Experiencias de Docencia Virtual en Facultades de Medicina Españolas durante la pandemia COVID-19 (II): Farmacología, Inmunología.

Presentamos un resumen de las actividades que algunos profesores de Facultades de Medicina españolas han llevado a cabo durante las 3 semanas previas a las vacaciones de primavera. Durante este tiempo, debido a la pandemia provocada por la COVID-19, la docencia presencial tuvo que ser sustituída por actividades en línea o virtuales, a causa de la implantación del estado de alarma en España que motivó el cierre completo de las Universidades desde el 13 de marzo de 2020. Las experiencias son de Farmacología y de Inmunología. We present a summary of the activities that some professors of Schools of Medicine of Spain have carried out during the 3 weeks prior to spring break. During that time, due to COVID-19, face-to-face teaching had to be replaced by online or virtual activities, due to the implementation of the state of alarm in Spain, which led to the complete closure of the Universities since March 13, 2020. The experiences are from Pharmacology and Immunology.

Experiencias de Docencia Virtual en Facultades de Medicina Españolas durante la pandemia COVID-19 (I): Anatomía, Fisiología, Fisiopatología, Oncología

Presentamos un resumen de las actividades que algunos profesores de Facultades de Medicina españolas han llevado a cabo durante las 3 semanas previas a las vacaciones de primavera. En éstas, la docencia presencial tuvo que ser sustituída por actividades en línea o virtuales, a causa de la implantación del estado de alarma en España, que motivó el cierre completo de las Universidades desde el 13 de marzo de 2020. We present a summary of the activities that some professors of Schools of Medicine of Spain have carried out during the 3 weeks prior to spring break. In these, face-to-face teaching had to be replaced by online or virtual activities, due to the implementation of the state of alarm in Spain, which led to the complete closure of the Universities since March 13, 2020.

Promotion and tenure policies for team science at colleges/schools of medicine

Introduction:Advancing understanding of human health promotion and disease prevention and treatment often requires teamwork. To evaluate academic medical institutions’ support for team science in the context of researchers’ career development, we measured the value placed on team science and specificity of guidance provided for documenting team science contributions in the promotion and tenure (P&T) documents of Colleges/Schools of Medicine (CoMs) in the National Center for Advancing Translational Sciences’ Clinical and Translational Science Award (CTSA) program.Method:We reviewed complete P&T documents from 57 of 63 CTSA CoMs to identify career paths defined by three dimensions: academic rank (associate versus full professor), tenure eligibility (tenure track versus not), and role (research, clinical, education, and administrative), and we rated team science value and documentation guidance for each path. Multilevel models were estimated to compare team science value and documentation guidance as a function of the three career path dimensions while accounting for the clustered data (N = 357 career paths within 57 CoMs).Results:Team science value was greater for associate than full professors, non-tenure-eligible versus tenure-eligible positions, and roles prioritizing clinical, education, and administrative responsibilities versus those prioritizing research. Guidance for documenting team science achievements was more explicit for roles that prioritized research.Discussion:Although P&T policies at most CTSA institutions express value for team science, inconsistent within-institutional patterns of recognition and reward across career paths may have implications for researchers’ involvement in team science. We discuss the implications of our findings for research and for P&T policies that promote team science.

Landscape of education and clinical practice in geriatric oncology: a Japanese nationwide survey

Objective The aim of this survey was to describe how geriatric oncology is integrated in undergraduate teaching and graduate training as well as in daily clinical oncology practice in Japan. Methods All schools of medicine in Japan are allied with graduate schools of medicine. We conducted a survey of all Japanese medical and graduate schools (n = 81), and designated cancer hospitals (n = 437) from July 2018 to August 2018. The survey of the schools asked about existence of geriatrics division and geriatric oncology service and if an education curriculum in geriatrics and geriatric oncology was used. The survey of designated cancer hospitals requested general hospital information and the current practice patterns of general geriatric and cancer patients. Results Forty-eight medical schools (59%) participated in this survey, and teaching in geriatrics and geriatric oncology was implemented in 23 schools and 1 school, respectively. Forty-two graduate schools of medicine (52%) responded; five had an education curriculum in geriatrics, but none provided geriatric oncology training. Among 151 participating hospitals (35%), 5 had a geriatrics division and 20 hospitals employed geriatricians. There was no geriatric oncology service or geriatric oncology specialists in any of the 151 hospitals. Seventy percent of the hospitals reported performing a geriatric assessment for at least some older adults with cancer. Conclusions This survey provides information on the current state of Japanese education and clinical practice in geriatric oncology. In Japan, a nation with among the largest population of older citizens in the world, education and training greatly need to be promoted to disseminate a core set of geriatrics knowledge and skills to students, trainees and healthcare professionals.

Pharmacogenomics education in medical and pharmacy schools: conclusions of a global survey

Aim: The need for pharmacogenomic education is becoming more and more urgent. Our aim was to evaluate the progress in pharmacogenomics education since then, and to put forward further recommendations. Methods: A survey was sent to 248 schools of medicine, pharmacy, nursing and health professions around the world. Results: The majority of the study programs (87%) include pharmacogenomics education, which is generally taught as part of the pharmacology curriculum. On average, educators and teachers have selected appropriate and highly relevant pharmacogenomics biomarkers to include in their teaching programs. Conclusions: Based on the results, we can conclude that the state of pharmacogenomics education at the surveyed universities has improved substantially since 2005.