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Han SP, Kumwenda B. Bridging the digital divide: Promoting equal access to online learning for health professions in an unequal world. MEDICAL EDUCATION 2024. [PMID: 38860836 DOI: 10.1111/medu.15455] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2024] [Revised: 05/18/2024] [Accepted: 05/24/2024] [Indexed: 06/12/2024]
Abstract
Online learning has the potential to enhance open and equitable access to medical education resources globally. Conversely, there are also concerns that it can perpetuate and exacerbate digital inequalities between developed (global North) and developing (global South) countries. In this article, we describe the historical lack of representation of the global South in the design of online medical education, as well as the resulting consequences and potential solutions. We compare the Northern and Southern views of online learning in medical education and identify the different types of barriers to its adoption. We describe how socioeconomic disparities and the historical dominance of the global North over the global South have led to systemic digital inequalities in the design and implementation of online learning in education generally, and in medical education particularly. The lack of representation of global South voices hinders the development of digital learning solutions relevant to local contexts, therefore limiting their effectiveness and sustainability. Thus, we propose approaches to build more equitable partnerships by soliciting local input and local expertise. Further, we discuss the need to maintain local relevance while setting global standards. Overall, we hope to inform and guide the development of more equitable and accessible online education training for a diverse global population.
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Affiliation(s)
- Siew Ping Han
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
| | - Ben Kumwenda
- Centre for Medical Education, School of Medicine, University of Dundee, Scotland, UK
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Jayas A, Sachdeva AK, Delman KA, Kabaker AS, Blair PG, Overton R, Grbic D, Andriole DA. Piloting a National Curricular Resource for the Transition to Surgical Residency: Characteristics of Participating Schools and Their Students. JOURNAL OF SURGICAL EDUCATION 2024; 81:344-352. [PMID: 38286724 DOI: 10.1016/j.jsurg.2023.12.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2023] [Revised: 12/11/2023] [Accepted: 12/15/2023] [Indexed: 01/31/2024]
Abstract
OBJECTIVE To determine the extent to which U.S. Liaison Committee of Medical Education (LCME)-accredited medical schools chose to participate in piloting a national curricular resource, the American College of Surgeons/Association of Program Directors in Surgery/Association of Surgical Education Resident Prep Curriculum ("ACS-surgery-prep curriculum"), and implications of such participation for student access nationally to this resource. DESIGN We examined the significance of school-level differences in ACS-surgery-prep curriculum pilot participation and student-level differences in curriculum access based on medical school attended in bivariate analysis. SETTING U.S. medical schools choosing to participate in the ACS-surgery-prep curriculum through 2021. Students graduating from U.S. LCME-accredited medical schools in 2020-2021 were invited to complete the Association of American Medical Colleges 2021 Graduation Questionnaire (GQ). PARTICIPANTS Our study included data for 2569 students intending surgery specialties (16% of 16,353 2021 GQ respondents) from ACS-surgery-prep curriculum pilot and non-pilot schools. RESULTS Of 148 medical schools attended by 2021 GQ respondents, 93 (63%) were identified as ACS-surgery-prep curriculum pilot schools. Pilot participation varied by school region, community-based designation, and research intensity (each p < 0.05) but not by ownership or transition to residency (TTR) course requirements (each p > 0.05). Of 2569 GQ respondents nationally intending surgery specialties, 1697 (66%) attended an ACS-surgery-prep curriculum pilot school; this proportion did not vary by gender or race/ethnicity (each p > 0.05) but varied by students' school TTR course requirements (p < 0.001). Findings were similar among the 1059 students intending general surgery specialties specifically (41% of all 2569 students intending surgery specialties). CONCLUSIONS Many U.S. LCME-accredited medical schools piloted this national TTR surgery curriculum. School-level characteristics associated with pilot participation can inform outreach efforts to encourage the participation of interested schools in piloting this TTR resource. With this curriculum distribution model, we observed no gender or racial/ethnic disparities in curriculum access nationally among students intending surgery specialties.
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Affiliation(s)
- Amy Jayas
- Association of American Medical Colleges, Washington, District of Columbia.
| | - Ajit K Sachdeva
- American College of Surgeons, Division of Education, Chicago, Illinois
| | - Keith A Delman
- Grady Memorial Hospital and Emory University School of Medicine, Atlanta, Georgia
| | | | | | - Renee Overton
- Association of American Medical Colleges, Washington, District of Columbia
| | - Douglas Grbic
- Association of American Medical Colleges, Washington, District of Columbia
| | - Dorothy A Andriole
- Association of American Medical Colleges, Washington, District of Columbia
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Moeller J, Salas RME. Neurology Education in 2035: The Neurology Future Forecasting Series. Neurology 2023; 100:579-586. [PMID: 36564205 PMCID: PMC10033166 DOI: 10.1212/wnl.0000000000201669] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Accepted: 10/24/2022] [Indexed: 12/24/2022] Open
Abstract
In the past decade, there have been dramatic changes in all aspects of neurologic care, and along with this, neurology education has transformed. These changes have affected all aspects of education across the educational continuum, including learners, teachers, educators, content, delivery methods, assessments, and outcomes. Health systems science, health humanities, diversity, equity, and inclusion and health disparities are becoming core components of neurology curricula, and, in the future, will be integrated into every aspect of our educational mission. The ways in which material is taught and learned have been influenced by technologic innovations and a growing understanding of the science of learning. We forecast that this trend will continue, with learners choosing from an array of electronic resources to engage with fundamental topics, allowing front-line clinical teachers to spend more time supporting critical reasoning and teaching students how to learn. There has been a growing differentiation of educational roles (i.e., teachers, educators, and scholars). We forecast that these roles will become more distinct, each with an individualized pattern of support and expectations. Assessment has become more aligned with the work of the learners, and there are growing calls to focus more on the impact of educational programs on patient care. We forecast that there will be an increased emphasis on educational outcomes and public accountability for training programs. In this article, we reflect on the history of medical education in neurology and explore the current state to forecast the future of neurology education and discuss ways in which we can prepare.
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Affiliation(s)
- Jeremy Moeller
- From the Department of Neurology (J.M.), Yale University, New Haven, CT; Department of Neurology and Neurosurgery (R.M.E.S.), Johns Hopkins School of Medicine, Baltimore, MD.
| | - Rachel Marie E Salas
- From the Department of Neurology (J.M.), Yale University, New Haven, CT; Department of Neurology and Neurosurgery (R.M.E.S.), Johns Hopkins School of Medicine, Baltimore, MD
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Patra A, Pushpa NB, Ravi KS. Visualization in Anatomy Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1406:171-186. [PMID: 37016115 DOI: 10.1007/978-3-031-26462-7_8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/06/2023]
Abstract
In the post-pandemic era, one of the significant challenges for anatomy teachers is to reciprocate the experience of practical exposure while teaching the subject to undergraduates. These challenges span from conducting cadaveric dissections to handling real human bones, museum specimens, and tissue sections in the histology lab. Such exposures help the instructors to develop interactive communication with their fellow students and thus help to enhance communication skills among them. Recently, anatomy teachers all over the world started using cutting-edge educational technologies to make teaching-learning experiences for students more engaging, interesting, and interactive. Utilizing such cutting-edge educational technologies was an "option" prior to the pandemic, but the pandemic has significantly altered the situation. What was previously an "option" is now a "compulsion." Despite the fact that the majority of medical schools have resumed their regular on-campus classes, body donation and the availability of cadavers remain extremely limited, resulting in a deadlock. Anatomy teachers must incorporate cutting-edge educational technologies into their teaching and learning activities to make the subject more visual. In this chapter, we have attempted to discuss various new technologies which can provide a near-realistic perception of anatomical structures as a complementary tool for dissection/cadaver, various visualization techniques currently available and explore their importance as a pedagogic alternative in learning anatomy. We also discussed the recent advancement in visualization techniques and the pros and cons of technology-based visualization. This chapter identifies the limitations of technology-based visualization as a supplement and discusses effective utilization as an adjunct to the conventional pedagogical approaches to undergraduate anatomy education.
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Affiliation(s)
- Apurba Patra
- Department of Anatomy, All India Institute of Medical Sciences, Bathinda, Bathinda, Punjab, India
| | | | - Kumar Satish Ravi
- Department of Anatomy, All India Institute of Medical Sciences, Rishikesh, Rishikesh, Uttarakhand, India
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Pan GC, Zheng W, Liao SC. Qualitative study of the learning and studying process of resident physicians in China. BMC MEDICAL EDUCATION 2022; 22:460. [PMID: 35706013 PMCID: PMC9202223 DOI: 10.1186/s12909-022-03537-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Accepted: 06/09/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Clinical medical education is essential in physician training. This study developed recommendations for medical residency course design on the basis of the perspectives of learners in China and how they interact with their environment. The central research topic was the professional development and learning process of residents, including the obstacles that hinder and factors that promote their learning, their views on existing teaching methods, interaction between teachers and medical teams, and suggestions for designing future residency training programs. METHODS This study had a qualitative research design. Interviews were conducted between July and October 2019 with 17 specialist residents and 12 assistant general practitioner residents from the department of education of the hospital. The participants were recruited from Qingyuan People's Hospital in Guangdong Province, China. The interview outlines focused on the following four themes: clinical learning experiences and reflections on learning, experience of interaction with patients, experience of working with other medical personnel, and future learning directions. RESULTS To overcome challenges in clinical learning, the residents mainly learned from their teachers and focused specifically on their own experiences. Regarding teaching methods and designs in clinical medicine, the residents preferred large-group, small-group, and bedside teaching and reported that bedside teaching enables the resolution of clinical problems, initiates self-learning, and improves diagnostic thinking. They disliked teachers with low teaching motivation or who were reluctant to interact with them and favored teachers who had strong teaching skills and respect for their students. CONCLUSIONS The residents suggested that clinical and active learning must be the main learning method for developing general medical competencies. Residency training must be conducted in an environment that facilitates residents' learning and meaningful learning activities. The interdependent symbiotic relationships in the education ecosystem can serve as a reference for designing residency courses.
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Affiliation(s)
- Gui Chang Pan
- Department of Education of the Sixth Affiliated Hospital of Guangzhou Medical University/The People's Hospital of Qingyuan, Guangzhou, China
| | - Wei Zheng
- Department of Education of the Sixth Affiliated Hospital of Guangzhou Medical University/The People's Hospital of Qingyuan, Guangzhou, China
| | - Shih-Chieh Liao
- School of Medicine, China Medical University, 91, Shueh-Shih Road, Taichung, 404, Taiwan.
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Govindasamy G, Lim C, Riau AK, Tong L. Limiting plastic waste in dry eye practice for environmental sustainability. Ocul Surf 2022; 25:87-88. [PMID: 35613675 PMCID: PMC9124366 DOI: 10.1016/j.jtos.2022.05.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2022] [Accepted: 05/19/2022] [Indexed: 11/29/2022]
Affiliation(s)
- Gayathri Govindasamy
- Cornea and External Eye Disease Service, Singapore National Eye Center, Singapore.
| | - Chris Lim
- Singapore Eye Research Institute, Singapore; Department of Ophthalmology, National University Health System, Singapore; School of Optometry and Vision Science, University of New South Wales, Sydney, NSW, Australia; Department of Ophthalmology, Yong Loo Lin School of Medicine, NUS, Singapore.
| | - Andri Kartasasmita Riau
- Singapore Eye Research Institute, Singapore; Eye Academic Clinical Program, Duke-National University of Singapore (NUS) Medical School, Singapore.
| | - Louis Tong
- Cornea and External Eye Disease Service, Singapore National Eye Center, Singapore; Singapore Eye Research Institute, Singapore; Department of Ophthalmology, Yong Loo Lin School of Medicine, NUS, Singapore; Eye Academic Clinical Program, Duke-National University of Singapore (NUS) Medical School, Singapore.
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Long C, Tsai K, Napolitano JD, Khawaja RA, Leung AM. The Current Status of Preclinical Endocrine Education in U.S. Medical Schools. Endocr Pract 2022; 28:744-748. [PMID: 35452814 DOI: 10.1016/j.eprac.2022.04.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/29/2021] [Revised: 04/04/2022] [Accepted: 04/13/2022] [Indexed: 11/03/2022]
Abstract
OBJECTIVE To characterize the current landscape of pre-clinical medical endocrine education in United States (U.S.) allopathic medical schools. METHODS U.S. endocrine curriculum directors were asked to voluntarily complete a 16-question emailed survey surveying the status of endocrine pre-clinical education at their medical school. RESULTS There were 69 of 155 (45%) endocrine block director respondents who completed the online survey between July to Sept 2021. A larger incoming class, a longer duration of an endocrine curriculum, and the offering of a separate endocrine curriculum (i.e. apart from the teaching of other organ systems) were each independently associated with an increased number of faculty teaching the course. Schools that used a gland/organ-based curriculum only and those that used a combination of gland/organ with topic based were differed significantly in their use of large lectures, small groups, and several curriculum components including point of care glucose testing, continuous glucose monitoring, and insulin pumps. CONCLUSION This survey study reports the current landscape of preclinical endocrine education in the U.S. and describes opportunities to improve interest in pursuing endocrinology as a career.
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Affiliation(s)
- Clarine Long
- The Ohio State University College of Medicine, Columbus, Ohio
| | - Karen Tsai
- Division of Endocrinology, Diabetes, and Metabolism; Department of Medicine, UCLA David Geffen School of Medicine, Los Angeles, California; Division of Endocrinology, Diabetes, and Metabolism; Department of Medicine, VA Greater Los Angeles Healthcare System, Los Angeles, California
| | - Jason D Napolitano
- Department of Medicine, UCLA David Geffen School of Medicine, Los Angeles, California
| | - Raheela A Khawaja
- Division of Endocrinology, Diabetes, and Metabolism; The Ohio State University and Arthur G. James Cancer Center, Columbus, Ohio
| | - Angela M Leung
- Division of Endocrinology, Diabetes, and Metabolism; Department of Medicine, UCLA David Geffen School of Medicine, Los Angeles, California; Division of Endocrinology, Diabetes, and Metabolism; Department of Medicine, VA Greater Los Angeles Healthcare System, Los Angeles, California.
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Patra A, Asghar A, Chaudhary P, Ravi KS. Integration of innovative educational technologies in anatomy teaching: new normal in anatomy education. Surg Radiol Anat 2022; 44:25-32. [PMID: 34997275 PMCID: PMC8741575 DOI: 10.1007/s00276-021-02868-6] [Citation(s) in RCA: 26] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2021] [Accepted: 11/29/2021] [Indexed: 12/03/2022]
Abstract
COVID-19 pandemic has created a lot of turmoil in medical teaching, the magnitude of impact is many folds in the subject of anatomy, as it is practical based. A major challenge for anatomy teachers is to replicate the experience of practical exposures. These exposures range from cadaveric dissection to demonstration of bones, museum specimens, and histology slides, where they will have interactive communication with students, and thus help in the enhancement of communication and clinical skills among them. In recent days, anatomy teachers throughout the globe started using various advanced technology to make the teaching-learning session more interesting. In pre-pandemic era, usage of such advancements in information and communication technology was a 'choice'. But pandemic has changed the situation drastically, what was a 'choice' earlier is now an 'obligation.' Presently although infection rate is low, vaccination rate is high, most of the medical schools re-opened for usual offline teaching, still body donation is all time low making the situation 'back to square one'. Keeping such unprecedented situations in mind, we need to incorporate various innovative educational technologies in day-to-day teaching-learning methodologies.
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Affiliation(s)
- Apurba Patra
- Department of Anatomy, All India Institute of Medical Sciences, Bathinda, India
| | - Adil Asghar
- Department of Anatomy, All India Institute of Medical Sciences, Patna, India
| | - Priti Chaudhary
- Department of Anatomy, All India Institute of Medical Sciences, Bathinda, India
| | - Kumar Satish Ravi
- Department of Anatomy, All India Institute of Medical Sciences, Rishikesh, India
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Govindarajan R, Vu ATN, Salas RME, Miller AM, Sandness DJ, Said RR, Southerland AM, Fernandez A, Romano S, Sennott BJ, Patino-Murillas J, Soni M. Accelerated Implementation of a Virtual Neurology Clerkship Amid a Global Crisis. Neurology 2021; 98:279-286. [PMID: 34921103 DOI: 10.1212/wnl.0000000000013222] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2020] [Accepted: 12/08/2021] [Indexed: 11/15/2022] Open
Abstract
The standard neurology clinical experience in medical school focuses primarily on bedside patient encounters; however, the limitations of the clinical environment due to the current COVID-19 pandemic have accelerated the need for virtual curriculum development. To provide guidance to Neurology clerkship directors during this unprecedented time, the American Academy of Neurology (AAN) Undergraduate Education Subcommittee (UES) formed a workgroup to develop an outline for a 'virtual curriculum', provide recommendations, and describe models of integrating virtual curricula into the neurology clerkship.In this overview, we discuss different methods of virtual instruction, hybrid models of clerkship training and the challenges to its implementation, professionalism issues, and modification of feedback and assessment techniques specific to the virtual learning environment. We also offer suggestions for implementation of a hybrid virtual curriculum into the neurology clerkship.The virtual curriculum is intended to supplement the core neurology in-person clinical experience and should not be used for shortening or replacing the required neurology clinical clerkship.
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Affiliation(s)
| | - Anh-Thu N Vu
- Department of Neurology, Drexel College of Medicine, Philadelphia, PA
| | | | | | | | - Rana R Said
- Department of Pediatrics, UT Southwestern, Dallas, TX
| | | | - Andres Fernandez
- Department of Neurology, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, PA
| | - Sofia Romano
- Department of Neurology, Johns Hopkins School of Medicine, Baltimore, MD
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Horton I, Rustici M. Creating Open and Free Medical Education Resources. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:S186-S187. [PMID: 34705685 DOI: 10.1097/acm.0000000000004328] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Affiliation(s)
- Isabella Horton
- Author affiliations: I. Horton, M. Rustici, University of Colorado
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Owolabi J, Bekele A. Implementation of Innovative Educational Technologies in Teaching of Anatomy and Basic Medical Sciences During the COVID-19 Pandemic in a Developing Country: The COVID-19 Silver Lining? ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:619-625. [PMID: 34135653 PMCID: PMC8197662 DOI: 10.2147/amep.s295239] [Citation(s) in RCA: 26] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/30/2020] [Accepted: 04/07/2021] [Indexed: 05/05/2023]
Abstract
This article is a descriptive and reflective piece on the strategic adaptations that facilitated and enabled the teaching of anatomy and related basic medical sciences to medical students in an African medical school that never shut down during the COVID-19 induced lockdown of the year 2020. The article considers the roles of educational technology, innovations, media and how these were used to achieve learning objectives with optimal outcomes during the lockdown. Specific technologies and innovations including the Anatomage Table, Complete 3D Anatomy software, and the use of High-Fidelity Mannequin were deployed to facilitate effective teaching of anatomy and related basic medical sciences. This was aided by the robust use of a learning management system - Canvas, as well as internet facility for connection, videoconferencing, online sessions and online-based assessment in a strategically organised manner. This system was dynamic enough to respond to changes in COVID-19 related government policies including the lockdown and social distancing-related adjustments in the physical settings. The outcome was that the teaching of medical students did not stop, and optimal results were achieved. The article considers the roles of educational technology and innovations as well as the media and how these were used to achieve learning objectives with optimal outcomes during the lockdown. It is believed that this experiential piece would inspire and inform other medical schools on the benefit of building robustly dynamic medical school systems as well as the use of innovations in times of challenges. The article also considers both the limitations and benefits of technology in teaching anatomy. Very importantly, specific tools, innovations, and technologies were considered as used, and the information provided might be a guide for other potential users. Ultimately, the lesson learned would be of use to us and we believe we could also benefit many others.
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Affiliation(s)
- Joshua Owolabi
- Department of Anatomy, Division of Basic Medical Sciences, School of Medicine, University of Global Health Equity, Butaro, Rwanda
| | - Abebe Bekele
- School of Medicine, University of Global Health Equity, Butaro, Rwanda
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Prober CG. Grading Changes for USMLE Step 1 - A Golden Opportunity to Recalibrate Medical Education Priorities. N Engl J Med 2020; 382:2385-2387. [PMID: 32558465 DOI: 10.1056/nejmp2003880] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Affiliation(s)
- Charles G Prober
- From the Stanford Center for Health Education, Stanford University, Stanford, CA
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Haidaris CG, Frelinger JG. Inoculating a New Generation: Immunology in Medical Education. Front Immunol 2019; 10:2548. [PMID: 31749807 PMCID: PMC6843008 DOI: 10.3389/fimmu.2019.02548] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2019] [Accepted: 10/14/2019] [Indexed: 11/13/2022] Open
Abstract
Educating the next generation of physicians is a key means of communicating and disseminating impactful immunologic scientific knowledge, and its practical application to human disease. We present our perspective, using as our model a first-year medical school course entitled Host Defense. As the name suggests, immunology is the overarching principle that links the multiple subjects in the course. We address a range of immunologically relevant topics, including innate and adaptive immunity, vaccines, inflammation, allergy, tumor immunotherapy, transplantation, and autoimmunity. These topics are integrated with the fields of infectious diseases, pathology, clinical laboratory testing, and public health, to illustrate how the basic science discoveries in immunology are relevant to clinical practice. The course objectives are not only to deliver "first principles" and molecular mechanisms, but also to connect these principles with the clinical world of diagnosis and therapy. We detail the different methodologies used to achieve these objectives and to reach today's medical students. This provides a framework for course structure and execution designed to engage both the novice and the more "immunologically experienced" learner. The framework includes classical didactic components and personalized instructor access, aligned with current approaches to self-directed learning and using digital media. We also address some of the challenges of assembling a course like Host Defense in the context of an academic medical center with multiple scientific, educational, and clinical missions. This perspective is not meant be proscriptive, but rather to outline our experiences on the strategies tried, while describing their advantages and drawbacks in teaching immunology.
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Affiliation(s)
- Constantine G Haidaris
- Department of Microbiology and Immunology, University of Rochester School of Medicine and Dentistry, Rochester, NY, United States
| | - John G Frelinger
- Department of Microbiology and Immunology, University of Rochester School of Medicine and Dentistry, Rochester, NY, United States.,The Wilmot Cancer Center, University of Rochester School of Medicine and Dentistry, Rochester, NY, United States
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Cawkwell PB, Jaffee EG, Frederick D, Gerken AT, Vestal HS, Stoklosa J. Empowering Clinician-Educators with Chalk Talk Teaching Scripts. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2019; 43:447-450. [PMID: 30793256 DOI: 10.1007/s40596-019-01042-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/16/2018] [Accepted: 02/07/2019] [Indexed: 06/09/2023]
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Tackett S. Examining the Educational Commission for Foreign Medical Graduates Announcement Requiring Medical School Accreditation Beginning in 2023. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:943-949. [PMID: 30844935 DOI: 10.1097/acm.0000000000002675] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
In 2010, the Educational Commission for Foreign Medical Graduates (ECFMG, Philadelphia, Pennsylvania) announced that, beginning in 2023, graduation from a formally accredited medical school would be necessary for an international medical graduate (IMG) to be eligible for ECFMG certification. The announcement is notable because ECFMG certification is required for graduate medical training and practice in the United States. Graduating from a school accredited by an agency formally recognized by the World Federation for Medical Education (WFME), which has been formally evaluating and recognizing accrediting agencies since 2012, would fulfill the new ECFMG requirement. In 2015, ECFMG applicants came from 1,141 medical schools located in 139 countries or territories. As of December 2018, the WFME had formally recognized 14 accrediting agencies, which would cover only approximately a third of these recent ECFMG-certified IMGs. In this Perspective, the author compares the context of the ECFMG announcement to the beginning of accreditation in the United States so as to provide insight into the challenges the WFME faces as it seeks to evaluate and recognize what could ultimately be over 100 more accrediting authorities. The author then explores the possible effects of the requirement-specifically, its potential to restrict the ECFMG applicant pool-on the quantity and quality of the U.S. physician workforce. The author ends the Perspective by considering the implications of three broad policy options that the ECFMG could consider starting in 2023: implementation as announced, maintenance of the status quo, or a policy modified from the original announcement.
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Affiliation(s)
- Sean Tackett
- S. Tackett is assistant professor of medicine and director, International Medical Education, Division of General Internal Medicine, Johns Hopkins Bayview Medical Center, Baltimore, Maryland; ORCID: https://orcid.org/0000-0001-5369-7225
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Green DP. Foundational Elements of School-Specific Augmented Medical Education. MEDICAL SCIENCE EDUCATOR 2019; 29:561-569. [PMID: 34457514 PMCID: PMC8368490 DOI: 10.1007/s40670-019-00702-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
Recent efforts to enrich the medical education experience recommended interinstitutional and collaborative efforts. Within this context, the author describes a model for school-specific augmented medical education. The evidence-backed conceptual model is composed of six foundational elements, which include the following: technology-enriched learning environments, analytics to drive instructional interventions, cognitive neuroscience and educational psychology research (the Science of Learning), self-regulated learning strategies, competency-based approaches, and blended learning instructional design. Harnessing the creativity of our leadership, medical educators, and learners is fundamental to improving the learning experience for all. This model could be used to meaningfully guide implementation processes.
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Affiliation(s)
- David P. Green
- Division of Innovations in Medical Education for the Educational Development Office, University of Miami Miller School of Medicine, Rosenstiel Med Science Bldg, 1600 NW 10th Ave, Room 2019C, Locator Code R160, Miami, FL USA
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Chen SF, Deitz J, Batten JN, DeCoste-Lopez J, Adam M, Alspaugh JA, Amieva MR, Becker P, Boslett B, Carline J, Chin-Hong P, Engle DL, Hayward KN, Nevins A, Porwal A, Pottinger PS, Schwartz BS, Smith S, Sow M, Teherani A, Prober CG. A Multi-Institution Collaboration to Define Core Content and Design Flexible Curricular Components for a Foundational Medical School Course: Implications for National Curriculum Reform. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:819-825. [PMID: 30801270 PMCID: PMC7282480 DOI: 10.1097/acm.0000000000002663] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
Medical educators have not reached widespread agreement on core content for a U.S. medical school curriculum. As a first step toward addressing this, five U.S. medical schools formed the Robert Wood Johnson Foundation Reimagining Medical Education collaborative to define, create, implement, and freely share core content for a foundational medical school course on microbiology and immunology. This proof-of-concept project involved delivery of core content to preclinical medical students through online videos and class-time interactions between students and facilitators. A flexible, modular design allowed four of the medical schools to successfully implement the content modules in diverse curricular settings. Compared with the prior year, student satisfaction ratings after implementation were comparable or showed a statistically significant improvement. Students who took this course at a time point in their training similar to when the USMLE Step 1 reference group took Step 1 earned equivalent scores on National Board of Medical Examiners-Customized Assessment Services microbiology exam items. Exam scores for three schools ranged from 0.82 to 0.84, compared with 0.81 for the national reference group; exam scores were 0.70 at the fourth school, where students took the exam in their first quarter, two years earlier than the reference group. This project demonstrates that core content for a foundational medical school course can be defined, created, and used by multiple medical schools without compromising student satisfaction or knowledge. This project offers one approach to collaboratively defining core content and designing curricular resources for preclinical medical school education that can be shared.
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Affiliation(s)
- Sharon F Chen
- S.F. Chen is clinical associate professor of pediatrics, Stanford University School of Medicine, Stanford, California. J. Deitz is assistant dean, Stanford Continuing Studies, Stanford University, Stanford, California. At the time of the study and writing, she was director of research and evaluation, Office of Medical Education, Stanford University School of Medicine, Stanford, California. J.N. Batten is a fourth-year medical student, and at the time of the study and writing, he was a second-year medical student, Stanford University School of Medicine, Stanford, California. J. DeCoste-Lopez is senior pediatric resident, Lucile Packard Children's Hospital, Stanford Children's Health, Palo Alto, California. M. Adam is director of health education outreach, Stanford Center for Health Education, Stanford University, Stanford, California. J.A. Alspaugh is professor of medicine and of molecular genetics and microbiology, Duke University School of Medicine, Durham, North Carolina. M.R. Amieva is associate professor of pediatrics and of microbiology and immunology, Stanford University School of Medicine, Stanford, California. P. Becker is senior project manager, Information Resources & Technology, Educational Technology Department, Stanford University School of Medicine, Stanford, California. B. Boslett is assistant professor of medicine, University of California, San Francisco, School of Medicine, San Francisco, California. J. Carline is professor of biomedical informatics and medical education, University of Washington School of Medicine, Seattle, Washington. P. Chin-Hong is professor of medicine, University of California, San Francisco, School of Medicine, San Francisco, California. D.L. Engle is assistant dean for assessment and evaluation, Office of Curricular Affairs, Duke University School of Medicine, Durham, North Carolina. K.N. Hayward is associate professor of pediatrics, University of Washington School of Medicine, Seattle, Washington. A. Nevins is clinical associate professor of medicine, Stanford University School of Medicine, Stanford, California. A. Porwal is managing director, Stanford Center for Health Education, Stanford University, Stanford, California. P.S. Pottinger is associate professor of medicine, University of Washington School of Medicine, Seattle, Washington. B.S. Schwartz is associate professor of medicine, University of California, San Francisco, School of Medicine, San Francisco, California. S. Smith is professor of pediatrics, University of Washington School of Medicine, Seattle, Washington. M. Sow is curriculum program manager, Student Affairs, Office of Medical Education, Stanford University School of Medicine, Stanford, California. A. Teherani is professor of medicine and education scientist, Center for Faculty Educators, University of California, San Francisco, School of Medicine, San Francisco, California. C.G. Prober is senior associate vice provost for health education and professor of pediatrics and of microbiology and immunology, Stanford Center for Health Education, Stanford University, Stanford, California
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Abstract
PURPOSE OF REVIEW The goal of this review is to survey the current literature on education in epilepsy and provide the most up-to-date information for physicians involved in the training of future doctors on this topic. We intended to review what opportunities exist to enhance our current teaching practices that may not be well-known or widely used, but may be adapted to a broader audience. RECENT FINDINGS Many new techniques adopting principles of education (e.g., retrieval practice and spaced learning) or new technologies (e.g., pre-recorded lectures, computer-enhanced modules, and simulation practice) have been trialled to enhance medical education in epilepsy with some success. Many of these techniques are currently adaptable to a wider audience or may soon be available. The use of these opportunities more broadly may allow expansion of educational research opportunities as well as enhancing our ability to pass on information. As the knowledge base in epilepsy continues to dramatically expand, we need to keep evaluating our teaching techniques to ensure we are able to pass along this knowledge to our future providers.
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Affiliation(s)
- Daniel J Weber
- Department of Neurology, St. Louis University, 1438 S Grand Boulevard, St. Louis, MO, 63110, USA.
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Sklar DP. Can Words on the Screen Replace the Face in the Classroom? Using the Internet to Revolutionize Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2018; 93:1095-1097. [PMID: 30044271 DOI: 10.1097/acm.0000000000002272] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
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