Competence Of Medical Students Research Articles

MEDICAL PERSONNEL AS THE KEY TO SOCIALLY RESPONSIBLE GREEN TRANSITION IN THE HEALTHCARE SECTOR

To implement the socially responsible green transition in the Healthcare sector, it is essential to involve competent and educated personnel/staff. Article 48 of the Medical Treatment Law (Ārstniecības likums) of the Republic of Latvia stipulates that a medical practitioner has a duty to regularly improve his or her professional qualifications. Article 1 also defines improvement of professional qualifications as part of post-graduate education in a specific profession or specialty, which occurs in accordance with a freely selected education program, though the content and time of acquisition of which is not regulated. However, it must be noted that almost all programs offered by the Ministry of the Health of the Republic of Latvia for the improvement of practitioners’ professional qualifications refer to the acquisition of skills and knowledge necessary to improve the process of treating patients. Although various international and national regulatory acts determine the obligations of state institutions to include the green transition into their operations, the involvement of the institution’s employees is not discussed. This study aims to analyze and reflect on the competence of medical personnel and students regarding patient treatment and to analyze the compliance of the regulations of the Cabinet of Ministers with international and national regulations related to the creation of a socially responsible and sustainable state. UN Sustainable Development Goal Nr.4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” includes the necessity to ensure that all trainees acquire the knowledge and skill needed to promote sustainable development, including education regarding sustainable development and sustainable lifestyle. Within the scope of the research examples of positive foreign green transition practices will be evaluated. The results obtained within the framework of the research indicate the need to develop specific guidelines for the education of medical personnel, regarding the implementation of a socially responsible green transition in the healthcare sector, ensuring quality education in terms of promoting sustainable development.

A level playing field? Evaluation of the virtual Objective Structured Clinical Examination in Psychiatry and Addiction Medicine: A mixed methods study.

The Objective Structured Clinical Examination (OSCE) has been used for clinical assessment of a broad range of medical student competencies in Psychiatry and Addiction Medicine. However, there has been little research into online assessments. We investigated the virtual OSCE (v-OSCE) from the user perspective to better understand its acceptability, usefulness, benefits, challenges and potential improvements. At the conclusion of the v-OSCE, all participants (medical students, examiners and simulated patients) were invited to participate in a brief online survey, based on the Technology and Acceptance Model. Freeform qualitative feedback was also obtained to explore participants' experiences and attitudes. Participants reported the v-OSCE was acceptable, efficient, convenient and easy to use. It was perceived as useful for demonstrating students' interviewing skills and interacting with the simulated patient. Benefits included greater convenience, reduced stress and travel time. Challenges were similar to those experienced in 'real world' telepsychiatry, primarily related to assessment of non-verbal cues and emotional prosody. Our findings inform recommendations for improving online examinations. These include increased preparation, practice and professionalism, to better simulate the in-person experience. Study credibility was strengthened by the triangulation of qualitative, quantitative and psychometric data.

Interprofessional Education: Learning Method and Core Competencies in Medical Students in Asia

Background: Interprofessional collaboration is a partnership among health professionals that supports more comprehensive, confident, and safe healthcare. Collaboration competence in Indonesian health worker still needs to be improved. Interprofessional education is an effort to realize interprofessional collaboration. Aims: This study aims to describe the implementation of interprofessional education learning for preclinical medical students in Asia by identifying learning methods, learning outcomes and challenges.Methods: Scoping reviews were conducted in this study. Articles were sourced from Proquest, PubMed, and Taylor & FrancisOnline using Population, Intervention, Comparison and Outcomes (PICO Framework). In the identification process, 737 articles were found and screened according to inclusion criteria. Nine articles were assessed for eligibility using the Joanna Briggs Institute Critical Appraisal Tools Checklist for Quasi-Experimental Studies and seven articles were obtained.Results: Learning methods such as simulation-based learning, problem-based learning, didactic learning, community-based learning, team-based learning, and shadowing were found. Learning outcomes vary in each article because objectives, measuring instruments, and selection of activities are also varied.Conclusion: Interprofessional education improves students' ability to collaborate. Learning methods and outcomes varied according to the objectives and design of the program in each institution. The challenges encountered were logistical, student diversity, facilitator skills, and cultural barriers.

Reliability of the carousel simulator for assessing labor cervical dilation in medical obstetrics education.

To determine the reliability of the Carousel simulator in medical education for obstetric examinations. Cervical dilation examination training in pregnant women exposes patients to additional uncomfortable and health-risk procedures, a gold standard, and does not objectively evaluate the medical student's competence. We studied the reliability of training internship medical students in obstetrics. Participating students were assigned to take the examination of digital assessment of the cervical dilation on the simulator. Classes performed 12 consecutive randomly blind predetermined cervical dilation examinations using the Carousel simulator. The exact answer and the answer with certainty within ±1 cm were registered and analyzed. Incorrect or outlier answers were considered with a cutoff of ≥2 cm from the dilation. A dispersion graph for each centimeter of dilation simulation was constructed. Sixty-six medical obstetricians took part, performing 396 examinations. Thus, we observed 49 outliers (12.37%) in simulated assessments. According to the analysis, we did not observe outliers from dilation 1 to 4 cm; dilation 7 to 9 cm had a higher index of outlier measurements. We did not consider any dilation simulation dispersion graphic as a null correlation. A strong correlation was seen in the dilation 1 to 6 cm and the dilation 10 cm. The dilations 7, 8, and 9 cm showed a weak correlation. The Carousel simulator model is a reliable method for student learning. The simulator is an essential study tool capable of reducing the embarrassment and possible harm caused by the excessive and repetitive number of invivo digital vaginal examinations. Novel studies are proposed to improve the simulator device and method, mainly to estimate the adequate repetitions and training needed before invivo practice.

Librarian-Led Assessment of Medical Students' Evidence-Based Medicine Competency: Facilitators and Barriers.

We must ensure, through rigorous assessment that physicians have the evidence-based medicine (EBM) skills to identify and apply the best available information to their clinical work. However, there is limited guidance on how to assess EBM competency. With a better understanding of their current role in EBM education, Health Sciences Librarians (HSLs), as experts, should be able to contribute to the assessment of medical student EBM competence. The purpose of this study is to explore the HSLs perspective on EBM assessment practices, both current state and potential future activities. We conducted focus groups with librarians from across the United States to explore their perceptions of assessing EBM competence in medical students. Participants had been trained to be raters of EBM competence as part of a novel Objective Structured Clinical Examination (OSCE). This OSCE was just the starting point and the discussion covered topics of current EBM assessment and possibility for expanded responsibilities at their own institutions. We used a reflexive thematic analysis approach to construct themes from our conversations. We constructed eight themes in four broad categories that influence the success of librarians being able to engage in effective assessment of EBM: administrative, curricular, medical student, and librarian. Our results inform medical school leadership by pointing out the modifiable factors that enable librarians to be more engaged in conducting effective assessment. They highlight the need for novel tools, like EBM OSCEs, that can address multiple barriers and create opportunities for deeper integration of librarians into assessment processes.

Emergency competencies for medical students

Zusammenfassung Hintergrund Studierenden fehlt es in der Ausbildung noch an ausreichender Übungszeit zur Bildung von notfallmedizinischen Kompetenzen und klinischer Entscheidungsfindung [3]. Aspekte der Patient:innensicherheit und ökonomische Zwänge in einer Notaufnahme erschweren eine zielgerichtete kompetenzorientierte Lehre. Fragestellung Können mittels Virtual Reality (VR), eingebettet in einem Blended-Learning-Konzept, Studierenden der Humanmedizin die notwendigen Kompetenzen für die klinische Entscheidungsfindung in der Notfallmedizin vermittelt werden? Material und Methoden In einem Blended-Learning-Konzept mit verpflichtender Online-Vorbereitung und einer Peer-geführten VR-Simulation (Lerneinheit) in einer virtuellen Notaufnahme wurden Studierende in der Erstversorgung einer Notfallpatientin trainiert. Zusammen mit einer real-simulierten strukturierten Übergabe und anschließendem strukturiertem Feedback erfolgte eine Nachbereitung (Reflexion) der Lehrveranstaltung. Die Evaluierung der Lerneinheit erfolgte über einen Fragebogen zu den Punkten Simulation – Realität und Immersion, subjektive Kompetenzerweiterung und Vorbereitung zur Veranstaltung und über eine Befragung zur subjektiven Kompetenzeinschätzung vor und nach der Veranstaltung. Ergebnisse und Diskussion Im Rahmen eines curricularen Wahlpflichtangebots wurde unser Konzept im Studienjahr 2022/2023 von 40 % (n = 120) der Studierenden des 4. Studienjahrs an der Medizinischen Hochschule Hannover (MHH) genutzt. Das entwickelte Konzept ermöglicht es, Medizinstudierenden im 4. Studienjahr kompetenzorientiertes Notfallmanagement für Hochrisikosituationen zu vermitteln. Durch die Nutzung von VR können die Studierenden realistische Notfallszenarien in einer sicheren und kontrollierten Umgebung üben, ohne die Sicherheit der Patient:innen zu gefährden. Graphic abstract

Critical route for development of medical student leadership competencies in 35 Pan American Health Organization member states: Ascoping review and thematic analysis.

The Pan American Health Organization has been committed to training physicians in leadership competencies since 2008. However, four reviews on teaching leadership using competency-based education in undergraduate medical education (UME) identified only two of 35 MS: Canada and the USA. Previous reviews did not use a systemic approach or qualitative methodology to explore factors influencing leadership education. Therefore, this review aims to identify facilitating and inhibiting factors in teaching leadership in UME using a scoping review and thematic analysis. Six databases containing grey and indexed literature in English, Spanish, and Portuguese were searched, including a hand search and authors' consultations. Forty-eight documents out of 7849 were selected based on eligibility criteria. Braun and Clarke's thematic analysis guide was used, identifying eight themes: curriculum, intended learning outcomes, teaching methods, assessment, addressing barriers, supporting organisational change, building networks, and developing expertise. Considering these themes, the authors propose a critical route for teaching leadership in UME in the Americas. First, institutional design should consider governance gaps, such as having national and international policies for leadership training in UME with inter-professional, trans-professional, and citizen-focused approaches. There is a pressing need to provide leadership training for physicians and other professionals from government, academia, non-governmental organisations, hospitals, and national and international organisations whose missions are related to health or education. Networking opportunities for stakeholders in leadership education and teacher training is also essential. Second, instructional design reveals knowledge-do gaps in member states (MS) when incorporating leadership into the medical curriculum. This includes using leadership frameworks, defining learning outcomes, and employing assessment and monitoring tools for leadership education. Mechanisms to reduce these gaps in MS include the Equator Network and Evidence-Informed Policy Networks fostering knowledge translation and governance.

Factors Affecting the Self-efficacy, Self Competency, and Willingness of Medical Students in Disasters

Factors Affecting the Self-efficacy, Self Competency, and Willingness of Medical Students in Disasters

Factors Associated with Clinical Practice Competency Among Nursing and Health Science Students in Ethiopia

Background: Clinical practice competence is affected by different factors in clinical setting like Skill of the educator, staff–student interaction, a clear assessment guideline; Effective mentoring and constructive feedback will also influence learning. Poor performance is caused by low competence and improving competency would improve performance. Therefore, the purpose of this systematic review and meta-analysis's is to asses’ factors affecting clinical practice competency of medical and health science students in Ethiopia.
 Methods: We conducted a related literature search (February up to March 2023 ) of PubMed, and Web of Science databases for studies describing the factors associated with clinical practice competency among medical and health science students in Ethiopia. The quality of studies was independently assessed by the Newcastle–Ottawa quality scale (NOS), which was guided by the PRISMA checklist. The Q test and I2 statistics were used to evaluate the heterogeneity among selected studies. If the heterogeneity was obvious (I2 >50%), the random effects model (REM) was used. If the heterogeneity was low (I2≤50%), the fixed effects model (FEM) was used.
 Results: There were 1613 participants in four (4) investigations. The pooled effect size of clinical practice competency among students in the form of odds ratio (OR) with the presence of a checklist 3.40 (95% CI 2.50–4.62), p<0.00001, I2=0%), with the orientation of objective 3.84 (95% CI 2.29–6.43), p<0.00001, I2=57%) ,students having receptor in clinical practice 2.42, (95% CI 1.68–3.48), p=0.00001, I2=47%) ,having confidence during performing the procedure 2.16, (95% CI 1.17–3.99), p=0.01, I2=53%)
 The final pooled effect size after trim and fill analysis in the random effect model was found to be 1.27 (95%CI: -0.19, -2.73) for the association between staff encourage to do practice and clinical practice competency. This indicated that absence of a significant association between staff encourage to do practice and clinical practice competency among medical and health science students in Ethiopia.
 Conclusions: The presence of a checklist, the orientation of objective, having receptor in clinical practice and students having confidence during performing the procedure are factors associated with clinical practice competency among medical and health science students in Ethiopia.

Undergraduate Anesthesia Skills for a Global Surgery Agenda: Students’ Self-Reported Competence

(Anesth Analg. 2023. doi: 10.1213/ANE.0000000000006375) To address the lack of clear guidelines for undergraduate anesthesia training, this study assessed the self-perceived competence of medical students in South Africa. Maternal mortality is a concern, with a significant portion of deaths attributed to anesthesia. The country faces a shortage of specialist anesthesiologists, putting the responsibility on nonspecialist medical officers, including newly qualified community service officers. The study investigates the readiness of medical students to provide anesthesia services, with varying exposure to training during internships. The findings aim to support South Africa’s health needs and may guide the goals of global surgery in other developing nations.

Interprofessional collaborative practice requirement embedded in a psychiatry clerkship for medical students

Embedding interprofessional education (IPE) into medical student curricula in clinically-relevant contexts can be challenging. The goal of this educational activity was to facilitate progression of interprofessional competencies in medical students as they completed a clinical clerkship in psychiatry. Third year medical students were provided with a menu of 18 patient-care activities that they could complete in conjunction with a non-physician member of the healthcare team (e.g. therapist, nurse, social worker, etc.) to advance collaborative practice knowledge and skills. Students were required to complete a minimum of two activities from the menu. Learning objectives focused on demonstrating respect for those with whom they worked (patients and staff); recognizing one's own limitations; engaging with other professionals to collaborate and integrate clinical care; using respectful language, and performing effectively as a team member. To assess the extent to which these objectives were attained, a rubric was developed for students to quantitatively and qualitatively self-reflect on the extent and manner in which they achieved the competencies. All students (n = 144) completed the clerkship assignment, and 82 students opted to allow their data to be used for research (57%). This cohort of students rated themselves highly (≥4.4 out of 5) on all competency statements. Written reflections detailed examples of ways the students demonstrated interprofessional competencies and what they learned from working alongside colleagues from other professions - including gaining new insights from collaboration with the health professionals, the importance of establishing trusting relationships, and the value that non-physician team members provide when caring for psychiatry patients. Clerkships are ideal opportunities for students to engage in interprofessional collaborative practice. Intentional practice experiences provide students with opportunities to execute IPE skills with colleagues while learning new knowledge, practicing new behaviors/skills, and gaining new insights about other professionals.

The effectiveness of community-based interprofessional education for undergraduate medical and health promotion students

BackgroundCommunity-based interprofessional education (CBIPE) has been proven effective in enhancing the interprofessional competencies of medical and health professional students. However, there is a lack of evaluation on the impact of experiential CBIPE among undergraduate medical and health promotion students in Thailand. Therefore, the objective of this study is to assess the influence of CBIPE learning on the collaborative competencies of these students.MethodsA one-group pre-posttest design in 193 (152 medical students and 41 health promotion) students were involved in the CBIPE program, later divided into 12 groups. Data was collected by direct observations of mentors using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS). The Wilcoxon matched-pairs signed-rank test was conducted to evaluate the effectiveness of the CBIPE program.ResultsA total of 175 (90.67%) completed ICCAS and satisfaction questions before and after the CBIPE program. The mean age of respondents was 20.29 ± 1.63 years; 60.57% were women and 39.43% were men. The results showed a significant increase in collaborative competencies before and after the 2-week course. Gender-stratified analysis showed an improvement after CBIPE training for all subscales in women, while the communication, collaboration, conflict management, and functioning team skills segment score was significantly higher in the post-assessment among men.ConclusionThe implementation of CBIPE learning was successful in enhancing collaborative competencies among both medical and health promotion students. These findings will provide valuable insights for the design and improvement of CBIPE learning programs in other universities.

Critical Thinking Methods as a Factor of Enhancing Medical Students’ Professional Competence

The given article investigates the impact of critical thinking methods on enhancing the professional competence of medical students. Critical thinking is an essential skill for medical professionals, as it enables them to make informed decisions, solve complex problems, and develop innovative approaches to patient care. The paper discusses the benefits of critical thinking approaches, including improved problem-solving skills, enhanced decision-making abilities, increased creativity and innovation, and improved communication skills. There are also highlights the importance of incorporating critical thinking methods into medical education and training programs. By developing critical thinking skills, future doctors can provide better care for their patients, contribute to the advancement of medical knowledge and practice, and enhance their professional competence.

Confidence degree and skill development in undergraduate medical students using male urogenital training simulators.

medical training should provide the future professional, in addition to theoretical knowledge, general and specific skills. In urology, urogenital training simulators have been presented as an ally in improving the degree of confidence and development of competencies for undergraduate medical students. exploratory descriptive research with a quantitative approach, of an experimental nature, of the randomized controlled type with cross-sectional cut. Conducted with the students of the 4th year of medicine of a Higher Education Institution in the West of Paraná. 91 students attended a theoretical class with a complete explanation of the activities to be performed and answered the initial questionnaire about the degree of confidence to perform tasks in three stations with male urogenital training simulators (prostatic touch, bladder catheterization and scrotal evaluation). Of these, 45 received guidance and training with the simulators prior to the stations, while 46 should demonstrate skills directly in the three stations, mimicking patient care, only with information from the theoretical classes. The students who received previous guidance with the simulators had their scores in the development of competence higher. And, when they repeated the questionnaire about the degree of confidence to demonstrate skills with the mannequins, there was a higher degree of confidence in performing the tasks, except for the execution of a task considered more difficult. there was an improvement in the degree of confidence and in the development of competencies of undergraduate medical students with the orientations in the male urogenital training simulators.

Improving the quality of medical education throught the introduction of moodle system for the formation of terminological competence of medical students.

Aim is to analyze the possibilities of using the electronic system Moodle for the formation of professional and terminological competence of medical students during the study of terminological competence for improving the quality of medical education. Materials and Methods: The research used a number of scientific methods: general scientific (analysis, synthesis, generalization), specific research and others which ensured the selection and analysis of the source base, made it possible to determine the general trends in the study of the problem of using the electronic system Moodle for the formation of professional and terminological competence of medical students during the study of terminological competence for improving the quality of medical education. Conclusions: At I. Horbachevsky Ternopil National Medical University we actively use the e-learning system Moodle (Modular Object Oriented Distance Learning Environment), to which there is free and unrestricted access. Using this program, the student takes on the role of an active subject who independently acquires knowledge, forms his/her own system of skills, of course with the help of certain sources, and the role of the teacher in this scheme is to motivate and suport learners, prepare information sources used in self-study, etc. This is due to a significant increase in the requirements for quality training of future specialists n the medical field and market conditions in Ukraine, which set before the higher school the task of training specialists of the new generation who would be highly qualified, competitive, literate, and have perfect command of their professional terminology. The Moodle system is able to optimize the learning process, promote the formation of terminological competence and master professional vocabulary. When creating educational and methodological complexes for the formation of terminological competence, the means of teaching, as well as the ways of presenting educational material and the principles of organizing the educational activities of students become important. The electronic platform Moodle, which has a wide range of resources for teaching and testing, is able to expand the communicative competencies and skills of students needed to effectively master professional Latin terminology. The Moodle system has the optimal set of resource opportunities for the implementation of blended learning - classroom and extracurricular, which is its main advantage.

Оценка профессиональной компетентности студентов медицинского университета

The article analyzes the necessary pedagogical approaches to organizing research activities at a medical university within the framework of the taught discipline “Translational Medicine”. The study was carried out within the framework of competence-based, comparative and cognitive approaches, which determine not only the psychological and pedagogical competence of the student’s personality, but also form the basis of autonomously oriented learning. Pedagogical conditions have been discovered that contribute to the favorable development of psychological and pedagogical competence of a medical university student in the process of mastering the discipline “Translational Medicine”. It has been established that in order to increase the psychological and pedagogical competence of medical students, their conscious desire to study and engage in research activities is necessary. The important role of competency-based and autonomously oriented approaches for this is formulated. The results of the study, including the analysis of foreign and domestic literature, made it possible to identify new conditions for teaching the fundamental discipline, as well as their innovative significance for solving educational and professional research problems. The most relevant sections of the work program of the discipline “Translational Medicine” have been identified. Successful mastery of these sections will contribute to the formation of competencies in the field of research activities, mastery of the methodology and methods of scientific research. The presented study made it possible to formulate certain pedagogical methods and techniques for the psychological and pedagogical competence of students for the development of research activities using the example of teaching such a discipline as “Translational Medicine” at the Krasnoyarsk State Medical University. prof. Voino-Yasenetsky (hereinafter referred to as KrasSMU). The proposals formulated on this basis are aimed at increasing the psychological and pedagogical competence of the future doctor.

The Latin Language as a Factor in the Formation of Professional and Intercultural Competencies of Medical Students in Higher Education

The article is devoted to such an important socio-cultural aspect of human life as obtaining professional and intercultural competencies in the process of educational activity. According to the author, Latin is a fusion of philological information and language skills, as well as legal norms, history, traditions, ethnic characteristics of behavior and thinking of native speakers of the language and culture. The author believes that in the long term, the task of foreign language education in an institution of higher professional education is the formation of a multilingual, well-educated person who is able to apply his knowledge in the process of professional intercultural communication. The above factors determine the relevance of the chosen topic. The subject of the study is professional and intercultural competencies formed with the direct participation of the Latin language. The object is the Latin language as an academic discipline of the curriculum of medical specialties. In the course of the research, the author aims to study the role of the Latin language in the process of professional development of medical university students as an integral part of the general humanitarian direction. For the successful realization of this goal, scientific sources of literature were analyzed. The methodological basis of the study is determined by the purpose of the work and is presented by the following methods: random sampling, definitional analysis, comparison and classification. Special attention in the successful acquisition of professional competencies of future specialists is paid to the interdisciplinary approach in training. As a result of the successful formation of competencies, students acquire not only knowledge of medical and biological terminology, but also the ability to use the acquired knowledge in simulated or real clinical conditions, as well as gain practical experience in operating with medical vocabulary in their future professional activities.

Virtual patients improve history-taking competence and confidence in medical students

PurposeKlark is a novel online medical education tool (www.klark-cases.com) where students take histories from virtual patients with common presentations from multiple specialities. We investigated whether Klark could enhance student confidence and competence in history-taking, and whether students find Klark helpful.MethodsA single cohort of first-year clinical medical students had access to Klark for three weeks. At both ends of the trial, participants were asked to complete feedback forms and participate in two mock Objective Structured Clinical Examination (OSCE) history stations. Outcome measures included self-reported confidence and competence in history-taking, performance in OSCE stations, and qualitative user experience data.ResultsSeventy participants successfully completed a case on Klark (mean 18.7), of which 63 (90% user retention) completed ≥ 2 cases. Self-reported competence (p < 0.001) and confidence (p < 0.001) improved. Participants found Klark to be helpful, impactful, and would recommend it to other students. OSCE scores improved for medical (57% vs. 69%, p < 0.001) and surgical (58% vs. 70%, p < 0.001) histories.ConclusionsKlark improved competence and confidence in history-taking. Students found it helpful and chose to continue using the platform. By developing confidence and competence at their own pace in the Klark simulated environment, students can then maximise benefit from in-person clinical opportunities.

Consensus on global health competencies for Korean medical students using a modified Delphi method

Purpose: This study aimed to reach a consensus among experts on the global health competencies for medical students in Korea.Methods: A global health competency model was developed to identify domains and competencies for medical education, and a three-round modified Delphi method was used to reach consensus among 21 experts on the essential global health competencies. The degree of convergence, degree of consensus, and content validity ratio of the model were used to reach a consensus.Results: A list of 52 competencies in 12 domains were identified according to a literature review. In the first-round Delphi survey, the global health competencies were refined to 30 competencies in eight domains. In the second round, the competencies were reduced to 24. In the final round, consensus was reached among the expert panel members, and the competencies were finalized. The global health competency domains for medical students include global burden of disease (three items), globalization of health and healthcare (five items), determinants of health (two items), healthcare in low-resource settings (two items), global health governance (three items), health as a human right (four items), cultural diversity and health (three items), and participation in global health activities (two items).Conclusion: The group of experts in global health achieved a consensus that 24 global health competencies in eight domains were essential for undergraduate medical education in Korea. The domains and competencies identified herein can be used to develop an undergraduate medical education curriculum in global health.

FC8: Revising Competencies in Geriatrics for Canadian Medical Students: Adding a Mental Health Perspective

In Canada, adults 85 years and older represent one of the fastest growing segments of the population1. Mood disorders and chronic illness often intersect, worsening health outcomes in late life2. In view of demographic trends, medical schools should ensure trainees are equipped with the knowledge, skills and attitudes to work with older adults. However, there continues to be much variation in how medical schools incorporate geriatric content into their curricula.In 2009, the Canadian Geriatrics Society (CGS) outlined 20 competencies in geriatrics to inform medical school curricula, but uptake was minimal. Of note, there were significant gaps in these competencies, which omitted mention of late-life depression. Geriatric mental health experts did not provide input.The objective of this project was to address gaps in geriatric competencies for medical students through an expert review process involving a biopsychosocial approach.Methods:The CGS established a 15-member national working group with representation from geriatric psychiatry, family medicine, a 95-year-old senior, geriatrics and medical trainees. Potential competencies were derived from existing Canadian geriatrics frameworks [Geriatrics 5M, CanMEDs] and 2009 competencies. A modified Delphi process yielded rankings for each competency using a 7-point Likert scale.Results:Between 2019 and 2021, 3 successive national surveys were completed. In the first (n=66), 34 competencies were identified. Agreement in the final survey was 87-95% (mean 90%). 51 participants completed all three. Significant topic omissions in the 2009 list of competencies were frailty, end-of-life care, delirium prevention, health promotion and the assessment and management of depression.Conclusions:Three national surveys expanded the core competencies in geriatrics for medical school curricula from 20 to 31. Expert consensus was high. Themes mapped along existing geriatrics frameworks and incorporated a holistic lens incorporating the perspectives of an older adult and geriatric psychiatrist. In addition to late-life depression, the importance of addressing ageism was also highlighted.Learning objectives for each competency are modifiable for level of training and individual program, offering flexibility. The CGS will continue to advocate for inclusion of updated, expanded competencies into training and licensure in geriatrics.1)Statistics Canada 2021, Canadian Government, accessed 1 January 2023, &lt;. Accessed 20/01/23 &lt;https://www12.statcan.gc.ca/census-recensement/2021/as-sa/98-200-X/2021004/98-200-x2021004-eng.cfm&gt;1)Hall CA, Reynolds III CF. Late-life depression in the primary care setting: challenges, collaborative care and prevention. Maturitas. 2014 Oct; 79(2):147-52.