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integrated clinical clerkships

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https://www.readbyqxmd.com/read/27882519/integration-of-basic-and-clinical-science-in-the-psychiatry-clerkship
#1
Kirsten M Wilkins, David Moore, Robert M Rohrbaugh, Gregory W Briscoe
OBJECTIVE: Integration of basic and clinical science is a key component of medical education reform, yet best practices have not been identified. The authors compared two methods of basic and clinical science integration in the psychiatry clerkship. METHODS: Two interventions aimed at integrating basic and clinical science were implemented and compared in a dementia conference: flipped curriculum and coteaching by clinician and physician-scientist. The authors surveyed students following each intervention...
November 23, 2016: Academic Psychiatry
https://www.readbyqxmd.com/read/27740669/effectiveness-of-vaginal-delivery-simulation-in-novice-trainees
#2
Kristina M Shumard, Jeffrey M Denney, Kristen Quinn, Arnold S Grandis, Paul W Whitecar, John Bailey, Rubymel J Jijon-Knupp, Chenchen Huang, Kendra Kesty, Brian C Brost, Joshua F Nitsche
OBJECTIVE: Simulation training has been demonstrated to increase medical student confidence with vaginal deliveries; however, effect on skill performance is still lacking. To determine if integration of simulation training into the OB/GYN clerkship improves performance of vaginal deliveries, we assessed the effectiveness of simulation in third-year medical students. METHODS: During the OB/GYN clerkship, third-year students were assigned to receive vaginal delivery simulation (n=54) or cervical exam simulation (n=56), with each group serving as a simulation naïve control for the other skill...
October 2016: Family Medicine
https://www.readbyqxmd.com/read/27723124/how-do-we-enhance-undergraduate-healthcare-education-in-dementia-a-review-of-the-role-of-innovative-approaches-and-development-of-the-time-for-dementia-programme
#3
REVIEW
Sube Banerjee, Nicolas Farina, Stephanie Daley, Wendy Grosvenor, Leila Hughes, Molly Hebditch, Sophie Mackrell, Ramin Nilforooshan, Chris Wyatt, Kay de Vries, Inam Haq, Juliet Wright
OBJECTIVES: Traditional healthcare education, delivered through a series of time-limited clinical placements, often fails to deliver an understanding of the experiences of those with long-term conditions, a growing issue for healthcare systems. Responses include longitudinal integrated clerkships and senior mentor programmes allowing students' longer placements, continuity of contact and opportunities to learn about chronic illness and patient experience. We review their development and delivery in dementia and present the Time for Dementia (TFD) Programme, a novel 2-year interdisciplinary educational programme...
October 10, 2016: International Journal of Geriatric Psychiatry
https://www.readbyqxmd.com/read/27695727/urban-general-practice-and-medical-education-academic-outcomes-from-a-unique-urban-longitudinal-integrated-community-based-program
#4
Sarah Mahoney, Paul Worley, Helen Parry, Sally Clarke
BACKGROUND: In 2009, Flinders University established an urban, community-based, longitudinal integrated program providing medical students extended placements that offered continuities of patient care, clinical supervision and peer group. OBJECTIVE: The aim of this research was to analyse academic outcomes of the new placement program. METHODS: The results of all students undertaking Year 3 exams from 2011 to 2014 were collected and analysed...
October 2016: Australian Family Physician
https://www.readbyqxmd.com/read/27619400/md-phd-training-in-canada-results-from-a-national-trainee-and-program-director-review
#5
Andrea A Jones, Enoch Ng, Marc-Olivier Deguise, Lauren Mak, Ben Ouyang, Milani Sivapragasam, Ian A S MacNairn, Siddharth Narth, Matthew G K Benesch, Laura Forrest, Xin Wang
PURPOSE: There has been limited examination of clinician scientist training in Canada, particularly regarding training integration and funding. This study assessed program structure, funding, tuition and mentorship structures available at Canadian MD/PhD programs. METHODS: Clinician Investigator Trainee Association of Canada administered an anonymous survey to current trainees and program directors that captured program structure, trainee funding, tuition and mentorship opportunities and needs across institutions...
2016: Clinical and Investigative Medicine. Médecine Clinique et Experimentale
https://www.readbyqxmd.com/read/27562892/a-typology-of-longitudinal-integrated-clerkships
#6
Paul Worley, Ian Couper, Roger Strasser, Lisa Graves, Beth-Ann Cummings, Richard Woodman, Pamela Stagg, David Hirsh
CONTEXT: Longitudinal integrated clerkships (LICs) represent a model of the structural redesign of clinical education that is growing in the USA, Canada, Australia and South Africa. By contrast with time-limited traditional block rotations, medical students in LICs provide comprehensive care of patients and populations in continuing learning relationships over time and across disciplines and venues. The evidence base for LICs reveals transformational professional and workforce outcomes derived from a number of small institution-specific studies...
September 2016: Medical Education
https://www.readbyqxmd.com/read/27562891/dimensions-of-integration-continuity-and-longitudinality-in-clinical-clerkships
#7
Rachel H Ellaway, Lisa Graves, Beth-Ann Cummings
CONTEXT: Over the past few decades, longitudinal integrated clerkships (LICs) have been proposed to address many perceived short-coming of traditional block clerkships. This growing interest in LICs has raised broader questions regarding the role of integration, continuity and longitudinality in medical education. A study with complementary theoretical and empirical dimensions was conducted to derive a more precise way of defining these three underlying concepts within the design of medical education curricula...
September 2016: Medical Education
https://www.readbyqxmd.com/read/27562886/integration-continuity-and-longitudinality-the-what-that-makes-patient-centred-learning-in-clinical-clerkships
#8
Lucie Walters, Kathleen Brooks
No abstract text is available yet for this article.
September 2016: Medical Education
https://www.readbyqxmd.com/read/27432368/pre-clerkship-clinical-skills-and-clinical-reasoning-course-performance-explaining-the-variance-in-clerkship-performance-pre-clerkship-predictors-of-clerkship-variance
#9
Jeffrey S LaRochelle, Ting Dong, Steven J Durning
INTRODUCTION: Evidence suggests that pre-clerkship courses in clinical skills and clinical reasoning positively impact student performance on the clerkship. Given the increasing emphasis on reducing diagnostic reasoning errors, it is very important to develop this critical area of medical education. An integrated approach between clinical skills and clinical reasoning courses may better predict struggling learners, and better allocate scarce resources to remediate these learners before the clerkship...
August 2016: Perspectives on Medical Education
https://www.readbyqxmd.com/read/27389607/bolstering-the-pipeline-for-primary-care-a-proposal-from-stakeholders-in-medical-education
#10
Hanyuan Shi, Kevin C Lee
The Association of American Medical Colleges reports an impending shortage of over 90,000 primary care physicians by the year 2025. An aging and increasingly insured population demands a larger provider workforce. Unfortunately, the supply of US-trained medical students entering primary care residencies is also dwindling, and without a redesign in this country's undergraduate and graduate medical education structure, there will be significant problems in the coming decades. As an institution producing fewer and fewer trainees in primary care for one of the poorest states in the United States, we propose this curriculum to tackle the issue of the national primary care physician shortage...
2016: Medical Education Online
https://www.readbyqxmd.com/read/27275505/preparation-courses-for-medical-clerkships-and-the-final-clinical-internship-in-medical-education-the-magdeburg-curriculum-for-healthcare-competence
#11
Anke Spura, Katrin Werwick, Annemarie Feißel, Marc Gottschalk, Kirstin Winkler-Stuck, Bernt-Peter Robra, Rüdiger C Braun-Dullaeus, Philipp Stieger
BACKGROUND/GOALS: Supporting medical students entering their internships - the clinical clerkship and the internship "final clinical year" (Praktisches Jahr, PJ) - the seminars "Ready for Clerkship" and "Ready for PJ" were held for the first time in 2014 and continued successfully in 2015. These seminars are part of the "Magdeburg Curriculum for Healthcare Competence" (Magdeburger Curriculum zur Versorgungskompetenz, MCV). The concept comprises three main issues: "Understanding interdisciplinary clinical procedures", "Interprofessional collaboration", and "Individual cases and their reference to the system...
2016: GMS J Med Educ
https://www.readbyqxmd.com/read/27248113/can-revisiting-pre-clinical-coursework-at-the-end-of-medical-school-enhance-learning-for-near-peer-teachers
#12
Jasmine Rana
Many medical schools have integrated early clinical skills courses to ease the "pre-clinical" to "clinical" transition for medical students. However, it may also be beneficial for medical students to revisit the pre-clinical basic sciences after their core clerkship rotations to foster a deeper understanding of causal pathways of disease that often take a backseat to clinical management principles during the clerkship experience. To this point, the author reflects on the learning benefits she experienced at the end of medical school when she served as a near-peer teacher in an integrated, organ-based physiology and pathophysiology course for first-year medical students...
June 1, 2016: Medical Teacher
https://www.readbyqxmd.com/read/27146222/preceptor-teaching-tips-in-longitudinal-clerkships
#13
Robyn Latessa, Anthony Schmitt, Norma Beaty, Stephen Buie, Lisa Ray
BACKGROUND: In longitudinal integrated clerkships (LICs), the continuous preceptor and student relationship over time creates opportunities for more in-depth teaching approaches than shorter preceptorships allow. We identify student perceptions of the most effective teaching practices and develop tips for LIC preceptors. METHODS: The first four third-year medical student classes completing the Asheville LIC of the University of North Carolina School of Medicine (UNC SOM) formed the subject group...
June 2016: Clinical Teacher
https://www.readbyqxmd.com/read/27119324/caring-to-care-applying-noddings-philosophy-to-medical-education
#14
Dorene F Balmer, David A Hirsh, Daphne Monie, Henry Weil, Boyd F Richards
The authors argue that Nel Noddings' philosophy, "an ethic of caring," may illuminate how students learn to be caring physicians from their experience of being in a caring, reciprocal relationship with teaching faculty. In her philosophy, Noddings acknowledges two important contextual continuities: duration and space, which the authors speculate exist within longitudinal integrated clerkships. In this Perspective, the authors highlight core features of Noddings' philosophy and explore its applicability to medical education...
April 26, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/27075864/using-educational-prescriptions-to-teach-medical-students-evidence-based-medicine
#15
Craig A Umscheid, Matthew J Maenner, Nikhil Mull, Angela F Veesenmeyer, John T Farrar, Stanley Goldfarb, Gail Morrison, Mark A Albanese, John G Frohna, David A Feldstein
PURPOSE: To evaluate feasibility and impact of evidence-based medicine (EBM) educational prescriptions (EPs) in medical student clerkships. METHODS: Students answered clinical questions during clerkships using EPs, which guide learners through the "four As" of EBM. Epidemiology fellows graded EPs using a rubric. Feasibility was assessed using descriptive statistics and student and fellow end-of-study questionnaires, which also measured impact. In addition, for each EP, students reported patient impact...
April 13, 2016: Medical Teacher
https://www.readbyqxmd.com/read/27026380/spaced-learning-using-emails-to-integrate-psychiatry-into-general-medical-curriculum-keep-psychiatry-in-mind
#16
Mary C Blazek, Bezalel Dantz, Mary C Wright, Jess G Fiedorowicz
OBJECTIVES: Traditionally, medical students on clinical rotations receive instruction on principles of mental health only during the psychiatry clerkship. We used emails to insert teaching of psychiatric concepts beyond the psychiatry clerkship into other rotations using the method of spaced learning, the delivery of brief morsels of information repeated over time intervals. We predicted that the intervention would improve attitudes and confidence towards the integration of psychiatry and knowledge retention...
October 2016: Medical Teacher
https://www.readbyqxmd.com/read/26996541/best-teaching-practices-in-anatomy-education-a-critical-review
#17
Mohamed Estai, Stuart Bunt
In this report we review the range of teaching resources and strategies used in anatomy education with the aim of coming up with suggestions about the best teaching practices in this area. There is much debate about suitable methods of delivering anatomical knowledge. Competent clinicians, particularly surgeons, need a deep understanding of anatomy for safe clinical procedures. However, because students have had very limited exposure to anatomy during clinical training, there is a concern that medical students are ill-prepared in anatomy when entering clerkships and residency programs...
March 17, 2016: Annals of Anatomy, Anatomischer Anzeiger: Official Organ of the Anatomische Gesellschaft
https://www.readbyqxmd.com/read/26950912/the-one-minute-learner-evaluation-of-a-new-tool-to-promote-discussion-of-medical-student-goals-and-expectations-in-clinical-learning-environments
#18
Miriam Hoffman, Molly Cohen-Osher
BACKGROUND AND OBJECTIVES: The transition from pre-clerkship to clerkship curriculum in medical school presents many challenges to students. Student roles and supervising physicians' expectations vary widely. Efforts to ease this transition have included third-year orientations, skills sessions, field- specific training, and peer-to-peer communication/support. We developed a new tool, called The One Minute Learner (OML), to promote and structure discussion of student goals and expectations and empower student ownership of learning...
March 2016: Family Medicine
https://www.readbyqxmd.com/read/26848044/bearing-witness-a-longitudinal-integrated-cancer-care-curriculum
#19
Arundhati C Ghosh, David Hirsh, Steve Schwaitzberg, Barbara Ogur
BACKGROUND: The Harvard Medical School Cambridge Integrated Clerkship longitudinal cancer curriculum directly facilitates students' engagement with cancer patients to develop a comprehensive understanding of the disease and the patient's experience of illness. Third-year medical students follow newly diagnosed cancer patients over the course of a year, across all disciplines, and make formal presentations to a multidisciplinary forum at the end of the year. The aim of the study was to discover which aspects of longitudinal care were most meaningful to the students themselves...
February 4, 2016: Clinical Teacher
https://www.readbyqxmd.com/read/26803256/what-difficulties-do-faculty-members-face-when-conducting-workplace-based-assessments-in-undergraduate-clerkships
#20
Hester E M Daelmans, Marianne C Mak-van der Vossen, Gerda Croiset, Rashmi A Kusurkar
OBJECTIVE: Workplace-based assessments are based on the principle of providing feedback to medical students on clinical performance in authentic settings. In practice, however, the assessment often overshadows the feedback. The aim of this study was to determine what problems faculty perceived when performing workplace-based assessments and what solutions they suggested to overcome these difficulties. METHODS: Discussion meetings were conducted with education coordinators and faculty (n=55) from 11 peripheral hospitals concerning the difficulties encountered when conducting workplace-based assessments...
2016: International Journal of Medical Education
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