scholarly journals MP018: Exercise prescription by Canadian emergency medicine physicians

CJEM ◽  
2016 ◽  
Vol 18 (S1) ◽  
pp. S72-S72
Author(s):  
M. Douglas-Vail ◽  
T. Bechamp ◽  
R. Soegtrop ◽  
M. Columbus ◽  
K. Wood ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Health Promotion ◽  
Exercise Prescription ◽  
Further Education ◽  
Preventative Medicine ◽  
Exercise Habits ◽  
Significant Barrier ◽  
Prescription Rates ◽  
Training Background ◽  
Drug And Alcohol

Introduction: Health promotion and disease prevention have been increasingly recognized as activities within the scope of emergency medicine. Exercise prescription by physicians has been shown to improve outcomes in obesity, cardiovascular disease, and many other diseases. An estimated 600,000 Canadians receive the majority of their care from emergency departments (ED), representing a substantial opportunity for health promotion. Our study examined the frequency of exercise prescription by emergency physicians (EPs) and determined factors that influence decisions to prescribe exercise. Methods: A national, confidential 22-item survey was distributed to Canadian EPs via email by the CAEP survey distribution protocol in November/December 2015. Demographics, exercise prescription rates and self-reported exercise habits were collected. Results: A total of 332 EPs responded. 92.4% of EPs reported being at least moderately active. 62.7% of EPs often or always council their patients about preventative medicine (smoking cessation, drug and alcohol use, diet and safe sex). However, only 23.8% often or always ask about their exercise habits. Even fewer (12.7%) often or always prescribe exercise. Training background significantly predicted level of comfort prescribing exercise. CCFP trained EPs were 5.1 (p = 0.001) times more likely than trained EPs to respond 'yes' they feel comfortable prescribing exercise, and 3.7 (p = .009) times more likely to respond 'sometimes'. CCFP (EM) trained EPs were 3.5 (p < 0.001) times more likely than trained EPs to respond 'yes' they feel comfortable prescribing exercise, and 2.0 (p = .031) times more likely to respond 'sometimes'. 76.1% of respondents believe that other EPs rarely or never prescribe exercise. Of respondents, only 36% feel comfortable prescribing exercise. The majority of EPs (73.4%) believe that the ED environment did not allow adequate time for exercise prescription. Conclusion: The majority of EPs council their patients regarding other forms of preventative medicine but few prescribe exercise to their patients. Available time in the ED was cited as a significant barrier to exercise prescription. CCFP trained EPs are more comfortable prescribing exercise, suggesting that their training may better educate and prepare them to council patients on exercise compared to trained EPs. Further education may be required to standardize an approach to prescribing exercise in the ED.

Mental health promotion for junior physicians working in emergency medicine

2018 ◽  
Vol 25 (3) ◽  
pp. 191-198 ◽  
Author(s):  
Stefanie Mache ◽  
Monika Bernburg ◽  
Lisa Baresi ◽  
David Groneberg
Keyword(s):  
Mental Health ◽  
Emergency Medicine ◽  
Health Promotion ◽  
Mental Health Promotion

scholarly journals Development of Real World Learning Opportunities in Community Exercise Prescription for Healthcare Professional Programmes - ‘Physio Hub’ 

2020 ◽  
Author(s):  
Caitriona Gabrielle Cunningham ◽  
Catherine Blake ◽  
Grainne O Donoghue ◽  
Ciaran Purcell ◽  
Ulrik Mc Carthy Persson ◽  
...  
Keyword(s):  
Health Promotion ◽  
Healthcare Professional ◽  
Student Learning ◽  
Clinical Education ◽  
Real World ◽  
Exercise Prescription ◽  
Future Orientation ◽  
Community Outreach ◽  
Learning Opportunities ◽  
Community Services

Abstract Background Given the challenge of chronic lifestyle diseases, the shift in healthcare focus to primary care and recognised importance of a preventive approach to health, including exercise prescription, the embedding of related learning in healthcare professional programmes is critical. Methods In response to these contemporary demands, a complex curriculum development project was undertaken at University College Dublin, employing a four dimensional curriculum framework for the development of health professional curricula that focused on (1) future orientation of healthcare practices (the why?), (2) defining capabilities of graduates (the what?), (3) teaching, learning and assessment (the how?) and (4) organisation/institution delivery (the where)? The process was informed by exercise, health promotion, educational and health policy literature, alongside engagement with multiple internal university and external community stakeholders. Results Having sufficient clinical education opportunity for translating exercise theory into practice was identified as a key need (the Why?). Development of strategies for health promotion and design and delivery of evidence based exercise programmes with inter-professional and inter-sectoral network building were some of the graduate capabilities identified as being critically important. (the what?) The resultant UCD Physio Hub model of clinical education combines ‘on campus’ and ‘community outreach’ activity to facilitate inter-sectoral ‘real world’ experiential student learning in health promotion and exercise prescription for both healthy and clinical populations. Underpinned by social constructivist educational theory, students are encouraged to be creative and to collaborate in responding to identified health needs of specific community groups by designing and delivering community services. (the how?) In developing new student learning opportunities to enhance curriculum, a supportive organisational culture and context was critical with UCD having excellent exercise infrastructure and the Physio Hub project aligning with a community engagement ethos articulated in the university’s strategy. (the where?) Conclusion This paper provides an overview of Physio Hub, its services, educational practices and translational research ethos, all of which are combined to deliver a rich exercise and health promotion learning experience. Although developed for physiotherapy, the curriculum process and resultant education model could be integrated wholly or in part across medical and other healthcare professional programmes and to facilitate interdisciplinary learning.

scholarly journals Development of Real World Learning Opportunities in Community Exercise Prescription for Health Professional Programmes - ‘Physio Hub’

2020 ◽  
Author(s):  
Caitriona Gabrielle Cunningham ◽  
Catherine Blake ◽  
Grainne O Donoghue ◽  
Ciaran Purcell ◽  
Ulrik Mc Carthy Persson ◽  
...  
Keyword(s):  
Health Promotion ◽  
Health Professional ◽  
Student Learning ◽  
Clinical Education ◽  
Real World ◽  
Exercise Prescription ◽  
Future Orientation ◽  
Community Outreach ◽  
Learning Opportunities ◽  
Community Services

Abstract Background Given the challenge of chronic lifestyle diseases, the shift in healthcare focus to primary care and recognised importance of a preventive approach to health, including exercise prescription, the embedding of related learning in health professional programmes is critical.Methods In response to these contemporary demands, a complex curriculum development project was undertaken at University College Dublin, employing a four dimensional curriculum framework for the development of health professional curricula that focused on (1) future orientation of healthcare practices (the why?), (2) defining capabilities of graduates (the what?), (3) teaching, learning and assessment (the how?) and (4) organisation/institution delivery (the where)? The process was informed by latest exercise, health promotion, educational and health policy literature, alongside engagement with multiple internal university and external community stakeholders. Results Having sufficient clinical education opportunity for translating exercise theory into practice was identified as a key need (the Why?). Development of strategies for health promotion and design and delivery of evidence based exercise programmes with inter-professional and inter-sectoral network building were some of the graduate capabilities identified as being critically important. (the what?) The resultant UCD Physio Hub model of clinical education combines ‘on campus’ and ‘community outreach’ activity to facilitate inter-sectoral ‘real world’ experiential student learning in health promotion and exercise prescription for both healthy and clinical populations. Underpinned by social constructivist educational theory, students are encouraged to be creative and to collaborate in responding to identified health needs of specific community groups by designing and delivering community services. (the how?) In developing new student learning opportunities to enhance curriculum, a supportive organisational culture and context was critical with UCD having excellent exercise infrastructure and the Physio Hub project aligning with a community engagement ethos articulated in the university’s strategy. (the where?) Conclusion This paper provides an overview of Physio Hub, its services, educational practices and translational research ethos, all of which are combined to deliver a rich exercise and health promotion learning experience. Although developed for physiotherapy in this instance, the curriculum process and resultant education model could be applied across medical and other health professional programmes and to facilitate interdisciplinary learning.

scholarly journals Development of real world learning opportunities in community exercise prescription for healthcare professional programmes - ‘Physio Hub’

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Caitriona Cunningham ◽  
Catherine Blake ◽  
Grainne O Donoghue ◽  
Ciaran Purcell ◽  
Ulrik Mc Carthy Persson ◽  
...  
Keyword(s):  
Health Promotion ◽  
Healthcare Professional ◽  
Health Professional ◽  
Student Learning ◽  
Clinical Education ◽  
Real World ◽  
Exercise Prescription ◽  
Future Orientation ◽  
Learning Opportunities ◽  
Community Services

Abstract Background Given the challenge of chronic lifestyle diseases, the shift in healthcare focus to primary care and recognised importance of a preventive approach to health, including exercise prescription, the embedding of related learning in healthcare professional programmes is critical. Methods In response to these contemporary demands, a complex curriculum development project was undertaken at University College Dublin, employing a four dimensional curriculum framework for the development of health professional curricula, that focused on (1) future orientation of healthcare practices (the why?), (2) defining capabilities of graduates (the what?), (3) teaching, learning and assessment (the how?) and (4) organisation/institution delivery (the where)? The process was informed by latest exercise, health promotion, educational and health policy literature, alongside engagement with multiple internal university and external community stakeholders. Results Having sufficient clinical education opportunity for translating exercise theory into practice was identified as a key need (the Why?). Development of strategies for health promotion and design and delivery of evidence based exercise programmes with inter-professional and inter-sectoral network building were some of the graduate capabilities identified as being critically important. (the what?) The resultant UCD Physio Hub model of clinical education combines ‘on campus’ and ‘community outreach’ activity to facilitate inter-sectoral ‘real world’ experiential student learning in health promotion and exercise prescription for both healthy and clinical populations. Underpinned by social constructivist educational theory, students are encouraged to be creative and to collaborate in responding to identified health needs of specific community groups by designing and delivering community services. (the how?) In developing new student learning opportunities to enhance curriculum, a supportive organisational culture and context was critical with UCD having excellent exercise infrastructure and the Physio Hub project aligning with a community engagement ethos articulated in the university’s strategy. (the where?) Conclusion This paper provides an overview of Physio Hub, its services, educational practices and translational research ethos, all of which are combined to deliver a rich exercise and health promotion learning experience. Although developed for physiotherapy in this instance, the curriculum process and resultant education model could be applied across medical and other health professional programmes and to facilitate interdisciplinary learning.

scholarly journals Development of Real World Learning Opportunities in Community Exercise Prescription for Healthcare Professional Programmes - ‘Physio Hub’

2021 ◽  
Author(s):  
Caitriona Gabrielle Cunningham ◽  
Catherine Blake ◽  
Grainne O Donoghue ◽  
Ciaran Purcell ◽  
Ulrik Mc Carthy Persson ◽  
...  
Keyword(s):  
Health Promotion ◽  
Healthcare Professional ◽  
Student Learning ◽  
Clinical Education ◽  
Real World ◽  
Exercise Prescription ◽  
Future Orientation ◽  
Community Outreach ◽  
Learning Opportunities ◽  
Community Services

Abstract Background Given the challenge of chronic lifestyle diseases, the shift in healthcare focus to primary care and recognised importance of a preventive approach to health, including exercise prescription, the embedding of related learning in healthcare professional programmes is critical. Methods In response to these contemporary demands, a complex curriculum development project was undertaken at University College Dublin, employing a four dimensional curriculum framework for the development of health professional curricula that focused on (1) future orientation of healthcare practices (the why?), (2) defining capabilities of graduates (the what?), (3) teaching, learning and assessment (the how?) and (4) organisation/institution delivery (the where)? The process was informed by exercise, health promotion, educational and health policy literature, alongside engagement with multiple internal university and external community stakeholders. Results Having sufficient clinical education opportunity for translating exercise theory into practice was identified as a key need (the Why?). Development of strategies for health promotion and design and delivery of evidence based exercise programmes with inter-professional and inter-sectoral network building were some of the graduate capabilities identified as being critically important. (the what?) The resultant UCD Physio Hub model of clinical education combines ‘on campus’ and ‘community outreach’ activity to facilitate inter-sectoral ‘real world’ experiential student learning in health promotion and exercise prescription for both healthy and clinical populations. Underpinned by social constructivist educational theory, students are encouraged to be creative and to collaborate in responding to identified health needs of specific community groups by designing and delivering community services. (the how?) In developing new student learning opportunities to enhance curriculum, a supportive organisational culture and context was critical with UCD having excellent exercise infrastructure and the Physio Hub project aligning with a community engagement ethos articulated in the university’s strategy. (the where?) Conclusion This paper provides an overview of Physio Hub, its services, educational practices and translational research ethos, all of which are combined to deliver a rich exercise and health promotion learning experience. Although developed for physiotherapy, the curriculum process and resultant education model could be integrated wholly or in part across medical and other healthcare professional programmes and to facilitate interdisciplinary learning.

scholarly journals Barriers to using clozapine in treatment-resistant schizophrenia: systematic review

2018 ◽  
Vol 43 (1) ◽  
pp. 8-16 ◽  
Author(s):  
Saeed Farooq ◽  
Abid Choudry ◽  
Dan Cohen ◽  
Farooq Naeem ◽  
Muhammad Ayub
Keyword(s):  
Side Effects ◽  
Review Of The Literature ◽  
Prescribing Practices ◽  
Treatment Resistant ◽  
Search Terms ◽  
Inadequate Knowledge ◽  
Mandatory Requirement ◽  
Significant Barrier ◽  
Prescription Rates ◽  
Training Programmes

Aims and methodTo systematically review the literature on barriers to the use of clozapine and identify any interventions for optimizing clozapine use in treatment-resistant schizophrenia. Journal databases were searched from 1972 to March 2018. The following search terms were used: treatment-resistant schizophrenia, clozapine, barriers, use, prescription rates, implementation, clozaril and prescribing practices. Following a review of the literature, 15 papers were included in the review.ResultsThe major barriers that were identified included mandatory blood testing, fear of serious side-effects and lack of adherence by the patients, difficulty in identifying suitable patients, service fragmentation, and inadequate training in or exposure to using clozapine.Clinical implicationsIn view of consistent evidence across the studies on inadequate knowledge and skills as a significant barrier, we suggest that a certification requiring competence in initiating and managing side-effects of clozapine becomes a mandatory requirement in training programmes.Declarations of interestNone.

scholarly journals An educational partnership in health promotion for pre-registration nurses and further education college students

2011 ◽  
Vol 13 (03) ◽  
pp. 193-203
Author(s):  
Stephen Abbott ◽  
Nicki Thomas ◽  
Daniel Apau ◽  
Rosa Benato ◽  
Siobhan Hicks ◽  
...  
Keyword(s):  
College Students ◽  
Health Promotion ◽  
Further Education ◽  
Educational Partnership ◽  
Education College

Mental health promotion through supported further education

2006 ◽  
Vol 106 (5) ◽  
pp. 365-380 ◽  
Author(s):  
Ian Morrison ◽  
Stephen M. Clift
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Further Education ◽  
Mental Health Promotion

scholarly journals LO12: ClerkCast: a novel online free open access emergency medicine curriculum for medical students

CJEM ◽  
2020 ◽  
Vol 22 (S1) ◽  
pp. S11-S11
Author(s):  
B. Forestell ◽  
L. Beals ◽  
T. Chan
Keyword(s):  
Emergency Medicine ◽  
Critical Care ◽  
Medical Student ◽  
Medical Students ◽  
Curriculum Development ◽  
Needs Assessment ◽  
Educational Needs ◽  
Further Education ◽  
Open Educational Resources ◽  
Social Media Networks

Innovation Concept: Canadian medical students completing their Emergency Medicine (EM) clerkship rotations must develop approaches to undifferentiated patients. Increasingly used in postgraduate EM education, Open Educational Resources (OERs) are a convenient and flexible solution to meeting medical student educational needs on their EM rotation. We hoped to supplement Canadian medical student EM education through the development of ‘ClerkCast’, a novel OER and podcast-based curriculum on CanadiEM.org. Methods: We utilized the Kern Six Step approach to curriculum development for ‘ClerkCast’. A general needs assessment involved a review of available OERs and identified a lack of effective EM OERs specific for medical students. A specific online needs assessment was used to determine which EM topics required further education for medical students. The survey was shared directly with key Canadian medical student and undergraduate medical educator stakeholder groups, and distributed globally through the CanadiEM social media networks. Results of the needs assessment highlighted shared perceptions of educational needs for medical students, with an emphasis on increased need for education on critical care and common EM presentations. We used the topics determined to be highest priority for the development of our first ten episodes of ‘ClerkCast’. Curriculum, Tool or Material: Podcast episodes are released from CanadiEM biweekly. Episodes are 30 to 45 min in length, and focus on cognitive approaches to a common EM presentation for medical students. Content is anchored on medical student interactions with a staff or resident EM co-host. Podcasts are supplemented by infographics and blog posts highlighting the key points from each episode. Learners are also encouraged to interact with the content through review quizzes on a provided question bank. Quality assurance of the content is provided by physician co-hosts who review episode scripts both prior to recording. Post-production feedback is elicited via comments on the curriculum's host website, CanadiEM.org, and through direct email correspondence to the ClerkCast address. Conclusion: With an ever increasing number of OERs in EM and critical care, the systematic development of new resources is important to avoid redundancies in content and medium while also addressing unmet learner needs. We describe the successful use of the Kern Six Steps for curriculum development for the creation of our novel EM OER for Canadian medical students, ‘ClerkCast’.

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