scholarly journals Medical Students’ Perceptions of Pathology and a Proposed Curricular Integration with Histology: A Future Vision of Curricular Change

2020 ◽  
Vol 38 (1) ◽  
pp. 38-42
Author(s):  
Ali Al-Khader ◽  
Fatima N Obeidat ◽  
Nisreen Abu-Shahin ◽  
Nabil A Khouri ◽  
Ezidin G Kaddumi ◽  
...  
Keyword(s):  
Medical Students ◽  
Curricular Change ◽  
Curricular Integration ◽  
Future Vision

The impact of curricular change on medical students' knowledge of anatomy

2003 ◽  
Vol 37 (11) ◽  
pp. 954-961 ◽  
Author(s):  
P P McKeown ◽  
D J A Heylings ◽  
M Stevenson ◽  
K J McKelvey ◽  
J R Nixon ◽  
...  
Keyword(s):  
Medical Students ◽  
Curricular Change ◽  
The Impact

scholarly journals How medical students can bring about curricular change

1998 ◽  
Vol 73 (11) ◽  
pp. 1173-6 ◽  
Author(s):  
K M Atkins ◽  
A E Roberts ◽  
N Cochran
Keyword(s):  
Medical Students ◽  
Curricular Change

scholarly journals Effect of General Medical Degree Curricular Change on Mental Health of Medical Students: A Concurrent Controlled Educational Trial

2019 ◽  
Author(s):  
Mohammad Reza Sohrabi ◽  
Narges Malih ◽  
Hamid Reza Karimi3 ◽  
Zahra Hajihashemi
Keyword(s):  
Mental Health ◽  
Logistic Regression ◽  
Psychological Distress ◽  
Health Status ◽  
Medical Students ◽  
Mental Health Status ◽  
Curricular Change ◽  
World Federation ◽  
Global Severity Index ◽  
Medical Degree

Objective: General medical degree (GMD) curriculum usually causes significant psychological distress for medical students, especially in transition periods between preclinical, clerkship, and internship periods. This study was conducted to assess the effect of curricular change in GMD program on mental health of medical students in internship period. Method: This study evaluated mental health of 2 concurrent groups of medical students under reformed and non-reformed GMD curriculum. In this study, 120 out of 180 interns in the non-reform GMD program and 60 interns in the reformed GMD program were selected and their mental health status evaluated using Symptom Checklist-90-Revised (SCL-90-R) questionnaire. The cut-off point of 0.7 was used for Global Severity Index (GSI) score. SPSS software, version 14 (SPSS Inc, Chicago, Il, USA) was used for analysis. Chi-square, Fisher’s exact test, t student, Mann–Whitney U, one-way ANOVA, and Kruskal-Wallis tests were used when appropriate. Logistic regression was used to estimate odds ratios for various determinants of students’ mental health. Results: About half of the participants in the 2 groups were male (P = 0.63), and the mean age of the students in the reformed and non-reformed programs was 24.8 (1.97) and 24.7(1.80), respectively (P = 0.9). About 20% of participants in the non-reformed and less than 2% of those in the reformed program had GSI score of more than 0.7. Medical students in the reformed program had lower scores in total GSI and 9 its dimensions (P<0.001). The results obtained from the logistic regression analysis indicated that reformed curriculum and good economic status were significant independent variables contributing to decreased psychological distress (OR = 0.016 and 0.11, respectively). Conclusion: The results revealed that curricular changes which were based on World Federation of Medical Education recommendation, could be associated with improvement in mental health status of medical students.

scholarly journals Generating a Future Vision of Patient Safety: A Pilot Program to Test the Integration of Certified Professional in Patient Safety™ Curriculum into Undergraduate Medical Education

2021 ◽  
Vol 8 ◽  
pp. 238212052110258
Author(s):  
Lillee S Gelinas ◽  
Conner D Reynolds ◽  
Joshua Lindsley ◽  
Janet Lieto
Keyword(s):  
Patient Safety ◽  
Medical Students ◽  
Medical Training ◽  
The United States ◽  
Pass Rate ◽  
Academic Level ◽  
College Of Osteopathic Medicine ◽  
Advanced Proficiency ◽  
Future Vision ◽  
First Time

Preventable healthcare-associated harm results in significant morbidity and mortality in the United States, costing nearly 400 000 patient lives annually. The Institute for Healthcare Improvement provides high-quality educational resources tailored for working healthcare professionals. One such resource is the Certified Professional in Patient Safety (CPPS™) review course, which equips professionals with advanced proficiency in 5 core patient safety domains. The CPPS™ certification is the only interprofessional, patient safety science credential recognized worldwide. In 2010, the Lucian Leape Institute at the National Patient Safety Foundation described the critical need for medical students to participate in patient safety solutions as well. However, equivalent patient safety credentialing remains challenging for students in the preclinical and clinical stages of training to obtain. To address this growing dilemma, the Texas College of Osteopathic Medicine (TCOM) piloted the first-of-its-kind CPPS™ course with 10 medical students to test a novel, academic-level approach to patient safety curriculum. Medical students showed large gains in performance on the post-test (83.18% ± 26.12%) compared to the pre-test (46.46% ± 27.18%) ( P < .001, η2 p = .368), representing increased knowledge across all learning domains. On the national certification examination, students had a 90% first-time pass rate, exceeding the current national average of 70% for first-time examinees. In satisfaction surveys, students expressed the value of pilot curriculum for their medical training, the importance of similar Patient Safety Education and CPPS certification for all medical students, their confidence as future healthcare change agents. Content analysis of open response questions revealed 3 key areas of strength and opportunity for guiding future iterations of the course. This pilot generates a future vision of patient safety, equipping students with critical knowledge to systematically improve healthcare quality.

Future visions for medical education, the importance of public health themes in education and beyond

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Ghazal Asswad ◽  
N Fundano ◽  
S Holm ◽  
H Khan ◽  
A Petráková
Keyword(s):  
Public Health ◽  
Medical Education ◽  
Medical Students ◽  
Medical Professional ◽  
Health Issues ◽  
Future Improvement ◽  
The Future ◽  
Future Vision ◽  
Future Visions

Abstract Steps for the future improvement of competencies evaluation and fulfilment were studied, with the eventual goal of the unification of guidelines internationally to ensure the standardisation and uniformity of the quality of medical education. The future vision for the integration of public health into medical education curriculums, highlighting the importance of public health in medical education and its application in a wide variety of situations across medical education and beyond in practise as a medical professional in a range of specialities. The need for ways to increase engagement of medical students within public health issues will also be discussed.

scholarly journals Using Medical Students to Enhance Curricular Integration of Cross-Cultural Content

2009 ◽  
Vol 25 (9) ◽  
pp. 493-502 ◽  
Author(s):  
Helen M. Shields ◽  
Vinod E. Nambudiri ◽  
Daniel A. Leffler ◽  
Chitra Akileswaran ◽  
Edith R. Gurrola ◽  
...  
Keyword(s):  
Medical Students ◽  
Cross Cultural ◽  
Curricular Integration ◽  
Cultural Content

scholarly journals Seeking the Optimal Time for Integrated Curriculum in Jinan University School of Medicine

2016 ◽  
Vol 6 (1) ◽  
pp. 25 ◽  
Author(s):  
Sanqiang Pan ◽  
Xin Cheng ◽  
Yanghai Zhou ◽  
Ke Li ◽  
Xuesong Yang
Keyword(s):  
Medical Students ◽  
Integrated Curriculum ◽  
Clinical Medicine ◽  
Optimal Time ◽  
Practical Skills ◽  
Basic Sciences ◽  
Curricular Integration ◽  
School Of Medicine ◽  
Analytical Thinking ◽  
Over 40 Years

The curricular integration of the basic sciences and clinical medicine has been conducted for over 40 years and proved to increase medical students’ study interests and clinical reasoning. However, there is still no solid data suggesting what time, freshmen or year 3, is optimal to begin with the integrated curriculum. In this study, the integrated courses on cardiovascular and respiratory systems were performed to part of year 1 and year 3 medical students while non-participant students acted as control. We tried to explore the optimal time through comparison of the exam results and questionnaire of participated students. It was demonstrated that year 3 participant students got better exam score than year 1 students did, and the questionnaire showed that it might be due to the year 1 participants difficultly caught up with the contents of integrated courses without appropriate background knowledge. Three years later, the participant students got higher ability to analytical thinking of clinical diseases in comparison to non-participant students, while it did not improve the acquirement of their clinical practical skills. Taken together, our study in Jinan University School of Medicine indicated that the integrated courses would be approximately effective if combined to conventional medical teaching at year 3 after the students obtain relevant basic sciences knowledge. 

scholarly journals The Unique Role of Medical Students in Catalyzing Climate Change Education

2020 ◽  
Vol 7 ◽  
pp. 238212052095765
Author(s):  
Benjamin M Rabin ◽  
Emaline B Laney ◽  
Rebecca P Philipsborn
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
School Curriculum ◽  
Curricular Integration ◽  
Climate Change Education ◽  
Unique Role ◽  
Climate And Health

Climate change is a well-recognized threat to human health with impacts on every organ system and with implications for disease processes across subspecialties. Climate-driven environmental exposures influence the pathophysiologic underpinnings of disease emphasized in the pre-clinical years of medical school. While medical schools are beginning to offer climate change and health electives, medical education is lagging in providing fundamental climate-and-health content to adequately prepare the next generation of physicians for the challenges that they will face in the provision of healthcare and the prevention and treatment of disease. This perspective piece highlights the unique role of medical students in catalyzing the incorporation of climate content into the pre-clinical medical school curriculum and provides topics for disseminated curricular integration with the concepts emphasized in the pre-clinical years of medical education.

scholarly journals Assessing Knowledge of Pharmacokinetics in an Integrated Medical Curriculum

2021 ◽  
Author(s):  
Rahul Pandit ◽  
Mirjam A. F. M. Gerrits ◽  
Eugène J. F. M. Custers
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Bachelor's Degree ◽  
The Body ◽  
The Other ◽  
Curricular Integration ◽  
Poor Knowledge ◽  
Difficult Subject ◽  
Insufficient Knowledge ◽  
Insight Into

AbstractPharmacokinetics is the branch of pharmacology that describes how the body processes drugs. As most physicians will prescribe drugs during their career, knowledge of pharmacokinetics is indispensable for medical students. Students, however, experience pharmacokinetics as difficult, probably due to its abstract and mathematical nature. In many medical curricula, pharmacokinetic topics are taught and examined as a part of integrated medical courses. As pharmacokinetics is a relatively small subject, unit examinations contain only few questions on the topic. The combination of a difficult subject and a few questions has raised concerns that students could perform poorly in pharmacokinetics and still pass the examinations and, hence, end up with insufficient knowledge of pharmacokinetics. In this study, we investigate this issue by contrasting students’ performance on pharmacokinetics questions with their performance on the rest of the examinations (all non-pharmacokinetics questions lumped together). The results expressed as pass-fail scores showed that students failed more often on the pharmacokinetics part of the test than on the other questions, in two consecutive academic years. Despite the suboptimal knowledge in pharmacokinetics, students can still acquire their bachelor’s degree. These results show that poor knowledge in pharmacokinetics could be a side effect of curricular integration. Attention should therefore be paid to provide insight into one’s own performance in individual disciplines. This would avoid knowledge deficiency and incompetence in the future.

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