Medicine Education Research Articles

Transfusion Camp Rwanda 2023: A train-the-trainer workshop establishing locally driven leadership in knowledge translation and sustainability in transfusion medicine education.

Blood transfusion is performed daily in hospitals. Gaps exist between transfusion guidelines and day-to-day clinical care. These gaps are prevalent in resource-limited settings due to scarce continuing medical education. Transfusion Camp Rwanda aims to bridge this gap by (1) delivering context-appropriate up-to-date education, (2) teaching participants how to independently deliver a case-based curriculum and (3) identifying strategies to promote change in transfusion practice in Rwanda. In May 2023, a multidisciplinary team from Canada and Rwanda carried out a Transfusion Camp train-the-trainer workshop for clinicians from all five provinces in Rwanda. Participants attended in-person lectures, seminars and workshop group discussions on the implementation of the Rwanda National Directives on Rational Use of Blood and Blood Components. Course feedback was based on the Kirkpatrick Model of Training and Evaluation. Fifty-one physicians and laboratory technicians participated in the course. Confidence in caring for patients based on transfusion guidelines was self-rated as 'excellent' by 23% of participants before and 77% after, while 84% reported they planned to teach Transfusion Camp to others and 100% responded that they will apply course content to clinical practice. Workshop groups recommended strategies to improve transfusion medicine practice in Rwanda in four domains: Communication, Institutional Approval, Practice Audits and Education. Transfusion medicine education in Rwanda using a train-the-trainer approach was well-received by participants and allowed for a more detailed understanding of the local medical and educational environment. These observations can inform the further expansion of the Transfusion Camp Rwanda project.

Global Perspectives on Innovations in Emergency Care during the COVID-19 Pandemic: A Mixed Methods Study.

In mid-2020, the Emergency Medicine Education and Research by Global Experts (EMERGE) network surveyed the emergency response to the COVID-19 pandemic. We demonstrated that innovative measures were being generated at unprecedented rates. Our aim was to build on these findings to develop the first theoretical model with utility in assessing and developing emergency innovations. Phase 1 of a two-phase, explanatory sequential mixed methods study was a secondary analysis of the original EMERGE survey. Phase 2 involved follow-up interviews of a purposeful sample of 15 of the original survey respondents, representing 12 countries and all 6 World Health Organization regions. Thematic analysis was performed by three members of the research team. Innovation is a nonlinear process in which ideas are developed, implemented, refined, and spread. Ideas grew from departmental needs or the spread of successful innovations from other sites. Development was highly localized, influenced by institutional and regional factors. Obtaining buy-in from relevant stakeholders and addressing various barriers were essential to implementation. The majority of innovations then underwent a process of evolution before some were spread to other institutions through a largely unidirectional flow of information. This study proposes the first model for emergency innovation processes and highlights multiple areas for improvement. Understanding how to prioritize departmental needs and the barriers may streamline development and implementation. Furthermore, the apparent unidirectional flow of information demonstrated by our participants suggests both an opportunity and a need for improved information systems. We present a framework for further research and an outline for innovation management.

Beyond pillbox: a national cross-sectional study on the attitudes, practices, and knowledge of community pharmacists regarding complementary and alternative medicine

BackgroundWhile community pharmacists are uniquely positioned to promote the safe and effective use of complementary and alternative medicine, their potential role remains largely untapped. The objective of this study was to assess the knowledge, attitudes, and practices related to complementary and alternative medicine products among community pharmacists in the United Arab Emirates and explore the correlates of knowledge in the study sample.MethodsUsing a stratified random sampling frame, a national survey of community pharmacists was conducted in the United Arab Emirates. In a face-to-face interaction, participants completed a multi-component questionnaire consisting of four sections: sociodemographic and general characteristics; knowledge of complementary and alternative medicine products and usage; attitudes towards complementary and alternative medicine and practices related to complementary and alternative medicine. Based on participants’ answers, scores were calculated with higher scores indicating more positive knowledge, attitudes, and practices.Results373 community pharmacists participated in the study (response rate: 83%). For the knowledge questions, more than 50% of community pharmacists correctly answered the functions of complementary and alternative medicine, however lower percentages were noted for the side effects and drug interactions questions. Most community pharmacists had positive attitudes towards complementary and alternative medicine, except for particular aspects such as efficacy, where 40% agreed that complementary and alternative medicine is only effective in treating minor complaints. As for practices, while more than 70% of participants counseled patients on complementary and alternative medicine use, only 47% reported the toxic effects when encountered. Multiple linear regressions showed that community pharmacists working in independent pharmacies, those with fewer years of experience, and those who did not receive complementary and alternative medicine education during their academic degree had lower knowledge scores (p < 0.05).ConclusionsThe findings of this study showed that community pharmacists in the United Arab Emirates have good knowledge of complementary and alternative medicine functions and generally positive attitudes and practices, with few gaps identified in each. Together, these findings provide critical evidence for the development of targeted interventions to promote the role of community pharmacists towards safe and effective complementary and alternative medicine use in the country.

A comparative analysis of the performance of common cropping systems used in the production of maize and selected grain legumes in Cameroon

Cropping systems and crop combinations are among vital practices to improve land utilisation with the limited arable land resource. Combinations of maize with legumes are common in Cameroon, but there is a knowledge gap on locality specificity of the best cropping system and maize/legume combination for sustained production. The experiment was conducted at the Faculty of Agriculture and Veterinary Medicine Teaching and Research farm, University of Buea. Different cropping systems and crop combinations were planted in a Randomized Complete Block Design with 13 treatments replicated three times. Data collected for vigour and yield parameters, were analyzed for significance using a two-way ANOVA and treatment means compared using Tukey HSD at 5 % probability, while additional data, were analysed for land equivalent and benefit-cost ratio. The findings reveal no significant differences in the yield of maize under different cropping systems, except for maize-dwarf bean mix cropping system (MDBM), which recorded the lowest yield (3.9 t/ha), with maize soybean intercropping (MSBI), recording the highest yield (5.9 t/ha) for maize. Indeterminate legumes (cowpea and climbing beans) recorded significant results for yield (MCPI = 1.7 t/ha; MCBI = 1.8 t/ha) under intercropping system. Likewise, determinate legumes (dwarf beans and soybeans) also recorded significant results for yield (DB = 2.2 t/ha; SB = 3.5 t/ha) under mono cropping system. Land equivalent ratios for intercropping and mixed cropping systems were highest with MCBI = 1.93 and MCBM = 1.76 and the benefit-cost ratios for intercropping and mixed cropping were >1, with MSBI recording the highest ratio of 3.5, followed by MSBM = 3.3. Intercropping and mixed cropping systems and crop combinations were advantageous over monocropping as they gave better land equivalent and benefit-cost ratio. This study provides meaningful findings in bridging the knowledge gap on locality specificity of the best cropping systems and maize/legume combination, for sustained production, locally and nationally. The contribution to the sustainable development goals (SDG), are multidimensional: The enhancement of food security through improved crop yields (SDG2); the promotion of agricultural practices that mitigate environmental degradation (SDG13) and lastly, advocating for biodiversity conservation through the adoption of sustainable cropping systems (SDG15).

Improving undergraduate education of occupational health and occupational medicine appling massive open online courses & problem-based learning

BackgroundThe learning of Occupational Health and Occupational Medicine in undergraduate college students in China has been hindered by various factors. This study aimed to explore the effects of the application of Massive Open Online Courses (MOOC) & Problem-based learning (PBL) in the learning of Occupational Health and Occupational Medicine in undergraduate college students in China.MethodsStudents enrolled in 2017 and 2018 were categorized in the control group and study group, and received PBL learning and MOOC + PBL learning, respectively. The effects of learning were assessed by scores of final exam, satisfaction degree of students, and feedbacks.ResultsThe mean score of the final exam was not significantly different between the two groups. However, the further comparison by levels of scores showed that the percentages of good and excellent were both significantly higher in the study group than control group. The overall satisfaction degree was significantly higher in the study group than control group. In addition, the scores of the 3 dimensions of satisfaction degree, i.e. learning preparation, learning process, and learning effect, were all significantly higher in the study group than control group. The feedbacks of the students showed that they thought MOOC + PBL learning could better improve the learning efficacy, despite a substantial proportion of students reported that MOOC + PBL learning more time-consuming.ConclusionsThe findings showed that the combination of MOOC and PBL in the learning of Occupational Health and Occupational Medicine is an effective method capable of improving the learning efficacy in college students of Prophylactic Medicine. Further efforts are needed to optimize the MOOC platform to provide a friendlier interface.

Exploring why individuals utilise naturopathic treatment and choose to combine naturopathy with biomedicine

IntroductionThere has been a global increase in the utilisation of traditional, complementary, and integrative medicine (TCIM), including that of naturopathy. Limited New Zealand research exists that has examined why individuals use naturopathic treatment, and why in some cases, naturopathy is combined with biomedicine. The present study had two main aims: (1) To identify why individuals utilise naturopathic treatment, and (2) to identify why individuals choose to combine naturopathy with biomedicine in the management of chronic health conditions or ongoing symptoms. MethodsParticipants were 20 clients who attended a student naturopathy and herbal medicine teaching clinic in Auckland, New Zealand. Participants were individually interviewed. A structured interview schedule comprising of open-ended questions was used. Data was analysed using an inductive thematic approach. ResultsFive main themes were identified in relation to why individuals utilised naturopathic treatment and combined naturopathy with biomedicine in the management of their chronic health conditions or ongoing symptoms: (1) A holistic approach, (2) a new and different approach, (3) wanting to utilise natural remedies, (4) previous use of naturopathic treatment and/or other forms of TCIM, and (5) word-of-mouth: the role of family and friends in influencing the utilisation of naturopathic treatment. ConclusionsThere was an alignment between what participants desired to seek from naturopathic treatment and the philosophy and core naturopathic treatment principles: a holistic approach to health and healing and the utilisation of natural remedies. Participants combined naturopathic treatment with biomedicine, as it allowed for the use of natural and less invasive ways in treating and managing some of their symptoms. Integration of treatment modalities allowed individuals to retain some control over how their body was treated. Previous use of naturopathy and/or other forms of TCIM influenced current utilisation of naturopathy, either for the same condition or for new condition(s). Family and friends also had a salient role in influencing individuals to seek naturopathic treatment.

Epidemiology teaching in undergraduate human medicine during the post-pandemic period in Peru

Sr. Editor, Las crisis suscitadas en los últimos años de nuestro siglo, como la pandemia COVID-19 o el impacto en salud de la crisis climática, han puesto en evidencia la relevancia y acrecentado el interés, a nivel mundial, en la salud pública (1,2). Estos eventos resaltan la importancia y la necesidad de disponer de médicos con una adecuada formación en epidemiología y estadística, disciplinas que constituyen la base para la formación médica en salud pública (3).

Decentralised, collaborative, and privacy-preserving machine learning for multi-hospital data

BackgroundMachine Learning (ML) has demonstrated its great potential on medical data analysis. Large datasets collected from diverse sources and settings are essential for ML models in healthcare to achieve better accuracy and generalizability. Sharing data across different healthcare institutions or jurisdictions is challenging because of complex and varying privacy and regulatory requirements. Hence, it is hard but crucial to allow multiple parties to collaboratively train an ML model leveraging the private datasets available at each party without the need for direct sharing of those datasets or compromising the privacy of the datasets through collaboration. MethodsIn this paper, we address this challenge by proposing Decentralized, Collaborative, and Privacy-preserving ML for Multi-Hospital Data (DeCaPH). This framework offers the following key benefits: (1) it allows different parties to collaboratively train an ML model without transferring their private datasets (i.e., no data centralization); (2) it safeguards patients’ privacy by limiting the potential privacy leakage arising from any contents shared across the parties during the training process; and (3) it facilitates the ML model training without relying on a centralized party/server. FindingsWe demonstrate the generalizability and power of DeCaPH on three distinct tasks using real-world distributed medical datasets: patient mortality prediction using electronic health records, cell-type classification using single-cell human genomes, and pathology identification using chest radiology images. The ML models trained with DeCaPH framework have less than 3.2% drop in model performance comparing to those trained by the non-privacy-preserving collaborative framework. Meanwhile, the average vulnerability to privacy attacks of the models trained with DeCaPH decreased by up to 16%. In addition, models trained with our DeCaPH framework achieve better performance than those models trained solely with the private datasets from individual parties without collaboration and those trained with the previous privacy-preserving collaborative training framework under the same privacy guarantee by up to 70% and 18.2% respectively. InterpretationWe demonstrate that the ML models trained with DeCaPH framework have an improved utility-privacy trade-off, showing DeCaPH enables the models to have good performance while preserving the privacy of the training data points. In addition, the ML models trained with DeCaPH framework in general outperform those trained solely with the private datasets from individual parties, showing that DeCaPH enhances the model generalizability. FundingThis work was supported by the Natural Sciences and Engineering Research Council of Canada (NSERC, RGPIN-2020-06189 and DGECR-2020-00294), Canadian Institute for Advanced Research (CIFAR) AI Catalyst Grants, CIFAR AI Chair programs, Temerty Professor of AI Research and Education in Medicine, University of Toronto, Amazon, Apple, DARPA through the GARD project, Intel, Meta, the Ontario Early Researcher Award, and the Sloan Foundation. Resources used in preparing this research were provided, in part, by the Province of Ontario, the Government of Canada through CIFAR, and companies sponsoring the Vector Institute.

Comparison of ChatGPT version 3.5 & 4 for utility in respiratory medicine education using clinical case scenarios

Integration of ChatGPT in Respiratory medicine presents a promising avenue for enhancing clinical practice and pedagogical approaches. This study compares the performance of ChatGPT version 3.5 and 4 in respiratory medicine, emphasizing its potential in clinical decision support and medical education using clinical cases. Results indicate moderate performance highlighting limitations in handling complex case scenarios. Compared to ChatGPT 3.5, version 4 showed greater promise as a pedagogical tool, providing interactive learning experiences. While serving as a preliminary decision support tool clinically, caution is advised, stressing the need for ongoing validation. Future research should refine its clinical capabilities for optimal integration into medical education and practice.

The Influence of Saudi Board of Emergency Medicine Residency Educators on Residents' Academic and Clinical Performance in Riyadh, Saudi Arabia.

The Saudi Board of Emergency Medicine (SBEM) is required to assign educators including program directors to supervise their residents. These educators may impact the residents' academic and clinical performances. After thorough review, we noticed that the current literature lacks information about the direct influence of emergency medicine educators on their residents' academic and clinical performances. The main purpose of this study is to assess the residents' confidence level, and to measure the program directors' satisfaction of the residents' performances during their SBEM training yearsin Riyadh hospitals. This concurrent mixed-methods study was conducted in nine training hospitals in Riyadh, Saudi Arabia, during the 2021-2022 academic year. For the quantitative aspect, a cross-sectional survey was used, based on a questionnaire administered to postgraduate year (PGY)-2 to PGY-4 SBEM residents (n=120) using a nonprobability convenient sampling technique. The survey aimed to assess residents' confidence in their academic and clinical performance, influenced by their educators. A Likert scale with a total of 25 items, covering the seven roles of the CANMEDs framework, was employed. This assessment utilized a published tool called the In-Training Evaluation Report. For the qualitative aspect, program directors' perspectives were gathered through one-on-one unstructured interviews (n=9), guided by theoretical saturation. A purposive sampling technique was employed to select program directors. The interview tool collected demographic data, including gender, years of experience, and training hospital, and included 17 open-ended questions to explore program directors' opinions. The result of mixed methods showed that both quantitative and qualitative data sets were divergent with all independent variables (resident's age, gender, and training level) with the exception of the training hospital which was convergent. Thus, the residents' confidence toward their academic and clinical performances induced by their institutional educators was high. However, the program directors indicated changes that related to residents' training level. The residents' confidence toward their academic and clinical performance induced by their institutional educators was high.The educators had a great deal of influence over the academic and clinical performance of the residents. However,the program directors thought there were some issues with the performance of the residents.Most of the program directors also believed that several influential factors that may have affected the residents' overall performance includestress and receiptof constructive feedback.

Use of audio-visual aids and case studies to enhance understanding of family medicine among medical students.

Teaching family medicine to medical students is primarily intended to aid in their understanding of the distinctive and significant role that the speciality performs within the healthcare system. Improving medical students' comprehension of family medicine may have an impact on their decision to pursue family medicine as a speciality. It is important to use innovative evidence-based teaching and learning strategies and ensure that medical students receive extra learning opportunities in family medicine. This is a short report highlighting the use of audio-visual aids and case studies to enhance the understanding of family medicine principles among undergraduate medical students attending a private university in Ghana.Contribution:This short report offers family medicine teachers and educators at the undergraduate level an example of how to apply audio-visual aids and case studies to enhance the understanding of family medicine principles among students. The report contributes to the growth of family medicine as a speciality within the African context.

Caring for racially minoritized patients in oral medicine education: An interactive e-resource.

Caring for racially minoritized patients in oral medicine education: An interactive e-resource.

Evidence-based practice education in physical medicine and rehabilitation residency programs: A Canadian national survey.

The current extent and quality of evidence based practice (EBP) training for physiatrists is unclear at this time. Training of EBP is also available to residents in Canada. The extent, quality and impact of the training was explored. Cohort study Results: about half of the Canadian programs reported a formal EBP curriculum. The most frequently reported method of providing EBP education were resident participation in journal club. Despite the increasing integration of EBP into residency program education, there remains a critical lack of knowledge and skills for implementation of EBP into clinical practice among Canadian PM&R residency programs.

Proposing a Principle-Based Approach for Teaching AI Ethics in Medical Education.

The use of artificial intelligence (AI) in medicine, potentially leading to substantial advancements such as improved diagnostics, has been of increasing scientific and societal interest in recent years. However, the use of AI raises new ethical challenges, such as an increased risk of bias and potential discrimination against patients, as well as misdiagnoses potentially leading to over- or underdiagnosis with substantial consequences for patients. Recognizing these challenges, current research underscores the importance of integrating AI ethics into medical education. This viewpoint paper aims to introduce a comprehensive set of ethical principles for teaching AI ethics in medical education. This dynamic and principle-based approach is designed to be adaptive and comprehensive, addressing not only the current but also emerging ethical challenges associated with the use of AI in medicine. This study conducts a theoretical analysis of the current academic discourse on AI ethics in medical education, identifying potential gaps and limitations. The inherent interconnectivity and interdisciplinary nature of these anticipated challenges are illustrated through a focused discussion on "informed consent" in the context of AI in medicine and medical education. This paper proposes a principle-based approach to AI ethics education, building on the 4 principles of medical ethics-autonomy, beneficence, nonmaleficence, and justice-and extending them by integrating 3 public health ethics principles-efficiency, common good orientation, and proportionality. The principle-based approach to teaching AI ethics in medical education proposed in this study offers a foundational framework for addressing the anticipated ethical challenges of using AI in medicine, recommended in the current academic discourse. By incorporating the 3 principles of public health ethics, this principle-based approach ensures that medical ethics education remains relevant and responsive to the dynamic landscape of AI integration in medicine. As the advancement of AI technologies in medicine is expected to increase, medical ethics education must adapt and evolve accordingly. The proposed principle-based approach for teaching AI ethics in medical education provides an important foundation to ensure that future medical professionals are not only aware of the ethical dimensions of AI in medicine but also equipped to make informed ethical decisions in their practice. Future research is required to develop problem-based and competency-oriented learning objectives and educational content for the proposed principle-based approach to teaching AI ethics in medical education.

Making assessment a team sport: a qualitative study of facilitated group feedback in internal medicine residency.

Competency-based medical education relies on feedback from workplace-based assessment (WBA) to direct learning. Unfortunately, WBAs often lack rich narrative feedback and show bias towards Medical Expert aspects of care. Building on research examining interactive assessment approaches, the Queen's University Internal Medicine residency program introduced a facilitated, team-based assessment initiative ("Feedback Fridays") in July 2017, aimed at improving holistic assessment of resident performance on the inpatient medicine teaching units. In this study, we aim to explore how Feedback Fridays contributed to formative assessment of Internal Medicine residents within our current model of competency-based training. A total of 53 residents participated in facilitated, biweekly group assessment sessions during the 2017 and 2018 academic year. Each session was a 30-minute facilitated assessment discussion done with one inpatient team, which included medical students, residents, and their supervising attending. Feedback from the discussion was collected, summarized, and documented in narrative form in electronic WBA forms by the program's assessment officer for the residents. For research purposes, verbatim transcripts of feedback sessions were analyzed thematically. The researchers identified four major themes for feedback: communication, intra- and inter-personal awareness, leadership and teamwork, and learning opportunities. Although feedback related to a broad range of activities, it showed strong emphasis on competencies within the intrinsic CanMEDS roles. Additionally, a clear formative focus in the feedback was another important finding. The introduction of facilitated team-based assessment in the Queen's Internal Medicine program filled an important gap in WBA by providing learners with detailed feedback across all CanMEDS roles and by providing constructive recommendations for identified areas for improvement.

Multidimensional formats of surgical anatomy in otorhinolaryngology student teaching-acomparison of effectivity

Technological change in healthcare and the digital transformation of teaching require innovations in student teaching in medicine. New technologies are needed to enable the delivery and use of diverse teaching and learning formats by educational institutions independent of time and place. The aim of this study is to analyze the effectiveness of different multidimensional formats in student teaching in surgical ENT medical anatomy. During the summer semester 2022 and winter semester 2022/2023, the digital teaching and learning program was expanded by testing different visualization formats (3D glasses, cardboards, or VR glasses) with students in the context of ahighly standardized surgical procedure, namely cochlear implantation. Apre- and post-intervention knowledge assessment was carried out in all groups, followed by an evaluation. Of 183 students, 91students fully participated in the study. The post-intervention knowledge assessment showed asignificant increase in correct answers regardless of visualization format. In adirect comparison, the operating room (OR) group answered correctly significantly more often than the cardboard group (p = 0.0424). The majority of students would like to see 3D teaching as an integral part of the teaching program (87.9%) and more streaming of live surgeries (93.4%). They see the use of the various technologies as avery good addition to conventional surgical teaching (72.5%), as good visualization (89%) increases retention (74.7%) and motivation (81.3%). Application and use of new visualization technologies in everyday clinical practice is apromising approach to expanding student training. Mobile, interactive, and personalized technical formats can be adapted to the learning behavior of students. Last but not least, the use of new media influences learning motivation. An expansion of digital teaching and learning formats can be expressly recommended on the basis of this study.

Implicit Bias and Health Disparities Education in the Neonatal Intensive Care Unit.

This study aimed to characterize implicit bias (IB) and health disparities (HD) education in neonatal-perinatal medicine (NPM), including current educational opportunities, resources, and barriers. A national web-based survey was sent to NPM fellows, neonatologists, and frontline providers after iterative review by education experts from the National Neonatology Curriculum Committee. Quantitative data were analyzed with chi-square and Fisher's exact tests. Qualitative data were evaluated using thematic analysis. Of the 452 NPM survey respondents, most desired additional IB (76%) and HD (83%) education. A greater proportion of neonatologists than fellows received IB (83 vs. 57%) and HD (87 vs. 74%) education. Only 41% of neonatologists reported that their institution requires IB training. A greater proportion of fellows than neonatologists expressed dissatisfaction with the current approaches for IB (51 vs. 25%, p < 0.001) and HD (43 vs. 25%, p = 0.015) education. The leading drivers of dissatisfaction included insufficient time spent on the topics, lack of specificity to NPM, inadequate curricular scope or depth, and lack of local educator expertise. A minority of faculty who were tasked to educate others have received specific educator training on IB (21%) and HD (16%). Thematic analysis of survey free-text responses identified three main themes on the facilitators and barriers to successful IB and HD education: individual, environmental, and curricular design variables. NPM trainees and neonatologists desire tailored, active, and expert-guided IB and HD education. Identified barriers are important to address in developing an effective IB/HD curriculum for the NPM community. · There is a gap between the current delivery of IB/HD education and the needs of the NPM community.. · NPM trainees and neonatologists desire tailored, active, and expert-guided IB and HD education.. · A successful curriculum should be widely accessible, NPM-specific, and include facilitator training..

The Making of a Health Profession: How Chinese Medicine Became a Nationally Registered Allied Health Profession in Australia

Abstract In 2012, traditional Chinese medicine (TCM) practitioners in Australia became nationally-registered allied health professionals in three categories: acupuncturist, Chinese herbal medicine practitioner, and Chinese herbal medicine dispenser. Australia was the first Western country to introduce national registration for Chinese medicine, followed by Portugal and, recently, New Zealand. The practice of TCM in Australia can be traced back to the beginning of Chinese immigration to Australia during the Victorian Gold Rush which began in the 1850s. The process which led to national registration commenced in the early 1970s with the establishment of the first acupuncture courses. Decades of gradual development of courses from unaccredited part-time diplomas to accredited bachelor degrees, and the development, by the profession, of national consensus on educational standards were essential elements in the process which led to registration. Professional associations, such as the Australian Acupuncture and Chinese Medicine Association Ltd. (AACMA), also developed a framework of professional self-regulation, including Codes of Ethics, Codes of Conduct, ongoing professional development requirements and Infection Control Guidelines, and provided leadership in the development of the profession. After decades of tribalism and division within the TCM profession, the National Academic Standards Committee brought almost all stakeholders together to reach a consensus on the Australian Guidelines for Traditional Chinese Medicine Education which were published by AACMA in 2001. Professional associations also collaborated on joint submissions to the government in support of registration, which was introduced first in the state of Victoria in 2000, and subsequently became national in 2012. Despite national registration, some barriers still remain, and professional associations continue to lobby the federal government for inclusion in Medicare, chronic disease management scheme, and Veterans Affairs.

(027) Assessment of Sexual Medicine Curriculum Across Northeast Medical Schools

Abstract Introduction Sexual health is an imperative area of study in medical school education. However, many medical schools do not offer a comprehensive curriculum nor is it standardized across the US. The history of sexual health as an academic area was introduced in the 1970s but minimal work has been done to assess the validity and accuracy of teachings. While previous work has evaluated the full, mandatory, sexual health course in year 1 medicine at a large state university, the relationship between curricula across different institutions has not been considered (Ross, Bayer, 2021). Objective The sexual medicine curriculum across U.S. medical schools has not been well documented or standardized. This study aims to assess the current guidelines and recommendations for sexual health curriculums in medical schools across the northeast region and compare the current teachings to suggested standards. Methods A compilation of academic resources including lecture material and syllabus will be systematically reviewed utilizing a standardized and validated rubric. The variables assessed include: biological and psychological aspects of human sexual development, anatomy and physiology of the human sexual response cycle, sexual health in relation to human reproduction, and contraceptive options. Results Statistical analyses will include a chi-squared to determine whether rubric ratings differ by region, type of school and degree awarded as well as a four-way ANOVA to explore whether geographic region, school control, degree awarded, and research activity levels influence the quantity and quality of sexual health curricula. Conclusions The goal of this study is to determine the areas of discrepancies between guidelines of sexual health curricula and the current teachings with the aim to improve sexual medicine education in U.S. medical schools. Disclosure No.

Mandating Disability Education in Medicine: A Call to Action

Mandating Disability Education in Medicine: A Call to Action