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2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 767-768
Author(s):  
Brandy Wallace ◽  
Leanne Clark-Shirley ◽  
Pallavi Podapati

Abstract The “geriatric imperative” has been part of the aging discourse for more than 30 years but neither geriatric practice nor older adults are homogenous. As the U.S. population ages, elders will become more racially and ethnically diverse; and, their health outcomes will be shaped by lifetime experiences with systemic discrimination and racism. Already, COVID-19 has made clear that older adults and non-Whites, particularly African Americans and Hispanics, disproportionately bear the burden of disease and illness. Research suggests health disparities will continue unless there is change within the health care system. The Institute of Medicine (2001) reported on the problematic nature of the stark contrast between the diversity of patients and the physicians caring for them, including issues with patient trust and communication, yet no significant movement has been made to diversify the physician workforce. Despite being 13% and 16% of the U.S. population, respectively, African Americans and Hispanics make up just 5% and 6% of the practicing physician workforce. Further, practicing geriatricians represent less than 1% of physicians with very few physicians of color. There is a need for more African American and Hispanic geriatricians. In this systematic review, we examine recruitment and retention efforts targeting students of color, and curricula of geriatric medical programs in the U.S. We offer recommendations toward incentivizing physicians of color to enter geriatrics, strategies to support decolonization of geriatric medical curricula in undergraduate medical education programs, and the development of mentorship and pipeline programs to increase diversity in the geriatric physician workforce.


INYI Journal ◽  
2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Erika Campbell ◽  
Karen Lawford

Coercive and forced sterilization of Indigenous Peoples are acts of genocide that are rooted in colonialism and white supremacy and require fundamental changes to undergraduate medical education. I (Erika Campbell) draw upon the Truth and Reconciliation Commission of Canada’s 24th Call to Action, which calls for “skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism” in medical schools. Additionally, I draw upon Call for Justice 7.6 from the Reclaiming Power and Place: The Final Report of the National Inquiry into Missing and Murdered Indigenous Women and Girl, which calls upon institutions and health service providers be educated in areas including, but not limited to: the history of colonialism in the oppression and genocide of Inuit, Métis, and First Nations Peoples; anti-bias and anti-racism; local language and culture; and local health and healing practice. I analyzed the responses of all 17 undergraduate medical programs in Canada to determine how they incorporated anti-racism within their medical education to meet the Calls to Action and Justice. All undergraduate medical programs include some form of cultural learning, which I argue does not directly challenge racism and colonialism. As such, I advocate for the implementation of anti-oppressive pedagogies within curricula to facilitate the unlearning of colonial rhetoric. I further argue the implementation of anti-oppressive pedagogies within education will contribute to the eradication of the ongoing genocide of Indigenous Peoples and white supremacy within our healthcare systems.


2021 ◽  
pp. 000313482110508
Author(s):  
Kevin Newsome ◽  
Brendon Sen-Crowe ◽  
Dino Fanfan ◽  
Mark McKenny ◽  
Adel Elkbuli

Background To match medical students into residency training programs, both the program and student create rank order lists (ROLs). We aim to investigate temporal trends in ROL lengths across 7 match cycles between 2014 and 2021 for both matched and unmatched residency applicants and programs. Methods retrospective study of ROLs of 7 match cycles, 2014-2021. Residency match and ROL data were extracted from the NRMP database to assess the number of programs filled and unfilled, length of ROLs, position matched, and average ranks per position for osteopathic (DO) and allopathic (MD) medical programs. Results For filled residency programs, the average ROL length consistently increased from 70.72 in 2015 to 88.73 in 2021 ( P = .003), with ROL lengths consistently longer for filled vs unfilled residency programs ( P < .001). The average ROL length for matched applicants increased consistently from 10.41 in 2015 to 12.35 in 2021 ( P = .002), with matched applicants having consistently longer ROLs than unmatched applicants ( P < .001). From 2015 to 2021, in both MD and DO applicants, progressively lower proportions of applicants matched their first and second choices. Conclusion Trends across the past 7 residency match cycles suggest that ROL lengths for both programs and applicants have been increasing with matched programs and applicants submitting significantly longer ROLs than unmatched applicants. Additionally, fewer applicants are matching at their preferred programs over time. Our findings support the mounting evidence that the Match has become increasingly congested and we discuss the possible factors that may be contributing to the current state of the Match as well as potential solutions.


Author(s):  
Melani Kekulawala ◽  
Ali Samba ◽  
Yael Braunschweig ◽  
Jacob Plange-Rhule ◽  
Cornelius Turpin ◽  
...  

Objectives: Our primary objective to determine the cumulative retention of Ob/Gyns since the inception of the program, to determine the demographic and practice characteristics of all Ob/Gyns who have been trained by the Ghana postgraduate Ob/Gyn programs, and to compare the geographic distribution of Ob/Gyns throughout Ghana between 2010 when a prior study was conducted and the current practice locations of all graduates in 2017. Design: Cross-sectional, Quantitative Investigation Setting: Fieldwork for this study was conducted in Ghana between June 21, 2017, and August 20, 2017. Methods: A roster of certified Ob/Gyns, year certified, and email contact information was obtained from the Ghana College of Physicians and Surgeons, a roster of practice locations was obtained from Ghana Medical Board. Main Outcome Measures: retention of Ob/Gyns, geographic distribution of providers, fand comparisons between 2010 and 2017 Results: Significant geographic spread and increase in in-country medical programs have occurred over the seven-year period. In recent years, the Ghana College of Physicians and Surgeons surpassed that of the West African College of Surgeons. Conclusion: Establishing an Ob/gyn training program with national certification provides a cadre of certified Ob/Gyns that can be trained and retained in low-income settings. Moreover, this allows for long term commitment in multiple relevant sectors that may serve to establish a comprehensive obstetric and gynecology capacity beyond urban centers.


Author(s):  
Melani Kekulawala ◽  
Ali Samba ◽  
Yael Braunschweig ◽  
Jacob Plange-Rhule ◽  
Cornelius Turpin ◽  
...  

Objectives: Our primary objective to determine the cumulative retention of Ob/Gyns since the inception of the program, to determine the demographic and practice characteristics of all Ob/Gyns who have been trained by the Ghana postgraduate Ob/Gyn programs, and to compare the geographic distribution of Ob/Gyns throughout Ghana between 2010 when a prior study was conducted and the current practice locations of all graduates in 2017. Design: Cross-sectional, Quantitative Investigation Setting: Fieldwork for this study was conducted in Ghana between June 21, 2017, and August 20, 2017. Methods: A roster of certified Ob/Gyns, year certified, and email contact information was obtained from the Ghana College of Physicians and Surgeons, a roster of practice locations was obtained from Ghana Medical Board. Main Outcome Measures: retention of Ob/Gyns, geographic distribution of providers, fand comparisons between 2010 and 2017 Results: Significant geographic spread and increase in in-country medical programs have occurred over the seven-year period. In recent years, the Ghana College of Physicians and Surgeons surpassed that of the West African College of Surgeons. Conclusion: Establishing an Ob/gyn training program with national certification provides a cadre of certified Ob/Gyns that can be trained and retained in low-income settings. Moreover, this allows for long term commitment in multiple relevant sectors that may serve to establish a comprehensive obstetric and gynecology capacity beyond urban centers.


Healthcare ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 1028
Author(s):  
Ann-Mari Fagerdahl ◽  
Eva Torbjörnsson ◽  
Anders Sondén

The operating room is a challenging learning environment for many students. Preparedness for practice is important as perceived stress and the fear of making mistakes are known to hamper learning. The aim was to evaluate students’ perspectives of an e-learning resource for achieving preparedness. A mixed methods design was used. Students (n = 52) from three educational nursing and medical programs were included. A questionnaire was used to explore demographics, student use of the e-learning resource, and how the learning activities had helped them prepare for their clinical placement. Five focus group interviews were conducted as a complement. Most students (79%) stated that the resource prepared them for their clinical placement and helped them to feel more relaxed when attending to the operating room. In total, 93% of the students recommended other students to use the e-learning resource prior to a clinical placement in the operating room. Activities containing films focusing on practical procedures were rated as the most useful. We conclude that an e-learning resource seems to increase students’ perceived preparedness for their clinical practice in the operating room. The development of e-learning resources has its challenges, and we recommend student involvement to evaluate the content.


2021 ◽  
Author(s):  
Payam Behzadi ◽  
Márió Gajdács

AbstractScientific writing is an important skill in both academia and clinical practice. The skills for writing a strong scientific paper are necessary for researchers (comprising academic staff and health-care professionals). The process of a scientific research will be completed by reporting the obtained results in the form of a strong scholarly publication. Therefore, an insufficiency in scientific writing skills may lead to consequential rejections. This feature results in undesirable impact for their academic careers, promotions and credits. Although there are different types of papers, the original article is normally the outcome of experimental/epidemiological research. On the one hand, scientific writing is part of the curricula for many medical programs. On the other hand, not every physician may have adequate knowledge on formulating research results for publication adequately. Hence, the present review aimed to introduce the details of creating a strong original article for publication (especially for novice or early career researchers).


PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0253662
Author(s):  
Farah Otaki ◽  
Shroque Zaher ◽  
Stefan Du Plessis ◽  
Ritu Lakhtakia ◽  
Nabil Zary ◽  
...  

Significant concern has been raised regarding the effect of COVID-19 on medical education. This study aimed to shed light on the distance learning experiences of medical students and their instructors at the Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU) in Dubai, United Arab Emirates. A convergent mixed methods approach was utilized. Qualitative and quantitative data was collected using a survey of closed-ended followed by open-ended questions. The percentage of the total average of satisfaction among stakeholders was 76.4%. The qualitative analysis led to developing the 4Ps Model of Transitioning to Distance Learning, which encapsulates four interrelated themes. It would be helpful to leverage the lessons learned to tailor blended medical programs with a reasonable mélange of experiences. The study also contributes to the mixed methods research by showcasing a means of adapting it to evaluate critical situations reliably and rapidly.


2021 ◽  
Author(s):  
Farah Otaki ◽  
Deena AlHashmi ◽  
Amar Hassan Khamis ◽  
Aida Joseph Azar

AbstractEmbedding an experiential research curriculum into medical programs is still not widely adopted. This study investigated, using convergent mixed methods design, the journey of medical students in relation to a research module. The students’ perception of the experience was qualitatively explored using thematic analysis. The students’ performance data were quantitatively analyzed using multi-repeated ANOVA.The exploration generated four themes: 1-Attend-Acquire, 2-Accumulate-Assimilate, 3-Apply-Appreciate, and 4-Articulate-Affect. Quantitatively, two distinct clusters of mean Grade Point Average were revealed (p<0.01). Joint display analysis enabled integrating the qualitative and quantitative findings, generating the 8A-Model. The students start appreciating the experience upon conducting their research.


2021 ◽  
Author(s):  
Farah Otaki ◽  
Shroque Zaher ◽  
Stefan Du Plessis ◽  
Ritu Lakhtakia ◽  
Nabil M. Zary ◽  
...  

Significant concern has been raised regarding the effect of COVID-19 on medical education. The aim of this study was to shed light on the distance learning experiences of medical students and their instructors. A convergent mixed methods approach was utilized. Qualitative and quantitative data was collected using a survey. The percentage of the total average of satisfaction among stakeholders was 76.4%. The qualitative analysis revealed several themes. This study introduced the 4Ps Model of Transitioning to Distance Learning. It would be useful to leverage the lessons-learned to tailor blended medical programs, with a reasonable melange of experiences. The study also contributes to the mixed methods research through showcasing a means of adapting it to evaluate critical situations reliably and rapidly.


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