scholarly journals Is community-based electrocardiography education feasible in the early phase of an undergraduate medical curriculum?

2017 ◽  
Vol 22 ◽  
Author(s):  
Carol O. Larson ◽  
Johan Bezuidenhout ◽  
Lynette J. Van der Merwe
Keyword(s):  
Medical Curriculum ◽  
Limited Resources ◽  
Ethical Aspects ◽  
Structured Interviews ◽  
Community Based ◽  
Clinical Phase ◽  
Teaching Standards ◽  
Preclinical Phase ◽  
Community Based Learning ◽  
The University

Accreditation authorities expect medical schools to increase their teaching standards and civic engagement, despite limited resources. The aim of this study was to investigate the feasibility of community-based (CB) electrocardiography (ECG) instruction in semesters 4and/or 5 of the undergraduate MBChB programme at the University of the Free State in Bloemfontein, South Africa. A literature review and 34 structured interviews were employed, using a mixed-methods QUAN (þqual) research design. Regarding the preclinical phase, 18 interviewees strongly supported community-based learning (CBL) and 21strongly supported task-based (TB) CBL. Responses were more conservative regarding the practicability of TB CBL. Twenty-two interviewees supported preclinical phase ECG-specific CBL. There was more support for implementing CB ECG in the clinical phase than in the preclinical phase. Challenges identified included finances, transport, personnel availability, clinic space, curriculum time constraints, student and driver absenteeism, and ethical aspects. Solutions for the preclinical phase included combining electrocardiography with other CBL tasks. Many interviewees supported preclinical phase TB CBL, although several factors determine its feasibility. Availability of human and other resources and curriculum time significantly impact CB ECG learning. Solutions necessitate additional location-specific research.

scholarly journals The Need for Social Accountability in Medical School Education: a Tale of Five Students’ Integration into Vancouver’s Downtown Eastside

2017 ◽  
Author(s):  
Taren Roughead ◽  
Hira Gill ◽  
Krista Dewar ◽  
Naomi Kasteel ◽  
Kimberly Hamilton
Keyword(s):  
Community Involvement ◽  
Personal Experience ◽  
Medical Curriculum ◽  
Social Accountability ◽  
Community Based ◽  
Community Learning ◽  
University Of British Columbia ◽  
Downtown Eastside ◽  
Community Based Learning ◽  
The University

AbstractMedical educators are recognizing that social accountability is a tenet of Canadian medical education, yet it is a difficult concept to teach didactically. Accumulating evidence supports the integration of social accountability into the medical curriculum through community involvement. Fortunately, the University of British Columbia Faculty of Medicine enables students to pursue community learning as part of its curriculum; and we, five medical students, benefited from that opportunity. This commentary will promote the importance of teaching social accountability in medical schools through community-based learning based on available literature and our personal experience with Vancouver’s Downtown Eastside (DTES). RésuméLes professeurs de médecine reconnaissent que la responsabilité sociale est un pilier de l’éducation médicale canadienne; néan- moins, c’est un concept difficile à enseigner didactiquement. De plus en plus de preuves appuient l’intégration de la responsabilité sociale au curriculum médical à travers l’engagement communautaire. Heureusement, la Faculté de Médecine de l’Université de la Colombie-Britannique permet aux étudiants de participer à l’apprentissage par engagement communautaire en tant que composante du curriculum; nous, cinq étudiants en médecine, avons pu profiter de cette opportunité. Ce commentaire va promouvoir l’importance d’enseigner la responsabilité sociale dans les écoles de médecine par l’intermédiaire de l’apprentissage par engagement communau- taire, basé sur la littérature disponible et notre expérience personnelle avec le quartier de Downtown Eastside de Vancouver (DTES). 

scholarly journals Interventional radiology and artificial intelligence in radiology: Is it time to enhance the vision of our medical students?

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Pierre Auloge ◽  
Julien Garnon ◽  
Joey Marie Robinson ◽  
Sarah Dbouk ◽  
Jean Sibilia ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Interventional Radiology ◽  
Clinical Practice ◽  
Medical Students ◽  
Medical Curriculum ◽  
New Technology ◽  
Large Population ◽  
The Other ◽  
Clinical Phase ◽  
Preclinical Phase

Abstract Objectives To assess awareness and knowledge of Interventional Radiology (IR) in a large population of medical students in 2019. Methods An anonymous survey was distributed electronically to 9546 medical students from first to sixth year at three European medical schools. The survey contained 14 questions, including two general questions on diagnostic radiology (DR) and artificial intelligence (AI), and 11 on IR. Responses were analyzed for all students and compared between preclinical (PCs) (first to third year) and clinical phase (Cs) (fourth to sixth year) of medical school. Of 9546 students, 1459 students (15.3%) answered the survey. Results On DR questions, 34.8% answered that AI is a threat for radiologists (PCs: 246/725 (33.9%); Cs: 248/734 (36%)) and 91.1% thought that radiology has a future (PCs: 668/725 (92.1%); Cs: 657/734 (89.5%)). On IR questions, 80.8% (1179/1459) students had already heard of IR; 75.7% (1104/1459) stated that their knowledge of IR wasn’t as good as the other specialties and 80% would like more lectures on IR. Finally, 24.2% (353/1459) indicated an interest in a career in IR with a majority of women in preclinical phase, but this trend reverses in clinical phase. Conclusions Development of new technology supporting advances in artificial intelligence will likely continue to change the landscape of radiology; however, medical students remain confident in the need for specialty-trained human physicians in the future of radiology as a clinical practice. A large majority of medical students would like more information about IR in their medical curriculum; almost a quarter of students would be interested in a career in IR.

scholarly journals An immersive Arabic language course in Cairo moves online

2021 ◽  
pp. 79-94
Author(s):  
Heba Salem
Keyword(s):  
Arabic Language ◽  
The Novel ◽  
Community Based ◽  
American University ◽  
University Environment ◽  
The Us ◽  
Community Based Learning ◽  
Online Format ◽  
Novel Coronavirus ◽  
The University

This chapter describes the my experience as the instructor for a course rooted in community based learning theory that was forced to move online in spring, 2020, due to the novel coronavirus pandemic. The course, titled ‘CASA Without Borders’, allows Arabic language students in the Center for Arabic Study Abroad (CASA) program at The American University in Cairo (AUC) to leave the university environment and serve the community, while also benefiting from the experience both linguistically and culturally. This course was disrupted by the students’ mandatory return to the US from Cairo as a result of the COVID-19 outbreak, and continued remotely in an online format. This chapter describes the CASA program and explains both the purpose of the CASA Without Borders course and its significance to CASA students and to the program. It also describes and reflects upon my experience of continuing the course remotely during the ongoing pandemic.

scholarly journals The Past, Present, and Religious Studies Future of Civic Engagement in American Higher Education

2020 ◽  
Vol 1 (3) ◽  
Author(s):  
Sara Ronis ◽  
Travis Proctor
Keyword(s):  
Higher Education ◽  
Civic Engagement ◽  
Religious Studies ◽  
Late Antique ◽  
Community Based ◽  
American Higher Education ◽  
Ancient Religion ◽  
Community Based Learning ◽  
The University

We argue that Civic Engagement is fundamental to the stated work of the university, the humanities, and the project of religious studies. We trace the historical connections between Civic Engagement and higher education in the American context to the present, highlighting a consistency of focus on Civic Engagement across diverse university contexts even as educational priorities and instantiations shift. We then explore the particular role of Civic Engagement in Religious Studies pedagogy. We contend that being explicit about integrating Civic Engagement in the religion classroom enhances our students’ ability to understand complex concepts in late antique religion and underscores for them how relevant the study of late ancient religion is to students’ lives today. We offer three ways that instructors in Religious Studies can incorporate Civic Engagement into their classes: cultivating naming practices, focusing pedagogical exercises on honing students’ Civic Engagement skills, and, where practicable, engaging in community-based learning.

Community-based medical education in action: primary care physicians’ perceptions

2017 ◽  
Vol 5 (2) ◽  
pp. 245 ◽  
Author(s):  
Afsaneh Yakhforoshha ◽  
Dr. Sonia Oveisi ◽  
Dr. Ramin Sarchami ◽  
Dr. Behrooze Mahmoodi-Bakhtiari
Keyword(s):  
Medical Education ◽  
Primary Care Physicians ◽  
Medical Curriculum ◽  
Medical Science ◽  
Curriculum Planning ◽  
Inductive Method ◽  
Coding System ◽  
Structured Interviews ◽  
Community Based ◽  
Curriculum Renewal

Introduction and objectives: During the last decade, in response to wide ranging changes in healthcare systems and physicians' roles, the medical curriculum has undergone some modification. To achieve high quality education, 2 strategies are suggested: (1) Community-based medical education and (2) Community-oriented medical education. During the process of curriculum planning, the planners need to identify the potential areas for improvement and to guarantee the quality of instruction. This study aimed to determine the viewpoints of medical graduates from Qazvin University of Medical Science (QUMS), Tehran, on community medicine internship and clerkship programs (CMICP) in order to assist better decision-making by policymakers.Methods: In this qualitative study, the conventional content analysis approach was employed. Data were gathered from 20 primary practitioners of QUMS through individual semi-structured interviews and focus group discussions (FGD) which were continued until data saturation occured. The interviews were transcribed and analyzed immediately after the interviews. To analyze the data, one note was employed and to analyze the qualitative data, inductive method was used. The unit of analysis was selected and labeled using an open coding system. Then, the similar open codes were categorized in subthemes and finally the subthemes were organized into the main themes. Findings: The results of data analysis identified 4 main themes including: planned curriculum, delivered curriculum, hidden curriculum and curriculum evaluation.Conclusion: Many graduates suggest that, in addition to curriculum renewal, curriculum planners should identify mediated factors in CMICP to prepare graduates to practise in healthcare settings.  

scholarly journals Strategizing Dinner: How American Pantry Users Think about Feeding Their Families with Limited Resources

2021 ◽  
Vol 13 (17) ◽  
pp. 9772
Author(s):  
Tracey Kathleen Burke ◽  
Amanda K. Walch ◽  
Kiana Holland ◽  
Brynn Byam ◽  
David Reamer
Keyword(s):  
United States ◽  
Financial Crisis ◽  
Food Insecurity ◽  
The United States ◽  
Limited Resources ◽  
Structured Interviews ◽  
Community Based ◽  
Food Pantry ◽  
Assistance Programs ◽  
Nutrition Assistance

The financial crisis associated with the COVID-19 pandemic has exacerbated food insecurity in the United States. The emergency provides an opportunity to re-think the American nutrition-assistance system. In this paper, we describe findings from a community-based project conducted in urban Alaska before the pandemic in collaboration with a local food pantry. We conducted semi-structured interviews with nineteen food recipients, half of them twice, about how they procure food and prepare their meals in the context of juggling other expenses and demands on their time. What participants in our study do fits mainstream American patterns. Our study adds to the knowledge base by focusing on how families think strategically about their situations in context. In addition to cost, participants take nutrition and flavor into account. Most importantly, they do not think about assistance programs in isolation but holistically.

A Qualitative Exploratory Study to Elucidate The Impact of Integration on Pre-Clinical Disciplines Compared to Disciplines-Based Curriculum

2021 ◽  
Vol 15 (10) ◽  
pp. 3307-3315
Author(s):  
Syed Hussain Raza Zaidi ◽  
Rahila Yasmeen ◽  
Rehan Ahmed Khan ◽  
Mahwish Arooj ◽  
Sara Mukhtar
Keyword(s):  
Thematic Analysis ◽  
Exploratory Study ◽  
Integrated Curriculum ◽  
Medical Curriculum ◽  
Learning Approaches ◽  
Structured Interviews ◽  
Teaching Learning ◽  
Integrated Assessments ◽  
The University ◽  
The Impact

Introduction: While most of the institution in our country follow the Flexnerian model of medical education, only a handful of medical colleges have embraced the integrated medical curriculum. Literature on impact of integration on the preclinical disciplines is sparse. This study aims to elucidate the impact of integration on the preclinical disciplines, their content, teaching, learning, and assessment. Methods: This qualitative exploratory study was conducted at the University College of Medicine and Dentistry from July to September 2020. Twenty-one semi-structured interviews were conducted with the faculty members from pre-clinical disciplines (Physiology, Anatomy, Biochemistry, Pharmacology, Pathology, Forensic Medicine & Community Medicine). The data was recorded, transcribed, coded and thematic analysis was done by using Atlas Ti version 7. Results: The thematic analysis of the transcripts resulted in twenty subthemes, from which five themes emerged. The study revealed that the faculty of preclinical disciplines perceived that departmental identity has been compromised since the switch to integrated medical curriculum. But, the relationships, both intradepartmental and interdepartmental of preclinical disciplines have improved significantly. Moreover, the number and depth of topics has also been affected. But the students learning approach was of major concern for the respondents. The student’s performance in the assessments was affected due to their learning approaches. Even though the number of assessments were deemed adequate, the depth of assessments had been negatively affected as a result of integrated assessments. Conclusion: Integrated curriculum has profound impact on pre-clinical disciplines. Any institution that wishes to introduce a modular integrated curriculum should take into account the findings reported in this study. Keywords: preclinical disciplines, organ system-based curriculum, impact of integration, faculty perspective, exploratory study

Trasformazioni in corsia. Protocolli e pratiche di gestione in contesti sanitari ad alto tasso multietnico

2021 ◽  
pp. 54-85
Author(s):  
Alessandra Romano
Keyword(s):  
Focus Groups ◽  
Research Training ◽  
Department Of Education ◽  
Structured Interviews ◽  
Community Based ◽  
Training Project ◽  
Training Research ◽  
Training Path ◽  
The University ◽  
Development Course

The article presents the results emerged from an annual research-training project (2019-2020), which represented one of the training actions launched within the Forward Ministerial Project, Training, research and development of community based strategies to prevent radicalization and support integration (MIUR ID 85901), of the Department of Education, Human Sciences and Intercultural Communication of the University of Siena. The research-training path involved thirty doctors, nurses and practitioners from the medical and health contexts of the Centre of Italy, who took part in a professional development course. The course aimed at offering participatory settings through active development methodologies and methods for learning from the experience (Marsick, & Neaman, 2018; Fabbri, 2019) useful for validating their practices starting from those situations that they perceive as "critical" and challengers. 30 individual semi-structured interviews were conducted and 5 focus groups. All interviews and focus groups were recorded and transcribed ad verbatim. Each participant was invited to draw up an e-portfolio that included an analysis grid for self-case studies, and reflective narratives. The textual material thus collected was subjected to textual analysis of the content in order to detect the emerging categories. The results of the content analysis and the main elicited reflections are here detailed.

scholarly journals Community-based learning: A model for higher education and community partnerships

2011 ◽  
Vol 7 (3) ◽  
Author(s):  
Peter Day
Keyword(s):  
Higher Education ◽  
Community Empowerment ◽  
Learning Needs ◽  
Community Practice ◽  
Community Informatics ◽  
Community Based ◽  
Community Voice ◽  
Learning Partnerships ◽  
Community Based Learning ◽  
The University

This paper presents a model of community-based learning partnerships, developed at the University of Brighton, for consideration by Higher Education as a means to securing effective community informatics engagement.  The absence of funding and time to pursue research proposals required me to be creative in continuing collaboration with our community partners of funded research projects. It is suggested here that the academic curriculum together with the resources and goodwill of a UK university can support both the formal requirements of HE student learning and the more informal learning needs of community practice through the development of community media/informatics learning partnerships. This is the first in a series of papers to be written that share the story of community-based learning experiences at the University of Brighton. Our purpose is to engage in meaningful community Informatics/media research and practice partnerships with a view to contributing to knowledge whilst affecting social change. A number of preliminary community informatics/media partnership activities are introduced through the joint lenses of community empowerment and community development. The significance of community voice and community learning in facilitating and enabling active citizenship and empowered communities through community informatics practices is also explored.

scholarly journals Community-based learning in higher education: A portal for knowledge production in the time of COVID-19

2021 ◽  
pp. 1-18
Author(s):  
Nompumelelo Thabethe ◽  
Sarasvathie Reddy
Keyword(s):  
Knowledge Production ◽  
University Education ◽  
Community Based ◽  
Arundhati Roy ◽  
Social Community ◽  
Kwazulu Natal ◽  
Political Activist ◽  
Community Based Learning ◽  
Community Of Inquiry Framework ◽  
The University

At the onset of COVID-19 in 2020, the world-renowned writer and political activist, Arundhati Roy, signalled that the pandemic is "a portal, a gateway between one world and the next . . . [and] we can choose to walk through it." Roy's views highlight how we can imagine our world anew through reflection in the time of COVID-19. In this article, we examine the epistemological experiences of students enrolled in a course in community-based learning (CBL) at the University of KwaZulu-Natal and consider how CBL during COVID-19 serves as a portal for understanding knowledge that is produced at the nexus between the university and the community. We deemed the Community of Inquiry framework to be a suitable theoretical lens based on its appreciation of the nexus between social (community), teaching (classroom), and cognitive (critical thinking) elements in an online educational experience. Our findings indicate that COVID-19 provides an opportunity for CBL to serve as a portal for understanding how the students' epistemological experiences during the pandemic influenced knowledge production. This is beneficial since university education most often places at the periphery knowledge that students from the surrounding communities bring to the classroom. It is our contention that students bring epistemic value to the university that is not affirmed during the knowledge production process. We conclude that CBL can indeed serve as the gateway for knowledge production between universities and communities during and beyond COVID-19.

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