Journal of regional medical campuses最新文献

{"title":"Evaluation of a Summer Research Program for Medical Students on a Regional Medical Campus","authors":"Lynsie Radovich, P. Termuhlen, Catherine McCarty","doi":"10.24926/jrmc.v6i2.4970","DOIUrl":"https://doi.org/10.24926/jrmc.v6i2.4970","url":null,"abstract":"In 2015, the University of Minnesota Medical School Duluth campus implemented a summer research program for medical students between their first and second years of training. The goal of the Medical Student Summer Research Program is to provide support for students who wish to participate in research as part of their medical training and to provide support for faculty for their ongoing research. The program is not a required part of the curriculum and students self-select to participate. We have fostered relationships with faculty mentors from our institution, two regional hospitals, as well as external institutions to support this program. Here we report on attitudes and assessments about this program over the first seven years. Student surveys indicate that the amount of additional stress of taking on a research project is manageable, overall critical thinking skills and communication skills improved by participating in research, and a greater appreciation for the importance and relevance of research to their practice was developed. Faculty survey results indicate that the stress of mentoring is manageable and many faculty report deliverable outcomes such as publications and grant submissions after having mentored students, however there are still some faculty needs that must be addressed. The overall survey results, and the continued support from faculty as mentors, highlight the culture of respect for research, training, and service at the Medical School Duluth and the importance of having a dedicated and sustainable Medical Student Summer Research Program available to our students.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"161 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74319768","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}

{"title":"Seeking Education, Equity, and Diversity (Seed)","authors":"Crystal R. Ackles, Michael E. Anders, Ph.D","doi":"10.24926/jrmc.v6i2.4879","DOIUrl":"https://doi.org/10.24926/jrmc.v6i2.4879","url":null,"abstract":"Introduction\u0000Health care work cultures that embrace diversity, equity, and inclusion (DEI) foster innovations, synergy, and appreciation for differences.  To promote DEI, health care systems have encouraged professional development on cultural humility, which is awareness of one’s values, beliefs, and social position, given the current cultural context while mindful of history.  The national SEED Project (Seeking Educational Equity and Diversity) is a professional development program that prompts reflection and perspective shifting about workplace culture and systemic change. However, reports that examine the SEED learning experience and the participants’ intention for behavior change are lacking.  The purpose of our study was to examine:  (a) The SEED learning experience, (b) How personal views can foster cultural humility, and (c) The impact of SEED on intentions to effect change.\u0000Methods \u0000A purposive sample of eight (N = 8) faculty and staff from a SEED cohort at an academic health science center, with regional programs, participated in in-depth interviews to explore their personal views of how to foster cultural humility in health care and the impact of SEED to prompt intentions for behavior change. The investigators conducted a thematic analysis using an inductive, iterative method.  Independently, they read each transcript and created codes for each comment. Subsequently, they compared findings, developed a coding frame, and grouped codes into potential themes. They then individually applied the coding frame to the data and considered themes.  Finally, they built consensus on codes and synthesized codes into themes.\u0000Results \u0000Thematic analysis indicated the participants had a profound learning experience, which prompted them to develop cultural humility by re-framing cultural experiences and resolving to become more proactive about DEI in the workplace. They found small group discussions were insightful and provocative. These discussions led to new perspectives and behavior change or intentions for behavior change.  Our analysis generated three themes: (1) Connecting with diverse perspectives, (2) Developing new perspectives, and (3) Being proactive with advocacy and new strategies.\u0000Conclusion \u0000Health care professionals and organizations can use our findings to encourage professional development that potentially stimulates behavior change, the ultimate goal of professional development, related to DEI.  Future studies should examine the impact of this professional development within their organization and in the delivery of health care. ","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83075573","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}

{"title":"Step-by-Step Process for Assessing the Economic Impact of Regional Medical Campuses in Canada","authors":"Geneviève Maltais LaPointe, K. Lemky, P. Gagné, Jill Konkin, Karl Stobbe, Gervan Fearon","doi":"10.24926/jrmc.v6i1.4554","DOIUrl":"https://doi.org/10.24926/jrmc.v6i1.4554","url":null,"abstract":"Background: Regional medical campuses (RMCs) create positive economic impacts in communities and small cities. RMCs increase educational capacity, medical services, and address the shortage or maldistribution of physicians in rural areas. Our paper answers the question: How do you assess the economic impact of a RMC?\u0000Methods: The Canadian Input-Output (I-O) model and the Simplified American Council on Education (ACE) model are adapted to assess the economic impact of an individual RMC using a step-by-step process. The models are tested using data from three Canadian RMCs.\u0000Results: A comparison of the two models found similarities with data requirements and spreadsheet calculations. However, the Canadian I-O model spreadsheet is linked to Statistics Canada multipliers and calculations are more complex. Outputs are calculated for multiple economic variables. The Simplified ACE model, in contrast, uses a single multiplier and provides a single number by input category and a cumulative total of all impacts.\u0000Conclusion: Both models successfully assess economic impacts of RMC. The step-by-step process allows RMC administrators and others to understand the limitations of each model, but also facilitates an in-house economic assessment of RMC. The authors provide guidance on choosing the best model.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78407176","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}

{"title":"Evolution of a Student Directed Free Clinic: Two Decades of Community Engagement at a Small Regional Campus","authors":"W. Crump, Alyssa Hounshell, Micah Kaiser, Kathleen Wilmes","doi":"10.24926/jrmc.v6i1.4637","DOIUrl":"https://doi.org/10.24926/jrmc.v6i1.4637","url":null,"abstract":"This report summarizes the 20 year evolution of community engagement at a small regional rural campus. The process includes establishing a student directed free clinic and its transition through the wider availability of Medicaid expansion. Next came the transition to telemedicine care during the Covid pandemic and eventually to a recurring pop up mobile clinic at a local homeless shelter. Invitations from the host community then resulted in conducting health screenings at local food banks with portable clinics planned there as well. At each stage we were directed by community steering committees and advisory councils, and we discuss their roles. We found that it is important to go where and when we are invited rather than making these choices based on our convenience. We provide details of student perspectives, planning and finances for those who are considering similar activities.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"419 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82362026","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}

{"title":"Effects of Pilot Nutrition Curriculum on Medical Student Knowledge and Ability at the University of Minnesota Medical School Duluth Campus","authors":"Laura Jore, MS3, Kate Shafto, MD, Jenny Breen, MPH, MEd, Samantha Friedrichsen, MPH, Jennifer Pearson, MD","doi":"10.24926/jrmc.v6i1.4663","DOIUrl":"https://doi.org/10.24926/jrmc.v6i1.4663","url":null,"abstract":"Purpose: Undergraduate medical education is facing an increasing need to bridge the longstanding gap between basic nutrition knowledge and its application to patient care. In an effort to improve upon knowledge and confidence in this area, the University of Minnesota Medical School Duluth Campus implemented a pilot curriculum to increase content and exposure in the dimensions of food, food systems, nutrition, and clinical application.\u0000Methods: Two classes of outgoing second-year medical students at the University of Minnesota Duluth Campus were surveyed about personal health, knowledge of nutritional topics, and confidence in implementing these topics in patient care. The control group consisted of outgoing second-year medical students (MS2s) during the 2019-2020 academic year (n=28) prior to pilot nutrition curriculum inception. The cohort group (n=29) consisted of outgoing MS2s from the 2020-2021 academic year who received the new pilot curriculum.\u0000Findings: Survey findings did not yield statistically significant differences in control versus cohort responses in students' personal health and knowledge of nutritional concepts. However, over 90% of the cohort group, versus 54% of control, agreed that they were able to discuss and recommend healthy dietary modifications to a patient with a chronic disease. The cohort group also reported higher confidence in talking with patients about dietary patterns (69% vs 39%), whole-food plant-rich diets (90% vs 50%), as well as working inter-professionally with other members of the healthcare team around issues of food and nutrition (97% vs 71%).\u0000Conclusion: Results demonstrate that the pilot curriculum increased medical student confidence in evaluating the multidimensionality of food, food systems, and nutrition content as well as the application of this content to patient care. This pilot curriculum may have relevance to other medical schools who are also wishing to bridge this long-standing gap in medical education.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85764390","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}

{"title":"Clinical Ethics Concerns of Rural Healthcare Providers","authors":"Catherine McCarty, Raymond Christensen, Keegan McCabe","doi":"10.24926/jrmc.v6i1.4405","DOIUrl":"https://doi.org/10.24926/jrmc.v6i1.4405","url":null,"abstract":"Purpose: This project aimed to identify ethical concerns in rural hospitals and elicit ideas for establishing clinical ethics services to meet needs.\u0000Methods: Two-hundred-fifty-six rural physicians were sent an email requesting participation in an electronic survey. Data were entered into Microsoft excel. \u0000Findings: Seventy-four (29%) physicians responded; 59% have an ethics committee available to them. Of these ethics committees, 43% are available 24/7. Ethical dilemmas were categorized into themes, with end-of-life care and vulnerable adult concerns identified most commonly. Online group-learning is the preferred training method for ethics education. Thirty-eight percent would likely use a tele-ethics service if available.\u0000Conclusions: Providers in rural health systems face unique and complex ethical dilemmas and would likely utilize remote support for complex bioethical situations. Given these findings, the next step is to develop and pilot an ethics service that would include the three traditional roles for a clinical ethics service: policy development, education, and clinical ethics consultation services.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86231867","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}

{"title":"“Night On Call”: Evaluating a Serious Game for Knowledge Application in a Transition to Residency Course at a Regional Medical Campus","authors":"Margaret Lewis, Courtney W. Brantley, Max Noe, William S Wright","doi":"10.24926/jrmc.v6i1.4482","DOIUrl":"https://doi.org/10.24926/jrmc.v6i1.4482","url":null,"abstract":"Educators are looking for innovations that disrupt education. Games, as an educational learning tool, force learners to apply knowledge in new ways and use critical thinking skills. The interactivity and competition in games are motivating factors. A group of educators in Charlotte, NC designed an educational game “Night On Call” as the capstone of the Transition to Residency course for 4th year medical students at a branch campus of the University of North Carolina School of Medicine in Charlotte, NC. This game was designed after escape-room style games; it featured ten different challenges, each reflecting cases, patient scenarios, or skills critical for success during the intern year. Fourth year students participated in this game on the last day of their Transition to Residency course. Upon completion of the game, students provided feedback through an anonymous survey and a group debrief session. Overall, the students felt that this serious game was a fun way to end the Transition to Residency course and that educational games help with knowledge retention and application and the challenges reflected tasks they may see in intern year.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90993137","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}

{"title":"Room 11","authors":"Jane-Frances Aruma","doi":"10.24926/jrmc.v6i1.4618","DOIUrl":"https://doi.org/10.24926/jrmc.v6i1.4618","url":null,"abstract":"A personal perspective.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136082618","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}

{"title":"COVID Faces: Unmasking the Emotional Impact of the Pandemic","authors":"Mark B. Stephens, Courtney Kramer, Leana Eugene","doi":"10.24926/jrmc.v6i1.4396","DOIUrl":"https://doi.org/10.24926/jrmc.v6i1.4396","url":null,"abstract":"Background:  In April 2020, most undergraduate medical education programs across the country ceased in-person activities.  In the months that followed, the return to clinical care was often inconsistent, sporadic and unpredictable.  As the pandemic wore on, the impact of COVID-19 on professional identity formation in medical students was an area ripe for investigation. This study reveals student perceptions of the impact of COVID-19 on their developing sense of professional identity.\u0000Methods: Students in the Class of 2021 at the Pennsylvania State University College of Medicine were invited to participate. After approval from the Institutional Review Board, participating students submitted an image of themselves wearing a mask of their choosing (\"selfie\") with an accompanying reflective narrative describing the impact of the pandemic on their educational experience.  In addition, students submitted words to describe the self they projected (external) on the outside of a templated surgical mask and words to describe their true (internal) sense of self on the inside of the mask.\u0000Results: Common narrative themes that emerged included doubt, anxiety, fear, disconnection, loss of control, guilt, sacrifice, resilience and survival.  Analysis of descriptors of internal and external aspects of the templated surgical masks revealed common themes of anxiety, fear, confusion and hope.\u0000Conclusions: This study provides a glimpse into the student experience of COVID-19 through several lenses.  From the narrative perspective, students expressed elements of disconnection and doubt as well as resilience and grit. From the visual perspective, similar themes emerged from the mask descriptors.  Overall, COVID-19 significantly impacted the emotional experiences of this cohort of fourth-year medical students, particularly in the context of sustained uncertainty and feelings of anxiety.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"102 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90553882","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}

{"title":"Perceptions of Social Determinants of Health in a Student-Led Free Clinic","authors":"W. Crump, Sarah Parker","doi":"10.24926/jrmc.v5i1.4384","DOIUrl":"https://doi.org/10.24926/jrmc.v5i1.4384","url":null,"abstract":"Understanding a patient’s social determinants of health (SDOH) needs is an important aspect of medical care. To understand better how well future physicians are aware of these needs, student primary care providers (PCP) at a student-led free clinic in the upper southeastern United States surveyed fifteen patients via telemedicine between October 2020 and January 2021 concerning their social determinant of health needs. Seventeen social determinants of health items were addressed using a 10-point Likert scale. Prior to administering the survey to patients, student PCPs were asked to complete the survey to predict each individual patient’s response. The average difference between student and patient response ranged from 1.3 to 3.8 for each SDOH item, and patients expressed a higher need than their PCP students did for health services navigation, health insurance limitations, and education options and affordability. We conclude that even this group of motivated medical students providing continuity care could benefit from a more formal curriculum addressing SDOH.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"154 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76096401","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}