scholarly journals Undergraduate Medical Education: Lifestyle Medicine Curriculum Implementation Standards

2021 ◽  
pp. 155982762110081
Author(s):  
Jennifer L. Trilk ◽  
Shannon Worthman ◽  
Paulina Shetty ◽  
Karen R. Studer ◽  
April Wilson ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
American Medical ◽  
Undergraduate Medical Education ◽  
Curriculum Implementation ◽  
Task Force ◽  
Medical Schools ◽  
Lifestyle Medicine ◽  
Professional Activities ◽  
School Curricula

Lifestyle medicine (LM) is an emerging specialty that is gaining momentum and support from around the world. The American Medical Association passed a resolution to support incorporating LM curricula in medical schools in 2017. Since then, the American College of Lifestyle Medicine Undergraduate Medical Education Task Force has created a framework for incorporating LM into medical school curricula. This article provides competencies for medical school LM curriculum implementation and illustrates how they relate to the Association of American Medical College’s Core Entrustable Professional Activities and the LM Certification Competencies from the American Board of Lifestyle Medicine. Finally, standards are presented for how medical schools may receive certification for integrating LM into their curriculum and how medical students can work toward becoming board certified in LM through an educational pathway.

scholarly journals PRESCRIBING COMPETENCY OF MEDICAL STUDENTS: NATIONAL SURVEY OF MEDICAL EDUCATION LEADERS

2018 ◽  
Vol 25 (1) ◽  
pp. e18-e24 ◽  
Author(s):  
Jiayu Liu ◽  
SherWin Wong ◽  
Gary Foster ◽  
Anne Holbrook
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Medical Schools ◽  
Assessment Process ◽  
Competency Assessment ◽  
Canadian Medical School ◽  
Education Leaders ◽  
Close Supervision ◽  
School Curricula

Evidence suggests that newly licensed physicians are not adequately prepared to prescribe medications safely. There is currently no national pre-licensure prescribing competency assessment required in North America. This study’s purpose was to survey Canadian medical school leaders for their interest in and perceived need for a nation-wide prescribing assessment for final year medical students. Method In spring of 2015, surveys were disseminated online to medical education leaders in all 17 Canadian medical schools. The survey included questions on perceived medication prescribing competency in medical schools, and interest in integration of a national assessment into medical school curricula and licensing. Results 372 (34.6 %) faculty from all 17 Canadian medical schools responded. 277 (74.5%) respondents were residency directors, 33 (8.9%) vice deans of medical education or equivalent, and 62 (16.7%) clerkship coordinators. Faculty judged 23.4% (SD 22.9%) of their own graduates’ prescribing knowledge to be unsatisfactory and 131 (44.8%) felt obligated to provide close supervision to more than a third of their new residents due to prescribing concerns. 239 (73.0%) believed that an assessment process would improve their graduates’ quality, 262 (80.4%) thought it should be incorporated into their medical school curricula and 248 (76.0%) into the national licensing process. Except in regards to close supervision due to concerns, there were no significant differences between schools’ responses. Conclusions Amongst Canadian medical school leadership, there is a perceived inadequacy in medical student prescribing competency as well as support for a standardized prescribing competency assessment in curricula and licensing processes.

AD CAMPAIGNS AND MEDICAL SCHOOLS

PEDIATRICS ◽  
1989 ◽  
Vol 84 (4) ◽  
pp. A123-A123
Author(s):  
J. F. L.
Keyword(s):  
Medical Education ◽  
Medical School ◽  
American Medical ◽  
Medical Schools ◽  
University Of Texas ◽  
Medical College ◽  
The Past ◽  
The University ◽  
College Newspapers ◽  
Health Careers

As medical education has become something of a buyer's market, a Midwest medical school and a Texas university are resorting to advertising for students. The Medical College of Ohio in Toledo has taken out ads in 23 Ohio college newspapers urging premed students to consider applying. Meanwhile, the University of Texas System, in a broader appeal, is running TV ads urging young Texans to choose health careers. University of Texas officials hope their ad campaign will help stem a decline in enrollments in the state's medical and related schools, the same trend observed nationally for the past 15 years. Medical-school enrollments declined 37% nationwide between 1974 and 1988, according to the Association of American Medical Colleges.

scholarly journals Child psychiatry in a new medical school in Hong Kong

1989 ◽  
Vol 13 (2) ◽  
pp. 67-69 ◽  
Author(s):  
C. K. Wong
Keyword(s):  
Medical Education ◽  
Hong Kong ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Child Psychiatry ◽  
Medical Schools ◽  
Chinese University ◽  
History Of ◽  
The University

There are two medical schools in Hong Kong, that of the University of Hong Kong and that of the Chinese University of Hong Kong. The former has a history of more than 100 years whereas the latter admitted its first batch of students only in 1981. Both use English as the teaching medium and both are recognised by the GMC. I received my undergraduate medical education in the former but have been teaching in the latter for seven years.

Animal Laboratory Exercises in Medical School Curricula

1996 ◽  
Vol 24 (6) ◽  
pp. 953-956
Author(s):  
Mitchell Wolfe ◽  
Neal D. Barnard ◽  
Suzanne M. McCaffrey
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Operating Room ◽  
Medical Schools ◽  
Computer Programs ◽  
Laboratory Animals ◽  
Animal Alternatives ◽  
School Curricula

The use of laboratory exercises involving animals in medical education is a subject of ongoing interest. Updated information is not often available, however, on the prevalence of such exercises or of alternatives to their use. In May 1994, a questionnaire on the use of animal laboratory exercises and suitable alternatives was sent to the chairpersons of the physiology, pharmacology and surgery departments of each of the 126 US medical schools. In comparison with earlier surveys, the information returned showed that the number of medical schools reporting the use of laboratory animals in physiology appears to have declined from over 50% to 41%, the number of schools reporting the use of laboratory animals in pharmacology courses appears to have declined from 25% to 16%, and the number of schools that reported the use of laboratory animals in surgery courses increased from around 20% to 30%. For the 53 schools that returned information from all three disciplines, 49% reported having no laboratory exercises involving animals in any of these disciplines. Computer programs and films were the most commonly used non-animal alternatives offered in physiology and pharmacology, while operating room experience was the most common alternative offered in surgery courses.

Disaster Curricula in Medical Education: Pilot Survey

2012 ◽  
Vol 27 (5) ◽  
pp. 492-494 ◽  
Author(s):  
Jared Smith ◽  
Matthew J. Levy ◽  
Edbert B. Hsu ◽  
J. Lee Levy
Keyword(s):  
United States ◽  
Health Care ◽  
Medical Education ◽  
Medical School ◽  
Medical Schools ◽  
The United States ◽  
Disaster Medicine ◽  
Pilot Survey ◽  
Course Work ◽  
School Curricula

AbstractIntroductionAn understanding of disaster medicine and the health care system during mass-casualty events is vital to a successful disaster response, and has been recommended as an integral part of the medical curriculum by the Association of American Medical Colleges (AAMC). It has been documented that medical students do not believe that they have received adequate training for responding to disasters. The purpose of this pilot study was to determine the inclusion of disaster medicine in the required course work of medical students at AAMC schools in the United States, and to identify the content areas addressed.MethodsAn electronic on-line survey was developed based upon published core competencies for health care workers, and distributed via e-mail to the education liaison for each medical school in the United States that was accredited by the AAMC. The survey included questions regarding the inclusion of disaster medicine in the medical school curricula, the type of instruction, and the content of instruction.ResultsOf the 29 (25.2%) medical schools that completed the survey, 31% incorporated disaster medicine into their medical school curricula. Of those schools that included disaster medicine in their curricula, 20.7% offered disaster material as required course work, and 17.2% offered it as elective course work. Disaster medicine topics provided at the highest frequency included pandemic influenza/severe acute respiratory syndrome (SARS, 27.5%), and principles of triage (10.3%). The disaster health competency included most frequently was the ability to recognize a potential critical event and implement actions at eight (27.5%) of the responding schools.ConclusionsOnly a small percentage of US medical schools currently include disaster medicine in their core curriculum, and even fewer medical schools have incorporated or adopted competency-based training within their disaster medicine lecture topics and curricula.>SmithJ, LevyMJ, HsuEB, LevyJL. Disaster curricula in medical education: pilot survey. Prehosp Disaster Med.2012;27(5):1-3.

scholarly journals Advancing the Quality of Medical Education Worldwide: ECFMG's 2023 Medical School Accreditation Requirement

2019 ◽  
Vol 105 (4) ◽  
pp. 8-16 ◽  
Author(s):  
Christine D. Shiffer ◽  
John R. Boulet ◽  
Lisa L. Cover ◽  
William W. Pinsky
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Medical Schools ◽  
World Federation ◽  
Medical Graduates ◽  
Foreign Medical Graduates ◽  
The World ◽  
Future Requirement ◽  
School Accreditation

ABSTRACT Certification by the Educational Commission for Foreign Medical Graduates (ECFMG®) is required for international medical graduates (IMGs) to enter U.S. graduate medical education (GME). As a gatekeeper to the U.S. health care system, ECFMG has a duty to verify that these individuals have met minimum standards for undergraduate medical education. Historically, ECFMG has focused on evaluating individual graduates, not medical schools. However, in response to the rapid growth of medical schools around the world and increasing physician migration, ECFMG decided in 2010 to institute medical school accreditation as a future requirement for ECFMG certification. More specifically, beginning in 2023, individuals applying for ECFMG certification will be required to be a student or graduate of a medical school that is accredited by an agency recognized by the World Federation for Medical Education (WFME). By requiring accreditation by an agency that has met WFME's standards, ECFMG seeks to improve the quality, consistency and transparency of undergraduate medical education worldwide. The 2023 Medical School Accreditation Requirement is intended to stimulate global accreditation efforts, increase the information publicly available about medical schools, and provide greater assurance to medical students, regulatory authorities, and the public that these future physicians will be appropriately educated.

scholarly journals Formal evidence-based medicine instruction in Turkish undergraduate medical education: an initial evaluation

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Özlem Serpil Çakmakkaya
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Evidence Based Medicine ◽  
Medical Schools ◽  
Evidence Based ◽  
Knowledge And Skills ◽  
The Third ◽  
Fresno Test ◽  
Based Medicine

Abstract Background Global and national undergraduate medical education accreditation organizations recommend the inclusion of Evidence-Based Medicine (EBM) instructions into the medical schools’ curricula. Accordingly, some Turkish medical schools have individually developed and implemented EBM training programs, but there is no data of current programs’ effectiveness and students’ learning achievements due to the lack of a validated Turkish language EBM assessment tool. This study evaluates the effect of a newly introduced formal EBM instruction to the curriculum on students’ knowledge and skills by using the recently published Turkish adaptation of the Fresno Test. Methods The study is an experimental investigation using pre- and post-test evaluations. A five-week EBM course was developed according to Kern’s six-step curriculum development approach. A total of 78 students from the third (n = 30), fourth (n = 19) and fifth (n = 29) year of medical school voluntarily consented and were enrolled into the course. Overall, the Cerrahpaşa Medical Faculty had a total of 555, 461, and 400 students enrolled in the third, fourth, and fifth year, respectively. The program has been evaluated based on students’ learning achievements and survey responses. Results The students’ mean pre-test Fresno Test score improved from 49.9 ± 18.2 to 118.9 ± 26.3 post-training. The Cohen’s effect size was 3.04 (95% CI, 2.6–3.5). The overall students’ satisfaction score was 8.66 ± 1.09 on a 1 to 10 scale. Conclusions The program was effective in improving students’ knowledge and skills on EBM. We propose to offer the program as an elective course during the third year of the medical school curriculum based on all data obtained during the program evaluation.

scholarly journals Scoping review of implementing a longitudinal curriculum in undergraduate medical education: The wake forest experience

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Casey Glass ◽  
Aarti Sarwal ◽  
Joshua Zavitz ◽  
Joshua Nitsche ◽  
JaNae Joyner ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Medical Schools ◽  
The United States ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Anatomy And Physiology ◽  
Institutional Experience

Abstract Background Hands-on ultrasound experience has become a desirable component for undergraduate medical education (UGME) curricula throughout medical schools in the United States (US) to enhance readiness for future training. Ultrasound integration can be a useful assistive educational method in undergraduate medical education to improve anatomy and physiology skills. Relatively few medical schools have integrated ultrasound experiences formally into their 4-year medical school curriculum due to limitations of a resource intensive set up. Methods We undertook a scoping review of published UGME ultrasound curricula integrated into all four years in peer-reviewed as well online literature. In addition, we provide a narrative review of our institutional experience in conceptualization, design and implementation of UGME ultrasound curriculum driven by need to address the fading knowledge in anatomy and physiology concepts beyond pre-clinical years. Results Integrated ultrasound curriculum at WFSOM utilizes focused ultrasonography as a teaching aid for students to gain a more thorough understanding of basic and clinical science concepts taught in the medical school curriculum. We found 18 medical schools with ultrasound curricula published in peer-reviewed literature with a total of 33 ultrasound programs discovered by adding Google search and personal communication Conclusions The results of the review and our institutional experience can help inform future educators interested in developing similar curricula in their undergraduate programs. Common standards, milestones and standardized competency-based assessments would be helpful in more widespread application of ultrasound in UGME curricula.

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