An experiential Cardiovascular Health Education Program for African American College Students.
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To pilot test a culturally specific and developmentally appropriate curriculum for African-American college students that included self and family assessment to increase awareness of their risk of cardiovascular disease (CVD).Students were recruited from a historically Black university to participate in small group workshops focusing to increase their knowledge of their family history of CVD as well as reducing CVD risks. Focus groups were conducted to determine the effectiveness and ways to improve to the intervention.Positive findings were found regarding program efficacy, increased understanding of their family history and strategies to reduce their own risk of CVD.Small group experiential workshop approach can be effective in helping African- American college students understand risk and establish healthy heart habits aimed at decreasing risk of coronary heart disease.Cite
BACKGROUND: Student views of new curricula can shape training outcomes. This qualitative study elicited student opinions of CAM instruction to examine and distill best strategies. METHODS: 49 second, third and fourth year students participated in focus groups using a predefined question route. Interviews were audio taped and transcribed. RESULTS: Students successfully differentiated CAM curricula from other academic content and were supportive of a longitudinal integrated approach. They had positive disposition toward CAM use for themselves but this did not necessarily translate into patient recommendations. They agreed that goals of the CAM curriculum should center on awareness of patient use and evidence and information relevant to clinical practice. They advocated a case-based, hands-on, experiential strategy vs lectures. Students proposed greater institutional commitment to strengthen curricular effectiveness. The majority did not intend to practice CAM modalities but valued skills to assess them. Patient-centeredness was recognized. As training progressed, students exhibited a growing tendency to evaluate CAM efficacy, and therefore value, exclusively according to evidence. CONCLUSIONS: In-depth student input allowed examination of the effectiveness of a CAM curriculum, permitting improvement and assessment of program effectiveness.
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Objectives: This study aimed to identify the areas of strength and areas needing improvement in the internal medicine residency curriculum in a developing country - Sudan. Materials and Methods: This qualitative study was conducted at six major teaching hospitals in Sudan. Purposive sampling was used to select 48 residents who participated in six focus group discussions (FGDs). All FGDs were audio taped and lasted between 60 and 90 min. Data collection continued until theoretical saturation took place. The transcribed data were analyzed using the content analysis technique, and codes were generated and categorized into subthemes. Three emerging themes were identified: training curriculum, training in research, and assessment of residents. Results: The residents were generally satisfied with the curriculum at the planning level. They reported that the structure of the program is suitable and the duration of the curriculum appropriate; the number of patients and theoretical training in the research were considered optimum. They suggested that training in research should begin earlier in the curriculum, with time reserved for conducting research, and that assessment needs improvement. Conclusion: This study highlighted the utility of the qualitative approach in identifying residents' perspectives of their educational programs. However, the residents provided suggestions for improvement in the following areas: training curriculum, research training, and assessment. The practical recommendations from this study could be used to improve the quality of postgraduate medical training in Sudan and elsewhere.
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Medical students are the future drivers of change in health care. The AAMC encourages quality improvement and patient safety (QI/PS) education. Unfortunately, many schools do not have a formal QI/PS curriculum. To offer the patient-centered, safe, evidence-based, and high-value care patients deserve, students will be expected to have both knowledge of and experience in QI/PS. This extracurricular experiential QI/PS curriculum is designed to prepare medical students for this role.The curriculum includes six monthly didactic and work-group sessions that cover QI/PS fundamentals and facilitate the design and implementation of student projects.Twenty-two medical students, with representation from academic years 1-4, completed the curriculum. The average Quality Improvement Knowledge Application Tool-Revised score increased from 5.61 to 7.75 (p < .01). Six projects were undertaken, with teams completing an average of 2.83 plan-do-study-act cycles. Projects decreased Clostridium difficile ordering, reduced discordance between documented and true intraoperative wound classification, and increased the quantity and quality of patient sleep. Responding "Agree" or "Strongly Agree," 80.9% of students felt their practice would change due to this experience, and 96.5% planned on participating in QI/PS in the future. Four students volunteered to continue as student leaders. Many students (96.5%) felt their experience was good or very good.This ready-to-implement curriculum offers medical students an opportunity to obtain the knowledge and experience necessary to participate meaningfully in QI/PS now and throughout their careers.
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Research has documented that African Americans suffer disproportionately from chronic diseases when compared to the general population. Yet, limited research examines older African Americans' perceptions about having chronic diseases. Accordingly, the first aim of the study provided insight into this disparity with the intent of revealing how older African Americans feel about their overall health, and how much they understand about their individual chronic disease(s). The second aim was to gather information about strategies and coping mechanisms older African Americans use to manage their chronic diseases. The purpose of this aim was to determine if any of the strategies they employed were related to the positive health outcomes. Two focus groups were conducted with African American older adults who live in community settings. The results from the focus groups indicate that older African Americans are aware of the conditions they have and have developed strong coping methods to help them manage. Recommendations are provided for future research studies and chronic disease management programs.
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Background: The incorporation of technology into medical education is critical for learners. Little is known about the effect of integrating iPad technology into undergraduate medical education.Aims: We introduced iPads into the first-year curriculum in 2011–2012. We aimed to evaluate students' use of, and attitudes toward, the iPad.Methods: We administered two surveys to students during the 2011–2012 academic year. Additionally, we conducted focus groups to further evaluate the effectiveness of iPad integration into the curriculum.Results: Survey data reflect mixed attitudes toward the use of the iPad in the preclinical curriculum. While a vast majority of students agree "the iPad has value in the medical curriculum" (79% in the first survey; 65% in the second survey), there was a decrease over time in the view that "the iPad is a positive addition to the curriculum" (75% in the first survey; 49% in the second survey). Focus group data indicate students appreciate certain aspects of iPad use in the curriculum, including improved curriculum interactivity, but the majority believe it cannot replace printed handouts at this time.Discussion: The iPad provides some benefits in undergraduate medical education. More studies are necessary to determine how the iPad is best incorporated into medical education.
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The Liaison Committee on Medical Education (LCME) require medical schools to teach their students how to recognize and work toward eliminating health disparities. However, time constraints and a dearth of guidance for educators in teaching pain disparities curricula pose significant challenges. Herein we describe successes and lessons learned after designing, implementing, and evaluating an innovative pain disparities curriculum that was embedded in a longitudinal health equity curriculum for third year medical school students at an academic institution. Although the curriculum was developed for medical school students, the concepts may be broadly applicable to other training settings such as residency and fellowship programs.
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This paper presents the results of a qualitative study aimed at elucidating how well the goals of the OMNIBUS curriculum implemented in Korea as a medical humanities curriculum were achieved, from the student perspective.
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The Clinical Learning Environment Review was created to evaluate quality improvement and patient safety (QIPS) beginning in 2013. Little guidance has been offered on implementing QIPS curricula for residency education. The aim was to provide a model QIPS residency curriculum from VA Boston Healthcare System (VABHS), wherein a chief resident in quality and patient safety (CRQS) participates in a national curriculum implementing skills and concepts locally. The CRQS mentors a patient safety resident with faculty oversight. The program involves case investigations, educational conferences, and experiential learning. Participants are residents from Beth Israel Deaconess Medical Center, Boston Medical Center, and Brigham and Women’s Hospital and medical students from Boston University Medical School and Harvard Medical School. Local and national CRQS programs are evaluated. The patient safety rotation is evaluated locally. The local curriculum at VABHS augments the national curriculum and deploys a patient safety education that develops experiential learning skills.
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“I don't think the problem's the student…I think it's us”: Engaging faculty in curriculum innovation
The need to innovate predoctoral dental education is well established; however, there are few recent reports to guide substantial curriculum transformation. The purpose of this study was to describe faculty perspectives on their vision of future graduates, curriculum needs, and potential barriers to a successful redesign. This information would be used to inform strategic planning for the predoctoral curriculum transformation.
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There is increasing recognition that, in addition to acquiring knowledge of basic sciences and clinical skills, medical students must also gain an understanding of health disparities, and develop a defined skill set to address these inequalities. There are few descriptions in the literature of a systematic, longitudinal curriculum in health disparities. Using Kern's six-step approach to curriculum development along with principles of experiential and active learning, student champions and the Office of Medical Education developed a multimodal health disparities curriculum. This curriculum includes required experiences for medical students in the 1st, 2nd and 3rd year, along with elective experiences throughout medical school. Students are examined on their knowledge, skills and attitudes towards health disparities prior to graduation. It is our hope this curriculum empowers students with the knowledge, skills and attitudes to care for patients while helping patients navigate the socioeconomic and cultural issues that may affect their health.
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