Changing the Paradigm: Practical Wisdom as True North in Medical Education.

A healthy lifestyle is fundamental for the prevention and treatment of cardiovascular disease and other noncommunicable diseases (NCDs). Investment in primary prevention, including modification of health risk behaviors, could result in a 4-fold improvement in health outcomes compared with secondary prevention based on pharmacological treatment. The American Heart Association (AHA) emphasized the importance of lifestyle in its 2020 goals for cardiovascular health promotion and disease reduction. In addition to defining “cardiovascular health” based on criteria for blood pressure and biochemical markers (lipids and glycemia), the AHA Strategic Planning Committee further identified lifestyle characteristics of central importance: nutrition, physical activity, smoking, and maintenance of a healthy body weight.1 The World Health Organization estimated that ≈80% of NCDs could be prevented if 4 key lifestyle practices were followed: a healthy diet, being physically active, avoidance of tobacco, and alcohol intake in moderation.2 To support healthy lifestyle initiatives, major changes are necessary at the societal level to improve population health. Numerous strategies might help to create a culture that promotes and facilitates healthy behaviors, including creating laws and regulations, mounting large-scale public awareness and education campaigns, implementing local community programs, and providing individual counseling.3 Physicians are uniquely positioned to encourage individuals to adopt healthy lifestyle behaviors: Approximately 80% of Americans visit their primary care physician at least once a year. Physicians directly communicate with their patients during clinical encounters across numerous settings, and research indicates that patients highly value recommendations provided by their physicians.4,5 However, data further indicate that lifestyle counseling does not routinely occur in physicians’ offices, thereby representing a lost opportunity. Physicians report that they perform lifestyle counseling during ≈34% of clinic visits.4 Patients, in turn, report an even lower frequency of physician lifestyle counseling. For example, obese patients reported receiving physical activity and …

Looking to the Future of Obstetrics and Gynaecology Training in Canada: A Resident's Perspective

Intraocular surgery - assessment and transfer of skills using a virtual-reality simulator.

Professional technical skills and professional practical skills are two kinds of education that are often written about and discussed in terms of technical knowledge and life skills respectively. Professional technical skills (technical skills) can be defined as mastery of specific subjects (such as mathematics or language) as well as the most basic cognitive skills required to obtain and retain the subject matter, while professional practical skills (practical skills) are the abilities professionals will need to put technical skills into practice in different life situations. Recognizing the interdependent relationship between these two skills, the researcher concluded that the acquisition of technical skills and practical skills is the outcome of education. What's more, a market economy requires a combination of both skills for the development of its individuals and of the nation as a whole. However, in China, a developing country that is transforming from a centrally planned economy to a market economy, rural students are not provided the opportunity to learn practical skills under the traditional exam-oriented educational system which does not include practical skills-based pedagogy. With a rural population of around 840 million people, China is perhaps the richest nation in the world in terms of the quantity of rural human resources. However, in terms of the quality of rural human resources, China is perhaps one of the poorest countries because most rural students in China are classified as high score and low ability or low score and low ability. The difference between these two categories is students' performance on exams that are designed to evaluate only the mastery of technical skills. Regardless of their exam scores, rural students in both these categories lack practical skills because the educational infrastructure required to teach practical skills does not exist. This dissertation argues that building this infrastructure in rural China is essential in order to provide both kinds of skills and improve the quality of its rural human resources. The purpose of this study is to investigate the feasibility of providing practical skills and technical skills education to rural elementary school students under the exam-oriented education philosophy, and then to make recommendation regarding the design for appropriate educational programs. The researcher used a descriptive design, including both qualitative and quantitative research methods, to investigate the factors that would influence providing both technical and practical skills education to rural elementary school students in

The authors present an overview of the educational programs, infrastructure to support them, and the assessment strategies of 128 medical schools in the United States and Canada, based on reports submitted by those schools and published in this supplement to Academic Medicine. The authors explore many important changes that have occurred since the publication of the Flexner Report in 1910 as well as the progress that is evident since a similar collection of medical school reports was published in September 2000, also as a supplement to Academic Medicine. Drawing on the reports, the authors summarize, among other topics, the advances that have taken place in the support for faculty, the funding of medical student education, changes in pedagogy and assessment, and the expansion of medical education to distributed models and regional campuses.The authors observe that the reports from the 128 schools illustrate that medical student education has undergone and continues to undergo substantive change, has advanced markedly since the reforms stimulated by the Flexner Report, and has continued to evolve during the past decade. The reports illustrate the strength of support for the educational programs, even in a time of financial constraints, and the increasing recognition of the scholarly contributions of faculty through teaching. The authors provide examples of the changes in pedagogy and new topics in the required curriculum in the past decade and describe selected highlights of the 128 educational programs.

The research was entitled ?Teaching Strategies to the Technical Skills in online Distance Learning?. This study aimed to determine the effects of online teaching strategies in the acquisition of technical skills of grade 7 learners in Caritas Don Bosco School (CDBS). Specifically, it sought answers to the following questions; 1. What is the profile of the respondents as to; age and gender. 2. What is the level of teaching strategies in terms of; adaptive teaching, computational thinking, learning by doing, visualization and analogies. 3. What is the level of technical skills among grade 7 learners with regards to; calculation, critical thinking, performance of practical tasks and spatial visualization. 4. Do the teaching strategies have significant difference according to their gender? 5. Do the technical skills have significant difference according to their gender? 6. Is there a significant relationship between the teaching strategies and the technical skills of grade 7 learners in CDBS? The study adopted the quantitative descriptive research design and made use of survey questionnaire. A total on one hundred and twenty-four (124) learners of Caritas Don Bosco School for the school year 2021-2022 were used as respondents and selected through purposive sampling. Data were collected and analyzed through Mean, Median, Standard Deviation and Pearson r correlation tools. Findings revealed that, adaptive teaching strategy has strongly correlated among all the technical skills and interpreted as significant. The answers demonstrated that adaptive teaching, computational thinking, learning by doing, visualization, and analogies play a part in the learners' acquisition of technical skills in online distance learning. As a result, it is clear that learners gained the fundamental abilities. The null hypothesis that there is no significant difference between gender of the respondents and the teaching strategies was rejected. However, the null hypothesis stating that is no significant difference between gender of the respondents and the technical skills in online distance learning was accepted. The result shows that there is a significant relationship between the teaching strategies and the acquisition of technical skills in online distance learning among grade 7 learners in CDBS. It is recommended that learners should use their preferred learning styles in the execution of practical activities. Encourage them to devote more time to practicing practical skills. Technical faculty members who teach technical subjects are advised to continue to apply adaptive teaching strategies in the coming school years and to improve afterwards. Teachers are advised to evaluate, create and deliver differentiated solutions to meet the requirements of the students. And lastly, give reference to school principal and officials to demand that technical faculty members engage students in more laboratory and hands-on activities. Simultaneously, consider feasible teaching strategies to apply when the pandemic is over and the shift to traditional face-to-face classrooms occurs.

Pediatric practice and education in the genomic/postgenomic era

Keck School of Medicine of the University of Southern California

Knowledge and application of non-technical skills (NTS) may represent the greatest challenge facing medical education today. For centuries, medical education focused on developing individual clinical knowledge and technical skills. But,...

The future of health professions education: Emerging trends in the United States.

Impact of simulation-based training in endourology: A systematic review of the literature

University of Missouri—Kansas City School of Medicine

University of Michigan Medical School.

Technical Skills Acquisition in Surgery-Bound Senior Medical Students: An Evaluation of Student Assertiveness

To systematically review the evidence for visual arts-based interventions (VABI) and their outcomes in surgical education. Although VABI shows promise in medical education, its evaluation in surgical training remains limited. There are gaps in understanding the integration of these interventions into surgical curricula and the outcomes to measure. This study explored the effectiveness of VABI across surgical education, particularly its impact on knowledge acquisition and skill development. A literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was performed across Web of Science, Preprint Citation Index, MEDLINE, and Embase. Two independent reviewers screened and extracted the data. Publications that explicitly utilized VABI and reported on knowledge or technical skill acquisition among surgical learners were selected. Study quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI) scale. Twenty-four studies were included, which employed clay modeling (n=13 ), anatomy drawing (n=9 ), painting of three-dimensional (3D) structures (n=2), cross suturing (n=1), and paper manipulation (n=1). The participants included undergraduate medical learners (n=16) and postgraduate medical learners (n=12 ). The outcomes assessed included knowledge of anatomy/procedures (n=22 ) and accuracy of completing technical tasks (n=2). All the studies demonstrated improvements in both domains. The mean MERSQI score was 9.7/18. Despite intervention and outcome heterogeneity, the VABI demonstrate evidence of contributes to improved knowledge acquisition and technical skills in surgical education. Future research should prioritize high-quality studies to compare VABI with traditional teaching methods that explore its long-term impacts.