Limited Curriculum Time Research Articles

Preservation of Local Wisdom through the Batik Mangrove Project at SD Negeri 025 Teluk Binjai

This community service initiative at SD Negeri 025 Teluk Binjai addresses the need to enhance students' knowledge and skills related to Malay local wisdom and the mangrove ecosystem. The project aims to introduce students to the art of batik and the importance of preserving the mangrove ecosystem through the Batik Mangrove project. Using a descriptive qualitative method involving observation, interviews, and documentation, the project targeted fifth-grade students due to their cognitive ability to grasp ecosystem concepts and basic art skills. The activities included introducing the mangrove ecosystem, collaboratively designing batik inspired by mangrove flora and fauna, engaging in batik-making under the guidance of local artisans, and evaluating the impact through observations and interviews. The results indicated significant improvements in students' artistic skills, environmental awareness, and understanding of cultural preservation. This project also faced challenges such as limited curriculum time and initially low student interest in local culture. Future recommendations include involving more local elements, enhancing collaboration with stakeholders, and extending the project duration for greater impact. Ultimately, this initiative contributes to community well-being by fostering a generation that values and preserves local culture and the environment.

Telehealth Competencies: Training Physicians for a New Reality?

In North America, telehealth increased by 40% between 2019 and 2020 and stabilized at 40% in 2021. As telehealth becomes more common, it is essential to ensure that healthcare providers have the required skills to overcome the challenges and barriers of this new modality of care. While the COVID-19 pandemic has accelerated the design and implementation of telehealth curricula in healthcare education programs, its general adoption is still a major gap and an important barrier to ensuring scaling up and sustainability of the telesshealth practice. Lack of experienced faculty and limited curricular time are two of the most common barriers to expanding telehealth education. Overcoming the barriers of telehealth curricula implementation may require moving away from the classic expert model of learning in which novices learn from experts. As the adoption of telehealth curricula is still in its early stages, institutions may need to plan for faculty development and trainee education at the same time. Questions regarding the timing and content of telehealth education, the interprofessional development of curricula, and the identification of optimal pedagogical methods remain open and crucial. This article reflects on these questions and presents telesimulation as an ideal instructional method for the training of telehealth competencies. Telesimulation can provide opportunities for practical training across a range of telehealth competencies, fostering not only technical proficiency but also communication skills and interprofessional collaboration.

The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees

AbstractThe present study examines the effect of feedback (FB) and feedforward (FF) in prosody instruction for developing listening comprehension skills in the nonnative language by interpreter trainees, using a pretest–posttest–delayed posttest design. Three groups of 25 interpreter trainees at Bu‐Ali Sina University in Iran took part in the study, all groups receiving the same amount of instruction (10 h over 5 weeks). The control group listened to/viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of listening comprehension tasks but received no prosody instruction. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody by an instructor by providing FB when teaching prosody while the second experimental group was provided FF when teaching prosody. Versions of Longman's Test of English as a Foreign Language English proficiency test (paper‐based) were used to assess listening comprehension at pretest, immediate posttest and delayed posttest. The findings revealed that the prosody instruction by providing FB enhanced the listening comprehension skills of the interpreter trainees more than by providing FF. The practical implications of the study would be that in the given circumstances where only limited curricular time is available for instruction and practice, a judicious choice can be made to lend priority to providing FB in prosody instruction for developing listening comprehension skills by interpreter trainees rather than to the providing FF.

Effect of a strength and stretching program, combined or isolated, on active flexibility in physical education setting. A pilot study

Introduction. The purpose of this study was to examine the effects of a two-session-per-week strength and stretching program, on sit and reach score, among high-school students in the physical education setting. Methods. A sample of 75 high-school students (26 girls and 49 boys) aged 12-14 years from four classes were clustered and randomly assigned to a stretching group (n = 21), a strengthening group (n = 18), a strengthening + stretching group (n = 20) or a control group (n = 16). During physical education classes, the experimental students performed a 1-minute stretching, a 1-minute strengthening or a 1-minute strengthening + 1-minute stretching program twice a week a total of 20 weeks. Control students performed the same physical education classes, but they did not follow any strength and/or stretching program. Active flexibility (estimated by the classic sit-and-reach test) was assessed at the beginning and at the end of the intervention program. Results. The Wilcoxon test results showed that students that performed a combined strengthening and stretching program increased statistically significantly their active flexibility levels from pre-intervention to post-intervention (∆ = 1.8 ± 3.2 cm; p < 0.05). However, for students that performed an isolated) program and control group students statistically significant differences were not found (strengthening group, ∆ = 0.6 ± 0.7 cm; stretching group, ∆ = 0.3 ± 2.3 cm; control group, ∆ = 0.7 ± 1.5 cm; p > 0.05). Conclusions. Since in physical education many curricular contents need to be developed each academic year and the subject is also restricted by its limited curriculum time allocation, teachers could improve students’ flexibility combining stretching and strength workout. Therefore, in addition to the improvement of students’ flexibility levels, this intervention program might permit regular development of other physical education curricular contents. This knowledge could help and guide teachers to design programs that guarantee a feasible and effective development of flexibility in the physical education setting.

Teaching medical students about domestic violence and sexual abuse: teachers' perception of barriers and facilitators

Considering the frequency of sexual abuse and domestic violence (SA-DV) in the population, the likelihood of a medical student meeting patients with this problem is substantial. However, most students do not consider SA-DV in their differential diagnoses. Since 2014, this team has been working in strengthening undergraduate curriculum in SA-DV. It has been a challenging and slow process. To identify barriers and facilitators perceived by the undergraduate teaching team in order to suggest modifications in the curriculum in relation to the competencies required for screening and early intervention for victims of SA-DV. The conclusions obtained may be useful for other medical schools and universities facing this challenge. Qualitative study using grounded theory method for the analysis of interviews and focus groups. SA-DV are perceived as a problem that is pertinent for physicians. However, there is a common belief that teaching about SA-DV should be limited to only certain specific specialties. The main barriers are the limited curricular time, the need to prioritize contents and the lack of specific training of the teachers. A key facilitator is the fact that gender violence is on the public agenda today. The identified barriers coincide with those reported in the literature; limited curricular time and prioritization of contents. Although this study does not show the perception of SA-DV as 'not a medical issue' nor as a subject that pertains to other health professionals, there is the perception that teaching clinical approach to SA-DV only pertains to specialists who are directly involved in this topic.

Concerns and Responses for Integrating Health Systems Science Into Medical Education.

With the aim of improving the health of individuals and populations, medical schools are transforming curricula to ensure physician competence encompasses health systems science (HSS), which includes population health, health policy, high-value care, interprofessional teamwork, leadership, quality improvement, and patient safety. Large-scale, meaningful integration remains limited, however, and a major challenge in HSS curricular transformation efforts relates to the receptivity and engagement of students, educators, clinicians, scientists, and health system leaders. The authors identify several widely perceived challenges to integrating HSS into medical school curricula, respond to each concern, and provide potential strategies to address these concerns, based on their experiences designing and integrating HSS curricula. They identify two broad categories of concerns: the (1) relevance and importance of learning HSS-including the perception that there is inadequate urgency for change; HSS education is too complex and should occur in later years; early students would not be able to contribute, and the roles already exist; and the science is too nascent-and (2) logistics and practicality of teaching HSS-including limited curricular time, scarcity of faculty educators with expertise, lack of support from accreditation agencies and licensing boards, and unpreparedness of evolving health care systems to partner with schools with HSS curricula. The authors recommend the initiation and continuation of discussions between educators, clinicians, basic science faculty, health system leaders, and accrediting and regulatory bodies about the goals and priorities of medical education, as well as about the need to collaborate on new methods of education to reach these goals.

Transgender health care: improving medical students' and residents' training and awareness.

BackgroundA growing body of research continues to elucidate health inequities experienced by transgender individuals and further underscores the need for medical providers to be appropriately trained to deliver care to this population. Medical education in transgender health can empower physicians to identify and change the systemic barriers to care that cause transgender health inequities as well as improve knowledge about transgender-specific care.MethodsWe conducted structured searches of five databases to identify literature related to medical education and transgender health. Of the 1272 papers reviewed, 119 papers were deemed relevant to predefined criteria, medical education, and transgender health topics. Citation tracking was conducted on the 119 papers using Scopus to identify an additional 12 relevant citations (a total of 131 papers). Searches were completed on October 15, 2017 and updated on December 11, 2017.ResultsTransgender health has yet to gain widespread curricular exposure, but efforts toward incorporating transgender health into both undergraduate and graduate medical educations are nascent. There is no consensus on the exact educational interventions that should be used to address transgender health. Barriers to increased transgender health exposure include limited curricular time, lack of topic-specific competency among faculty, and underwhelming institutional support. All published interventions proved effective in improving attitudes, knowledge, and/or skills necessary to achieve clinical competency with transgender patients.ConclusionTransgender populations experience health inequities in part due to the exclusion of transgender-specific health needs from medical school and residency curricula. Currently, transgender medical education is largely composed of one-time attitude and awareness-based interventions that show significant short-term improvements but suffer methodologically. Consensus in the existing literature supports educational efforts to shift toward pedagogical interventions that are longitudinally integrated and clinical skills based, and we include a series of recommendations to affirm and guide such an undertaking.

The Impact of a Team Based Learning Exercise in the Understanding and Retention of Medical School Nutrition Education

BackgroundIntegration of clinical nutrition into medical school curriculum is essential in order to produce future physicians who are knowledgeable and confident in applying nutrition as it relates to disease prevention and treatment of disease. Currently, limited curriculum time is dedicated to nutritional content and many medical students lack confidence in applying their nutritional knowledge to a clinical context. A team‐based learning exercise (TBL) was implemented in the Case Western Reserve School of Medicine (CWRU SOM) curriculum during the preclinical nutrition, gastroenterology and biochemistry block in order to enhance and increase nutritional knowledge and confidence. We believe that a TBL is an effective modality to educate students on the fundamentals of nutrition and increase retention of this information.Key MessageThe objective of this study is to determine if the implementation of a TBL activity will enhance medical students' understanding of nutrition concepts and increase retention of nutritional information during the clinical years. At CWRU SOM, we have received personal feedback from students wishing that they had more exposure to nutrition concepts during their preclinical years. Literature reviews have also demonstrated that many medical students lack confidence in demonstrating their nutritional knowledge in a clinical context, including during their clinical rotations. We believe that increasing the amount of nutrition content students are exposed to during their preclinical years would ultimately help increase students' knowledge and confidence. The TBL exercise was implemented into the required preclinical curriculum for first year medical students. For preparation, students were asked to watch a series of short videos focusing on specific nutrition concepts such as metabolic syndrome, hypertension, and nutrition labels. The TBL exercise focused on case vignettes which applied the information introduced in the videos. In order to evaluate the efficacy of the team‐based learning session, an optional posttest was administered both to students who received the intervention and to a randomly selected medical student cohort that did not participate in the educational intervention, and their results were compared.DiscussionA lack of basic understanding and confidence in nutritional counseling motivated us to seek out a new opportunity to incorporate more nutritional content into the preclinical curriculum. Incorporating additional nutrition content to the preclinical curriculum is not only responsive to previous feedback, but provides an opportunity to improve students' understanding of nutrition as it relates to disease prevention and treatment of disease.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Utilizing Shared Virtual Microscopy Slides to Create Innovative Anatomical Science Resources in an Integrated Curriculum

The shift towards integrated medical education curricula and digital imaging has transformed the teaching of histology, leading to new challenges and opportunities for the discipline (Drake et al, Anat Sci Educ 7:321–5, 2014). Educators face limited curricular time and support for histology laboratories, and a demand for integrated, interactive and clinically applied learning activities. Virtual microscope technology has already transformed the histology laboratory, providing a high quality and flexible alternative to microscopes. A shared virtual microscopy database provides a resource for educators that can be used to create customized content that can readily be adapted towards an integrated and applied curriculum.Drexel University College of Medicine is moving towards an integrated curriculum where much of the course content is delivered electronically. We utilize our University's virtual microscopy collection within our customized online independent‐learning modules. Slides have been annotated to demonstrate important structures so that students can learn on their own using independent learning modules. These are then supplemented with images from shared virtual microscope collections (for example University of Michigan and University of Iowa collections, and now numerous others via the Virtual Microscopy Database) as mystery slides in live sessions. Several examples of teaching modules and in‐class exercises that utilize shared microscopy resources will be demonstrated during this presentation. These include tutorials, review exercises and clinical application exercises integrating histology with gross anatomy, radiology, neuroscience and embryology, as well as pathology. Through the creation and use of these innovative resources we are able to ensure that histology remains the important bridge it always has been, providing a linkage between gross morphology, physiological function and the biochemical and molecular basis of disease.

Effect of a one-session-per-week physical education-based stretching program on hamstring extensibility in schoolchildren

The purpose of this study was to examine the effects of a one-session-per-week stretching program on hamstring extensibility among schoolchildren in the physical education (PE) setting. Thirty seven 9-year-old schoolchildren from two classes were clustered and randomly assigned to an experimental group (n=19) or a control group (n=18). During PE classes, the experimental students performed a 3-minute stretching program once a week for the whole academic year (a total of 32 calendar weeks, but 28 weeks of intervention after excluding holidays). Hamstring extensibility (estimated by the classic sit-and-reach test) was assessed at the beginning (week 0), in the middle (week 18) and at the end (week 34) of the stretching intervention program. The results of the two-way analysis of variance showed that the PE-based stretching program improved statistically significantly the students’ sit-and-reach scores in the middle and at the end of the intervention (p<.01). Since in PE many curricular contents need to be developed each academic year and the subject is also restricted by its limited curriculum time allocation, teachers could improve students’ hamstring extensibility by only a one-session-per-week stretching program. Therefore, in addition to the improvement of students’ flexibility levels, this intervention program might permit regular development of other PE curricular contents. This knowledge could help and guide teachers to design programs that guarantee a feasible and effective development of flexibility in the PE setting.

"Good Enough" Psychiatric Residency Training in Borderline Personality Disorder: Challenges, Choice Points, and a Model Generalist Curriculum.

While the public health burden posed by borderline personality disorder (BPD) rivals that associated with other major mental illnesses, the prevailing disposition of psychiatrists toward the disorder remains characterized by misinformation, stigma, aversive attitudes, and insufficient familiarity with effective generalist treatments that can be delivered in nonspecialized health care settings. Residency training programs are well positioned to better equip the next generation of psychiatrists to address these issues, but no consensus or guidelines currently exist for what and how residents should be taught about managing BPD. Instead, disproportionately limited curricular time, teaching of non-evidence-based approaches, and modeling of conceptually confused combinations of techniques drawn from specialty BPD treatments are offered. In this article, we (1) explain why training in a generalist model is sensible and why alternative approaches are not appropriate for residents, (2) propose a plan for giving residents adequate training via a generalist model, highlighting minimal didactic and clinical-training objectives (dubbed "core competencies" and "milestones") and a model curriculum developed at the Massachusetts General Hospital/McLean Hospital residency program, and (3) describe obstacles to implementation of effective generalist training posed by infrastructural, faculty-centered, and resident-centered variables.

Leveraging an Audience Response System for Student Learning and Engagement: Competitive Team Activities in the Classroom with Undergraduate Medical Students

With ever expanding volumes of content deemed critical, but limited curriculum time, medical students are responsible for much of the learning process outside of the classroom. Accordingly, face-to-face time must be optimized for efficiency and value. Leveraging an audience response system (ARS) to deliver multiple-choice questions to students in a competitive team environment may be an effective way to facilitate engagement, motivation, active learning, higher-order thinking and problem solving, peer scaffolding, and formative assessment. This paper describes the use of “compete” functions available in an ARS to deliver a competitive team activity to undergraduate medical students in a large classroom setting.

Sex, Bugs, and Rock ’n’ Roll: A Service-Learning Innovation to Enhance Medical Student Knowledge and Comfort With Sexual Health

Sexual health is an intrinsic element of overall health; however, opportunities to enhance medical student comfort and knowledge about sexual health vary substantially and receive limited curricular time. Sex, Bugs, and Rock 'n' Roll is a novel service-learning initiative designed to enhance undergraduate medical student knowledge and comfort with sexual health. A total of 80 fifth-year undergraduate medical students researched, designed, and delivered a short sexual health promotion initiative for a population that experiences inequity. This initiative employed active learning tasks including performing a literature review, participating in team learning, facilitating small-group sessions, and providing peer feedback. Ongoing formative feedback from the program leaders, tutors, and members of the target audience contributed to student development. A summative assessment rubric was used by program leaders to evaluate student performance at the end of the module. Anonymized pre- and posttest knowledge questions and module evaluations were used to evaluate the module. All 80 (100%) students completed randomized pre- and posttest knowledge questions and module evaluations. Student knowledge scores about sexuality and sexual health improved by 17% between pre- and posttest. All students reported increased comfort with and understanding of the clinical relevance of sexual health in the module evaluations. Sex, Bugs, and Rock 'n' Roll is a promising initiative for improving medical student knowledge and comfort with sexual health. This module also offers a novel way for students to experience sexual health, public health, and social accountability in an active and engaging fashion.

Factors Influencing Dental Educators As They Develop Problem‐Based Learning Cases

In problem-based learning (PBL) environments, patient cases encourage students' development of critical thinking and problem-solving. Previous research has found that non-structured patient cases fostered students' critical thinking and problem-solving abilities; however, structured cases dominate in dental PBL. The aim of this study was to explore factors influencing educators as they developed cases for a hybrid PBL dental education program in Canada. In this phenomenological study, semi-structured interviews were used to collect seven educators' experiences with PBL case development. Content analyses with conceptual mapping were triangulated with field notes, researcher memos, and member checking to elucidate codes and themes. There were two major themes and 14 subthemes. The major theme-external factors-involved environmental parameters that influenced educators to develop PBL cases with a definitive problem-solving approach and preferred solution. Structured PBL cases dominated because of limited curricular time for students to explore identified learning issues within a three-session framework. The hybrid PBL dental curriculum further influenced educators to develop structured PBL cases such that content was not duplicated by corresponding lectures. The second major theme-internal factors-encompassed the educators' beliefs and values about teaching and student learning. These educators were enthusiastic about PBL as an instructional strategy, but did not appear to support the PBL philosophy wherein students engage in self-directed, self-exploratory learning. Structured PBL case development occurred when educators believed students needed content expert guidance. Structured PBL cases dominated in the hybrid PBL program because the educators felt students needed guidance in solving the cases to meet the learning objectives within the limited curricular time.

Learner-Directed Nutrition Content for Medical Schools to Meet LCME Standards

Deficiencies in medical school nutrition education have been noted since the 1960s. Nutrition-related non-communicable diseases, including heart disease, stroke, cancer, diabetes, and obesity, are now the most common, costly, and preventable health problems in the US. Training medical students to assess diet and nutritional status and advise patients about a healthy diet, exercise, body weight, smoking, and alcohol consumption are critical to reducing chronic disease risk. Barriers to improving medical school nutrition content include lack of faculty preparation, limited curricular time, and the absence of funding. Several new LCME standards provide important impetus for incorporating nutrition into existing medical school curriculum as self-directed material. Fortunately, with advances in technology, electronic learning platforms, and web-based modules, nutrition can be integrated and assessed across all four years of medical school at minimal costs to medical schools. Medical educators have access to a self-study nutrition textbook,Medical Nutrition and Disease, Nutrition in Medicine© online modules, and the NHLBINutrition Curriculum Guide for Training Physicians. This paper outlines how learner-directed nutrition content can be used to meet several US and Canadian LCME accreditation standards. The health of the nation depends upon future physicians’ ability to help their patients make diet and lifestyle changes.

Nutrition education for medical students: 4th year transition to residency for primary care (1020.3)

Nutrition Education for Medical Students: 4th Year Transition to Residency for Primary CareMarilyn S. Edwards, Ph.D., R.D., Department of Internal Medicine, University of Texas Medical School, Houston, TX 77030Objectives: 1. To provide medical students the skills for counseling patients on effective diet and lifestyle modification for obesity, diabetes, hypertension, and cardiovascular disease.2. To develop competency in the assessment of physical activity and writing a prescription for appropriate exercise for patients.3. To develop skills to initiate a physician referral for Medical Nutrition Therapy.Methods: Participants in a 2‐hour Transition to Residency Nutrition Workshop use the interactive web‐based Nutrition in Medicine (NIM) short courses to develop clinical skills for assessing and counseling patients. Students begin with the 5 Stages of Change for patient counseling and develop specific skills relevant to patients with obesity, diabetes, hypertension, and cardiovascular disease. Students assess whether patients meet physical activity guidelines, address barriers, and write a prescription for physical activity. The workshop concludes with students developing skills to initiate a physician referral for Medical Nutrition Therapy including diagnosis code, relevant medications and lab values.Results: Evaluations from 4th year medical students indicate that a hands‐on interactive workshop reinforces their nutrition knowledge and clinical skills relevant to chronic disease and is essential in preparing for residency programs in internal medicine, family medicine, and ob/gyn.Conclusions: Given the limited curriculum time devoted to teaching nutrition to medical students, a critical time in the training of physicians comes just prior to starting a residency program. At the University of Texas Medical School at Houston, an opportunity is provided for students to reinforce their clinical nutrition skills and to successfully counsel patients.

Factors facilitating and constraining the delivery of effective teacher training to promote health and well-being in schools: a survey of current practice and systematic review

BackgroundSchools are an important setting for health promotion and teachers have an integral role to play in promoting children and young people’s health and well-being. Adequate initial teacher training (ITT) and continuing professional development in health is therefore important.ObjectivesTo conduct a survey of initial teacher training providers in England and a systematic review of effectiveness to assess how health and well-being is covered on courses, and to identify barriers and facilitators to effective training.MethodsMethods included an online questionnaire survey with a sample of 220 ITT course managers in England; interviews with a purposive sample of 19 of the course managers responding to the questionnaire; and a two-stage systematic review comprising a descriptive map of the characteristics of international research studies of health teacher training and a detailed synthesis of a subset of studies specifically on pre-service training. Databases (including MEDLINE, EMBASE, The Campbell Library and PsycINFO) were searched from the period of database inception up to May 2011.ResultsThe overall response rate for the survey was 34%. The majority (89%) of respondents agreed that it was either important or very important to cover health within the ITT curriculum. The most commonly covered topics on courses wereEvery Child Matters(100%), child protection (100%), emotional health (99%) and antibullying (97%). Fewer course managers reported covering healthy eating (63%), sex and relationships (62%), drugs (56%), alcohol (41%) and smoking (34%). Many interviewees expressed a holistic view of education and believed that health was important in the ITT curriculum. However, there was variability in how health was addressed across and within institutions. Trainee teachers' experience of addressing child health on school placement was also variable. Facilitators to covering health included interests and backgrounds of ITT staff; staff health-related professional experience; availability of health expertise from external agencies; supportive government policy frameworks; and interprofessional and interdepartmental working. The main barriers were limited curriculum time; health being perceived to be a lower priority than other aspects of training; health no longer a high government priority in education; and lack of funding. A total of 170 studies met the eligibility criteria for the descriptive map. The majority covered teacher training in relation to sexual and reproductive health, drugs and alcohol or mental and emotional health. A total of 21 publications (20 studies) were prioritised for the synthesis. All were evaluations of health training for pre-service teachers, and just under half were from the UK. Twelve studies reported outcomes (impact of training on teachers, but not pupils), many of which were single cohort before-and-after studies. Sixteen studies reported processes. Following training there were some increases in trainee teachers' factual knowledge of health and a general increase in their confidence to address health issues. In general, training was acceptable and well received by trainees. Evidence suggested that effective training should include practical experience and skills and be personally relevant and take into account individual needs. Barriers to health training identified from the studies included lack of time, balancing breadth and depth, and variation in training provision.ConclusionsAmong those surveyed there appears to be general support for health and well-being in ITT. However, further research on the longer-term impact of ITT around health and well-being is needed, particularly in the early career period. The main limitation of this research was the low response rate (34%) to the survey.Study registrationPROSPERO number CRD42012001977.FundingThe National Institute for Health Research Public Health Research programme.

147 CHALLENGES FACING TEACHING OCCUPATIONAL AND ENVIRONMENTAL HEALTH IN MENOUFIYA FACULTY OF MEDICINE AS A COMMUNITY ORIENTED SCHOOL

Introduction: The department of Public Health and Community Medicine (PHCM) in Menoufiya Faculty of Medicine, Egypt serves over 400 undergraduate students and around 5 post graduate students yearly. The department also provides teaching courses to Ministry of Health and Population, Faculty of Nursing, Institute of Nursing, School of Nursing, Faculty of Education as well as Environmental Research Institute. Aim of the work: Studying the challenges facing teaching Occupational and Environmental Health in Menoufiya Faculty of Medicine, Egypt as a community oriented school. Material and Methods: Teaching Occupational and Environmental health is divided into: teaching under graduate students and teaching post graduate students. The researchers tried to touch some challenges facing teaching Occupational and Environmental health in a practical way in depth. Results: Challenges facing teaching Occupational and Environmental Health are divided into: Logistic challenges; like inadequate infrastructure efficiency from the stands, internet access and library services, absence of an outpatient clinic or inpatient ward for occupational and environmental health for student training and shortage of financial support to purchased modern occupational health teaching resources and aids. Organizational challenges; like shortage in the number of qualified staff, assistant staff members and lab technicians in relation to the steady increase in the number of students, limited curriculum time for teaching Occupational and Environmental Health, lacking of student interest, unavailable weekly transportation for the occupational field study and inability of the student to evaluate staff member performance in teaching. Conclusion and Recommendations: It was obvious that Occupational and Environmental Health teaching in Menoufiya Faculty of Medicine, Egypt faces a lot of challenges. Although there are challenges but a solution of every challenge can help in achievement of this branch more and more. Future survey research on the students of Menoufiya Faculty of Medicine, Egypt about Occupational and Environmental Health teaching may help in overcoming these challenges. .

The Challenge of Teaching Occupational Medicine to Medical Students

Nonrecognition and mismanagement of work-related diseases is often linked to inadequate medical training. However, undergraduate training in occupational medicine faces many challenges, including lack of student interest and limited curriculum time. The purpose of this article is to present an undergraduate training program developed in one medical school to ensure that all medical students acquire the basic knowledge to recognize work-related health conditions and understand the fundamental principles of workers' comprehensive care. The program involves various learning methods including case studies, small-group learning, interactive large-group teaching, field activities, and e-learning. It has resulted in improving students' attitudes and competencies in occupational medicine and requires little curriculum time.

Modern Moulage

To evaluate the effectiveness of a teaching method that uses 3-dimensional (3D) silicone-based prosthetic mimics of common serious lesions and eruptions and to compare learning outcomes with those achieved through the conventional method of lectures with 2-dimensional (2D) images. Prospective and comparative. University of Massachusetts Medical School. Ninety second-year medical students. A 1-hour teaching intervention using a lecture with 2D images (2D group) or using 3D prosthetic mimics of lesions and eruptions (3D group). Mean scores in the domains of morphology, lesion and rash recognition, lesion and rash management, and overall performance assessed at baseline, immediately after, and 3 months after each group's respective teaching intervention. Immediately after the teaching intervention, the 3D group had significantly higher mean percentage scores than did the 2D group for overall performance (71 vs 65, P = .03), lesion recognition (65 vs 56, P = .02), and rash management (80 vs 67, P = .01). Three months later, the 3D group still had significantly higher mean percentage scores than did the 2D group for lesion recognition (47 vs 40, P = .03). The 3D group better recognized lesions at 3 months compared with at baseline, whereas the 2D group was no better at recognizing lesions at 3 months compared with at baseline. Despite limited curricular time, the novel teaching method using 3D prosthetic mimics of lesions and eruptions improves immediate and long-term learning outcomes, in particular, lesion recognition. It is also a preferred teaching format among second-year medical students.