Canadian medical education journal最新文献_第3页

Do physical activity intensity and sedentary behaviour relate to burnout among medical students? Insight from two Canadian medical schools. 体育活动强度和久坐行为与医学生的职业倦怠有关吗？来自加拿大两所医学院的启示。

Canadian medical education journal Pub Date : 2024-11-13 eCollection Date: 2024-11-01 DOI: 10.36834/cmej.79169

Tamara L Morgan, Taylor McFadden, Michelle S Fortier, Shane N Sweet, Jennifer R Tomasone

{"title":"Do physical activity intensity and sedentary behaviour relate to burnout among medical students? Insight from two Canadian medical schools.","authors":"Tamara L Morgan, Taylor McFadden, Michelle S Fortier, Shane N Sweet, Jennifer R Tomasone","doi":"10.36834/cmej.79169","DOIUrl":"10.36834/cmej.79169","url":null,"abstract":"Background: Medical school involves high expectations of medical students, which may increase their risk for burnout. Physical activity (PA) and sedentary behaviour (SB) are modifiable risk factors for burnout. However, medical students are insufficiently taught about PA and SB and may therefore be less likely to meet guideline-recommended levels of these two movement behaviours or promote them in practice. Few studies have examined the relationships between medical students' PA intensity, SB, and burnout; such examination could help clarify educational needs for improving levels of movement behaviours and their promotion.Purpose: This study investigated (1) the relationships between light, moderate, vigorous, and total PA, SB, and burnout among medical students, and (2) moderate-to-vigorous PA as a moderator of the relationship between SB and burnout, to guide future curriculum renewal.Methods: Medical students (N = 129) at two Canadian institutions completed online validated questionnaires assessing light, moderate, vigorous, and total PA, SB, and burnout.Results: Regression analyses indicated that light PA (β = -.191, p = .039) and SB (β=-.230, p = .013) were negatively associated with burnout. Moderate-to-vigorous PA did not significantly moderate the relationship between SB and burnout.Conclusions: Engaging in lighter forms of PA and SB within guideline recommendations may help mitigate medical student burnout. Competencies to promote movement behaviours may dually target medical student burnout and curriculum gaps.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"15 5","pages":"54-63"},"PeriodicalIF":0.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11586019/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717848","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}

引用次数: 0

Focus on faculty development. 关注教师发展。

Canadian medical education journal Pub Date : 2024-11-13 eCollection Date: 2024-11-01 DOI: 10.36834/cmej.80354

Marcel F D'Eon, Heather Buckley, Katherine Wisener

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Climate change and health: a focal point for medical education. 气候变化与健康：医学教育的焦点。

Canadian medical education journal Pub Date : 2024-11-13 eCollection Date: 2024-11-01 DOI: 10.36834/cmej.79438

Henna Hundal

引用次数: 0

Do us no harm: medical schools, not students, should teach how to provide 2SLGBTQIA+ inclusive healthcare. 不要伤害我们：医学院，而不是学生，应该教授如何提供 2SLGBTQIA+ 包容性医疗保健。

Canadian medical education journal Pub Date : 2024-11-13 eCollection Date: 2024-11-01 DOI: 10.36834/cmej.79836

Cynthia Larche, Nadia Boukina

引用次数: 0

Considerations for continuing professional development in the post-pandemic era: national experiences from psychiatry. 后流行病时代的持续专业发展考虑因素：精神病学的国家经验。

Canadian medical education journal Pub Date : 2024-11-13 eCollection Date: 2024-11-01 DOI: 10.36834/cmej.77048

Lara Hazelton, Certina Ho, Owen Connolly, Christy Mak, Eulaine Ma, Wei Wei, Heather E McNeely, Heather Milliken, Rajeevan Rasasingham, Sanjeev Sockalingam

{"title":"Considerations for continuing professional development in the post-pandemic era: national experiences from psychiatry.","authors":"Lara Hazelton, Certina Ho, Owen Connolly, Christy Mak, Eulaine Ma, Wei Wei, Heather E McNeely, Heather Milliken, Rajeevan Rasasingham, Sanjeev Sockalingam","doi":"10.36834/cmej.77048","DOIUrl":"10.36834/cmej.77048","url":null,"abstract":"Introduction: COVID-19 led to rapid innovations in continuing professional development (CPD). We surveyed Canadian Psychiatry CPD directors to understand the pandemic's impact and to identify effective practices.Methods: In fall 2021, an online 31-item survey was created iteratively based on discussions among CPD educators and disseminated to CPD program leaders at 17 Canadian medical schools through the Council of Psychiatry Continuing Education (COPCE). We collected information on each CPD program, adaptations associated with pandemic restrictions, and intentions regarding future delivery of CPD.Results: Nine responses were received. COVID-19 led to a shift to virtual CPD delivery, with creative and transformative strategies to maintain engagement and online security. Virtual CPD was associated with an increase in attendance and decrease in costs. Many respondents anticipated that virtual or hybrid modalities would continue post-COVID-19.Conclusion: The pandemic led to a pivot to virtual delivery of Psychiatry CPD programming. Hybrid delivery will likely be the prevalent mode of future CPD programming, requiring more technological, financial, and human resources to tackle potential challenges. In times of rapid adaptation, a national network of CPD directors can provide an important venue for knowledge exchange about innovations and effective practices and build capacity of expertise.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"15 5","pages":"83-94"},"PeriodicalIF":0.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11586013/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717845","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}

引用次数: 0

Celebrating inquiry and scholarship: the inaugural Canadian Medical Student Research Competition. 庆祝探究和学术：首届加拿大医科学生研究竞赛。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI: 10.36834/cmej.79364

Amrit Kirpalani

引用次数: 0

Sexual and gender minority health: a roadmap for developing evidence-based medical school curricula. 性与性别少数群体的健康：制定循证医学院课程的路线图。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI: 10.36834/cmej.78448

Catherine Giffin, Sari Glow, Douglas Michael Lebo, Tara Freeman, Jovana Miladinovic, Sonja Hansen, Chad Brown, Nessika Karsenti

{"title":"Sexual and gender minority health: a roadmap for developing evidence-based medical school curricula.","authors":"Catherine Giffin, Sari Glow, Douglas Michael Lebo, Tara Freeman, Jovana Miladinovic, Sonja Hansen, Chad Brown, Nessika Karsenti","doi":"10.36834/cmej.78448","DOIUrl":"10.36834/cmej.78448","url":null,"abstract":"Background: Educating future physicians about sexual and gender minority (SGM) patients and their health care needs is an important way to mitigate discrimination and health disparities faced by this community. Canada, across its 17 medical schools, lacks a national standard for teaching this essential topic. This paper aims to review the best practices for teaching an SGM curriculum in undergraduate medical education and synthesize this information into actionable propositions for curriculum development.Methods: A scoping literature review was conducted to identify best practices for SGM teaching. The review elicited peer-reviewed and grey literature on best practices for SGM teaching, policy documents, and opinion pieces from medical education authorities and SGM advocacy groups. Through an iterative process with all authors, the Canadian Queer Medical Students Association (CQMSA), and the Association of Faculties of Medicine of Canada (AFMC), a set of propositions was developed.Results: The search yielded 1347 papers, of which 89 were kept for data extraction. The main outcomes of these papers were sorted along five repeating themes, which formed the basis for six propositions; two more propositions were then added after discussion with all authors.Conclusion: We present eight propositions for the development of a national standard for SGM education at the undergraduate medical level. These include standardizing learning objectives across all schools, using established curricular models to guide curriculum development, interweaving concepts across all levels of training, diversifying teaching modalities, providing faculty training, ensuring a safe space for SGM students and faculty, using OSCEs as a teaching tool, and involving the local SGM community in curriculum development and delivery.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"15 4","pages":"93-114"},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11415728/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302382","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}

引用次数: 0

Standards and accountabilities for professional resistance. 专业抵抗的标准和责任。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI: 10.36834/cmej.79395

Rachel H Ellaway, Aaron M Orkin

引用次数: 0

Thriving Together: a novel workshop to improve cohesion and class culture in medical school cohorts. 同舟共济：提高医学院班级凝聚力和班级文化的新颖工作坊。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI: 10.36834/cmej.77966

Tyler Herod, Brett Henderson, Matthew Donovan, Qëndresa Sahiti, R Zachary Ford, Emma McDermott

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Why we must incorporate primum non nocere into assessment reappraisal. 为什么我们必须将 "不打草惊蛇 "原则纳入重新评估。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI: 10.36834/cmej.79224

Janeve Desy, Glenda Bendiak, Kevin McLaughlin

引用次数: 0