scholarly journals How do Ontario family medicine residents perform on global health competencies? A multi-institutional survey

2013 ◽  
Vol 4 (2) ◽  
pp. e10-e17 ◽  
Author(s):  
Mirella Veras ◽  
Kevin Pottie ◽  
Tim Ramsay ◽  
Vivian Welch ◽  
Peter Tugwell
Keyword(s):  
Family Medicine ◽  
Global Health ◽  
Low Income ◽  
Access To Health Care ◽  
Health Knowledge ◽  
First Year ◽  
Perceived Knowledge ◽  
Knowledge And Skills ◽  
Global Health Education ◽  
Family Medicine Residents

Background: There is an increased interest in global health among medical students, family medicine residents, and medical educators. This paper is based on research to assess confidence in knowledge and skills in global health in family medicine residents in five universities across Ontario. Methods: A web based survey was sent to 166 first-year family medicine residents from five universities within Ontario. Descriptive statistics were used to analyze residents’ confidence in their knowledge and skills in global health. The strength of association between each of the self-perceived knowledge and skills variables was assessed by the Spearman correlation coefficient.  Results: The response rate ranged from 29% to 66% across the five universities. Self-perceived knowledge scores revealed that 34.3% of the respondents were very confident, 51.9% were somewhat confident, and 13.8% were not at all confident about their global health knowledge. Participants' confidence scores were lower in relation to knowledge of access to health care for low income nations (44.3%), and were better on their global health skills related to working in a team (70.9%) and listening actively to patients' concerns (64.6%). Conclusions: The global health competency scale has identified key areas of strengths and weaknesses of family medicine programs in global health education. This can be used to evaluate and analyze progress over time.

scholarly journals Enhanced skills in global health and health equity: Guidelines for curriculum development

2017 ◽  
Vol 8 (2) ◽  
pp. e48-60 ◽  
Author(s):  
Russell Eric Dawe ◽  
Andrea Pike ◽  
Monica Kidd ◽  
Praseedha Janakiram ◽  
Eileen Nicolle ◽  
...  
Keyword(s):  
Family Medicine ◽  
Global Health ◽  
Health Systems ◽  
Health Equity ◽  
Underserved Populations ◽  
Cultural Humility ◽  
Global Health Education ◽  
Essential Components ◽  
Competency Based ◽  
Program Components

Introduction: Global health addresses health inequities in the care of underserved populations, both domestic and international. Given that health systems with a strong primary care foundation are the most equitable, effective and efficient, family medicine is uniquely positioned to engage in global health. However, there are no nationally recognized standards in Canada for postgraduate family medicine training in global health.Objective: To generate consensus on the essential components of a Global Health/Health Equity Enhanced Skills Program in family medicine.Methods: A panel comprised of 34 experts in global health education and practice completed three rounds of a Delphi small group process.Results: Consensus (defined as ≥ 75% agreement) was achieved on program length (12 months), inclusion of both domestic and international components, importance of mentorship, methods of learner assessment (in-training evaluation report, portfolio), four program objectives (advocacy, sustainability, social justice, and an inclusive view of global health), importance of core content, and six specific core topics (social determinants of health, principles and ethics of health equity/global health, cultural humility and competency, pre and post-departure training, health systems, policy, and advocacy for change, and community engagement).Conclusion: Panellists agreed on a number of program components forming the initial foundation for an evidence-informed, competency-based Global Health/Health Equity Enhanced Skills Program in family medicine.

scholarly journals Deficits in urological knowledge and skills among family medicine residents in Canada

2020 ◽  
Vol 14 (12) ◽  
Author(s):  
Elaine J. Redmond ◽  
Sahar Saleem ◽  
Trustin Domes ◽  
Keith F. Rourke
Keyword(s):  
Family Medicine ◽  
Online Survey ◽  
Medical Training ◽  
Digital Rectal Examination ◽  
Scrotal Pain ◽  
Knowledge And Skills ◽  
Urological Procedures ◽  
Scrotal Swelling ◽  
Tract Infections ◽  
Family Medicine Residents

Introduction: The last 10–15 years has seen a decline in formal undergraduate urological education throughout Canada. Given the large volume of urological presentations in family practice, trainees need to acquire the requisite urological knowledge and skills to serve their patients. The objective of this study is to determine the perceived level of urological knowledge and skills among Canadian family medicine residents. Methods: A 15-item anonymous online survey was distributed via email to all Canadian family medicine program directors from September to December 2018 and distributed to their residents. The survey obtained data on demographics, training, undergraduate urology experience, self-reported proficiency in interpreting urological investigations, performing common urological procedures, and managing common urologic conditions. Descriptive statistics were used to summarize data. Results: The questionnaire was completed by 142 family medicine residents with representation from Western Canada (27.5%), Ontario (32.4%), and Quebec (40.1%); 39.4% of respondents had completed a urology rotation during medical school and only 29.1% felt that their medical training prepared them for the urological aspects of family medicine. Although the majority of respondents felt proficient in performing a digital rectal examination (58.5%) or managing urinary tract infections (97.9%), only a minority felt competent in performing male genitourinary examination (40.1%), uncomplicated male (34.5%), female (45.8%) or difficult (9.2%) urethral catheterization. Likewise, the minority of respondents felt comfortable managing erectile dysfunction (41.5%), scrotal swelling (34.7%), and scrotal pain (25.7%). Conclusions: There are significant deficiencies in urological knowledge and skills among family medicine residents in Canada, possibly as a consequence of insufficient educational experiences during medical training.

scholarly journals Potential of Global Health Education in Low-Income Settings

2015 ◽  
Vol 11 (4) ◽  
pp. 266-267
Author(s):  
BM Karmacharya
Keyword(s):  
Health Education ◽  
Global Health ◽  
Low Income ◽  
Global Health Education

Kathmandu Univ Med J 2013; 11(4): 266-267

scholarly journals Global health training in Canadian family medicine residency programmes

2020 ◽  
Vol 8 (1) ◽  
pp. e000250
Author(s):  
Divyanshi Jalan ◽  
Helene Morakis ◽  
Neil Arya ◽  
Yassen Tcholakov ◽  
Jennifer Carpenter ◽  
...  
Keyword(s):  
Family Medicine ◽  
Global Health ◽  
Online Survey ◽  
Response Rate ◽  
First Year ◽  
French Canada ◽  
Health Training ◽  
Resident Participation ◽  
Family Medicine Residency ◽  
Second Year

ObjectiveCanadian family medicine (FM) residency programmes are responding to the growing demand to provide global health (GH) education to their trainees; herein, we describe the various GH activities (GHAs) offered within Canadian FM programmes.DesignA bilingual online survey was sent out to all 17 Canadian FM program directors (PDs) and/or an appointed GH representative.SettingOnline survey via QualtricsParticipantsAll 17 Canadian FM PDs and/or an appointed GH representative.ResultsThe response rate was 100% and represented 3250 first-year and second-year FM residents across English and French Canada. All schools stated that they participate in some form of GHAs. There was variation in the level of organisation, participation and types of GHAs offered. Overall, most GHAs are optional, and there is a large amount of variation in terms of resident participation. Approximately one third of programmes receive dedicated funding for their GHAs, and two thirds wish to increase the scope/variety of GHAs.ConclusionThese results suggest nationwide interest in developing a workforce trained in GH, but show great discrepancies in training, implementation and education.

Graduate Students' Perspectives Toward Telepractice at the COVID-19 Global Pandemic Onset

2021 ◽  
pp. 1-14
Author(s):  
Megann McGill ◽  
Qiana Dennard
Keyword(s):  
Graduate Students ◽  
Service Delivery ◽  
Graduate Program ◽  
First Year ◽  
Speech Language Pathology ◽  
Online Questionnaire ◽  
Perceived Knowledge ◽  
Knowledge And Skills ◽  
Global Pandemic ◽  
Language Pathology

Purpose The purpose of this article was to describe a cross-sectional research study exploring the perceived knowledge, skills, and attitudes of telepractice service delivery use among speech-language pathology graduate students during the onset of the COVID-19 global pandemic. Method Students' perceived knowledge, skills, and attitudes toward telepractice were examined through an online questionnaire that contained 23 questions, including five demographic questions and 18 Likert scale questions. Participants were 189 graduate students (96% female, 60% first-year graduate students) currently enrolled in speech-language pathology graduate programs. Statistical analyses on students' responses, including independent-samples t tests and correlations, were conducted. Results Only 20% of respondents stated they had provided services via telepractice. Most participants reported slightly more confidence in their perceived skills related to telepractice as compared to their perceived knowledge of telepractice. Students who had prior experience with telepractice were more likely to provide higher ratings compared to those with no experience. Higher ratings of perceived telepractice knowledge and skills were observed for second-year and third-year graduate students compared to first-year students. Positive correlations were observed between students' higher confidence in perceived knowledge and skills related to telepractice and their attitudes toward the service delivery model. Despite positive responses related to perceived telepractice knowledge and skills, the majority of participants reported preferring in-person services over telepractice. Conclusions Taken together, results of this study demonstrate there is an ongoing need for additional telepractice training programs in speech-language pathology focusing on areas in which students feel least comfortable. Telepractice clinical implications and graduate program training recommendations are discussed.

scholarly journals Education in Global Health: Experience in Health-Promoting Schools Provides Trainees with Defined Core Competencies

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Shreya Moodley ◽  
Arabat Kasangaki ◽  
Andrew J. Macnab
Keyword(s):  
Health Education ◽  
Global Health ◽  
First Nations ◽  
Health Knowledge ◽  
Core Competencies ◽  
Team Building ◽  
Multidisciplinary Teams ◽  
Global Health Education ◽  
Health Promoting School ◽  
Health Promoting

Introduction. Medical education has defined essential “universal” core competencies. The value of global health education gained through participation in a health-promoting school project was assessed using Canada’s CanMEDS roles and competencies. Methods. The project involved health care trainees in delivery of “Brighter Smiles,” a global health education program addressing children’s oral health in Canada and Uganda based on the WHO health-promoting (HP) school model. Multidisciplinary teams first visit a Canadian First Nations community for an introduction to HP schooling, team building, and experience working in different cultural environments and then have 4–6 weeks of global health project delivery in rural HP schools in Uganda in partnership with local College of Health Sciences trainees/faculty. Learning opportunities afforded were evaluated by conventional questionnaire and pilot categorization against the 7 CanMEDS roles (divided into 126 core competencies). Results. All collaborator and health Advocate competencies and 16/17 of the communicator roles were addressed. Overall, project experience included 88 (70%) of the 126 competencies. Conclusions. This pilot suggests CanMEDS criteria can be used to effectively evaluate trainee participation in HP school program delivery, allowing the comprehensive educational opportunities to acquire global health knowledge and skills reported by conventional evaluation to be formally categorized against defined educational roles and competencies.

scholarly journals Evolution of Reactions to Uncertainty Among Residents During a Clinical Rotation

2020 ◽  
Vol 52 (5) ◽  
pp. 339-345
Author(s):  
Emile Escourrou ◽  
Marion Bergeaut ◽  
Laetitia Gimenez ◽  
Igor Durliat ◽  
André Stillmunkés ◽  
...  
Keyword(s):  
Family Medicine ◽  
First Year ◽  
Clinical Rotation ◽  
Important Research Topic ◽  
Burn Out ◽  
Second Year ◽  
Fear And Anxiety ◽  
Academic Year ◽  
Epidemiological Cohort ◽  
Family Medicine Residents

Background and Objectives: For residents, uncertainty can be a source of motivation, interest, and stimulation, but it can also cause fear and anxiety that can lead to burn-out. Considering the prevalence of uncertainty in family medicine and the potential reactions from residents, reactions to uncertainty constitute an important research topic. This study sought to measure the evolution of reactions to uncertainty of family medicine residents in their first and second year, during a 6-month clinical rotation in a family physician’s office. Methods: This study utilized a prospective epidemiological cohort design of first- and second-year family medicine residents during a 6-month clinical rotation in a family physician’s office during the 2018-2019 academic year. Data were collected at the beginning and end of the clinical rotation for the entire student population using the Physicians’ Reactions to Uncertainty (PRU) questionnaire. Results: One hundred-two respondents were matched at the end of the clinical rotation and were included in the analysis. At baseline, there were no significant differences between first- and second-year residents in each dimension of the PRU. Anxiety due to uncertainty decreased significantly in residents of both years. Concern about bad outcomes decreased, but not significantly, in both years. Reluctance to disclose uncertainty to patients decreased in first-year residents. Conclusions: During a 6-month clinical rotation, anxiety due to uncertainty decreased in first- and second-year residents. The frequency and the type of uncertain situations residents encountered could be investigated in future studies to better understand residents’ reactions to uncertainty.

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