Empathy in Podiatric Medical Education: Challenges and Opportunities for Comprehensive Care

2020 ◽  
Vol 110 (5) ◽  
Author(s):  
Peter Barbosa ◽  
Michael J. Huchital ◽  
Jeffrey J. Weiss
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Education Reform ◽  
Web Sites ◽  
Medical Curriculum ◽  
Health Care Students ◽  
Challenges And Opportunities ◽  
Comprehensive Health ◽  
Education Medical ◽  
Key Terms

Background Many regard empathy as a critical component of comprehensive health care. Much interest has been generated in the field of medical empathy, in particular as it relates to education. Many desirable outcomes correlate with perceived empathy during the patient encounter, but paradoxically, empathy levels have been reported to decline during the years of medical education. Several new approaches have been described in the literature that intend to teach or develop empathy skills in health-care students. Methods PubMed, PsycINFO, and Google Scholar databases were searched for the terms empathy education, medical education, medical student, podiatric medical education, medical empathy, compassion, emotional intelligence, biopsychosocial model, and bedside manner. After implementing inclusion and exclusion criteria, articles were selected for preparation of a literature review. Analysis of the podiatric medical education on empathy was conducted by reviewing descriptions of all courses listed on each of the nine US podiatric medical schools' Web sites. The 2018 Curricular Guide for Podiatric Medical Education was analyzed. Results In this review, we examine the current state of empathy from a context of medical education in general, followed by a specific analysis in podiatric medicine. We define key terms, describe the measuring of empathy in medicine, explore outcomes of empathy in the health-care setting, review the reports of a decline in medical education, and highlight some of the current efforts to develop the skill in education. An overview of empathy in the podiatric medical curriculum is presented. Conclusions To improve the quality of care that physicians provide, a transformation in podiatric medical education is necessary. A variety of tools are available for education reform with the target of developing empathy skills in podiatric medical students.

The First Annual National Vietnam Medical Education Conference “Preparing the 21st Century Physician”

MedPharmRes ◽  
2018 ◽  
Vol 2 (1) ◽  
pp. 1-2
Author(s):  
Tuan Tran ◽  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Health Education ◽  
Education Reform ◽  
21St Century ◽  
Education System ◽  
Communicable Diseases ◽  
Ho Chi Minh City ◽  
Challenges And Opportunities ◽  
Education Conference

President of University of Medicine and Pharmacy at Ho Chi Minh City, Department of Pediatrics - UMP We are delighted to introduce the Special Issue for the medical education derived from the 1st National Vietnam Medical Education Conference: “Preparing the 21st Century Physician”. The First Annual National Vietnam Medical Education Conference was held on 2-3 December, 2017, by the Vietnam Ministry of Health, University of Medicine and Pharmacy in Ho Chi Minh City, and the Improving Access, Curriculum and Teaching in Medical Education and Emerging Diseases (IMPACT-MED) Alliance, which is supported by United States Agency for International Development (USAID) and implemented by Partnership for Health Advancement Vietnam, a collaboration between Harvard Medical School, the Brigham & Women’s Hospital and the Beth Israel Deaconess Medical Center. It has attracted approximately 300 leaders in the medical education, faculties and students from Vietnam and around the world. This conference comes at an exciting time in the socio-economic development of Vietnam. The Vietnamese health sector has made enormous strides in the control of communicable diseases, increasing the life expectancy and increasing access to the health care for its population over the past 40 years since the reunification of the country. In July 2017, Vietnam became a middle-income country, and with this new status comes new health challenges, which if not addressed, will impede the continued development of the country. Non-communicable diseases, a rapidly aging population, emerge threats of pandemics, environmental pollution, and climate change are all at our doorstep. Additionally, an increasingly connected society that demands a high-quality healthcare, the government’s plan for Universal Health Care, and the desire for regional and an international integration all represent the challenges and opportunities that we must tackle. Addressing these challenges and opportunities starts with transforming the health workforce. There is an urgent need to update the country’s system of health education including university curricula and transforming approaches to teaching and learning to train health professionals who can adapt and react to the health challenges and realize the opportunities that are presented. A comprehensive curriculum reform is difficult. However, we can build upon the experience of previous, smaller-scale reform projects, and capitalize on the investments and support from the highest level of government to transform our health education system. We have built strong partnerships among the network of universities and colleges in Vietnam to support each other, and we also have support from international partners. Education reform is a necessity for Vietnam. The conversations and discussions that we have at this inaugural conference will pave the way towards the transformation of our health education system. The conference aims to provide a forum for sharing innovations and advances in the medical education, stimulate discussions among medical education leaders, inspire further innovations, and foster a community of medical educators invested in advancing medical education research and quality improvement. This entire volume is devoted to select the manuscripts, which was generated from the conference. We hope that it will be productive, and you will be inspired, energized and motivated to continue the efforts towards health education reform for your university/college, and for the country of Vietnam.

scholarly journals Restructuring Graduate Medical Education to Meet the Health Care Needs of Emirati Citizens

2013 ◽  
Vol 5 (2) ◽  
pp. 195-200 ◽  
Author(s):  
Sawsan Abdel-Razig ◽  
Hatem Alameri
Keyword(s):  
Health Care ◽  
Medical Education ◽  
United Arab Emirates ◽  
Graduate Medical Education ◽  
Health Care Systems ◽  
Abu Dhabi ◽  
Care Needs ◽  
Graduate Medical ◽  
Comprehensive Health ◽  
The Government

Abstract Many nations are struggling with the design, implementation, and ongoing improvement of health care systems to meet the needs of their citizens. In the United Arab Emirates, a small nation with vast wealth, the lives of average citizens have evolved from a harsh, nomadic existence to enjoyment of the comforts of modern life. Substantial progress has been made in the provision of education, housing, health, employment, and other forms of social advancement. Having covered these basic needs, the government of Abu Dhabi, United Arab Emirates, is responding to the challenge of developing a comprehensive health system to serve the needs of its citizens, including restructuring the nation's graduate medical education (GME) system. We describe how Abu Dhabi is establishing GME policies and infrastructure to develop and support a comprehensive health care system, while also being responsive to population health needs. We review recent progress in developing a systematic approach for developing GME infrastructure in this small emirate, and discuss how the process of designing a GME system to meet the needs of Emirati citizens has benefited from the experience of “Western” nations. We also examine the challenges we encountered in this process and the solutions adopted, adapted, or specifically developed to meet local needs. We conclude by highlighting how our experience “at the GME drawing board” reflects the challenges encountered by scholars, administrators, and policymakers in nations around the world as they seek to coordinate health care and GME resources to ensure care for populations.

scholarly journals Opportunities and Obstacles for Providing Medical Education Through Social Media (Preprint)

2019 ◽  
Author(s):  
Aimee Wilkinson ◽  
James Ashcroft
Keyword(s):  
Health Care ◽  
Social Media ◽  
Medical Education ◽  
Health Care Students

UNSTRUCTURED Social media has infiltrated almost every sector of life, and medical education is no exception. As this technology becomes mainstream within society, an increasing number of health care students and professionals are using it for learning. Several important considerations for the risks of this technology are discussed here.

scholarly journals Medical Education in the 21st Century: Students Driving the Global Agenda

2012 ◽  
Vol 2012 ◽  
pp. 1-5 ◽  
Author(s):  
S. Singh ◽  
J. McCool ◽  
J. Weller ◽  
A. Woodward
Keyword(s):  
Medical Education ◽  
Medical Curriculum ◽  
International Health ◽  
Leadership Role ◽  
Individual Student ◽  
Host Institution ◽  
Challenges And Opportunities ◽  
Student Exchanges ◽  
The Individual ◽  
High Level

This descriptive article examines the potential for student-led initiatives in international health to be better integrated with formal medical education systems. Students have embraced the challenges and opportunities provided by globalisation to take a leadership role on international issues. Medical students are involved with a diverse portfolio of international activities, including work to internationalise the medical curriculum, the establishment of “hands-on” development projects, efforts to promote student exchanges, and engagement with high-level international policy fora. Such experiences not only add to the personal and professional development of the individual student, but also have the potential to contribute to the academic environment of the host institution as well as more broadly influencing the determinants of international health outcomes. There are challenges and risks associated with independent student initiatives, however these risks can be mitigated if institutions work in partnership with their students and peers internationally.

scholarly journals Opportunities and Obstacles for Providing Medical Education Through Social Media

10.2196/15297 ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. e15297 ◽  
Author(s):  
Aimee Wilkinson ◽  
James Ashcroft
Keyword(s):  
Health Care ◽  
Social Media ◽  
Medical Education ◽  
Health Care Students

Social media has infiltrated almost every sector of life, and medical education is no exception. As this technology becomes mainstream within society, an increasing number of health care students and professionals are using it for learning. Several important considerations for the risks of this technology are discussed here.

scholarly journals Assessment in Undergraduate Medical Education: Bangladesh Perspectives

2013 ◽  
Vol 12 (4) ◽  
pp. 357-363 ◽  
Author(s):  
M Haque ◽  
R Yousuf ◽  
SM Abu Baker ◽  
A Salam
Keyword(s):  
Medical Education ◽  
Education Reform ◽  
Undergraduate Medical Education ◽  
Curriculum Reform ◽  
Medical Curriculum ◽  
Medical Science ◽  
Undergraduate Curriculum ◽  
Oral Examination ◽  
Formative Assessments ◽  
The Government

Background: Medical education in Bangladesh is totally controlled by the Government and run a unique undergraduate curriculum throughout the country in both public and private sectors. This paper is aimed to briefly describe the medical education reform in Bangladesh and suggests further assessment changes. The present official form of undergraduate medical curriculum has first evolved in 1988 followed by revision in 2002 and 2012. Assessment and teaching are the two sides of the same coin. Assessment drives learning and learning drives practices. Following the curriculum reform since 2002, the assessment in undergraduate medical education has been greatly changed. There are a lot of in-course formative assessments which include item examination, card final and term final, designed to improve the quality of education. Ten percent marks of summative written examinations derive from formative assessment. Traditional oral examination has been changed to structured form to ensure greater reliability. Even then, teachers are not yet building up to conduct oral examination in such a structured way. Examiners differ in their personality, style and level of experience with variation of questioning and scoring from student to students. Weakness of reliability on oral examination still exists. Students also feel very stressful during the oral examinations. Moreover, to conduct such oral examination, three to four months times per year are lost by the faculties which can be efficiently utilised for teaching and research purposes. Worlds' leading medical schools now-a-days used oral examination only for borderline and distinction students. Bangladesh also must consider oral examination only for borderline and distinction students. DOI: http://dx.doi.org/10.3329/bjms.v12i4.16658 Bangladesh Journal of Medical Science Vol. 12 No. 04 October ’13 Page 357-363

Teaching Residents How to Teach

2017 ◽  
pp. 164-185
Author(s):  
Heidi Kromrei ◽  
William L. Solomonson ◽  
Mark S. Juzych
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Student ◽  
Instructional Strategies ◽  
Learning Environments ◽  
Residency Program ◽  
Learning Theories ◽  
Clinical Learning ◽  
Medical Educators ◽  
Key Terms

In this chapter, the context of medical education is reviewed in terms of how to teach in the health care setting, commonly used instructional strategies, and the clinical learning environments of the medical student and resident trainees. Although accreditation bodies require residents to teach, and it is an activity that is assigned, it is often not delivered by the sponsoring institution. Key terms in education, learning theories, and instructional strategies are presented. In particular, strategies for medical educators to prepare residents to teach effectively in their residency program are provided. Finally, an instructional development plan for residents, with supporting worksheets and examples, is presented.

scholarly journals Need Assessment for Undergraduate Medical Curriculum of Bangladesh Through Exploring The Views of Government Primary Health Care Doctors

1970 ◽  
Vol 7 (2) ◽  
pp. 87-93
Author(s):  
Kazi Khairul Alam ◽  
Tahmina Nargis ◽  
Tabassum Ferdous Khan ◽  
Md Abul Kasem ◽  
Md Faruque
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Primary Health Care ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Health Problems ◽  
Need Assessment ◽  
Undergraduate Medical Curriculum ◽  
Primary Health ◽  
The Government

Objective: To identify the relevancy of contents of undergraduate medical curriculum of Bangladesh for providing service at primary health care (PHC) level through exploring the views of government PHC doctors. Methods: This descriptive study was conducted upon the government doctors who were working at primary health care level of Bangladesh. A total of 545 doctors of 176 upozilas of 62 districts of the country participated in this study by filling mailed self administered semi-structured questionnaires Result: It was found that majority of doctors were satisfied on their skill and knowledge that they acquired at undergraduate level. Their opinions indicated that clinical subjects of MBBS course need more emphasis than basic subjects. On the basis of their opinion a total of 129 health problems are prioritized according to the load of the health problems at the working place of PHC doctors. Conclusion: Curriculum of undergraduate medical education should be reviewed and more emphasis should be given on skills especially on the clinical subjects keeping in mind common health problem of Bangladesh Key words: Need Assessment Medical Curriculum; Medical Education Bangladesh; Undergraduate Curriculum Bangladesh; Health Needs Bangladesh; Curriculum Development Bangladesh.

scholarly journals Incorporating Evidence Based Medicine in Medical Education and Health Care

2015 ◽  
Vol 101 (3) ◽  
pp. 18-23
Author(s):  
Bhaskaran Unnikrishnan ◽  
Darshan Bhagwan ◽  
Akshay Sethi ◽  
Rekha Thapar ◽  
Prasanna Mithra ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Evidence Based Medicine ◽  
Clinical Decision Making ◽  
Medical Curriculum ◽  
Evidence Based ◽  
Cross Sectional ◽  
Good Level ◽  
Education And Health ◽  
Based Medicine

A facility-based cross sectional study was carried out among 188 doctors working at the Kasturba Medical College in Mangalore, India, to assess the perception and practice of evidence based medicine (EBM) among medical professionals. Data was collected using a pre-tested questionnaire and results obtained were expressed in percentages. Results: The mean age of participants was 35 ± 8.33 years. A higher proportion of participants (n=182, 96.8%) referred to textbooks for information for clinical decision making. A majority of the participants (n=180, 95.8%) opined that evidence based medicine should be included in a medical curriculum. More than half of the participants (n=98, 52.1%) used PubMed. A majority (n=150, 79.8%) of the participants had a good level of self-rated confidence in evaluating research, while 55.3% (n=104) of the participants had a good level of self-rated confidence in their ability to conduct clinical appraisals. Lack of time and insufficient EBM skills were the major perceived barriers to practicing evidence based medicine. Conclusion: Positive attitudes and higher awareness regarding EBM among doctors in the present study compared to other reported literature is an encouraging finding. Medical regulators must utilize the best available evidence and experience in formulating policy on medical education and health care.

scholarly journals The Politics of Medical Curriculum Accreditation

2012 ◽  
Vol 2 (1) ◽  
pp. 53-69 ◽  
Author(s):  
Evelyne de Leeuw
Keyword(s):  
Medical Education ◽  
Education Reform ◽  
Medical Curriculum ◽  
Medical Profession ◽  
Medical Council ◽  
Formal Curriculum ◽  
Structure And Agency ◽  
Medical Education Reform ◽  
The Status ◽  
Conservative Values

The medical profession needs to adapt to the socio-political challenges of the 21st century. These have been described as the ‘Health Society’. Medical professionalism, however, is characterised by conservative values that are perpetuated by the professional attributes of autonomy, authority, and state-sanctioned altruism. The medical education enterprise is a replication and continuation of these values, sanctioned by its accreditation agencies. The Australian Medical Council through its accreditation standards only sanctions the formal curriculum. The status quo, however, is maintained by social, cultural and political parameters enmeshed in the informal and hidden curricula. By not addressing informal and hidden value constructs that maintain elitist medical arrogance the accreditation agency fails to uphold its remit. This paper explores the philosophical and empirical bases of these phenomena and illustrates them by means of a case study. Medical education and its sanctioning structure and agency are confirmed as forceful political enterprises. We conclude that explicit review of the informal and hidden curriculum is a feasible and necessary prerequisite for medical education reform and change.

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