scholarly journals A Qualitative and Quantitative Analysis of the Geriatrics Update: Clinical Pearls Course

2021 ◽  
Vol 24 (4) ◽  
pp. 304-311
Author(s):  
Peter Hoang ◽  
Lindsay Torbiak ◽  
Zahra Goodarzi ◽  
Heidi N Schmaltz
Keyword(s):  
Demographic Data ◽  
Primary Source ◽  
Course Evaluation ◽  
Course Delivery ◽  
Learning Needs ◽  
Qualitative And Quantitative Analysis ◽  
School Of Medicine ◽  
University Of Calgary ◽  
The University ◽  
Iterative Evaluation

Background  The University of Calgary Cumming School of Medicine Annual Geriatrics Update: Clinical Pearls Course (Geriatrics Update) is a one-day, continuing medical education (CME) course designed to enhance geriatrics competency for family physicians (FPs), given increasing population age and complexity. We aimed to evaluate how the course meets FPs’ perceived learning needs and identify modifications that may better support FPs.  Methods  Descriptive data from 2018–2019 course evaluation surveys including demographic data, evaluations, and narrative feedback from participating FPs. Semi-structured phone and video-conferenced interviews with FPs were thematically analyzed each year.  Results  Evaluation surveys had high response rates of FPs (52 or 61% in 2018; 39 or 58% in 2019). Most FP respondents (84% in 2018 and 82% in 2019) intended to make practice changes. FPs were significantly (p=.001) more confident on course objectives after the course in both years. All interviewees (n=20) described fulfilled perceived and unperceived learning needs and planned to return. The Geriatrics Update course is the primary source of Geriatrics CME for 60% of interviewees.  Conclusions  Iterative evaluation of Geriatrics Update identified that the course is well received, and often FPs primary source of geriatric CME. Interviews provided additional context and descriptive feedback to improve course delivery and better meet FP learning needs. 

Combining the Love of Art, Science, Business and Medicine to Innovate and Enhance Patient Health. Highlights from the 7th Annual Leaders in Medicine Symposium of the Cummings School of Medicine, Calgary, AB

2018 ◽  
pp. E51-E54
Author(s):  
Jennifer Beatty ◽  
Michael Peplowski ◽  
Noreen Singh ◽  
Craig Beers ◽  
Evan M Beck ◽  
...  
Keyword(s):  
Hospital Admissions ◽  
Clinical Care ◽  
Clinical Problem ◽  
Faculty Members ◽  
Guest Speaker ◽  
School Of Medicine ◽  
University Of Calgary ◽  
Patient Health ◽  
The University ◽  
Care Costs

The Leader in Medicine (LIM) Program of the Cumming School of Medicine, University of Calgary, hosted its 7th Annual LIM Research Symposium on October 30, 2015 and participation grew once again, with a total of six oral and 99 posters presentations! Over 45 of our Faculty members also participated in the symposium. This year’s LIM Symposium theme was “Innovations in Medicine” and the invited guest speaker was our own Dr. Breanne Everett (MD/MBA). She completed her residency in plastic surgery at University of Calgary and holds both a medical degree and an MBA from the University of Calgary. In her inspiring talk, entitled “Marrying Business and Medicine: Toe-ing a Fine Line”, she described how she dealt with a clinical problem (diabetic foot ulcers), came up with an innovation that optimized patient care, started her own company and delivered her product to market to enhance the health of the community. She clearly illustrated how to complete the full circle, from identifying a clinical problem to developing and providing a solution that both enhances clinical care and patient health as well as reduces health care costs and hospital admissions. The research symposium was an outstanding success and the abstracts are included in companion article in CIM.

scholarly journals Proceedings from the 9th Annual University of Calgary Leaders in Medicine Research Symposium

2019 ◽  
Vol 42 (2) ◽  
pp. E1-E18
Author(s):  
Rachel Ward ◽  
Nicole Delaloye ◽  
Lindsey Logan ◽  
Samuel Jenkins ◽  
Morley D. Hollenberg ◽  
...  
Keyword(s):  
Medicine Research ◽  
School Of Medicine ◽  
University Of Calgary ◽  
The University

On November 3, 2017 the Leaders in Medicine (LIM) program at the University of Calgary’s Cumming School of Medicine hosted the 9th Annual Leaders in Medicine (LIM) Symposium. This year's event commemorated 20 years of the LIM program and its dedication to the training of clinician- scientists.

scholarly journals Proceedings From The 11th Annual University Of Calgary Leaders In Medicine Research Symposium

2021 ◽  
Vol 44 (1) ◽  
pp. E42-57
Author(s):  
Courtney L. Schubert ◽  
Jessica Tjong ◽  
Benjamin W. Ewanchuk ◽  
Robert T. Moore ◽  
Morley D. Hollenberg ◽  
...  
Keyword(s):  
Clinical Medicine ◽  
Medical Decision ◽  
Medicine Research ◽  
University Of Toronto ◽  
Decision Sciences ◽  
School Of Medicine ◽  
University Of Calgary ◽  
Canada Research Chair ◽  
Poster Presentations ◽  
The University

On November 8th, 2019, the Cumming School of Medicine at the University of Calgary hosted the 11th annual Leaders in Medicine (LIM) Research Symposium. Dr. Donald A. Redelmeier, Professor at the University of Toronto and Canada Research Chair in Medical Decision Sciences, served as the keynote speaker with a talk entitled “Pitfalls of Reasoning and Clinical Medicine”. In addition, there were five oral and 64 poster presentations. These presentations covered topics ranging from health promotion to neuroimaging. The event celebrated the continuing success and diversity of the LIM program and the training of clinician-scientists at the University of Calgary.

scholarly journals The Potential of Modern Telelearning Tools for Collaborative Learning

1999 ◽  
Vol 24 (3) ◽  
Author(s):  
Larry Katz ◽  
Alireza Rezaei
Keyword(s):  
Collaborative Learning ◽  
Delivery Systems ◽  
Course Delivery ◽  
Learning Activities ◽  
Web Based ◽  
Electronic Learning ◽  
Teaching Tools ◽  
University Of Calgary ◽  
The University ◽  
Theoretical Foundations

Abstract: Recently, a variety of telelearning/teaching tools and Web-based course delivery systems have been developed. Most of these tools are reported to be useful in collaborative learning. However, in this paper it is argued that true collaboration in schools requires not only the technology, but also well-designed learning activities based on sound principles of collaborative learning. In this paper, theoretical foundations and the importance of collaborative learning are discussed, then three sophisticated telelearning tools and their potential for collaborative learning are presented. Finally, in view of the costs and the limitations of these tools, a Collaborative Electronic Learning model based on a three-year study at the University of Calgary is suggested as a more promising and more economic alternative. Résumé: Récemment, une variété d'outils de téléapprentissage et de systèmes de livraison de cours sur le Web a été développée. La plupart de ces outils, dit-on, sont utiles pour l'apprentissage coopératif. Cet article, toutefois, soutient qu'une véritable collaboration dans les écoles requiert non seulement la technologie, mais aussi des activités d'apprentissage bien conçues qui se fondent sur des principes solides d'apprentissage coopératif. Cet article discute donc du fondement théorique et de l'importance de l'apprentissage coopératif, après quoi il présente trois outils de téléapprentissage sophistiqués et décrit leur potentiel pour l'apprentissage coopératif. Enfin, en vue des cou^ts et limites de ces outils, l'article propose un modèle de Collaborative Electronic Learning (Apprentissage coopératif électronique) basé sur une étude de trois ans menée au University of Calgary; il suggère que cette alternative est plus prometteuse et moins dispendieuse.

scholarly journals Proceedings from the 8th Annual University of Calgary Leaders in Medicine Research Symposium

2019 ◽  
Vol 41 (4) ◽  
pp. E165-E185
Author(s):  
Lindsey M Logan ◽  
Samuel K Jensen ◽  
Noreen Singh ◽  
Michael A Peplowski ◽  
Doreen Rabi ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Career Choices ◽  
Cutting Edge ◽  
Keynote Speaker ◽  
Annual Symposium ◽  
Medicine Research ◽  
University Of Cambridge ◽  
School Of Medicine ◽  
University Of Calgary ◽  
The University

On November 14, 2016, the Leaders in Medicine (LIM) program at the Cumming School of Medicine, University of Calgary hosted its 8th Annual Research Symposium. Professor Stephen Sawcer, Professor of Neurological Genetics at the University of Cambridge and an Honorary Consultant Neurologist at Addenbrooke's Hospital, was the keynote speaker and presented a lecture entitled, “Multiple sclerosis genetics - prospects and pitfalls”. This was not only a cutting edge address on genetics but also a thoughtful overview on Dr. Sawcer’s career and career choices. We were extremely grateful for the opportunity to have Dr. Sawcer participate in our annual symposium.

scholarly journals Highlights from the 6th Annual University of Calgary Leaders in Medicine Research Symposium and the Keynote Address by Dr. Danuta Skowronski

2015 ◽  
Vol 38 (6) ◽  
pp. 314
Author(s):  
Jodie I Roberts ◽  
Jennifer K Beatty ◽  
Michael A Peplowski ◽  
Michael B Keough ◽  
Bryan G Yipp ◽  
...  
Keyword(s):  
Keynote Address ◽  
Medicine Research ◽  
School Of Medicine ◽  
University Of Calgary ◽  
Poster Presentations ◽  
Investigative Medicine ◽  
The University

The Leaders in Medicine (LIM) Program at the University of Calgary hosted its 6th Annual Research Symposium on November 14, 2014, showcasing the quality and breadth of work performed by students at the Cumming School of Medicine. Participation at this year’s event was our most successful to date, with a total of six oral and 77 poster presentations during the afternoon symposium. For a detailed description of the work presented at the symposium, please see the Proceedings from the 6th Annual University of Calgary Leaders in Medicine Research Symposium published in this issue of Clinical and Investigative Medicine.

scholarly journals Concerning the Use of Doppler and 3-D Ultrasound in the Teaching of Gross Anatomy in a New Curriculum Featuring the Use of Clinical Presentation Schemes

2009 ◽  
Vol 3 (4) ◽  
pp. 23-27
Author(s):  
Asa C Black
Keyword(s):  
Clinical Presentation ◽  
Visual Learning ◽  
Three Dimensional ◽  
Pelvic Mass ◽  
Gross Anatomy ◽  
Biomedical Sciences ◽  
School Of Medicine ◽  
University Of Calgary ◽  
Magnetic Resonance Imaging Mri ◽  
The University

Abstract Although gross anatomical instruction has always been considered a foundation for medical education and practice, curricular changes have altered the manner in which it is taught. The integration of basic biomedical sciences began with the case-western reserve curriculum. Under the leadership of Dr. Henry Mandin, the University of Calgary School of Medicine developed a program of medical instruction based on 120 clinical presentation schemes. The Paul L Foster School of Medicine is currently using this approach in teaching its first class of freshman medical students. Three-dimensional ultrasound and the other visual modalities—radiography, computerized tomography (CT) and magnetic resonance imaging (MRI)—have greatly increased our ability to visualize anatomical structures. Three-dimensional ultrasound has great potential for use in the curriculum at Paul L Foster School of Medicine. For example, it can help the student differentiate between the varieties of pelvic mass, which can be subdivided into ovarian, tubal, and uterine causes. This paper demonstrates the ways that Doppler threedimensional ultrasound can help the student differentiate between these anatomical diagnoses. Coupling ultrasound with the histopathologic study of various lesions can provide a powerful visual learning tool that mimics the use of these techniques in a clinical setting.

The Effects of Presentation on Noise and Dental Appliances on Speech

1981 ◽  
Vol 24 (1) ◽  
pp. 151-151
Author(s):  
Lillian Glass ◽  
Sharon R. Garber ◽  
T. Michael Speidel ◽  
Gerald M. Siegel ◽  
Edward Miller
Keyword(s):  
Southern California ◽  
University Of Southern California ◽  
University Of Minnesota ◽  
School Of Medicine ◽  
Southern California School ◽  
School Of Dentistry ◽  
The University

An omission in the Table of Contents, December JSHR, has occurred. Lillian Glass, Ph.D., at the University of Southern California School of Medicine and School of Dentistry, was a co-author of the article "The Effects of Presentation on Noise and Dental Appliances on Speech" along with Sharon R. Garber, T. Michael Speidel, Gerald M. Siegel, and Edward Miller of the University of Minnesota, Minneapolis.

A Quantitative Assessment of the Need for Offering Counselling Services to Medical Students attending University of Zambia, School of Medicine.

2020 ◽  
Vol 7 (2) ◽  
pp. 93-103
Author(s):  
Gretchen Slover
Keyword(s):  
Medical Students ◽  
Counseling Services ◽  
Student Responses ◽  
Counselling Services ◽  
School Of Medicine ◽  
Comprehensive Picture ◽  
Fourth Year Medical Students ◽  
The Subject ◽  
The University ◽  
Therapy Sessions

Background: This research was birthed in 2017 during a trip to Lusaka, Zambia, with the purpose of offering fourth-year, medical students attending the University of Zambia, School of Medicine, lectures on psychology topics as part of their clinical studies.  Students were also offered brief therapy sessions where they could process thoughts and feelings causing them internal struggles.  The subject of offering counseling on a regular basis was randomly discussed with the students.  From these discussions the need for this research became evident, with the intent of becoming the launching pad to brainstorm the most effective ways of developing a plan to offer counseling services for all medical students attending the University of Zambia School of Medicine. Methods: An-experimental research design, consisting of completion of a 12-item questionnaire administered by paper and pen. The inclusion criteria were the fourth year, medical students attending the University of Zambia, School of Medicine. Results:  The student responses revealed that most of them had little to no experience with counseling services, but a strong desire for them. Discussion: The goal of this study was to simply establish a need for an on-campus counseling service, the need of which has been established by the very students who would benefit.  With the acceptance of this need, the future plan is to explore the different ways in which this need can be fulfilled with minimal costs to the Medical School Program. Conclusion:  This study is the first step towards identifying the needs of the medical students and sets the ground-work for further research into the specific areas of need and mental health challenges.  More specificity in the area of demographics of students will produce a more comprehensive picture of the areas of concentration for the therapists offering services.

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