Medical students' perceived educational needs to prevent and treat childhood obesity

Abstract Background Documentation and diagnosis of childhood obesity in primary care is poor and providers are often unfamiliar with guidelines. This lack of knowledge may be attributed to insufficient training in medical school and residency; however, no studies have evaluated medical students’ knowledge of recommendations. Methods We distributed a modified version of the Physician Survey of Practice on Diet, Physical Activity, and Weight Control to medical students at a single university. Descriptive analyses assessed knowledge and attitudes of childhood obesity and diabetes. Results Of the 213 participating students, 74% indicated being unfamiliar with obesity screening recommendations. Few correctly identified BMI percentile cut-points for child overweight (21.2%), obesity (23.7%), and normal weight (29.4%). They reported screening glucose 4.5 years earlier in patients with risk factors compared to those without (p < 0.001). Conclusions Although students recognized the need for earlier diabetes screening in children with risk factors, we determined that overall, student knowledge of obesity-related preventative care was inadequate.

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Medical Curricula and Preventing Childhood Obesity: Pooling the Resources of Medical Students and Primary Care to Inform Curricula

Education for Primary Care ◽

10.1080/14739879.2009.11493772 ◽

2009 ◽

Vol 20 (2) ◽

pp. 87-92 ◽

Cited By ~ 4

Author(s):

Ann Wylie ◽

Daniel Furmedge ◽

Amber Appleton ◽

Helen Toop ◽

Tom Coats

Keyword(s):

Primary Care ◽

Childhood Obesity ◽

Medical Students ◽

Medical Curricula

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A Nationwide Qualitative Assessment of Third and Fourth Year Medical Students’ Views of Childhood Obesity

The FASEB Journal ◽

10.1096/fasebj.26.1_supplement.240.8 ◽

2012 ◽

Vol 26 (S1) ◽

Author(s):

Natalie K. Cooke ◽

Alice A. Raad ◽

De'Ja S. Alexander ◽

Brittany A. Lang ◽

Jennifer R. Wheeley ◽

...

Keyword(s):

Childhood Obesity ◽

Medical Students ◽

Qualitative Assessment ◽

Fourth Year Medical Students

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Qualitative Assessment of Resources Needed by Third and Fourth Year Medical Students for the Prevention and Treatment of Childhood Obesity

The FASEB Journal ◽

10.1096/fasebj.26.1_supplement.1011.15 ◽

2012 ◽

Vol 26 (S1) ◽

Author(s):

Alice A. Raad ◽

Natalie K. Cooke ◽

De'Ja S. Alexander ◽

Brittany A. Lang ◽

Jennifer R. Wheeley ◽

...

Keyword(s):

Childhood Obesity ◽

Medical Students ◽

Qualitative Assessment ◽

Prevention And Treatment ◽

Fourth Year Medical Students

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P.011 Evaluation of educational needs in neurology in the province of Quebec: a survey-based study

Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques ◽

10.1017/cjn.2016.117 ◽

2016 ◽

Vol 43 (S2) ◽

pp. S24-S24

Author(s):

P Gros ◽

S Reiter-Campeau ◽

D Hamad ◽

L Carmant

Keyword(s):

Medical Students ◽

Neurological Examination ◽

Medical Schools ◽

Educational Needs ◽

Clinical Neurology ◽

Clinical Exposure ◽

Additional Training ◽

Mcgill University ◽

Fourth Year Medical Students ◽

Teaching Time

Background: In contrast with 56% of US medical schools, most Canadian medical schools do not offer a required clerkship neurology rotation. This study aims to assess the need for additional clinical neurology training in Quebec medical schools. Methods: Third and fourth year medical students from the province of Quebec completed surveys inquiring about accumulated theoretical teaching time, clinical neurology exposure, self-reported neurological examination proficiency and interest in additional training. Results: 66 students answered the survey. 43% were from Université de Montréal, 18 % from McGill University, 14% from Université Laval and 24% from Université de Sherbrooke. For theoretical teaching, 44% reported at least 60 hours (h) of teaching, 44% reported 40 to 60 h and 23% reported 10 to 40 h. For clinical exposure, 24% reported at least 60 h, 8% reported 40 to 60 h, 40% reported 10 to 40 h and 29% reported less than 10 h. Most students reported being comfortable with their neurological examination skills (58%) but still 41% were uncertain or felt uncomfortable. 80% indicated interest in receiving additional clinical exposure. Conclusions: Amongst Quebec medical students, clinical neurology exposure is likely insufficient. An important proportion of students remain uncomfortable with the neurological examination and most students are interested in additional neurological training.

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Medical Students and Childhood Obesity: Health Disparity and Implication for Education

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16142578 ◽

2019 ◽

Vol 16 (14) ◽

pp. 2578 ◽

Cited By ~ 1

Author(s):

Shinduk Lee ◽

Matthew Lee Smith ◽

Laura Kromann ◽

Marcia G. Ory

Keyword(s):

Childhood Obesity ◽

Medical Students ◽

Low Income ◽

Health Disparity ◽

Cross Sectional Survey ◽

Cross Sectional ◽

School Based ◽

Child Patients ◽

Perceived Importance ◽

Low Income Families

This study aimed at examining the relationship between medical students’ perceptions about health disparity and childhood obesity care. A cross-sectional survey (n = 163) was used to examine medical students’ characteristics and perceptions related to health disparity and childhood obesity. Multiple mixed effects regression models with Tukey’s tests were used to examine participants’ perceived importance of different roles (e.g., parents) and topics to discuss with child patients and their parents. Separate models were used to examine whether health disparity perception was associated with participants’ perceived importance of different roles and topics to discuss with child patients and their parents. Despite acknowledging that low-income families might lack resources to change health behaviors, many medical students still reported patients and parents being primarily responsible for childhood obesity condition. Participants perceived that the most important topic to discuss was patient’s behaviors, followed by access to safe environments and school-based interventions. Participants’ perception about health disparity was significantly associated with their perceived importance of different roles and topics to discuss with parents. The current study implies disconnection in linking health disparity with childhood obesity among medical students and confirms the importance of sensitizing medical students about the socio-environmental determinants of childhood obesity.

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Global Health Education: a cross-sectional study among German medical students to identify needs, deficits and potential benefits (Part 1 of 2: Mobility patterns & educational needs and demands)

BMC Medical Education ◽

10.1186/1472-6920-10-66 ◽

2010 ◽

Vol 10 (1) ◽

Cited By ~ 19

Author(s):

Kayvan Bozorgmehr ◽

Kirsten Schubert ◽

Johannes Menzel-Severing ◽

Peter Tinnemann

Keyword(s):

Medical Students ◽

Health Education ◽

Global Health ◽

Educational Needs ◽

Cross Sectional Study ◽

Sectional Study ◽

Mobility Patterns ◽

Cross Sectional ◽

Global Health Education ◽

Potential Benefits

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Implementation of Serial Workshop by Students Educational Need: Trend to Accountability in Medical Education

Bangladesh Journal of Medical Science ◽

10.3329/bjms.v17i1.35285 ◽

2018 ◽

Vol 17 (1) ◽

pp. 78-83 ◽

Cited By ~ 1

Author(s):

Leili Mosalanejad ◽

Mohammad Sadegh Sani ◽

Yosef Hosseini ◽

Saeed Abdollahifrad

Keyword(s):

Medical Students ◽

Medical Science ◽

Educational Needs ◽

Assessment Process ◽

Multiple Choice Questions ◽

Before And After ◽

Educational Need ◽

Knowledge Function ◽

Employment Needs ◽

Almost All

Introduction: The aim of this study was to assess professors’ and students’ educational needs and implementation of serial workshops and then evaluate the effect of these educational workshops on the knowledge and practice of medical students.Method: Students’ educational needs and the clinical professors’opinion were used tocomplete the needs assessment process.120 Medical students participated in serial workshops. This program was applied to develop educational accountability program. In each workshop, students’ knowledge was evaluated by valid and reliable multiple-choice questions before andafterthe course. In some workshops, their performance was measured by the OSCE test.Descriptive analysisandpaired t- test were used to evaluate difference in students’ mean score.Finding: Results of before and after series of workshops in various areas revealed that workshop programs had a significant impact on the promotion of students’ knowledge (The mean score of students before and after workshops). Then,the evaluation of theirperformance through the OSCEtest was significant(P <0.05). Furthermore, students’ evaluation on workshops demonstrated that almost all of them were satisfied with the proportion of the content of the workshops, with the theme of the announced program, with the quantity of presented material in the workshop, withthe appropriateness of the content to future employment needs and the ability to create order in the meetings.According to professors’ opinion, number of errors in prescription, errors in radiography request and malpractice in resuscitation were decreased and students’ performance in clinical wards was approved.Conclusion: The results showed that training through workshops leads to increase the level of knowledge, function and satisfaction in the medical students. It is recommended that this method be used to improve the professional abilities of students based on educational needs.Application / Improvements: Looking ahead, we should consider strategies for leading changes in education and training. Purposeful teaching is the best way to develop accountability in medical educationBangladesh Journal of Medical Science Vol.17(1) 2018 p.78-83

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LO12: ClerkCast: a novel online free open access emergency medicine curriculum for medical students

CJEM ◽

10.1017/cem.2020.68 ◽

2020 ◽

Vol 22 (S1) ◽

pp. S11-S11

Author(s):

B. Forestell ◽

L. Beals ◽

T. Chan

Keyword(s):

Emergency Medicine ◽

Critical Care ◽

Medical Student ◽

Medical Students ◽

Curriculum Development ◽

Needs Assessment ◽

Educational Needs ◽

Further Education ◽

Open Educational Resources ◽

Social Media Networks

Innovation Concept: Canadian medical students completing their Emergency Medicine (EM) clerkship rotations must develop approaches to undifferentiated patients. Increasingly used in postgraduate EM education, Open Educational Resources (OERs) are a convenient and flexible solution to meeting medical student educational needs on their EM rotation. We hoped to supplement Canadian medical student EM education through the development of ‘ClerkCast’, a novel OER and podcast-based curriculum on CanadiEM.org. Methods: We utilized the Kern Six Step approach to curriculum development for ‘ClerkCast’. A general needs assessment involved a review of available OERs and identified a lack of effective EM OERs specific for medical students. A specific online needs assessment was used to determine which EM topics required further education for medical students. The survey was shared directly with key Canadian medical student and undergraduate medical educator stakeholder groups, and distributed globally through the CanadiEM social media networks. Results of the needs assessment highlighted shared perceptions of educational needs for medical students, with an emphasis on increased need for education on critical care and common EM presentations. We used the topics determined to be highest priority for the development of our first ten episodes of ‘ClerkCast’. Curriculum, Tool or Material: Podcast episodes are released from CanadiEM biweekly. Episodes are 30 to 45 min in length, and focus on cognitive approaches to a common EM presentation for medical students. Content is anchored on medical student interactions with a staff or resident EM co-host. Podcasts are supplemented by infographics and blog posts highlighting the key points from each episode. Learners are also encouraged to interact with the content through review quizzes on a provided question bank. Quality assurance of the content is provided by physician co-hosts who review episode scripts both prior to recording. Post-production feedback is elicited via comments on the curriculum's host website, CanadiEM.org, and through direct email correspondence to the ClerkCast address. Conclusion: With an ever increasing number of OERs in EM and critical care, the systematic development of new resources is important to avoid redundancies in content and medium while also addressing unmet learner needs. We describe the successful use of the Kern Six Steps for curriculum development for the creation of our novel EM OER for Canadian medical students, ‘ClerkCast’.

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