Building Novel Research Capacity in a Regional Medical Campus Emergency Medicine Program: 1.0 Origins and Partnerships

The Emergency Medicine Researchers of Niagara (EMRoN) program is an evolving research incubator with the Niagara Regional Campus (NRC) of McMaster University’s Michael G DeGroote School of Medicine and Niagara Health (NH) that is becoming a productive research organization aligned with the strategic priorities of its partner organizations (NRC and NH). EMRoN is committed to advancing local community health care standards and sharing best practices with provincial and national peers. In its first two years of operation EMRoN has achieved success in new structures, processes and outcomes that position it well to be a fulsome research organization for years to come.

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A Regional Campus Approach to Culinary Medicine for Interprofessional Students

Journal of Regional Medical Campuses ◽

10.24926/jrmc.v3i2.3234 ◽

2020 ◽

Vol 3 (2) ◽

Author(s):

Angel Holland ◽

Jonell Hudson ◽

Lauren Haggard-Duff ◽

Christopher Long ◽

Linda Worley ◽

...

Keyword(s):

Interprofessional Education ◽

Qualitative Data ◽

Local Community ◽

Learning Experience ◽

Skills Training ◽

Case Scenario ◽

Culinary Medicine ◽

Regional Medical ◽

Regional Campus ◽

Imaging Science

Purpose The purpose of this report is to describe and discuss an innovative culinary medicine interprofessional student educational project through collaboration with community partners. Method After adapting the culinary medicine program to meet interprofessional education requirements, students from interprofessional graduate healthcare programs on a regional medical campus participated in a culinary medicine active learning experience utilizing the Goldring© curriculum. For this project, students completed assigned readings prior to the hands-on culinary experience which utilized a patient case scenario and an educational debrief. Anonymous post-survey quantitative and qualitative data was collected to determine the students’ opinions of the learning experience and the application of the information learned for patient care. Results Thirty-three students from medicine, pharmacy, physical therapy, nursing, radiologic imaging science, and genetic counseling participated. The project consisted of three separate events, entailing the same learning experience. The students reported the learning experience to be highly valuable. Qualitative data analysis revealed three general themes: 1) the novelty of the information learned, 2) the relevance of the information for patients from the perspective of all disciplines represented in the learning experience, and 3) the value of teamwork. Conclusions Collaboration with a local community culinary arts school provided a unique and innovative learning opportunity for regional campus healthcare students. The focus of the culinary medicine learning experience to include interprofessional students created a rich learning environment allowing students to learn from, with, and about other healthcare disciplines in addition to practical application of culinary medicine. The culinary medicine program’s combination of didactic and culinary skills training was well received by students. Students had a positive response to the curriculum and experience stating that they learned information that they were excited to implement with their patients. To our knowledge UAMS Northwest Regional Campus is the first to implement culinary medicine curriculum with IPE requirements, and it is the first regional medical campus to implement the Goldring© curriculum.

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Do Regional Medical Campuses Contribute to the Production of General Surgeons? A Study of 789 Medical School Graduates from 3 Campuses Who Matched into General Surgery Residencies over 40 Years: 1974 to 2015

Journal of Regional Medical Campuses ◽

10.24926/jrmc.v1i2.1283 ◽

2018 ◽

Vol 1 (2) ◽

Author(s):

Daniel Avery

Keyword(s):

Medical Students ◽

Medical School ◽

General Surgery ◽

University Of Alabama ◽

Main Campus ◽

School Of Medicine ◽

Regional Medical ◽

Regional Campus ◽

General Surgeons ◽

The University

Background A Regional Medical Campus (RMC) is a medical school campus separate from the main medical school at which a portion of preclinical or clinical training of medical students is carried out. The College of Community Health Sciences of The University of Alabama in Tuscaloosa, Alabama is the Tuscaloosa Regional Campus of the University of Alabama School of Medicine (UASOM). The question we sought to answer with this study is whether or not regional campuses produce general surgeons. Design, Setting and Participants Publicly available data for 6271 graduates of the University of Alabama School of Medicine from the Birmingham, Tuscaloosa and Huntsville campuses from 1974 to 2015 was obtained by using Google Search Engine. The list was expanded to include the data described by the variables in Table 1. Results Between 1974 and 2015, 789 graduates of the University of Alabama School of Medicine assigned to the Birmingham, Tuscaloosa and Huntsville Campuses matched into Categorical Surgery. All three campuses matched similar percentages of students ranging from 10.4% to 13.3% (Table 2). The main campus at Birmingham matched 599 medical students into general surgery and 202 practice general surgery. The Tuscaloosa Regional Campus matched 88 medical students into general surgery and 47 practice general surgery. The Huntsville Regional Campus matched 103 medical students into general surgery and 41 practice general surgery (Table 2). Conclusions A comparable percentage of medical students at each campus matched into general surgery. The main campus contributed a larger absolute number of practicing general surgeons while regional medical campuses contributed a higher percentage of practicing general surgeons. Regional medical campuses contribute significantly to the deficit of general surgeons in this country.

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How research-based theatre is a solution for community engagement and advocacy at regional medical campuses: The Health and Equity through Advocacy, Research, and Theatre (HEART) program

Canadian Medical Education Journal ◽

10.36834/cmej.42191 ◽

2018 ◽

Vol 9 (1) ◽

pp. e6-13 ◽

Cited By ~ 1

Author(s):

Allison Brown ◽

Natalie Ramsay ◽

Michael Milo ◽

Mo Moore ◽

Rahat Hossain

Keyword(s):

Qualitative Study ◽

Health Professionals ◽

Local Community ◽

Local Population ◽

Social Accountability ◽

Health Needs ◽

Local Health ◽

Future Health ◽

Regional Medical ◽

Regional Campus

Background: Regional medical campuses are often located in geographic regions that have different populations than the main campus, and are well-positioned to advocate for the health needs of their local community to promote social accountability within the medical school.Methods: At the Niagara Regional Campus of McMaster University, medical students developed a framework which combined research, advocacy, and theatre to advocate for the needs of the local population of the regional campus to which they were assigned. This involved a qualitative study using semi-structured interviews with homeless individuals to explore their experience accessing the healthcare system and using a transformative framework to identify barriers to receiving quality healthcare services. Findings from the qualitative study informed a play script that presented the experiences of homeless individuals in the local health system, which was presented to health sciences learners and practicing health professionals. Participants completed two instruments to examine the utility of this framework.Results: Research-based theatre was a useful intervention to educate current and future health professionals about the challenges faced by homeless individuals in the region. Participants from both shows felt the framework of research-based theatre was an effective strategy to promote change and advocate for marginalized populations.Conclusion: Research-based theatre is an innovative approach which can be utilized to promote social accountability at regional medical campuses, advocating for the health needs of the communities in which they are located, with the added bonus of educating current and future health professionals.

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Postgraduate trainee views on eHealth at a distributed medical campus.

Journal of Regional Medical Campuses ◽

10.24926/jrmc.v2i1.1374 ◽

2019 ◽

Vol 2 (1) ◽

Author(s):

Sophiya Benjamin ◽

Joanne Ho ◽

Jeff Alfonsi ◽

Hugh Kellam

Keyword(s):

Needs Assessment ◽

Online Survey ◽

Perceived Knowledge ◽

Residency Programs ◽

School Of Medicine ◽

Resident Physicians ◽

Postgraduate Trainee ◽

Regional Campus ◽

Evaluation Of Training ◽

Interdisciplinary Setting

Purpose: e-Health is a rapidly evolving field that cuts across specialties however; there is a gap in development and evaluation of training for postgraduates in residency programs. This is a multicentre, collaborative effort among faculty from the departments of Psychiatry, Geriatrics and Internal Medicine in partnership with Ontario Telehealth Network to assess the needs of postgraduate residents in ehealth and build a pilot program to address identified learning gaps. Methodology: We conducted a needs assessment (Appendix A) through an online survey to investigate the self-perceived knowledge, gaps and barriers to eHealth of medical resident physicians at the McMaster University DeGroote School of Medicine Waterloo Regional Campus (WRC), Kitchener, Ontario, Canada Results: All respondents identified that they would be interested in education in telehealth and all of them felt that they would have to use telehealth in their future practices. However, 83.3% did not feel confident using telemedicine in clinical practice. Based on the results of the needs assessment, we have built a pilot rotation in which postgraduate trainees can practice telehealth skills in an interdisciplinary setting.

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VENTILATOR TRAINING FOR INTERNAL AND EMERGENCY MEDICINE HOUSESTAFF AT NYU SCHOOL OF MEDICINE: A PRE-POST SURVEY STUDY

CHEST Journal ◽

10.1016/j.chest.2020.08.1194 ◽

2020 ◽

Vol 158 (4) ◽

pp. A1312

Author(s):

Kelsey Luoma ◽

Milna Rufin ◽

Margaret Horlick ◽

Amit Uppal ◽

Vikramjit Mukherjee

Keyword(s):

Emergency Medicine ◽

Survey Study ◽

School Of Medicine

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Pediatric Emergency Medicine ECHO (Extension for Community Health Care Outcomes): Cultivating Connections to Improve Pediatric Emergency Care

AEM Education and Training ◽

10.1002/aet2.10548 ◽

2020 ◽

Author(s):

Michael P. Goldman ◽

Marc A. Auerbach ◽

Angelica M. Garcia ◽

Isabel T. Gross ◽

Gunjan K. Tiyyagura

Keyword(s):

Health Care ◽

Emergency Medicine ◽

Community Health ◽

Emergency Care ◽

Pediatric Emergency ◽

Community Health Care ◽

Pediatric Emergency Medicine ◽

Health Care Outcomes ◽

Pediatric Emergency Care ◽

Care Outcomes

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P032: ISAEM and the push for emergency medicine worldwide

CJEM ◽

10.1017/cem.2016.208 ◽

2016 ◽

Vol 18 (S1) ◽

pp. S89-S89

Author(s):

G. Dashi ◽

H.A. Puls ◽

R. Ostervig ◽

O. Shu ◽

A. Huynh ◽

...

Keyword(s):

Emergency Medicine ◽

Medical Students ◽

Interest Groups ◽

Financial Support ◽

International Student ◽

Student Groups ◽

Non Profit ◽

The World ◽

International Projects ◽

To Come

Introduction: The International Student Association of Emergency Medicine (ISAEM) is a non-profit organization composed of medical students and student groups who believe that everyone deserves high-quality emergency care. Our aim is to promote and foster the concept, philosophy, and art of Emergency Medicine (EM). More specifically, we seek to 1) create an international network of medical students interested in EM, 2) support EM Interest Groups (EMIGs) and medical students in accomplishing their goals, 3) call for the recognition of EM as an independent specialty in countries where it does not exist, 4) help medical students learn, practice, and advance EM in countries where it is already established, and 5) carry out international projects for the benefit of medical students interested in EM. Methods: ISAEM tries to accomplish its goals primarily by connecting interested medical students and EMIGs with each other, as well as with EM professionals and organizations around the world. Additionally, we support medical students and EMIGs financially, offer them extensive benefits through a free membership, represent their local interests through our National Ambassadors, and advocate on their behalf at the local, national, and international level. Results: ISAEM’s membership base is rapidly growing and our organization is currently represented by students in over 20 countries. In areas where the specialty of EM is not yet recognized, such as in Cameroon, ISAEM helped create the first EMIG and assists students with local projects. In countries where EM is new, such as Brazil, ISAEM helps students discover, explore, and advance this specialty. In countries where EM is thriving, like Canada, ISAEM offers students academic and personal opportunities to advance their careers and the specialty of EM internationally. Additionally, with the help of EM leaders worldwide, ISAEM has recently launched the FOAMed (Free Open Access Medical education) Translation Project and the International Observership Program. In the future, we aim to offer students international research, clinical, and mentorship programs, as well as more financial support. Conclusion: ISAEM is the international voice of medical student interested in promoting access to and expertise in emergency medical services worldwide. Through international collaboration, we hope to create an extensive network that will benefit medical students and the specialty of Emergency Medicine for many years to come.

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Establishing Regional Medical Campuses to Ensure Comparable Experiences: Recommendations From a Narrative Review

Journal of Medical Education and Curricular Development ◽

10.1177/2382120520936617 ◽

2020 ◽

Vol 7 ◽

pp. 238212052093661

Author(s):

Julie S Byerley ◽

Johanna H Foster ◽

Gary L Beck Dallaghan

Keyword(s):

Medical Schools ◽

Narrative Review ◽

Building Relationships ◽

Regional Campuses ◽

Branch Campuses ◽

Relevant Evidence ◽

Regional Medical ◽

Regional Campus ◽

Full Text Review ◽

Medical Librarian

Background: Given increasing class sizes and desires to keep costs down, many medical schools are developing regional clinical campuses. We found our regional campus system to be very successful in allowing class size expansion, inspiring a workforce for the state, and concurrently allowing our students to individualize their experience. We desire to articulate our experience, with a review of the relevant evidence, with the goal of assisting other medical schools in their efforts to develop regional medical campuses. Methods: We conducted a narrative literature review to identify considerations for developing regional campuses, taking into consideration our experiences in the process. A medical librarian undertook a literature search for the purposes of this narrative review. Results: Of the 61 articles identified, 14 were included for full-text review. Five facets on branch campus development were identified: relationships, infrastructure, curriculum, recruitment, and accreditation. Within each of these facets we provide further details based on findings from the literature complemented by our experience. Conclusions: Launching a regional campus requires building relationships with clinical partners, ensuring an infrastructure that supports student need and accreditation, comparable curriculum with the same objectives and assessment measures, and aspects of the experience that inspire a student desire to learn in that setting. We share our experience in building successful branch campuses, which have added significantly to our large public school of medicine and its service to our state.

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