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Rayan-Gharra N, Malatskey L, Ofir-Gutler M, Sakhnini R, Yousef A, Khatib M, Skorecki K, Spitzer S. Assisting primary care teams and patients in a culturally diverse periphery: impact on medical students' future career choices. BMC MEDICAL EDUCATION 2024; 24:288. [PMID: 38486173 PMCID: PMC10941400 DOI: 10.1186/s12909-024-05272-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2023] [Accepted: 03/07/2024] [Indexed: 03/17/2024]
Abstract
BACKGROUND Medical students can assist in reducing healthcare disparities and promote health equity by engaging with rural communities and gaining insights into their unique healthcare needs. A two-arm student-delivered program was designed and implemented during COVID-19 in a social-geographic peripheral area to assist clinics with complex chronic and/or socially disadvantaged patients and improve preventive behavior in townships through home visits delivering community kits. METHODS We conducted a pre-post design study which included weekly structured medical student reports and monthly structured telephone interviews with clinic directors and municipal partners. Students completed pre-post program survey on their knowledge, skills, and capabilities to address chronic patients from diverse cultural backgrounds (n = 73). The Wilcoxon-Signed-Rank test for related samples was used to determine differences. RESULTS Following the program, the knowledge and awareness levels of students about working in the community (P < 0.001) and their knowledge of common chronic diseases were significantly improved (Mean Difference (MD) = 0.31; p < 0.001). The program significantly increased students' interest to integrate into community care alongside a hospital (P = 0.012). Thematic analysis of student reports revealed improved insight into the role of primary care. Clinic directors (90%) were highly satisfied and reported that students became an integral part of the clinics' teams. CONCLUSIONS Integrating medical students into the community through primary-care clinics and home visits in diverse communities, exposed students to the interwoven effect of clinical and social determinants on health and improve their knowledge of common chronic diseases. Participation in the program encouraged students to consider a career in community care.
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Affiliation(s)
- Nosaiba Rayan-Gharra
- Azrieli Faculty of Medicine, Bar-Ilan University, Zefat, Israel.
- The Cheryl Spencer Department of Nursing, University of Haifa, Haifa, Israel.
| | | | | | - Rizan Sakhnini
- Azrieli Faculty of Medicine, Bar-Ilan University, Zefat, Israel
- Maccabi Health Services, Northern District, Haifa, Israel
| | - Awni Yousef
- Azrieli Faculty of Medicine, Bar-Ilan University, Zefat, Israel
- Clalit Health Services, Northern District, Nazareth, Israel
| | - Mohammad Khatib
- The Galilee Society - The Arab National Society for Health Research and Services, Shefa-Amr, Israel
- Zefat Academic College, Zefat, Israel
| | - Karl Skorecki
- Azrieli Faculty of Medicine, Bar-Ilan University, Zefat, Israel
| | - Sivan Spitzer
- Azrieli Faculty of Medicine, Bar-Ilan University, Zefat, Israel
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Janeway M, Wilson S, Sanchez SE, Arora TK, Dechert T. Citizenship and Social Responsibility in Surgery: A Review. JAMA Surg 2022; 157:532-539. [PMID: 35385071 DOI: 10.1001/jamasurg.2022.0621] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
Importance Social determinants of health have been shown to be key drivers of disparities in access to surgical care and surgical outcomes. Though the concept of social responsibility has received growing attention in the medical field, little has been published contextualizing social responsibility in surgery. In this narrative review, we define social responsibility as it relates to surgery, explore the duty of surgeons to society, and provide examples of social factors associated with adverse surgical outcomes and how they can be mitigated. Observations The concept of social responsibility in surgery has deep roots in medical codes of ethics and evolved alongside changing views on human rights and the role of social factors in disease. The ethical duty of surgeons to society is based on the ethical principles of benevolence and justice and is grounded within the framework of the social contract. Surgeons have a responsibility to understand how factors such as patient demographics, the social environment, clinician awareness, and the health care system are associated with inequitable patient outcomes. Through education, we can empower surgeons to advocate for their patients, address the causes and consequences of surgical disparities, and incorporate social responsibility into their daily practice. Conclusions and Relevance One of the greatest challenges in the field of surgery is ensuring that surgical care is provided in an equitable and sustainable way. Surgeons have a duty to understand the factors that lead to health care disparities and use their knowledge, skills, and privileged position to address these issues at the individual and societal level.
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Affiliation(s)
- Megan Janeway
- Boston University School of Medicine, Boston Medical Center, Boston, Massachusetts
| | - Spencer Wilson
- Boston University School of Medicine, Boston Medical Center, Boston, Massachusetts
| | - Sabrina E Sanchez
- Boston University School of Medicine, Boston Medical Center, Boston, Massachusetts
| | - Tania K Arora
- Augusta University at the Medical College of Georgia, Augusta
| | - Tracey Dechert
- Boston University School of Medicine, Boston Medical Center, Boston, Massachusetts
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Leaune E, Rey-Cadilhac V, Oufker S, Grot S, Strowd R, Rode G, Crandall S. Medical students attitudes toward and intention to work with the underserved: a systematic review and meta-analysis. BMC MEDICAL EDUCATION 2021; 21:129. [PMID: 33627102 PMCID: PMC7905612 DOI: 10.1186/s12909-021-02517-x] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2020] [Accepted: 01/26/2021] [Indexed: 06/10/2023]
Abstract
BACKGROUND Experts in the field of medical education emphasized the need for curricula that improve students' attitudes toward the underserved. However, some studies have shown that medical education tends to worsen these attitudes in students. We aimed at systematically reviewing the literature assessing the change in medical students' attitudes toward the underserved and intention to work with the underserved throughout medical education, the sociodemographic and educational factors associated with favorable medical student attitudes toward and/or intention to work with the underserved and the effectiveness of educational interventions to improve medical student attitudes toward and/or intention to work with the underserved. METHOD We conducted a systematic review on MEDLINE, Scopus, and Web of Science databases. Three investigators independently conducted the electronic search. We assessed the change in medical students attitudes toward the underserved by computing a weighted mean effect size of studies reporting scores from validated scales. The research team performed a meta-analysis for the sociodemographic and educational factors associated with medical students attitudes toward and/or intention to work with the underserved. RESULTS Fifty-five articles met the inclusion criteria, including a total of 109,647 medical students. The average response rate was 73.2%. Most of the studies were performed in the USA (n = 45). We observed a significant decline of medical students attitudes toward the underserved throughout medical education, in both US and non-US studies. A moderate effect size was observed between the first and fourth years (d = 0.51). Higher favorable medical students attitudes toward or intention to work with the underserved were significantly associated with female gender, being from an underserved community or ethnic minority, exposure to the underserved during medical education and intent to practice in primary care. Regarding educational interventions, the effectiveness of experiential community-based learning and curricula dedicated to social accountability showed the most positive outcome. CONCLUSIONS Medical students attitudes toward the underserved decline throughout medical education. Educational interventions dedicated to improving the attitudes or intentions of medical students show encouraging but mixed results. The generalizability of our results is impeded by the high number of studies from the global-North included in the review.
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Affiliation(s)
- Edouard Leaune
- Faculté de Médecine Lyon-Est, Université de Lyon, Lyon, France.
- Centre Hospitalier le Vinatier, 95 boulevard Pinel BP 300 39 -, 69 678, Bron cedex, France.
- INSERM, U1028; CNRS, UMR5292, Lyon Neuroscience Research Center, F-69000, Lyon, France.
| | | | - Safwan Oufker
- Faculté de Médecine Lyon-Est, Université de Lyon, Lyon, France
| | - Stéphanie Grot
- Centre de recherche, Institut Universitaire en Santé Mentale de Montréal, Montreal, Canada
| | - Roy Strowd
- Wake Forrest School of Medicine, Winston-Salem, North Carolina, USA
| | - Gilles Rode
- Faculté de Médecine Lyon-Est, Université de Lyon, Lyon, France
- INSERM, U1028; CNRS, UMR5292, Lyon Neuroscience Research Center, F-69000, Lyon, France
| | - Sonia Crandall
- Wake Forrest School of Medicine, Winston-Salem, North Carolina, USA
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Barber C, van der Vleuten C, Leppink J, Chahine S. Social Accountability Frameworks and Their Implications for Medical Education and Program Evaluation: A Narrative Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:1945-1954. [PMID: 32910000 DOI: 10.1097/acm.0000000000003731] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
PURPOSE Medical schools face growing pressures to produce stronger evidence of their social accountability, but measuring social accountability remains a global challenge. This narrative review aimed to identify and document common themes and indicators across large-scale social accountability frameworks to facilitate development of initial operational constructs to evaluate social accountability in medical education. METHOD The authors searched 5 electronic databases and platforms and the World Wide Web to identify social accountability frameworks applicable to medical education, with a focus on medical schools. English-language, peer-reviewed documents published between 1990 and March 2019 were eligible for inclusion. Primary source social accountability frameworks that represented foundational values, principles, and parameters and were cited in subsequent papers to conceptualize social accountability were included in the analysis. Thematic synthesis was used to describe common elements across included frameworks. Descriptive themes were characterized using the context-input-process-product (CIPP) evaluation model as an organizational framework. RESULTS From the initial sample of 33 documents, 4 key social accountability frameworks were selected and analyzed. Six themes (with subthemes) emerged across frameworks, including shared values (core social values of relevance, quality, effectiveness, and equity; professionalism; academic freedom and clinical autonomy) and 5 indicators related to the CIPP model: context (mission statements, community partnerships, active contributions to health care policy); inputs (diversity/equity in recruitment/selection, community population health profiles); processes (curricular activities, community-based clinical training opportunities/learning exposures); products (physician resource planning, quality assurance, program evaluation and accreditation); and impacts (overall improvement in community health outcomes, reduction/prevention of health risks, morbidity/mortality of community diseases). CONCLUSIONS As more emphasis is placed on social accountability of medical schools, it is imperative to shift focus from educational inputs and processes to educational products and impacts. A way to begin to establish links between inputs, products, and impacts is by using the CIPP evaluation model.
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Affiliation(s)
- Cassandra Barber
- C. Barber is a PhD candidate, School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands; ORCID: https://orcid.org/0000-0003-3605-8485
| | - Cees van der Vleuten
- C. van der Vleuten is professor, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
| | - Jimmie Leppink
- J. Leppink is senior lecturer in medical education, Hull York Medical School, University of York, York, United Kingdom
| | - Saad Chahine
- S. Chahine is associate professor, Faculty of Education, Queen's University, Kingston, Ontario, Canada; ORCID: https://orcid.org/0000-0003-0488-773X
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Hammad N, Stockley D, Hastings-Truelove A, Vanderpuye V, Rubagumya F, Caruso T. Accreditation Improves Quality of Oncology Education in Low- and Middle-Income Countries: Perspectives of African Oncologists. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2020; 35:563-570. [PMID: 30806905 DOI: 10.1007/s13187-019-01497-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
The purpose of this study is to understand the perspectives of African Oncologists on the role of accreditation and on global standards. We developed a survey that addressed African oncologists' opinions on the role of accreditation. The survey also included 187 standards from World Federation of Medical Education Postgraduate medical education (PGME) standards, American Council of Graduate Medical Education (ACGME)-I standards for hematology/oncology, and the Royal College of Physician and Surgeons of Canada Medical Oncology standards. A 3-point scale was employed for each standard: 1 = not important, 2 = important but not essential, 3 = essential. The survey was sent to 79 physicians, 38 responded. Eighty-seven percent agreed that accreditation ensures quality. Forty-five percent agreed it will not increase migration of qualified doctors. Twenty-two individuals who completed the entire survey were analyzed for the standards. Five standards received the highest ratings of 3 (essential) from all respondents. One standard received a rating of < 2.0. The majority of standards had ratings between 2.6 and 2.94 indicating African oncologists found most standards to be useful. Ratings < 2.6 were mostly related to resource constraints. Most African Oncologists believed that accreditation ensures quality of education, and most standards were considered important. This data is useful for developing and adapting accreditation standards in resource-constrained settings.
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Affiliation(s)
- Nazik Hammad
- Department of Oncology, Queen's University, Kingston, Canada.
- Cancer Centre of Southeastern Ontario, Queen's University, 25 King Street W, Kingston, ON, K7L 5P9, Canada.
| | - Denise Stockley
- Faculty of Health Sciences and Faculty of Education, Queen's University, Kingston, Canada
| | | | | | - Fidel Rubagumya
- Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
| | - Thomas Caruso
- Departments of Graduate Medical Education and of Anesthesiology, Perioperative, and Pain Medicine, Stanford University, Stanford, CA, USA
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Boroumand S, Stein MJ, Jay M, Shen JW, Hirsh M, Dharamsi S. Addressing the health advocate role in medical education. BMC MEDICAL EDUCATION 2020; 20:28. [PMID: 32000759 PMCID: PMC6993364 DOI: 10.1186/s12909-020-1938-7] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2019] [Accepted: 01/16/2020] [Indexed: 05/24/2023]
Abstract
The health advocate role is an essential and underappreciated component of the CanMEDs competency framework. It is tied to the concept of social accountability and its application to medical schools for preparing future physicians who will work to ensure an equitable healthcare system. Student involvement in health advocacy throughout medical school can inspire a long-term commitment to address health disparities. The Social Medicine Network (SMN) provides an online platform for medical trainees to seek opportunities to address health disparities, with the goal of bridging the gap between the social determinants of health and clinical medicine. This online platform provides a list of health advocacy related opportunities for addressing issues that impede health equity, whether through research, community engagement, or clinical care.First implemented at the University of British Columbia, the SMN has since expanded to other medical schools across Canada. At the University of Ottawa, the SMN is being used to augment didactic teachings of health advocacy and social accountability. This article reports on the development and application of the SMN as a resource for medical trainees seeking meaningful and actionable opportunities to enact their role as health advocates.
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Affiliation(s)
| | - Michael J Stein
- Department of Surgery, University of Ottawa, Ottawa, Ontario, Canada
| | - Mohammad Jay
- Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada
| | - Julia W Shen
- Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada
| | - Michael Hirsh
- Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada
| | - Shafik Dharamsi
- College of Health Sciences, The University of Texas at El Paso, El Paso, TX, USA
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Boelen C, Blouin D, Gibbs T, Woollard R. Accrediting excellence for a medical school's impact on population health. EDUCATION FOR HEALTH (ABINGDON, ENGLAND) 2019; 32:41-48. [PMID: 31512592 DOI: 10.4103/efh.efh_204_19] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Affiliation(s)
- Charles Boelen
- International Consultant, Former Coordinator of the WHO (Geneva Headquarters) Program of Human Resources for Health, Kingston, Ontario, Canada
| | - Danielle Blouin
- Faculty of Health Sciences (Department of Emergency Medicine) Faculty of Education Queen's University, Kingston, Ontario, Canada
| | - Trevor Gibbs
- President, Association for Medical Education in Europe (AMEE), UK
| | - Robert Woollard
- Co.Chair, Global Consensus for Social Accountability; Professor of Family Medicine, University of British Columbia, Vancouver, Canada
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Du Toit E, Olivera S, Topper K, van de Venter R, Williams M, Ventres W. Toward interprofessional service-learning and social accountability in health: One South African University's process-oriented-participatory journey. J Interprof Care 2018; 33:291-294. [PMID: 30321087 DOI: 10.1080/13561820.2018.1532399] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
The Nelson Mandela University in Port Elizabeth, South Africa, seeks to transform its health professions curricula in order to achieve equity in health outcomes. Integral to this are interprofessional education service-learning initiatives attendant to socially accountable objectives. We describe one such initiative, the Zanempilo Mobile Health Education Platform (MHEP), which engages interprofessional healthcare students and faculty members in delivering health services to underserved communities. The Zanempilo MHEP consists of a converted 13-ton truck as a mobile clinic from where student-run services are provided. We illustrate the intentional process by which we, an interprofessional health science working group, created socially accountable learning goals appropriate to the above platform. We developed, employed, and refined a process-oriented-participatory approach rooted in theories of social constructivism and social network development that included the following phases: orientation, analysis, synthesis, production, and dissemination. Out of this approach emerged several socially accountable learning goals for students and faculty members working on the Zanempilo MHEP. These goals incorporated five educational domains, namely knowledge, attitudes, skills, intentions, and relationships. We anticipate using these goals to identify future curricular objectives and competencies.
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Affiliation(s)
- Elizabeth Du Toit
- a Faculty of Health Sciences , Nelson Mandela University , Port Elizabeth , South Africa
| | - Shanene Olivera
- a Faculty of Health Sciences , Nelson Mandela University , Port Elizabeth , South Africa
| | - Kegan Topper
- a Faculty of Health Sciences , Nelson Mandela University , Port Elizabeth , South Africa
| | - Riaan van de Venter
- a Faculty of Health Sciences , Nelson Mandela University , Port Elizabeth , South Africa
| | - Maggie Williams
- a Faculty of Health Sciences , Nelson Mandela University , Port Elizabeth , South Africa
| | - William Ventres
- b Department of Family and Preventive Medicine , University of Arkansas for Medical Sciences , Little Rock , USA
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Ventres W, Boelen C, Haq C. Time for action: key considerations for implementing social accountability in the education of health professionals. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2018; 23:853-862. [PMID: 28900801 DOI: 10.1007/s10459-017-9792-z] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2016] [Accepted: 08/17/2017] [Indexed: 06/07/2023]
Abstract
Within health professional education around the world, there exists a growing awareness of the professional duty to be socially responsible, being attentive to the needs of all members of communities, regions, and nations, especially those who disproportionately suffer from the adverse influence of social determinants. However, much work still remains to progress beyond such good intentions. Moving from contemplation to action means embracing social accountability as a key guiding principle for change. Social accountability means that health institutions attend to improving the performance of individual practitioners and health systems by directing educational and practice interventions to promote the health of all the public and assessing the systemic effects of these interventions. In this Reflection, the authors (1) review the reasons why health professional schools and their governing bodies should codify, in both curricular and accreditation standards, norms of excellence in social accountability, (2) present four considerations crucial to successfully implementing this codification, and (3) discuss the challenges such changes might entail. The authors conclude by noting that in adopting socially accountable criteria, schools will need to expand their philosophical scope to recognize social accountability as a vitally important part of their institutional professional identity.
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Affiliation(s)
- William Ventres
- Department of Family and Preventive Medicine, College of Medicine, University of Arkansas for the Medical Sciences, 4301 W. Markham Street, #530, Little Rock, AR, 72205-7199, USA.
- Institute for Studies in History, Anthropology and Archeology, University of El Salvador, San Salvador, El Salvador.
| | - Charles Boelen
- Independent International Consultant, Sciez, France
- Program of Human Resources for Health, World Health Organization, Geneva, Switzerland
| | - Cynthia Haq
- Department of Family Medicine and Community Health, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
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Jones R, Young K, Munro J, Miller H, Brelsford S, Aronsson J, Goodman B, Peters J. Including the online feedback site, Patient Opinion, in the nursing curriculum: Exploratory study. NURSE EDUCATION TODAY 2017; 57:40-46. [PMID: 28728037 DOI: 10.1016/j.nedt.2017.07.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2016] [Revised: 05/27/2017] [Accepted: 07/02/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Globally, universities aim to involve people who use health services to enrich the nursing curriculum for students, but there can be barriers to this involvement. Many also want students to contribute to local communities. Online communication can help connect students to service users to achieve these aims. The online British patient feedback site, Patient Opinion, gathers comments from service users about services and encourages service responses to the comments. OBJECTIVES To explore the feasibility and acceptability of five ways of including Patient Opinion in the undergraduate nursing curriculum. DESIGN Five case studies using mixed data collection methods. SETTINGS British University with nursing students across two campuses, accustomed to using webinars, video presentations and social media. PARTICIPANTS Students from different years participated in the five approaches of making use of Patient Opinion in the curriculum; 18 students took part in an online forum to discuss Patient Opinion in the curriculum. METHODS We trialled timetabled webinars, video-linked lectures, optional enhanced access for self-study, optional audit of service user comments for two local hospitals, and optional Twitter and Tweetchat. Students discussed the aims and approaches in an online forum. RESULTS Of the five approaches trialled, webinars seemed effective in ensuring that all nursing students engaged with the topic. Video-linked lectures provided an alternative when timetabling did not allow webinars, but were less interactive. The three optional approaches (Tweetchats, audit exercise, self-directed study) provided opportunities for some students to enhance their learning but students needed guidance. Sending a summary of student reviews of patients' feedback to local hospitals illustrated how students might be agents of change in local health services. CONCLUSIONS Experience from these case studies suggests that webinars followed by use of Patient Opinion preparing for placements may be a sustainable way of embedding feedback sites in the nursing curriculum.
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Affiliation(s)
- Ray Jones
- School of Nursing and Midwifery, Plymouth University, Drake Circus, Plymouth PL4 8AA, United Kingdom.
| | - Kim Young
- School of Nursing and Midwifery, Plymouth University, Drake Circus, Plymouth PL4 8AA, United Kingdom
| | - James Munro
- Patient Opinion, 53 Mowbray Street, Sheffield S3 8EN, United Kingdom
| | - Heather Miller
- School of Nursing and Midwifery, Plymouth University, Drake Circus, Plymouth PL4 8AA, United Kingdom
| | - Stephanie Brelsford
- School of Nursing and Midwifery, Plymouth University, Drake Circus, Plymouth PL4 8AA, United Kingdom
| | - Jennie Aronsson
- School of Nursing and Midwifery, Plymouth University, Drake Circus, Plymouth PL4 8AA, United Kingdom
| | - Benny Goodman
- School of Nursing and Midwifery, Plymouth University, Drake Circus, Plymouth PL4 8AA, United Kingdom
| | - Jane Peters
- School of Nursing and Midwifery, Plymouth University, Drake Circus, Plymouth PL4 8AA, United Kingdom
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Ventres W. More on Medical Education in Africa. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2017; 92:572. [PMID: 28441190 DOI: 10.1097/acm.0000000000001636] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Affiliation(s)
- William Ventres
- Visiting professor, Faculty of Health Sciences, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa;
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12
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Eichbaum Q. In Reply to Ventres. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2017; 92:573. [PMID: 28441191 DOI: 10.1097/acm.0000000000001666] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Affiliation(s)
- Quentin Eichbaum
- Associate professor of pathology, microbiology, and immunology; associate professor of medical education and administration; director, Vanderbilt Pathology Program in Global Health; director, Vanderbilt Pathology Education Research Group (VPERG); and clinical fellowship program director, Vanderbilt University School of Medicine, Nashville, Tennessee;
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13
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Teherani A, Nishimura H, Apatira L, Newman T, Ryan S. Identification of core objectives for teaching sustainable healthcare education. MEDICAL EDUCATION ONLINE 2017; 22:1386042. [PMID: 29025363 PMCID: PMC5653939 DOI: 10.1080/10872981.2017.1386042] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
BACKGROUND Physicians will be called upon to care for patients who bear the burden of disease from the impact of climate change and ecologically irresponsible practices which harm ecosystems and contribute to climate change. However, physicians must recognize the connection between the climate, ecosystems, sustainability, and health and their responsibility and capacity in changing the status quo. Sustainable healthcare education (SHE), defined as education about the impact of climate change and ecosystem alterations on health and the impact of the healthcare industry on the aforementioned, is vital to prevention of adverse health outcomes due to the changing climate and environment. OBJECTIVE To systematically determine which and when a set of SHE objectives should be included in the medical education continuum. DESIGN Fifty-two SHE experts participated in a two-part modified-Delphi study. A survey was developed based on 21 SHE objectives. Respondents rated the importance of each objective and when each objective should be taught. Descriptive statistics and an item-level content validity index (CVI) were used to analyze data. RESULTS Fifteen of the objectives achieved a content validity index of 78% or greater. The remaining objectives had content validity indices between 58% and 77%. The preclinical years of medical school were rated as the optimal time for introducing 13 and the clinical years for introducing six of the objectives. Respondents noted the definition of environmental sustainability should be learned prior to medical school and identifying ways to improve the environmental sustainability of health systems in post-graduate training. CONCLUSIONS This study proposes SHE objectives for the continuum of medical education. These objectives ensure the identity of the physician includes the requisite awareness and competence to care for patients who experience the impact of climate and environment on health and advocate for sustainability of the health systems in which they work. ABBREVIATIONS CVI: Content validity index; SHE: Sustainable healthcare education.
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Affiliation(s)
- Arianne Teherani
- Department of Medicine and Center for Faculty Educators, School of Medicine, University of California, San Francisco, CA, USA
- CONTACT Arianne Teherani Department of Medicine and Center for Faculty Educators, School of Medicine, University of California, San Francisco 94143, CA, USA
| | - Holly Nishimura
- Center for Faculty Educators, School of Medicine, University of California, San Francisco, CA, USA
| | - Latifat Apatira
- Occupational Health Services, The Permanente Medical Group, South San Francisco, CA, USA
| | - Thomas Newman
- Departments of Epidemiology and Biostatistics and Pediatrics, School of Medicine, University of California, San Francisco, CA, USA
| | - Susan Ryan
- Department of Anesthesia, School of Medicine, University of California, San Francisco, CA, USA
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Ventres WB. The Joys of Global Medicine and the Lesson of Relationship. Am J Med 2016; 129:771-2. [PMID: 27012855 DOI: 10.1016/j.amjmed.2016.02.032] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/19/2016] [Accepted: 02/19/2016] [Indexed: 10/22/2022]
Affiliation(s)
- William B Ventres
- Institute for Studies in History, Anthropology and Archeology, University of El Salvador, San Salvador; Department of Family Medicine, Oregon Health and Science University, Portland.
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