Canadian medical education journal最新文献

{"title":"The conditional inclusion of Muslims in medicine: intersectional experiences of Muslim medical students at the University of Toronto's Faculty of Medicine from 1887-1964.","authors":"Roshan Arah Jahangeer, Cynthia Whitehead, Umberin Najeeb","doi":"10.36834/cmej.78134","DOIUrl":"10.36834/cmej.78134","url":null,"abstract":"<p><strong>Background: </strong>Archival research has unearthed processes of exclusion impacting the experiences of Black, female, and Jewish communities at Canadian medical schools. However, the history of Muslim medical students is little known. Our research is the first known study to examine when Muslim medical students with varying identities were first admitted to the University of Toronto's (UofT) Faculty of Medicine (FoM) and their experiences. Knowing this history can contribute to ongoing equity, diversity, and inclusion efforts in medical school admissions and curriculum development.</p><p><strong>Methods: </strong>This is an exploratory case study with no clear, single set of expected outcomes. We consulted the UofT's Archive & Record Management Services and looked for students who self-identified as Muslim in primary documents from the FoM between 1887-1964, including admissions applications, correspondences from the Dean's Office, photographs, and yearbooks. We analysed the archival data for emerging themes.</p><p><strong>Results: </strong>We found six medical school applicants who self-identified as Muslim (<i>n</i> = 6) and were admitted between 1945 and 1961 and graduated between 1948 and 1966. We also found four (<i>n</i> = 4) postgraduates from one South Asian country who may have been Muslim, and who were granted fellowships from the Canadian government.</p><p><strong>Conclusions: </strong>Self-identified Muslim students were first admitted to the UofT's FoM in 1945 and continued to be admitted infrequently until 1964. These early students' experiences included financial hardships despite having privileged backgrounds; discrimination due to being foreign; and conditional inclusion while in medical school. We discuss the study's continuing contemporary relevance, limitations, and directions for future research.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"15 5","pages":"7-19"},"PeriodicalIF":0.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11586018/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717930","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":"Assessing the hidden curriculum in medical education: a scoping review and residency program's reflection.","authors":"George J Li, Marissa Sherwood, Andrea Bezjak, May Tsao","doi":"10.36834/cmej.78841","DOIUrl":"10.36834/cmej.78841","url":null,"abstract":"<p><strong>Background: </strong>While the hidden curriculum (HC) is becoming recognized as an important component of medical education, ideal methods of assessing the HC are not well known. The aim of this study was to review the literature for methods of assessing the HC in the context of healthcare education.</p><p><strong>Methods: </strong>We conducted a scoping review on methods to measure or assess the HC in accordance with the JBI Manual for Evidence Synthesis. Ovid MEDLINE, Ovid EMBASE, and ProQuest ERIC databases were searched from inception until August 2023. Studies which focused on healthcare education, including medicine, as well as other professions such as nursing, social work, pharmacy were included. We then obtained stakeholder feedback utilizing the results of this review to inform the ongoing HC assessment process within our own medical education program.</p><p><strong>Results: </strong>Of 141 studies included for full text review, 41 were included for analysis and data extraction. Most studies were conducted in North America and qualitative in nature. Physician education was best represented with most studies set in undergraduate medical education (<i>n</i> = 21, 51%). Assessment techniques included interviews (<i>n</i> = 19, 46%), cross-sectional surveys (<i>n</i> = 14, 34%), written reflections (<i>n</i> = 7, 17%), and direct observation of the working environment (<i>n</i> = 2, 5%). While attempts to create standardized HC evaluation methods were identified, there were no examples of implementation into an educational program formally or longitudinally. No studies reported on actions taken based on evaluation results. Confidential stakeholder feedback was obtained from postgraduate medical learners in our program, and this feedback was then used to modify our longitudinal HC assessment process.</p><p><strong>Conclusions: </strong>While the HC has as increasing presence in the medical education community, the ideal way to practically assess it within a healthcare education context remains unclear. We described the HC assessment process utilized at our program, which may be informative for other institutions attempting to implement a similar technique. Future attempts and studies would benefit from reporting longitudinal data and impacts of assessment results.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"15 5","pages":"113-124"},"PeriodicalIF":0.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11586034/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717840","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":"Fostering Equity, Diversity, and Inclusion in medical school admissions through pre-medical mentorship initiatives.","authors":"Maud Ahmad, Jayneel Limbachia, George Kim","doi":"10.36834/cmej.78716","DOIUrl":"10.36834/cmej.78716","url":null,"abstract":"<p><p>ACCESS, a student-led mentorship program affiliated with Schulich School of Medicine & Dentistry, demonstrates a practical, effective approach to addressing inequity in medical education. ACCESS provides personalized, zero-cost mentorship to equity-deserving applicants who face social, financial, and medical barriers that result in underrepresentation in medical school. Our mentorship model showcases significant success in application and interview outcomes, as well as positive feedback from participants. Here, we offer a replicable blueprint for medical schools across Canada. This paper highlights the effectiveness of student-led initiatives in promoting diversity and inclusion in healthcare education and aims to inspire similar programs, fostering a more diverse and inclusive future healthcare workforce.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"15 5","pages":"156-158"},"PeriodicalIF":0.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11586030/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717883","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":"Enhancing medical education with remote public health research: a student's perspective.","authors":"Shamailah Haque","doi":"10.36834/cmej.79676","DOIUrl":"10.36834/cmej.79676","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"15 5","pages":"163"},"PeriodicalIF":0.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11586010/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717898","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":"The productivity paradox in postgraduate medical education: improving asynchronous learning.","authors":"Eagan J Peters, Lauren Wintraub, Francesco Leanza","doi":"10.36834/cmej.79440","DOIUrl":"10.36834/cmej.79440","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"15 5","pages":"161-162"},"PeriodicalIF":0.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11586016/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717940","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":"Effectiveness of physical activity counselling and exercise prescription education among medical students: a systematic review.","authors":"Madeline E Shivgulam, Jennifer L Petterson, Liam Pellerine, Matthew J Kivell, Taylor Wilson, Olga Theou, Myles W O'Brien","doi":"10.36834/cmej.77065","DOIUrl":"10.36834/cmej.77065","url":null,"abstract":"<p><strong>Background: </strong>Providing physical activity counselling and prescribing exercise increases patients' activity and cardiorespiratory fitness, but healthcare providers experience challenges in promoting activity to patients. Implementing educational intervention during medical training may be an effective strategy to promote physical activity and exercise counselling/prescriptions. The purpose of this review was to evaluate the impact of educational interventions on medical students' physical activity counselling and exercise prescription perceptions and practices.</p><p><strong>Methods: </strong>Systematic review procedures were registered in PROSPERO (ID# CRD42022331755) prior to conducting the study. Studies were included if they conducted an educational intervention to medical students or residents aimed at improving activity practices. Sources were searched in May of 2022 and included Scopus, EMBASE, MEDLINE, CINAHL, and Academic Search Premier (<i>n</i> = 3412 citations without duplicates). The National Institutes of Health quality assessment tools were used.</p><p><strong>Results: </strong>Fifteen interventions were included. The average quality of the included controlled trials (<i>n =</i> 6) and pre-post studies with no control group (<i>n</i> = 9) were 5.0±1.5/12 and 6.2±1.3/14, respectively. Most studies (<i>n</i> = 4/6) that reported the total number of medical students providing activity counselling to patients before and after receiving intervention observed improvements in exercise counselling behaviours. Eleven of twelve, and ten of eleven studies reported increases in confidence and perceptions toward various features of exercise counselling and physical activity promotion, respectively.</p><p><strong>Conclusion: </strong>Despite the heterogeneous nature of intervention designs, this review supports that relatively brief interventions using a structured lecture format incorporated into curriculum promote acute improvements in medical students' perceptions and confidence in providing exercise counselling, albeit based on low-moderate study quality.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"15 5","pages":"95-112"},"PeriodicalIF":0.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11586027/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717856","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":"Five ways to get a grip on applying a program evaluation model in health professions education academies.","authors":"Rebecca D Blanchard, Katherine E McDaniel, Deborah L Engle","doi":"10.36834/cmej.77995","DOIUrl":"10.36834/cmej.77995","url":null,"abstract":"<p><p>The proliferation of health professions educator academies across Canada and the United States illustrates the value they hold for faculty and institutions. Yet, establishing and evaluating the efficacy of them through program evaluation can be challenging. Moreover, academy leadership often lack the time, bandwidth skillset and personnel to undertake rigorous program evaluation efforts. We outline a step-by-step guide for getting a grip on evaluating health professions educator academies. Developing a plan for program evaluation in advance of any new academy initiative helps to ensure the academy calibrates and re-calibrates to accomplish outcomes and meet stakeholder expectations. It also provides a mechanism for tracking academy impact, which strengthens requests for funding, promotes sustainability and encourages continued buy-in and support from institutional stakeholders. For all of these reasons, we present the following recommendations: apply the relevant program evaluation framework(s); identify resources for program evaluation; prepare to tell your academy's story; list desired program outcomes; establish a data collection plan; and obtain institutional review board approval.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"15 5","pages":"142-145"},"PeriodicalIF":0.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11586015/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717859","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":"Prescribing leadership: filling the gap in medical education.","authors":"Pouriya Sadeghighazichaki","doi":"10.36834/cmej.79242","DOIUrl":"10.36834/cmej.79242","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"15 5","pages":"159-160"},"PeriodicalIF":0.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11586032/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717914","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":"Reading between the lines: exploring the unwritten rules of letters of recommendation in the Canadian resident selection process.","authors":"Christen Rachul, Benjamin Collins, Nancy Porhownik, William Fleisher","doi":"10.36834/cmej.78039","DOIUrl":"10.36834/cmej.78039","url":null,"abstract":"<p><strong>Background: </strong>Efforts to better understand and improve letters of recommendation (LORs) in the resident selection process have identified unwritten rules and hidden practices that may limit their effectiveness. The objective of our study is to explore these unwritten rules and hidden practices more fully in one Canadian academic medical community.</p><p><strong>Methods: </strong>We conducted semi-structured, discourse-based interviews with 18 faculty members from the departments of Internal Medicine and Psychiatry at the University of Manitoba, Canada. Interviews were guided by sample LORs and were focused on experiences with either writing or reading LORs. We analyzed interviews using key concepts from genre theory and Aristotle's appeals to ethos, logos, and pathos.</p><p><strong>Results: </strong>Participants described how the practices surrounding LORs are guided by unwritten rules. These practices contributed to writers' use of visible strategies and textual silence to establish credibility, build a strong case, and appeal to readers. Readers rely on similar strategies, but not always as intended by the writers.</p><p><strong>Conclusions: </strong>The unwritten rules of one academic community can impede a nationally-facilitated resident selection process. Our findings highlight how critiques and potential improvements to LORs could benefit from considering the use of visible and invisible rhetorical strategies in specific contexts.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"15 5","pages":"33-44"},"PeriodicalIF":0.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11586031/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717920","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":"Resident and supervisor perceptions of gaining obstetrical competency in Family Medicine: a qualitative descriptive study.","authors":"Nisha Arora, Sudha Koppula, Judith Belle Brown","doi":"10.36834/cmej.78131","DOIUrl":"10.36834/cmej.78131","url":null,"abstract":"<p><strong>Introduction: </strong>Canadian Family Medicine (FM) residents, upon graduation, are disinclined to provide intrapartum care. The FM resident experience with obstetrical training has not been studied in over a decade while the FM landscape has changed. This study explored the FM resident experience in working towards their obstetrical competencies as one of the chief influences on their career decision to provide intrapartum care or not.</p><p><strong>Methods: </strong>Using a qualitative descriptive design, we conducted semi-structured interviews with second-year FM residents (<i>n</i> = 7) and obstetrical supervisors (<i>n</i> = 8) from one Ontario FM program. We coded and interpreted the transcripts for common themes.</p><p><strong>Results: </strong>FM residents working towards their intrapartum skills are influenced by the following themes: the learners' unique and individual experience and expectations; opportunities in the training environment; and learning obstetrics in the changing FM landscape. Notably, the influence of FM maternity care role models permeated all themes.</p><p><strong>Conclusion: </strong>This study offers insight into potential areas of intervention to improve the FM residency training experience in intrapartum care. Investment in FM maternity education, in the undergraduate and postgraduate medical curricula, with continued support in practice, is critical to maintain comprehensive education and patient care, especially while Canada faces a maternity care crisis.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"15 5","pages":"75-82"},"PeriodicalIF":0.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11586020/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717954","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}