scholarly journals The current landscape of urological undergraduate education in Canada

2020 ◽  
Vol 14 (11) ◽  
Author(s):  
Trustin Domes ◽  
Samya Vellani ◽  
Félix Couture ◽  
Naeem Bhojani ◽  
Sero Andonian ◽  
...  
Keyword(s):  
Undergraduate Education ◽  
National Curriculum ◽  
Medical Schools ◽  
Current Status ◽  
Canadian Medical School ◽  
Perceived Need ◽  
Core Content ◽  
Education Directors ◽  
Graduating Students ◽  
Clerkship Rotation

Introduction: Urological presentations are commonly seen in primary care and urologists are concerned that educational gaps exist in undergraduate curricula in Canadian medical schools. A pan-Canadian survey of undergraduate urology education directors (UUEDs) was used to determine the current status of undergraduate urology education in Canada. Methods: In the fall of 2018, a survey was administered to all 17 UUEDs representing every Canadian medical school. The survey assessed multiple factors, including the timing and duration of urologist-led instruction, the perceived adequacy of urological content in the curriculum, and the level of preparedness of graduating students. Results: The response rate was 100%. Variation in the duration (mean total instructional hours: 22.5±17.2 [5–75] hours) and timing of formal urological instruction was seen. The majority of schools covered core content areas, however, erectile dysfunction, uro-trauma, and pediatric urology topics were under-represented. One school had a mandatory urology clerkship rotation (one week), while the other 16 schools offered a selective, with 24.3% of students completing this experience. The majority of UUEDs (64.7%) believed the curricular time devoted to urology was inadequate, 29.4% felt that their graduates were unprepared to diagnose and treat common urological problems, and 76.5% strongly agreed or agreed that a national urology curriculum would be useful. Conclusions: There was significant variability in the duration of instruction and delivery of urological topics in Canadian medical schools. There was a perceived need for more urological instruction by most UUEDs, who welcomed a more standardized national curriculum as a strategy to address this need.

scholarly journals Missing the mark: Current practices in teaching the male urogenital examination to Canadian undergraduate medical students

2016 ◽  
Vol 10 (7-8) ◽  
pp. 281
Author(s):  
Kristen McAlpine ◽  
Stephen Steele
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Clinical Skills ◽  
Medical Schools ◽  
Clinical Settings ◽  
Undergraduate Medical Students ◽  
Canadian Medical School ◽  
Competency Based ◽  
English Speaking ◽  
And Training

<p><strong>Introduction:</strong> The urogenital physical examination is an important aspect of patient encounters in various clinical settings. Introductory clinical skills sessions are intended to provide support and alleviate students’ anxiety when learning this sensitive exam. The techniques each Canadian medical school uses to guide their students through the initial urogenital examination has not been previously reported.</p><p><strong>Methods:</strong> This study surveyed pre-clerkship clinical skills program directors at the main campus of English-speaking Canadian medical schools regarding the curriculum they use to teach the urogenital examination.</p><p><strong>Results:</strong> A response rate of 100% was achieved, providing information on resources and faculty available to students, as well as the manner in which students were evaluated. Surprisingly, over onethird of the Canadian medical schools surveyed failed to provide a setting in which students perform a urogenital examination on a patient in their pre-clinical years. Additionally, there was no formal evaluation of this skill set reported by almost 50% of Canadian medical schools prior to clinical training years.</p><p><strong>Conclusions:</strong> To ensure medical students are confident and accurate in performing a urogenital examination, it is vital they be provided the proper resources, teaching, and training. As we progress towards a competency-based curriculum, it is essential that increased focus be placed on patient encounters in undergraduate training. Further research to quantify students’ exposure to the urogenital examination during clinical years would be of interest. Without this commitment by Canadian medical schools, we are doing a disservice not only to the medical students, but also to our patient population.</p>

scholarly journals Inclusion of palliative care teaching in medical schools in Brazil

2021 ◽  
Vol 45 (2) ◽  
Author(s):  
Andrea Augusta Castro ◽  
Stella Regina Taquette ◽  
Natan Iório Marques
Keyword(s):  
Palliative Care ◽  
Medical Training ◽  
National Curriculum ◽  
Medical Schools ◽  
World Health ◽  
Ministry Of Education ◽  
The North ◽  
Curriculum Guidelines ◽  
Legal Frameworks ◽  
Health Organization

Abstract: Introduction: The palliative care (PC) approach is a care modality recommended by the World Health Organization. Suffering and the process of dying are present in everyday clinical practice, affecting people with life-threatening diseases. However, the predominant model of teaching in Brazilian medical schools does not include palliative care. Objectives: The aim of the study was to get to know the Brazilian medical schools that include PC in their curriculum, and how it has been taught. Methods: Descriptive and exploratory study, carried out by searching for medical schools with disciplines in PC, through the analysis of the course syllabi available in the curricular matrices on the official websites of higher education institutions from August to December 2018. They were analyzed considering the offered period of the PC content, workload, scenario, and type of discipline (elective or mandatory). Results: 315 schools registered with the Ministry of Education were found, and only 44 of them (14%) offer courses in PC. These schools are distributed throughout 11 Brazilian states, of which 52% are located in the Southeast region, 25% in the Northeast, 18% in the South, 5% in the Midwest, and none in the North region. The predominant modality of the type of discipline in PC was mandatory in 61% of schools. Most Brazilian medical schools are private entities (57%), a similar percentage to the total number of medical schools identified with the teaching of PC. This course takes place in the 3rd and 4th years of the course; in most schools, the workload was 46,9 hours. The predominant scenario is the classroom, while some institutions provide integration between teaching community service and medical practice. The program contents are diverse, including thanatology, geriatrics and finitude, humanization, bioethics, pain, oncology and chronic diseases. Conclusion: PC education in Brazil is insufficient, which represents a barrier to the training of doctors in line with the recommendations of international entities, the National Curriculum Guidelines and legal frameworks within the scope of SUS. Investments by medical entities and government agencies are necessary to increase teaching in PC and the consequent qualification of medical training.

Current Problems Analysis and Solving Approaches for Chinese Undergraduate Practice Innovative Talents Training

2011 ◽  
Vol 121-126 ◽  
pp. 1972-1976
Author(s):  
Jian Li Dong ◽  
Wen Bin Hu ◽  
Ming Liang Hou
Keyword(s):  
Education System ◽  
Undergraduate Education ◽  
Teaching Experience ◽  
Development Strategies ◽  
Current Status ◽  
Training Process ◽  
Education Development ◽  
Advantages And Disadvantages ◽  
Practical Teaching

According to the current status of Chinese undergraduate education development and practical innovative talent training, the advantages and disadvantages of undergraduate Innovative talents training modes and exam-oriented education system in China’s colleges are analyzed and represented. And then, the problems faced and solved in the practical innovative talents training process are also discussed. Finally, the paper proposes some solving approaches and development strategies for training and improving Chinese undergraduate practical innovative abilities. These approaches and strategies are extracted from practical teaching experience and have important reference role for the undergraduate education.

scholarly journals Determining content for a simulation-based curriculum in pediatric emergency medicine: results from a national Delphi process

CJEM ◽  
2015 ◽  
Vol 17 (6) ◽  
pp. 662-669 ◽  
Author(s):  
Ilana Bank ◽  
Adam Cheng ◽  
Peter McLeod ◽  
Farhan Bhanji
Keyword(s):  
Emergency Medicine ◽  
Delphi Study ◽  
Formal Education ◽  
National Curriculum ◽  
Program Directors ◽  
Pediatric Emergency ◽  
Primary Objective ◽  
Pediatric Emergency Medicine ◽  
Core Content ◽  
Simulation Based

ABSTRACTObjectivesBy the end of residency training, pediatric emergency medicine (PEM) residents are expected to have developed the confidence and abilities required to manage acutely ill children. Acquisition of competence requires exposure and/or supplemental formal education for critical and noncritical medical clinical presentations. Simulation can provide experiential learning and can improve trainees’ knowledge, skills, and attitudes. The primary objective of this project was to identify the content for a simulation-based national curriculum for PEM training.MethodsWe recruited participants for the Delphi study by contacting current PEM program directors and immediate past program directors as well as simulation experts at all of the Canadian PEM fellowship sites. We determined the appropriate core content for the Delphi study by combining the PEM core content requirements of the Royal College of Physicians and Surgeons of Canada (RCPSC) and the American Board of Pediatrics (ABP). Using the Delphi method, we achieved consensus amongst the national group of PEM and simulation experts. The participants completed a three-round Delphi (using a four-point Likert scale).ResultsResponse rates for the Delphi were 85% for the first round and 77% for second and third rounds. From the initial 224 topics, 53 were eliminated (scored <2). Eighty-five topics scored between 2 and 3, and 87 scored between 3 and 4. The 48 topics, which were scored between 3.5 and 4.0, were labeled as “key curriculum topics.”ConclusionWe have iteratively identified a consensus for the content of a national simulation-based curriculum.

Current status of teaching on spirituality in UK medical schools

2008 ◽  
Vol 42 (2) ◽  
pp. 176-182 ◽  
Author(s):  
David Neely ◽  
Eunice J Minford
Keyword(s):  
Medical Schools ◽  
Current Status

Undergraduate Dermatology Education in Canada: A National Survey

2017 ◽  
Vol 22 (1) ◽  
pp. 31-37 ◽  
Author(s):  
Angela Hu ◽  
Ron Vender
Keyword(s):  
National Survey ◽  
Skin Disease ◽  
Core Curriculum ◽  
Medical Schools ◽  
Faculty Members ◽  
Current Status ◽  
Clinical Exposure ◽  
Low Level ◽  
Curriculum Topics

Background: Canadian dermatology curriculum was reviewed in 1983, 1987, 1996, and 2008. All these surveys highlighted the disproportionately low level of dermatology teaching in relation to the significant amount of skin disease seen by physicians. Since the official adoption and dissemination of the Canadian Professors of Dermatology (CPD) core curriculum and competencies, there has been no assessment of how these changes have influenced dermatology curriculum. Objective: This survey gathered information on the current status of undergraduate dermatology education across Canadian medical schools. Methods: A survey was sent electronically to all undergraduate dermatology directors at each of the 17 Canadian medical schools. Results: Between 2008 and 2017, dermatology teaching has increased 25% to 25.6 ± 17.2 hours of teaching. However, 75% of this teaching is delivered in preclinical years. The number of faculty members, both dermatologists and nondermatologists, has also increased. A growing number of schools are now using electronic formats of teaching. Most schools (59%) are covering all the CPD core curriculum topics. Conclusion: Dermatology education is demonstrating positive trends with regards to teaching hours and faculty members. Nevertheless, a more even distribution of content so that students have increased clinical exposure should be achieved. Furthermore, an online atlas of resources would be helpful in standardising curriculum.

What's Happening with Computer Technology in Early Childhood Education Settings?

1998 ◽  
Vol 18 (3) ◽  
pp. 237-243 ◽  
Author(s):  
Eileen Wood ◽  
Teena Willoughby ◽  
Jacqueline Specht
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Computer Technology ◽  
Computer Use ◽  
Educational Software ◽  
Current Status ◽  
Specific Information ◽  
Cd Rom ◽  
Childhood Education ◽  
Education Directors

The present study examined the current status of computer use in early childhood education (ECE) by surveying active members of three mid-sized cities. An in-depth survey of seventy-five early childhood education directors provided demographic information about centers that have or have not incorporated computer technology into the programs as well as specific information about computer use. Less than half of the centers reported having a computer on the premises with users generally having only one available machine. Only half of the users had the accessories (e.g., sound cards, CD-ROM, etc.) necessary to run much of the present educational software appropriate for young learners. Among the respondents, there was overwhelming concern that the ECE staff lacked sufficient expertise or experience with computers to use them effectively. In contrast to the concerns and limitations, however, interest in introducing computer technology was high. Our results suggest that training may be necessary to facilitate the introduction of computers in ECE environments.

Core content survey of undergraduate education in emergency medicine

1985 ◽  
Vol 14 (5) ◽  
pp. 490
Author(s):  
AB Sanders ◽  
E Criss ◽  
D Witzke
Keyword(s):  
Emergency Medicine ◽  
Undergraduate Education ◽  
Core Content

Features and Routes of the Cultivation of Scientific Research Ability in Undergraduate Education Stage of Medical Schools

2011 ◽  
Vol 271-273 ◽  
pp. 1618-1623
Author(s):  
Chun Lan Xue ◽  
Geng Xin ◽  
Hai Yan Cao ◽  
Zhang Yi ◽  
Shuo Zhang ◽  
...  
Keyword(s):  
Higher Education ◽  
Undergraduate Education ◽  
General Trend ◽  
Scientific Research ◽  
Present Situation ◽  
Medical Schools ◽  
Teaching Reform ◽  
Medical Undergraduates ◽  
Research Ability

Higher education is the key point of the promotion in the development of knowledge economy as well as the enhancement of comprehensive strength and competitive power for a country. It is a general trend of the development of contemporary higher education to elevate the quality of university talents cultivation across the globe. This paper dissertate the importance of cultivation of scientific research ability in undergraduate education stage, summarizes the present situation and the features of cultivation of scientific research ability in undergraduate education stage of medical schools, and presents the routes and measurements to enhance the cultivation of scientific research ability of medical undergraduates. The aim of this paper is to give a reference for teaching reform in medical schools.

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