Unfolding the Culture of Respect in Medical Education: A Scoping Review

Educational Curriculum, Assessment, Research and Outcomes: Past, Present and Future Directions

COVID-19 Effects on Medical Education: A Viral Transfer of Knowledge to Radiation Oncology

Council on Medical Student Education in Pediatrics

Medical Student Education

Актуальность. Эксперты ВОЗ отмечают, что сегодня в Европе не существует общепризнанного подхода к непрерывному медицинскому образованию, однако существует общее мнение, что качество медицинских услуг напрямую зависит от постоянного развития и оценки профессиональных компетенций врачей в процессе их повышения квалификации. Особое внимание всегда уделялось обеспечению (и постоянному совершенствованию) академического уровня поставщиков образовательных услуг или программ, на основе которых врачи согласовывают собственные планы по получению необходимых профессиональных знаний и навыков. Важнейшей предпосылкой обеспечения повышения квалификации является создание единой системы аккредитации поставщиков образовательных услуг или программ, а также "коллективная ответственность" всех участников медицинского образования. Цель: исследовать развитие системы последипломного и непрерывного образования в Украине на примере ведущего национального учреждения последипломного образования – Национальной медицинской академии последипломного образования имени П. Л. Шупика (НМАПО). Материалы и методы. Архивные материалы. В исследовании мы использовали общий (универсальный) метод, исторический и логический методы. Результаты. Согласно определению Всемирной федерации медицинского образования (WFME), последипломное медицинское образование – это фаза медицинского образования, на которой врачи развивают свои компетенции после завершения базовой медицинской квалификации. Этот этап обучения проводится в соответствии с определенными правилами и инструкциями. Последипломное медицинское образование включает подготовку к сертификации и/или лицензирования, производственную/профессиональную подготовку, специализацию и узкую специализацию, а также другие формализованные учебные программы для развития определенных экспертных функций. Будучи частью непрерывного медицинского образования, последипломное образование включается в непрерывное медицинское образование (НМО) или непрерывное профессиональное развитие (НПР). Согласно определению WFME, НПР касается подготовки врачей, которая начинается после окончания базового и последипломного медицинского образования и продолжается в дальнейшем в течение профессиональной жизни каждого врача. Сейчас развитие современной медицины происходит чрезвычайно быстрыми темпами, а навыки и знания врачей быстро устаревают. В статье прослеживается внедрение последипломной медицинской подготовки в Украине на примере НМАПО. Выводы. Внедрение последипломной подготовки врачей в Украине изучается на примере более 100-летней деятельности НМАПО, что позволяет утверждать, что сочетание исследований и инноваций, обучения и медицинской практики позволило учебному заведению стать примером для подражания в учебно-методической деятельности в условиях последипломного медицинского и фармацевтического образования.

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

AAIM Recommendations to Promote Equity in the Clerkship Clinical Learning Environment

IntroductionWhile many medical schools provide opportunities in medical Spanish for medical students, schools often struggle with identifying a structured curriculum. The purpose of this module was to provide a flexible, organ system-based approach to teaching and learning musculoskeletal and dermatologic Spanish terminology, patient-centered communication skills, and sociocultural health contexts.MethodsAn 8-hour educational module for medical students was created to teach musculoskeletal and dermatologic medical communication skills in Spanish within the Hispanic/Latinx cultural context. Participants included 47 fourth-year medical students at an urban medical school with a starting minimum Spanish proficiency at the intermediate level. Faculty provided individualized feedback on speaking, listening, and writing performance of medical Spanish skills, and learners completed a written pre- and postassessment testing skills pertaining to communication domains of vocabulary, grammar, and comprehension as well as self-reported confidence levels.ResultsStudents demonstrated improvement in vocabulary, grammar, comprehension, and self-confidence of musculoskeletal and dermatologic medical Spanish topics. While students with overall lower starting proficiency levels (intermediate) scored lower on the premodule assessment compared to higher proficiency students (advanced/native), the postmodule assessment did not show significant differences in skills performance among these groups.DiscussionAn intermediate Spanish level prerequisite for this musculoskeletal and dermatologic module can result in skills improvement for all learners despite starting proficiency variability. Future study should evaluate learner clinical performance and integration of this module into other educational settings such as graduate medical education (e.g., orthopedic, rehabilitation, and dermatology residency programs) and other health professions (e.g., physical therapy and nursing).

Among various types of leadership, educational leadership has established a privileged position for itself. This is attributable to its major contribution to effective learning and teaching processes, along with changes in social structures and ideas. Recent studies have underscored the educational leaders' pivotal role in organizational success. In addition, the literature highlights various factors-including environmental and social influences-that impact leaders' performance. The present study aimed to identify and categorize the factors and parameters influencing the performance of educational leaders within the medical education setting. This study adopts a scoping review approach, akin to a systematic review but with slight differences in the comprehensive search and quality assessment procedures. Medline, Embase, APA PsycINFO, Scopus, Web of Science, and CINAHL ProQuest Dissertations & Theses Completed were searched using advanced search options and Boolean operators "AND" and "OR" to retrieve the most relevant records. Of the total records obtained from 6081 online data sources, after removing duplicates and the records featuring irrelevant titles, abstracts, titles, or full papers, 17 articles were chosen for data extraction. We analyzed the challenges faced by educational leaders across 5 primary categories-organizational structure, human resources, education system, leadership characteristics, and external factors. Leaders in medical education operate in a complex system that includes academic settings, health care organizations, and other regulatory and professional bodies. Medical education institutions must help address the critical needs of leaders and leadership development. It is suggested that the developments in the field of academic leadership should be founded based on the following threeelements-knowledge and individual leadership skills, organizational improvement, and strategic position of the organization.

Medical Student Education in Ophthalmology: Crisis and Opportunity

Medical oncology and medical education (ME) have both expanded exponentially over the past 50 years; thus, it is important to understand the current status of postgraduate medical oncology education and develop ways to advance this field. This study undertakes a scoping review of ME literature in medical oncology to inform future scholarship in this area. MEDLINE, Embase, ERIC, and Web of Science were searched to find peer-reviewed English language articles on postgraduate ME in medical oncology published from 2009 to 2020. Established scoping review methodologies were used in study design; articles were classified by specialty, learner training level, region of authorship, institution type, year of publication, journal type, study methodology, and research topic. Curriculum intervention, scholarship, and domain(s) of physician competency were also assessed. The results were interpreted using descriptive statistics and collated using predetermined conceptual frameworks. A total of 2,959 references were initially found across four databases. After title and abstract screening, 305 articles remained; after full-text review, 144 articles were included in final analysis. Postgraduate medical oncology education research is increasing, with the majority of articles published in North America. Quantitative studies were most common, primarily survey approaches. For physician competencies, professionalism and medical expertise comprised the large majority of article focuses, whereas very few articles addressed leadership or health advocacy. Curriculum development, professional development, and communication skills were dominant research themes while no articles discussed teacher training. Although areas such as professionalism and communication skills are well-studied, medical oncology ME research is lacking in leadership, health advocacy, and teacher training. This study provides valuable guidance for future ME research in medical oncology and establishes a benchmark to examine changes in educational scholarship over time.

Celebrating Mayo Clinic Proceedings' 90th Anniversary: A Story of Longevity and Progression of Mission

The Nurse Leader’s Role:: A Conduit for Professional Identity Formation and Sustainability

Cerebral Doppler ultrasound has been an important tool in pediatric diagnostics and prognostics for decades. Although the Doppler spectrum can provide detailed information on cerebral perfusion, the measured spectrum is often reduced to simple numerical parameters. To help pediatric clinicians recognize the visual characteristics of disease-associated Doppler spectra and identify possible areas for future research, a scoping review of primary studies on cerebral Doppler arterial waveforms in infants was performed. A systematic search in three online bibliographic databases yielded 4898 unique records. Among these, 179 studies included cerebral Doppler spectra for at least five infants below 1 y of age. The studies describe variations in the cerebral waveforms related to physiological changes (43%), pathology (62%) and medical interventions (40%). Characteristics were typically reported as resistance index (64%), peak systolic velocity (43%) or end-diastolic velocity (39%). Most studies focused on the anterior (59%) and middle (42%) cerebral arteries. Our review highlights the need for a more standardized terminology to describe cerebral velocity waveforms and for precise definitions of Doppler parameters. We provide a list of reporting variables that may facilitate unambiguous reports. Future studies may gain from combining multiple Doppler parameters to use more of the information encoded in the Doppler spectrum, investigating the full spectrum itself and using the possibilities for long-term monitoring with Doppler ultrasound.

Improving Medical Student Engagement in Urology: The AUANews Medical Student Column