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Noya F, Carr S, Thompson S. Social accountability in a medical school: is it sufficient? A regional medical school curriculum and approaches to equip graduates for rural and remote medical services. BMC Med Educ 2024; 24:526. [PMID: 38734593 DOI: 10.1186/s12909-024-05522-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2023] [Accepted: 05/06/2024] [Indexed: 05/13/2024]
Abstract
BACKGROUND Social accountability is increasingly integral to medical education, aligning health systems with community needs. Universitas Pattimura's Faculty of Medicine (FMUP) enhances this through a curriculum that prepares graduates for rural and remote (RR) medical practice, exceeding national standards. The impact of this curriculum on graduate readiness in actual work settings remains unassessed. OBJECTIVE This study was conducted to capture the perspectives of FMUP medical graduates in a rural-centric curriculum, focusing on the teaching and learning opportunities afforded to them during their medical education. These insights are crucial for evaluating the accountability of regional medical schools in delivering quality service, particularly in underserved areas. METHODS Semistructured interviews were conducted with nine FMUP graduates employed in the RR areas of Maluku Province. A qualitative analysis was employed to examine graduates' views on the curriculum concerning medical school accountability. RESULTS The FMUP curriculum, informed by social accountability principles, partially prepares graduates to work under Maluku's RR conditions. However, it was reported by participants that their skills and preparedness often fall short in the face of substandard working environments. CONCLUSIONS The FMUP curriculum supports the government's aim to develop an RR medical workforce. However, the curriculum's social accountability and rural emphasis fall short of addressing community health needs amid inadequate practice conditions. Political investment in standardizing medical facilities and equipment is essential for enhancing graduates' effectiveness and health outcomes in RR communities.
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Affiliation(s)
- Farah Noya
- Department of Medical Education, Faculty of Medicine Universitas Pattimura, Jl. Ir. M. Putuhena Poka, Ambon, Maluku, 97233, Indonesia.
| | - Sandra Carr
- Division of Health Professions Education, School of Allied Health, The University of Western Australia, 35 Stirling Highway, Crawley, Perth, WA, 6009, Australia
| | - Sandra Thompson
- Western Australian Centre for Rural Health, The University of Western Australia, 167 Fitzgerald Street, Geraldton, WA, 6530, Australia
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Ari M, Oyler JL. A substance use disorder training curriculum for internal medicine residents using resident-empaneled patients. BMC Med Educ 2024; 24:478. [PMID: 38693551 PMCID: PMC11061993 DOI: 10.1186/s12909-024-05472-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/15/2024] [Accepted: 04/25/2024] [Indexed: 05/03/2024]
Abstract
BACKGROUND Internal Medicine (IM) residents frequently encounter, but feel unprepared to diagnose and treat, patients with substance use disorders (SUD). This is compounded by negative regard for patients with SUD. Optimal education strategies are needed to empower IM residents to care for patients with SUD. The objective of this study was to evaluate a brief SUD curriculum for IM residents, using resident-empaneled patients as an engaging educational strategy. METHODS Following a needs assessment, a 2-part SUD curriculum was developed for IM residents at the University of Chicago during the 2018-2019 academic year as part of the ambulatory curriculum. During sessions on Opioid Use Disorder (OUD) and Alcohol Use Disorder (AUD), a facilitator covered concepts about screening, diagnosis, and treatment. In session, residents completed structured worksheets applying concepts to one of their primary care patients. A post-session assessment included questions on knowledge, preparedness & attitudes. RESULTS Resident needs assessment (n = 44/105, 42% response rate) showed 86% characterized instruction received during residency in SUD as none or too little, and residents did not feel prepared to treat SUD. Following the AUD session, all residents (n = 22) felt prepared to diagnose and treat AUD. After the OUD session, all residents (n = 19) felt prepared to diagnose, and 79% (n = 15) felt prepared to treat OUD. Residents planned to screen for SUD more or differently, initiate harm reduction strategies and increase consideration of pharmacotherapy. CONCLUSIONS A brief curricular intervention for AUD and OUD using resident-empaneled patients can empower residents to integrate SUD diagnosis and management into practice.
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Affiliation(s)
- Mim Ari
- Department of Medicine, University of Chicago, 5841 S. Maryland Avenue, Chicago, IL, 60637, USA.
| | - Julie L Oyler
- Department of Medicine, University of Chicago, 5841 S. Maryland Avenue, Chicago, IL, 60637, USA
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Chanthalangsy P, Yeh BI, Choi SJ, Park YC. Program evaluation of postgraduate obstetrics and gynecology training in Lao people's democratic republic - using the CIPP model. BMC Med Educ 2024; 24:44. [PMID: 38195561 PMCID: PMC10775444 DOI: 10.1186/s12909-023-04942-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Accepted: 12/05/2023] [Indexed: 01/11/2024]
Abstract
BACKGROUND The obstetrics and gynaecology (OB-GYN) residency training program in Lao People's Democratic Republic (PDR) began in 2003 based on the Millennium Development Goals (MDGs) and 'Reproductive, maternal, newborn, and child health interventions (RMNCH) strategies and action plan'. However, the training program had not been properly evaluated previously. The purpose of this study is to evaluate the current postgraduate OB-GYN residency training program in Lao PDR by using CIPP model to identify the current problems (the strengths and weaknesses) and suggest a future plan to promote continuous improvement. METHOD The context, input, process, and product classification (CIPP) model was used to develop criteria and indicators. A mixed-methods approach was used for this study. To capture instructional material for quantitative analysis, a Google survey with 38 items and a t-test were used to determine a significant difference in responses between residents and lecturers (N = 120). Based on qualitative analysis, an in-depth interview was done (four questions based on study outcomes, including satisfaction, strengths and weaknesses, and future opportunities), and six interviews provided different viewpoints on the course. The SPSS software program was used to measure validity, with p-values = 0.05. RESULTS The overall average response rate was 97.5%. Two significant differences in program perspectives were revealed between lecturers and residents, difficulties in maintaining the course (professors 3.66 ± 1.03 and residents 3.27 ± 0.98, p = 0.04) and learning outcomes achieved (professors 3.57 ± 0.85 and residents 3.14 ± 0.95, p = 0.01 The overall average for the context part of the questionnaire was under 3.00, with the lowest scores for overlapped learning outcomes and difficulties in maintaining the course. The input part, lack of the classroom, skills lab and staff; the process part, lecturer to collect student opinions and the product part on learning outcomes. CONCLUSION Curriculum improvement based on the program evaluation results, including regular evaluation and feedback, will advance the residency training program based on the RMNCH strategy and contribute to the promotion of maternal health in the Lao PDR.
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Affiliation(s)
- Panima Chanthalangsy
- Department of Medical education, Yonsei University Wonju College of Medicine, Wonju, Gangwon-do, Republic of Korea
| | - Byung-Il Yeh
- Department of Medical education, Yonsei University Wonju College of Medicine, Wonju, Gangwon-do, Republic of Korea
| | - Seong Jin Choi
- Department of OB-GYN, Yonsei University Wonju College of Medicine, Wonju, Gangwon-do, Republic of Korea
| | - Yon Chul Park
- Department of Medical education, Yonsei University Wonju College of Medicine, Wonju, Gangwon-do, Republic of Korea.
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Khayat WF, Almalki MA, Alqahtani MS, Taher SW. Evaluation of the level of integration of the dental curriculum in Umm Al-Qura University. J Taibah Univ Med Sci 2023; 18:1449-1458. [PMID: 38162874 PMCID: PMC10757311 DOI: 10.1016/j.jtumed.2023.05.019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2022] [Revised: 03/23/2023] [Accepted: 05/27/2023] [Indexed: 01/03/2024] Open
Abstract
Objectives To identify the models and levels of integration of the undergraduate dental curriculum in Umm Al-Qura University in KSA. This comprehensive evaluation and analysis of the current dental curriculum will facilitate better planning for curriculum reform, thus improving the quality of dental education. Methods All courses were evaluated by three reviewers who independently checked the most recent course specifications forms (2021) to extract data relating to course descriptions and contents. A model of integration was identified for each course (using a modified Harden's integration ladder). Courses and their relative weighting (by credit hours) were mapped to the level of integration by years, departments, course classification, and educational methods. The overall pattern of curriculum integration was then determined. Results All courses exhibited some level of integration to varying degrees throughout years and across departments. The most frequently used model is the nested model of integration. The overall pattern of curriculum integration is low to moderate. Highly integrated courses are only taught during the second and final years and are managed by the Departments of Basic Oral Sciences and Restorative Dentistry. Clinical courses represent 44.3% of the curriculum although only 26.6% of clinical courses have a high level of integration. Problem-based learning/case-based learning (PBL/CBL) and clinical training strategies are mostly applied in moderately to highly integrated courses, although PBL/CBL is the least used educational method throughout the curriculum. Conclusion All courses exhibited some level of integration with an overall low to moderate pattern. More collaborative planning and working between departments are recommended to increase the level of integration of courses throughout different academic years. In addition, modern educational strategies such as PBL/CBL and blended learning should be implemented more in our dental curriculum.
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Affiliation(s)
- Waad F. Khayat
- Department of Restorative Dentistry, College of Dentistry, Umm Al-Qura University, Makkah, KSA
| | - Majed A. Almalki
- Department of Restorative Dentistry, College of Dentistry, Umm Al-Qura University, Makkah, KSA
| | - Mashael S. Alqahtani
- Department of Basic Oral Sciences, College of Dentistry, Umm Al-Qura University, Makkah, KSA
| | - Sara W. Taher
- Department of Preventive Dentistry, College of Dentistry, Umm Al-Qura University, Makkah, KSA
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Kelly ML, Parente V, Redmond R, Willis R, Railey K. Development of a curriculum in cultural determinants of health and health disparities. J Natl Med Assoc 2023; 115:428-435. [PMID: 37407380 PMCID: PMC10977997 DOI: 10.1016/j.jnma.2023.06.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Accepted: 06/14/2023] [Indexed: 07/07/2023]
Abstract
INTRODUCTION Current sociopolitical events coupled with requirement modifications by the Liaison Committee on Medical Education have reinvigorated a need for training in cultural awareness and health disparities in undergraduate medical education. Many institutions, however, have not established longitudinal courses designed to address this content. Additionally, little is known about the change in learners' awareness of cultural determinants of health and health disparities after enrollment in such curricula. In 2016, the authors developed a yearlong required course entitled Cultural Determinants of Health and Health Disparities for first year medical students at a large university medical school in the United States. The course launched in the 2017 academic year. METHODS Two cohorts participated in twelve 2.5 to 3-hour multi-modal sessions focused on various aspects of healthcare delivery for marginalized populations and factors that contribute to health disparities. The Multicultural Assessment Questionnaire was used pre and post course to assess students' self-evaluated changes in knowledge, skills, and awareness related to cultural competency in healthcare. RESULTS Students' self-reported knowledge, skills, and awareness scores regarding cultural competence in health care increased from pre to post-course assessment. On the knowledge scale, students' mean score increased from 2.63 to 2.97 (P < .001), with 16% reporting a decreased score, 30% reporting no change, and 54% reporting growth. On the skills scale, students' mean score increased from 2.64 to 3.38 (P < .001), with 11% reporting a decreased score, 17% reporting no change, and 72% reporting growth. On the awareness scale, students' overall score increased from 3.76 to 3.97 (P < .05), with 16% reporting a decreased score, 50% reporting no change, and 34% reporting growth. There were no changes in KSA scores across cohorts pre and post course. CONCLUSION Perceived knowledge, skills, and awareness related to the importance of cultural competence in healthcare delivery increased at the end of the academic year. This type of longitudinal course model could be broadly adopted at other institutions to enhance patient, peer, and future provider awareness regarding cultural impacts on care and health disparities among vulnerable populations.
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Affiliation(s)
- Megan L Kelly
- Medical Scientist Training Program, Department of Biochemistry, Duke University School of Medicine, Durham, NC, USA
| | - Victoria Parente
- Department of Pediatrics, Duke University School of Medicine, Durham, NC, USA
| | - Rebecca Redmond
- Office of Diversity and Inclusion, Duke University School of Medicine, Durham, NC, USA
| | - Rheaya Willis
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - Kenyon Railey
- Department of Family Medicine and Community Health, Duke University School of Medicine, Durham, NC, USA.
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Waldbillig F, von Rohr L, Nientiedt M, Neuberger M, Wessels F, V Hardenberg J, Westhoff N, Wuhrer A, Pechlivanidou I, Miernik A, Michel MS, Kriegmair MC, Gruene B. Prospective, Randomized Comparative Evaluation of a Novel Hands-On Endourology Training Curriculum. Urol Int 2023; 107:179-185. [PMID: 36481539 DOI: 10.1159/000527746] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2022] [Accepted: 10/10/2022] [Indexed: 12/13/2022]
Abstract
INTRODUCTION The aim of this randomised prospective trial was to evaluate a novel hands-on endourological training programme (HTP) and compare it to the standard endourological colloquium (SC). METHODS A new HTP was created based on a sequence of theoretical, video-based, and practical elements emphasising contemporary teaching methods. An existing SC in which live endourological operations were attended served as a comparison. Medical students were enrolled in a ratio of 1:2 (SC:HTP). Objective knowledge questionnaires (5 questions, open answers) and subjective Likert-type questionnaires (rating 1-3 vs. 4-5) were used for evaluation. Primary endpoint was urological knowledge transfer; secondary endpoints were learning effects, progression, and urological interest. RESULTS 167 students (SC n = 52, HTP n = 115) were included. The knowledge assessment showed a significant increase in knowledge transfer benefitting the HTP on all 5 surveyed items (mean: n = 4/5/4/3/2 vs. n = 2/3/1/1, p < 0.0001). Interest and duration of the course were rated significantly more positively by HTP students (100.0/95.0% vs. 85.0/70.0%, p < 0.0001). The HTP students were significantly more confident in performing a cystoscopy independently (HTP 43.5% vs. SC 11.5%, p < 0.0001) and significantly claimed more often to have gained interdisciplinary and urological skills during the course (HTP 90.0/96.5% vs. SC 23.1/82.7%, p < 0.0001/p = 0.003). HTP students were also more likely to take the course again (HTP 98.2% vs. SC 59.6%, p < 0.0001). CONCLUSION Modifying endourological teaching towards hands-on teaching resulted in stronger course interest, greater confidence regarding endourologic procedures, and significantly increased urologic knowledge transfer.
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Affiliation(s)
- Frank Waldbillig
- Department of Urology and Urosurgery, University Medical Centre Mannheim, University of Heidelberg, Mannheim, Germany.,RaVeNNA 4pi - Consortium of the German Federal Ministry of Education and Research (BMBF), Bonn, Germany
| | - Lennard von Rohr
- Department of Urology and Urosurgery, University Medical Centre Mannheim, University of Heidelberg, Mannheim, Germany
| | - Malin Nientiedt
- Department of Urology and Urosurgery, University Medical Centre Mannheim, University of Heidelberg, Mannheim, Germany
| | - Manuel Neuberger
- Department of Urology and Urosurgery, University Medical Centre Mannheim, University of Heidelberg, Mannheim, Germany
| | - Frederik Wessels
- Department of Urology and Urosurgery, University Medical Centre Mannheim, University of Heidelberg, Mannheim, Germany
| | - Jost V Hardenberg
- Department of Urology and Urosurgery, University Medical Centre Mannheim, University of Heidelberg, Mannheim, Germany
| | - Niklas Westhoff
- Department of Urology and Urosurgery, University Medical Centre Mannheim, University of Heidelberg, Mannheim, Germany
| | - Anne Wuhrer
- Department of Studies and Teaching Development, Learning Hospital TheSiMA, Student Laparoscopy Initiative, University Medical Centre Mannheim, University of Heidelberg, Mannheim, Germany.,Department of Obstetrics and Gynaecology, University Medical Centre Mannheim, University of Heidelberg, Mannheim, Germany
| | - Ioanna Pechlivanidou
- Department of Studies and Teaching Development, Learning Hospital TheSiMA, Student Laparoscopy Initiative, University Medical Centre Mannheim, University of Heidelberg, Mannheim, Germany
| | - Arkadiusz Miernik
- RaVeNNA 4pi - Consortium of the German Federal Ministry of Education and Research (BMBF), Bonn, Germany.,Department of Urology, Faculty of Medicine, University of Freiburg - Medical Centre, Freiburg, Germany
| | - Maurice Stephan Michel
- Department of Urology and Urosurgery, University Medical Centre Mannheim, University of Heidelberg, Mannheim, Germany
| | - Maximilian C Kriegmair
- Department of Urology and Urosurgery, University Medical Centre Mannheim, University of Heidelberg, Mannheim, Germany.,RaVeNNA 4pi - Consortium of the German Federal Ministry of Education and Research (BMBF), Bonn, Germany
| | - Britta Gruene
- Department of Urology and Urosurgery, University Medical Centre Mannheim, University of Heidelberg, Mannheim, Germany.,RaVeNNA 4pi - Consortium of the German Federal Ministry of Education and Research (BMBF), Bonn, Germany
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Brouwer EE, van Rossum TR, Frambach JM, Driessen EW. Early career experiences of international medical program graduates: An international, longitudinal, mixed-methods study. Perspect Med Educ 2022; 11:258-265. [PMID: 35881305 PMCID: PMC9582102 DOI: 10.1007/s40037-022-00721-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2022] [Revised: 06/08/2022] [Accepted: 06/09/2022] [Indexed: 05/31/2023]
Abstract
INTRODUCTION Increasingly medical students pursue medical education abroad. Graduates from International Medical Programs (IMPs) practice globally, yet how to prepare students for an unknown international environment is complex. Following IMP graduates throughout their early careers, this study offers insights into gaps in current undergraduate education. METHODS In this international, longitudinal, mixed-methods study, 188 graduates from seven IMPs completed baseline surveys on career choice and job preparedness. Forty-two participants completed follow-up until three years after graduation. Nine graduates participated in semi-structured interviews on individual experiences and the evolution of their perspectives. The multiphase, sequential design allowed data collected at baseline to inform further data collection instruments. RESULTS Two typical student profiles emerged. The first depicts a student who, despite the challenges of studying abroad, pursues a medical degree 'anyhow', with a common aim of practicing in their home country. The other deliberately selects an IMP while envisaging an international career. Two years after graduation, the majority (> 70%) of our participants were practicing in a country other than their country of training. They reported challenges around licensing, the job application process and health system familiarization. Participants' experiences point towards potential curriculum adaptations to facilitate cross-border transitions, including career guidance, networking and entrance exam preparation. DISCUSSION IMP graduates lack support in practical aspects of career orientation and international exposure. Most IMPs essentially prepare their graduates for a career elsewhere. Gaps and challenges that IMP graduates experience in this cross-border career transition entail a responsibility for preparation and guidance that is currently lacking in IMP curricula.
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Affiliation(s)
- Emmaline E Brouwer
- Department of Educational Development and Research, School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands.
| | - Tiuri R van Rossum
- Department of Educational Development and Research, School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands
| | - Janneke M Frambach
- Department of Educational Development and Research, School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands
| | - Erik W Driessen
- Department of Educational Development and Research, School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands
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Waidyaratne GR, Kim S, Howell JD, Ike JD. Design, implementation, and reflections on a two-week virtual visual arts and medicine course for third- and fourth-year medical students. BMC Med Educ 2022; 22:302. [PMID: 35449075 PMCID: PMC9022161 DOI: 10.1186/s12909-022-03374-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 04/13/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Medical humanities courses that incorporate the visual arts traditionally require in-person instruction and visits to museums. The COVID-19 pandemic afforded medical educators a unique opportunity to implement and evaluate virtual visual arts programming. METHODS A two-week, 7-module visual arts and medicine elective course for third and fourth-year medical students was conducted virtually in the Spring of 2021. The course included traditional didactic components as well as a range of hands-on creative art activities including painting, graphic medicine, photovoice, and Kintsugi (Japanese craft). Digital tools including Canvas, Google Jamboard, and Zoom facilitated student engagement. Student feedback was collected through anonymous post-course surveys. RESULTS We successfully conducted a virtual visual arts and medicine elective which integrated hands-on creative art activities. Most students "strongly agreed" that remote instruction was sufficient to meet course objectives. However, all students also "agreed" that in-person instruction may promote more in-depth engagement with the visual arts. The hands-on creative art activities were appreciated by all students. CONCLUSION Visual arts-based medical humanities courses can be delivered virtually and can include hands-on creative art activities such as painting. Future visual arts and medicine courses may benefit from incorporating a range of pedagogical methodologies, digital tools, control groups, and pre-/post-course assessments.
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Affiliation(s)
| | - Sangri Kim
- Neurology Residency Program, McGaw Medical Center at Northwestern University, Chicago, IL, USA
| | - Joel D Howell
- Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
- Department of History, University of Michigan, Ann Arbor, MI, USA
- Institute for Healthcare Policy and Innovation, University of Michigan, Ann Arbor, MI, USA
| | - John David Ike
- Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, MI, USA.
- Institute for Healthcare Policy and Innovation, University of Michigan, Ann Arbor, MI, USA.
- Medicine Service, VA Ann Arbor Healthcare System, Ann Arbor, MI, USA.
- National Clinician Scholars Program at the Institute for Healthcare Policy and Innovation, University of Michigan, Ann Arbor, MI, USA.
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Lanning SK, Pardue K, Eliot K, Goumas A, Kettenbach G, Mills B, Lockeman K, Breitbach A, Gunaldo TP. Early-learners' expectations of and experience with IPE: A multi-institutional qualitative study. Nurse Educ Today 2021; 107:105142. [PMID: 34600183 DOI: 10.1016/j.nedt.2021.105142] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Revised: 08/22/2021] [Accepted: 09/07/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Multi-institutional qualitative studies are scarce within the interprofessional education (IPE) literature; such a report would provide comprehensive evidence for the application of interprofessional instruction among earlier learners. OBJECTIVE This investigation explored students' expectations of and barriers to introductory IPE across four institutions. DESIGN Qualitative inductive content analysis was utilized to interpret students' narrative responses to assigned pre- and post-survey questions. SETTING Health science schools of four U.S. institutions at Institution A, Institution B, Institution C, and Institution D. PARTICIPANTS Twenty-two percent (n = 385) of eligible participants completed both pre- and post-surveys. Nursing student participation was greatest (n = 113, 33%), followed by occupational therapy (n = 44, 13%), and physical therapy (n = 36, 10%). All other program participation was <10%. In total, students' narrative comments from 19 degree programs were a part of the data set. METHODS Responses from one pre-survey question on expectations of introductory IPE and two post-survey questions on IPE benefits and barriers were studied using qualitative inductive thematic analysis. RESULTS Four themes emerged as IPE learning expectations and benefits: my own professional role, professional role of others, teamwork, and communication. The theme of interacting with peers surfaced as an additional IPE benefit. There were four themes noted as IPE barriers: course logistics, lack of context, course content, and social dynamics. CONCLUSION This multi-institutional qualitative study adds to the literature by providing empirical evidence regarding early learner perceptions of IPE experiences. Student expectations and benefits of their introductory IPE course/curriculum aligned. Perceived barriers are useful in informing future IPE implementation and research.
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Affiliation(s)
- Sharon K Lanning
- Virginia Commonwealth University, School of Dentistry, Department of Periodontics, Wood Building, Room 300B, Richmond, VA 23298, USA.
| | - Karen Pardue
- University of New England, Interim Provost, 716 Stevens Avenue, Portland, ME 04103, USA.
| | - Kathrin Eliot
- University of Oklahoma Health Sciences Center, Department of Nutritional Sciences, 1200 N. Stonewall Ave. Suite 3057, Oklahoma City, OK 73117, USA.
| | - Amanda Goumas
- Louisiana State University Health Sciences Center at New Orleans, Center for Interprofessional Education and Collaborative Practice, 1900 Gravier Street, Room 627, New Orleans, LA 70112, USA.
| | - Ginge Kettenbach
- Saint Louis University, Program in Physical Therapy, 3437 Caroline Mall, St. Louis, MO 63104, USA.
| | - Bernice Mills
- University of New England, Dental Hygiene, 716 Stevens Avenue, Portland, ME 04103, USA.
| | - Kelly Lockeman
- Virginia Commonwealth University, Center for Interprofessional Education and Collaborative Care, School of Medicine, Richmond, VA 23298, USA.
| | - Anthony Breitbach
- Saint Louis University, Athletic Training Program, 3437 Caroline Mall, St. Louis, MO 63104, USA.
| | - Tina Patel Gunaldo
- Louisiana State University Health Sciences Center at New Orleans, Center for Interprofessional Education and Collaborative Practice, 1900 Gravier Street, Room 627, New Orleans, LA 70112, USA.
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Carr SE, Noya F, Phillips B, Harris A, Scott K, Hooker C, Mavaddat N, Ani-Amponsah M, Vuillermin DM, Reid S, Brett-MacLean P. Health Humanities curriculum and evaluation in health professions education: a scoping review. BMC Med Educ 2021; 21:568. [PMID: 34753482 PMCID: PMC8579562 DOI: 10.1186/s12909-021-03002-1] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Accepted: 10/27/2021] [Indexed: 05/21/2023]
Abstract
BACKGROUND The articulation of learning goals, processes and outcomes related to health humanities teaching currently lacks comparability of curricula and outcomes, and requires synthesis to provide a basis for developing a curriculum and evaluation framework for health humanities teaching and learning. This scoping review sought to answer how and why the health humanities are used in health professions education. It also sought to explore how health humanities curricula are evaluated and whether the programme evaluation aligns with the desired learning outcomes. METHODS A focused scoping review of qualitative and mixed-methods studies that included the influence of integrated health humanities curricula in pre-registration health professions education with programme evaluate of outcomes was completed. Studies of students not enrolled in a pre-registration course, with only ad-hoc health humanities learning experiences that were not assessed or evaluated were excluded. Four databases were searched (CINAHL), (ERIC), PubMed, and Medline. RESULTS The search over a 5 year period, identified 8621 publications. Title and abstract screening, followed by full-text screening, resulted in 24 articles selected for inclusion. Learning outcomes, learning activities and evaluation data were extracted from each included publication. DISCUSSION Reported health humanities curricula focused on developing students' capacity for perspective, reflexivity, self- reflection and person-centred approaches to communication. However, the learning outcomes were not consistently described, identifying a limited capacity to compare health humanities curricula across programmes. A set of clearly stated generic capabilities or outcomes from learning in health humanities would be a helpful next step for benchmarking, clarification and comparison of evaluation strategy.
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Affiliation(s)
- Sandra E Carr
- Health Professions Education, University of Western Australia, Perth, Australia.
| | - Farah Noya
- Health Professions Education, University of Western Australia, Perth, Australia
| | - Brid Phillips
- Health Professions Education, University of Western Australia, Perth, Australia
| | - Anna Harris
- Faculty of Arts and Social Sciences, Maastricht University, Maastricht, Netherlands
| | - Karen Scott
- Medical School, University of Sydney, Sydney, Australia
| | - Claire Hooker
- Medical School, University of Sydney, Sydney, Australia
| | - Nahal Mavaddat
- Medical School, University of Western Australia, Perth, Australia
| | | | | | - Steve Reid
- University of Cape Town, Cape Town, South Africa
| | - Pamela Brett-MacLean
- Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
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Altillo BSA, Gray M, Avashia SB, Norwood A, Nelson EA, Johnston C, Bhavnani D, Patel H, Allen CH, Adeni S, Phelps ND, Mercer T. Global health on the front lines: an innovative medical student elective combining education and service during the COVID-19 pandemic. BMC Med Educ 2021; 21:186. [PMID: 33773585 PMCID: PMC8003893 DOI: 10.1186/s12909-021-02616-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Accepted: 03/10/2021] [Indexed: 06/01/2023]
Abstract
BACKGROUND An innovative medical student elective combined student-directed, faculty-supported online learning with COVID-19 response field placements. This study evaluated students' experience in the course, the curriculum content and format, and its short-term impact on students' knowledge and attitudes around COVID-19. METHODS Students responded to discussion board prompts throughout the course and submitted pre-/post-course reflections. Pre-/post-course questionnaires assessed pandemic knowledge and attitudes using 4-point Likert scales. Authors collected aggregate data on enrollment, discussion posts, field placements, and scholarly work resulting from course activities. After the elective, authors conducted a focus group with a convenience sample of 6 participants. Institutional elective evaluation data was included in analysis. Authors analyzed questionnaire data with summary statistics and paired t-tests comparing knowledge and attitudes before and after the elective. Reflection pieces, discussion posts, and focus group data were analyzed using content analysis with a phenomenological approach. RESULTS Twenty-seven students enrolled. Each student posted an average of 2.4 original discussion posts and 3.1 responses. Mean knowledge score increased from 43.8 to 60.8% (p < 0.001) between pre- and post-course questionnaires. Knowledge self-assessment also increased (2.4 vs. 3.5 on Likert scale, p < 0.0001), and students reported increased engagement in the pandemic response (2.7 vs. 3.6, p < 0.0001). Students reported increased fluency in discussing the pandemic and increased appreciation for the field of public health. There was no difference in students' level of anxiety about the pandemic after course participation (3.0 vs. 3.1, p = 0.53). Twelve students (44.4%) completed the institutional evaluation. All rated the course "very good" or "excellent." Students favorably reviewed the field placements, suggested readings, self-directed research, and learning from peers. They suggested more clearly defined expectations and improved balance between volunteer and educational hours. CONCLUSIONS The elective was well-received by students, achieved stated objectives, and garnered public attention. Course leadership should monitor students' time commitment closely in service-learning settings to ensure appropriate balance of service and education. Student engagement in a disaster response is insufficient to address anxiety related to the disaster; future course iterations should include a focus on self-care during times of crisis. This educational innovation could serve as a model for medical schools globally.
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Affiliation(s)
- Brandon S A Altillo
- Department of Population Health, The University of Texas at Austin Dell Medical School, 1601 Trinity St., Bldg B., Austin, TX, 78712, USA
- Department of Pediatrics, The University of Texas at Austin Dell Medical School, Austin, TX, USA
- Department of Internal Medicine, The University of Texas at Austin Dell Medical School, Austin, TX, USA
| | - Megan Gray
- Department of Population Health, The University of Texas at Austin Dell Medical School, 1601 Trinity St., Bldg B., Austin, TX, 78712, USA
- Department of Pediatrics, The University of Texas at Austin Dell Medical School, Austin, TX, USA
| | - Swati B Avashia
- Department of Population Health, The University of Texas at Austin Dell Medical School, 1601 Trinity St., Bldg B., Austin, TX, 78712, USA
- Department of Pediatrics, The University of Texas at Austin Dell Medical School, Austin, TX, USA
- Department of Internal Medicine, The University of Texas at Austin Dell Medical School, Austin, TX, USA
| | - Aliza Norwood
- Department of Population Health, The University of Texas at Austin Dell Medical School, 1601 Trinity St., Bldg B., Austin, TX, 78712, USA
- Department of Internal Medicine, The University of Texas at Austin Dell Medical School, Austin, TX, USA
| | - Elizabeth A Nelson
- Department of Internal Medicine, The University of Texas at Austin Dell Medical School, Austin, TX, USA
- Department of Medical Education, The University of Texas at Austin Dell Medical School, Austin, TX, USA
| | - Clarissa Johnston
- Department of Internal Medicine, The University of Texas at Austin Dell Medical School, Austin, TX, USA
- Department of Medical Education, The University of Texas at Austin Dell Medical School, Austin, TX, USA
| | - Darlene Bhavnani
- Department of Population Health, The University of Texas at Austin Dell Medical School, 1601 Trinity St., Bldg B., Austin, TX, 78712, USA
| | - Hemali Patel
- Department of Internal Medicine, The University of Texas at Austin Dell Medical School, Austin, TX, USA
| | - Coburn H Allen
- Department of Pediatrics, The University of Texas at Austin Dell Medical School, Austin, TX, USA
| | - Sarayu Adeni
- Department of Population Health, The University of Texas at Austin Dell Medical School, 1601 Trinity St., Bldg B., Austin, TX, 78712, USA
| | - Nicholas D Phelps
- Department of Population Health, The University of Texas at Austin Dell Medical School, 1601 Trinity St., Bldg B., Austin, TX, 78712, USA
| | - Tim Mercer
- Department of Population Health, The University of Texas at Austin Dell Medical School, 1601 Trinity St., Bldg B., Austin, TX, 78712, USA.
- Department of Internal Medicine, The University of Texas at Austin Dell Medical School, Austin, TX, USA.
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Li W, Liu C, Liu S, Zhang X, Shi RG, Jiang H, Ling Y, Sun H. Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China. BMC Med Educ 2020; 20:410. [PMID: 33160361 PMCID: PMC7648950 DOI: 10.1186/s12909-020-02340-w] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2020] [Accepted: 10/29/2020] [Indexed: 05/16/2023]
Abstract
BACKGROUND As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies. METHODS A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs' Chinese language capability was associated with their clinical experiences and clinical competence. RESULTS Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students' clinical experiences and competence. CONCLUSION This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs' learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.
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Affiliation(s)
- Wen Li
- School of International Education, Xuzhou Medical University, No.209 of Tongshan Road, Yunlong District, Xuzhou, Jiangsu, China
| | - Chang Liu
- School of International Education, Xuzhou Medical University, No.209 of Tongshan Road, Yunlong District, Xuzhou, Jiangsu, China
| | - Shenjun Liu
- School of International Education, Xuzhou Medical University, No.209 of Tongshan Road, Yunlong District, Xuzhou, Jiangsu, China
| | - Xin Zhang
- School of literature, Dali University, Dali, China
| | - Rong-Gen Shi
- College of International Studies, Nanjing Medical University, Nanjing, China
| | - Hailan Jiang
- School of International Education, Nanjing Medical University, Nanjing, China
| | - Yi Ling
- Department of Obstetrics and Gynaecology, First Affiliated Hospital of Hainan Medical University, Haikou, China
| | - Hong Sun
- School of International Education, Xuzhou Medical University, No.209 of Tongshan Road, Yunlong District, Xuzhou, Jiangsu, China.
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Choudhari S, Rawekar A, Mishra V, Srivastava T, Vagha S. Curriculum Evaluation of Physiology subject of medical undergraduate using 'FIPO model'. J Family Med Prim Care 2020; 9:3487-3491. [PMID: 33102318 PMCID: PMC7567280 DOI: 10.4103/jfmpc.jfmpc_175_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2020] [Revised: 03/13/2020] [Accepted: 04/07/2020] [Indexed: 11/12/2022] Open
Abstract
Background: After the formal process of developing/revising and implementing the curriculum, the need arises for its ‘Evaluation’. A plan of evaluation is an integral part of the process of curriculum development, which ultimately yields an evaluation report, giving us the directives for the curriculum reforms in the future. ‘Curriculum Evaluation’ is one of the six steps of curriculum development as given by David E Kern. Objective: The present study was undertaken with an objective to evaluate the whole process of curriculum revision and effectiveness of the Physiology curriculum in achieving the goals, objectives, and outcomes. Methodology: A framework or model is developed named ‘FIPO model’ of curriculum evaluation. According to this, all four components (Formative phase, Input, Process, Output and Outcome) are evaluated for the ‘Curriculum’. In addition, the model also states the key/concerned person/persons responsible and the assessment/monitoring modality for each component. Result: All parameters included in the ‘Formative phase’ of the model, helped to evaluate the initial preparation for carrying out the curriculum revision. For ‘Input’ evaluation, various resources of Physiology department for curriculum revision, implementation, and evaluation, were assessed. It includes Manpower, Infrastructure, Material, Time, Money, etc. The third component of the FIPO model, i.e. process evaluation dealt with two processes, i.e. curriculum revision and curriculum implementation. Evaluation of ‘Output and Outcome’ of the entire exercise of undertaking curriculum revision was undertaken. Conclusion: The curriculum evaluation report stated that the curriculum of Physiology subject of MBBS (Phase I) is revised, implemented and evaluated systematically as per the prescribed guidelines using the available resources in an effective and efficient manner. The demonstrable output for the same was the document of ‘Revised Curriculum’ and significant outcomes were in the form of satisfactory result and distinctions for the subject Physiology.
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Affiliation(s)
- Sonali Choudhari
- Department of Community Medicine, Jawaharlal Nehru Medical College, Wardha (MS), Maharashtra, India.,Department of Assessment and Evaluation, School of Health Professions Education and Research, Datta Meghe Institute of Medical Sciences, Wardha (MS), Maharashtra, India
| | - Alka Rawekar
- Department of Assessment and Evaluation, School of Health Professions Education and Research, Datta Meghe Institute of Medical Sciences, Wardha (MS), Maharashtra, India.,Department of Physiology, Jawaharlal Nehru Medical College, Wardha (MS), Maharashtra, India
| | - Vedprakash Mishra
- Pro-Chancellor, Datta Meghe Institute of Medical Sciences, Wardha (MS), Maharashtra, India
| | - Tripti Srivastava
- Member, Faculty Development Committee, AMEE, Convener, MCI Nodal Centre for National Faculty Development, Professor, Physiology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Wardha (MS), Maharashtra, India
| | - Sunita Vagha
- Ex-Director, School of Health Professions Education & Research, Wardha (MS), Maharashtra, India.,Professor, Pathology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Wardha (MS), Maharashtra, India
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Jawad HN, Abd-alnabi ZA, Abd-alKadir LM, Hassan NF, Mutlaq ZA, Doshi K, Kron M, Alhaidari TK. Student evaluation of medical school curriculum transformation in Iraq. MedEdPublish (2016) 2020; 9:52. [PMID: 38058896 PMCID: PMC10697557 DOI: 10.15694/mep.2020.000052.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/01/2023] Open
Abstract
This article was migrated. The article was marked as recommended. Introduction: Decades of political and social unrest negatively impacted medical education in Iraq. Recently, new opportunities arose for medical schools to engage international education organizations and the World Health Organization to implement medical school curriculum changes, replacing older discipline-based, teacher-focused systems with a systems-based, student-focused reformed curriculum. Methods: A descriptive, cross sectional quantitative study was designed to survey medical students near the beginning (years 2-3) and at near the end (years 5-6) of their six-year program at the Al Kindy College of Medicine, University of Baghdad, Iraq. Results: A validated questionnaire collected data on thirty-two issues, including student perception of learning, student perception of teachers, academic self-perception and student self-perception. Seven of the thirty-two questions included in this survey resulted in significantly different responses from group 1 (second and third year) vs group 2 (fifth and sixth year) students. Conclusions: This study concluded that the two student groups were significantly different in their awareness of the need for curriculum change, but that student self-perception in both groups was less than ideal at present. In the future, studies are planned to assess student confidence in their professional development, as teaching institutions advance toward broader accreditation and thus opportunities for their students.
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Rezhake R, Xu XQ, Montigny S, Berger A, Hu SY, Liu ZH, Sankaranarayanan R, Qiao YL, Basu P, Zhao FH. Training Future Leaders: Experience from China-ASEAN Cancer Control Training Program. J Cancer Educ 2019; 34:1067-1073. [PMID: 30097990 DOI: 10.1007/s13187-018-1409-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Cancer care professionals are pivotal in translating the knowledge into action in the continuum of cancer control process. Unfortunately, in China and the Association of South-east Asian Nations (ASEAN), limited training opportunities are available for health professionals in the area of cancer prevention and control. Therefore, the Cancer Hospital, Chinese Academy of Medical Sciences (CICAMS), and the International Agency for Research on Cancer (IARC) collaboratively designed and held the China-ASEAN Cancer Control and Prevention Training Program to provide continuing education opportunities for cancer professionals from China and ASEAN countries. The aim of this article is to report on the effectiveness and quality of the program and share our experience. A total of 36 participants from 12 countries completed the whole course including 1-month online learning and 1-week face-to-face workshop and cancer control facility tour in October 2017. After completion of the program, all participants were invited to fill out a questionnaire and to provide their comments on the training course. Out of 36 participants, 33 completed the evaluation form and they rated the training course highly in terms of satisfaction, value, and likelihood of recommending it to other colleagues. Additionally, all participants provided very detailed and practical comments on the course. Such an intensive, short-term, and comprehensive training program is expected to help participants establish a broader view of cancer prevention and control within the wider health services and be involved in national cancer control programs in a more efficient way. This training course could serve as a model for other institutes dedicated to nurturing future leaders in cancer control.
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Affiliation(s)
- Remila Rezhake
- Department of Cancer Epidemiology, National Cancer Center/National Clinical Research Center for Cancer/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, 17 South Panjiayuan Lane, PO Box 2258, Beijing, 100021, China
| | - Xiao-Qian Xu
- Department of Cancer Epidemiology, National Cancer Center/National Clinical Research Center for Cancer/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, 17 South Panjiayuan Lane, PO Box 2258, Beijing, 100021, China
| | - Sandrine Montigny
- Education and Training Group, International Agency for Research on Cancer, Lyon, France
| | - Anouk Berger
- Education and Training Group, International Agency for Research on Cancer, Lyon, France
| | - Shang-Ying Hu
- Department of Cancer Epidemiology, National Cancer Center/National Clinical Research Center for Cancer/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, 17 South Panjiayuan Lane, PO Box 2258, Beijing, 100021, China
| | - Zhi-Hua Liu
- Department of Gynecology, Shenzhen Maternity and Child Healthcare Hospital, Shenzhen, China
| | - Rengaswamy Sankaranarayanan
- RTI (Research Triangle Institute) International-India, New Delhi, India
- Screening Group, Early Detection and Prevention Section, International Agency for Research on Cancer, 150 Cours Albert Thomas, 69372, Lyon CEDEX 08, France
| | - You-Lin Qiao
- Department of Cancer Epidemiology, National Cancer Center/National Clinical Research Center for Cancer/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, 17 South Panjiayuan Lane, PO Box 2258, Beijing, 100021, China
| | - Partha Basu
- Screening Group, Early Detection and Prevention Section, International Agency for Research on Cancer, 150 Cours Albert Thomas, 69372, Lyon CEDEX 08, France.
| | - Fang-Hui Zhao
- Department of Cancer Epidemiology, National Cancer Center/National Clinical Research Center for Cancer/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, 17 South Panjiayuan Lane, PO Box 2258, Beijing, 100021, China.
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Khalil MK, Wright WS, Spearman KA, Gaspard AC. Relationship between students' perceptions of the adequacy of M1 and M2 curricula and their performance on USMLE step 1 examination. BMC Med Educ 2019; 19:358. [PMID: 31521154 PMCID: PMC6744673 DOI: 10.1186/s12909-019-1796-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2019] [Accepted: 09/05/2019] [Indexed: 05/16/2023]
Abstract
BACKGROUND Performance on United States Medical Licensing Exam® (USMLE®) Step 1 examination (Step 1) is an important milestone for medical students. It is necessary for their graduation, and selection to interview for the National Resident Match Program®. Success on Step 1 examination requires content alignment, and continuous evaluation and improvement of preclinical curriculum. The purpose of this research was to observe the association between students' perceptions of deficits in the curriculum based on core disciplines and organ systems in relation to students' performance in those disciplines and systems on USMLE® Step 1 examination. METHODS An anonymous survey with closed-ended and open-ended questions was sent to 174 medical students, the class of 2018 (77), and 2019 (97) within 2-3 weeks of taking Step 1 examination. Students' feedback as well as students' performance on Step 1 examination were organized into disciplines and organ systems to allow for more specific curriculum analyses. The closed-ended questions provide three selections (yes, no and not sure) regarding students' agreement to the adequacy of M1 and M2 curricula to prepare students for Step 1 examination. Students' responses on the closed-ended questions were reviewed in conjunction with their Step 1 performance. The open-ended feedback was qualitatively analyzed for emergent themes or similarity with closed-ended questions in identifying any shortcoming of the curriculum. RESULTS The data show an apparent relationship between students' evaluations and students' performance on Step 1 examinations. A high percentage of students' disagreement of the curriculum adequacy was also reflected in a lower performance on Step 1 examination. Additionally, the themes that emerged from the qualitative analysis have confirmed the areas of curricular deficiency. CONCLUSION The data collected from this research provides insight into the degree of usefulness of students' evaluations as a way of assessing curriculum deficits in preparing students for their Step 1 examination.
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Affiliation(s)
- Mohammed K Khalil
- University of South Carolina School of Medicine Greenville, South Carolina, 607 Grove Road, Greenville, SC, 29605, USA.
| | - William S Wright
- University of South Carolina School of Medicine Greenville, South Carolina, 607 Grove Road, Greenville, SC, 29605, USA
| | - Kelsey A Spearman
- University of South Carolina School of Medicine Greenville, South Carolina, 607 Grove Road, Greenville, SC, 29605, USA
| | - Amber C Gaspard
- University of South Carolina School of Medicine Greenville, South Carolina, 607 Grove Road, Greenville, SC, 29605, USA
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Khan RA, Spruijt A, Mahboob U, van Merrienboer JJG. Determining 'curriculum viability' through standards and inhibitors of curriculum quality: a scoping review. BMC Med Educ 2019; 19:336. [PMID: 31488128 PMCID: PMC6727426 DOI: 10.1186/s12909-019-1759-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2019] [Accepted: 08/19/2019] [Indexed: 05/10/2023]
Abstract
BACKGROUND A curriculum is dynamic entity and hence, metaphorically, can be considered 'alive'. Curricular diseases may impair its quality and hence its viability. The quality of a curriculum is typically assessed against certain quality standards only. This approach does not identify the inhibitors impeding the achievement of quality standards. The purpose of this study is to identify not only standards but also inhibitors of curriculum quality, allowing for a more comprehensive assessment of what we coin 'curriculum viability'. METHODS We performed a scoping review of 'curriculum viability', after which 13 articles were found eligible through a meticulous search and selection process. We first identified 1233 studies based on matching keywords, title and abstract; 36 of which met our inclusion criteria. After application of the Qualsyst criteria, two independent reviewers performed a thematic analysis of the 13 articles that remained. RESULTS While all studies reported on standards of quality, only two studies described both standards and inhibitors of quality. These standards and inhibitors were related to educational content and strategy, students, faculty, assessment, educational/work environment, communication, technology and leadership. CONCLUSIONS The framework of curriculum viability thus developed will help identify inhibitors adversely affecting the curriculum viability and remaining hidden or un-noticed when curriculum evaluation is done.
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Affiliation(s)
- Rehan Ahmed Khan
- Islamic International Medical College, Riphah International University, Al-Mizan IIMCT Complex, Old Supreme Court Building, 274 Peshawar Rd, Rawalpindi, Pakistan
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
| | - Annemarie Spruijt
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
- Faculty of Veterinary Medicine, Utrecht University, Utrecht, The Netherlands
| | - Usman Mahboob
- Institute of Health Professions Education and Research, Khyber Medical University, Peshawar, Pakistan
- Centre for Medical Education, University of Dundee, Dundee, UK
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Wild D, Nawaz H, Ullah S, Via C, Vance W, Petraro P. Teaching residents to put patients first: creation and evaluation of a comprehensive curriculum in patient-centered communication. BMC Med Educ 2018; 18:266. [PMID: 30453937 PMCID: PMC6245928 DOI: 10.1186/s12909-018-1371-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2018] [Accepted: 10/31/2018] [Indexed: 05/17/2023]
Abstract
BACKGROUND Patient-centered communication is essential for successful patient encounters and positive patient outcomes. Therefore, training residents how to communicate well is one of the key responsibilities of residency programs. However, many residents, especially international medical graduates, continue to struggle with communication barriers. METHODS All residents and faculty from a small community teaching hospital participated in a three-year, multidimensional patient-centered communication curriculum including communication training with lectures, experiential learning, communication skills practice, and reflection in the areas of linguistics, physician-patient communication, cultural & linguistically appropriate care, and professionalism. We evaluated the program through a multipronged outcomes assessment, including self-assessment, scores on the Calgary-Cambridge Scale during Objective Structured Clinical Examination (OSCE), a survey to measure the hidden curriculum, English Communication Assessment Profile (E-CAP),, the Maslach Burnout-Inventory (MBI), and residents' evaluation of faculty communication. RESULTS Sixty-two residents and ten faculty members completed the three-year curriculum. We saw no significant changes in the MBI or hidden curriculum survey. Communication skills as measured by Calgary Cambridge Score, E-CAP, and resident communication improved significantly (average Calgary-Cambridge Scale scores from 70% at baseline to 78% at follow-up (p-value < 0.001), paired t-test score from 68% at baseline to 81% at follow-up (p-value < 0.004), average E-CAP score from 73 to 77% (p-value < 0.001)). Faculty communication and teaching as rated by residents also showed significant improvement in four out of six domains (learning climate (p < 0.001), patient-centered care (p = 0.01), evaluation (p = 0.03), and self-directed learning (p = 0.03)). CONCLUSION Implementing a multidimensional curriculum in patient-centered communication led to modest improvements in patient-centered communication, improved language skills, and improved communication skills among residents and faculty.
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Affiliation(s)
- Dorothea Wild
- Preventive Medicine Residency Program, Griffin Hospital, Derby, USA
| | - Haq Nawaz
- Combined Internal Medicine/Preventive Medicine Residency Program, Griffin Hospital, Derby, United States
| | - Saif Ullah
- Department of Medical Education, Griffin Hospital, 130 Division Street, Derby, CT 06484 USA
| | - Christina Via
- Department of Medical Education, Griffin Hospital, 130 Division Street, Derby, CT 06484 USA
| | | | - Paul Petraro
- Department of Medical Education, Griffin Hospital, 130 Division Street, Derby, CT 06484 USA
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Schwartz LF, Braddock CH, Kao RL, Sim MS, Casillas JN. Creation and evaluation of a cancer survivorship curriculum for pediatric resident physicians. J Cancer Surviv 2018; 12:651-658. [PMID: 29938339 DOI: 10.1007/s11764-018-0702-z] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2018] [Accepted: 06/15/2018] [Indexed: 01/30/2023]
Abstract
PURPOSE There is a paucity of formal clinician education concerning cancer survivorship care, which produces care barriers and poorer outcomes for survivors of childhood cancer. To address this, we implemented a curriculum in childhood cancer survivorship care for pediatric residents at the University of California, Los Angeles (UCLA). We examined the efficacy of this curriculum following program completion. METHODS A case-based curriculum was created and integrated within existing educational structures using Kern's model. We utilized the retrospective pre-posttest method to evaluate participating residents' knowledge, clinical skills, and attitudes towards cancer survivorship topics before and after receiving the curriculum. Pre-posttest items were compared using paired t tests and one-sided binomial tests. We analyzed free-response question items for major themes using constant comparative methods. RESULTS Thirty-four residents completed the curriculum and its evaluation. Each assessment item significantly increased from pre- to post-curriculum; p < 0.05. Greater than 40% of residents improved in all but one assessment item post-curriculum; p < 0.05. Residents reported the curriculum enhanced their pediatric knowledge base (M = 3.24; SD = 0.65) and would recommend it to other residency programs; M = 3.24; SD = 0.69. Major themes included residents' request for additional oncofertility information, training in counseling survivors, and cancer survivorship training opportunities. CONCLUSIONS A cancer survivorship curriculum can successfully increase trainees' knowledge, clinical skills, and comfort in discussing topics relevant to survivorship care. IMPLICATIONS FOR CANCER SURVIVORS With increasing numbers of childhood cancer survivors living into adulthood, residents will likely treat this population regardless of intended career path. This curriculum represents one method to deliver formal cancer survivorship training.
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Affiliation(s)
- Lindsay F Schwartz
- University of California, Los Angeles, 757 Westwood Plaza, Los Angeles, CA, 90095, USA.
| | - Clarence H Braddock
- University of California, Los Angeles, 885 Tiverton Avenue, Los Angeles, CA, 90024, USA
| | - Roy L Kao
- University of California, Los Angeles, 10833 Le Conte Avenue, Los Angeles, CA, 90095, USA
| | - Myung-Shin Sim
- University of California, Los Angeles, 911 Broxton Avenue, Los Angeles, CA, 90024, USA
| | - Jacqueline N Casillas
- University of California, Los Angeles, 10833 Le Conte Avenue, Los Angeles, CA, 90095, USA
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Chae SJ, Kim M, Chang KH, Chung YS. Potential bias factors that affect the course evaluation of students in preclinical courses. Korean J Med Educ 2017; 29:73-80. [PMID: 28597870 PMCID: PMC5465435 DOI: 10.3946/kjme.2017.54] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/26/2016] [Revised: 02/24/2017] [Accepted: 04/06/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE We aim to identify what potential bias factors affected students' overall course evaluation, and to observe what factors should be considered in the curriculum evaluation system of medical schools. METHODS This study analyzed students' ratings of preclinical instructions at the Ajou University School of Medicine. The ratings of instructions involved 41 first-year and 45 second-year medical students. RESULTS There was a statistically significant difference between years of study and ratings' scoring. Learning difficulty, learning amount, student assessment, and teacher preparation from second-year students were significantly higher than first-year students (p<0.05). The analysis results revealed that student assessment was the predictor of ratings from first-year students, while teacher preparation was the predictor of ratings from second-year students. CONCLUSION We found significant interactions between year of study and the students' rating results. We were able to confirm that satisfaction of instructions factors perceived by medical students were different for the characteristics of courses. Our results may be an important resource for evaluating preclinical curriculums.
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Affiliation(s)
- Su Jin Chae
- Department of Medical Humanities & Social Medicine, Ajou University School of Medicine, Suwon, Korea
- Office of Medical Education, Ajou University School of Medicine, Suwon, Korea
| | - Miran Kim
- Office of Medical Education, Ajou University School of Medicine, Suwon, Korea
- Department of Obstetrics & Gynecology, Ajou University School of Medicine, Suwon, Korea
| | - Ki Hong Chang
- Office of Medical Education, Ajou University School of Medicine, Suwon, Korea
| | - Yoon-Sok Chung
- Office of Medical Education, Ajou University School of Medicine, Suwon, Korea
- Department of Endocrinology and Metabolism, Ajou University School of Medicine, Suwon, Korea
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Muntinga ME, Krajenbrink VQE, Peerdeman SM, Croiset G, Verdonk P. Toward diversity-responsive medical education: taking an intersectionality-based approach to a curriculum evaluation. Adv Health Sci Educ Theory Pract 2016; 21:541-59. [PMID: 26603884 PMCID: PMC4923090 DOI: 10.1007/s10459-015-9650-9] [Citation(s) in RCA: 51] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2015] [Accepted: 11/12/2015] [Indexed: 05/13/2023]
Abstract
Recent years have seen a rise in the efforts to implement diversity topics into medical education, using either a 'narrow' or a 'broad' definition of culture. These developments urge that outcomes of such efforts are systematically evaluated by mapping the curriculum for diversity-responsive content. This study was aimed at using an intersectionality-based approach to define diversity-related learning objectives and to evaluate how biomedical and sociocultural aspects of diversity were integrated into a medical curriculum in the Netherlands. We took a three-phase mixed methods approach. In phase one and two, we defined essential learning objectives based on qualitative interviews with school stakeholders and diversity literature. In phase three, we screened the written curriculum for diversity content (culture, sex/gender and class) and related the results to learning objectives defined in phase two. We identified learning objectives in three areas of education (medical knowledge and skills, patient-physician communication, and reflexivity). Most diversity content pertained to biomedical knowledge and skills. Limited attention was paid to sociocultural issues as determinants of health and healthcare use. Intersections of culture, sex/gender and class remained mostly unaddressed. The curriculum's diversity-responsiveness could be improved by an operationalization of diversity that goes beyond biomedical traits of assumed homogeneous social groups. Future efforts to take an intersectionality-based approach to curriculum evaluations should include categories of difference other than culture, sex/gender and class as separate, equally important patient identities or groups.
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Affiliation(s)
- M. E. Muntinga
- />Department of Medical Humanities, EMGO Institute for Health and Care Research, VU University Medical Center, Amsterdam, The Netherlands
| | - V. Q. E. Krajenbrink
- />VU University Medical Center School of Medical Sciences, Amsterdam, The Netherlands
| | - S. M. Peerdeman
- />VU University Medical Center School of Medical Sciences, Amsterdam, The Netherlands
- />Department of Neurosurgery, VU University Medical Center, Amsterdam, The Netherlands
| | - G. Croiset
- />VU University Medical Center School of Medical Sciences, Amsterdam, The Netherlands
| | - P. Verdonk
- />Department of Medical Humanities, EMGO Institute for Health and Care Research, School of Medical Sciences, VU University Medical Center, Amsterdam, The Netherlands
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Hwang J, Shin JS, Yoon HB, Kim DH, Yoo DM, Kim EJ, Lee SH. [Research and development of evaluation criteria for premedical curriculum]. Korean J Med Educ 2015; 27:255-265. [PMID: 26657547 PMCID: PMC8814509 DOI: 10.3946/kjme.2015.27.4.255] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/29/2015] [Revised: 08/26/2015] [Accepted: 08/31/2015] [Indexed: 06/05/2023]
Abstract
PURPOSE The purpose of this study was to develop criteria to evaluate a premedical curriculum to ultimately improve the quality of premedical education. METHODS The first draft of the evaluation criteria was developed through a literature review and expert consultation. The Delphi survey was conducted to ensure the validity of the draft. RESULTS The final premedical curriculum criteria consisted of three evaluation areas (curriculum development, curriculum implementation, and curriculum outcome), five evaluation items (educational objective, organization of curriculum, instructional method, class management,and educational outcome), and 18 evaluation indicators. CONCLUSION There should be further discussion on the evaluation questionnaire and the content for each evaluation indicator with regard to its practical application. Also, a concrete evaluation system, including evaluation standards and rating scales, should be developed.
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Affiliation(s)
| | | | | | | | | | | | - Seung-Hee Lee
- Corresponding Author: Seung-Hee Lee (http://orcid.org/0000-0001-8672-5253) Department of Medical Education, Seoul National University College of Medicine, 103 Daehak-ro, Jonno-gu, Seoul 03080, Korea Tel: +82.2.740.8406 Fax: +82.2.741.1186
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