Medical College Curriculum Research Articles

Medical Humanities Course Development Experience in Medical School

Ethics is the basis and conditions necessary for humans to live together, so all education is based on an ethical consciousness. However, educators should reflect on the fact that these functions of education are not working well in real life. In particular, the reason why medicine should not let go of the value of living together in a community is that the human dignity stipulated by the constitution of each country should not be violated by anything. Therefore, the medical college curriculum needs speculative theories and discourses that were discussed in traditional medical education to understand the purpose of their existence in the medical-philosophy relationship, strengthen their sense of ethics as a doctor, and embody roles and responsibilities for the community. In this way, 10 educational experts in medicine, philosophy, (medical) education, psychology, and social welfare at the university and the medical school in Daegu discussed and developed medical humanities subjects and conducted lectures. The education method was conducted through lectures, discussions, and presentations, and was evaluated by attendance and attitude, peer evaluation, and portfolio. In addition to theoretical knowledge about community spirit, the importance of discussion and communication and cooperation were induced in the process. Faculty members participated together to reflect on the nature of education based on the results of a semester-long study of medical humanities subjects and consider the direction that medical education should pursue in the future.

Knowledge, attitudes, and practices of primary health care physicians, junior doctors, and medical college students towards autism in Duhok, Iraq

Background and objective: The knowledge of autism spectrum disorder among physicians and medical students is limited. This study aimed to find out the level of knowledge, attitudes, and practices of primary health care physicians, junior doctors, and 6th year medical college students in Duhok province, Iraqi Kurdistan toward autism spectrum disorder. Methods: A cross-sectional study was carried out from September 10th until October 30th, 2016. A self-administered questionnaire was used for data collection. Two hundred and two questionnaires were completed by the three participants’ groups. Data analysis was carried out using the statistical analysis system (SAS, version 9.4). Results: Of the 202 participants, 24.8% were sixth year medical students, others were junior doctors (35.6%) and primary health care physicians (39.6%). Of them, 51.5% were females and 48.5% were males. High percentages (90.1% and 91.1%) of respondents heard and knew about autism spectrum disorder, respectively. They showed poor information on identification and management. Primary health care physicians had more knowledge on the genetic basis of autism (P <0.001) and behavioral therapy for autism (P = 0.016). No significant differences in knowledge was found between both gender groups except that female participants had limited knowledge on its genetic basis (P = 0.007). Conclusion: Although primary health care physicians, rotators, and medical students generally heard about autism spectrum disorder, they had limited knowledge of its diagnosis and management. It is recommended to introduce autistic disorders lectures to the medical college curriculum and training of physicians by experienced professionals. Keywords: KAP; Physicians; Medical students; Autism.

Awareness and Education of Medical Students toward Artificial Intelligence and Radiology

Abstract Context: Artificial intelligence (AI) is focused on understanding the essence of human intelligence and developing smart artifacts that can perform the tasks that intelligence is said to entail when performed by humans. Aims: The aim of the study was to understand medical students views, understanding and level of confidence in working on AI and explore if AI influences their career intentions with specific regard to radiology. Settings and Design: 401 medical students of two medical colleges were included. Subjects and Methods: Four and one medical students of two medical colleges were included to complete an anonymous electronic survey consisting of Likert and dichotomous questions. Statistical Analysis Used: Statistical analysis was performed with simple descriptive statistics in frequency and percentages. Results: In this study, 89.11% was the response rate of participants and majority (30.9%) of medical students strongly agreed about the awareness of AI. Nearly 36.3% of the medical students disagreed that they were less likely to consider a career in radiology due to AI. Around 29% of medical students strongly agreed for the scope of integration of AI in medical education of India. Conclusions: Medical students recognize the significance of AI and are eager to get involved. AI medical college curriculum should be broadened and upgraded. Students must be provided with practical use cases and drawbacks of AI so that they may not feel discouraged from pursuing radiology.

Desiring the restructuring of physiology laboratories for digital way of teaching: Perceptions of medical teachers in India

Objectives: The medical college curriculum in India has not seen a change for the past several years. An initiative has been taken by the Medical Council of India (MCI) in the Graduate Medical Regulation 2018 to bring a uniform change in teaching-learning methods. This change is necessary in all fields of medical education. Restructuring the physiology laboratories to teach practical procedures using digital computerised equipment and techniques could bring about deeper learning. The past several years have made physiology merely imaginative rather than experiential. Materials and Methods: A qualitative study was done using a questionnaire to obtain the perceptions of medical teachers of both genders engaged in teaching medical physiology. Desires and opinions of physiology teachers in changing the way physiology is taught were obtained. Results: Medical teachers felt that a change is necessary to provide better learning experience. More than 80% opined that computerised equipment provide better practical experience with wider understanding of the concepts which students can relate to theoretical concepts. About 85% of teachers supported the move to suggest to MCI on restructuring the laboratories with computerised equipment. More importantly, many teachers expressed that the digital laboratories would make learning very interesting, autonomous and self-directed. The study is not just a platform for opinions but is intended to prompt reflection and bring clarity to the regulatory bodies showing a way forward to change the laboratory setup urgently. Conclusion: Most of the medical teachers in India are finding it appropriate to employ digital ways in teaching Physiology to have better learning outcomes.

Attitudes and knowledge of anesthesiology trainees to radiation exposure in a Tertiary care hospital

Background and Aims:Ionizing radiation procedures are indispensable in medical clinical practice. Exposure to radiation at any dose could have serious adverse effects. Anesthesiologists working in interventional radiology suites are at a higher risk of radiation exposure than other personnel. The aim of this study was to assess the knowledge and attitude of anesthesiology trainees towards the radiation hazards and current safety practices.Methods:This prospective cross-sectional survey was conducted at the department of anesthesiology at Aga Khan University. All anesthesiology trainees working in the department were given a 12-question paper-based survey after getting ethical review committee approval and informed consent. The questionnaire contained requests for personal demographic data and specific questions regarding radiation protection.Results:A total of 54 participants were included in this survey. Thirty-two (59.3%) were male, and 22 (40.7%) were female. The average year of experience working in anesthesia of the participants was 2.8 ± 1.65 years (range, one to eight years). Frequency of radiation exposure of 32 (59.3%) participants was 1-5 times per week. Approximately 68.5% (37/54) of participants believed they took adequate precautions for protection against radiation. Only 20.4% (11/54) used both a lead apron and a thyroid shield for prevention of radiation exposure. Most participants using the radiation shield or clothing (70.4%; 38/54) cited concerns about cancer.Conclusions:A lack of knowledge persists among anesthesiology trainees in our institute regarding the risks associated with ionizing radiation. This study also serves to highlight the need for anesthesiology trainees to protect themselves properly. Radiation dose, hazards, and protection strategies must be included in the basic curriculum of medical colleges.

Stress among Female Medical Students in selected Medical Colleges of Dhaka City in Bangladesh

Background : Stress is body’s way of responding to any kind of change that requires a physical, mental or emotional adjustment. Medical students_are_subjected to stress by strenuous medical programs, which may have physical and psychological effects on their well-being.Objectives : To determine level of stress among 3rd and 4th year female medical students in selected medical colleges of Dhaka city.Materials and methods : Descriptive, cross sectional study was carried out on the female students of 3rd year and 4th year of Sir Salimullah Medical College and Northern International Medical College located in Dhaka city during January- March 2016. The medical colleges were selected using purposive sampling technique. Sample size was 296 female students and data were collected by self administered semi structured pretested questionnaire. PMSS scale (Perceived Medical School Stress Scale) was used to find out the level of stress among the respondents.Results : From the current study it was found that about 82% female medical students had moderate level of stress according to PMSS (Perceived Medical School Stress Scale), 6% and 12% had high level and low level of stress respectively. Statistically significant association was found between level of stress and medical college curriculum (p=0.000),academic environment (p=0.000), social and recreational life (p=0.000), worries about study and performance (p=0.004), worries about finance p=0.005), worries about accommodation (p=0.000).Conclusion : In this study, stress in different levels were found among all of the female medical students. About 82% female medical students had moderate level of stress according to PMSS (Perceived Medical School Stress Scale). The study also revealed that a statistically significant association between level of stress and medical college curriculum, academic environment ,social and recreational life, worries about study and performance, worries about finance and accommodation.Northern International Medical College Journal Vol.8(1) July 2016: 181-184

Social Accountability & Medical College Curriculum

Social Accountability & Medical College Curriculum

The Effectiveness of Extended Focused Assessment with Sonography for Trauma Education Conducted on the Medical College Students

Purpose: Sonongraphic examinations such as extended Focused Assessment with Sonography in Trauma (eFAST) are widely used in Emergency Departments. This study is designed to determine student achievement by teaching medical college students through short training. Methods: 38 participants in their 3rd year of medical school were enrolled in this study. An Emergency Medicine physician trained the students to 2 hours of theoretical training followed by 2 hours of hands on training. Results: The average age of students was 28.1±3.4, with 21 male students. The average of pre-educational test results were 60.4±8.9 and post-educational exam results were 80.1±14.5 (p<0.001). The average success rate of eFAST was 87.5%. But success rate of each items were lowest in checking the hepatorenal recess and the splenorenal recess, each success rate, 65.8% and 68.4%, consecutively. The questionnaires filled out after the study showed that the students were highly interested in this education and that they found the education easy to understand. They also answered that eFAST education is necessary in the medical college curriculum. Conclusion: This study shows that eFAST can be effectively taught to students through short training. [ J Trauma Inj 2016; 29: 82-88 ]

Developing a fully integrated tobacco curriculum in medical colleges in India.

BackgroundThis paper describes a pioneering effort to introduce tobacco cessation into India’s undergraduate medical college curriculum. This is the first ever attempt to fully integrate tobacco control across all years of medical college in any low and middle income country. The development, pretesting, and piloting of an innovative modular tobacco curriculum are discussed as well as challenges that face implementation and steps taken to address them and to advocate for adoption by the Medical Council of India.MethodsIn-depth interviews were conducted with administrators and faculty in five medical colleges to determine interest in and willingness to fully integrate smoking cessation into the college curriculum. Current curriculum was reviewed for present exposure to information about tobacco and cessation skill training. A modular tobacco curriculum was developed, pretested, modified, piloted, and evaluated by faculty and students. Qualitative research was conducted to identify challenges to future curriculum implementation.ResultsFifteen modules were successfully developed focusing on the public health importance of tobacco control, the relationship between tobacco and specific organ systems, diseases related to smoking and chewing tobacco, and the impact of tobacco on medication effectiveness. Culturally sensitive illness specific cessation training videos were developed. Faculty and students positively evaluated the curriculum as increasing their competency to support cessation during illness as a teachable moment. Students conducted illness centered cessation interviews with patients as a mandated part of their coursework. Systemic challenges to implementing the curriculum were identified and addressed.ConclusionsA fully integrated tobacco curriculum for medical colleges was piloted in 5 colleges and is now freely available online. The curriculum has been adopted by the state of Kerala as a first step to gaining Medical Council of India review and possible recognition.

A qualitative study of the Omani physicians’ lived experience with truth disclosure to cancer patient

Objectives: The purpose of this phenomenological Qualitative Study is to gain an in depth understanding of the nature and meaning of the experiences of physicians in relation to truth disclosure and ethics of veracity when diagnosing cancer. Methods: A qualitative phenomenological study using semi-structured interviews was conducted at Sultan Qaboos university hospital (SQUH), l to explore the Omani Physicians’ lived experiences with truth disclosure in patients who were diagnosed with cancer. The target population for this study is Omani physicians working in SQUH. The total of four participants was involved in this study. Results: Three essential themes were generated through the analysis of the participants’ descriptions of their perceptions and lived experiences as the following with their subthemes: the first theme is the clinical aspect of the experiences with three subthemes: 1) The ethical aspect and the physician’s attitude; 2) The strategy of breaking bad news; 3) Training and breaking bad news. The second theme is Cultural diversity with three subthemes: 1) Relatives preference; 2) The patient education; 3) The hospital setting. The third theme is the emotional aspect of the experiences with five subthemes: 1) Emotional sadness; 2) Personal grief; 3) Other emotions; 4) The positive emotions; 5) Control of the emotions. Conclusion: This study recommends: to build up appropriate measures and guidelines on the subject of truth telling and medical ethics, and to provide more training for the health care providers in the context of breaking bad news. In addition to add to the curriculum of medical colleges the basic ethical principles relevant to medical practice. Finally, to establish medical social work departments in SQUH, and other healthcare institutions in Oman.

University of Nebraska College of Medicine.

University of Nebraska College of Medicine.

الممارسات الطبية بين خطأ الطبيب ومضاعفات المرض

This study gives a historical background on regulations implemented by Islamic scholars to codify medical practice, and highlights the advance of science and technology in the modern era and the need for physicians [along with science and technology] to adhere to religious values. It discusses physicians’ responsibilities, the issue of malpractice, and the difference between malpractice and complications. Recommendations are proposed to implement medical ethics in the curriculum of medical colleges around the Islamic world and to promote the role of medical religious committees in Islamic world as is being done in Saudi Arabia

Medicine college curriculum and problem based learning: a training program guided with Basic Life Support course

The medical college curriculum at the University of Londrina uses the PBL (problem based learning) method of teaching. This method is based on adult education and it is focused in learning to learn and doing to learn. One of the worries of this teaching method is the development of practical skills and the practicing of these skills before the application in patient care. The objective of this paper is to describe the experience of the Basic Life Support training in the curriculum of a medicine college that uses the PBL method.

Challenge to Osteopathic Education

THE OSTEOPATHIC TRADITION: A PRIMARY CARE ORIENTATION Of the 15 accredited colleges of osteopathic medicine, 10 were founded between 1969 and 1981. Of these 10, six are state-supported medical colleges, which, like the others, were originally created with a generalist focus. The primary care orientation of the osteopathic physician has been reinforced by the medical college curriculum and clinical education and by the prominent roles given to generalist physicians. The osteopathic educational system helped foster primary care education through its orientation to the health care needs of the community—ambulatory clinics and smaller hospitals were staffed by competent generalists (role models); the patient population was diverse; and clinical education emphasized prevention, ambulatory medicine, and acquisition of broad-based medical knowledge and practical skills. Students traditionally received their clinical training through the network of about 100 osteopathic hospitals, located chiefly in small communities and in America's inner cities. They had limited opportunities to

A Study on Current Status of Teaching Manpower and Curriculum of Medical Colleges in Korea

A Study on Current Status of Teaching Manpower and Curriculum of Medical Colleges in Korea

THE PLACE AND IMPORTANCE IN THE COLLEGE CURRICULUM OF PHARMACY.

The medical college curriculum is a course of didactic and clinical study laid out by experienced medical men and intended to take the medical student over such work as will best prepare him to enter on the practice of medicine and surgery. Like all plans or outlines intended to guarantee a structure that will withstand the assaults of time they require a proper foundation, and this we may call the preliminary education of the student; then, upon this foundation the medical curriculum should rise with the elementary years in medical schools filled with thdse broad and ever-broadening basic studies upon which the practice of medicine was founded, and from whose increasing breadth and depth the modern practice of medicine has received its nourishment, and is continuing to receive a daily stimulus. PRELIMINARY EDUCATION. The common school education, while never considered broad enough, was formerly thought to be enough for a

Length of Medical College Curriculum.

Hyde Park, Vt., May 8, 1900. To the Editor: In view of the coming meeting of theAssociationand action on the Amendment to Article 2 of the Constitution, proposed by Dr. Reynolds, viz.: That no state, county or other auxiliary body sending representatives shall receive into its membership any one may after 1900 receive the degree of Doctor of Medicine on less than four years of graded instruction or an equivalent requirement, I would like to suggest, as a member will not be able to attend the meeting, that the proposed amendment be changed to read— who may after 1903 receive the degree of Doctor of Medicine on less than four years of graded instruction, to include at least eight months' attendance at lectures and clinics each year, or an equivalent requirement. This is offered in view of the fact that all of our leading universities, including