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Huang SS, Lin YF, Huang AY, Lin JY, Yang YY, Lin SM, Lin WY, Huang PH, Chen TY, Yang SJH, Lirng JF, Chen CH. Using machine learning to identify key subject categories predicting the pre-clerkship and clerkship performance: 8-year cohort study. J Chin Med Assoc 2024; 87:609-614. [PMID: 38648194 DOI: 10.1097/jcma.0000000000001097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 04/25/2024] Open
Abstract
BACKGROUND Medical students need to build a solid foundation of knowledge to become physicians. Clerkship is often considered the first transition point, and clerkship performance is essential for their development. We hope to identify subjects that could predict the clerkship performance, thus helping medical students learn more efficiently to achieve high clerkship performance. METHODS This cohort study collected background and academic data from medical students who graduated between 2011 and 2019. Prediction models were developed by machine learning techniques to identify the affecting features in predicting the pre-clerkship performance and clerkship performance. Following serial processes of data collection, data preprocessing before machine learning, and techniques and performance of machine learning, different machine learning models were trained and validated using the 10-fold cross-validation method. RESULTS Thirteen subjects from the pre-med stage and 10 subjects from the basic medical science stage with an area under the ROC curve (AUC) >0.7 for either pre-clerkship performance or clerkship performance were found. In each subject category, medical humanities and sociology in social science, chemistry, and physician scientist-related training in basic science, and pharmacology, immunology-microbiology, and histology in basic medical science have predictive abilities for clerkship performance above the top tertile. Using a machine learning technique based on random forest, the prediction model predicted clerkship performance with 95% accuracy and 88% AUC. CONCLUSION Clerkship performance was predicted by selected subjects or combination of different subject categories in the pre-med and basic medical science stages. The demonstrated predictive ability of subjects or categories in the medical program may facilitate students' understanding of how these subjects or categories of the medical program relate to their performance in the clerkship to enhance their preparedness for the clerkship.
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Affiliation(s)
- Shiau-Shian Huang
- Department of Medical Education, Clinical Innovation Center, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- Department of Medicine, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan, ROC
| | - Yu-Fan Lin
- Department of Medical Education, Clinical Innovation Center, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
| | - Anna YuQing Huang
- Department of Computer Science and Information Engineering, National Central University, Taoyuan, Taiwan, ROC
| | - Ji-Yang Lin
- Department of Computer Science and Information Engineering, National Central University, Taoyuan, Taiwan, ROC
| | - Ying-Ying Yang
- Department of Medical Education, Clinical Innovation Center, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- Department of Medicine, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan, ROC
| | - Sheng-Min Lin
- Department of Medical Education, Clinical Innovation Center, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
| | - Wen-Yu Lin
- Department of Medical Education, Clinical Innovation Center, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
| | - Pin-Hsiang Huang
- Department of Medical Education, Clinical Innovation Center, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
| | - Tzu-Yao Chen
- Department of Computer Science and Information Engineering, National Central University, Taoyuan, Taiwan, ROC
| | - Stephen J H Yang
- Department of Computer Science and Information Engineering, National Central University, Taoyuan, Taiwan, ROC
| | - Jiing-Feng Lirng
- Department of Medical Education, Clinical Innovation Center, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- Department of Medicine, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan, ROC
| | - Chen-Huan Chen
- Department of Medical Education, Clinical Innovation Center, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- Department of Medicine, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan, ROC
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Kliesener T, Jandek M, Navarini A, Brandt O, Müller S. Dermatology teaching for undergraduate medical students in clinical routine - a structured four-week curriculum. BMC MEDICAL EDUCATION 2024; 24:116. [PMID: 38321407 PMCID: PMC10848555 DOI: 10.1186/s12909-023-04921-x] [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: 07/05/2023] [Accepted: 11/30/2023] [Indexed: 02/08/2024]
Abstract
BACKGROUND Dermatology teaching is fundamental for the promotion of young colleagues in our specialty. However, traditional teaching methods are being scrutinized by students of the 'Generation Y and Z', which can pose new challenges for teaching institutions. We therefore aimed to assess the motivational impact and reception of a newly created four-week curriculum containing modernized teaching methods integrated into clinical routine. METHODS In this single-center study, 67 medical students completed this curriculum composed of weekly learning objectives including knowledge of morphological terms, 10 common dermatoses, communication and presentation skills. The participants provided information on their level of interest in dermatology each week as well as positive and negative aspects of the curriculum. RESULTS During the curriculum a significant median increase in interest in dermatology was reported with no differences between the genders. Low initial interest could be improved, high initial interest maintained. Participants with an interest in scientific work (20.9%) were more motivated during the curriculum. The variety, quality of teaching and structure were the main aspects rated positively. Suggestions for improvement included the need for more teaching by senior doctors, transfer of responsibility, and a working environment updated to the latest technology standards. CONCLUSION The presented curriculum was well received by the participants and allowed to better define learning preferences of new generations which can be helpful to modernize traditional teaching methods. Interest in scientific work could be a factor to identify students with a particularly strong interest in dermatology.
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Affiliation(s)
- Tobias Kliesener
- Dermatologische Klinik, Universitätsspital Basel, Basel, Switzerland.
| | - Madeleine Jandek
- Dermatologische Klinik, Universitätsspital Basel, Basel, Switzerland
| | | | - Oliver Brandt
- Dermatologische Klinik, Universitätsspital Basel, Basel, Switzerland
| | - Simon Müller
- Dermatologische Klinik, Universitätsspital Basel, Basel, Switzerland
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Towson G, Daley S, Banerjee S. Intellectual disabilities teaching for medical students: a scoping review. BMC MEDICAL EDUCATION 2023; 23:818. [PMID: 37915002 PMCID: PMC10621142 DOI: 10.1186/s12909-023-04766-4] [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: 05/03/2023] [Accepted: 10/11/2023] [Indexed: 11/03/2023]
Abstract
BACKGROUND People with intellectual disabilities are a marginalized group whose health experiences and outcomes are poor. Lack of skill and knowledge in the healthcare workforce is a contributing factor. In England, there is a new legislative requirement for mandatory intellectual disability training to be given to the existing healthcare workforce, including doctors. There is a lack of evidence about effective models of educational delivery of such training in medical schools. We undertook a scoping review to assess the range of intellectual disabilities educational interventions and their effectiveness. METHODS We included any study from 1980 onwards which reported an educational intervention on intellectual disability, or intellectual disability and autism, for medical students from any year group. Databases searched included PUBMED, ERIC, Scopus and Web of Science as well as searches of grey literature and hand searching two journals (Medical Education and Journal of Learning Disabilities). 2,020 records were extracted, with 1,992 excluded from initial screening, and a further 12 excluded from full-text review, leaving 16 studies for inclusion. Data was extracted, quality assessed, and findings collated using narrative analysis. RESULTS We found a variety of intervention types: classroom-based teaching, simulation, placement, home visits, and panel discussions. There was substantial variation in content. Most studies involved lived experience input. Across studies, interventions had different learning outcomes which made it difficult to assess effectiveness. Overall study quality was poor, with high use of non-validated measures, making further assessment of effectiveness problematic. CONCLUSIONS There is a need for more consistency in intervention design, and higher quality evaluation of teaching in this area. Our review has drawn attention to the variety in teaching on this topic area and further research should focus on updating this review as curriculum changes are implemented over time.
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Affiliation(s)
- Georgia Towson
- Brighton and Sussex Medical School, Centre for Dementia Studies, University of Sussex, Trafford Building, Room 101, Falmer, BN1 9RY, UK
| | - Stephanie Daley
- Brighton and Sussex Medical School, Centre for Dementia Studies, University of Sussex, Trafford Building, Room 101, Falmer, BN1 9RY, UK.
| | - Sube Banerjee
- Faculty of Medicine and Health Sciences, University of Nottinham, Nottingham, UK
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Wale A, Young Z, Zhang W, Hiom S, Ahmed H, Yemm R, Mantzourani E. Factors affecting the patient journey and patient care when receiving an unlicensed medicine: A systematic review. Res Social Adm Pharm 2023; 19:1025-1041. [PMID: 37121796 DOI: 10.1016/j.sapharm.2023.04.120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Revised: 04/19/2023] [Accepted: 04/19/2023] [Indexed: 05/02/2023]
Abstract
BACKGROUND Unlicensed medicines are used across the UK to treat an individual's clinical needs when there are no appropriate licensed alternatives. Patients, carers and parents have reported facing challenges with unlicensed medicines at the points of transfer of care between settings, a key time when medication errors may occur. There is little known about the patient journey as a whole, or the factors affecting patient care when receiving an unlicensed medicine. OBJECTIVE A systematic review of UK literature to better understand factors that affect the entire patient journey from the decision to initiate treatment with an unlicensed medicine to the point at which treatment is supplied through a community pharmacy or ends. METHODS Scopus, OVID EMCARE, EMBASE, OVID Medline ALL, CINAHL, Web of Science and Joanna Briggs Institute were searched from 1968 (introduction of the Medicines Act) until November 2020, using the PRISMA guidelines. Narrative synthesis of UK studies was employed to analyse descriptive and qualitative data on any reported findings that would impact the patient journey or care related to the use of unlicensed medicines, and any described barriers or enablers. RESULTS Forty-five studies met criteria for final inclusion, with high levels of heterogeneity in terms of designs and methods. Specific challenges that were seen to impact the continuity of care across care settings, patient safety and provision of patient-centred care included diversity of clinical needs and impact of patient population age; healthcare professional awareness and acceptability of the use of unlicensed medicines; the hierarchical structure of the NHS; inconsistent doses and formulations with varying bioequivalence; patient/parent/carer/public awareness of unlicensed medicines use and perceived acceptability. CONCLUSIONS This review identified a clear need for consistent information to be provided to healthcare professional and patients alike to support the safe and effective use of unlicensed medicines across care settings.
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Affiliation(s)
- Alesha Wale
- Cardiff School of Pharmacy and Pharmaceutical Sciences, Cardiff University, Cardiff, Wales, UK
| | - Zoe Young
- University Library Services, Cardiff University, Cardiff, Wales, UK
| | - Wenjuan Zhang
- Cardiff School of Pharmacy and Pharmaceutical Sciences, Cardiff University, Cardiff, Wales, UK
| | - Sarah Hiom
- Research and Development, St Mary's Pharmaceutical Unit, Cardiff, Wales, UK
| | - Haroon Ahmed
- Division of Population Medicine, Cardiff University, Cardiff, Wales, UK
| | - Rowan Yemm
- Cardiff School of Pharmacy and Pharmaceutical Sciences, Cardiff University, Cardiff, Wales, UK
| | - Efi Mantzourani
- Cardiff School of Pharmacy and Pharmaceutical Sciences, Cardiff University, Cardiff, Wales, UK.
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Alzahrani KH, Abutalib RA, Elsheikh AM, Alzahrani LK, Khoshhal KI. The need for non-technical skills education in orthopedic surgery. BMC MEDICAL EDUCATION 2023; 23:262. [PMID: 37076848 PMCID: PMC10113970 DOI: 10.1186/s12909-023-04196-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/02/2022] [Accepted: 03/24/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND The issue of surgical safety has increased significantly over the last few decades. Several studies have established that it is linked to non-technical performance, rather than clinical competencies. Non-technical skills can be blended with technical training in the surgical profession to improve surgeons' abilities and enhance patient care and procedural skills. The main goal of this study was to determine orthopedic surgeons' requirements of non-technical skills, and to identify the most pressing issues. METHODS We conducted a self-administered online questionnaire survey in this cross-sectional study. The questionnaire was piloted, validated, pretested, and clearly stated the study's purpose. After the pilot, minor wording and questions were clarified before starting the data collection. Orthopedic surgeons from the Middle East and Northern Africa were invited. The questionnaire was based on a five-point Likert scale, the data were analyzed categorically, and variables were summarized as descriptive statistics. RESULTS Of the 1713 orthopedic surgeons invited, 60% completed the survey (1033 out of 1713). The majority demonstrated a high likelihood of participating in such activities in the future (80.5%). More than half (53%) of them preferred non-technical skills courses to be part of major orthopedic conferences, rather than independent courses. Most (65%) chose them to be face-to-face. Although 97.2% agreed on the importance of these courses, only 27% had attended similar courses in the last three years. Patient safety, infection prevention and control, and communication skills were ranked at the top as topics to be addressed. Moreover, participants indicated they would most likely attend courses on infection prevention and control, patient safety and teamwork, and team management. CONCLUSION The results highlight the need for non-technical skills training in the region and the general preferences regarding modality and setting. These findings support the high demand from orthopedic surgeons' perspective to develop an educational program on non-technical skills.
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Affiliation(s)
- Khalid H Alzahrani
- Department of Orthopedic Surgery, Security Forces Hospital, PO Box 14799, 21955, Makkah, KSA, Saudi Arabia.
| | - Raid A Abutalib
- Division of Orthopedics, Department of Surgery, Prince Mohammed bin Abdul-Aziz National Guard Hospital, Almadinah Almunawwarah, Medina, PO Box 3684, Saudi Arabia
| | - Ahmed M Elsheikh
- Department of Quality and Patient Safety, Security Forces Hospital, PO Box 14799, 21955, Makkah, KSA, Saudi Arabia
| | - Laura K Alzahrani
- College of Medicine, Fakeeh College of Medical Sciences, Jeddah, 23323, KSA, Saudi Arabia
| | - Khalid I Khoshhal
- Division of Orthopedics, Department of Surgery, Prince Mohammed bin Abdul-Aziz National Guard Hospital, Almadinah Almunawwarah, Medina, PO Box 3684, Saudi Arabia
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Kirkness KB, Bazira PJ, Finn GM, Nizza IE. "Preparing them for the profession": An interpretative phenomenological analysis of anatomy educators coping with complexity in the United Kingdom curriculum. ANATOMICAL SCIENCES EDUCATION 2023; 16:237-251. [PMID: 36120944 DOI: 10.1002/ase.2225] [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: 10/26/2021] [Revised: 07/26/2022] [Accepted: 09/15/2022] [Indexed: 06/15/2023]
Abstract
Efforts to integrate the basic sciences into the ever-changing curriculum are a trending area of research in health professions education. Low-stakes, high-frequency assessment methods such as the progress test are now widely implemented in the United Kingdom and Northern Ireland as a means of furthering curricular integration toward contemporary goals of competency and professional identity formation. The anatomy educator's experience vis-à-vis these curricular changes is not well understood. This study aimed to explore how anatomy educators make sense of the shifting demands of their role. The interviews were semi-structured, particularly concerned with the phenomenon of teachers adapting to the complexity of their learning environment. The study used interpretative phenomenological analysis (IPA) to focus on the lived experiences of participants coping with the phenomena in question: how do anatomy educators make sense of the learning environment in the United Kingdom? Interviews were transcribed verbatim and interpreted inductively, identifying four key themes: confidence through connectedness, variations in appraisals of curricular integration, managing expectations to perform in paradoxical situations, and the emergence of innovative teaching. Results point to the learning environment as a complex system and highlight the importance of feeling support from and connection to colleagues, enabling individual educators to develop confidence, meet the top-down demands of changing curricula, and experience personal identity development and uncertainty tolerance within their role. This IPA study offers insight into the lived experiences of anatomy educators whose experiential interpretations of a complex and changing curriculum can uniquely inform stakeholders in health professions education.
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Affiliation(s)
- Karen B Kirkness
- Health Professions Education Unit (HPEU), Hull York Medical School, University of Hull, Hull, UK
| | - Peter J Bazira
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Hull, UK
| | - Gabrielle M Finn
- School of Medical Sciences, Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK
| | - Isabella E Nizza
- Department of Psychological Sciences, Birkbeck, University of London, London, UK
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Pearson GME, Winter R, Blundell A, Masud T, Gough J, Gordon AL, Henderson EJ, Christopher G, Hart D, Sanders J, Jennings J, Watson A, Miller-Molloy F, Miles E, Mohammed B, Wilkinson I, Al-Jawad M, Vassallo M, Henderson EJ. Updating the British Geriatrics Society recommended undergraduate curriculum in geriatric medicine: a curriculum mapping and nominal group technique study. Age Ageing 2023; 52:7028004. [PMID: 36746388 PMCID: PMC9902152 DOI: 10.1093/ageing/afac325] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Indexed: 02/08/2023] Open
Abstract
BACKGROUND medical education must adapt to meet the challenges and demands of an ageing population, ensuring that graduates are equipped to look after older patients with complex health and social care needs. Recommended curricula in geriatric medicine in the United Kingdom and Europe offer guidance for optimal undergraduate education in ageing. The UK version, written by the British Geriatrics Society (BGS), requires updating to take account of innovations in the specialty, changing guidance from the General Medical Council (GMC), and the need to support medical schools preparing for the introduction of the national Medical Licensing Assessment (MLA). METHODS the BGS recommended curriculum was mapped to the most recent European curriculum (2014) and the MLA content map, to compare and contrast between current recommendations and nationally mandated guidance. These maps were used to guide discussion through a virtual Nominal Group Technique (NGT), including 21 expert stakeholders, to agree consensus on the updated BGS curriculum. RESULTS the curriculum has been re-structured into seven sections, each with 1-2 overarching learning outcomes (LOs) that are expanded in multiple sub-LOs. Crucially, the curriculum now reflects the updated GMC/MLA requirements, having incorporated items flagged as missing in the mapping stages. CONCLUSION the combined mapping exercise and NGT have enabled appropriate alignment and benchmarking of the UK national curriculum. These recommendations will help to standardise and enhance teaching and learning around the care of older persons with complexity.
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Affiliation(s)
| | - Rebecca Winter
- Department of Medical Education, Brighton and Sussex Medical School, Brighton, UK
| | - Adrian Blundell
- Department of Health Care of Older People, Nottingham University Hospitals NHS Trust, Nottingham, UK,School of Medicine, University of Nottingham, Nottingham, UK
| | - Tahir Masud
- Department of Health Care of Older People, Nottingham University Hospitals NHS Trust, Nottingham, UK
| | - Joanna Gough
- British Geriatrics Society, Marjory Warren House, London, UK
| | - Adam L Gordon
- School of Medicine, University of Nottingham, Nottingham, UK,British Geriatrics Society, Marjory Warren House, London, UK,NIHR Applied Research Collaboration East Midlands (ARC-EM), Nottingham, UK
| | | | - Emily J Henderson
- Ageing and Movement Research Group, Bristol Medical School, University of Bristol, Bristol, UK,Older People’s Unit, Royal United Hospitals NHS Foundation Trust, Bath, UK,British Geriatrics Society, Marjory Warren House, London, UK
| | | | | | | | | | | | | | | | | | | | | | | | - Emily J Henderson
- Ageing and Movement Research Group, Bristol Medical School, University of Bristol , Bristol , UK
- Older People’s Unit, Royal United Hospitals NHS Foundation Trust , Bath , UK
- British Geriatrics Society, Marjory Warren House , London , UK
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Gómez Rivas J, Somani B, Rodriguez Socarrás M, Marra G, Pearce I, Henningsohn L, Zondervan P, Van Poppel H, N'Dow J, Liatsikos E, Palou J. Shaping the Undergraduate Curriculum in Europe: Consensus Statement from the European School of Urology. Eur Urol 2022; 82:581-583. [PMID: 36163308 DOI: 10.1016/j.eururo.2022.09.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2022] [Revised: 08/16/2022] [Accepted: 09/02/2022] [Indexed: 11/04/2022]
Abstract
The European School of Urology has created a taskforce to develop a comprehensive, structured urology curriculum with clinical exposure, practical skills, and hands-on training. The curriculum proposal includes cognitive teaching by symptoms and practical aspects to guarantee uniform access to undergraduate medical education in urology among all European countries, regardless of location, local urology exposure, or bias in national curricula.
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Affiliation(s)
- Juan Gómez Rivas
- Department of Urology, Hospital Clínico San Carlos, Madrid, Spain.
| | - Bhaskar Somani
- University Hospital Southampton NHS Trust, Southampton, UK
| | | | - Giancarlo Marra
- Department of Urology, San Giovanni Battista Hospital, Città della Salute e della Scienza, University of Turin, Turin, Italy
| | - Ian Pearce
- Manchester University NHS Foundation Trust, Manchester, UK
| | - Lars Henningsohn
- Department of Urology, Karolinska Institutet, Karolinska University Hospital, Stockholm, Sweden
| | - Patricia Zondervan
- Amsterdam University Medical Centers, Department of Urology, Amsterdam, The Netherlands
| | | | - James N'Dow
- Academic Urology Unit, University of Aberdeen, Aberdeen, UK
| | | | - Joan Palou
- Department of Urology, Fundació Puigvert, Universitat Autònoma de Barcelona, Barcelona, Spain
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Taylor CE, Scott EJ, Owen K. Physical activity, burnout and quality of life in medical students: A systematic review. CLINICAL TEACHER 2022; 19:e13525. [PMID: 36052814 PMCID: PMC9826463 DOI: 10.1111/tct.13525] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2021] [Accepted: 08/08/2022] [Indexed: 01/11/2023]
Abstract
BACKGROUND Medical students are at risk of burnout and reduced quality of life (QoL). The risk of burnout doubles from third to sixth year of medical school, and medical students have an 8%-11% lower QoL than nonmedical students. It is imperative to prevent this, as burnout and reduced QoL is independently associated with errors in practice. This systematic review aims to examine whether physical activity/exercise is associated with burnout and/or QoL in medical students. METHODS Articles were identified through database searches of Embase, Medline, PsycINFO, Scopus and Web of Science. Studies were included if both physical activity/exercise and burnout or QoL were measured and limited to those focussing on medical students. Risk of bias was assessed using accredited cohort and cross-sectional checklists. A narrative synthesis was conducted due to heterogeneity in the dataset. FINDINGS Eighteen studies were included, comprising 11,500 medical students across 13 countries. Physical activity was negatively associated with burnout and positively associated with QoL. Furthermore, the findings were suggestive of a dose-response effect of physical activity on both burnout and QoL; higher intensities and frequencies precipitated greater improvements in outcomes. CONCLUSIONS This multinational review demonstrates that physical activity is associated with reduced burnout and improved QoL in medical students. It also identifies a paucity of research into the optimal intensity, frequency, volume and mode of physical activity. Further research, building on this review, is likely to inform the long overdue development of evidence-based, well-being curricula. This could involve incorporating physical activity into medical education which may improve well-being and better prepare students for the demands of medical practice.
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Affiliation(s)
| | - Emma J. Scott
- Warwick Medical SchoolUniversity of WarwickCoventryUK
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Online learning: an effective option for teaching ENT to medical students? J Laryngol Otol 2022; 137:560-564. [PMID: 35811429 DOI: 10.1017/s0022215122001542] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
Abstract
OBJECTIVE ENT is underrepresented in the curriculum, and this has been compounded by coronavirus disease 2019. Recent restructures have removed ENT placements from the curriculum. This lack of exposure needs to be addressed, and increased use of online learning represents an opportunity to facilitate this. This study aimed to evaluate whether online learning can effectively deliver undergraduate ENT teaching. METHODS An online ENT module was created; content was structured on the Sheffield Medical School curriculum. Pre- and post-module tests and 5-point Likert scales were used to assess student knowledge and confidence, respectively. RESULTS A total of 115 participants were recruited. Test scores improved by 29 per cent (p < 0.001) and confidence by 66 per cent. Anatomy and ENT conditions demonstrated significant improvement in confidence, with a lower confidence score for examination. CONCLUSION This study showed improved knowledge and confidence, whilst highlighting greater efficacy in content over practical skills teaching. Online learning is a validated educational tool; however, it should not be used as a replacement but as an adjunct to supplement learning.
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Taylor DJ, Goodwin D. Organisational failure: rethinking whistleblowing for tomorrow's doctors. JOURNAL OF MEDICAL ETHICS 2022; 48:medethics-2022-108328. [PMID: 35803713 DOI: 10.1136/jme-2022-108328] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Accepted: 06/24/2022] [Indexed: 06/15/2023]
Abstract
The duty to protect patient welfare underpins undergraduate medical ethics and patient safety teaching. The current syllabus for patient safety emphasises the significance of organisational contribution to healthcare failures. However, the ongoing over-reliance on whistleblowing disproportionately emphasises individual contributions, alongside promoting a culture of blame and defensiveness among practitioners. Diane Vaughan's 'Normalisation of Deviance' (NoD) provides a counterpoise to such individualism, describing how signals of potential danger are collectively misinterpreted and incorporated into the accepted margins of safe operation. NoD is an insidious process that often goes unnoticed, thus minimising the efficacy of whistleblowing as a defence against inevitable disaster. In this paper, we illustrate what can be learnt by greater attention to the collective, organisational contributions to healthcare failings by applying NoD to The Morecambe Bay Investigation. By focusing on a cluster of five 'serious untoward incidents' occurring in 2008, we describe a cycle of NoD affecting trust handling of events that allowed poor standards of care to persist for several years, before concluding with a poignant example of the limitations of whistleblowing, whereby the raising of concerns by a senior consultant failed to generate a response at trust board level. We suggest that greater space in medical education is needed to develop a thorough understanding of the cultural and organisational processes that underpin healthcare failures, and that medical education would benefit from integrating the teaching of medical ethics and patient safety to resolve the tension between systems approaches to safety and the individualism of whistleblowing.
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Affiliation(s)
- Daniel James Taylor
- Lancaster Medical School, Faculty of Health and Medicine, Lancaster University, Lancaster, UK
| | - Dawn Goodwin
- Lancaster Medical School, Faculty of Health and Medicine, Lancaster University, Lancaster, UK
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Heritage SR, Lynch-Kelly K, Kalvala J, Tulloch R, Devasar A, Harewood J, Khoury E, Abdelwahed A, Fung A, Bigogno CM, Gray R, Keshwara S, Joseph PJS, Selby P, Tharmalingam H. Medical Student Perspectives on Undergraduate Oncology Education in the UK. Clin Oncol (R Coll Radiol) 2022; 34:e355-e364. [PMID: 35595594 DOI: 10.1016/j.clon.2022.04.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2022] [Revised: 03/31/2022] [Accepted: 04/27/2022] [Indexed: 11/03/2022]
Abstract
AIMS The British Oncology Network for Undergraduate Societies (BONUS) surveyed students who attended an oncology revision day to determine their views on the current quantity, quality and type of curriculum-based oncology teaching they have experienced. MATERIALS AND METHODS Students attending two BONUS revision days received a questionnaire assessing their experience of oncology teaching within the medical curriculum and interest in pursuing a future career in oncology using a 10-point Likert scale. Data were collected with informed consent to be anonymised and used for research. Student demographics and qualitative and quantitative data about experiences of oncology education were analysed. RESULTS In total, 451 students registered to attend the revision days. After removal of duplicates, non-responders and non-UK participants, responses from 153 students studying across years 1-6 at 22 UK medical schools were analysed. The mean quantity of oncology lectures students reported receiving was 8.9 hours and the mean quantity of clinic/ward-based oncology teaching was 7.5 hours. Ninety (62.1%) of the 145 students who responded to the relevant question reported that they had received dedicated teaching in oncology. Students who had received dedicated oncology teaching reported a statistically significantly higher mean quality 6.1 (95% confidence interval 5.6-6.5) versus 5.0 (95% confidence interval 4.3-5.5; P = 0.003) and quantity 5.2 (95% confidence interval 4.7-5.6) versus 4.3 (95% confidence interval 3.7-4.9; P = 0.03) of oncology teaching compared with those who had not received this. CONCLUSION Appropriate oncology education is essential for all medical students due to the high prevalence of cancer. All future doctors need the appropriate knowledge and communication skills to care for cancer patients. Our analysis provides quantitative evidence to support the value of specialist oncology teaching within the medical school curriculum in improving student-reported experience. National student-led revision days and events may widen interest in a future career in oncology and aid collaboration between oncology societies. It is important for the general undergraduate medical curriculum to integrate specialty content. An integrated curriculum should facilitate a holistic approach that spans prevention, screening, treatment and palliation rather than being split by subspeciality.
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Affiliation(s)
- S R Heritage
- School of Clinical Medicine, University of Cambridge, Cambridge, UK.
| | - K Lynch-Kelly
- GKT School of Medical Education, King's College London, London, UK
| | - J Kalvala
- School of Medicine, University of Nottingham, Nottingham, UK
| | - R Tulloch
- School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, UK
| | - A Devasar
- Edinburgh Medical School, The University of Edinburgh, Edinburgh, UK
| | - J Harewood
- School of Medical Education, Newcastle University, Newcastle, UK
| | - E Khoury
- School of Medicine, University of Liverpool, Liverpool, UK
| | - A Abdelwahed
- School of Medicine, Imperial College London, London, UK
| | - A Fung
- Norwich Medical School, University of East Anglia, Norwich, UK
| | - C M Bigogno
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - R Gray
- School of Medicine, University of Dundee, Dundee, UK
| | - S Keshwara
- Whiston Hospital, St Helens and Knowsley Teaching Hospitals NHS Trust, Prescot, UK
| | - P J S Joseph
- School of Medicine, University of Liverpool, Liverpool, UK
| | - P Selby
- University of Leeds, Leeds, UK; University of Lincoln, Lincoln, UK
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Bin Abdulrahman AK, Aldayel AY, Bin Abdulrahman KA, Rafat Bukhari Y, Almotairy Y, Aloyouny S, Qabha H, Almadi M, Almasri M, Alasmari A, Alghamdi A, Alotaibi Y, Dahmash AB, Mousa Alharbi M, Shadid AM. Do Saudi medical schools consider the core topics in undergraduate medical curricula? BMC MEDICAL EDUCATION 2022; 22:377. [PMID: 35581587 PMCID: PMC9112462 DOI: 10.1186/s12909-022-03452-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/22/2021] [Accepted: 05/12/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Most of the medical schools in Saudi Arabia are currently evolving their curricula in accordance with the most recognized medical education trends worldwide. Undergraduate medical school's curriculum should be compatible with community health needs. Therefore, the study aims to explore the current contents of Saudi undergraduate medical curricula and to check if the core topics that were internationally recognized were implemented in their curriculum. METHODOLOGY An online questionnaire was designed and sent to 37 deans of medical schools in Saudi Arabia. The deans or the vice-deans in charge of the curriculum were asked to complete the pre-designed questionnaire, which assessed the status of inclusion of the core topics in the curriculum of their affiliated schools. Each listed core topic was evaluated according to five options for each subject: not included, separate required course, part of the required course, separate elective course, and part of an elective course. RESULTS Twenty four out of 37 (65%) Saudi medical schools completed the survey questionnaire. Almost all core topics, such as communication skills, evidence-based medicine, patient safety, professionalism were included in the curricula of Saudi medical schools as separate required courses or as part of required courses or elective courses. Complementary and alternative medicine and the history of medicine were the topics least taught in Saudi medical colleges, as 25% of the schools did not include them in their curricula. CONCLUSION The majority (65%) of the internationally recognized core topics were included in the Saudi undergraduate medical curricula. Evidence-based medicine, complementary medicine, the Saudi healthcare system, patient safety, and professionalism/medical ethics should be part of compulsory credited courses in all Saudi undergraduate medical curricula.
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Affiliation(s)
- Amro K Bin Abdulrahman
- Preventive Medicine, Department of Public Health, Ministry of Health, Riyadh, Saudi Arabia
| | | | - Khalid A Bin Abdulrahman
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia.
| | | | - Yazeed Almotairy
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | - Saleh Aloyouny
- Department of Internal Medicne, Ministry of National Guard Health Affairs, Riyadh, Saudi Arabia
| | - Hamad Qabha
- Department of Radiology, Dallah Hospitals, Riyadh, Saudi Arabia
| | - Mansour Almadi
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | - Mohammed Almasri
- King Faisal Specialist Hospital & Research Centre, Riyadh, Saudi Arabia
| | - Abdulaziz Alasmari
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | - Abdullah Alghamdi
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | - Yasir Alotaibi
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | - Abdulmajeed Bin Dahmash
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | | | - Asem M Shadid
- Department of Dermatology, King Fahad Medical City, Riyadh, Saudi Arabia
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A Framework to Guide the Development of Health Care Professional Education and Training in Best Evidence Osteoarthritis Care. Clin Geriatr Med 2022; 38:361-384. [DOI: 10.1016/j.cger.2021.11.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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15
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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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Sharma M, Murphy R, Doody GA. Barriers and facilitators for implementation of a national recommended specialty core-curriculum across UK medical schools: a cross-sectional study using an online questionnaire. BMJ Open 2022; 12:e053565. [PMID: 35351703 PMCID: PMC8966526 DOI: 10.1136/bmjopen-2021-053565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
OBJECTIVES The National Health Service (NHS) Long-Term plan published in 2019 set out healthcare reforms to meet the healthcare demands of UK. Undergraduate specialty core-curricula like dermatology aligns well to the training needs of the future workforce but lacks representation, consistency and implementation. This study explores the barriers and facilitators influencing the implementation of a specialty-specific (dermatology) national core-curriculum across UK medical schools. DESIGN A constructivist approach was used to develop an online questionnaire and data collected using mixed methodology. PARTICIPANTS Undergraduate dermatology teaching leads across all UK medical schools. RESULTS 30 out of 42 UK medical schools responded to the survey (71%). 16 out of 30 (53%) responders were unaware of the planned Medical Licensing Assessments (MLA) for all UK graduates in 2024-2025; 43% were unaware if dermatology was mapped to national standards; 50% were unsure if the dermatology was blueprinted on school curricula. Barriers to implementation included competing NHS service commitments, the specialty not seen as a priority and difficulty influencing curricula changes at school level. Facilitators included workforce planning and transparency in funding to support leadership in undergraduate education. Domains identified for curriculum implementation were: (1) awareness of the role of General Medical Council and the MLA, (2) medical education training for teaching leads, (3) lack of recognition and resources for leadership, (4) skills development to map, blueprint and assess specialty core-components, (5) medical school and specialty engagement. CONCLUSIONS This study identifies the potential barriers and facilitators to specialty specific core-curricular implementation across UK medical schools. Lack of standardised training in medical education, time and resources undermine the role of specialty teaching leads as medical educators. Medical school engagement with specialties with mutual support would aid the forthcoming educational reforms.
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Affiliation(s)
- Maulina Sharma
- British Association of Dermatologists, London, UK
- Medical Education, School of Medicine, University of Nottingham, Nottingham, UK
| | - Ruth Murphy
- British Association of Dermatologists, London, UK
- Medical Education, School of Medicine, University of Nottingham, Nottingham, UK
| | - Gillian A Doody
- Medical Education, School of Medicine, University of Nottingham, Nottingham, UK
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Chakrabarti R, Wardle K, Wright T, Bennie T, Gishen F. Approaching an undergraduate medical curriculum map: challenges and expectations. BMC MEDICAL EDUCATION 2021; 21:341. [PMID: 34112162 PMCID: PMC8192044 DOI: 10.1186/s12909-021-02778-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Accepted: 05/25/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Feedback received from medical students at University College London Medical School (UCLMS) suggested a lack of clarity regarding the contents and subsequent assessment of the undergraduate curriculum. In order to address these issues, a specialist team was established with the aim of designing and implementing a Curriculum Map (CM), which have been recognised in their ability to provide a centralised, visual representation of the curriculum. While multiple perspectives from educators to stakeholders can be considered here, the need for the CM to remain student centred was identified as key at UCLMS. The aim of this study was therefore to understand the requirements of the CM prior to production from the perspective of the medical students. METHODS A mixed-methods sequential study was conducted. The first stage involved gathering quantitative data using a primary online survey. This used 15 questions, rated by Likert scales and focussed around three domains: depiction of content, functionality and students' likely engagement with a CM. There was a free-text question for additional comments. The second stage consisted of multiple student focus groups representing different years of the programme, conducted by trained facilitators following a predetermined scheme. Reflective Thematic Analysis (RTA) was used to synthesise the qualitative data, which was read independently by two researchers. All students at UCLMS were invited to participate in the study. RESULTS There were 409 survey responses. 92% of students said they were 'likely' or 'very likely' to use a CM, with their key intended use being to monitor their learning progress and ensure preparedness for assessments. Five key themes emerged from the focus groups, namely that students wanted a CM to be: comprehensive; simple and intuitive; able to link content throughout the course; aligned with assessment; and useful to monitor students' progress. CONCLUSIONS Through this study, valuable insight was gained on students' ideal preferences for the CM. Understanding this was important in order to ensure that its co-design remained student-centred prior to its design and launch. This study also highlighted the need to set realistic expectations for students on the role of a CM in preparing them for assessments, and ultimately professional practice.
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Exploring the key factors behind neurophobia: A systematic review of the English, Spanish and Portuguese literature. BRAIN DISORDERS 2021. [DOI: 10.1016/j.dscb.2021.100011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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Lee KS, Ng JJ, Choong AMTL. A scoping review of vascular surgery education in the medical school curriculum. J Vasc Surg 2021; 74:1362-1374.e3. [PMID: 33940080 DOI: 10.1016/j.jvs.2021.04.024] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Accepted: 04/17/2021] [Indexed: 11/29/2022]
Abstract
OBJECTIVE Despite the high burden of vascular disease that is assessed, investigated, and managed by generalists, no specific medical school curriculum is in use for vascular surgery (VS). In the present scoping review, we aimed to map the available evidence on the provision of VS education in the medical school curriculum worldwide. METHODS The present review was conducted in accordance with the PRISMA (preferred reporting items for systematic reviews and meta-analysis) extension for scoping reviews. The inclusion criterion was reported research studies on VS education in the medical curriculum. RESULTS A total of 20 studies were included. Three main themes were identified. VS was perceived as an essential part of the general medical student curriculum by VS applicants. Exposure to VS varied considerably, and students generally expressed a need for an increase in VS coverage. The most important positive determinants when choosing VS as a career were having a VS mentor, the technical aspects of VS, and participation in a VS rotation. Frequently cited deterrents were the long training time and demanding lifestyle potentially compromising family life. CONCLUSIONS The present scoping review has provided a starting point to better understand the provision of VS education in medical schools across the world. Our review has demonstrated the variability in VS exposure at medical school and described students' sentiments toward VS. We have highlighted the need to determine whether the current curricula are adequate from the perspective of multiple stakeholders (eg, vascular surgeons, educators, general practitioners, a variety of specialists) with a crucial role in the treatment of patients with vascular conditions.
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Affiliation(s)
- Keng Siang Lee
- SingVaSC, Singapore Vascular Surgical Collaborative, Singapore; Bristol Medical School, University of Bristol, Bristol, United Kingdom
| | - Jun Jie Ng
- SingVaSC, Singapore Vascular Surgical Collaborative, Singapore; Department of Surgery, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Division of Vascular and Endovascular Surgery, National University Heart Centre, Singapore; Cardiovascular Research Institute, National University of Singapore, Singapore.
| | - Andrew M T L Choong
- SingVaSC, Singapore Vascular Surgical Collaborative, Singapore; Department of Surgery, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Division of Vascular and Endovascular Surgery, National University Heart Centre, Singapore; Cardiovascular Research Institute, National University of Singapore, Singapore
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Lee KS, Zhang JJ, Alamri A, Chari A. Neurosurgery Education in the Medical School Curriculum: A Scoping Review. World Neurosurg 2020; 144:e631-e642. [DOI: 10.1016/j.wneu.2020.09.015] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Revised: 09/04/2020] [Accepted: 09/04/2020] [Indexed: 10/23/2022]
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Gómez Rivas J, Rodriguez Socarrás M, Somani B, Uvin P, Vasquez JL, Henningsohn L, Pearce I, Zondervan P, Van Poppel H, Palou J. Undergraduate Education for Urology in Europe. Where Do We Stand? Eur Urol 2020; 78:381-384. [PMID: 32546363 DOI: 10.1016/j.eururo.2020.05.037] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2020] [Accepted: 05/27/2020] [Indexed: 11/27/2022]
Abstract
Regardless of career intentions, junior doctors will meet patients with urological problems. There are no studies on the status of undergraduate education for urology in Europe. We designed an 18-item online survey using the platform www.surveymonkey.com to assess the current status of undergraduate education in urology. A total of 347 medical students, trainees, and urologists responded to the survey. Medical students' exposure to urology during their undergraduate career was heterogeneous. Although the quality of urology education was valued from moderate to high, urology as a speciality did not influence their future training decision making. Decision making in relation to residency training correlated with the number of hours spent on practical training, duration of urology rotation, and year of medical school in which urological exposure was introduced. The current European exposure to urology at undergraduate level is heterogeneous, with various factors influencing future decisions regarding training and specialisation. A uniform undergraduate curriculum would eliminate such heterogeneous exposure and facilitate a workforce fit for the future urological needs. PATIENT SUMMARY: Junior doctors will meet patients with urological problems in the wards, emergency departments, and primary care. Institutions should work together for a urological curriculum that fits the future clinical requirements.
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Affiliation(s)
- Juan Gómez Rivas
- Department of Urology, La Paz University Hospital, Madrid, Spain.
| | | | - Bhaskar Somani
- University Hospital Southampton NHS Trust, Southampton, UK
| | - Pieter Uvin
- Department of Urology, AZ Sint-Jan Hospital, Bruges, Belgium
| | - Juan L Vasquez
- Department of Urology, University Hospital of Zeland, Roskilde, Denmark
| | - Lars Henningsohn
- Department of Urology, Karolinska University Hospital, Stockholm, Sweden
| | - Ian Pearce
- Manchester University NHS Foundation Trust, Manchester, UK
| | - Patricia Zondervan
- Academic Medical Center, Department of Urology, Amsterdam, The Netherlands
| | | | - Joan Palou
- Department of Urology, Fundació Puigvert, Universitat Autònoma de Barcelona, Barcelona, Spain
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