scholarly journals The Medical School of the Catholic University of Croatia: Principles, Goals, Standards and Organization

2018 ◽  
Vol 47 (1) ◽  
pp. 61
Author(s):  
Damir Sapunar ◽  
Matko Marušić ◽  
Livia Puljak ◽  
Ivica Grković ◽  
Mario Malički ◽  
...  
Keyword(s):  
Medical Education ◽  
Transformative Learning ◽  
Medical School ◽  
Original System ◽  
Social Accountability ◽  
Current Evidence ◽  
Patient Centered ◽  
School Of Medicine ◽  
Catholic University ◽  
European Standards

<p>The aim of the study was to present the concept on which the School of Medicine at the Catholic University of Croatia (CUC) will be established. The new School will alleviate the shortage of physicians in Croatia and introduce an innovative form of medical education focused on principles of patient-centered care and social accountability. At the same time, the students will acquire all relevant competencies and levels of knowledge, skills and attitudes that are required by current evidence in medical education, European standards and guidelines for quality assurance at higher education institutions. The four pillars of the CUC Medical School are: 1) distributed medical education that involves health institutions outside major medical centers, 2) the concept of transformative learning, 3) teaching and practicing evidence-based medicine, and 4) implementation of quality management principles supported by information technology solutions for effective management of learning, research and practice. The overall aim of the CUC School of Medicine is to educate and train physicians capable of using best available medical evidence to deliver economically sustainable healthcare that can improve equity and health outcomes in the communities they serve, particularly those that are currently underserved.</p><p><strong>Conclusion. </strong>The proposed programme is introducing an original system of modern medical education that insists on developing humanistic aspects of medicine, patient-centred care and social accountability, while maintaining all competencies and knowledge levels that a physician should have according to the current understanding of medical education.</p>

Our Stories, Ourselves

2013 ◽  
Author(s):  
Richard M. Frankel
Keyword(s):  
Medical School ◽  
Appreciative Inquiry ◽  
Indiana University ◽  
Patient Centered ◽  
School Of Medicine ◽  
Centered Care ◽  
Traditional Approaches ◽  
Emergent Design ◽  
The Relationship ◽  
Relationship Centered

This chapter aims to combine traditional approaches to analyzing narratives with strategies for using them to change organizational culture; introduce the concepts of emergent design and appreciative inquiry as a framework for uncovering and disseminating an organization’s core narrative; and describe several innovative organization-level activities that used emergent design and appreciative inquiry narratives to change the culture of a large medical school. Indiana University School of Medicine (IUSM) is currently the largest medical school in North America. In January of 2003, the Relationship-Centered Care Initiative (RCCI) was launched, with an audacious goal: to change the culture of the school and reverse some of the negative trends it had been experiencing over the past decade. Relationship-Centered Care is an expanded form of patient-centered care, which focuses on including the values, attitudes, and preferences of patients as they seek and receive care.

scholarly journals A comparison of four models of professionalism in medical education

2021 ◽  
Vol 6 (3) ◽  
pp. 24-31
Author(s):  
Maria Isabel Atienza
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Medical Professionalism ◽  
Role Modelling ◽  
School Of Medicine ◽  
Curricular Design ◽  
Definition Of ◽  
Vanderbilt University

Introduction: The prevailing consensus is that medical professionalism must be formally included as a programme in the undergraduate medical curriculum. Methods: A literature search was conducted to identify institutions that can serve as models for incorporating professionalism in medical education. Differences and similarities were highlighted based on a framework for the comparison which included the following features: definition of professionalism, curricular design, student selection, teaching and learning innovations, role modelling and methods of assessment. Results: Four models for integrating professionalism in medical education were chosen: Vanderbilt University School of Medicine (VUSM), University of Washington School of Medicine (UWSOM), University of Queensland (UQ) School of Medicine, and Mayo Clinic and Mayo Medical School. The task of preparing a programme on medical professionalism requires a well-described definition to set the direction for planning, implementing, and institutionalizing professionalism. The programmes are best woven in all levels of medical education from the pre-clinical to the clinical years. The faculty physicians and the rest of the institution’s staff must also undergo a similar programme for professionalism. Conclusion: The development of all scopes of professionalism requires constant planning, feedback and remediation. The students’ ability to handle professionalism challenges are related to how much learning situations the students encounter during medical school. The learning situations must be adjusted according to the level of responsibilities given to students. The goal of learning is to enable students to grow from a novice to a competent level and afterwards to a proficient and expert level handling professionalism challenges in medicine.

scholarly journals Canada’s New Medical School: The Northern Ontario School of Medicine: Social Accountability Through Distributed Community Engaged Learning

2009 ◽  
Vol 84 (10) ◽  
pp. 1459-1464 ◽  
Author(s):  
Roger P. Strasser ◽  
Joel H. Lanphear ◽  
William G. McCready ◽  
Maureen H. Topps ◽  
D Dan Hunt ◽  
...  
Keyword(s):  
Medical School ◽  
Social Accountability ◽  
Engaged Learning ◽  
Northern Ontario ◽  
School Of Medicine

Doctors and Dr. Seuss

2014 ◽  
Vol 24 (1) ◽  
pp. 113-119
Author(s):  
NATHAN CARLIN
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Modern Medicine ◽  
Dartmouth College ◽  
School Of Medicine

Abstract:In 2012, Dartmouth College renamed its medical school, founded in 1797, the Audrey and Theodor Geisel School of Medicine. Using the renaming of the medical school of Dartmouth College as a foil, I offer in this article a vision of what it might mean to align Theodor Geisel, better known as Dr. Seuss, with doctors by examining Geisel’s You’re Only Old Once! A Book for Obsolete Children. In this article, I derive four critiques of modern medicine from the book and offer four strategies as to how these critiques could be explored in medical education. If You’re Only Old Once! is read as a pathography, I argue that it can be used as a resource for 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.

The Uniformed Services University of the Health Sciences, F. Edward Hébert School of Medicine: Status of the Federal Medical School after 25 Years

1998 ◽  
Vol 163 (5) ◽  
pp. 288-294
Author(s):  
John W. Gardner ◽  
Susan Harmon ◽  
Peter J. Stavish
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Performance ◽  
Public Service ◽  
Health Sciences ◽  
Faculty Teaching ◽  
School Of Medicine ◽  
Education Medical ◽  
The Military ◽  
Quality Institution

Abstract In its first 25 years, the Uniformed Services University of the Health Sciences (USUHS) has become a quality institution of medical education that provides a steady flow of career physicians for the military. It compares favorably with U.S. medical school averages in all aspects of undergraduate medical education: faculty, teaching facilities, matriculants, curriculum, student performance, and cost. USUHS provides excellent medical education and adds unique preparation for uniformed public service. It also provides military-specific graduate education, graduate medical education, continuing health education, medical research, clinical services, consultation, public service, and ties with international military, medical, and research institutions.

scholarly journals Mental health night: A peer-led initiative

2020 ◽  
Author(s):  
Hannah Kearney ◽  
Becky Jones ◽  
Jia Hong Dai ◽  
Ivana Burcul
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Student Affairs ◽  
Medical School ◽  
Low Cost ◽  
School Of Medicine ◽  
Regional Campus ◽  
Case Based Learning ◽  
Case Based ◽  
Facilitating Discussions

We describe a peer-led mental health (MH) workshop that was held at the Michael G. DeGroote School of Medicine (Niagara Regional Campus) in collaboration with Student Affairs. Workshop aims included facilitating discussions among peers and engaging in case-based learning about MH experiences in medical school. Post-workshop, attendees reported increased comfort in talking to classmates about personal MH, recognizing MH crises, and asking for help from peers. We believe that engaging medical learners in MH discussions early on in medical education is critical, and that peer-led workshops may aid in decreasing future MH difficulties and burnout. Due to the low-cost of holding peer-led workshops, this event could be easily replicated at other training sites.

scholarly journals Development and Implementation of a Student-Led Lifestyle Medicine Curriculum

2018 ◽  
Vol 13 (3) ◽  
pp. 253-261 ◽  
Author(s):  
Shaina Kaye ◽  
Joshua Pathman ◽  
Joseph A. Skelton
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
First Year ◽  
Lifestyle Medicine ◽  
School Class ◽  
School Of Medicine ◽  
Hands On ◽  
First Year Medical Students ◽  
Care Costs

Significant contributors to rising health care costs are diseases influenced by lifestyle, such as cardiovascular disease, diabetes, and cancer. Unfortunately, American medical education devotes disproportionately little time training future doctors in prevention. Approach. With the support of medical education leadership, medical students collaborated with a faculty advisor at Wake Forest School of Medicine to test the feasibility of a broad-based, student-led lifestyle medicine curriculum. After 3 introductory sessions delivered to an entire medical school class, a smaller pilot series with 16 first-year medical students was held after-hours, featuring experiential learning in nutrition and cooking, physical activity, and sleep. The 8 modules were designed to improve student health, wellness, and knowledge of health behaviors. Feedback. The program was implemented into the first-year medical school class. An unforeseen benefit of the pilot was increased student volunteering in community-based wellness activities and research. Two components of success were the hands-on, experiential modules and being student-led. Details on curriculum development, schedule, and content are provided.

Patient consent to medical students in general practice

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697229
Author(s):  
Matthew Webb ◽  
Sarah Thirlwall ◽  
Bob McKinley
Keyword(s):  
Medical Education ◽  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Teaching Quality ◽  
School Students ◽  
Patient Journey ◽  
Patient Consent ◽  
High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

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