Implementing Learning Communities in a Medical School

2022 ◽  
pp. 46-67
Author(s):  
Mauricio Torres-Martinez ◽  
German A. Garza Garcia ◽  
Omar R. Ortega-Ruiz ◽  
Rodrigo Díaz-Lankenau ◽  
Jezreel Pantaleón García ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Medical School ◽  
Learning Communities ◽  
Undergraduate Medical Education ◽  
Learning Experiences ◽  
Technical Aspects ◽  
Faculty Interaction ◽  
Design And Implementation ◽  
Junior Student

Learning communities have been successfully incorporated into undergraduate medical education around the globe. These communities promote student and faculty interaction as well as senior-to-junior student mentorship opportunities and vast learning experiences. These may positively impact the students' personal and professional development. This chapter focuses on the experience of one medical school during the design and implementation of a learning communities model incorporated into its curriculum. The authors expand on the technical aspects of the model and on challenges, solutions, and learning experiences gained during more than six years since the program's implementation in their institution.

scholarly journals Undergraduate Medical Education: Lifestyle Medicine Curriculum Implementation Standards

2021 ◽  
pp. 155982762110081
Author(s):  
Jennifer L. Trilk ◽  
Shannon Worthman ◽  
Paulina Shetty ◽  
Karen R. Studer ◽  
April Wilson ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
American Medical ◽  
Undergraduate Medical Education ◽  
Curriculum Implementation ◽  
Task Force ◽  
Medical Schools ◽  
Lifestyle Medicine ◽  
Professional Activities ◽  
School Curricula

Lifestyle medicine (LM) is an emerging specialty that is gaining momentum and support from around the world. The American Medical Association passed a resolution to support incorporating LM curricula in medical schools in 2017. Since then, the American College of Lifestyle Medicine Undergraduate Medical Education Task Force has created a framework for incorporating LM into medical school curricula. This article provides competencies for medical school LM curriculum implementation and illustrates how they relate to the Association of American Medical College’s Core Entrustable Professional Activities and the LM Certification Competencies from the American Board of Lifestyle Medicine. Finally, standards are presented for how medical schools may receive certification for integrating LM into their curriculum and how medical students can work toward becoming board certified in LM through an educational pathway.

scholarly journals Defining Learning Communities in Undergraduate Medical Education: A National Study

2019 ◽  
Vol 6 ◽  
pp. 238212051982791 ◽  
Author(s):  
Robert Shochet ◽  
Amy Fleming ◽  
James Wagner ◽  
Jorie Colbert-Getz ◽  
Monica Bhutiani ◽  
...  
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Medical School ◽  
Learning Communities ◽  
Online Survey ◽  
Qualitative Content Analysis ◽  
National Study ◽  
Program Description ◽  
Survey Responses ◽  
Longitudinal Relationships

Background: Learning communities (LCs) are intentionally designed groups that are actively engaged in learning with and from each other. While gaining prominence in US medical schools, LCs show significant variability in their characteristics across institutions, creating uncertainty about how best to measure their effects. Objective: The aim of this study is to describe the characteristics of medical school LCs by primary purpose, structures, and processes and lay the groundwork for future outcome studies and benchmarking for best practices. Methods: Medical school LC directors from programs affiliated with the Learning Communities Institute (LCI) were sent an online survey of program demographics and activities, and asked to upload a program description or summary of the LC’s purpose, goals, and how it functions. Descriptive statistics were computed for survey responses and a qualitative content analysis was performed on program descriptions by 3 authors to identify and categorize emergent themes. Results: Of 28 medical school LCs surveyed, 96% (27) responded, and 25 (89%) provided program descriptions for qualitative content analysis. All programs reported longitudinal relationships between students and faculty. Most frequently cited objectives were advising or mentoring (100%), professional development (96%), courses (96%), social activities (85%), and wellness (82%). Primary purpose themes were supporting students’ professional development, fostering a sense of community, and creating a sense of wholeness. Structures included a community framework, subdivisions into smaller units, and governance by faculty and students. Process themes included longitudinal relationships, integrating faculty roles, and connecting students across class years. Conclusions: Medical school LCs represent a collection of high-impact educational practices characterized by community and small-group structures, relational continuity, and collaborative learning as a means to guide and holistically support students in their learning and development as physicians. In describing 27 medical school LCs, this study proposes a unifying framework to facilitate future educational outcomes studies across institutions.

scholarly journals Examination of Relationships of Scores Obtained in Grades 10 and 12 with the Entry and Success in Undergraduate Medical Education

2012 ◽  
Vol 10 (1) ◽  
pp. 57-61 ◽  
Author(s):  
AP Gautam ◽  
BH Paudel ◽  
CS Agrawal ◽  
SR Naraula ◽  
J Van Dalen
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Selection Criteria ◽  
Entrance Examination ◽  
Student Selection ◽  
Admission Test ◽  
Selection For ◽  
Private Management ◽  
Predictive Strength

Background Entrance examination (admission test) is the most important and widely accepted method of student selection for admission into medical schools in Nepal. For many schools it is the only criterion of student selection. Objectives To examine relationships of scores obtained in schooling (grade 10 and 12), medical entrance and MBBS professional examinations in a cohort to identify predictive strength for entry into medical school and success in medical education. Methods Exam scores from grade 10 to medical entrance and professional exams of undergraduate medical education of a total of 118 medical students who entered medical school between 1994 and 1998 only through the merit of open competitive medical entrance examination at the BP Koirala Institute of Health Sciences (BPKIHS) were assessed. Results Student selection for admission in MBBS course at BPKIHS and their subsequent success were not determined by difference in outcomes of public & private management of schools at grade 10 (selection p= 0.80 & success p= 0.32 ) and grade 12 (selection p= 0.59 & success p= 0.55). Grade 12 averaged scores had no relationship in getting these students selected for admission into medical course (r= 0.08, p= 0.37), but did show correlation with the overall success in medical education (r= 0.32, p= 0.00). Scores in physics at grade 12 retained predictive strength in success in medical education (r= 0.19, p= 0.04). Conclusion The present student selection criteria for medical education are not appropriate and need to incorporate other attributes of candidates along with cognitive aspects. KATHMANDU UNIVERSITY MEDICAL JOURNAL  VOL.10 | NO. 1 | ISSUE 37 | JAN - MAR 2012 | 66-71 DOI: http://dx.doi.org/10.3126/kumj.v10i1.6918

Status of portfolios in undergraduate medical education in the LCME accredited US medical school

2015 ◽  
Vol 38 (9) ◽  
pp. 886-896 ◽  
Author(s):  
Jason Chertoff ◽  
Ashleigh Wright ◽  
Maureen Novak ◽  
Joseph Fantone ◽  
Amy Fleming ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Medical Education

scholarly journals Child psychiatry in a new medical school in Hong Kong

1989 ◽  
Vol 13 (2) ◽  
pp. 67-69 ◽  
Author(s):  
C. K. Wong
Keyword(s):  
Medical Education ◽  
Hong Kong ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Child Psychiatry ◽  
Medical Schools ◽  
Chinese University ◽  
History Of ◽  
The University

There are two medical schools in Hong Kong, that of the University of Hong Kong and that of the Chinese University of Hong Kong. The former has a history of more than 100 years whereas the latter admitted its first batch of students only in 1981. Both use English as the teaching medium and both are recognised by the GMC. I received my undergraduate medical education in the former but have been teaching in the latter for seven years.

scholarly journals Deteriorating resources for undergraduate medical education in Peradeniya Medical School

2011 ◽  
Vol 16 (1) ◽  
pp. 22
Author(s):  
HBPW Wickramanayake ◽  
HLPS Dharmapala ◽  
DMPKD Basnayake ◽  
MMED Dissanayake ◽  
KAPP Kanankearachchi ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Medical Education

scholarly journals Implementation of formative assessment and its effectiveness in undergraduate medical education: an experience at a Caribbean Medical School

MedEdPublish ◽  
2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Sateesh Babu Arja ◽  
Yogesh Acharya ◽  
Sabah Alezaireg ◽  
Vishnupriyan Ilavarasan ◽  
Samprith Ala ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Formative Assessment ◽  
Undergraduate Medical Education
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