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Reforming Nigerian’s health care education system
Published in Joseph A. Balogun, Health Care Education in Nigeria, 2020
Today, the IPE instructional method is shared globally among international organizations and task forces to promote the understanding of the faculty’s roles and responsibilities from different health disciplines, facilitate better communication, and ultimately foster patients’ well-being (Lavin et al., 2001). The implementation of the IPE experience must begin early in the educational process (Zwarenstein, Goldman and Reeves, 2009). The preclinical courses (anatomy, biochemistry, physiology) should be broken down into a credit unit system to engender genuine collaboration among students and faculty. In the first clinical year, the students should be provided structured case study reviews and taught organization and leadership theories, and program administration. The clinical clerkship experience during ward rounds and community outreach events should be designed to facilitate interaction among the faculty members and students from different professions. Only experienced faculty members who model effective collaboration should participate in the proposed clinical instructional activities to effectuate the anticipated benefits.
Clinical Pharmacy and Its Relationship to Clinical Research
Published in Gary M. Matoren, The Clinical Research Process in the Pharmaceutical Industry, 2020
William F. McGhan, Glen L. Stimmel, Gary M. Matoren
Pharmacy students today thus receive significant training in patient care settings to develop clinical skills as well as knowledge. The clinical component of a Pharm.D. program provides a minimum of 1,500 hr of experience. For example, following clinical therapeutic lectures, case conferences and introductory clinical clerkship experiences, Pharm.D. students at the University of Southern California spend their final year in full-time clinical clerkships (Table 1).
Health promotion in curricula: levels of responsibility and accountability
Published in Ann Wylie, Tangerine Holt, Amanda Howe, Health Promotion in Medical Education, 2018
Tangerine Holt, Ann Wylie, Markus Herrmann, Andreas Klement, Craig Hassed, Pat Nolan, Albert Lee, Richard Shircore
The next steps in their medical education take place in clinical clerkships. Sustained attention to health promotion is a part of clerkship curricula, particularly in family medicine, internal medicine, paediatrics and community health. By developing students’ skills in health promotion early in their medical school courses, the medical school seeks to increase the perception of their importance to practice. As students spend time with their mentors in the community and practise these same skills, the medical school is also sustaining the interest in and attention to health promotion among practising physicians.
Response to: ‘Models of clinical integration into basic science education for first year medical students’
Published in Medical Teacher, 2023
Recent work (Fulton et al. 2022) showed that connecting preclinical knowledge to the clinical clerkship is influenced by interactions with multiple factors, including the clinical supervisors. Specifically, clinicians’ discomfort and/or lack of basic science knowledge, biochemistry in this case but likely other basic science topics, contribute to decreased opportunities for students to apply their preclinical knowledge. Most mid- and senior-level clinicians were seldom taught in an integrative fashion in their training or are unable to recall preclinical knowledge even if they are motivated to build the connection. Clinicians need a scaffolding network to help them, in reverse, to connect knowledge back to the beginning. To optimize the effort from the integrated curriculum, more support and/or faculty development will be needed to help clinicians refresh their knowledge and (re)learn the connection. One suggestion is to incorporate information on basic science and clinical connection in clinicians’ CME so that they can have a lifelong exposure and increase their chance of complementing learner’s knowledge in clinical settings.
Pairing students on the wards: The effect on the clerkship learning environment
Published in Medical Teacher, 2022
Krishan K. Sharma, Eli M. Miloslavsky
Clinical clerkships are a core component of undergraduate medical education. Student experience is deeply influenced by the clerkship learning environment, which in turn is dependent on the make up of the clinical team and their interpersonal relationships (Dornan et al. 2014). Student interactions with their supervising residents and attendings have been previously studied (Hauer et al. 2012). However, interactions between students who are paired on the same medical team have not been previously investigated. Student pairing in a clerkship may have both positive effects, such as peer teaching, emotional support and negative effects, such as competition and social comparison. The factors guiding this relationship and their effects on learning and the clerkship environment have not been previously examined. We conducted a survey study to further understand student perceptions and attitudes regarding being paired on the same team with a classmate, a practice commonly utilized in undergraduate medical education. We hypothesized that students perceive this interaction as both positively and negatively influencing the clerkship experience.
Medical education in Italy: Challenges and opportunities
Published in Medical Teacher, 2021
Fabrizio Consorti, Giuseppe Familiari, Antonella Lotti, Dario Torre
A relevant driver in the process of opening to a more international dimension of undergraduate medical curricula has been the Erasmus program, an EU funded program supporting teachers’ and students’ exchange. Many Italian medical students move every year for 6–12 months stay in one of the EU countries as well as European students come for a stay at the Italian medical schools. Erasmus students are engaged in all the learning and assessment activities as if they were local students. A particular type of Erasmus stay is the Erasmus Traineeship (European Commission), that is intended to provide young people with an experience in the workplace setting or in research environments. Many medical students take advantage of the Traineeship to complete their mandatory clinical clerkship abroad.