Integration of clinical anatomical sciences in medical education: Design, development and implementation strategies

2021 ◽  
Author(s):  
Mohammed K. Khalil ◽  
Eustathia Lela Giannaris ◽  
Vaughan Lee ◽  
Dolgor Baatar ◽  
Saskia Richter ◽  
...  
Keyword(s):  
Medical Education ◽  
Implementation Strategies ◽  
Design Development ◽  
Anatomical Sciences ◽  
Education Design

National Survey on Canadian Undergraduate Medical Programs: The Decline of the Anatomical Sciences in Canadian Medical Education

2020 ◽  
Vol 13 (3) ◽  
pp. 381-389 ◽  
Author(s):  
Jasmine Rockarts ◽  
Danielle Brewer‐Deluce ◽  
Ari Shali ◽  
Vian Mohialdin ◽  
Bruce Wainman
Keyword(s):  
Medical Education ◽  
National Survey ◽  
Anatomical Sciences ◽  
Medical Programs

scholarly journals Using 360-degrees interactive videos in patient trauma treatment education: design, development and evaluation aspects

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Romain Christian Herault ◽  
Alisa Lincke ◽  
Marcelo Milrad ◽  
Elin-Sofie Forsgärde ◽  
Carina Elmqvist
Keyword(s):  
Trauma Treatment ◽  
Design Development ◽  
Education Design ◽  
Interactive Videos ◽  
Treatment Education

scholarly journals A Comprehensive Wellness Program for Veterinary Medical Education: Design and Implementation at North Carolina State University

2016 ◽  
Vol 6 (1) ◽  
pp. 74 ◽  
Author(s):  
Kenneth D. Royal ◽  
Keven Flammer ◽  
Luke Borst ◽  
Jeffrey Huckle ◽  
Hillary Barter ◽  
...  
Keyword(s):  
North Carolina ◽  
Medical Education ◽  
Physical Health ◽  
Learning Community ◽  
Emotional Health ◽  
State University ◽  
Wellness Program ◽  
North Carolina State University ◽  
The North ◽  
Education Design

Research in veterinary medical education has illustrated the challenges students face with respect to mental and emotional wellness, lack of attention to physical health, and limited opportunities to meaningfully engage with persons from different backgrounds. In response, the North Carolina State University College of Veterinary Medicine has adopted a comprehensive wellness program available to all members of the college community. The wellness program is based on a ‘house system’ learning community model and focuses on five broad outcome categories: intellectual growth; mental and emotional health; social distance reduction; cultural competence; and physical health. This case study paper describes the development and implementation of the model at this institution.

Integrating early palliative care into cancer care: A qualitative analysis of implementation models, barriers, and strategies in community settings.

2014 ◽  
Vol 32 (31_suppl) ◽  
pp. 36-36
Author(s):  
Lynne Slaughter Padgett ◽  
Mary Helen Davis ◽  
Colleen Tallen ◽  
Andrew Jdaydani ◽  
Angela Carrigan
Keyword(s):  
Palliative Care ◽  
Community Setting ◽  
Implementation Strategies ◽  
Models Of Care ◽  
Care Staff ◽  
Cancer Center ◽  
Successful Implementation ◽  
Design Development ◽  
Early Palliative Care ◽  
System Resources

36 Background: There is a paucity of research providing evaluation of implementation strategies contributing to provision of high quality early palliative care. Data from the NCI Community Cancer Centers Program (NCCCP) offers insight into ways in which patients, providers, and systems negotiate the provision of early palliative care in the community setting. The purpose of this project was to test the implementation of early palliative care programs for patients diagnosed with a high lethality cancer in participating NCCCP centers. Methods: Thirteen of 21 NCCCP sites elected to participate. Data on project activities and progress was gathered quarterly between July 2012 and June 2014. Qualitative data were evaluated using inductive and deductive methods and models of care, barriers and strategies were identified. Results: Models of care described included group education visits for patients and caregivers, outpatient clinics, and electronic consultation referral triggers. Irrespective of the model of care, sites reported barriers at the patient, provider and system levels. Barriers included reluctance by both patients and providers to consider palliative care services due to the perception of "giving up," and inadequate staffing and clinic space were also cited as systemic barriers. Strategies for facilitating implementation included integrating palliative care staff into existing cancer center programs (e.g., multi-disciplinary clinics), electronic referrals, and utilizing navigation services, as well as a variety of programs targeted to increase oncologist "buy-in." Conclusions: These results provide guidance for both researchers and clinicians in designing future multi-level interventions to facilitate the delivery of early palliative care, and the importance of identifying and utilizing provider and system resources in program design, development and promotion. Provider buy-in is an essential factor, but patient and system resources are equally important components of a successful implementation strategy.

scholarly journals Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Severin Pinilla ◽  
Eric Lenouvel ◽  
Andrea Cantisani ◽  
Stefan Klöppel ◽  
Werner Strik ◽  
...  
Keyword(s):  
Medical Education ◽  
Curriculum Development ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Implementation Strategies ◽  
Entrustable Professional Activities ◽  
Research Approach ◽  
Clinical Rotations ◽  
Professional Activities ◽  
Scoping Reviews

Abstract Background Entrustable professional activities (EPAs) are increasingly used in undergraduate medical education (UME). We conducted a scoping review to summarize the evidence for the use of EPAs in clinical rotations in UME. Methods We searched multiple databases for scoping reviews based on the PRISMA guidelines for articles reporting qualitative and quantitative research, as well as conceptual and curriculum development reports, on EPAs in UME clinical rotations. Results We identified 3309 records by searching through multiple databases. After the removal of duplicates, 1858 reports were screened. A total of 36 articles were used for data extraction. Of these, 47% reported on EPA and EPA-based curriculum development for clerkships, 50% reported on implementation strategies, and 53% reported on assessment methods and tools used in clerkships. Validity frameworks for developing EPAs in the context of clerkships were inconsistent. Several specialties reported feasible implementation strategies for EPA-based clerkship curricula, however, these required additional faculty time and resources. Limited exposure to clinical activities was identified as a barrier to relevant learning experiences. Educators used nationally defined, or specialty-specific EPAs, and a range of entrustability and supervision scales. We found only one study that used an empirical research approach for EPA assessment. One article reported on the earlier advancement of trainees from UME to graduate medical education based on summative entrustment decisions. Conclusions There is emerging evidence concerning how EPAs can be effectively introduced to clinical training in UME. Specialty-specific, nested EPAs with context-adapted, entrustment-supervision scales might be helpful in better leveraging their formative assessment potential.

scholarly journals Determining Components of Medical Instructional Design based on Virtual Reality by Research Synthesis

2020 ◽  
Author(s):  
B Rasouli ◽  
Kh Aliabadi ◽  
S Pourrosstai Aradkani ◽  
S Ahmady ◽  
M Asgari
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Learning Environment ◽  
Synthesis Method ◽  
Research Synthesis ◽  
Ease Of Use ◽  
Virtual Reality Technology ◽  
Educational Design ◽  
Group Evaluation ◽  
Education Design

Introduction: The purpose of the present study was to determine the components of medical education design based on virtual reality by research synthesis method. Methods: In the present study a synthesis method was used. In order to study the research background and to collect appropriate data among the databases of Science Direct, Springer, Scopus, ProQuest and Eric (ERIC) search. With the keywords of Educational Design, Virtual Reality, Medical Education, Augmented Reality, Research Synthesis identified from 150 external research cases (English language) between 2006 and 2019 and finally 20 of them with the most coordination and proportion were selected for evaluation. Result: By reviewing articles and themes analysis, medical education design has five main components that are as follows: 1- Analytical component including determining educational needs, defining learner characteristics, defining theoretical framework, defining characteristics of virtual reality technology, forming a corporate team. Designer, conduct feasibility study and determine the type of content suitable for presentation through virtual reality. Design component includes defining general goals, targeting goals that are achievable by virtual reality, defining features of a virtual reality-based learning environment (free routing, first-person, third-person vision), determining the type of interaction (visual, photo, touch). Virtual and immersion, defining educational strategies (small and large), determining the level of reality, determining the content and organizing it (navigation) 3. Component of production and production including: scenario design, user interface design, content design, design Avatar, Training Agent Design, Virtual Reality Modeling, Platform Development (Hardware and Software) 4. Support and Implementation including Training Implementation, System Integration Virtual education in curriculum, support (technical and educational) 5. Evaluation component including formative evaluation, aggregate evaluation, ease of use evaluation, small group evaluation, large group evaluation, virtual reality based learning environment and platform evaluation (software and hardware). Conclusion: With respect to that the components of medical education design based on virtual reality have been identified, it is recommended that the medical education process be organized according to the components of educational design and that educational principles and processes be designed according to the capacity of virtual reality technology.

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