽  
Medical Schools ◽  
High Quality ◽  
Social Distancing ◽  
Student Education

UNSTRUCTURED Due to the coronavirus disease (COVID-19) pandemic, medical schools have paused traditional clerkships, eliminating direct patient encounters from medical students’ education for the immediate future. Telemedicine offers opportunities in a variety of specialties that can augment student education during this time. The projected growth of telemedicine necessitates that students learn new skills to be effective providers. In this viewpoint, we delineate specific telehealth opportunities that teach core competencies for patient care, while also teaching telemedicine-specific skills. Schools can further augment student education through a variety of telemedicine initiatives across multiple medical fields. The explosion of telemedicine programs due to the pandemic can be a catalyst for schools to integrate telemedicine into their current curricula. The depth and variety of telemedicine opportunities allow schools to continue providing high-quality medical education while maintaining social distancing policies.

scholarly journals Unmuting Medical Students’ Education: Utilizing Telemedicine During the COVID-19 Pandemic and Beyond

10.2196/19667 ◽  
2020 ◽  
Vol 22 (7) ◽  
pp. e19667 ◽  
Author(s):  
Ariella Magen Iancu ◽  
Michael Thomas Kemp ◽  
Hasan Badre Alam
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Patient Care ◽  
Core Competencies ◽  
Medical Schools ◽  
High Quality ◽  
Social Distancing ◽  
Student Education

Due to the coronavirus disease (COVID-19) pandemic, medical schools have paused traditional clerkships, eliminating direct patient encounters from medical students’ education for the immediate future. Telemedicine offers opportunities in a variety of specialties that can augment student education during this time. The projected growth of telemedicine necessitates that students learn new skills to be effective providers. In this viewpoint, we delineate specific telehealth opportunities that teach core competencies for patient care, while also teaching telemedicine-specific skills. Schools can further augment student education through a variety of telemedicine initiatives across multiple medical fields. The explosion of telemedicine programs due to the pandemic can be a catalyst for schools to integrate telemedicine into their current curricula. The depth and variety of telemedicine opportunities allow schools to continue providing high-quality medical education while maintaining social distancing policies.

scholarly journals Structural Barriers to Student Disability Disclosure in US-Allopathic Medical Schools

2021 ◽  
Vol 8 ◽  
pp. 238212052110186
Author(s):  
Lisa M Meeks ◽  
Ben Case ◽  
Erene Stergiopoulos ◽  
Brianna K Evans ◽  
Kristina H Petersen
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Students With Disabilities ◽  
Class Size ◽  
Medical Schools ◽  
Organizational Characteristics ◽  
School Level ◽  
Student Diversity ◽  
Structural Barriers ◽  
Disability Disclosure

Introduction: Leaders in medical education have expressed a commitment to increase medical student diversity, including those with disabilities. Despite this commitment there exists a large gap in the number of medical students self-reporting disability in anonymous demographic surveys and those willing to disclose and request accommodations at a school level. Structural elements for disclosing and requesting disability accommodations have been identified as a main barrier for students with disabilities in medical education, yet school-level practices for student disclosure at US-MD programs have not been studied. Methods: In August 2020, a survey seeking to ascertain institutional disability disclosure structure was sent to student affairs deans at LCME fully accredited medical schools. Survey responses were coded according to their alignment with considerations from the AAMC report on disability and analyzed for any associations with the AAMC Organizational Characteristics Database and class size. Results: Disability disclosure structures were collected for 98 of 141 eligible schools (70% response rate). Structures for disability disclosure varied among the 98 respondent schools. Sixty-four (65%) programs maintained a disability disclosure structure in alignment with AAMC considerations; 34 (35%) did not. No statistically significant relationships were identified between disability disclosure structures and AAMC organizational characteristics or class size. Discussion: Thirty-five percent of LCME fully accredited MD program respondents continue to employ structures of disability disclosure that do not align with the considerations offered in the AAMC report. This structural non-alignment has been identified as a major barrier for medical students to accessing accommodations and may disincentivize disability disclosure. Meeting the stated calls for diversity will require schools to consider structural barriers that marginalize students with disabilities and make appropriate adjustments to their services to improve access.

Applications of Narrative Medicine to Surgical Education

2021 ◽  
pp. 000313482110298
Author(s):  
Carol EH Scott-Conner ◽  
Divyansh Agarwal
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Surgical Education ◽  
Core Competencies ◽  
Narrative Medicine ◽  
Medical Schools ◽  
Residency Programs ◽  
Surgical Residency

Narrative medicine describes the application of story to medical education and practice. Although it has been implemented successfully in many medical schools as a part of undergraduate medical education, applications to the residency environment have been relatively limited. There are virtually no data concerning the adoption of narrative medicine within surgical residencies. This paper provides a brief introduction to the formal discipline of narrative medicine. We further discuss how storytelling is already used in surgical education and summarize the literature on applications of narrative medicine to residents in other specialties. The relevance of narrative medicine to the ACGME core competencies is explored. We conclude with specific suggestions for implementation of narrative medicine within surgical residency programs.

scholarly journals Self-Assessment of Problem Solving Disposition in Medical Students

2014 ◽  
Vol 2014 ◽  
pp. 1-6
Author(s):  
Silvia Lizett Olivares-Olivares ◽  
Mildred Vanessa López-Cabrera
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Students ◽  
Problem Solving ◽  
Medical Schools ◽  
Self Assessment ◽  
Competency Based Education ◽  
Competency Based ◽  
Future Demands ◽  
Disposition Model

Medical schools are committed to both students and society to develop capabilities required to succeed in health care environments. Present diagnosis and treatment methods become obsolete faster, demanding that medical schools incorporate competency-based education to keep pace with future demands. This study was conducted to assess the problem solving disposition of medical students. A three-subcategory model of the skill is proposed. The instrument was validated on content by a group of 17 experts in medical education and applied to 135 registered students on the sixth year of the M.D. Physician Surgeon program at a private medical school. Cronbach’s alpha indicated an internal consistency of 0.751. The findings suggest that selected items have both homogeneity and validity. The factor analysis resulted in components that were associated with three problem-solving subcategories. The students’ perceptions are higher in the pattern recognition and application of general strategies for problem solving subcategories of the Problem solving disposition model.

scholarly journals Assessing the current state of medical education on cannabis in Canada: Preliminary findings from Quebec

2020 ◽  
Vol 25 (Supplement_1) ◽  
pp. S29-S33
Author(s):  
Laurent Elkrief ◽  
Julien Belliveau ◽  
Tara D’Ignazio ◽  
Philippe Simard ◽  
Didier Jutras-Aswad
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Medical Schools ◽  
School Curriculum ◽  
Medical Curricula ◽  
Comfort Levels ◽  
Current State ◽  
Low Levels ◽  
Current Curriculum

Abstract The legalization of recreational cannabis across Canada has revealed the importance of medical education on cannabis-related topics. A recent study has indicated that Canadian physicians report a significant gap in current versus desired knowledge regarding the therapeutic use of cannabis. However, the state of education on cannabis has never been studied in Canadian medical schools. This article presents the preliminary findings of a survey conducted to understand the perceptions of Quebec’s medical students regarding cannabis-related teachings in their current curriculum. Overall, students reported very low to low levels of exposure to, knowledge of, and comfort levels with cannabis-related subjects. The majority of students reported that they felt that their medical curricula did not prepare them to face cannabis-related issues in their future practices. Strategies need to be developed for improving medical school curriculum regarding cannabis-related issues. These findings provide potential key strategies to improve curricula.

scholarly journals IS PATIENT SAFETY AT THE HEART OF MEDICAL EDUCATION IN INDONESIA? REFLECTION ON THE IMPACT OF THE NATIONAL EXAMINATION

2019 ◽  
Vol 8 (3) ◽  
pp. 153
Author(s):  
Rachmadya Nur Hidayah
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Patient Safety ◽  
Focus Groups ◽  
Patient Care ◽  
Medical Schools ◽  
Theory Approach ◽  
High Stakes ◽  
Teachers And Students ◽  
The Impact

ABSTRACT Background: National examinations in Indonesia (UKMPPD) has been implemented since 2007 as a quality assurance method for medical graduates and medical schools. The impact of UKMPPD has been studied since then, where one of the consequences were related to how it affected medical education and curricula. This study explored the consequences of UKMPPD, focusing on how the students, teachers, and medical schools’ leaders relate the examination with patient care. This study aimed to explore the impact of UKMPPD on medical education, which focusing on the issue of patient safety. Methods: This study was part of a doctoral project, using a qualitative method with a modified grounded theory approach. The perspectives of multiple stakeholders on the impact of the UKMPPD were explored using interview and focus groups. Interviews were conducted with medical schools’ representatives (vice deans/ programme directors), while focus groups were conducted with teachers and students. A sampling framework was used by considering the characteristics of Indonesian medical schools based on region, accreditation status, and ownership (public/ private). Data was analysed using open coding and thematic framework as part of the iterative process. Results: The UKMPPD affected how the stakeholders viewed this high-stakes examination and the education delivered in their medical schools. One of the consequences revealed how stakeholders viewed the UKMPPD and its impact on patient care. Participants viewed the UKMPPD as a method of preparation for graduates’ real clinical practice. The lack of reference for patient safety as the impact of the UKMPPD in this study showed that there were missing links in how stakeholders perceived the examination as part of quality assurance in health care. Conclusion: The UKMPPD as a high-stakes examination has a powerful impact in changing educational policy and programmes in Indonesia. However, in Indonesia, the examination brought in the reflection on how the “patient” element was lacking from medical education. This research offers an insight on the concept of patient safety in Indonesia and how the stakeholders could approach the issue. Keywords: UKMPPD, national licensing examination, impact, competence, patient safety, curriculum 

scholarly journals Two Student Perspectives on Clinical Medical Education During the COVID19 Pandemic

2021 ◽  
Author(s):  
Anne P. George ◽  
Elise E. Ewens
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Patient Care ◽  
Direct Patient Care ◽  
Rural And Urban ◽  
Hands On ◽  
Hands On Learning ◽  
Ultimate Question ◽  
To Come ◽  
The U.S

In the age of COVID19, the ultimate question in healthcare became who was essential and who was not. Basically, who could be cut from the roster in patient care? Unfortunately, as medical students, many of us did not make that cut, and as rotations were continually evolving and changing, students from even the same institution had varying experiences. Third-year clerkships are defined by the direct patient care and hands-on learning students get, but in the age of COVID19, “hands-on learning” has been a bit hard to come by. Hence, COVID has caused many changes in the way medicine is being taught and practiced. This article will detail the experiences of two medical students from the same institution, working in different locations for their third-year clerkships. We contrast our rural and urban experiences as students in the time of COVID and display the varying experiences students are having during this time. We touch on the potential ramifications for these wide varieties of experiences from students across the U.S. and how this will affect sub-internships and residency applications. 

Irish Medical Education and Student Culture, c.1850-1950

2018 ◽  
Author(s):  
Laura Kelly
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Medical Profession ◽  
Religious Affiliation ◽  
Medical Schools ◽  
Student Life ◽  
Student Culture ◽  
History Of ◽  
Irish Medical

This book is the first comprehensive history of medical student culture and medical education in Ireland from the middle of the nineteenth century until the 1950s. Utilising a variety of rich sources, including novels, newspapers, student magazines, doctors’ memoirs, and oral history accounts, it examines Irish medical student life and culture, incorporating students’ educational and extra-curricular activities at all of the Irish medical schools. The book investigates students' experiences in the lecture theatre, hospital, dissecting room and outside their studies, such as in ‘digs’, sporting teams and in student societies, illustrating how representations of medical students changed in Ireland over the period and examines the importance of class, religious affiliation and the appropriate traits that students were expected to possess. It highlights religious divisions as well as the dominance of the middle classes in Irish medical schools while also exploring institutional differences, the students’ decisions to pursue medical education, emigration and the experiences of women medical students within a predominantly masculine sphere. Through an examination of the history of medical education in Ireland, this book builds on our understanding of the Irish medical profession while also contributing to the wider scholarship of student life and culture. It will appeal to those interested in the history of medicine, the history of education and social history in modern Ireland.

Application of the Weed System to Psychiatric Records

1972 ◽  
Vol 3 (2) ◽  
pp. 119-129 ◽  
Author(s):  
Richard L. Grant ◽  
Barry M. Maletzky
Keyword(s):  
Medical Education ◽  
Patient Care ◽  
General Hospital ◽  
Medical Record ◽  
Medical Schools ◽  
Medical Chart ◽  
Chart Audit ◽  
Record Keeping ◽  
Teaching Research ◽  
Practicing Physicians

The medical record is being called upon to play an increasingly important role in medical education and effective patient care. The Weed system of “problem-oriented” medical record-keeping can enhance the effectiveness of the medical chart for these purposes and also for the various goals of chart audit. There has been increasing acceptance and application of this system both in medical schools and by practicing physicians. The psychiatric record has been particularly lacking in consistent organization, clarity, accuracy and readability. We have combined, in our approach to psychiatric records in a general hospital, a strongly behavioral and social psychiatric perspective with the Weed system to provide a psychiatric record that is a usable and practical document for teaching, research, effective continued patient care, and medical and fiscal audit.

Apartheid and Medical Education: The Training of Black Doctors in South Africa

1983 ◽  
Vol 13 (1) ◽  
pp. 131-153 ◽  
Author(s):  
Phillip V. Tobias
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Ethnic Group ◽  
South African ◽  
Southern Africa ◽  
Total Population ◽  
Medical Training ◽  
Population Group ◽  
Medical Schools ◽  
Medical Graduates

An analysis is presented of the numbers of medical students in South African medical schools and of medical graduates produced annually. The data are analyzed according to ethnic groups. It is shown that gross discrepancies exist, and that black (African) and “Colored” sectors of the population are seriously underrepresented. This pattern is found for the total number of medical students; the ratio of number of medical students in each ethnic group to the total population of that group; the number of medical schools to which blacks may, in terms of the government's apartheid policy, be freely admitted; the absolute numbers of medical graduates drawn from each ethnic group and the percentage of the total number of medical practitioners stemming from each population group; and the ratio of the numbers of medical graduates in each ethnic group to the total population of that group. No matter which yardstick is employed, marked discrepancies are apparent. It is maintained that the separate and inferior schooling system for blacks, under the apartheid policy, is not providing suitably qualified medical student material from the African and “Colored” population groups; and that the State (under which all South African medical schools fall) has not permitted existing medical school facilities to be freely opened for the medical training of blacks, nor has it made available sufficient facilities for the medical training of blacks. It is concluded that the apartheid policy, with its many ramifications at primary, secondary, and tertiary educational levels, has constituted the most serious setback to medical education in southern Africa. It has left medical education in southern Africa over 30 years behind a point where it could and should have been.

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