Article
Education, Scientific Disciplines
Galina Gheihman, Dana G. Callahan, Joshua Onyango, Holly C. Gooding, David A. Hirsh
Summary: Clinical curricular coproduction is perceived by faculty and students to enhance collaboration, enable curriculum change, and support students' professional development. Various methods for coproduction were identified, with perceived benefits including improvements in student-faculty relationships, program culture and design, and student development. The most common barriers were structural issues, such as scheduling.
Article
Education & Educational Research
Lis Heath, Richard Egan, Ella Iosua, Robert Walker, Jean Ross, Rod MacLeod
Summary: Palliative and end of life care is included in undergraduate teaching in all medical schools in New Zealand, but there are gaps in content, minimal formal assessment, and limited contact with specialist palliative care services. Lack of teaching staff and pressure on curriculum time are the main barriers to further curriculum development.
BMC MEDICAL EDUCATION
(2022)
Article
Education & Educational Research
Amro K. Bin Abdulrahman, Abdulrahman Yousef Aldayel, Khalid A. Bin Abdulrahman, Yousef Rafat Bukhari, Yazeed Almotairy, Saleh Aloyouny, Hamad Qabha, Mansour Almadi, Mohammed Almasri, Abdulaziz Alasmari, Abdullah Alghamdi, Yasir Alotaibi, Abdulmajeed Bin Dahmash, Muteb Mousa Alharbi, Asem M. Shadid
Summary: This study examined the inclusion of core topics in the undergraduate medical curricula in Saudi Arabia. The majority of core topics were found to be included, although some subjects such as complementary and alternative medicine and the history of medicine were taught less frequently.
BMC MEDICAL EDUCATION
(2022)
Review
Education, Scientific Disciplines
Alastair Dodsworth, Katie Munro, Hugh Alberti, David A. Hirsh, Paul Paes, Jan Illing
Summary: Patient-student relationships are crucial in Longitudinal Integrated Clerkships (LICs). While outcomes for students and preceptors in LICs are beneficial, patient outcomes remain unclear. This literature review examines the current evidence base for patient outcomes in LICs and highlights the benefits of trusting patient-student relationships and the role of students as agents of change for patients.
Article
Radiology, Nuclear Medicine & Medical Imaging
Ulf Teichgraeber, Maja Ingwersen, Claudia Ehlers, Hans-Joachim Mentzel, Christoph Redies, Andreas Stallmach, Wilhelm Behringer, Orlando Guntinas-Lichius
Summary: This study aims to integrate US as a compulsory part into medical education and develop a spiral curriculum to build professional competencies in US. The curriculum includes four levels of training, which are closely linked to anatomy, physiology, and medical specialties. The goal of this curriculum is to integrate radiology with other disciplines and equip students with competencies needed for contemporary patient care.
INSIGHTS INTO IMAGING
(2022)
Article
Education & Educational Research
Jumanah Essa-Hadad, Mary C. J. Rudolf, Noah Mani, Lilach Malatskey
Summary: This study utilized a mixed methodology to explore the extent of lifestyle medicine teaching in medical education and its impact on medical students. Based on the mapping process, it was found that there is a need for the integration of competency-based, experiential teaching in the curriculum, particularly in the clinical years. Students showed confidence in providing general lifestyle medicine counseling but had lower confidence in specific areas such as exercise, nutrition, stress, sleep, and sexuality. Staff recognized the importance of lifestyle medicine but faced challenges such as time limitations and the need for external experts.
BMC MEDICAL EDUCATION
(2022)
Article
Education & Educational Research
Anthony J. J. Maltagliati, Joshua H. H. Paree, Kadian L. L. McIntosh, Kevin F. F. Moynahan, Todd W. W. Vanderah
Summary: Most LCME-accredited medical schools have a pre-clerkship curriculum that is organized by organ system, which may result in forgetting a significant amount of information. This study implemented a Spiral Curriculum that periodically revisits previous material and surveyed three graduating classes on its effectiveness. The results showed that students were receptive to the curriculum and believed it helped them retain information.
MEDICAL EDUCATION ONLINE
(2023)
Article
Education & Educational Research
Rima Chakrabarti, Katie Wardle, Tor Wright, Taylor Bennie, Faye Gishen
Summary: Feedback from medical students at UCLMS indicated a lack of clarity regarding curriculum content and assessment. To address this, a specialist team established a Curriculum Map (CM) with input from students to ensure it remained student-centred. Students expressed a desire for a comprehensive, simple, aligned, and useful CM to monitor their progress.
BMC MEDICAL EDUCATION
(2021)
Editorial Material
Otorhinolaryngology
Johanna L. Wickemeyer, Jeffrey Yu
Summary: The R4 teaching model is designed to help medical students continue clinical teaching through various learning environment subtypes, such as real patient cases and journal club.
OTOLARYNGOLOGY-HEAD AND NECK SURGERY
(2021)
Editorial Material
Clinical Neurology
Justin J. Mowchun, Julia R. Frew, Glenda Hostetter Shoop
Summary: Students believe that combining neurology and psychiatry clerkships is not conducive to in-depth learning of each discipline, they did not see faculty adopting an integrated clinical approach, but they believe that making connections between neurology and psychiatry is beneficial for effective patient care.
Article
Education & Educational Research
Samara B. Ginzburg, Margaret M. Hayes, Brittany L. Ranchoff, Eva Aagaard, Katharyn M. Atkins, Michelle Barnes, Jennifer B. Soep, Andrew C. Yacht, Erik K. Alexander, Richard M. Schwartzstein
Summary: This study used a modified Delphi method to explore the feasibility of teaching socio-cultural topics in undergraduate and graduate medical education. Through expert consensus, key learning objectives of social determinants of health were identified and allocated along the medical education continuum, with more objectives suitable for undergraduate education.
BMC MEDICAL EDUCATION
(2022)
Article
Education & Educational Research
Nadia Badrawi, Somaya Hosny, Lamis Ragab, Mona Ghaly, Bassem Eldeek, Ahmed F. Tawdi, Ahmed M. Makhlouf, Zeinab N. A. Said, Lamiaa Mohsen, Amira H. Waly, Yasser El-Wazir
Summary: Medical educators have been striving to bridge the gap between medical practice and community expectations by adopting competency-based medical education as a strategy. In 2017, Egypt mandated medical schools to change their curricula to comply with revised national academic reference standards, along with altering the timeline of medical programs. Implementing this reform posed challenges, further compounded by the restrictions caused by the COVID-19 pandemic. This article discusses the rationale, steps, challenges, and strategies employed in the reform process.
BMC MEDICAL EDUCATION
(2023)
Article
Otorhinolaryngology
A. Hall, H. Jones, A. Hannan
Summary: This study examined the perceptions of surgeon educators on a national undergraduate curriculum in otolaryngology. The results showed that implementing a national curriculum would improve the quality of teaching, and practical recommendations were made.
JOURNAL OF LARYNGOLOGY AND OTOLOGY
(2023)
Article
Education, Scientific Disciplines
Matthew D. Marquardt, Fielding Fischer, Catherine Quatman-Yates, Christopher Rutter, Carmen E. Quatman
Summary: This study aimed to identify the unmet needs in surgical education during the pre-clerkship years of medical school. A mixed-methods design was used, and the results indicated unanimous support for the creation of a pre-clerkship surgical skills course. Additionally, the study revealed the essential components of such a course. Further research is needed to design a curriculum based on these findings and assess its feasibility.
JOURNAL OF SURGICAL EDUCATION
(2023)
Article
Medicine, General & Internal
Leif Erik Walther, Alexander Bloedow, Stefan Volkenstein, Stefan Dazert, Jan Loehler
Summary: Reliance on webinars for continuing medical education (CME) has increased during the COVID-19 pandemic. Evaluation of teaching methods used in ear, nose and throat webinars during 2020 showed high levels of participant satisfaction, attention rates, and low costs. After the pandemic lockdown, 68% of participants preferred online teaching.