scholarly journals Sexual Health Teaching in the Family Medicine Clerkship: Results of a CERA Survey

PRiMER ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Sarah E. Stumbar ◽  
Nana Aisha Garba ◽  
Marisyl de la Cruz ◽  
Prasad Bhoite ◽  
Matthew Holley ◽  
...  
Keyword(s):  
Family Medicine ◽  
Sexual Health ◽  
Delivery Methods ◽  
Medicine Clerkship ◽  
Sexual Health Care ◽  
Curricular Development ◽  
The Family ◽  
Care Family ◽  
Research Alliance ◽  
Health Content

Introduction: With growing efforts to provide comprehensive and inclusive sexual health care, family medicine clerkships are well positioned to educate learners about a spectrum of related topics. This study investigated the current state of sexual health instruction in family medicine clerkships, including specific factors impacting its delivery. Methods: Questions about sexual health curricula were created and included as part of the 2020 Council of Academic Family Medicine’s Educational Research Alliance survey of family medicine clerkship directors. The survey was distributed via email to 163 recipients between June 1, 2020 and June 25, 2020. Results: One hundred five (64.42%) of 163 clerkship directors responded to the survey. Our results revealed that during family medicine clerkships, family planning, contraception, and pregnancy options counseling are covered significantly more often than topics related to sexual dysfunction and satisfaction and LGBTQ+ health. Most clerkship directors (91.5%) reported less than 5 hours of sexual health training in their curriculum. Those with more dedicated sexual health curricular hours were more likely to include simulation. Lack of time (41.7%) was the most frequently reported barrier to incorporating sexual health content into the clerkship.  Conclusions: Coverage of sexual health topics during the family medicine clerkship is limited in scope and delivery. To support curricular development and integration, future studies should more thoroughly examine the factors influencing the inclusion of sexual health content in family medicine clerkships as well as the development of assessment methods to determine competency.

scholarly journals Teaching Chronic Pain in the Family Medicine Clerkship: Changes From 2014

2020 ◽  
Vol 52 (5) ◽  
pp. 361-363
Author(s):  
Kimberly Zoberi Schiel ◽  
Kelly M. Everard
Keyword(s):  
Chronic Pain ◽  
Family Medicine ◽  
Response Rate ◽  
Opioid Overdose ◽  
Medicine Clerkship ◽  
Overdose Death ◽  
The Family ◽  
Opioid Medications ◽  
Research Alliance ◽  
Nonpharmacological Treatments

Background and Objectives: The management of chronic pain is an important topic for training competent family physicians. The purpose of this study was to determine factors in teaching about chronic pain and whether state overdose death rates were associated with teaching chronic pain topics. Methods: Data were collected as part of the 2019 Council of Academic Family Medicine Educational Research Alliance (CERA) Clerkship Directors’ Survey. The response rate was 71%. Respondents answered questions about the amount of time spent teaching about chronic pain diagnoses, approach to chronic pain, opioid medications, nonopioid medications and nonpharmacologic treatments for chronic pain. Results: The most frequent topic was chronic pain diagnoses, taught by 64% of clerkships with an average of 92 minutes spent on the topic. Each chronic pain topic was taught by nearly 50% of clerkships, and 72.3% of clerkships taught at least one topic. More clerkships were teaching about opioids, nonopioids, and nonpharmacological treatments for chronic pain than in 2014. Time currently spent teaching about opioids was positively correlated with clerkships’ state 2014 drug overdose death rate. Conclusions: The majority of family medicine clerkships teach about chronic pain, and the amount of time dedicated to this topic has increased over the last 5 years. A state’s opioid overdose rate correlates with the amount of time spent teaching about opioids, but does not correlate with the amount of time teaching about other chronic pain subtopics. It is possible that the opioid crisis is causing a shift in the subtopics of chronic pain teaching.

scholarly journals Grade Inflation in the Family Medicine Clerkship

2019 ◽  
Vol 51 (10) ◽  
pp. 806-810
Author(s):  
Kimberly Zoberi Schiel ◽  
Kelly M. Everard
Keyword(s):  
Family Medicine ◽  
National Level ◽  
Grade Inflation ◽  
Lower Percentage ◽  
National Council ◽  
Medicine Clerkship ◽  
The Family ◽  
Clerkship Grade ◽  
Research Alliance ◽  
Giving Feedback

Background and Objectives: Medical educators perceive grade inflation to be a serious problem. There is some literature discussing the magnitude of the problem and ways to remediate it, but little literature is available in the field of family medicine. We sought to examine what methods of remediating grade inflation have been tried by family medicine clerkship directors, and what factors influence the chosen method of addressing this problem. Methods: We conducted a national Council of Academic Family Medicine’s (CAFM) Educational Research Alliance (CERA) survey of family medicine clerkship directors, inquiring about their perceptions of the seriousness of grade inflation, whether it was perceived as a remediable problem, and what methods had been tried within the last 3 years to address this problem. Results: The response rate was 69%. Clerkship directors’ perceptions that grade inflation is a serious problem either nationally or in their own clerkship did not correlate with how they weighted the objective versus subjective portions of the clerkship grade. Clerkship directors who agreed that grade inflation was a remediable problem had a higher percentage of nonexamination objective criteria and a lower percentage of subjective criteria in their grading formula. Clerkship directors who agreed grade inflation is a problem in their clerkship were more likely to have tried giving feedback to graders on grade distribution than those who didn’t think grade inflation was a problem. Conclusions: Family medicine clerkship directors perceive grade inflation to be a serious problem, both at a national level and in their clerkships. Various methods of addressing grade inflation have been tried by family medicine clerkship directors.

scholarly journals Identifying and Remediating Quality Issues at Clinical Teaching Sites: A CERA Clerkship Directors Survey

2019 ◽  
Vol 51 (10) ◽  
pp. 811-816
Author(s):  
Joanna Drowos ◽  
Tomoko Sairenji ◽  
Kristen Hood Watson ◽  
Vanessa A. Diaz ◽  
Jasmine Pinckney ◽  
...  
Keyword(s):  
Family Medicine ◽  
Clinical Teaching ◽  
Medical Schools ◽  
Teaching Quality ◽  
Additional Time ◽  
Community Based ◽  
Medicine Clerkship ◽  
Education Leaders ◽  
Performance Challenges ◽  
Research Alliance

Background and Objectives: Family medicine clerkship directors must secure an adequate number of teaching sites while maintaining or improving the quality of teaching. This survey details how family medicine clerkship directors identify community-based clinical sites with performance challenges, types of challenges, and whether a remediation option exists for struggling clinical sites or preceptors. This study also investigates the relationship between clerkship structure and problems with maintaining high-quality teaching sites. Methods: Data were gathered and analyzed as part of the 2018 Council of Academic Family Medicine’s (CAFM) Educational Research Alliance (CERA) survey of family medicine clerkship directors. Results: There was a significant relationship between ease/difficulty of identifying clinical sites and paying preceptors (P=.032). A lower proportion of sites where a system is in place for remediation reported it being difficult to identify clinical sites (70.0% vs 92.2%, respectively, P=.011). Having a remediation system in place was also associated with less removal of sites (2.5% removed three or more sites vs 25% removed three or more sites, respectively, P=.005). Conclusions: Medical education leaders can explore payment to incentivize community-based preceptors in schools where identifying clinical sites is a challenge. Offering centralized preceptor development activities from medical schools, geared toward the importance of evaluations, balancing learners and opportunities for student engagement, may overcome some of the identified challenges. Medical schools may also consider providing additional time and support for clerkship directors to assist with tracking teaching quality at sites, and to assist struggling preceptors prior to removing them from teaching.

Integration of Biomedical Sciences in the Family Medicine Clerkship Using Case-Based Learning

2017 ◽  
Vol 27 (4) ◽  
pp. 815-820 ◽  
Author(s):  
Bonny L. Dickinson ◽  
Kristi VanDerKolk ◽  
Timothy Bauler ◽  
Shanna Cole
Keyword(s):  
Family Medicine ◽  
Biomedical Sciences ◽  
Medicine Clerkship ◽  
The Family ◽  
Case Based Learning ◽  
Case Based

scholarly journals Learning Outcomes From Lecture and an Online Module in the Family Medicine Clerkship

2020 ◽  
Vol 52 (2) ◽  
pp. 124-126
Author(s):  
Kelly M. Everard ◽  
Kimberly Zoberi Schiel
Keyword(s):  
Family Medicine ◽  
Student Learning ◽  
Centers Of Excellence ◽  
Medicine Clerkship ◽  
Traditional Lecture ◽  
Online Module ◽  
Adequate Knowledge ◽  
The Family ◽  
Faculty Time ◽  
Available Technology

Background and Objectives: With younger generations of learners and readily available technology, medical educators are challenged to include active learning methods that may be better for student learning than traditional lecture. Some of these methods, like online modules, can also reduce the demands on clerkship faculty time. We examined how content delivered via interactive, online module compared to traditional lecture for student learning and satisfaction. Methods: Third-year family medicine clerkship students completed questionnaires following either an online module or lecture on orofacial pain. We conducted the study over four consecutive rotations, alternating who received the content via classroom lecture or interactive online module. Students completed a questionnaire comprised of six multiple-choice knowledge questions, five questions with a clinical vignette format to assess application of knowledge, and six questions to assess satisfaction with elements of the course. The Centers of Excellence in Pain Education developed the online module and questionnaire. Results: We found no differences in knowledge between the in-person lecture and the online module. However, students who completed the online module performed better on the application questions. Students in the lecture group reported greater satisfaction with the course than students in the online group. Conclusions: Lecture resulted in adequate knowledge recall, but the interactive method resulted in better scores on applying knowledge to new situations. Providing an online module where students can practice applying knowledge is important for higher levels of learning, but it should be noted that satisfaction ratings may decline.

scholarly journals Evaluation of a Musculoskeletal Ultrasound Workshop in the Family Medicine Clerkship

2022 ◽  
Vol 54 (1) ◽  
pp. 54-57
Author(s):  
Megan L. Ferderber ◽  
Kaitlyn Vann ◽  
Athanasios Tzaras ◽  
Noam Hadadi ◽  
Rebecca M. Gilbird
Keyword(s):  
Primary Care ◽  
Family Medicine ◽  
Point Of Care ◽  
Musculoskeletal Ultrasound ◽  
Medicine Clerkship ◽  
Protected Time ◽  
Hands On ◽  
The Family ◽  
And Performance ◽  
Academic Year

Background and Objectives: The family medicine (FM) clerkship is appropriate for incorporating musculoskeletal ultrasound (MSKUS) education, as many outpatient visits in primary care occur for musculoskeletal (MSK) concerns. Despite rising popularity of point-of-care imaging in primary care, ultrasound (US) training in medical education is limited due to lack of resources and time. The purpose of this study is to evaluate the effects of an MSKUS workshop in the FM clerkship through student self-evaluations. Methods: Seventy-five medical students enrolled in the FM clerkship during the 2019-2020 academic year participated in hands-on MSKUS workshops staffed by faculty, residents, and a fellow. Workshops coincided with FM residency didactic teaching, allowing for protected time to host US training. Of workshop participants, 98.6% completed both pre- and postworkshop evaluations assessing confidence and acceptability of the workshop (rated on a 0-10 Likert scale, where higher scores represent more confidence or greater benefit, respectively). Results: Students noted increased confidence with use of ultrasound, recognition of MSK structures, and performance of landmark-guided procedures (preworkshop 2.6±1.6; postworkshop 7.4±1.1). Students endorsed high levels of agreement in the benefit of the workshop to their education (9.4±1.3) and MSK understanding (9.4±1.2). Conclusions: This study demonstrates the benefit of an MSKUS workshop as part of the FM clerkship and addresses previously identified challenges to providing US education. Results suggest a short-term benefit from an MSKUS workshop in confidence in MSKUS knowledge and satisfaction with the curriculum.

scholarly journals Palliative Care Education in the Family Medicine Clerkship:

PRiMER ◽  
2018 ◽  
Vol 2 ◽  
Author(s):  
Carl Bryce ◽  
Janel Kam-Magruder ◽  
Jeremy Jackson ◽  
Christy J.W. Ledford ◽  
Brian K. Unwin
Keyword(s):  
Palliative Care ◽  
Family Medicine ◽  
Clerkship Director ◽  
Educational Objectives ◽  
Cross Sectional Survey ◽  
Medicine Clerkship ◽  
Care Education ◽  
Palliative Care Education ◽  
The Family ◽  
Care Training

Introduction: Inadequate training of medical students in palliative care has been identified as a barrier to its universal provision. Family medicine physicians frequently provide these services, yet the extent of palliative care training in the family medicine clerkship has been unknown. This study describes the status of palliative care training in the family medicine clerkship, as well as clerkship director perceptions of this training. Methods: Data were attained through a cross-sectional survey of 141 US and Canadian family medicine clerkship directors administered in fall 2016. Survey items included clerkship director perceived value, interest, and background in palliative care education; presence of educational objectives; hours of training provided; and perceived barriers to palliative care instruction.  Results: Of the clerkship directors who responded (120/141, 81.5%), 31 (25.8%) reported providing no palliative care education and 75 (62.5%) reported palliative care competencies were not specifically assessed. Background in palliative care and explicit educational objectives were associated with more hours of training in palliative care. Clerkship director training in palliative care correlated with value of teaching it in the clerkship. Conclusion: Palliative care education in the family medicine clerkship is prevalent but a large portion of clerkships do not offer it, and the majority of clerkship directors do not evaluate this learning. Our study found a positive correlation between clerkship director training in palliative care and value placed on palliative training in the family medicine clerkship. Assessing this training in the family medicine clerkship and pursuing additional clerkship director training in the subject could improve the overall quality of education provided.

Sign in / Sign up

Export Citation Format

Share Document