Max J Solish, Bryan Abankwah, Aditi Kaura, Michael J. Weinberg
Background: Due to the COVID-19 pandemic, inperson physician shadowing has been restricted at many medical schools throughout Canada. We sought to address this gap by introducing a novel virtual shadowing experience to expose medical students to surgical specialties, and to assess possible improvements in the quality of delivering medical education. Methods: In compliance with the Health Insurance Portability and Accountability Act, two cameras were placed in an operating room to stream surgical procedures live to medical students. A survey was then distributed after the shadowing experience. Results: Ten medical students attended the 2.5-hour virtual surgical shadowing experience and nine provided feedback through a survey. The survey consisted of six Likert scale questions and two short-answer questions. Participants scored an average of 4.6±0.52 for the technology being conducive to their learning; 4.7±0.50 that the session met their learning objectives; and 4.8±0.44 regarding the knowledge and skills gained being useful for clerkship. Areas of improvement included improved camera quality (n=3) and the provision of case information prior to the sessions (n=4). Discussion: The virtual surgical shadowing program enabled students to effectively and reliably observe surgical procedures in real time, whilst engaging and communicating with the surgeons. Encouraging survey responses demonstrated the positive potential for future iterations of similar observerships in other surgical specialties, and as a means of improved medical education. Conclusion: Virtual surgical shadowing is a promising and innovative solution to limitations of in-person observerships, providing a secure and accessible way for medical students to explore surgical specialties.
{"title":"Virtual Surgical Shadowing for Undergraduate Medical Students: A Pilot Program","authors":"Max J Solish, Bryan Abankwah, Aditi Kaura, Michael J. Weinberg","doi":"10.62694/efh.2024.26","DOIUrl":"https://doi.org/10.62694/efh.2024.26","url":null,"abstract":"Background: Due to the COVID-19 pandemic, inperson physician shadowing has been restricted at many medical schools throughout Canada. We sought to address this gap by introducing a novel virtual shadowing experience to expose medical students to surgical specialties, and to assess possible improvements in the quality of delivering medical education. Methods: In compliance with the Health Insurance Portability and Accountability Act, two cameras were placed in an operating room to stream surgical procedures live to medical students. A survey was then distributed after the shadowing experience. Results: Ten medical students attended the 2.5-hour virtual surgical shadowing experience and nine provided feedback through a survey. The survey consisted of six Likert scale questions and two short-answer questions. Participants scored an average of 4.6±0.52 for the technology being conducive to their learning; 4.7±0.50 that the session met their learning objectives; and 4.8±0.44 regarding the knowledge and skills gained being useful for clerkship. Areas of improvement included improved camera quality (n=3) and the provision of case information prior to the sessions (n=4). Discussion: The virtual surgical shadowing program enabled students to effectively and reliably observe surgical procedures in real time, whilst engaging and communicating with the surgeons. Encouraging survey responses demonstrated the positive potential for future iterations of similar observerships in other surgical specialties, and as a means of improved medical education. Conclusion: Virtual surgical shadowing is a promising and innovative solution to limitations of in-person observerships, providing a secure and accessible way for medical students to explore surgical specialties.","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141111779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Todd Dow, Panthea Pouramin, Mick Smyth, Sebastian Haupt
Background: Background: Exposure to specialties significantly influences medical student career decisions; however, many students feel they are not adequately introduced to particular specialties until the end of their undergraduate training, if at all. Therefore, the Pre-clerkship Residency Exploration Program (PREP) was established. PREP was designed to reduce concerns regarding career decisions, while increasing exposure to specialties that traditionally receive less exposure in medical school curricula. Methods: PREP was a two-week elective available to second year medical students (n = 40) comprising five components: clinical electives, panel discussions, procedural skills circuits, simulations, and specialty-specific workshops. Participants rotated through ten electives and engaged in panel discussions focused on career choices and decisions. Skills circuits and simulations introduced students to procedures and scenarios they could encounter during PREP elective rotations. Specialty-specific workshops were held by several departments to build interest and introduce students to under-represented specialties. Results: PREP was assessed using the Kirkpatrick model, a framework that evaluates the effectiveness of training. PREP significantly increased students’ comfort with making career decisions, while reducing concerns related to a lack of exposure to various specialties (p < 0.0001) and time constraints with determining career options (p < 0.0001). Furthermore, PREP directly impacted career aspirations with 80.6% of participants changing their top-three career choices after completing the program. PREP is a valuable addition to medical school education and offers a novel approach to supporting students’ informed career decisions as well as increase their exposure to specialties which are underrepresented in medical school curricula. Discussion: We are currently in discussion with several Canadian medical schools about implementing PREP at their universities. Future research will analyze if participation in PREP translates to increased application rates to underrepresented specialties. To accomplish this objective, we will follow cohorts of PREP participants through the residency matching process and compare outcomes with historical data.
{"title":"Pre-clerkship Exploration of Underrepresented Specialties: Participant Perceptions","authors":"Todd Dow, Panthea Pouramin, Mick Smyth, Sebastian Haupt","doi":"10.62694/efh.2024.24","DOIUrl":"https://doi.org/10.62694/efh.2024.24","url":null,"abstract":"Background: Background: Exposure to specialties significantly influences medical student career decisions; however, many students feel they are not adequately introduced to particular specialties until the end of their undergraduate training, if at all. Therefore, the Pre-clerkship Residency Exploration Program (PREP) was established. PREP was designed to reduce concerns regarding career decisions, while increasing exposure to specialties that traditionally receive less exposure in medical school curricula. Methods: PREP was a two-week elective available to second year medical students (n = 40) comprising five components: clinical electives, panel discussions, procedural skills circuits, simulations, and specialty-specific workshops. Participants rotated through ten electives and engaged in panel discussions focused on career choices and decisions. Skills circuits and simulations introduced students to procedures and scenarios they could encounter during PREP elective rotations. Specialty-specific workshops were held by several departments to build interest and introduce students to under-represented specialties. Results: PREP was assessed using the Kirkpatrick model, a framework that evaluates the effectiveness of training. PREP significantly increased students’ comfort with making career decisions, while reducing concerns related to a lack of exposure to various specialties (p < 0.0001) and time constraints with determining career options (p < 0.0001). Furthermore, PREP directly impacted career aspirations with 80.6% of participants changing their top-three career choices after completing the program. PREP is a valuable addition to medical school education and offers a novel approach to supporting students’ informed career decisions as well as increase their exposure to specialties which are underrepresented in medical school curricula. Discussion: We are currently in discussion with several Canadian medical schools about implementing PREP at their universities. Future research will analyze if participation in PREP translates to increased application rates to underrepresented specialties. To accomplish this objective, we will follow cohorts of PREP participants through the residency matching process and compare outcomes with historical data.","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141113263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katie Pincura, Matt Lyons, Jeannie Newton-Riner, Charis Davidson, Wendasha Hall
{"title":"The Way Forward for Integrated Health Sciences Degree Programs","authors":"Katie Pincura, Matt Lyons, Jeannie Newton-Riner, Charis Davidson, Wendasha Hall","doi":"10.62694/efh.2024.23","DOIUrl":"https://doi.org/10.62694/efh.2024.23","url":null,"abstract":"","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141109024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The United States faces a significant physician shortage, projecting a need for 52,000 more primary care doctors by 2025.1 Underserved communities are disproportionately affected by this shortage. With underrepresented minority healthcare providers being significantly more likely to practice in underserved communities, it is essential to increase diversity in medicine.2–4 High school outreach programs introducing teenagers from minority populations to the medical field may increase availability of healthcare in socioeconomically disadvantaged areas. Our goal was to determine whether participants in the Urology High School Outreach Program experienced increased interest in pursuing a career in medicine, or STEM-related fields after receiving mentorship and exposure to the medical field. Methods: 138 underserved high school students participating in a one-day Urology High School Outreach Program (HSOP) took a pre-survey prior to a physician-led lecture, and five urology-related surgical techniques workshop stations, led by medical students. The sessions culminated with a Q&A panel with the medical students, followed by the post-survey. Results: Of the 138 students that participated in the pre-survey, 110 students (79.7%) answered the post-survey. Analysis of these survey responses revealed that the Urology HSOP predominantly served a demographic consisting of Hispanic (39.1%) and Asian (32.7%) backgrounds. Question One, pertaining to the likelihood of pursuing a career in healthcare, saw a statistically significant average increase of 0.11 out of 5 (p=0.014). Question Two, pertaining to the likelihood of pursuing a career in STEM, saw the largest significant average increase of 0.34 out of 5 (p<0.00001). Question Three, pertaining to interest in developing new technology, saw a statistically significant average increase of 0.28 out of 5 (p=0.001). Conclusion: In summary, a significant increase in interest towards STEM and medicine careers emerged among Urology High School Outreach Program participants. Further investigation is warranted to ascertain whether these changes are limited to the underrepresented demographic, or extend to all program participants.
{"title":"Perceived Effectiveness of a Surgical High School Outreach Program on Career Trajectory of Underserved High School Students","authors":"Arman Ghafari, Monica Gerges, Alexa Kassels, Aldo Arce, Neda Izadyar, Bruce Gao, Jaime Landman","doi":"10.62694/efh.2024.22","DOIUrl":"https://doi.org/10.62694/efh.2024.22","url":null,"abstract":"Background: The United States faces a significant physician shortage, projecting a need for 52,000 more primary care doctors by 2025.1 Underserved communities are disproportionately affected by this shortage. With underrepresented minority healthcare providers being significantly more likely to practice in underserved communities, it is essential to increase diversity in medicine.2–4 High school outreach programs introducing teenagers from minority populations to the medical field may increase availability of healthcare in socioeconomically disadvantaged areas. Our goal was to determine whether participants in the Urology High School Outreach Program experienced increased interest in pursuing a career in medicine, or STEM-related fields after receiving mentorship and exposure to the medical field. Methods: 138 underserved high school students participating in a one-day Urology High School Outreach Program (HSOP) took a pre-survey prior to a physician-led lecture, and five urology-related surgical techniques workshop stations, led by medical students. The sessions culminated with a Q&A panel with the medical students, followed by the post-survey. Results: Of the 138 students that participated in the pre-survey, 110 students (79.7%) answered the post-survey. Analysis of these survey responses revealed that the Urology HSOP predominantly served a demographic consisting of Hispanic (39.1%) and Asian (32.7%) backgrounds. Question One, pertaining to the likelihood of pursuing a career in healthcare, saw a statistically significant average increase of 0.11 out of 5 (p=0.014). Question Two, pertaining to the likelihood of pursuing a career in STEM, saw the largest significant average increase of 0.34 out of 5 (p<0.00001). Question Three, pertaining to interest in developing new technology, saw a statistically significant average increase of 0.28 out of 5 (p=0.001). Conclusion: In summary, a significant increase in interest towards STEM and medicine careers emerged among Urology High School Outreach Program participants. Further investigation is warranted to ascertain whether these changes are limited to the underrepresented demographic, or extend to all program participants.","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141111854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. The Planetary Health Report Card (PHRC) was developed by medical students in the USA as a metric-based scorecard and institutional advocacy tool for planetary health (PH), with respect to five categories: Curriculum, Community Engagement, Student Leadership, Research, and Campus Sustainability. The PHRC has expanded into a global initiative, although its use by faculties in low- and middle-income countries (LMICs) has been very limited. Objectives. To assess perceptions at the Faculty of Health Sciences (FHS) of the University of Cape Town (UCT) about PH and sustainable healthcare (SH); and perceptions of the barriers and opportunities for integrating PH and SH into curricula in the UCT FHS. Methods. A PHRC was completed for the UCT FHS by means of interviews with key educators. Interview summaries, and scored report cards (where applicable), were shared for validity checking before compilation of the UCT FHS summary report. Results. Thirty-nine interviews were conducted, 31 of them with key educators representing nine academic departments. Twenty- three graded report cards were completed with those engaged in PH and SH activities. The PHRC category scores ranged from a grade of D minus (20%) for Student Leadership to a C grade for Curriculum (54%), with an overall grade of C minus (42%). Education about PH and SH in the UCT FHS is seen as increasingly important yet insufficient. Curriculum overload, “siloed” learning, and poor understanding among educators were perceived as key barriers. PH and SH were proposed as cross- cutting curricular themes for all health sciences disciplines in the UCT FHS. More community engagement, student leadership development, collaborative research, and campus sustainability interventions were recommended in the other PHRC categories. Conclusion. The PHRC provides a baseline assessment of PH and SH in a faculty of health sciences in a LMIC contributing towards greater environmental accountability. It should be repeated regularly at the UCT FHS to measure and evaluate progress in integrating PH and SH into transformed curricula, engagement with the communities it serves, development of student leadership, in ch, and campus sustainability.
背景。行星健康成绩单（PHRC）是由美国医科学生开发的，作为行星健康（PH）的一个基于度量的记分卡和机构宣传工具，涉及五个类别：课程、社区参与、学生领导力、研究和校园可持续性。尽管中低收入国家（LMICs）的院系对 PHRC 的使用非常有限，但 PHRC 已扩展为一项全球倡议。目标。评估开普敦大学（UCT）健康科学学院（FHS）对 PH 和可持续医疗保健（SH）的看法；以及对将 PH 和 SH 纳入开普敦大学健康科学学院课程的障碍和机遇的看法。方法。通过对主要教育工作者进行访谈，完成了一项针对 UCT 家庭保健服务的 PHRC。访谈摘要和评分报告卡（如适用）在编制 UCT 家庭健康服务总结报告之前进行了有效性检查。结果。共进行了 39 次访谈，其中 31 次是与代表九个学术部门的主要教育工作者进行的。参与 PH 和 SH 活动的人员填写了 23 份评分报告单。PHRC类别的得分从学生领导力的D减分（20%）到课程的C级（54%）不等，总成绩为C减分（42%）。在 UCT FHS 中，有关 PH 和 SH 的教育被认为越来越重要，但却不够充分。课程负担过重、"各自为政 "的学习以及教育工作者对其理解不足被认为是主要障碍。建议将 PH 和 SH 作为 UCT FHS 所有健康科学学科的交叉课程主题。在 PHRC 的其他类别中，建议采取更多的社区参与、学生领导力培养、合作研究和校园可持续发展干预措施。结论PHRC提供了对低收入和中等收入国家健康科学学院PH和SH的基线评估，有助于加强环境责任。应定期在 UCT 健康科学学院重复进行该评估，以衡量和评价在将 PH 和 SH 纳入转型课程、与所服务的社区合作、发展学生领导力、合作和校园可持续发展方面取得的进展。
{"title":"Education about Planetary Health and Sustainable Healthcare in low- and middle-income countries: Planetary Health Report Card assessment of perceptions at University of Cape Town Faculty of Health Sciences","authors":"J. Irlam, Steve Reid, H-A Rother","doi":"10.62694/efh.2024.17","DOIUrl":"https://doi.org/10.62694/efh.2024.17","url":null,"abstract":"Background. The Planetary Health Report Card (PHRC) was developed by medical students in the USA as a metric-based scorecard and institutional advocacy tool for planetary health (PH), with respect to five categories: Curriculum, Community Engagement, Student Leadership, Research, and Campus Sustainability. The PHRC has expanded into a global initiative, although its use by faculties in low- and middle-income countries (LMICs) has been very limited. Objectives. To assess perceptions at the Faculty of Health Sciences (FHS) of the University of Cape Town (UCT) about PH and sustainable healthcare (SH); and perceptions of the barriers and opportunities for integrating PH and SH into curricula in the UCT FHS. Methods. A PHRC was completed for the UCT FHS by means of interviews with key educators. Interview summaries, and scored report cards (where applicable), were shared for validity checking before compilation of the UCT FHS summary report. Results. Thirty-nine interviews were conducted, 31 of them with key educators representing nine academic departments. Twenty- three graded report cards were completed with those engaged in PH and SH activities. The PHRC category scores ranged from a grade of D minus (20%) for Student Leadership to a C grade for Curriculum (54%), with an overall grade of C minus (42%). Education about PH and SH in the UCT FHS is seen as increasingly important yet insufficient. Curriculum overload, “siloed” learning, and poor understanding among educators were perceived as key barriers. PH and SH were proposed as cross- cutting curricular themes for all health sciences disciplines in the UCT FHS. More community engagement, student leadership development, collaborative research, and campus sustainability interventions were recommended in the other PHRC categories. Conclusion. The PHRC provides a baseline assessment of PH and SH in a faculty of health sciences in a LMIC contributing towards greater environmental accountability. It should be repeated regularly at the UCT FHS to measure and evaluate progress in integrating PH and SH into transformed curricula, engagement with the communities it serves, development of student leadership, in ch, and campus sustainability.","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141109260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Peer Research Mentoring for Medical Students in India","authors":"Devansh Lalwani, Archit Shirpurkar, Ishita Lanjewar, Praatik Parekh, Manav Agrawal, Kshitij Sonawale, Aadya Deshpande","doi":"10.62694/efh.2024.19","DOIUrl":"https://doi.org/10.62694/efh.2024.19","url":null,"abstract":"","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141110538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amy Clithero-Eridon, Pauline Sameshima, Erin Cameron, Jill Allison, Julia Martinez, Tashya Orasi, Connie Hu, Roger Strasser
Background: This project aimed to build an understanding of the lived realities of social accountability. The COVID-19 era offered acontextual lens and time marker. Social accountability is gaining importance as an educational concept. To maximize the value, it is essential to know how the concept is interpreted from multiple stakeholder perspectives. Methods: An arts-integrated methodology called Parallaxic Praxis was used to examine the values, meanings, contexts, and lived experiences of social accountability. Participants made art to express and discuss their conceptions of social accountability, viewing and discussing the subtleties and themes that arose from their own and others’ creations. Individual interviews, focus groups, and postworkshop surveys were utilized to identify themes. Results: Due to the timing of the data collection during the COVID-19 pandemic, interpretations of social accountability centered primarily on the pandemic’s effects on perceptions of daily life as well as core personal beliefs. Most individuals viewed medical schools as a place of opportunity to start learning about social accountability, and the majority of individuals answered “yes” when asked if exploring the idea and action of social accountability through arts-integrated methods was valuable to them. Discussion: If the ultimate goal of medical education is creating physicians who are fit-for-purpose, then social accountability needs to be emphasized and reinforced as an important part of their professional identity. Integrating the arts in data collection is a creative means to conduct this study, as the arts allow for diverse audiences to access active and reflective engagement among participants. As a method of expression, it provided additional unique perspectives on one’s own beliefs regarding social accountability and how it is practiced—and what is expected of a socially accountable health system.
{"title":"Deepening Understandings of Social Accountability Using the Arts and Storytelling","authors":"Amy Clithero-Eridon, Pauline Sameshima, Erin Cameron, Jill Allison, Julia Martinez, Tashya Orasi, Connie Hu, Roger Strasser","doi":"10.62694/efh.2024.30","DOIUrl":"https://doi.org/10.62694/efh.2024.30","url":null,"abstract":"Background: This project aimed to build an understanding of the lived realities of social accountability. The COVID-19 era offered acontextual lens and time marker. Social accountability is gaining importance as an educational concept. To maximize the value, it is essential to know how the concept is interpreted from multiple stakeholder perspectives. Methods: An arts-integrated methodology called Parallaxic Praxis was used to examine the values, meanings, contexts, and lived experiences of social accountability. Participants made art to express and discuss their conceptions of social accountability, viewing and discussing the subtleties and themes that arose from their own and others’ creations. Individual interviews, focus groups, and postworkshop surveys were utilized to identify themes. Results: Due to the timing of the data collection during the COVID-19 pandemic, interpretations of social accountability centered primarily on the pandemic’s effects on perceptions of daily life as well as core personal beliefs. Most individuals viewed medical schools as a place of opportunity to start learning about social accountability, and the majority of individuals answered “yes” when asked if exploring the idea and action of social accountability through arts-integrated methods was valuable to them. Discussion: If the ultimate goal of medical education is creating physicians who are fit-for-purpose, then social accountability needs to be emphasized and reinforced as an important part of their professional identity. Integrating the arts in data collection is a creative means to conduct this study, as the arts allow for diverse audiences to access active and reflective engagement among participants. As a method of expression, it provided additional unique perspectives on one’s own beliefs regarding social accountability and how it is practiced—and what is expected of a socially accountable health system.","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141112666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Educational institutions need to formulate vision and mission statements to support the alignment of their decision-making and practices, and also as one of the standards for accreditation. However, “vision” and “mission” are misunderstood terms. Organizations may end up declaring quite vague and fuzzy vision and mission statements not owned by members. What was done: We used Collins and Porras conceptual framework for development of vision and mission statements for five constituent institutes of our university. We carried out Process Documentation (PD) of the activity of formulating these statements. We took the following steps: rapport-building, identifying focus, facilitation of process identification, reflection, and closure. A month later, we invited the participants in this activity to reflect on the entire process. We carried out an inductive thematic analysis of text data generated during guided group discussions, and the participants' reflections. Lessons learned: To begin with, the participants lacked clarity and ownership of the process, which progressively improved over the course of the activity. The participants felt that several factors contributing to the formulation of the statements were: setting the stage and use of a conceptual framework; probing questions and handholding by the facilitators; and the collective exercise. We, as facilitators, felt that the use of an iterative group process, thoughtful probes by us, and an environment conducive for open exchange of ideas contributed to the development of the statements. We documented ten steps for the development of the vision and mission statements, which might be useful for any academic medical center tasked with a similar activity.
{"title":"Lessons learned in development of vision and mission statements","authors":"Himanshu Pandya, Amol Dongre, Jagdish Varma","doi":"10.62694/efh.2024.21","DOIUrl":"https://doi.org/10.62694/efh.2024.21","url":null,"abstract":"Background: Educational institutions need to formulate vision and mission statements to support the alignment of their decision-making and practices, and also as one of the standards for accreditation. However, “vision” and “mission” are misunderstood terms. Organizations may end up declaring quite vague and fuzzy vision and mission statements not owned by members.\u0000What was done: We used Collins and Porras conceptual framework for development of vision and mission statements for five constituent institutes of our university. We carried out Process Documentation (PD) of the activity of formulating these statements. We took the following steps: rapport-building, identifying focus, facilitation of process identification, reflection, and closure. A month later, we invited the participants in this activity to reflect on the entire process. We carried out an inductive thematic analysis of text data generated during guided group discussions, and the participants' reflections.\u0000Lessons learned: To begin with, the participants lacked clarity and ownership of the process, which progressively improved over the course of the activity. The participants felt that several factors contributing to the formulation of the statements were: setting the stage and use of a conceptual framework; probing questions and handholding by the facilitators; and the collective exercise. We, as facilitators, felt that the use of an iterative group process, thoughtful probes by us, and an environment conducive for open exchange of ideas contributed to the development of the statements. We documented ten steps for the development of the vision and mission statements, which might be useful for any academic medical center tasked with a similar activity.","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141109822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Janique Oudbier, T. Boerboom, Saskia Peerdeman, Jeanine Suurmond
Background: The majority of medical education is currently biomedical, while the concept of social accountability is not always systematically integrated. Education on social accountability equips students with the knowledge and skills to be socially accountable health professionals. However, the existing definitions of social accountability are not consistently applied, and the perspectives of important stakeholders are lacking. This study explores the perceptions of medical students and educational staff members on the construct of social accountability. Methods: This study uses an exploratory qualitative design in which online semi-structured interviews were conducted with 28 educational staff members and 16 students at a medical school in the Netherlands. Participants were recruited using purposeful sampling and snowballing techniques. The interviews were qualitatively analyzed according to the grounded theory approach. Results and Conclusion: Amongst the participants, there was unfamiliarity with the term, social accountability. Participants mentioned the impact on society, institutional responsibility, and context-dependency as all features of social accountability. In line with previous studies, participants identified community-based learning and working, patient-centeredness, and diversity as sub-aspects of social accountability. Further aspects identified by the participants are sustainability, moral issues, and interprofessional collaboration. This study provided more insight into the construct of social accountability from the perspectives educational staff and students at a medical school.
{"title":"How do Educational Staff and Students in a Medical School Perceive Social Accountability? A Multi-Perspective Qualitative Interview Study","authors":"Janique Oudbier, T. Boerboom, Saskia Peerdeman, Jeanine Suurmond","doi":"10.62694/efh.2024.20","DOIUrl":"https://doi.org/10.62694/efh.2024.20","url":null,"abstract":"Background: The majority of medical education is currently biomedical, while the concept of social accountability is not always systematically integrated. Education on social accountability equips students with the knowledge and skills to be socially accountable health professionals. However, the existing definitions of social accountability are not consistently applied, and the perspectives of important stakeholders are lacking. This study explores the perceptions of medical students and educational staff members on the construct of social accountability. Methods: This study uses an exploratory qualitative design in which online semi-structured interviews were conducted with 28 educational staff members and 16 students at a medical school in the Netherlands. Participants were recruited using purposeful sampling and snowballing techniques. The interviews were qualitatively analyzed according to the grounded theory approach. Results and Conclusion: Amongst the participants, there was unfamiliarity with the term, social accountability. Participants mentioned the impact on society, institutional responsibility, and context-dependency as all features of social accountability. In line with previous studies, participants identified community-based learning and working, patient-centeredness, and diversity as sub-aspects of social accountability. Further aspects identified by the participants are sustainability, moral issues, and interprofessional collaboration. This study provided more insight into the construct of social accountability from the perspectives educational staff and students at a medical school.","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141110376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sylvia Owusu-Ansah, Kyle A Schmucker, Ashley Keilman, Christine R. Aspiotes, Natan Cramer
Objective: To improve emergency physician trainee understanding of Emergency Medical Services´ (EMS) scope of practice, and physician confidence in performing EMS skills by conducting a simulation role reversal workshop. Methods: EMS clinicians and physicians created and facilitated a role-reversal workshop for seven pediatric emergency medicine (PEM) fellows designed to emphasize scope of practice of EMS clinicians using basic life support (BLS) and advanced life support (ALS) skills. Fellows roleplayed using BLS or ALS skills in three different case scenarios. Medication preparation and delivery were assessed. Pre, post, and retention surveys (provided at 1 month post-intervention) were performed to assess scope of practice knowledge, and the EMS skill set confidence of the fellows. Results: Fellows reported the curriculum had an impact on their understanding of EMS scope of practice. Confidence in differentiating ALS and BLS scope of practice improved as did the subjective understanding of local EMS protocols. The confidence in preparing and administering multiple types of medications (i.e., intramuscular epinephrine administration, nebulized medication preparation) significantly improved as well (p<0.016 with Bonferroni adjustment). Conclusion: Given improved confidence scoring in understanding EMS scope of practice and medication administration, role reversal methodology may offer intangible affective and psychomotor benefits for emergency medicine trainees by generating a sense of a “lived-experience” when role-playing EMS skill sets. The workshop may serve as a model to use in teaching pre-hospital scope of practice and generating interprofessional understanding for physician trainees.
目的：通过举办模拟角色转换研讨会，提高急诊科受训医生对急诊医疗服务（EMS）实践范围的理解，并增强医生执行 EMS 技能的信心。方法：急救医疗服务临床医生和医生为七名儿科急诊医学（PEM）进修生创建并主持了角色反转研讨会，旨在强调急救医疗服务临床医生使用基本生命支持（BLS）和高级生命支持（ALS）技能的实践范围。学员们在三个不同的病例场景中使用 BLS 或 ALS 技能进行了角色扮演。对用药准备和给药进行了评估。进行了干预前、干预后和保留情况调查（干预后 1 个月提供），以评估学员的实践知识范围和急救技能自信心。结果：学员们表示，课程对他们理解急救医疗实践范围产生了影响。学员们对区分 ALS 和 BLS 执业范围的信心有所提高，对当地急救协议的主观理解也有所加深。准备和使用多种药物（如肌肉注射肾上腺素、雾化药物准备）的信心也显著提高（经 Bonferroni 调整后，P<0.016）。结论：鉴于在理解急救医疗实践范围和药物管理方面的信心评分有所提高，角色反转方法可在角色扮演急救医疗技能组合时产生一种 "生活体验 "感，从而为急诊医学学员带来无形的情感和心理运动方面的益处。该工作坊可作为院前实践范围的教学模式，并促进医生学员对跨专业知识的理解。
{"title":"Pilot study to teach residents about EMS scope of practice through reverse role simulations","authors":"Sylvia Owusu-Ansah, Kyle A Schmucker, Ashley Keilman, Christine R. Aspiotes, Natan Cramer","doi":"10.62694/efh.2024.29","DOIUrl":"https://doi.org/10.62694/efh.2024.29","url":null,"abstract":"Objective: To improve emergency physician trainee understanding of Emergency Medical Services´ (EMS) scope of practice, and physician confidence in performing EMS skills by conducting a simulation role reversal workshop. Methods: EMS clinicians and physicians created and facilitated a role-reversal workshop for seven pediatric emergency medicine (PEM) fellows designed to emphasize scope of practice of EMS clinicians using basic life support (BLS) and advanced life support (ALS) skills. Fellows roleplayed using BLS or ALS skills in three different case scenarios. Medication preparation and delivery were assessed. Pre, post, and retention surveys (provided at 1 month post-intervention) were performed to assess scope of practice knowledge, and the EMS skill set confidence of the fellows. Results: Fellows reported the curriculum had an impact on their understanding of EMS scope of practice. Confidence in differentiating ALS and BLS scope of practice improved as did the subjective understanding of local EMS protocols. The confidence in preparing and administering multiple types of medications (i.e., intramuscular epinephrine administration, nebulized medication preparation) significantly improved as well (p<0.016 with Bonferroni adjustment). Conclusion: Given improved confidence scoring in understanding EMS scope of practice and medication administration, role reversal methodology may offer intangible affective and psychomotor benefits for emergency medicine trainees by generating a sense of a “lived-experience” when role-playing EMS skill sets. The workshop may serve as a model to use in teaching pre-hospital scope of practice and generating interprofessional understanding for physician trainees. ","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141110930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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