scholarly journals P26: EVALUATING AND DEVELOPING A TEACHING TOOL ON FAECAL INCONTINENCE IN THE UNDERGRADUATE MEDICAL CURRICULUM

2021 ◽  
Vol 108 (Supplement_1) ◽  
Author(s):  
CH Li ◽  
J Parker ◽  
N Reeve ◽  
J Cornish
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Faecal Incontinence ◽  
Medical Curriculum ◽  
Group Discussion ◽  
Undergraduate Curriculum ◽  
Bowel Dysfunction ◽  
School Curriculum ◽  
Learning Module ◽  
E Learning

Abstract Introduction To evaluate the medical school undergraduate curriculum on faecal incontinence (FI) and develop an educational tool to improve the teaching on the subject. Method Qualitative analysis of literature research and data collected from medical students via emails, questionnaires and focused group discussions. Result FI has not been implanted into the undergraduate curriculum 12,13 and there are variations in teaching on the topic in different medical schools. n= 111 medical students at Cardiff University responded to the survey. FI was reported to be overlooked compared to other types of bowel dysfunction. 38 students reported to have teaching on bowel incontinence, whereas 64 and 74 students had teaching on diarrhoea and constipation respectively. 77% of medical students would like more teaching on bowel incontinence. 9 students participated in a focused group discussion. An interactive e-learning module from Xerte was created based on the students' suggestions and were trialed by a separate cohort of students (n=20). All 20 students showed significant improvement of students' confidence in faecal incontinence (p <= 2.132e∧-6) after completing the e-learning module. Conclusion We recommend introducing the educational resource into the undergraduate curriculum of Cardiff University medical school, especially targeting the clinical year, a clear guidance for FI should be published by the relevant postgraduate healthcare faculties and consider assessing at which stage of the postgraduate training should FI be taught. Take-home message Baseline knowledge of FI is poor. Lack of content in medical school curriculum and E learning modules potentially useful adjuncts.

scholarly journals Improving Medical Student’s Knowledge and Understanding of Fecal Incontinence

Surgeries ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 21-29
Author(s):  
ChunHei Li ◽  
Jody Parker ◽  
Nicola Reeves ◽  
Julie Cornish
Keyword(s):  
Medical Students ◽  
Fecal Incontinence ◽  
Group Discussion ◽  
Improve Patient Care ◽  
Undergraduate Curriculum ◽  
Learning Module ◽  
Knowledge Requirements ◽  
E Learning ◽  
The Uk ◽  
The Impact

Introduction. Knowledge of fecal incontinence (FI) in medical professionals is poor. Undergraduate education is limited despite its relevance to many specialties. Our aim was to review undergraduate curriculum requirements for FI across the UK and evaluate the impact of a teaching tool on medical student knowledge. Methods. Governing bodies and medical school curricula were identified and searched for FI knowledge requirements. A questionnaire was developed to assess undergraduate exposure to FI teaching. This information was consolidated with a discussion group involving medical students and used to develop an e-learning module. Intervention was performed by trialing the module in a group of medical students and evaluated with feedback. Results. There is a considerable absence of undergraduate learning requirements for FI. Only 19% of medical students had received teaching on the subject despite there being a demand for more coverage (43%). A group discussion guided the development of an e-learning module. Introduction of this significantly improved medical students understanding in all aspects of diagnosis and management of FI. Conclusions. There is a shortfall in the undergraduate curriculum requirements for this common and debilitating problem. An e-learning module can enhance knowledge and understanding in medical students to improve patient care and management.

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

The provision of ENT teaching in the undergraduate medical curriculum: a review and recommendations

2021 ◽  
pp. 1-6
Author(s):  
B Patel ◽  
S R Saeed ◽  
S Smith
Keyword(s):  
Medical Students ◽  
Identity Development ◽  
General Practitioners ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Clinical Environment ◽  
Structured Interviews ◽  
Barriers To Learning ◽  
Learning And Teaching ◽  
E Learning

Abstract Objective The existing provision of ENT teaching in the undergraduate curriculum is deemed inadequate by medical students, general practitioners and ENT surgeons alike. This study aims to explore the perceptions of a variety of stakeholders on how undergraduate ENT provision can be optimised. Methods This study involved semi-structured interviews with seven participants (two medical students, two general practitioners, two ENT surgeons and a curriculum developer). Inductive thematic analysis was used to identify key themes that emerged from the interviews. Results The four emergent themes were evaluation of current ENT provision, barriers to learning and teaching, alternate means of delivery of ENT education, and professional identity development. A number of barriers to learning and teaching in the clinical environment were identified including student-related, teacher-related and environmental factors. Conclusion The existing ENT provision should be re-considered to help students achieve a basic level of competence in managing common ENT conditions. This can be achieved by ENT teaching in additional contexts including general practice, e-learning and simulation workshops.

scholarly journals Introducing complementary medicine into the medical curriculum

1997 ◽  
Vol 90 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Hagen Rampes ◽  
Fiona Sharples ◽  
Sarah Maragh ◽  
Peter Fisher
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Complementary Medicine ◽  
Medical Curriculum ◽  
Great Increase ◽  
General Medical Council ◽  
Undergraduate Curriculum ◽  
Medical Schools ◽  
Medical Council ◽  
Medical Undergraduate

We surveyed the deans of British medical schools to determine the provision of complementary medicine in the undergraduate curriculum. We also sampled medical students at one British medical school to determine their knowledge of, and views on instruction in, complementary medicine. There is little education in complementary medicine at British medical schools, but it is an area of active curriculum development. Students' levels of knowledge vary widely between different therapies. Most medical students would like to learn about acupuncture, hypnosis, homoeopathy and osteopathy. We conclude that complementary medicine should be included in the medical undergraduate curriculum. This could be done without a great increase in teaching of facts, and could serve as a vehicle to introduce broader issues, as recommended by the General Medical Council.

scholarly journals Should Critical Care Medicine be a Formal Part of the Undergraduate Curriculum?

1996 ◽  
Vol 11 (1) ◽  
pp. 13-18 ◽  
Author(s):  
Krishnansu Tewari ◽  
Ralph Steiger ◽  
Bradley Monk ◽  
Gianna Scannell ◽  
Gail Tominaga ◽  
...  
Keyword(s):  
Critical Care ◽  
Medical Students ◽  
Medical School ◽  
Relevant Literature ◽  
Undergraduate Curriculum ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Critical Care Medicine ◽  
Treatment Modalities ◽  
Therapeutic Modalities

Medical students were surveyed shortly after completing the third year of medical school. The survey was designed to identify those areas of critical care medicine students had been exposed to and expressed interest in learning more about. In addition, the surveys sought to discern the level of confidence students felt with respect to different critical illnesses and intensive care unit (ICU) therapeutic modalities. Finally, the students were asked their opinion regarding the possibility or need for critical care medicine as part of their medical school curriculum. The three most common topics of interest among medical students who had recently finished their third year in medical school were shock, hemodynamic monitoring, and mechanical ventilation. Less than 30% of the students surveyed felt “better-than-average” confidence on any one of a number of critical care topics and treatment modalities. Of the 80% of students (n = 70) who completed the survey, 91% (n = 64) felt that critical care medicine should be made a part of the medical school curriculum, 6% (n = 4) felt it should not, and 3% (n = 2) were undecided. The survey results and the finding that most of the relevant literature acknowledges the need for critical care medicine in medical school has led us to conclude that a national core clerkship or a didactic lecture series in critical care medicine should be carefully designed and implemented into the undergraduate curriculum.

scholarly journals Pioneering International Collaboration in Medical Education: The Ottawa-Shanghai Joint School of Medicine (OSJSM) Student Builder Program (SBP)

2016 ◽  
Vol 6 (2) ◽  
pp. 49-54
Author(s):  
Chelsea Soares ◽  
Jason Hu ◽  
Kyle Kai Ho Ng ◽  
Fan Yang
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Healthcare System ◽  
Chinese Culture ◽  
Clinical Teaching ◽  
Medical Curriculum ◽  
Healthcare Services ◽  
School Curriculum ◽  
Soins De Santé ◽  
Joint School

ABSTRACTShanghai is one of the world’s fastest growing megacities. With a population of 24 million, it is clear that there is a huge demand for healthcare services. With the establishment of the first Canadian-International medical school, Ottawa-Shanghai Joint School of Medi­cine (OSJSM), four Student Builders were chosen to pilot clinical learning at Shanghai Jiao Tong University (SJTU) affiliated hospitals. Students were given opportunities to learn about the healthcare system in Shanghai, to work closely with medical students and physi­cians, to complete pre-clerkship observerships, and to be immersed in Chinese culture. The ongoing purpose of the Student Builder Program (SBP) is to evaluate the feasibility of having comprehensive undergraduate medical student engagement between the two cities. Students spent over 3 months in clinical settings with SJTU affiliated hospitals. Additionally, students worked closely with the OSJSM Student Affairs Office (SAO), delivered a presentation about Ottawa’s medical curriculum to SJTU faculty, as well as conducted clinical research. To gain a deeper understanding of Chinese healthcare, students also had the opportunity to take a one-month Tra­ditional Chinese Medicine (TCM) course. As a result, the Canadian medical students became familiarized with the Chinese healthcare system and culture, in addition to expanding their knowledge in medicine. This experience also provided the students with an oppor­tunity to work with a large volume of patients. Moreover, the physicians at SJTU affiliated hospitals (primarily Renji Hospital) were able to gain a deeper understanding of University of Ottawa’s medical school curriculum and clinical teaching methods. RÉSUMÉShanghai est une mégapole connaissant une des croissances les plus rapides. Avec une population de 24 millions de personnes, il est clair qu’il y existe une demande soutenue de services de soins de santé. À la suite de la fondation de la première école de mé­decine canadienne internationale, soit l’École conjointe de médecine Ottawa-Shanghai (ECMOS), quatre étudiants « bâtisseurs » ont été sélectionnés pour être les premiers à explorer l’enseignement clinique offert dans les hôpitaux affiliés à l’Université Jiao Tong de Shanghai (UJTS). Les étudiants ont eu la possibilité d’en apprendre plus au sujet du système de soins de santé à Shanghai, de travailler en étroite collaboration avec des étudiants en médecine et des médecins, de compléter des stages observatoires du préexternat, et de s’immerger dans la culture chinoise. L’objectif du programme des étudiants-bâtisseurs, qui persiste à ce jour, est d’évaluer la possibilité d’établir un partenariat complet entre les deux villes, dont bénéficieraient les étudiants de premier cycle en médecine. Les étudiants ont passé plus de trois mois en milieu clinique dans les hôpitaux affiliés à la UJTS. En outre, ils ont travaillé de près avec le Bureau des services aux étudiants du ECMOS, ont présenté le curriculum médical d’Ottawa à la faculté de la SJTU, et ont effectué de la recherche clinique. Afin d’approfondir leur compréhension des soins de santé chinois, les étudiants ont aussi eu l’occasion de suivre un cours de médecine chinoise traditionnelle pendant un mois. Par conséquent, les étudiants en médecine canadiens se sont familiarisés avec le système de soins de santé chinois et la culture chinoise, en plus d’avoir acquis de nouvelles connaissances médicales. Cette expérience a aussi permis aux étudiants de travailler avec un grand nombre de patients. De surcroît, les médecins des hôpitaux affiliés à la UJTS (principalement l’hôpital Renji) ont pu développer une meilleure compréhension du curriculum médical à l’Université d’Ottawa et de ses méthodes d’enseignement clinique.

Calling Situated: A Survey Among Medical Students Supplemented by a Qualitative Study

2021 ◽  
Author(s):  
Sandra Bonvin ◽  
Friedrich Stiefel ◽  
Mehdi Gholam ◽  
Celine Bourquin
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Medical Curriculum ◽  
Group Discussion ◽  
Continuous Variables ◽  
Learning Context ◽  
Data Set ◽  
Beneficial Effects ◽  
Study Of Medicine ◽  
Study Choice

Abstract Background calling within the medical context receives growing academic attention and empirical research has started to demonstrate its beneficial effects. The purpose of this study is to investigate what motivates students to enter medical school and what role calling may play (i), to evaluate if calling influences their perception of the learning context (ii) and to compare medical students’ experience of calling with those of physicians. Methods A questionnaire survey was distributed among medical students (N = 1048; response rate above 60%) of Lausanne University, Switzerland, supplemented by a group discussion between bachelor medical students (N = 8) and senior physicians (N = 4), focusing on different facets of calling. An existing data set of a survey among physicians, addressing calling with the same items, was used to compare students’ and physicians’ attitudes towards calling. Survey data were analyzed with the habitual statistical procedures for categorical and continuous variables. The group discussion was analyzed by means of thematic analysis. Results the survey showed that experiencing calling is a motivational factor for study choice and influences positively choice consistency. Students experiencing calling differed from those who did not : they attributed different definitions to calling, indicated more often prosocial motivational factors for entering medical school and perceived the learning context as less burdensome. The analysis of the group discussion revealed that calling is polysemous, fluid, conceived as having the characteristics of a double-edged sword and originating from within or outside or from a dialectic interplay between the inner and outer world. Finally, calling is experienced less often by physicians than by medical students, who experience calling in a decreasing prevalence with increasing immersion in the clinical years of the study of medicine. Conclusions calling plays an important role in study choice and consistency of medical students. Given its relevance for medical students and its ramifications with the learning context, calling should become a topic of the reflexive parts of the medical curriculum. We critically discuss the role played by calling for medical students and provide some perspectives on how calling could be integrated in the reflection and teaching on physician-hood.

scholarly journals The impact of integrating environmental health into medical school curricula: a survey-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti ◽  
Michelle Secic ◽  
Erin Speiser Ihde
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Learning Objectives ◽  
Lead Contamination ◽  
Institute Of Medicine ◽  
The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

Culinary Medicine Training in Core Medical School Curriculum Improved Medical Student Nutrition Knowledge and Confidence in Providing Nutrition Counseling

2021 ◽  
pp. 155982762110217
Author(s):  
Christopher R. D’Adamo ◽  
Kayli Workman ◽  
Christine Barnabic ◽  
Norman Retener ◽  
Bernadette Siaton ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Patient Care ◽  
School Curriculum ◽  
Nutrition Knowledge ◽  
Medical School Curriculum ◽  
Nutrition Counseling ◽  
Patient Counseling ◽  
Culinary Medicine

Background: Elective culinary medicine education has become popular to help fill important gaps in physician nutrition training. The implementation and outcomes among the inaugural cohort of medical students who received culinary medicine training as a required component of medical school curriculum at the University of Maryland School of Medicine are described. Methods: Following a series of elective pilot sessions, culinary medicine training was provided to all first-year medical students in the 2019-2020 academic year. The 3-hour training included evidence-based nutrition lecture, cooking simple recipes, and group discussion of the application to personal and patient care. Pre-/postsession questionnaires assessed nutrition knowledge, skills, and attitudes as well as nutritional counseling confidence. Paired t-tests estimated mean differences in outcomes pre- and posttraining. Qualitative data were subjected to thematic analysis. Results: Overall, 119 of 125 (95.2%) students provided pre- and posttraining outcomes data. All nutritional and patient counseling outcomes improved ( P < .05). Themes of being better prepared to address healthy eating barriers in patient care and personal ability to make healthy dietary changes were noted in qualitative analysis. Conclusion: One session of culinary medicine training in core medical student curriculum was feasible and improved medical student nutrition knowledge, skills, and attitudes and confidence in patient nutrition counseling.

scholarly journals Usability testing of an e-learning resource designed to improve medical students’ physical activity prescription skills: a qualitative think-aloud study

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e042983
Author(s):  
Helen Carter-Roberts ◽  
Richard Antbring ◽  
Manuela Angioi ◽  
Gemma Pugh
Keyword(s):  
Physical Activity ◽  
Medical Students ◽  
Medical Curriculum ◽  
Think Aloud ◽  
Undergraduate Medical Students ◽  
Learning Resource ◽  
Physical Activity Counselling ◽  
Exercise Medicine ◽  
Activity Promotion ◽  
E Learning

ObjectiveAn e-learning resource (MEdic GAming, MEGA) was developed based on the contents of the Faculty of Sports and Exercise Medicine exercise prescription booklet. This study aimed to (i) explore medical students’ perspectives of physical activity promotion and e-learning and (ii) investigate medical students’ response to the design, content and usability of the MEGA e-learning resource.DesignQualitative think-aloud interview study.SettingA London medical school.Participants19 undergraduate medical students were interviewed using the think-aloud method while using the e-learning resource concurrently.ResultsIn general, medical students felt current education on physical activity is inadequate and held a strong desire for more teaching on exercise medicine. Students believed the MEGA e-learning resource addressed a gap in their knowledge on physical activity but noted e-learning should not replace face-to-face teaching and suggested physical activity education would be best delivered through a blended learning approach. Students felt such an approach would allow better opportunity to practice physical activity counselling skills with patients while on clinical placement. Students’ motivation to engage with the MEGA e-learning resource was positively impacted by aesthetically appealing design and interactive gamification elements such as self-assessment quizzes and visual progress tracking.ConclusionMedical students value the role of physical activity in health but are disappointed by the lack of teaching within the current medical curriculum. E-learning resources, such as MEGA, which contain interactive features are a viable means to integrate physical activity into the undergraduate curriculum but should be supplemented by the opportunity to practice physical activity counselling in-person.

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