Medical education requires partnership with community

In a few short days a new batch of physicians will walk across the stage of Jesse Auditorium, gaining the coveted initials M.D. in the process. There will be much celebration, congratulation and joy. People will be hugged and thanked, professors and friends praised. We will share with our loved ones how much their support led to our success. Unfortunately, the most important people on our journey are often left out of the celebration and merrymaking.

You, Columbia, have been the most instrumental part of our journey. Sir William Osler, one of the most well-known physicians of the 20th century, said, “He who studies medicine without books sails an uncharted sea, but he who studies medicine without patients does not go to sea at all.”

I did not realize the wisdom of these words until I stepped onto the hospital wards for the first time. I quickly learned that, unlike many of the exams we endure during the first two years of medical school, real patients do not come with classic presentations and multiple-choice answers.

In our third year of training we were set loose in the hospital, short white coats flapping in the wake of our excitement, to witness and practice all we had read about. We crashed headlong into the realities of health care, witnessing firsthand the devastation illness can cause. And when I look back over all my training, I realize that the most important things I have learned — the things I will carry with me in my career — have come from patients. I remember a remarkable woman recovering from a stroke who taught me that caring and curing were not always the same thing. I remember a family that demonstrated how to be graceful when navigating death and terminal illness. I remember a young man who helped me understand the unique struggles he faced as a minority. My list of patient memories is long.

Medicine is often painted as a scientific endeavor composed of calculations based on knowable facts. If I have learned anything during my time at the MU School of Medicine, it is that true medicine is practiced outside of algorithms and data points. In my clinical time in Columbia, I have often been more confident than skillful, and I am indebted to each patient who allowed me to fumble through my physical exam. I have often asked the wrong questions, only to have my patients gently steer me back on course. I have assumed, jumped to conclusions and misdiagnosed patients out of ignorance. Fortunately, most of my patients have not minded, knowing that their real doctor was actually the one in charge. I cannot presume to speak for my peers, but I chance to guess that they, too, have shared in these follies.

Your discomfort and inconvenience are not lost on us. I flinched each time a patient rolled his eyes at having to retell his medical history or sighed as I re-examined him for the clinical findings I missed. Yet you suffered through it, hopefully feeling that the tradeoff was worth it.

You, Columbia, have shared your most intimate stories and allowed us to be a part of your most vulnerable experiences. We have incurred a tremendous debt that many of you will never collect, a debt that you trust will be paid forward to our future patients.

In a few short days the University of Missouri School of Medicine class of 2016 will officially become doctors. We will close the door on this time in our lives and move on to the next phase of our training. Our students will spread out across the United States, from California to New York, Ohio to Florida. And yet, no matter where we go, there will always be a piece of Columbia with us. You have laid the foundation on which our future professions are to be built. You have given us a gift with the good faith that, years from now, we will earn it.

On behalf of all the students who have learned from you, thank you, Columbia. We owe this success to you.

Nathanial S. Nolan, M.D., is scheduled to graduate Saturday from the University of Missouri School of Medicine.

source: http://www.columbiatribune.com

An evaluation of UK foundation trainee doctors’ learning behaviours in a technology-enhanced learning environment

Technology-Enhanced Learning (TEL) can be used to educate Foundation Programme trainee (F1 and F2) doctors. Despite the advantages of TEL, learning behaviours may be exhibited that are not desired by system developers or educators. The aim of this evaluation was to investigate how learner behaviours (e.g. time spent on task) were affected by temporal (e.g. time of year), module (e.g. word count), and individual (e.g. knowledge) factors for 16 mandatory TEL modules related to prescribing and therapeutics.


readmore: http://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-016-0651-z

Doctors Must Educate Themselves on Transgender Health Care

http://jared.realizingresonance.com/files/American_Healthcare.jpg The American health care system promises equal and nondiscriminatory treatment for all individuals, regardless of their gender identity. Yet transgender patients are all too often wrongly identified, socially ridiculed and often denied medical treatment by their physicians. A report by the National Transgender Discrimination survey found that more than one-third of respondents delayed seeking care because of this discrimination. A report by Lambda Legal increased this estimate to 70 percent. As those who identify as transgender or do not conform to gender norms become more visible, medical institutions and professionals must assure that doctors, nurses and caregivers are equipped with the skills necessary to provide high-quality, equitable health care.

Currently, doctors and health care staff lack the required education and training to give sensitive care to transgender patients. The Society for Academic Emergency Medicine (EM) has found that the vast majority of EM residency programs lack transgender-focused curricula, either in the form of lectures or didactic curriculum. Transgender individuals face worse health outcomes than their non-LGBT counterparts. The U.S. Department of Health and Human Services, reports that transgender people have higher rates of HIV/STDs, victimization, and poor mental health. They are also less likely to have adequate health insurance.

Though the Department of Labor has made progress in prohibiting discrimination against transgender employees, regulations do not change practices — or health care systems. Institutions should collect robust data on the variability in quality and the impact of health care delivered to people of different sexual orientations and gender identities. By monitoring health care outcomes, evaluating patient experiences, and allowing self-identification for gender, these institutions can change the disheartening health outcomes of transgender patients.

Medical schools, residencies, and continuing medical education programs must actively address transgender health in the classroom. The Association of American Medical Colleges recently released its first roadmap for caring for LGBT persons, or those who are gender nonconforming or born with differences in sex development. This competency-based framework encourages faculty and professionals to include the LGBT communities. By challenging unconscious biases in professionals of all levels, institutions can ensure higher-quality health care in the U.S.

Assuredly, the burden of medical education should not fall on any patient. This past February, the National LGBT Health Education Center announced an online training in transgender health, an innovation medical institutions and professionals can follow. Several medical schools, like Vanderbilt, have added LGBT health to their curriculum, but most others lag behind. The benefit of integrating gender-sensitive education into medical programs trickles down to nurses and college health professionals, who will be equipped to guide transgender youth during hormonal treatment and social transitions. Such changes will help doctors save, improve and treat all lives equally.

AMA Advances Initiative to Create the Medical School of the Future

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Leaders From Nearly a Fifth of All U.S. Medical Schools Convene in Hershey to Embark on Next Phase of Work to Reshape How Future Physicians Are Trained and Improve Health Outcomes -- Building on Innovations Developed by Penn State College of Medicine and 10 Other Leading Medical Schools

HERSHEY, PA--(Marketwired - March 07, 2016) - Since announcing the expansion of its Accelerating Change in Medical Education Consortium last fall, the American Medical Association (AMA) is kicking off the next phase of its work to ensure that future physicians are prepared to care for patients in the rapidly changing 21st century health care environment. The AMA, along with Penn State College of Medicine, convened the now 32 medical school Consortium in Hershey, Penn. this week to further the innovative efforts underway to reshape medical education across the country.

Only a year and a half after launching its new Systems Navigation Curriculum in August 2014 thanks in part to a $1 million grant from the AMA, Penn State's new curriculum has sparked interest from several medical schools that plan to adopt similar programs, including Case Western Reserve University School of Medicine and Sophie Davis Biomedical Education/CUNY. Both of these schools are among the 21 schools recently selected to receive AMA funding and join the newly expanded Consortium, based on their proposed projects that will build upon Penn State's new program aimed at aligning medical education with the health system and immersing students in the local health care system from day one of medical school.

"The AMA has been working with some of the nation's leading innovators in medical education over the past several years to create the medical school of the future -- incorporating the newest technologies, health care reforms and scientific discoveries that continue to alter what physicians need to know to practice in the modern health care system," said AMA President Steven J. Stack, M.D. "As we now continue this work with nearly triple the number of medical schools, we will be able to more quickly bring about the type of significant change that our medical education system needs so that our future physicians can better care for their patients."

"With the support of the AMA we have been able to bring to our medical students the important study of today's evolving healthcare system. In addition, we have been able to pair the students' classroom studies with real-life experiences across our health system. By serving as patient navigators our medical students see healthcare and its challenges not only from the perspective of doctors but also through the patients' eyes," said Penn State College of Medicine Vice Dean for Educational Affairs Therese M. Wolpaw, M.D.

Penn State College of Medicine collaborated with its health system leaders to design a new curriculum to meet the needs of the health system. The new program, which embeds first-year medical students working as patient navigators in clinical sites throughout central Pennsylvania, was created to ensure students learn not only the basic and clinical sciences, but also health systems science. This is an important innovation given that the majority of medical students still receive their training in hospital settings despite the fact that the majority of patients are now being cared for in out-patient settings to treat chronic conditions. 

"The work we're doing together with these 32 medical schools will directly impact the way that health care will soon be delivered to patients nationwide," said Susan E. Skochelak, M.D., M.P.H., AMA Group Vice President for Medical Education. "We will continue to collaborate with even more medical schools, medical education innovators and students to ensure we are taking the right steps to prepare tomorrow's physicians to be equipped to quickly adapt to the changing health care landscape and make a significant impact on the way health care is delivered in this country."

Further expanding the reach of the Consortium, the AMA also announced during today's meeting the winners of its inaugural Medical Education Innovation Challenge, which called on medical students to share their ideas on how they would "turn medical education on its head." The AMA awarded 10 thousand dollars in prizes amongst the following four student-led teams to help foster further innovation in medical education:

  • First Place Team: Amol Utrankar and Jared A. Shenson, Vanderbilt University School of Medicine, Topic: Open access curriculum exchange
  • Second Place Team: Ludwig Koenecke-Hernandez, Mark Mallozzi, Tim Bober, and Lorenzo Albala, Sidney Kimmel Medical College/Thomas Jefferson University, Topic: Making Health (3-D Printing: The Future of Medicine)
  • Third Place Teams (Tie):  
    • Anish A. Deshmukh, Matthew S. Neal, Melinda C. Ruberg, and Katherine E. Yared, University of Louisville School of Medicine, Topic: Happy Healers, Healthy Humans
    • Carol Platt, Nicole Paprocki, Chicago College of Osteopathic Medicine, Topic: Health Disparities

Information about the four winning teams and their project videos can be found online at www.changemeded.org.

The AMA launched its Accelerating Change in Medical Education initiative in 2013 to bridge the gaps that exist between how medical students are trained and how health care is delivered. The AMA has since awarded $12.5 million in grants to 32 of the nation's leading medical schools, including Penn State, to develop innovative curricula that can ultimately be implemented in medical schools across the country. These innovative models are already supporting training for an estimated 19,000 medical students who will one day care for 33 million patients each year -- including an estimated 1,700 medical students in Pennsylvania who will one day care for 3 million patients each year. This work has sparked interest across the medical education community -- most recently serving as the model for the Accreditation Council for Graduate Medical Education's new Pursuing Excellence in Clinical Learning Environments initiative.

*Editor's Note: A summary report was created to highlight the current progress of the founding 11 consortium schools. Learn more information about the winners of the first-ever AMA Medical Education Innovation Challenge on AMA Wire.

CONNECT: Join us on Facebook and LinkedIn or get in the conversation at Twitter using #ChangeMedEd.

About the AMA
The American Medical Association is the premier national organization dedicated to empowering the nation's physicians to continually provide safer, higher quality, and more efficient care to patients and communities. For more than 165 years the AMA has been unwavering in its commitment to using its unique position and knowledge to shape a healthier future for America. For more information, visit ama-assn.org.

Expert: Medical eduation must meet global standards

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Mysuru: India is one of the largest producers of technically-trained health manpower in the world, said Dr Vedprakash Mishra, chairman of academics sub-committee, Medical Council of India.

Delivering the keynote address at Medical Education Conference MECon-2016 being organized by JSS Medical College, JSS University, at Rajendra auditorium here on Saturday, he said: "According to a report, around 40,000 medical students graduate from 425 colleges across India every year. In 2016, their number will rise to 58,000. More than 59,000 mecial graduates are pursuing post-graduation. According to WHO, there will be a huge global shortage of trained doctors by 2020, and India will be one of the five countries that can meet the shortage. Hence, there should be a standard and uniform medical education across India to deliver the constitutional mandate of equitable access to healthcare. In the near future, every third healthcare professional in the world will be from India. Thus, medical schools should strive and generate medical graduates who can meet global standards."

"We are all bound by constitutional propositions, which provide sufficient guidance on the responsibilities of doctor and medical educationists. India is moving towards the philosophy of 'right for adequate health for all'. If we want to provide health for all, we must create a generation of quality healthcare providers. For that, we have to impart quality medical education among students. The quality of medical schools completely depends on the quality of medical teachers. Thus, the onus of quality health education is on medical colleges and the faculty there. There are ways to achieve the goal, and it includes enrichment of medical schools and medical teachers with adequate infrastructure and academic environment, achieving uniformity without compromising on autonomy and diversity, setting realistic objectives for medical education, and introduce innovations in assessment and feedback system. Some of the measures MCI has taken to bring changes in medical education include faculty-development programmes across medical schools in the country, competency-based curriculum at undergraduate and post-graduate teaching, achieving accreditation of Indian medical schools on a par with those in the west, capacity building of medical teachers by empowering them with special training in medical education technologies. Indian medical graduates should equip themselves so as to be international medical graduates and be globally competent," Dr Vedprakash added.

The conference features five guest lectures and four panel discussions. The topics covered include assessment for learning, educational research, imparting clinical skills, humanities and ethics in medical education, academic leadership, professionalism, Expectations from Indian medical graduates in 21st century and enhanced role of Medical Education Units in translation from workshops to practice. Over 30 resource faculties from the field of medical education from across the country are attending the programme.

Dr DK Srinivas, dean (retd), JIPMER, Puducherry, B Manjunatha, registrar, JSS University, P A Kushalappa, director (academics), JSS University, were present.