scholarly journals Telling lives in medicine: the impact of biography collections in medical education

2021 ◽  
Vol 109 (3) ◽  
Author(s):  
Sofia Fagiolo
Keyword(s):  
Medical Education ◽  
Medical School ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Men And Women ◽  
Academic Medical ◽  
History Of ◽  
Medical Libraries ◽  
University Of Rome ◽  
The Impact

This article briefly discusses the value and impact of biography collections in medical education by illustrating the case of the Campus Bio-Medico University of Rome (UCBM) Library. The UCBM Library collects, curates, and provides access to a special biography collection with the purpose of documenting the history of men and women who contributed in the field of medicine and related sciences. This article highlights the importance of academic medical libraries collecting biographical works in order to transmit knowledge and values in medical school curriculum.

scholarly journals The impact of integrating environmental health into medical school curricula: a survey-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti ◽  
Michelle Secic ◽  
Erin Speiser Ihde
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Learning Objectives ◽  
Lead Contamination ◽  
Institute Of Medicine ◽  
The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

scholarly journals Hemorrhage-Control Training in Medical Education

2020 ◽  
Vol 7 ◽  
pp. 238212052097321
Author(s):  
Jared T Gowen ◽  
Kevin W Sexton ◽  
Carol Thrush ◽  
Anna Privratsky ◽  
William C Beck ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Comfort Level ◽  
Hemorrhage Control ◽  
Major Hemorrhage ◽  
Confidence Levels ◽  
Significant Difference ◽  
Prospective Study Design

Objectives: To evaluate and analyze the efficacy of implementation of hemorrhage-control training into the formal medical school curriculum. We predict this training will increase the comfort and confidence levels of students with controlling major hemorrhage and they will find this a valuable skill set for medical and other healthcare professional students. Methods: After IRB and institutional approval was obtained, hemorrhage-control education was incorporated into the surgery clerkship curriculum for 96 third-year medical students at the University of Arkansas for Medical Sciences using the national Stop The Bleed program. Using a prospective study design, participants completed pre- and post-training surveys to gauge prior experiences and comfort levels with controlling hemorrhage and confidence levels with the techniques taught. Course participation was mandatory; survey completion was optional. The investigators were blinded as to the individual student’s survey responses. A knowledge quiz was completed following the training. Results: Implementation of STB training resulted in a significant increase in comfort and confidence among students with all hemorrhage-control techniques. There was also a significant difference in students’ perceptions of the importance of this training for physicians and other allied health professionals. Conclusion: Hemorrhage-control training can be effectively incorporated into the formal medical school curriculum via a single 2-hour Stop The Bleed course, increasing students’ comfort level and confidence with controlling major traumatic bleeding. Students value this training and feel it is a beneficial addition to their education. We believe this should be a standard part of undergraduate medical education.

scholarly journals The Attitudes of Medical Students for Their Roles and Social Accountability in the COVID-19 Pandemic Era

2020 ◽  
Author(s):  
Jihoon Hong ◽  
Ikjae Jung ◽  
Mingeol Park ◽  
Kyumin Kim ◽  
Sungook Yeo ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Online Survey ◽  
Rating Scales ◽  
School Curriculum ◽  
Social Accountability ◽  
New Normal ◽  
Adequate Knowledge ◽  
The Impact

IntroductionIn this study, we aimed to explore the attitude of medical students toward their roles and social accountability in this pandemic era. An online survey asked questions covering the topics of 1) the role of medical students in the pandemic era; 2) Medical education in the ‘new normal,’ and 3) the impact of COVID-19 on medical students. MethodsThe online survey, developed by a team consisting of 3 medical students, 3 psychiatric residents, and 3 psychiatric professors, was distributed to medical students, graduates, and professors in a single South Korean medical school. Anxiety symptom rating scales, including the Stress and Anxiety to Viral Epidemic - 6 (SAVE-6) scale and the Generalized Anxiety Disorder - 7 (GAD-7) scale, were also applied to measure participant anxiety level.ResultsAll of the 213 medical students, 180 graduates, and 181 professors that participated in this online survey were at the same medical school. Medical students indicated their willingness to join the healthcare response to the COVID-19 pandemic if requested; however, graduates and professors recommended that medical students continue their medical school curriculum rather than join the response. In the new normal era, medical education was considered to be changed appropriately. Moreover, adequate knowledge of COVID-19 infection and spread must be considered for the continuation of clinical clerkships during the pandemic. Overall, medical students who indicated anxiety about treating possible or confirmed cases rated higher on the SAVE-6 scale. Finally, medical students who reported that COVID-19 had an influence on their studies and daily life rated higher on the general anxiety scale (GAD-7). ConclusionSocial accountability is an important issue for medical students in the pandemic era. At the same time, cultivating professionalism is also important for the readiness for the future healthcare responses.

scholarly journals Comparison of OSCE Performance Between 6- and 7-Year Medical School Curricula in Taiwan

2021 ◽  
Author(s):  
Jr-Wei Wu ◽  
Hao-Min Cheng ◽  
Shiau-Shian Huang ◽  
Jen-Feng Liang ◽  
Chia-Chang Huang ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Curriculum Reform ◽  
Clinical Skills ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Eligibility Criteria ◽  
The Impact ◽  
Clinical Internship ◽  
Internship Training

Abstract BackgroundThe year 2013 marks a watershed in the history of medical education in Taiwan. Following Taiwan's Taskforce of Medical School Curriculum Reform recommendations, the medical school curriculum was reduced from 7 to 6 years. This study aimed to analyze the impact of medical school curriculum reform on medical students' performance in objective structured clinical examinations (OSCEs). MethodsWe retrospectively analyzed the OSCE records at Taipei Veterans General Hospital (Taipei VGH), one of Taiwan's largest tertiary medical centers, between November 2016 and July 2020. The eligibility criteria were medical students receiving a full one-year clinical internship training at Taipei VGH and in their last year of medical school. All medical students received a mock OSCE-1 at the beginning of their internship, a mock OSCE-2 after six months of training, and a national OSCE at the end of their internship. The parameters for performance in OSCEs included “percentage of scores above the qualification standard” and “percentage of qualified stations.” ResultsBetween November 2016 and July 2020, 361 undergraduates underwent clinical internship training at Taipei VGH. Among them, 218 were taught under the 7-year curriculum, and 143 were instructed under the 6-year curriculum. Based on baseline-adjusted ANCOVA results, medical students under the 7-year curriculum had a higher percentage of scores above the qualification standard than those under the 6-year curriculum at the mock OSCE-1 (7-year curriculum vs. 6-year curriculum: 33.8% [95% CI 32.0–35.7] vs. 28.2% [95% CI 25.9–30.4], p<0.001), and mock OSCE-2 (7-year curriculum vs. 6-year curriculum: 89.4% [95% CI 87.4–91.4] vs. 84.0% [95% CI 81.5–86.4], p=0.001). Moreover, medical students in the 7-year curriculum had a higher percentage of qualified stations in mock OSCE-1 (7-year curriculum vs. 6-year curriculum: 89.4% [95% CI 87.4–91.4] vs. 84.0% [95% CI 81.5–86.4], p=0.001) and mock OSCE-2 (7-year curriculum vs. 6-year curriculum: 91.9% [95% CI 90.1–93.8] vs. 86.1% [95% CI 83.8–88.3], p=0.001). After clinical internship training, there were no differences in the percentage of scores above the qualification standard (7-year curriculum vs. 6-year curriculum: 33.5% [95% CI 32.2–34.9] vs. 34.6 [95% CI 32.9–36.3], p=0.328) and percentage of qualified stations (7-year curriculum vs. 6-year curriculum: 89.4% [95% CI 88.1–90.7] vs. 90.2% [95% CI 88.6–91.8], p=0.492). ConclusionsAt the beginning of the internship, medical students under the 7-year curriculum had better OSCE performance than those under the 6-year curriculum. After the clinical internship training in Taipei VGH, there was no difference in the national OSCE score between the 6- and 7-year curricula. Our study suggests that clinical internship is crucial for the development of clinical skills and performance in the national OSCE.

scholarly journals Stopping Discrimination Before It Starts: The Impact of Civil Rights Laws on Healthcare Disparities - A Medical School Curriculum

MedEdPORTAL ◽  
2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Sylvia Bereknyei ◽  
Sheila M. Foran ◽  
Kenneth D. Johnson ◽  
Angela J. Scott ◽  
Tamara L. Miller ◽  
...  
Keyword(s):  
Civil Rights ◽  
Medical School ◽  
Healthcare Disparities ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
The Impact

scholarly journals The Impact of Integrating Environmental Health into Medical School Curricula: A Survey-Based Study

2020 ◽  
Author(s):  
Erin Ihde ◽  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Lead Contamination ◽  
Students Attitudes ◽  
The Impact ◽  
School Curricula

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise necessary to address patients' environmental illnesses, nor speak to prevention. Environmental health disparities fit well under the larger umbrella of social determinants of health, which still remain largely omitted from medical school curricula. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine, via a thread of two-hour interactive large group learning sessions with follow up activities. In year 1, students took the Environmental Health in Med School (EHMS) survey before and after the EH thread. This survey was designed to evaluate medical students’ attitudes, awareness and professionalism regarding environmental health. Results suggested a dramatic ceiling effect on students’ responses to the EHMS survey, making it difficult to detect any change from before to after the intervention. Our conclusion was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Based on the outcomes of the EHMS survey, a new Environmental Health Survey II (EHS II) was created for Year 2, to measure students' perceptions of preparedness to discuss EH with future patients. The two surveys were both created by the research team and designed to help inform subsequent content revisions to ensure learning objectives were met. ResultsResults for the four questions on the EHS II pre-survey (84 respondents) and on the post-survey (79 respondents) showed a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention. ConclusionsA relatively brief six-week environmental health module combining didactic and experiential elements can significantly increase medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

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