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Antipova V, Siwetz M, Engelhardt M, Fellner FA, Manhal S, Niedermair JF, Ondruschka B, Pietras SM, Poilliot AJ, Pretterklieber ML, Wimmer-Röll M, Wree A, Hammer N. A comparison of 1- versus 3-month regional anatomy exposure on learning outcomes of undergraduate medical students. Clin Anat 2024. [PMID: 39101524 DOI: 10.1002/ca.24206] [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: 03/22/2024] [Revised: 07/02/2024] [Accepted: 07/16/2024] [Indexed: 08/06/2024]
Abstract
Regional anatomy teaching forms a cornerstone of undergraduate medical education. Owing to an increase in teaching and learning content throughout the medical curriculum in recent years, contact hours and overall course durations in anatomy are under review worldwide. This study aimed to assess whether shortening the course content duration impacts learning gain and the ability to identify anatomical structures correctly. Undergraduate medical students of the Johannes Kepler University Linz (JKU; n = 310) and at the Medical University of Graz (MUG; n = 156) participating in regional anatomy courses were included. Whole body regional anatomy courses, including hands-on dissection and accompanying lectures, were delivered over one or three months. Course content and examination mode were kept consistent, while the duration of knowledge delivery was one or three months, respectively. Objective structured practical examinations (OSPE) were then carried out on prosections for the neck, thorax, and abdomen. 3-month course exposure resulted in significantly higher OSPE scores for the neck (49 vs. 37%), thorax (65 vs. 54%), and abdomen (65 vs. 45%), respectively. Further evaluation of the utility of different embalming types yielded higher 3-month scores in the neck and thorax regions with Thiel-embalmed tissues and thorax and abdomen regions in ethanol-glycerin-embalmed tissues. Course exposure over a more extended period, like three months, appears to be highly beneficial.
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Affiliation(s)
- Veronica Antipova
- Division of Macroscopic and Clinical Anatomy, Gottfried Schatz Research Center, Medical University of Graz, Graz, Austria
| | - Martin Siwetz
- Division of Macroscopic and Clinical Anatomy, Gottfried Schatz Research Center, Medical University of Graz, Graz, Austria
| | - Maren Engelhardt
- Institute of Anatomy and Cell Biology, Johannes Kepler University, Linz, Austria
| | - Franz A Fellner
- Central Radiology Institute, Johannes Kepler University Hospital, Linz, Austria
- Division of Virtual Morphology, Institute of Anatomy and Cell Biology, Johannes Kepler University, Linz, Austria
| | - Simone Manhal
- Office of the Vice-Rector for Studies and Teaching, Medical University of Graz, Graz, Austria
| | - Julian F Niedermair
- Central Radiology Institute, Johannes Kepler University Hospital, Linz, Austria
- Division of Virtual Morphology, Institute of Anatomy and Cell Biology, Johannes Kepler University, Linz, Austria
| | - Benjamin Ondruschka
- Institute of Legal Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Sandra M Pietras
- Division of Macroscopic and Clinical Anatomy, Gottfried Schatz Research Center, Medical University of Graz, Graz, Austria
| | | | - Michael L Pretterklieber
- Division of Macroscopic and Clinical Anatomy, Gottfried Schatz Research Center, Medical University of Graz, Graz, Austria
| | - Monika Wimmer-Röll
- Institute of Anatomy and Cell Biology, Johannes Kepler University, Linz, Austria
| | - Andreas Wree
- Institute of Anatomy, Rostock University Medical Center, Rostock, Germany
| | - Niels Hammer
- Division of Macroscopic and Clinical Anatomy, Gottfried Schatz Research Center, Medical University of Graz, Graz, Austria
- Department of Orthopedic and Trauma Surgery, University of Leipzig, Leipzig, Germany
- Division of Biomechatronics, Fraunhofer Institute for Machine Tools and Forming Technology (IWU), Chemnitz and Dresden, Germany
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Shrivastava SR, Rahayu GR, Prihatiningsih TS. Evaluation of the Training Program on Participatory Rural Appraisal Methods Targeting Undergraduate Medical Students from the First Professional Phase. JOURNAL OF PHARMACY AND BIOALLIED SCIENCES 2024; 16:S2928-S2931. [PMID: 39346467 PMCID: PMC11426865 DOI: 10.4103/jpbs.jpbs_1280_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2023] [Revised: 12/30/2023] [Accepted: 01/06/2024] [Indexed: 10/01/2024] Open
Abstract
Background Participatory rural appraisal (PRA) methods have been acknowledged as important tools to involve members of the community in the process of identification of their problems, the factors contributing to the development of these problems, and ways by which these problems can be resolved. Materials and Methods A quasi-experimental study will be conducted in two stages among first professional phase medical students. In the first stage, these students will be trained on PRA methods by the trained teachers, while in the second stage, these students will implement PRA methods in the local community. The entire training process and its different components will be evaluated using validated study tools (semi-structured questionnaire), which will be administered using Google Forms. The statistical analysis will be performed using frequency and percentages, and a paired t-test will be used to compare the change in knowledge before and after training. Conclusion In conclusion, first professional phase medical students must be trained in PRA methods and subsequently supervised to monitor their change in behavior. However, as the success of the entire program will depend on the quality of training imparted to medical students, the training program must be evaluated from the perspective of students, community, and teachers.
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Affiliation(s)
- Saurabh RamBihariLal Shrivastava
- Deputy Director (Research and Development), Datta Meghe Institute of Higher Education and Research Nagpur, Off Campus, Department of Community Medicine, Datta Meghe Medical College, Off Campus Centre of Datta Meghe Institute of Higher Education and Research, Hingna Road, Wanadongri, Nagpur, Maharashtra, India
| | - Gandes Retno Rahayu
- Professor, Department of Medical Education and Bioethics, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Jalan Farmako, Sekip Utara, Yogyakarta, Indonesia
| | - Titi Savitri Prihatiningsih
- Professor, Department of Medical Education and Bioethics, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Jalan Farmako, Sekip Utara, Yogyakarta, Indonesia
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Zhao J, Gong X, Ding J, Xiong K, Zhuang K, Huang R, Li S, Miao H. Integration of case-based learning and three-dimensional printing for tetralogy of fallot instruction in clinical medical undergraduates: a randomized controlled trial. BMC MEDICAL EDUCATION 2024; 24:571. [PMID: 38789956 PMCID: PMC11127445 DOI: 10.1186/s12909-024-05583-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/03/2024] [Accepted: 05/21/2024] [Indexed: 05/26/2024]
Abstract
BACKGROUND Case-based learning (CBL) methods have gained prominence in medical education, proving especially effective for preclinical training in undergraduate medical education. Tetralogy of Fallot (TOF) is a congenital heart disease characterized by four malformations, presenting a challenge in medical education due to the complexity of its anatomical pathology. Three-dimensional printing (3DP), generating physical replicas from data, offers a valuable tool for illustrating intricate anatomical structures and spatial relationships in the classroom. This study explores the integration of 3DP with CBL teaching for clinical medical undergraduates. METHODS Sixty senior clinical medical undergraduates were randomly assigned to the CBL group and the CBL-3DP group. Computed tomography imaging data from a typical TOF case were exported, processed, and utilized to create four TOF models with a color 3D printer. The CBL group employed CBL teaching methods, while the CBL-3DP group combined CBL with 3D-printed models. Post-class exams and questionnaires assessed the teaching effectiveness of both groups. RESULTS The CBL-3DP group exhibited improved performance in post-class examinations, particularly in pathological anatomy and TOF imaging data analysis (P < 0.05). Questionnaire responses from the CBL-3DP group indicated enhanced satisfaction with teaching mode, promotion of diagnostic skills, bolstering of self-assurance in managing TOF cases, and cultivation of critical thinking and clinical reasoning abilities (P < 0.05). These findings underscore the potential of 3D printed models to augment the effectiveness of CBL, aiding students in mastering instructional content and bolstering their interest and self-confidence in learning. CONCLUSION The fusion of CBL with 3D printing models is feasible and effective in TOF instruction to clinical medical undergraduates, and worthy of popularization and application in medical education, especially for courses involving intricate anatomical components.
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Affiliation(s)
- Jian Zhao
- Department of Human Anatomy, Wannan Medical College, No.22 West Wenchang Road, Wuhu, 241002, China
| | - Xin Gong
- Department of Human Anatomy, Wannan Medical College, No.22 West Wenchang Road, Wuhu, 241002, China
| | - Jian Ding
- Department of Human Anatomy, Wannan Medical College, No.22 West Wenchang Road, Wuhu, 241002, China
| | - Kepin Xiong
- Department of Cardio-Thoracic Surgery, Yijishan Hospital of Wannan Medical College, Wuhu, China
| | - Kangle Zhuang
- Zhuhai Sailner 3D Technology Co., Ltd., Zhuhai, China
| | - Rui Huang
- Department of Human Anatomy, Wannan Medical College, No.22 West Wenchang Road, Wuhu, 241002, China
| | - Shu Li
- School of Basic Medical Sciences, Wannan Medical College, Wuhu, China.
| | - Huachun Miao
- Department of Human Anatomy, Wannan Medical College, No.22 West Wenchang Road, Wuhu, 241002, China.
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Baig S, Al-Bedaery R, Togher C, De Oliveira JPW, Asim N. What guides student learning in the clinical years: A mixed methods study exploring study behaviours prior to the UK Medical Licensing Assessment (UKMLA). MEDICAL TEACHER 2024:1-8. [PMID: 38648499 DOI: 10.1080/0142159x.2024.2337246] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Accepted: 03/26/2024] [Indexed: 04/25/2024]
Abstract
PURPOSE Student study behaviours that prioritise the UKMLA content map over the local curriculum are a significant risk for UK medical education. To mitigate this, we describe a student-centred faculty process to improve local curriculum guidance based on an evaluation of student study behaviours, concerns and needs. Responses informed the build of an online curriculum map. METHODS A mixed methods approach was adopted, including an online anonymous survey exploring student study behaviours and preferences for curricular guidance. This was followed by student-led focus groups to explore emergent themes further. Qualitative data underwent reflexive thematic analysis. RESULTS 121 students responded to the survey, of which 12 consented to participate in two student-led focus groups. Five key themes emerged, including motivation for learning, student use of the intended curriculum, student experience of the enacted curriculum, the hidden curriculum, and expectations of an online curriculum map. CONCLUSIONS A participatory framework enabled shared aims and responsive outcomes for curricular development in the run up to the UKMLA. Student responses led to clarification of guidance, reorganisation of learning resources and optimal design of an online curriculum map which linked all content in a visible, UKMLA aligned framework, accessible to all students and teachers.
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Affiliation(s)
- Shehla Baig
- Institute of Medical and Biomedical Education, St George's University of London, UK
| | - Roaa Al-Bedaery
- Institute of Medical and Biomedical Education, St George's University of London, UK
| | - Connor Togher
- Medical School, St George's University of London, UK
| | | | - Naireen Asim
- Medical School, St George's University of London, UK
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Murphy R, Barnes CJ, Enright PD, Gratton V, Bush SH. Mapping an undergraduate medical education curriculum against national and international palliative care reference learning objectives. BMC MEDICAL EDUCATION 2024; 24:105. [PMID: 38303063 PMCID: PMC10836050 DOI: 10.1186/s12909-024-05082-1] [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: 11/21/2023] [Accepted: 01/22/2024] [Indexed: 02/03/2024]
Abstract
BACKGROUND The teaching of palliative care competencies is an essential component of undergraduate medical education. There is significant variance in the palliative care content delivered in undergraduate medical curricula, revealing the utility of reference standards to guide curricular development and assessment. To evaluate our university's undergraduate palliative care teaching, we undertook a curriculum mapping exercise, comparing official learning objectives to the national Educating Future Physicians in Palliative and End-of-Life Care (EFPPEC) and the international Palliative Education Assessment Tool (PEAT) reference objectives. METHODS Multiple assessors independently compared our university's UGME learning objectives with EFPPEC and PEAT reference objectives to determine the degree-of-coverage. Visual curriculum maps were created to depict in which part of the curriculum each objective is delivered and by which medical specialty. RESULTS Of 122 EFPPEC objectives, 55 (45.1%) were covered fully, 42 (34.4%) were covered partially, and 25 (20.5%) were not covered by university objectives. Of 89 PEAT objectives, 40 (44.9%) were covered fully, 35 (39.3%) were covered partially, and 14 (15.7%) were not covered by university objectives. CONCLUSIONS The majority of EFPPEC and PEAT reference objectives are fully or partially covered in our university's undergraduate medical curriculum. Our approach could serve as a guide for others who endeavour to review their universities' specialty-specific medical education against reference objectives. Future curriculum development should target the elimination of identified gaps and evaluate the attainment of palliative care competencies by medical learners.
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Affiliation(s)
- Rebekah Murphy
- Department of Medicine, Division of Palliative Care, University of Ottawa, 451 Smyth Rd, Ottawa, ON, K1H 8M5, Canada.
- Department of Palliative Care, Bruyère Continuing Care, Saint-Vincent Hospital, 60 Cambridge St N, Ottawa, ON, K1R 7A5, Canada.
- Department of Medicine, Queensway Carleton Hospital, 3045 Baseline Rd, Ottawa, ON, K2H 8P4, Canada.
| | - Christopher J Barnes
- Department of Medicine, Division of Palliative Care, University of Ottawa, 451 Smyth Rd, Ottawa, ON, K1H 8M5, Canada
- Department of Palliative Care, Bruyère Continuing Care, Saint-Vincent Hospital, 60 Cambridge St N, Ottawa, ON, K1R 7A5, Canada
| | - Paula D Enright
- Department of Medicine, Division of Palliative Care, University of Ottawa, 451 Smyth Rd, Ottawa, ON, K1H 8M5, Canada
- Ottawa Hospital Research Institute, 1053 Carling Ave, Ottawa, ON, K1Y 4E9, Canada
| | - Valerie Gratton
- Department of Medicine, Division of Palliative Care, University of Ottawa, 451 Smyth Rd, Ottawa, ON, K1H 8M5, Canada
- Institut du Savoir Montfort, 713 Montréal Rd, Ottawa, ON, K1K 0T2, Canada
- Department of Family Medicine, Montfort Hospital, 713 Montréal Rd, Ottawa, ON, K1K 0T2, Canada
| | - Shirley H Bush
- Department of Medicine, Division of Palliative Care, University of Ottawa, 451 Smyth Rd, Ottawa, ON, K1H 8M5, Canada
- Department of Palliative Care, Bruyère Continuing Care, Saint-Vincent Hospital, 60 Cambridge St N, Ottawa, ON, K1R 7A5, Canada
- Ottawa Hospital Research Institute, 1053 Carling Ave, Ottawa, ON, K1Y 4E9, Canada
- Bruyère Research Institute, 43 Bruyère St, Ottawa, ON, K1N 5C8, Canada
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Glasofer DR, Lemly DC, Lloyd C, Jablonski M, Schaefer LM, Wonderlich SA, Attia E. Evaluation of an online modular eating disorders training (PreparED) to prepare healthcare trainees: a survey study. BMC MEDICAL EDUCATION 2023; 23:868. [PMID: 37974188 PMCID: PMC10652638 DOI: 10.1186/s12909-023-04866-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Accepted: 11/11/2023] [Indexed: 11/19/2023]
Abstract
BACKGROUND Eating disorders (EDs) are serious, complex disorders for which broad-based clinical training is lacking. This study aimed to evaluate the efficacy of a free, brief, web-based curriculum, PreparED, in increasing comfort and confidence with, and knowledge about EDs in healthcare trainees, and to obtain program feedback from key stakeholders (i.e., learners). METHODS This programmatic evaluation study was designed as a quantitative, repeated measures (i.e., pre- and post-test intervention) investigation. A convenience sample of two groups of healthcare trainees across geographically diverse training sites completed an anonymous survey pre- and post- engagement with PreparED. The survey included items to assess prior exposure to EDs, as well as program feasibility. The main educational outcomes included (1) Confidence and Comfort with EDs and (2) Knowledge of EDs. User experience variables of interest were likeability, usability, and engagement with the training modules. Mixed effects linear regression was used to assess the association between PreparED and educational outcome variables. RESULTS Participants (N = 67) included 41 nutrition graduate students and 26 nurse practitioner students recruited from Teacher's College/Columbia University in New York, NY, USA, Columbia University School of Nursing in New York, NY, USA and North Dakota State University School of Nursing in Fargo, ND, USA. Confidence/Comfort scores and Knowledge scores significantly improved following engagement with PreparED (β = for effect of intervention = 1.23, p < 0.001, and 1.69, p < 0.001, respectively). Neither training group nor prior exposure to EDs moderated the effect on outcomes. All learners agreed the program was easy to follow; the overwhelming majority (89.4%) felt the length of the modules was "just right." All participants perceived that PreparED had increased their knowledge of EDs, and the majority (94.0%) reported greater confidence in and comfort with caring for people with these disorders, including assessment of symptoms, awareness of associated medical complications, and likelihood of future screening. CONCLUSIONS Findings suggest that brief, user-friendly, online courses can improve knowledge and attitudes about EDs, filling a critical gap in healthcare training.
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Affiliation(s)
- Deborah R Glasofer
- New York State Psychiatric Institute, Columbia University Irving Medical Center, New York, USA.
| | - Diana C Lemly
- Massachusetts General Hospital, Harvard University School of Medicine, Boston, USA
| | - Caitlin Lloyd
- New York State Psychiatric Institute, Columbia University Irving Medical Center, New York, USA
| | - Monica Jablonski
- New York State Psychiatric Institute, Columbia University Irving Medical Center, New York, USA
| | - Lauren M Schaefer
- Center for Biobehavioral Research, Sanford Research, Fargo, USA
- Department of Psychiatry and Behavioral Science, University of North Dakota School of Medicine and Health Sciences, Fargo, USA
| | - Stephen A Wonderlich
- Center for Biobehavioral Research, Sanford Research, Fargo, USA
- Department of Psychiatry and Behavioral Science, University of North Dakota School of Medicine and Health Sciences, Fargo, USA
| | - Evelyn Attia
- New York State Psychiatric Institute, Columbia University Irving Medical Center, New York, USA
- Weill Cornell Medical College, New York, USA
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Wardle K, Chakrabarti R, Wright T, Bennie T, Ntuiabane D, Gishen F. Evaluating a novel intervention in undergraduate medicine: an MBBS Curriculum Map. BMC MEDICAL EDUCATION 2023; 23:227. [PMID: 37038175 PMCID: PMC10088241 DOI: 10.1186/s12909-023-04224-1] [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: 12/24/2022] [Accepted: 04/02/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND Following student feedback, a Curriculum Map (CM) was commissioned in 2018 at UCL Medical School (UCLMS). After exploring key requirements of a CM, the second phase focused on building a prototype before its launch. This study evaluates this novel pedagogical intervention following its implementation, from the perspective of its primary users, UCL medical students. METHODS This multi-method study was conducted two months after the CM's launch in 2019. Quantitative and qualitative data was gathered via a survey and focus groups across four domains: usefulness, satisfaction, appearance, and content. Reflective Thematic Analysis was used to analyse the qualitative data to build themes. RESULTS One hundred ninety five participants (195/1347, 14%) responded to the survey and two focus groups were held. Higher rates of satisfaction were seen among later years compared to early years students. Five key themes emerged on the CM as a: UCLMS textbook; learning aid for assessments; tool for capturing scientific content; modern learning technology and tool for 'levelling the playing field'. Key findings suggest that while students welcomed a centralised resource to create transparency, there were clear differences between early and later years students, with the former preferring a more prescriptive approach. Learning was assessment-driven across all years and students highlighted their desire for greater clarity on the importance of curricular content for summative assessments. CONCLUSION A CM provides a benchmark for medical educators on the undergraduate curriculum, which must be balanced with its limitations; a CM cannot provide an exhaustive syllabus and needs to be supplemented with self-directed learning and clinical preparation for practice.
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Affiliation(s)
| | | | | | | | - Daniel Ntuiabane
- Northern Care Alliance NHS Foundation Trust, Salford, Greater Manchester 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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Nelson-Hurwitz DC, Tagorda M, Patil U, Kehl L. Improving Communication of Public Health Bachelor's Degree Programs Through Visual Curriculum Mapping. Front Public Health 2022; 10:770575. [PMID: 35615047 PMCID: PMC9125020 DOI: 10.3389/fpubh.2022.770575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2021] [Accepted: 04/08/2022] [Indexed: 11/13/2022] Open
Abstract
Undergraduate students balance course requirements for the university, college, school, and major. Each set of requirements, including degree-specific curriculum, is intended to promote synergistic interaction of competence, skills, and knowledge, beyond serving as a collection of individual courses. Understanding of curriculum is important for program recruitment as undergraduate students are more informed when deciding between bachelor's degrees options. Among cohorted programs, this understanding is also helpful in communicating and promoting common intellectual experiences. Comprehension of curriculum is especially important for persistence when students are better able to articulate the connections between course and competencies needed to advance in coursework. To improve universal design for learning within program advising, visual curriculum maps were created as infographics to support student understanding of Bachelor of Arts in Public Health degree requirements and specific capstone course pathways. This map is printed as a small booklet and has been pilot tested among prospective students with positive feedback, then implemented in routine advising sessions. Visual maps of capstone requirements were well-received in concept, however constructive student feedback during pilot testing necessitated further revision. Student feedback also encouraged the application of culturally appropriate visuals and analogies to celebrate student diversity. Visual aids such as these may improve access to information among students through universal design, and also improve recruitment, retention efforts, and student buy-in to degree curricula.
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