Pandemics and Innovation: How Medical Education Programs Can Adapt Extraclinical Teaching to Maintain Social Distancing.
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ABSTRACT:
SUBMITTER: Sharif S
PROVIDER: S-EPMC8015769 | biostudies-literature | 2020 Aug
REPOSITORIES: biostudies-literature
Publications
Pandemics and Innovation: How Medical Education Programs Can Adapt Extraclinical Teaching to Maintain Social Distancing.
Sharif Sameer S Sherbino Jonathan J Centofanti John J Karachi Tim T
ATS scholar 20200804 4
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Project description:BackgroundModern innovations, like machine learning, genomics, and digital health, are being integrated into medical practice at a rapid pace. Physicians in training receive little exposure to the implications, drawbacks, and methodologies of upcoming technologies prior to their deployment. As a result, there is an increasing need for the incorporation of innovation and technology (I&T) training, starting in medical school.ObjectiveWe aimed to identify and describe curricular and extracurricular opportunities for innovation in medical technology in US undergraduate medical education to highlight challenges and develop insights for future directions of program development.MethodsA review of publicly available I&T program information on the official websites of US allopathic medical schools was conducted in June 2020. Programs were categorized by structure and implementation. The geographic distribution of these categories across US regions was analyzed. A survey was administered to school-affiliated student organizations with a focus on I&T and publicly available contact information. The data collected included the founding year, thematic focus, target audience, activities offered, and participant turnout rate.ResultsA total of 103 I&T opportunities at 69 distinct Liaison Committee on Medical Education-accredited medical schools were identified and characterized into the following six categories: (1) integrative 4-year curricula, (2) facilitated doctor of medicine/master of science dual degree programs in a related field, (3) interdisciplinary collaborations, (4) areas of concentration, (5) preclinical electives, and (6) student-run clubs. The presence of interdisciplinary collaboration is significantly associated with the presence of student-led initiatives (P=.001). "Starting and running a business in healthcare" and "medical devices" were the most popular thematic focuses of student-led I&T groups, representing 87% (13/15) and 80% (12/15) of respondents, respectively. "Career pathways exploration for students" was the only type of activity that was significantly associated with a high event turnout rate of >26 students per event (P=.03).ConclusionsExisting school-led and student-driven opportunities in medical I&T indicate growing national interest and reflect challenges in implementation. The greater visibility of opportunities, collaboration among schools, and development of a centralized network can be considered to better prepare students for the changing landscape of medical practice.
| S-EPMC9015763 | biostudies-literature
Project description:BackgroundTo provide optimal care, medical students should understand that the social determinants of health (SDH) impact their patients' well-being. Those charged with teaching SDH to future physicians, however, face a paucity of curricular guidance.ObjectiveThis review's objective is to map key characteristics from publications about teaching SDH to students in undergraduate medical education (UME).MethodsIn 2016, the authors searched PubMed, Embase, Web of Science, the Cochrane and ERIC databases, bibliographies, and MedEdPORTAL for articles published between January 2010 and November 2016. Four reviewers screened articles for eligibility then extracted and analyzed data descriptively. Scoping review methodology was used to map key concepts and curricular logistics as well as educator and student characteristics.ResultsThe authors screened 3571 unique articles of which 22 were included in the final review. Many articles focused on community engagement (15). Experiential learning was a common instructional strategy (17) and typically took the form of community or clinic-based learning. Nearly half (10) of the manuscripts described school-wide curricula, of which only three spanned a full year. The majority of assessment was self-reported (20) and often related to affective change. Few studies objectively assessed learner outcomes (2).ConclusionsThe abundance of initial articles screened highlights the growing interest in SDH in medical education. The small number of selected articles with sufficient detail for abstraction demonstrates limited SDH curricular dissemination. A lack of accepted tools or practices that limit development of robust learner or program evaluation was noted. Future research should focus on identifying and evaluating effective instructional and assessment methodologies to address this gap, exploring additional innovative teaching frameworks, and examining the specific contexts and characteristics of marginalized and underserved populations and their coverage in medical education.
| S-EPMC6502919 | biostudies-literature
Project description: Not available
| S-EPMC9017250 | biostudies-literature
Project description:Point-of-care ultrasound has become an integral aspect of critical care training. The Bedside Assessment by Sonography In Critical Care Medicine Curriculum was established at the University of Toronto to train critical care trainees in basic echocardiography and general critical care ultrasound. During the coronavirus disease (COVID-19) pandemic, our program needed to adapt quickly to ensure staff safety and adherence to infection-control protocols. In this article, we share our experience and reflect on the challenges and benefits of shifting from a primarily in-person teaching model to a hybrid model of remote and in-person teaching. Curricular changes were threefold: the transition to entirely web-based interactive didactic teaching and online imaging interpretation modules, the recruitment of sonographers at multiple academic sites as instructors to facilitate in-person practices with lower instructor to trainee ratio, and the use of a mobile application for informal group case-based discussions. Challenges included lost opportunities for scanning healthy volunteers, variability in attendance at online lectures, and a lower number of study submissions for review. However, curricular changes enabled maintenance of directly observed practice, high levels of engagement with recorded content, and an expansion of our reach to a global audience. We believe that future curricula should combine high-quality online curriculum and resources with the ongoing in-person delivery of key elements of curriculum to allow for direct observation and feedback as well as the maintenance of self-directed point-of-care ultrasound portfolios.
| S-EPMC8519320 | biostudies-literature
Project description:BackgroundRestorative justice (RJ) is an ethical lens that places emphasis on a community's connection and proliferative impact of actions, promoting communication and establishing methods for accountability. RJ practices can be applied on a spectrum, including proactive community-building practices, community discussions in response to an event, and restorative conferences addressing specific incidences of harm. This article describes an intervention that utilized RJ community-building practices within a medical education environment and evaluates its acceptability and feasibility.ApproachDuring the summer of 2023, RJ interventions were planned, executed and assessed within two programmes involving pre-matriculant medical students, physician-assistant studies students and undergraduate students. The interventions utilized community-building circles within small group activities. Capacity building included training for facilitators. Ninety-five students participated in the RJ circles.EvaluationEvaluation included mixed methods pre- and post-intervention surveys as well as qualitative interviews. Ten students (11%) responded to the pre-intervention survey, and 17 responded to the post-intervention survey (18%). Seven responses were obtained from interviews and qualitative surveys. Overall, participant survey responses indicated increased feelings of connection and perceptions of mutual understanding and that the programme provided adequate space to share one's perspective. Qualitative content analysis emphasized community building through RJ circles and their ability to promote connection, meaningful vulnerability, foster peer support and a desire to continue these activities.ImplicationsRJ interventions within medical education environments are feasible and show considerable promise. Participants consistently noted the benefits of greater connection between peers, feelings of support and a desire for these practices to continue.
| S-EPMC11663732 | biostudies-literature
Project description:BackgroundProfessionalism is a core competency of medical residents in residency programs. Unprofessional behavior has a negative influence on patient safety, quality of care, and interpersonal relationships. The objective of this scoping review is to map the range of teaching methods of professionalism in medical residency programs (in all specialties and in any setting, whether in secondary, primary, or community care settings). For doing so, all articles which are written in English in any country, regardless of their research design and regardless of the residents' gender, year of study, and ethnic group will be reviewed.MethodsThis proposed scoping review will be directed in agreement with the methodology of the Joanna Briggs Institute for scoping reviews. The six steps of Arksey and O'Malley methodological framework for conducting scoping reviews, updated by Levac et al. (Implement. Sci. 5(1): 69, 2010) will be followed. The findings from this study will be merged with those of the previous Best Evidence Medical Education (BEME) systematic review. All published and unpublished studies from 1980 until the end of 2019 will be reviewed, and the previous BEME review will be updated by the findings of the articles from the beginning of 2010 until the end of 2019. All research designs and all credible evidence will be included in this review.ConclusionsConducting this scoping review will map the teaching methods of professionalism and will provide an inclusive evidence base to help the medical teachers in the choosing for proper teaching methods for use in their teaching practice.Systematic review registrationNot registered.
| S-EPMC7719236 | biostudies-literature
Project description:During the pandemic, decision-makers offered many preventive policies to reduce the negative effects of the pandemic. The social distance rule in enclosed areas was implemented by educational institutions in any countries. In this study, we deal with the problem of assigning students to seats by considering the social distancing constraint and with objective of maximizing the total distance among the students. This problem is found to be similar to the Maximum Diversity Problem (MDP) in the literature. We name this new problem as Maximum Diversity Social Distancing problem (MDPs). A simulated annealing algorithm framework for MDPs (SA-MDPs) is proposed to identify an optimal or near-optimal solution within a reasonable computational time. A greedy random-based algorithm is presented to determine efficiently an initial feasible solution. The new neighborhood search procedure based on graph theory is introduced, in which the dominated, dominating, and nondominated seats are determined based on social distance. The proposed SA-MDPs is evaluated on classrooms with varying capacities and benchmarked against an off-the-shelf optimization solver. The computational tests demonstrated that the SA-MDP model consistently provided either proven optimal solutions or superior best-known solutions compared to a commercial solver, all within a reasonable CPU time.
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Project description:The lack of physician training in serving patients with intellectual and developmental disabilities (IDDs) has been highlighted as a key modifiable root cause of health disparities experienced by this high-priority public health population. To address gaps in medical education regarding the lack of IDD curriculum, lack of evaluation/assessment, and lack of coordination across institutions, the American Academy of Developmental Medicine and Dentistry created the National Inclusive Curriculum for Health Education-Medical (NICHE-MED) Initiative in 2016. The aims of NICHE-MED are to: (1) impact medical students' attitudes and/or knowledge to address underlying ableism and address how future physicians think about disability; (2) apply a lens of health equity and intersectionality, centering people with IDD, but fostering conversation and learning about issues faced by other disability and minoritized populations; and (3) support community-engaged scholarship within medical education. As of 2024, the NICHE-MED initiative consists of close to 40 Medical School Partners, each with their own community-engaged disability curriculum intervention paired with a rigorous evaluation that ties centrally to coordinated program evaluation. The NICHE-MED initiative demonstrates implementation success at scale and is a successful community-engaged curriculum change model that may be replicated regarding disability more broadly and regarding necessary medical education efforts that center other marginalized populations.
| S-EPMC11617082 | biostudies-literature
Project description:BackgroundNutrition medical education training programs that are focused on home cooking are emerging.ObjectiveThis short communication describes the first synchronous tele-nutrition medical education training program using a novel Culinary Coaching (CC) model.DesignSeven health coaches were trained and each coach delivered CC programs to four patients (28 total). Evaluations included:1) two questionnaires before, immediately after, and six months post training program; and 2) one questionnaire after each patient program.ResultsCC training significantly improved coaches' attitudes about and confidence to deliver CC from pre-program means of 3.61 and 3.65 (out of 5), respectively, to post-program means, 3.77 (p<0.01) and 3.86 (p<0.05), respectively, and remained higher 6 months after the training program (3.93, p<0.01; 3.93, p<0.05). Health coaches described a high usage of CC principles and tools through the patient programs.ConclusionsThis early evidence suggests that the CC model can be successfully expanded to health coaches, thus improving nutritional care.
| S-EPMC6127849 | biostudies-literature
Project description:ObjectiveOnline teaching has been confirmed as an effective method for maintaining educational quality in many courses. However, it remains unclear whether the teaching effectiveness of face-to-face teaching can be achieved in neurosurgery clinical courses. In this study, we aim to analyze the effect of online teaching on neurosurgery by comparing it with traditional face-to-face teaching and investigating the students' willingness to engage with online teaching, as well as their evaluations of this mode of teaching.MethodsWe randomly selected three classes of fourth year medical students who received online teaching and three classes of fourth year medical students who received face-to-face teaching. After completing the neurosurgery curriculum, the study examined the differences between the two groups in terms of satisfaction with the course, theoretical knowledge, and clinical practice abilities, which included medical history inquiry, physical examination, diagnosis, and treatment. In the online teaching setting, a survey was conducted to assess the students' willingness to accept online teaching and to identify its shortcomings.ResultsThe self-evaluation items included learning motivation, learning more targeted and more interestingly, clinical thinking ability, clinician-patient communication skills, and teamwork skills. All of these aspects were significantly better in the face-to-face group compared to the online group. Each item's score for clinical practice abilities in the face-to-face group was notably higher than that of the online group. Students' satisfaction with and evaluation of the effectiveness of online teaching were lower than those of face-to-face teaching. The primary drawback of online teaching is the lack of a traditional classroom atmosphere, followed by limited interaction with teachers and classmates.ConclusionsThe face-to-face group had better self-evaluation and clinical practice abilities than the online group. Additionally, students expressed a preference for face-to-face teaching of neurosurgery clinical courses. The absence of a traditional classroom atmosphere is the main drawback of online teaching. Therefore, online teaching cannot completely replace traditional face-to-face teaching in neurosurgery clinical courses.
| S-EPMC11827255 | biostudies-literature