{"title":"Oral Presentations","authors":"","doi":"10.1111/tct.13813","DOIUrl":"10.1111/tct.13813","url":null,"abstract":"<p>Jessica Sinyor and Lindsay Muscroft</p><p><i>Warwick Medical School</i></p><p><b>Background</b> Previous literature has investigated the experiences of the growing number of non-science graduates studying graduate-entry medicine.<sup>1,2</sup> However, there is little published on what motivates this cohort to apply to medical school and obstacles to entry they encounter.</p><p><b>Aims</b> The aim of this study is to explore non-science graduates' motivations for studying medicine and their perceived barriers to entry, with the overarching aim of maximising this cohort's potential as future doctors by supporting their recruitment.</p><p><b>Methods</b> A total of 12 students were recruited from four cohorts on the MBChB programme at Warwick Medical School for individual semi-structured interviews. The data then underwent descriptive thematic analysis.</p><p><b>Results</b> Overarching data themes for participants' motivations were as follows: educational, professional and personal factors. These were divided into sub-themes: Educational factors were categorised according to whether they occurred at school, university or post-graduation. Under professional factors, sub-themes were as follows: job satisfaction and stability and transferability of existing skills/experience. Personal factors included changing direction during the COVID-19 pandemic and experiences as a patient/family member of a patient. Participants reported several barriers to entry including: demanding entrance tests and stringent eligibility requirements, lack of awareness about programmes accepting non-science graduates, academic anxieties and a fear of falling behind in ‘life stages’ having invested time in an unrelated career.</p><p><b>Conclusion</b> Non-science graduates describe different reasons to study medicine than those previously given by undergraduate students.<sup>3</sup> There are specific obstacles to entry into medical school for this cohort. Educators should consider how to address barriers that particularly affect non-science applicants to better support this cohort to reach medical school.</p><p><b>Keywords</b> admissions; education; medical; motivations; non-science</p><p><b>References</b></p><p>1. Lam JTH, Hanson MD, Martimianakis MAT. Exploring the socialisation experiences of medical students from social science and humanities backgrounds. Acad Med 2020;95(3):401–10. https://doi.org/10.1097/ACM.0000000000002901</p><p>2. Rapport F, Jones GF, Favell S, Bailey J, Gray L, Manning A, Sellars P, Taylor J, Byrne A, Evans A, Cowell C, Rees S, Williams R What influences student experience of graduate entry medicine? Qualitative findings from Swansea School of Medicine. Med Teach 2009;31(12):e580–5. https://doi.org/10.3109/01421590903193570</p><p>3. Wouters A, Isik U, Ter Wee MM, Croiset G, Kusurkar RA. Motivation and academic performance of medical students from ethnic minorities and majority: a comparative study. BMC Med Educ 2017;17(1):233. https://doi.org/10.118","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 S2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13813","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142634447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Maximising potential in health professions education","authors":"Gabrielle M. Finn, Hannah Gillespie","doi":"10.1111/tct.13808","DOIUrl":"10.1111/tct.13808","url":null,"abstract":"<p>In this editorial, we reflect on the successes and lessons learned from ASM 2024 to highlight opportunities to maximise potential for learners, researchers and teachers in health professions education. We draw on lessons learned from our Gold Medal Winner, Dr. Kevin Eva, and share our reflections on our delegates feedback, synthesised in our ‘ASME Weather Forecast’. Finally, we share what we think maximising potential is—and how this supplement can help you maximise yours.</p><p>Each year, Association for the Study of Medical Education (ASME) members are encouraged to nominate a highly experienced scholar who has made outstanding national/international contributions to medical education research, innovation, evaluation or practitioner inquiry for the ASME Gold Medal Award. First awarded in 2007, our Gold Medal Winners are a collection of leading scholars who have made outstanding contributions to the field.</p><p>This year, the ASME Gold Medal was awarded to Professor Kevin Eva, Professor and Director of Educational Research and Scholarship in the Department of Medicine at the University of British Columbia, and Editor in Chief of Medical Education.</p><p>Through his Keynote, Figure 1, Professor Eva encouraged us to think about the perils of simple evaluations for complex educational innovations. He warned delegates that there is no such thing as an ‘educational pill’—even the best innovations, with clear guidelines for implementation—can be taken, as directed, into a new place (or for a new individual) to produce known or quantifiable effects. What happens with our educational innovations is much more complex—it depends on the contexts in which we implement them, the people who are involved and the way in which our innovations are used and adapted for use by each individual.</p><p>He encouraged us to think beyond an evaluation—and instead, seek to richly describe our interventions and do seek to understand why they might work the way they do. This understanding will help us learn more about the innovation and the complex environment in which it is implemented—which will help us maximise the potential of our innovations and, in turn, our learners.</p><p>One attendee told us that the presentation was ‘a thought-provoking, inspiring, and enlightening reality into the future of health professional education research.’ Delivered with Kevin's usual style and elegance, ‘his personal reflections highlighted his humility and commitment to fostering collaboration within our diverse, interdisciplinary community. His vision for transforming the culture of professional practice to enhance the adaptability of education protocols was particularly impactful.’</p><p>As we wrapped up ASM 2024, the team from the papers podcast helped us construct our own ASME Weather Forecast, created with feedback from our delegates, Figure 2. Our weather forecast included some sun, some rain and some lightening storms. This might be fairly similar to the actual weather foreca","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 S2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13808","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142634473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Intra-conference session","authors":"","doi":"10.1111/tct.13812","DOIUrl":"10.1111/tct.13812","url":null,"abstract":"<p>Linda Miller</p><p><i>Birkbeck/NHS/NHSE/NHSCEP</i></p><p>The ‘health and wellbeing of staff [is] arguably the single most important entity in the sustainable delivery of healthcare’ (Nicol, 2018). A creative, entrepreneurial mindset particularly applied to the wicked problems of inequity can help prevent burnout and maintain engagement. The NHS Clinical Entrepreneurship Programme (NHSCEP) has retained many clinicians who would otherwise have left the NHS. Examples from students, trainees and clinicians on the programme, and teaching examples, that tackle inequity will be shared.</p><p>This workshop engages participants in a creative process to consider their educational role, internal bias, health equity and differential attainment. Fulfilling the new GMC Duties of a Doctor (2024) call to review ‘how your life experience, culture and beliefs influence your interactions with others and may impact on the decisions you make and the care you provide’ and your teaching. It will meet the requirement to contribute ‘to discussions and decisions about improving the quality of services and outcomes … taking steps to address problems and carrying out further training where necessary’.</p><p>The arts and humanities hold the potential to support the GMC changes, to enhance self-awareness of intrinsic bias and to proactively address social determinants of health, equity and patient-centredness. This is important in medical education and leadership roles (e.g., ASME, NHSE [appraisers] or Royal Colleges). Given their pivotal role, medical educators and preceptors must look critically at organisational and personal biases. The legal imperative ‘you must’ take account of ‘… history, including i. symptoms ii. relevant psychological, spiritual, social, economic, and cultural factors iii. the patient's views, needs, and values’. Describes a compassionate ‘mature’ care ethic ‘beyond the strictly medical’. The 10-year Marmot review (Marmot, 2020) identified that ‘Improvements to life expectancy have stalled and declined for women in the most deprived 10% of areas’ and ‘the health gap has grown between wealthy and deprived areas’.</p><p>Russell D'Souza<sup>1</sup>, Mary Mathew<sup>2</sup> and Vedprakash Mishra<sup>3</sup></p><p><sup>1</sup><i>Department of Education, UNESCO Chair in Bioethics, Melbourne, Australia;</i> <sup>2</sup><i>Kasturba Medical CollegeManipal Academy of Higher Education (MAHE), Manipal, Karnataka, India;</i> <sup>3</sup><i>Datta Meghe Institute of Higher Education and Research (Deemed to be University), Nagpur, Maharashtra, India</i></p><p>In today's rapidly evolving healthcare landscape, the need for a strong foundation in bioethics has become increasingly crucial. The UNESCO Chair in Bioethics presents the ‘3T Paradigm in Bioethics Education: Teach, Train, and Transfer’ workshop, a pioneering initiative designed to fortify the capabilities of educators in the medical and health sectors. This workshop addresses a critical gap in medical educat","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 S2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13812","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142634502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reflections from our career group: JASME at ASME 2024","authors":"Julia Alsop","doi":"10.1111/tct.13809","DOIUrl":"https://doi.org/10.1111/tct.13809","url":null,"abstract":"<p>ASME ASM 2024 provided a wonderful opportunity for early-career students and doctors to engage with the medical education community and to get involved. The Junior Association for the Study of Medical Education (JASME) committee, was particularly pleased to see so many medical students and foundation year doctors attending. There were a great number of students and doctors early in their careers giving presentations on work they had done in medical education. It is very exciting to see how many students and foundation doctors are enthusiastic about pursuing careers that involve engaging with medical education. The conference gave a valuable opportunity for students and first year doctors to be able to listen to and interact directly with some of the biggest names in medical education.</p><p>The ASM also had a fantastic group of medical student volunteers, many of whom were attending their first ever conference. They helped ASM run smoothly and really contributed to the positive experience of delegates. It also allowed students to learn a bit about how conferences work and hopefully has inspired them to submit abstracts in the future to ASME conferences.</p><p>We were also lucky to have a couple of members of the JASME committee presenting on a topic pertaining to previous JASME work. We felt it was very important to be able to share all the work that JASME has been doing to support students and foundation doctors in the early stages of their medical education careers.</p><p>On the first day of the conference, we held a joint social event between delegates from JASME and Trainees in the Association for the Study of Medical Education (TASME) at a venue local to the conference centre. This was a lovely opportunity for students and resident doctors to network, connect and discuss the conference. This also gave us the opportunity to reach out to attendees who were less familiar with the work of JASME and encourage them to get involved—whether it be acting as a JASME local rep for their medical school, attending our upcoming conference, taking part in our Training in Teaching course, joining the JASME Committee or applying for one of our JASME prizes. We really hope that our presence at the ASME ASM 2024 will continue to inspire people to get involved.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 S2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13809","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Keynote commentaries","authors":"","doi":"10.1111/tct.13811","DOIUrl":"10.1111/tct.13811","url":null,"abstract":"<p>Ahmed Hankir</p><p>Trigger Warning. This article does discuss suicidality.</p><p>I was reminded very recently how, that despite being a doctor and consultant psychiatrist, I am not ‘invincible’, that I am only human and that I am vulnerable to experiencing a ‘mental health wobble’ like everyone else. My parents live in the south of Lebanon. It has been over a year since I last saw them. The British government has been strongly advising British nationals to avoid travelling to Lebanon. But I could not ignore what my heart was saying to me. ‘You must see them Ahmed. They are vulnerable and they are getting older. They need you’.</p><p>The plane from London Heathrow to Beirut Airport was half empty (ordinarily it would be packed with passengers). Soon after my arrival in the capital of Lebanon, there were breaking reports that there had been an escalation in hostilities. After receiving these reports, I froze. ‘Is this it? Will there be another full-scale attack like there was back in 2006?’ I suddenly experienced a traumatic flashback of when I was a medical student in Manchester during the 2006 Lebanon War. I was a third year medical student at the time, and I had developed an episode of psychological distress that was so severe I was forced to interrupt my studies. However, debilitating though the symptoms were, the stigma was far, far worse. I will never forget that when I needed care and compassion the most, I received ridicule and rejection instead. It was the darkest period of my life and the lowest I have ever felt. If ever there was a rock bottom, this was it. In my despair and isolation, I contemplated ending that which is most precious, human life itself.</p><p>Memories of those dark days have not faded, and they continue to haunt me from time to time. The recent escalation of hostilities in the Middle East certainly triggered the resurfacing of traumatic memories. I was extremely fortunate to have recovered, but I was one of the lucky ones. Far too many persons—especially medical students and doctors—living with a mental health condition suffer in silence and tragically do not survive. My lived experiences with a mental health condition inspired me to embark on a mission to identify, challenge and reject mental health-related stigma in medical schools and in healthcare more broadly.</p><p>After working as a Foundation Doctor for 2 years and as an Academic Clinical Fellow in Old Age Psychiatry for a year, I took 3 years out of my specialist training in psychiatry to design, develop and deliver, ‘The Wounded Healer’. The Wounded Healer has been described as an innovative method of teaching that blends the power of the performing arts and storytelling with psychiatry. The Wounded Healer also traces my recovery journey from ‘impoverished, hopeless and suicidal service user with mental illness’ to ‘empowered survivor, World Health Organization Award winning doctor and consultant psychiatrist’. The main aims of The Wounded Healer are to ent","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 S2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13811","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142634453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Compact Communications","authors":"","doi":"10.1111/tct.13814","DOIUrl":"10.1111/tct.13814","url":null,"abstract":"<p>Madeleine Kannegiesser-Bailey, Jong Eun Song, Elise Randle and Marissa Willock</p><p><i>Great Ormond Street Hospital for Children</i></p><p><b>Context</b> A healthcare career is challenging, rewarding and at the forefront of innovation. These are things young people look for when choosing a career path. Among significant workforce shortages, it is important we attract the next generation of healthcare workers who are inspired, diverse and caring for patients.<sup>1</sup></p><p><b>Methods</b> Great Ormond Street Hospital for Children (GOSH) quarterly offers placements on our Young Visitor Programme (YV) where 16–19-year-olds interested in a healthcare career join teams (medical, nursing and allied health) for 1–5 days as observers. Our selection process promotes equitable inclusion to ensure diversity.</p><p><b>Results</b> Between February and October 2023, 191 YVs attended work experience at GOSH. One hundred forty-nine (78%) identified as ethnically diverse, 164 (86%) female and 26 (14%) male. We sent post placement evaluations and received 67 (35%) free-text responses. Most common responses described the enjoyment of ‘life as a doctor’, patient interaction and learning. Participants were overwhelmingly positive, 60/67 (89%) reported still being interested in a healthcare career, and 64/67 (95%) would recommend the programme.</p><p><b>Discussion</b> Our programme has participants from diverse backgrounds and contributes to the NHS aims of widening participation. Early workplace experience provides realistic experiences that encourage young people to pursue healthcare professions. One area for improvement is to increase male applicant application and acceptance rates. Further review to identify limiting factors would be beneficial.</p><p><b>Conclusion</b> The YVP allows young people considering a career in healthcare from diverse background to have real world experience. Our programme demonstrates high levels of positive experience and retention of career aims.</p><p><b>Keywords:</b> EDI; education; healthcare careers; placements; young persons</p><p><b>Reference</b></p><p>1. Jabbal J. Young people are the future: how can recruiters encourage more of them to join the NHS workforce?. Published 14 February 2022. Accessed 20 Jan 2024. http://www.kingsfund.org.uk/blog/2022/02/young-people-how-can-recruiters-encourage-more-join-nhs</p><p>Samantha Robinson<sup>1</sup>, Janesh Wijeratne<sup>2</sup> and Rowena McCash<sup>2</sup></p><p><sup>1</sup><i>NHS England Workforce Training and Education & Newcastle University;</i> <sup>2</sup><i>NHS England Workforce Training and Education</i></p><p><b>Background</b> Our faculty provides primary care-based online education sessions for trainee advanced clinical practitioners (tACPs) and physician associate preceptees (PAps). This has worked well for our geographically diverse learners; however, it limits the ability to teach clinical and communication skills. We therefore delivered an in-person teaching day","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 S2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13814","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142634448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reflections from our career group: TASME at ASME 2024","authors":"Oliver Mercer","doi":"10.1111/tct.13810","DOIUrl":"https://doi.org/10.1111/tct.13810","url":null,"abstract":"<p>This year at ASM there was a great attendance by early-career educators and researchers. We at TASME were delighted to see such a great turnout. TASME contributed to many elements of the conference, including a live podcast recording and a workshop.</p><p>The various workshops at ASM are always a highlight. This year was no exception, and there was a fantastic selection of these that were designed for early career educators and researchers. TASME hosted our own workshop in partnership with DMEG from the Academy of Medical Educators, which focussed on peer coaching and developing goals for attendees' next step in their careers.</p><p>There were a whole host of workshops covering arts and humanities to technology and diversity and inclusion practice within health professions education, so we really were spoilt for choice.</p><p>We were delighted to see so much work being shared by early career educators and researchers in the oral presentations and compact communications sessions. TASME hosted its annual Teaching Innovation & Excellence (TIE) prize final, which recognises talent and ingenuity displayed by those embarking on a career in medical education.</p><p>Another key element of TASME's presence at the ASM was the social event, which provided a welcoming space for networking and community-building. The wider conference also allowed for us to meet with new and existing members of TASME and the wider health professions education community.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 S2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13810","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"How to … navigate specialised programmes for early-career doctors in medical education","authors":"Jun Jie Lim, Samuel Birks, Chris Roberts","doi":"10.1111/tct.13832","DOIUrl":"10.1111/tct.13832","url":null,"abstract":"<p>Investing in early-career medical education programmes for aspiring clinician-educators, scholars and leaders offers a strategic approach to shaping the future of health professions education internationally. This paper explores the design and impact of a nationally funded Specialised Foundation Programme (SFP) within the United Kingdom. Drawing on existing literature and insights from local trainees, we provide practical guidance for early-career doctors navigating entry into the field of health professions education. Additionally, we discuss the programme's potential to enhance professional development through structured mentorship, formal qualifications and active participation in scholarly activities, while also addressing the challenges inherent in navigating clinical and academic identities. This paper will be valuable to doctors embarking on early-career medical education pathways, programme leaders and international stakeholders seeking to establish similar initiatives to support the next generation of health care educators and scholars.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13832","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142570594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Priya Khanna, Emma Walke, Jodie Bailie, Candace Angelo
{"title":"Shaping competencies for culturally safe practice among medical students","authors":"Priya Khanna, Emma Walke, Jodie Bailie, Candace Angelo","doi":"10.1111/tct.13831","DOIUrl":"10.1111/tct.13831","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Limited evidence exists around authentic activities that can positively influence students' knowledge of and appreciation for the First Nations peoples' culture, impacts of colonisation and other determinants of health. A renewed Indigenous Health curriculum provided us with an opportunity to implement a cultural immersion for medical students to enhance their cultural awareness and competency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Our approach towards the design and evaluation of cultural immersion was guided by three key frameworks—a strengths-based approach towards curriculum design, Indigenous ways of knowing and being and immersions as transformative pedagogy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Pre- and post-immersion surveys were sent to 260 first-year medical students in 2020 and 323 students in 2021 who were the participants. Response rates were 37% (2020) and 47% (2021). The data indicated significant improvements in students' knowledge of Indigenous cultural beliefs and history as well as confidence in working with Indigenous populations. Students' comments indicated their experiences varied on a continuum of four ways of ‘knowing’: reluctant, receiving, relating and reconstructing their beliefs. Their ways of ‘being’ varied across four levels: privileged, feeling discomforted, being humbled and agentic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The study extends the limited evidence of theoretically informed interventions that have the potential to positively influence medical students' knowledge and appreciation of Indigenous history, culture and its impact of health outcomes. Cultural immersion experiences, when co-designed with the community and in consideration with students' prior beliefs, are powerful tools to promote capabilities for working with Indigenous patients in culturally safe ways.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
David Bronstein, Finn Dobkin, Qian Luo, Sonal Batra
{"title":"Perceptions of homelessness: Is there variation across medical careers and specialties?","authors":"David Bronstein, Finn Dobkin, Qian Luo, Sonal Batra","doi":"10.1111/tct.13828","DOIUrl":"10.1111/tct.13828","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Medical students, residents and faculty are all capable of holding biases towards stigmatised groups like people experiencing homelessness. This study sought to investigate how the level of training may influence perceptions of homelessness among medical students, residents and faculty. Additionally, we sought to understand how different specialities perceive people experiencing homelessness and whether this changes at various points in a career.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The Health Professionals' Attitudes Towards the Homeless Inventory (HPATHI) was administered to medical students, residents and faculty at one institution in the United States. Basic demographics as well as length of time spent in practice were collected in addition to HPATHI responses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 1,141 individuals were invited to complete the survey, including 736 medical students, 214 residents and 191 faculty. Two hundred and ninety individuals participated in the survey and 238 recorded complete responses were analysed for a sample response rate of 238/1141 (20.9%.) Overall perceptions of homelessness across the entire sample were positive and not greatly influenced by the level of training during a medical career. Medical students across classes were largely in agreement and there was a noticeable increase in positive perceptions for students engaged in clinical rotations. However, clinical specialties demonstrated wide variation in perceptions, with the most prominent differences amongst individuals from surgical subspecialties of General Surgery and Obstetrics & Gynaecology.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Our study demonstrates the largely favourable attitudes physicians, residents and students have towards people experiencing homelessness with implications for future work to support greater exposure to underserved populations during training. Specialty choice appears to play a larger role in the formation of attitudes towards underserved populations rather than the length of time spent in a particular specialty.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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