Advancing mentorship opportunities of LGBTQ+ youth through a novel cascading mentorship and advocacy training model for medical students

117 medical students' performance on Carkhuff's Discrimination Index improved significantly after skills training. Students who participated in a cognitive awareness program showed no improvement on the same measure. Communication skills for medical students can apparently be improved by using this skills-training model but not through the cognitive awareness program.

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Critical Reflection on Own Beliefs for Cultural Competence in Medical Education: an Analysis of Tutors’ Reflective Narratives

Qualitative Research in Education ◽

10.17583/qre.2020.5063 ◽

2020 ◽

Vol 9 (3) ◽

pp. 273

Author(s):

Costas S Constantinou ◽

Panayiota Andreou ◽

Alexia Papageorgiou ◽

Peter McCrorie

Keyword(s):

Health Care ◽

Medical Education ◽

Medical Students ◽

Cultural Competence ◽

Quality Of Health Care ◽

Critical Reflection ◽

Cultural Beliefs ◽

Training Model ◽

Clinical Communication

Critical reflection on own beliefs, within the context of cultural competence, has been acknowledged as an important skill doctors and medical students should have in order to enhance the quality of health care regardless of patients’ social and cultural background. Yet the guidelines for teaching students critical reflection on their own cultural beliefs are lacking. Based on the method of investigating short reflective narratives and Gibbs’ reflective cycle for development, this paper explores the experience of clinical communication tutors’ in examining cultural competence in OSCEs, how they felt, analyzed and concluded, and examines their account on how to construct a training model for dealing with such challenge in medical education.

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Description and Validation of an Innovative and Effective Hand-Shaped Suture-Training Model for Medical Students

Journal of Hand and Microsurgery ◽

10.1055/s-0040-1721567 ◽

2020 ◽

Author(s):

Apostolos Fyllos ◽

Aristeidis Zibis ◽

Zoe H. Dailiana

Keyword(s):

Medical Students ◽

Low Cost ◽

Training Model ◽

Surgical Skills ◽

Latex Gloves ◽

Tissue Handling ◽

Proposed Model ◽

Education Medical ◽

Different Color ◽

Neurovascular Anatomy

AbstractDuring medical education, medical students are often frustrated by difficulties in translating theoretical anatomical knowledge and basic surgical skills (suturing, tissue and instrument handling, and local anesthetic administration) into practice. A common etiological factor for this difficulty, among others, is lack of a low-cost and easy-to-assemble low fidelity suturing model. The purpose of this study is the demonstration of a validated, practical, inexpensive, hand-shaped anatomy training model. It is addressed to medical students and graduates that wish to get acquainted with neurovascular anatomy of the hand and improve their basic surgical skills. The model requires only two latex gloves, cotton, and two different color markers per trainee to draw the course of large nerve and vessels. Construction requires less than 15 minutes. For validation, 80 students participated as volunteers in the demonstration course. They evaluated course usefulness and their own confidence after the course. According to the 5-point Likert scale, the participants’ confidence increased in a statistically significant way (p < 0.05). All participants (100%) stated that their skills were “significantly improved” in terms of instrument handling, anatomy studying, performing digital anesthesia, and suturing technique. Overall experience was rated as “satisfactory” or above. The proposed model enables safe gentle soft-tissue handling, and it resembles a realistic human tissue. Low cost, availability, and fast construction are the most important characteristics, making this validated training model appropriate for acquiring fundamental local anesthesia, respect for hand neurovascular anatomy, and suturing skills.

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Reconstruction of facial defects with local flaps – a training model for medical students?

Head & Face Medicine ◽

10.1186/s13005-015-0087-4 ◽

2015 ◽

Vol 11 (1) ◽

Cited By ~ 1

Author(s):

Florian Bauer ◽

Steffen Koerdt ◽

Niklas Rommel ◽

Klaus-Dietrich Wolff ◽

Marco R. Kesting ◽

...

Keyword(s):

Medical Students ◽

Training Model ◽

Local Flaps ◽

Facial Defects

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Station-based deconstructed training model for teaching procedural skills to medical students: a quasi-experimental study

Advances in Medical Education and Practice ◽

10.2147/amep.s13750 ◽

2010 ◽

Vol Volume 1 ◽

pp. 17-23 ◽

Cited By ~ 5

Author(s):

Mahdi Panahkhahi

Keyword(s):

Experimental Study ◽

Medical Students ◽

Training Model ◽

Procedural Skills ◽

Quasi Experimental

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An Evaluation of Cascading Mentorship as Advocacy Training in Undergraduate Medical Education

10.21203/rs.3.rs-59599/v2 ◽

2020 ◽

Author(s):

Mitesh Patel ◽

Devon Aitken ◽

Yunlin Xue ◽

Sanjeev Sockalingam ◽

Alexander Simpson

Keyword(s):

At Risk ◽

Medical Education ◽

Content Analysis ◽

Medical Students ◽

Social Determinants Of Health ◽

Social Determinants ◽

Determinants Of Health ◽

At Risk Youth ◽

Advocacy Training ◽

Youth Advocacy

Abstract Background Physicians are in a position of great influence to advocate for health equity. As such, it is important for physicians-in-training to develop the knowledge and skills necessary to fulfil this role. Although various undergraduate medical programs have implemented health advocacy training, they often lack experiential learning and physician involvement. These aspects are foundational to the Advocacy Mentorship Initiative (AMI) which utilizes cascading mentorship as a novel approach to advocacy training. Medical students develop advocacy competency as peer mentors to youth raised in at-risk environments, while also being mentored themselves by physician residents. We aim to determine whether there are specific advantages to utilizing cascading mentorship to facilitate the attainment of advocacy competencies in undergraduate medical education. Methods Medical students participating in AMI between 2017 to 2020 completed pre- and post-exposure questionnaires. Questionnaires assessed confidence in advocacy-related skills and knowledge of youth advocacy concepts, as well as learning goals, skills gained, benefits of AMI and resident mentors, and impact on future career. Sign tests were utilized to analyze quantitative results, and content analysis was used for open-ended responses. A triangulation protocol was also utilized. Results Fifty mentors participated, 24 (48%) of which completed both pre- and post-exposure questionnaires. Participants gained confidence in advocacy-related skills (p<0.05) such as working with vulnerable populations and advocating for medical and non-medical needs. They also reported significant improvements (p<0.01) in their understanding of social determinants of health and concepts related to children’s health and development. Content analysis showed that participants built meaningful relationships with mentees in which they learned about social determinants of health, youth advocacy, and developed various advocacy-related skills. Participants greatly valued mentorship by residents, identifying benefits such as support and advice regarding relations with at-risk youth, and career mentorship. AMI impacted participants’ career trajectories in terms of interest in working with youth, psychiatry, and advocacy. Conclusions AMI offers a unique method of advocacy training through cascading mentorship that engages medical students both as mentors to at-risk youth and mentees to resident physicians. Through cascading mentorship, medical students advance in their advocacy-related skills and understanding of social determinants of health.

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Abstract P78: Teaching Basic Life Support to School Children in Northern Ireland Using the ’ABC for life’ Programme

Circulation ◽

10.1161/circ.118.suppl_18.s_1462-a ◽

2008 ◽

Vol 118 (suppl_18) ◽

Author(s):

Philip Toner ◽

Michael Connolly ◽

Patrice McGrath ◽

Leanne Laverty ◽

David Connolly ◽

...

Keyword(s):

Medical Students ◽

Northern Ireland ◽

School Children ◽

Basic Life Support ◽

Life Support ◽

Low Cost ◽

Training Session ◽

Cost Effective ◽

Training Model ◽

Control Group

Aims: Northern Ireland has one of the highest incidences of ischaemic heart disease in the world. Teaching BLS to school children has previously been recommended. Our aim was to assess if eleven year old children can aquire and retain knowledge of basic life support (BLS) skills six months after a course of instruction (Study 1) and to assess the effectiveness of a three tier ‘peer training’ model using medical students, teachers and pupils (Study 2). This would be a cost effective way of significantly decreasing mortality from out-of-hospital cardiac arrests. Methods: The ‘ABC for Life’ programme is a regional course in BLS training in Northern Ireland specifically designed for 10 –12 year old school children. Medical students are trained as instructors in BLS by cardiac resuscitation officers at a major teaching hospital. Children were given a 22 point questionnaire before training and immediately after training to assess acquisition of BLS, and again six months after training to assess retention of knowledge (Study 1). In study 2, medical students instructed teachers how to teach BLS to their pupils. Pupils were given the same questionnaire to assess knowledge of BLS immediately before and after a teacher led training session at their school. Results: Study 1: Children showed a highly significant increase in knowledge following the training session (46.8% vs 82.7%, p<0.001). Six months later their knowledge remained significantly higher than that of a control group who had never been trained (61.1% vs 46.8%, p<0.01). Study 2: Thirty eight teachers were trained from one education board. The first five children trained at each school were randomly selected. Questionnaires were returned for 44.7% pupils at baseline and 42.1% pupils after training. Mean baseline scores improved significantly after training (57.2% vs 77.7%, p<0.001). Conclusion These studies demonstrate that by using medical students and teachers, a large number of children can be trained in a short time period and at relatively low cost. Children can acquire and retain knowledge of BLS for at least six months. The initiative provides manikins and training resources to all schools. To date, the programme has trained 350 schools. We have commenced research of physical skills using a recordable mainikin.

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An evaluation of cascading mentorship as advocacy training in undergraduate medical education

BMC Medical Education ◽

10.1186/s12909-021-02489-y ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Mitesh Patel ◽

Devon Aitken ◽

Yunlin Xue ◽

Sanjeev Sockalingam ◽

Alexander Simpson

Keyword(s):

At Risk ◽

Medical Education ◽

Content Analysis ◽

Medical Students ◽

Social Determinants Of Health ◽

Social Determinants ◽

Determinants Of Health ◽

At Risk Youth ◽

Advocacy Training ◽

Youth Advocacy

Abstract Background Physicians are in a position of great influence to advocate for health equity. As such, it is important for physicians-in-training to develop the knowledge and skills necessary to fulfil this role. Although various undergraduate medical programs have implemented health advocacy training, they often lack experiential learning and physician involvement. These aspects are foundational to the Advocacy Mentorship Initiative (AMI) which utilizes cascading mentorship as a novel approach to advocacy training. Medical students develop advocacy competency as peer mentors to youth raised in at-risk environments, while also being mentored themselves by physician residents. We aim to determine whether there are specific advantages to utilizing cascading mentorship to facilitate the attainment of advocacy competencies in undergraduate medical education. Methods Medical students participating in AMI between 2017 to 2020 completed pre- and post-exposure questionnaires. Questionnaires assessed confidence in advocacy-related skills and knowledge of youth advocacy concepts, as well as learning goals, skills gained, benefits of AMI and resident mentors, and impact on future career. Sign tests were utilized to analyze quantitative results, and content analysis was used for open-ended responses. A triangulation protocol was also utilized. Results Fifty mentors participated, 24 (48%) of which completed both pre- and post-exposure questionnaires. Participants gained confidence in advocacy-related skills (p < 0.05) such as working with vulnerable populations and advocating for medical and non-medical needs. They also reported significant improvements (p < 0.01) in their understanding of social determinants of health and concepts related to children’s health and development. Content analysis showed that participants built meaningful relationships with mentees in which they learned about social determinants of health, youth advocacy, and developed various advocacy-related skills. Participants greatly valued mentorship by residents, identifying benefits such as support and advice regarding relations with at-risk youth, and career mentorship. AMI impacted participants’ career trajectories in terms of interest in working with youth, psychiatry, and advocacy. Conclusions AMI offers a unique method of advocacy training through cascading mentorship that engages medical students both as mentors to at-risk youth and mentees to resident physicians. Through cascading mentorship, medical students advance in their advocacy-related skills and understanding of social determinants of health.

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