Continuing Medical Education and the Hidden Curriculum

2012 ◽  
Vol 2 (1) ◽  
pp. 94-96
Author(s):  
Shruti Sarkar
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Professional Identity ◽  
Continuing Medical Education ◽  
Hidden Curriculum ◽  
Healthcare Delivery ◽  
Patient Centredness

Death following a chronic and complicated illness in hospital is common. This paper is an account of a physician who perceives such a death in a different and an introspective way hoping to make all stakeholders of health realise their responsibilities beyond the accepted norms. There is need for professionalism and patient centredness in healthcare delivery as is stressed in this narrative. Physicians have an added role of teaching medical students and resident doctors and are reminded that they unknowingly transmit their professional identity onto the learners by the manner in which they deal with patients.

The role of hidden curriculum in the formation of professional ethics in the Iranian medical students

2020 ◽  
Author(s):  
yahya safari ◽  
Alireza khatoni ◽  
ehsan Khodamoradi ◽  
mansour Rezaei
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Professional Ethics ◽  
Hidden Curriculum ◽  
Individual Characteristics ◽  
Factors Affecting ◽  
Learning And Teaching ◽  
Data Collection And Analysis ◽  
Data Saturation

Abstract Background: Professionalism and medical ethics are a vital quality for doctors, which has been taken into account seriously in recent years. Perception of the factors affecting professionalism may help to develop more efficient approaches to promote this quality in medical education. Objective: This study was aimed to explain the role of hidden curriculum in the formation of professional ethics in the Iranian medical students. Methods: This qualitative study was performed on 15 medical interns using grounded theory. Sampling was started by purposive sampling and continued through theoretical sampling until complete data saturation. Data collection and analysis were done simultaneously. Results: The analysis of the participants’ interviews and reduction of findings using common themes yielded one class and four categories as well as a number of concepts as the role of hidden curriculum in the formation of professional ethics in medical students. The categories included the role of modeling in the formation of professional ethics, role of education in formation of professional ethics, role of environmental factors in the formation of professional ethics, and role of personal and inherent attributes in the formation of professional ethics. Conclusion: The curriculum developers and medical education authorities need to proceed in line with the findings of the present study to provide a proper learning environment in which the modeling, learning, and teaching conditions and supportive environmental atmosphere are taken into account in accordance with the inherent and individual characteristics of the learners in order to guarantee the formation of professional ethics in the medical students.

scholarly journals DEVELOPING A MODEL OF PROFESSIONAL IDENTITY IN MEDICAL STUDENTS: THE ROLE OF MOTIVATION AND PARTICIPATION

2018 ◽  
Vol 7 (3) ◽  
pp. 159
Author(s):  
Yoga Pamungkas Susani ◽  
Gandes Retno Rahayu ◽  
Rossi Sanusi ◽  
Yayi Suryo Prabandari ◽  
Harsono Mardiwiyoto
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Professional Identity ◽  
Structural Equation ◽  
Academic Motivation ◽  
Partial Least Square ◽  
Least Square ◽  
Path Coefficient ◽  
Cross Sectional Survey

Background: It is very important to develop professional identity among medical students, as it will affect how they work in the future. Factors affecting professional identity in medical education context need to be explored. This study aimed to develop a model of professional identity in medical students which examine the role of motivation, self-efficacy, personal reflection, social interaction, curriculum in action perceived by students and participation in determining professional identity. Methods: A cross-sectional survey was conducted among medical students in Mataram University. A total of 303 pre-clinical (year 1 to 4) and clinical students (year 5 to 6) filled out the questionnaires. Partial least square - structural equation model analysis was performed.Results: The modification model had a good model fit (GoF 0.404). The average path coefficient was 0.303 (p<0.001) and the adjusted average R square was 0.321 (p<0.001). Forty percent of variance in professional identity could be explained by motivation (β=0.51, p<0.001, f2=0.281) and participation (β=0.32, p<0.001, f2=0.118).Conclusions: Motivation and participation of medical students may influence the professional identity. Based on the model, within the medical education processes, academic motivation of students should be maintained and fostered and participation should be supported.

Usage of Electronic Resources Among Ophthalmologists in India

2019 ◽  
pp. 54-80
Author(s):  
A. Ashok Kumar
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Patient Care ◽  
Continuing Medical Education ◽  
Online Resources ◽  
Clinical Practices ◽  
Electronic Resources ◽  
Academic Curriculum ◽  
Visually Challenged

The contribution of ophthalmologists is inevitable for visually challenged patient care and to eradicate unnecessary blindness in this society. Other than the academic focus of the medical students, the importance of continuing medical education (CME) for doctors in all disciplines, including ophthalmology, is a well-known factor to enhance their day-to-day clinical practices. The role of electronic and online resources in academic curriculum of medicine and CME is acceptable and inexorable among the user community worldwide. In the last several years, many research studies have focused on how people use electronic resources or on their feelings about electronic and online resources in various fields. In this study, the researcher analyzed the electronic resources usage among the ophthalmologists which indirectly supports their day-to-day clinical practices and serves the society against blindness. The results of the study show that the respondents have an average level of e-resources usage skills, particularly on awareness about many available e-resources.

scholarly journals The Utilization of the iOS Platform to Create LearnENT: An Interactive Educational App in Otolaryngology—Head and Neck Surgery

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
S. Kohlert ◽  
N. Scherer ◽  
S. Kherani ◽  
L. McLean
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Styles ◽  
Head And Neck ◽  
Design Process ◽  
Mobile Apps ◽  
Neck Surgery ◽  
Head And Neck Surgery ◽  
Development Processes

LearnENT, an educational app for iOS, was developed to promote a standardized experience otolaryngology in head and neck surgery (OTOHNS) for University of Ottawa medical students. Its development was grounded in pedagogical theory including Laurillard’s design process, Honey and Mumford’s learning styles, and Nielsen’s theory of usability. This paper examines LearnENT's design and development processes as well as the role of mobile apps in medical education. Features of the LearnENT app as they apply to Constructivist learning are also highlighted.

Videoconferencing for Continuing Medical Education: From Pilot Project to Sustained Programme

2002 ◽  
Vol 8 (3) ◽  
pp. 131-137 ◽  
Author(s):  
Michael Allen ◽  
Joan Sargeant ◽  
Eileen MacDougall ◽  
Michelle Proctor-Simms
Keyword(s):  
Health Care ◽  
Distance Education ◽  
Medical Education ◽  
Medical Students ◽  
Continuing Medical Education ◽  
Health Care Professionals ◽  
Pilot Project ◽  
Technical Support ◽  
Faculty Support

Videoconferencing has been used to provide distance education for medical students, physicians and other health-care professionals, such as nurses, physiotherapists and pharmacists. The Dalhousie University Office of Continuing Medical Education (CME) has used videoconferencing for CME since a pilot project with four sites in 1995–6. Since that pilot project, videoconferencing activity has steadily increased; in the year 1999–2000, a total of 64 videoconferences were provided for 1059 learners in 37 sites. Videoconferencing has been well accepted by faculty staff and by learners, as it enables them to provide and receive CME without travelling long distances. The key components of the development of the videoconferencing programme include planning, scheduling, faculty support, technical support and evaluation. Evaluation enables the effect of videoconferencing on other CME activities, and costs, to be measured.

Abstract 168: Impact of Continuing Medical Education on the Treatment of Hypertriglyceridemia with Omega-3 Fatty Acids

2016 ◽  
Vol 9 (suppl_2) ◽  
Author(s):  
Amy Larkin ◽  
Michael LaCouture ◽  
George Boutsalis ◽  
Harold Bays
Keyword(s):  
Fatty Acids ◽  
Medical Education ◽  
Fatty Acid ◽  
Online Education ◽  
Continuing Medical Education ◽  
Primary Care Physicians ◽  
Omega 3 Fatty Acids ◽  
Omega 3 ◽  
Omega 3 Fatty Acid

Introduction: The less prominent role of triglycerides in determining cardiovascular risk keeps these lipids from being top-of-mind for practicing clinicians, yet epidemiologic data affirm that hypertriglyceridemia contributes to atherosclerotic disease development and progression. We sought to determine if online continuing medical education (CME) could improve the clinical knowledge and competence of primary care physicians (PCPs) and cardiologists regarding hypertriglyceridemia and the use of omega-3 fatty acids in its treatment. Methods: The effects of two educational interventions about advances in hypertriglyceridemia treatment (activity 1) and educating patients about omega-3 fatty acid products (activity 2) were analyzed to determine efficacy of online education presented in the form of online video-based roundtable discussions. The activities launched online in May and June, 2015 respectively, and data were collected through July, 2015. The effects of education were assessed using knowledge- and case-based matched pre-assessment/post-assessments. The effect sizes were calculated with Cohen’s d (> 0.8 is large, 0.8-0.4 is medium, and < 0.4 is small). Results: In total, 842 PCPs and 75 cardiologists who completed all pre/post assessment questions in any of the two activities during the study period were included in analyses. Significant overall improvements were seen for PCPs (activity 1: n = 452, P <.05, effect d= 0.68; activity 2: n = 390, P <.05, effect d= 0.96) and cardiologists (activity 1: n = 35, P <.05, effect d= 0.77; activity 2: n = 40, P <.05, effect d= 0.9). Compared with baseline, specific areas of improvements include: • 22% more PCPs and 31% more cardiologists identified weight loss as a nonpharmacological intervention that can effectively lower triglyceride levels for overweight/obese patients with hypertriglyceridemia, (both P < .05) • 35% more PCPs and 32% more cardiologists identified the appropriate dosing of prescription omega-3 fatty acids (both P <.05) • 23% more PCPs ( P < .05) and 20% more cardiologists ( P =.068 ) recognized that reducing the risk for pancreatitis is a primary medical objective in patients with severe elevations in triglyceride levels Areas identified as needing additional education include: • 57% of all physicians remain unaware that omega-3 fatty acids reduce apolipoprotein C3 • 61% of PCPs and 60% of cardiologists did not demonstrate a thorough understanding of the differences between prescription omega-3 fatty acids and omega-3 supplements Conclusion: This study demonstrates the success of a targeted educational intervention with two educational components on improving knowledge, competence, and clinical decision-making of PCPs and cardiologists regarding hypertriglyceridemia treatment and the role of omega-3 fatty acid products in its treatment.

scholarly journals Undergraduate medical education: a national survey of consultant radiologists

2020 ◽  
Vol 93 (1112) ◽  
pp. 20200380 ◽  
Author(s):  
C Chew ◽  
PJ O’Dwyer
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
National Survey ◽  
Online Survey ◽  
Professional Activity ◽  
Large Drop ◽  
Current Role ◽  
Health Boards

Objective: Rising clinical demand and changes to Radiologists’ job plans mean it is becoming ever more difficult for Radiologists to teach medical students. The aim of this study was to assess the current role of Radiologists in undergraduate medical education in Scotland. Methods: Consultant Radiologists working across all 14 Scottish Health Boards were invited by email to participate in an anonymous short online survey. The survey ran for 6 weeks from November 2019. One reminder email was sent a week before the survey closed. Results: 102 responses were recorded, representing 34% of the total whole time equivalent Radiologists in Scotland. All agreed Radiology should be taught to medical students. Over 70% (n = 73) taught medical students, most often during supporting professional activity time. 76 percent of Radiologists who did not teach expressed a desire to do so. The most common barrier to teaching was not having enough time in their job plan. Scottish Radiologists delivered a median of 10 h (IQR 0–22) a year of teaching to medical students. Thematic analysis of free comments revealed staffing/time constraints severely limiting ability to teach. Conclusion: This is the first national survey to assess the current role of Radiologists in teaching medical students. While most are teaching or want to teach, there is a large drop-off between current Scottish and previously reported UK median teaching hours. Engagement from Universities, Royal College of Radiologists and Health Boards is urgently needed to reverse this trend. Advances in knowledge: This is the first national survey into the current role of Radiologists in undergraduate medical education. There is a large drop-off between current Scottish and previously reported UK median teaching hours.

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