Background
Professionalism is a key competency in first year medical gross anatomy instruction, yet there is a paucity of longitudinal studies addressing professionalism attributes into year 2. This ...study longitudinally compared 160 preclinical medical students’ peer professionalism evaluations in two small group settings (year 1 anatomy lab and year 2 team-based learning (TBL) sessions) for 2013–2014 and 2014–2015.
Methods
Students were evaluated by their small group peers on a scale (0–3) on five professionalism domains (teamwork, honor/integrity, caring/compassion/communication, respect, responsibility/accountability) at mid-term and end of semester in years 1 and 2. Statistical comparisons were made between the formative (mid-gross) and summative (post-gross) anatomy ratings and between the summative anatomy (post-gross) and mid-term TBL (mid-iTBL) ratings.
Results
Anatomy professionalism evaluations showed a significant increase from an average ranking of 2.49 at mid-term to 2.6 at the end of the semester, with increases in teamwork, honor/integrity, caring/compassion/communication, and respect. Summative anatomy evaluations (post-gross) were compared to mid-term second year TBL (mid-iTBL), showing significant increases in peer professionalism rankings with improvements in teamwork, honor/integrity, responsibility/accountability, and respect.
Conclusions
Significant improvements in peer evaluated professionalism were observed in multiple domains over time in the anatomy lab, with the exception of responsibility and accountability. These gains were maintained into year 2 TBL evaluations, with the exception of caring, compassion, and communication, suggesting that graded peer evaluation may improve professionalism behavior in small group settings.
The purpose of this study was to evaluate participants' feedback related to their experience in the Interprofessional Education Exchange (iPEX) program, a training initiative for faculty development ...in interprofessional oncology palliative care education. Participants voluntarily submitted a written reflection using a guide. The research team used qualitative content template analysis techniques to determine codes and categories based on the reflections and selected representative quotations (meaning units) from the data. Fifty-three reflections (100%) submitted by those completing the training were included in the analysis. The most appreciated aspects of the training were the opportunity for exchange of ideas and programs and the time allowed during the workshop for each team to work on developing their unique plan for interprofessional education (IPE) in oncology palliative care at their home institution. The iPEX program proved to be feasible, well-accepted, and valued by participants who reported personal, professional, and team growth and expressed appreciation for program support, content, and the exchange of ideas in a face-to-face setting. The results demonstrate that a faculty development program built on recommendations in the literature contributed to successful efforts to plan and initiate IPE in oncology palliative care.
Celotno besedilo
Dostopno za:
DOBA, IJS, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK, VSZLJ
Purpose: This project aims to identify knowledge gaps in skin cancer and skin protection to determine if an educational program focused on skin cancer prevention will result in a greater ...understanding of skin cancer and adopting new behaviors to prevent skin cancer.Background: The number of skin cancer diagnoses increases significantly every year. The cost of treating skin cancers places a tremendous burden on healthcare costs. Exposure to ultraviolet rays is a known cause of skin cancer. The perception and knowledge of skin cancer vary significantly among patients diagnosed with skin cancer. A knowledge deficit about skin cancer and skin cancer prevention practices can diminish sun protection practices. Method: A 12-question Likert scale pre-questionnaire was administered to measure patient knowledge of skin cancer, risk factors, and skin cancer prevention. The same pre-questionnaire was distributed to a family member/friend. A 15-minute educational PowerPoint with voice-over was then presented. Following the PowerPoint, an open forum of questions/answers was conducted. The same 12-question Likert scale post-questionnaire was administered again to the patient and family member/friend. The Likert scale was utilized because it provides information about patient thoughts and feelings about the topic and can offer insight into patient perceptions. The results of the composite scores of the questionnaire were analyzed. Results: 16 participants, 10 patients, and six family members/friends participated in the session. There was a higher composite score in the patient group following the educational session, except for one question determined to be confounding. Likewise, the overall combined score of the family member/friends increased after the educational session.Conclusion: The educational session was successful, given the increase in scores following the session. It was clear from the scores that knowledge of skin cancer and skin protection measures is understood. What is not clear is if the increased knowledge will ultimately result in the adoption of skin protection behaviors. In future quality improvement (QI) projects on this topic, a follow-up questionnaire could be administered to directly measure the practice of skin protection behaviors of the participants.
ABSTRACT
BACKGROUND
Given the rising rates of obesity there is a pressing need for medical schools to better prepare students for intervening with patients who have overweight or obesity and for ...prevention efforts.
OBJECTIVE
To assess the effect of a multi-modal weight management curriculum on counseling skills for health behavior change.
DESIGN
A pair-matched, group-randomized controlled trial (2015-2020) included students enrolled in eight U.S. medical schools randomized to receive either multi-modal weight management education (MME) or traditional weight management education (TE).
SETTING/PARTICIPANTS
Students from the class of 2020 (N=1305) were asked to participate in an objective structured clinical examination (OSCE) focused on weight management counseling and complete pre and post surveys. A total of 70.1% of eligible students (N=915) completed the OSCE and 69.3% (N=904) completed both surveys. INTERVENTIONS: The MME implemented over three years included a web-based course, a role-play classroom exercise, a web-patient encounter with feedback, and an enhanced clerkship experience with preceptors trained in weight management counseling (WMC). Counseling focused on the 5As (Ask, Advise, Assess, Assist, Arrange) and patient-centeredness.
MEASUREMENTS
The outcome was student 5As WMC skills assessed using an objective measure, an OSCE, scored using a behavior checklist, and a subjective measure, student self-reported skills for performing the 5As.
RESULTS
Among MME students who completed two of three WMC components compared to those who completed none, exposure was significantly associated with higher OSCE scores and self-reported 5A skills.
LIMITATIONS
Variability in medical schools requiring participation in the WMC curriculum.
CONCLUSIONS
This trial revealed that medical students struggle with delivering weight management counseling to their patients who have overweight or obesity. Medical schools, though restrained in adding curricula, should incorporate should incorporate multiple WMC curricula components early in medical student education to provide knowledge and build confidence for supporting patients in developing individualized plans for weight management.
NIH Trial Registry Number
R01-194787
Problem: Persons over age 65 constitute a large proportion of patients presenting for healthcare services; therefore, physicians must be prepared to provide care to patients that face degenerative ...neurological diseases. Medical students can have difficulty identifying and caring for older patients with neurological difficulties, and often perceive neurology to be a challenging specialty. Medical education service-learning programming that engages community members and medical students, while fostering specialized neurology training, may help improve care for this patient population. Intervention: We developed the Parkinson's Disease Buddy Program for first year medical students (M1s), which involved pairing students with patients with Parkinson's disease (PD) to engage in a social relationship. Students attended monthly seminars covering a range of topics specific to PD patient care and met with their PD buddies throughout the year. A mixed-methods approach was used to evaluate the program and involved pre/post assessments, as well as focus groups with both students and patients. Context: The University of Louisville's School of Medicine and College of Education implemented this volunteer service-learning program for students by partnering with a locally based nonprofit, dedicated to serving PD patients. A total of 70 (35 M1s and 35 PD patients) participated. Outcome: Students' total correct PD knowledge scores significantly increased after participation with a large effect size (pre-test mean = 14.77, SD = 2.57; post-test mean = 19.69 SD = 2.06, Cohen's d = 1.64) and a paired t-test indicated a significant change in students' Parkinson's Attitude Scale scores (t (34) = 2.22, p < .05). Ninety-one percent of students (31) indicated they would recommend the program and 82% (29) indicated they would participate again. During focus groups, students reflected on the relationships they formed with their buddies, indicating the program provided a support system while helping them learn about PD. Patients indicated the program expanded their social circle and meetings with M1s were beneficial. Lessons Learned: An experiential learning opportunity can help medical students become better acquainted with patients living with a neurological disease. We identified an impact on PD patients' self-efficacy and social behavior that was not originally expected. We learned the importance of incorporating active learning modalities such as PD buddy panels and peer-to peer group discussions. The resources required to implement programs like ours can be lightened by engaging with local community partners and collaborating within and outside departments.
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