Medical Curriculum Development Research Articles

The conditional inclusion of Muslims in medicine: intersectional experiences of Muslim medical students at the University of Toronto's Faculty of Medicine from 1887-1964.

Archival research has unearthed processes of exclusion impacting the experiences of Black, female, and Jewish communities at Canadian medical schools. However, the history of Muslim medical students is little known. Our research is the first known study to examine when Muslim medical students with varying identities were first admitted to the University of Toronto's (UofT) Faculty of Medicine (FoM) and their experiences. Knowing this history can contribute to ongoing equity, diversity, and inclusion efforts in medical school admissions and curriculum development. This is an exploratory case study with no clear, single set of expected outcomes. We consulted the UofT's Archive & Record Management Services and looked for students who self-identified as Muslim in primary documents from the FoM between 1887-1964, including admissions applications, correspondences from the Dean's Office, photographs, and yearbooks. We analysed the archival data for emerging themes. We found six medical school applicants who self-identified as Muslim (n = 6) and were admitted between 1945 and 1961 and graduated between 1948 and 1966. We also found four (n = 4) postgraduates from one South Asian country who may have been Muslim, and who were granted fellowships from the Canadian government. Self-identified Muslim students were first admitted to the UofT's FoM in 1945 and continued to be admitted infrequently until 1964. These early students' experiences included financial hardships despite having privileged backgrounds; discrimination due to being foreign; and conditional inclusion while in medical school. We discuss the study's continuing contemporary relevance, limitations, and directions for future research.

Prevalence of Ear and Nasal Diseases in Bangladeshi Patients

Background: The magnitude of health problems related to ear and nose in Bangladesh has not been estimated in a larger scale and very little is known about the prevalence and types of ENT diseases. Commonest cause of hearing impairment in our country is middle ear infection. Conductive type of deafness mostly occurs due to otitis media with or without its complications. Goal of primary health eare services is to achieve "Sound hearing by 2030" will never be achieved if we could not find out possible association of middle ear disease with other health conditions. Objective: To determine the prevalence of ear and nasal diseases in Bangladeshi patients. Methods: Two hundred patients complaining of middle ear discharge and or nasal symptoms were included in this study, to see the association of COM with nasal disorders. This cross sectional study was conducted in Dhaka Medical College Hospital from July 2012 to June 2014.Sample was taken by purposive sampling. Sample was divided into four groups as exposed and diseased, exposed and not diseased, not exposed diseased and not exposed and not diseased. Results: Two hundred patients were studied in the department of ENT and Head Neck Surgery of Dhaka Medical College Hospital complaining of either COM or Sinonasal disease. Among them 107 were female and 93 were male and male female ratio was 1:1.15. On analyzing age distribution it was ranging from 10 years to 50 years with mean age 30±7.86% clustering around 25 years. This study revealed that 65 % of COM is in the age group of 10-30 years. Conclusion: A study on the prevalence of the Ear Nose throat and Head and Neck diseases in developing country like Bangladesh can provide basic data which can be relevant and beneficial to the development of medical ENT curriculum in the regional setup and subsequent medical practice.

EXPLORING THE PERCEPTIONS OF UNDERGRADUATE MEDICAL STUDENTS AND FACULTY REGARDING THEIR ENGAGEMENT IN INTEGRATED CURRICULUM DEVELOPMENT IN AZAD JAMMU & KASHMIR MEDICAL COLLEGE MUZAFFARABAD.

The development of a medical curriculum is a multi-layered and complicated process, demanding teamwork among diverse stakeholders, including undergraduate medical students and faculty members. This study investigates the underexplored realm of stakeholder perceptions, specifically those of undergraduate medical students and faculty, regarding their engagement in the intricate process of medical curriculum development. The research, conducted at Azad Jammu & Kashmir Medical College Muzaffarabad, employs a qualitative exploratory approach, with participants selected from the 4th and 5th years based on academic performance. Through two Focus Group Discussions (FGDs) and successive thematic analysis, the study discovers valuable understandings of the level of commitment, influencing factors, and recommendations for development articulated by the stakeholders. The findings underscore the vital status of subject incorporation for improved understanding and constant student engagement. Cognitive and emotional engagement emerge as serious elements for optimal curricular outcomes, impacting academic presentation and attendance. Integrated programs, aimed at linking basic and clinical sciences, are shown to enhance critical thinking and problem-solving skills, the development of a solid understanding of medical concepts. Particularly, involving students in the curriculum development process is identified as an empowering strategy, leading to heightened motivation and improved academic performance. The insights gained from this study have implications for humanizing curriculum development processes, ultimately benefiting both students and the healthcare system.

Fit for Service: Preparing Residents for Neurointensive Care with Entrustable Professional Activities: A Delphi Study

BackgroundAlthough the relevance of neurointensive medicine and high-quality training of corresponding physicians is increasingly recognized, there is high heterogeneity in the nature, duration, and quality of neurointensive care curricula around the world. Thus, we aimed to identify, define, and establish validity evidence for entrustable professional activities (EPAs) for postgraduate training in neurointensive care to determine trainees’ readiness for being on-call.MethodsAfter defining EPAs through an iterative process by an expert group, we used a modified Delphi approach with a single-center development process followed by a national consensus and a single-center validation step. EPAs were evaluated by using the EQual rubric (Queen’s EPA Quality Rubric). Interrater reliability was measured with Krippendorff’s α.ResultsThe expert group defined seven preliminary EPAs for neurointensive care. In two consecutive Delphi rounds, EPAs were adapted, and consensus was reached for level of entrustment and time of expiration. Ultimately, EPAs reached a high EQual score of 4.5 of 5 and above. Interrater reliability for the EQual scoring was 0.8.ConclusionsUsing a multistep Delphi process, we defined and established validity evidence for seven EPAs for neurointensive medicine with a high degree of consensus to objectively describe readiness for on-call duty in neurointensive care. This operationalization of pivotal clinical tasks may help to better train clinical residents in neurointensive care across sites and health care systems and has the potential to serve as a blueprint for training in general intensive care medicine. It also represents a starting point for further research and development of medical curricula.

A qualitative exploration of gynaecological healthcare experiences of lesbian, gay, bisexual, transgender, queer people assigned female at birth.

Lesbian, gay, bisexual, transgender, queer, asexual/aromantic (LGBTQA+) people, assigned female at birth (AFAB), experience disproportionately poorer gynaecological healthcare outcomes compared to their cisgender, heterosexual peers. The barriers to gynaecological care remain poorly understood. In a step toward bridging this gap, the current study explored the lived gynaecological healthcare experiences of Australian LGBTQA+ AFAB people and the barriers they experience in accessing care. Semi-structured interviews were conducted with 22 LGBTQA+ AFAB people. An inductive thematic qualitative design was used to explore the lived experiences and identify themes associated with the reported experiences. Thematic analysis identified seven themes related to experiences in accessing gynaecological healthcare, including discrimination, fear, perceived provider or cultural incompetency, accessibility, and gender identity. Several sub-themes were also identified such as refusal of care, microaggression, misgendering, and patient as educator. Participants suggested that barriers to care could be alleviated by the integration of LGBTQA+ specific healthcare training into the university-level medical curriculum and professional development programs that address cultural competency and inclusive healthcare. These preliminary findings inform the necessity for the development of evidence-based practice guidelines that specifically address the unique and diverse needs of the LGBTQA+ AFAB population.

Large Language Models in Medical Education: Opportunities, Challenges, and Future Directions.

The integration of large language models (LLMs), such as those in the Generative Pre-trained Transformers (GPT) series, into medical education has the potential to transform learning experiences for students and elevate their knowledge, skills, and competence. Drawing on a wealth of professional and academic experience, we propose that LLMs hold promise for revolutionizing medical curriculum development, teaching methodologies, personalized study plans and learning materials, student assessments, and more. However, we also critically examine the challenges that such integration might pose by addressing issues of algorithmic bias, overreliance, plagiarism, misinformation, inequity, privacy, and copyright concerns in medical education. As we navigate the shift from an information-driven educational paradigm to an artificial intelligence (AI)-driven educational paradigm, we argue that it is paramount to understand both the potential and the pitfalls of LLMs in medical education. This paper thus offers our perspective on the opportunities and challenges of using LLMs in this context. We believe that the insights gleaned from this analysis will serve as a foundation for future recommendations and best practices in the field, fostering the responsible and effective use of AI technologies in medical education.

A80 DEVELOPMENT OF COMPETENCY BASED MEDICAL EDUCATION CURRICULUM FOR INFLAMMATORY BOWEL DISEASE ADVANCED TRAINING PROGRAM IN CANADA

Abstract Background Inflammatory bowel disease (IBD) advanced training programs in Canada are heterogenous in their education, structure, and case exposure, resulting in differences in trainee experience. While competency based medical education (CBME) is becoming the primary educational framework in residency training, there is no CBME-based curriculum for IBD advanced training programs. Adopting a CBME framework for IBD fellowships may help standardize training to increase competence. Purpose The purpose of this study was to develop a CBME-based curriculum for IBD advanced training programs in Canada. Method Strategic groups consisting of 25 IBD experts were assigned to develop 15 entrustable professional activities (EPAs), which were then refined by experts in medical education and curriculum development. Acceptable EPAs were assessed using an electronically administered round-less Delphi panel. Panel members evaluated each EPA using a Likert scale, which asked participants to consider appropriateness of each EPA for an advanced IBD curriculum. A consensus strength greater than 70% was the acceptable threshold for inclusion into the final curriculum. Milestones were modelled after CanMED roles for each EPA. Result(s) Of the 15 initial EPAs, nine were recommended for the roundless Delphi panel by the selection committee: (1) identification, diagnosis, and treatment of new onset IBD; (2) assessment and treatment of outpatients with IBD; (3) the endoscopic evaluation of disease activity and the effective communication of endoscopic findings for patients with IBD; (4) provide effective inpatient management and coordinate transition to outpatient care for patients with IBD; (5) recognize and institute preventive health maintenance strategies in patients with IBD; (6) management and treatment of special populations with IBD; (7) identification, diagnosis, and treatment of the various extraintestinal manifestations of IBD; (8) Engage health care systems to improve the quality of care for patients with IBD; (9) engage in scholarly activities related to IBD. Eight of the nine EPAs achieved a consensus score greater than 70%, with the EPA, ‘engage in scholarly activities related to IBD’ failing to meet this cut-off. Associated milestones were developed for the eight final EPAs. Image Conclusion(s) This study was the first attempt to develop a CBME-based IBD curriculum in Canada. With proper funding and guidance, we hope our model can be implemented across Canada in IBD advanced training programs. These methods may also help facilitate the development of CBME curricula for other advanced training programs. Please acknowledge all funding agencies by checking the applicable boxes below None Disclosure of Interest None Declared

Experiences with cross-sectional healthcare and treatment in heart failure patients: implications for medical education.

to explore how cross-sectional healthcare and treatment is experienced a) by patients with advanced heart failure and multimorbidity and b) by hospital-employed healthcare professionals. Individual telephone interviews with 18 patients and close relatives were conducted. Furthermore, a focus group session was conducted with four specialised hospital-employed healthcare professionals. Purposeful sampling was used and interviews were semi-structured. Data were analysed using qualitative inductive content analysis. Three main themes emerged from the interviews with patients and close relatives. These included: 1) A need for improved coordination to ensure continuity of care; 2) a plea for patient-centred care; and 3) recognition of the need to care for close relatives. Analysis of the interviews with hospital-employed healthcare professionals also produced three themes. These concerned: 1) recognition of the role and needs of close relatives; 2) limited resources for and difficulties in meeting these needs; and 3) agreement on the need for patient-centred care. Furthermore, we learned that perceived challenges are rooted in time constraints and the need for an adequate level of medical knowledge of chronic conditions and complex treatment strategies. This study indicates that cross-sectional healthcare and treatment of patients with advanced heart failure and multimorbidity lacked coordination, was insufficiently patient-centred and did not cater for close relatives' needs. The study identifies patient-centredness and coordination of healthcare services targeting patients and close relatives alike as critical to proper care, medical curriculum development and continued medical training courses.

Perspective on a Vertical Integration Using Electives—Not with a Bang, but a Whimper

Following the current trends in medical-curriculum development with an important but poorly represented course in forensic medicine is a rather challenging quest. Given the exceptional opportunity of teaching forensic medicine and anatomy, the author’s experience is shared, bearing in mind the harsh academic-workload standards. In that context, the introduction of (clinically oriented/problem-solving-based) curriculum-specific electives (CSEs) is suggested as a means of vertical integration of medical education. Moreover, it may be time to transfer learning (at least in part) to some other environment, possibly a virtual one. The body of knowledge expected to be learned by all students, the core curriculum, should be alleviated, and all too-specific topics should be transferred to the CSE. Keeping the curriculum attractive to clinicians and interesting for students should be an idea aiming for a fully integrated course. Balance of the core curriculum and CSEs aims to bring forth interaction with clinics and bonds with clinicians. In addition, students’ affinities would be met more adequately.

Integrating the Basic and Clinical Sciences Throughout the Medical Curriculum: Contemplating the Why, When and How

A safe, effective clinician should have the ability to reason through any case they encounter — some of which may be unusual presentations or complex cases which may not fully match standard clinical practice guidelines. When faced with a situation that does not match a known pattern, a solid foundation in the underlying principles of the scientific basis of medicine would be needed to correctly reach the most probable diagnosis and choose the most appropriate treatment strategy. The ability to do this requires the clinician to be able to integrate relevant pieces of related knowledge from both the basic and clinical sciences. However, these two elements are often taught in a dissociated manner in medical school. This often results in students struggling to see connections between the two, and often perceiving the basic sciences as being not relevant to the practice of clinical medicine. The need for better integration of the curriculum has been recognized and many medical schools have attempted to implement an integrated curriculum to varying degrees. This article attempts to summarize the theoretical basis and available evidence supporting a fully integrated spiral curriculum as an effective model for medical curriculum development in order to train safe, effective clinicians. We also briefly discuss some challenges to this and some possible strategies to overcome them.

Perceived stress and study-related behavior and experience patterns of medical students: a cross-sectional study

BackgroundDistress and burnout are common in physicians. Both may already arise during medical training and persist throughout residency. An analysis of needs is necessary in order to develop target group specific curricular concepts at medical faculties. Aim of this study was to assess the perceived stress of medical students, to explore study-related behavior and experience patterns, and to investigate associated factors.MethodsWe conducted a cross-sectional survey of medical students at the Hannover Medical School. The web-based questionnaire consisted of 74 items and included two standardized instruments: the “Work-related Behavior and Experience Patterns” (Arbeitsbezogene Verhaltens- und Erlebensmuster, AVEM) and the “Perceived Medical School Stress” scale (PMSS). Students were asked to state their self-perceived actual stress level on a scale from 0% (no stress at all) to 100% (maximum stress). We performed a classification and regression tree (CART) analysis to identify factors that can discriminate between the four different AVEM patterns.ResultsFive hundred ninety-one medical students (female 75.8%, response rate: 34.0%) participated in the survey. The mean sum score of the PMSS was 37.2 (SD 8.3; median score 37, min.-max. = 18–65). Overall, 68.5% of the students showed a risk pattern (risk pattern A “overexertion”: 38.9%; risk pattern B “burnout”: 29.6%). Pattern G “healthy” was shown in 8.3% and pattern S “protection” in 23.1% of the students. Multilevel analysis revealed that the self-perceived stress level and the PMSS sum score were the most important predictors for the AVEM pattern assignment. Furthermore, academic year, gender, and financial dependency were relevant influencing factors: students in higher academic years with no financial support had a higher probability to be in risk pattern B whereas male students in the first academic year tended to be in pattern G.ConclusionsThe PMSS sum score could objectify medical students’ high self-perceived stress level. The majority of participating students showed a risky study-related behavior and experience pattern. Medical faculties should be aware of the still existing and relevant problem of stress and burnout among medical students. Our results lay the groundwork for an evaluation and further development of medical curricula at the own faculty.

Nurse-led decision coaching by specialized nurses for healthy BRCA1/2 gene mutation carriers\xa0- adaptation and pilot testing of a curriculum for nurses: a qualitative study

BackgroundWomen with BRCA1/2 mutations are at high risk to develop breast and ovarian cancer. To support these women to participate in shared decision-making, structured nurse-led decision coaching combined with an evidence-based decision aid may be employed.In preparation of the interprofessional randomized controlled trial to evaluate a decision coaching program to support preventive decisions of healthy female BRCA 1/2 gene mutation carriers (EDCP-BRCA), we adapted and piloted an existing training program for specialized nurses and included elements from an existing physician communication training.MethodsThe training was adapted according to the six-step-approach for medical curriculum development. The educational design is based on experience- and problem-based learning.Subsequently, we conducted a qualitative pilot study. Nurses were recruited from six German centers for familial breast and ovarian cancer. The acceptability and feasibility were assessed by structured class observations, field notes and participants’ feedback. Data were analyzed using qualitative content analysis. The training was revised according to the results.Due to the COVID-19 pandemic, the patient intervention was adapted as a virtual coaching and a brief additional training for nurses was added.ResultsThe training consists of two modules (2 + 1 day) that teach competences in evidence-based medicine and patient information, (risk) communication and decision coaching. One pilot test was conducted with six nurses of which three were specialized and experienced in patient counselling. A final set of eight main categories was derived from the data: framework conditions; interaction; schedule, transparency of goals, content, methods, materials and practical relevance and feasibility. Overall, the training was feasible and comprehensible. Decision coaching materials were awkward to handle and decision coaching role plays were set too short. Therefore, materials will be sent out in advance and the training was extended.ConclusionsSpecialized nurses are rarely available and nurse-led counselling is not routinely implemented in the centers of familial breast and ovarian cancer. However, training of less qualified nurses seems feasible. Decision coaching in a virtual format seems to be a promising approach. Further research is needed to evaluate its feasibility, acceptability and effectiveness.Trial registrationThe main trial is registered under DRKS-ID: DRKS00015527.

Attitudes Toward Transgender People Among Future Caribbean Doctors.

The attitudes of medical students toward transgender people have important implications for the future quality of healthcare for Caribbean transgender patients. This paper examined the attitudes and beliefs of Caribbean medical students toward transgender people, provides psychometric evaluation of a promising instrument, and considers implications for the development of transgender curricula in Caribbean medical education.Medical students (N = 205; 155 women, 43 men, 7 unstated) enrolled at a publicly supported Caribbean university completed the Transgender Attitudes and Beliefs Scale (TABS; Kanamori et al., 2017). Internal consistency was strong for the total TABS (α = .93) and more variable for the three subscales: interpersonal comfort (IC: α = .91), sex/gender beliefs (SGB: α = .89), and human value (HV: α = .74). Confirmatory factor analysis demonstrated acceptable overall fit for the three-factor model. There were no significant gender differences in overall attitudes toward transgender people as measured by the total TABS score; women reported higher IC scores. Scores were not correlated with age or with year in medical school. Students reported significantly more tolerant attitudes on the HV scale than on IC or SGB scales. Psychometric findings establish measurement invariance and provide support for further use of the TABS in the Caribbean. We discuss implications for medical curriculum development, including use of the TABS as a tool for medical students to reflect on their individual attitudes and beliefs regarding transgender people.

“Building a More Inclusive Blood System in Canada”: A Mixed-Methods Evaluation of a Workshop to Guide Medical Students to Develop as Health Advocates Through Advancing Health Equity in Blood Product Donation for Gay, Bisexual, and Queer Men

Introduction:Competent and socially responsible physicians require a range of abilities other than medical expertise to effectively meet the healthcare needs of the people they serve, including health advocacy skills. The CanMEDS framework for physician competency outlines that, as Health Advocates, physicians work to determine and understand patient and community needs, speak on behalf of others when required, and support the mobilization of resources to effect change. Although recognized as essential for medical trainees to develop, health advocacy is challenging to teach and assess. Here, we describe the development and evaluation of a workshop to support Canadian medical students to develop as health advocates through advancing health equity in blood product donation for gay, bisexual, and other men who have sex with men (gbMSM) in Canada.Methods:We developed a workshop for a Canadian medical student audience, “Building a more inclusive blood system in Canada”, consisting of an online module followed by a virtual facilitated discussion group. The online module (available at stemcellclub.ca/training) outlined blood and stem cell donation in Canada for gbMSM, starting from the historical policies and the context in which they were first put in place, to today's policies and where future policies may lie (Fig. A). The module also presented content from a national campaign in Canada to engage gbMSM as stem cell donors (stemcellclub.ca/savingliveswithpride). The discussion group supported participants to reflect on donation policies for gbMSM and their consequences, and discuss how medical students can concurrently advocate for gbMSM and patients in need of blood products. A facilitator guide was developed and facilitator training was provided. A pre- and post- test was administered to participants to assess knowledge transfer. Quantitative and qualitative analyses were employed to evaluate participants' perspectives on the impact of the workshop on their development as health advocates.Results:From 10/2020-7/2021, workshops were hosted at 8 medical schools across Canada. 104 medical students from across Canada participated, of whom 65 (63% response rate) completed a pre- and post- workshop survey. 26 (40%) of survey respondents were male, 22 (34%) identified as LGBTQ+ (10 gay, 9 bisexual, 3 other), and 52% were non-Caucasian (from 9 different ancestral groups). 44 (68%) were in the first and 16 (25%) in second years of medical school. Post-workshop, mean scores on a 6-question stem cell donation knowledge test improved from 33% to 79% (p<0.001, Fig B), and 88% felt the workshop prepared them to discuss blood and stem cell donation for gbMSM with others.98% strongly agreed/agreed the workshop supported their development as health advocates (Fig C), including the abilities to: advocate for patients beyond the clinical environment (83%); work with patients (88%) or communities and populations (74%) to address and identify determinants of health that affect them and their access to care; respond to the needs of communities or populations by advocating with them for system-level change (83%); improve clinical practice by applying a process of continuous quality improvement to disease prevention and health promotion activities (79%); and contribute to a process to improve the health of a community or population they will serve (90%). 94% felt that the workshop should be incorporated into medical curricula.39 medical students participated in focus groups to share their perspectives on the workshop. (42% male, 37% LGBTQ+ identified, 76% non-Caucasian; 53% in first year of medical school). Qualitative analysis identified rich examples of participant development as health advocates through their participation in the workshop (Fig D).Conclusion:We present the perspective of a national cohort of medical students in Canada that their participation in a workshop on advancing health equity in blood product donation for gbMSM contributed to their development as health advocates. This workshop is a model for teaching health advocacy to medical students and is relevant to medical educators and curriculum developers. [Display omitted] DisclosuresNo relevant conflicts of interest to declare.

Crowdsourcing to develop open-access learning resources on antimicrobial resistance

ObjectivesAntimicrobial resistance (AMR) is a significant threat to global public health. Many medical curricula have limited clinical cases and materials focused on AMR, yet enhanced AMR education and training are needed to support antimicrobial stewardship programmes. We used crowdsourcing methods to develop open-access, learner-centred AMR resources. Crowdsourcing is the process of having a large group, including experts and non-experts, solve a problem and then share solutions with the public.MethodsWe organised a global crowdsourcing contest soliciting AMR-related multiple-choice questions, infographics, and images. First, we convened a diverse steering committee group to finalise a call for entries. Second, we launched the contest and disseminated the call for entries using social media, blog posts, email, and an in-person event. Partner institutions included two digital healthcare platforms: Figure 1® and Ding Xiang Yuan. Both organizations serve as online communities for healthcare specialists and professionals to report and comment on clinical information. At the end of the call, solicited entries were screened for eligibility and judged on merit and relevance to AMR learning and education. Exceptional entries were recognised, awarded prizes, and further reviewed for sharing with the public via open-access platforms.ResultsWe received 59 entries from nine countries. These included 54 multiple-choice questions, four infographics, and one image. Eligible entries (n = 56) were reviewed and assigned a score on a 1–10 scale. Eight entries received mean scores greater than 6.0 and were selected as finalists. The eight finalist entries consisted of three infographics and five multiple-choice questions. They were disseminated through open-access publications and online medical communities. Although we launched a global call, we relied heavily on medical student groups and the entries received were not entirely globally representative.ConclusionsWe demonstrate that crowdsourcing challenge contests can be used to identify infectious disease teaching materials. Medical educators and curriculum developers can adapt this method to solicit additional teaching content for medical students.

Peer-to-peer COVID-19 medical curriculum development during the pandemic.

Medical EducationVolume 55, Issue 11 p. 1302-1303 REALLY GOOD STUFF Peer-to-peer COVID-19 medical curriculum development during the pandemic A. Taylor Thomas, A. Taylor Thomas orcid.org/0000-0003-3436-3873 Search for more papers by this authorShivee Gilja, Shivee GiljaSearch for more papers by this authorNeha Sikka, Neha SikkaSearch for more papers by this authorOgechukwu Onuh, Ogechukwu OnuhSearch for more papers by this authorRebecca Kellner, Rebecca KellnerSearch for more papers by this authorLilli Schussler, Lilli SchusslerSearch for more papers by this authorMary Sun, Mary SunSearch for more papers by this authorAlicia M. Hurtado, Corresponding Author Alicia M. Hurtado [email protected] Correspondence Alicia M. Hurtado, Department of Psychiatry, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Place, Box 1230, New York, NY 10029, USA. Email: [email protected]Search for more papers by this author A. Taylor Thomas, A. Taylor Thomas orcid.org/0000-0003-3436-3873 Search for more papers by this authorShivee Gilja, Shivee GiljaSearch for more papers by this authorNeha Sikka, Neha SikkaSearch for more papers by this authorOgechukwu Onuh, Ogechukwu OnuhSearch for more papers by this authorRebecca Kellner, Rebecca KellnerSearch for more papers by this authorLilli Schussler, Lilli SchusslerSearch for more papers by this authorMary Sun, Mary SunSearch for more papers by this authorAlicia M. Hurtado, Corresponding Author Alicia M. Hurtado [email protected] Correspondence Alicia M. Hurtado, Department of Psychiatry, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Place, Box 1230, New York, NY 10029, USA. Email: [email protected]Search for more papers by this author First published: 05 September 2021 https://doi.org/10.1111/medu.14639 A. Taylor Thomas and Shivee Gilja contributed equally and should be listed as co-first authors Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume55, Issue11November 2021Pages 1302-1303 RelatedInformation

Ulusal Çekirdek Eğitim Programındaki Hekimlik Uygulamaları: Türkiye’deki Birinci Basamak Hekimlerinin Ulusal Çapta Araştırılması

Objective: Core curriculums describe the basic standard of medical education. In this study, we aimed to investigate primary care physicians’ views on the minimum level of competency required in a general practitioner about skills listed in the National Core Curriculum for Undergraduate Medical Education-2014 (NCC-2014) and whether they feel competent in these skills.&#x0D; &#x0D; Method: Between October 1, 2017 and September 1, 2018, 27652 primary care physicians who work in Turkey were surveyed about the skills listed in the NCC-2014. The participants rated the minimum competency for every skill on 0–4 level and also stated whether they felt that the primary care physicians were competent.&#x0D; &#x0D; Result: 4117 (14.9%) participants answered entire questions. Out of 136 skills, “Level3—Should be able to do the skill in cases which are frequent and not complex” was the most selected category for 123 (90.4%) skills, “Level2—Should be able to do the skill according to the guidelines in a state of emergency” was the most selected category for 10 (8.1%) skills, and “Level4—Should be able to do the skill even in complex cases” was the most selected category for 3 (2.2%) skills by participants.&#x0D; &#x0D; Conclusion: The participants are generally willing to perform skills, but according to them, some of the skills are complex. There are differences between the required competency levels in the NCC-2014 and the opinions of participants. Since physicians’ views are important for curriculum development, medical curriculum developers around the world would benefit from findings of this study.

A patient expectations questionnaire for determining criteria for entrustment decisions

Introduction To train health professionals for patient-centered care, patient engagement in medical curriculum development and assessment is widely recommended. But there are few published methods on how to consult with patients effectively, particularly when creating entrustable professional activities (EPAs). In this mixed-method study, we developed a questionnaire for facilitating patient input when developing EPA assessment criteria. Methods We developed a questionnaire for documenting patient expectations of their doctors which included: patient interviews to identify questionnaire items, expert validation, cognitive interviews with respondents, and finally, pilot testing. For the pilot testing, 87 participants with a variety of health problems from medical/surgical wards and outpatient clinics at a tertiary hospital were recruited. The final questionnaire included open-ended and ranking-style questions. Results Using the questionnaire, patients could identify their key expectations of their doctors when managing their current medical problem. Most patients wrote clear, brief free-text responses directly applicable to EPA descriptors that were time-efficient to analyze. Conclusions The questionnaire is a feasible method of recording patient expectations, enabling educators to consult with and include patient perspectives when developing criteria for entrustment decisions in a diverse range of clinical contexts.

Quality and Effectiveness of Online Medical Education During COVID-19 Outbreak

Introduction: Necessity is the mother of invention, is not only an English language proverb but it has been proved several times in several ways, and recently it has been proved during this COVID-19 outbreak that online medical education has erupted as one of the inventions during these stressful situations as a necessity. In these difficult situations, universities seek to deliver medical education through various new methods or modalities, to ensure the continuous learning of medical students. Novel ways of online teaching should be considered in new medical curriculum development, as well as methods of delivering lectures and practical skills for medical students. In this pandemic situations, medical faculty administrators also had to improvise to make an adjustment, from the formerly class-based lecture to online lecture. This study aimed to measure the perception of medical students regarding the quality and effectiveness of online medical education during COVID-19 Pandemic. Materials and Methods: This study was held in Santosh Medical College, Ghaziabad, from April 2020 to August 2020. This is a cross-sectional survey done by using an electronic questionnaire which was based on the result of previously conducted lectures, practical, and small group discussions. It is carefully checked for validation and reliability before considering it for a study. Questionnaires were made on Google Forms and then this e-questionnaire was sent via WhatsApp to all of students. All the data were collected, tabulated, and analyzed. Results: Three hundred and ninety-nine number of students responded to the electronic survey conducted via WhatsApp. Students' perception about the effectiveness and quality of medical online education revealed few supportive and few inhibitory factors. Conclusions: Data obtained in this study can be used as a valuable input to judge the effectiveness and utility of the online methodology in the future.

Knowledge and Confidence of Final-Year Medical Students Regarding Critical Care Core-Concepts, a Comparison between Problem-Based Learning and a Traditional Curriculum.

Background:Medical undergraduates should be prepared to recognize life threating critical conditions. Undergraduate medical curriculum development to incorporate more critical care education is an essential requirement. Problem Based Learning curriculum has a potential advantage in providing more focused critical care education to medical undergraduate.Objectives:We aimed to evaluate the final year medical students’ knowledge and confidence in key critical care concepts in Problem Based Learning (PBL) curriculum compared to those in Traditional (Lecture) Based Learning curriculum. We also aimed to evaluate undergraduate’s level of satisfaction with the exposure to critical care education during medical education and training.Materials and methods:This is a cross-sectional anonymous self-administered survey questionnaire completed by two groups of final-year medical students (PBL and TBL) from three Saudi medical schools to assess the degree of undergraduate exposure to critical care and their knowledge of key critical care assessment parameters.Results:The responses of 279 final year medical students was analyzed (70% response rate). The majority (53%) was male and the mean age 23.9 ± 1.4 years. Only 13% of students felt confident to manage hypovolemic shock and 15% could recognize the signs of a threatened airway. One third of the students (29%) correctly identified the critical level of lactic acid in shock and less than 2% of the sample responded correctly to all the questions related to the formal assessment of critically ill patients. Lectures were the main source of information in acute care. More than two-thirds (46%) of the sample indicated that they received tuition in critical care, however the total duration spent in a critical care rotation or teaching was 1 day or less. The medical students, who completed their training with a Problem-Based Learning curriculum, had a higher knowledge base and were more confident in many critical care concepts. Only 6.5% choose critical care as their likely future career.Conclusion:Medical undergraduates in PBL have an overall better knowledge on key concepts and assessment tools applicable to evaluating and managing critically ill patients compared to students in TBL. However the gap in knowledge and confidence in assessing ill patients in both groups is evident. Critical care was not chosen as a preferred future career in all surveyed students. There is a need for institutional support and endorsement of undergraduate critical care exposure and education in Saudi Universities both to better prepare medical students for their imminent post-graduates exposure to ill patients and to help in closing the gap in critical care physicians through promoting the specialty.