Year : 2019 | Volume
: 32 | Issue : 2 | Page : 51--52
Danette McKinley1, Maaike Flinkenflögel2, Michael Glasser3,
1 Foundation for Advancement of International Medical Education and Research, Philadelphia, Pennsylvania, USA
2 KIT Royal Tropical Institute, Amsterdam, Netherlands
3 University of Illinois, Rockford, Illinois, USA
Foundation for Advancement of International Medical Education and Research, Philadelphia, Pennsylvania
|How to cite this article:|
McKinley D, Flinkenflögel M, Glasser M. Co-Editors' Notes.Educ Health 2019;32:51-52
|How to cite this URL:|
McKinley D, Flinkenflögel M, Glasser M. Co-Editors' Notes. Educ Health [serial online] 2019 [cited 2020 Jul 6 ];32:51-52
Available from: http://www.educationforhealth.net/text.asp?2019/32/2/51/271200
Welcome to this issue of Education for Health (EfH). Contents include Original Research, Brief Communications, and Letters to the Editors from around the world. We continue to publish authors from a number of different regions. In this issue, there are contributions from Colombia, Ghana, India, Indonesia, Israel, and the United States. The topics covered in this issue include student empathy, faculty development, increasing research productivity in family medicine, student perceptions of the importance of nutrition education for patients, and the implementation of a system of student remediation.
In this issue's first article, Chan et al. conducted a literature review to identify methods of anatomy instruction based on “conceptual, operational, technical, and economic feasibility.” The original research article titled “Approaches of Anatomy Teaching for Seriously Resource-Deprived Countries: A Literature Review” included more than 400 articles published between 2000 and 2014. Their findings provide directions that could be considered by any institution facing challenges in providing anatomy education, especially those with resource constraints.
In the original research titled “The Human Kindness Curriculum: An Innovative Pre-Clinical Initiative to Highlight Kindness and Empathy in Medicine,” Shapiro et al. reported on their study of the effectiveness of a course in empathy. The authors studied whether a course in empathy would prevent the decline typically seen over the course of the medical curriculum. The researchers found that it was possible to prevent decline in empathy in the 3rd-year students, following implementation of a 12-h “human kindness” course with a clinical emphasis.
In their brief communication article, Deshpande et al. studied implementation of an educators' portfolio with a number of faculty members from different disciplines (medicine, dentistry, and physiotherapy). The template was adapted from one used by a US university to an Indian context. Not surprisingly, study participants identified issues understanding how their work should be categorized. This study also showed that little was being done regarding activity effectiveness. While additional work needs to be conducted, the activity promoted self-reflection by faculty members. This reflection can facilitate additional faculty development activities, such as program evaluation and educational activity categorization.
From Israel, Levkovich et al. have presented a method for incorporating research in a Family Medicine Program in Israel. The article details the methods used to instruct postgraduate students in research skills that are focused on family medicine practice. Short lectures are provided on line preceding classwork, allowing for more targeted discussions during face-to-face classroom work. Residents who showed interest and motivation went on to complete research projects. While additional research is needed regarding whether outcomes persist into practice, this work shows that incorporation of research training in the postgraduate curriculum increased research production throughout this Family Medicine program.
In “Charting a Successful Course: The Academic and Clinical Success Committee's Impact on Student Success,” Diem and Hairell studied factors associated with successful implementation of a remediation program at a US medical school. The authors documented the challenges faced and the benefits of the program. They conclude that sufficient time is always a challenge and that finding faculty with time and the appropriate skill set was critical. In developing an infrastructure to support early identification of students at risk, the program has been able to match students with needed resources. An important part of this report was that the remediation program was implemented with available resources at a number of campuses. This can be of particular interest to those institutions where students are in a number of locations.
The challenges of providing instruction in needed skills in an ambulatory-care setting were provided as study outcomes in the brief communication, “Checking In on Check-Out: Survey of Resident and Preceptor Continuity Clinic Patient Management Discussion Learning Priorities.” Covin et al. studied the degree to which postgraduate students and preceptors agreed on learning priorities during checkout with the attending physician. Their study found that preceptors emphasized physical examination more than other activities included in their 20-item survey, while residents' learning goals included all elements in the survey. The authors suggest that additional faculty development for clinical preceptors may help to improve alignment between preceptors' teaching and residents' learning goals.
From Ghana, Mogre et al. studied the views of future doctors regarding the provision of nutrition education and support to patients. In this qualitative study titled “Future Doctors' Perspectives on Health Professionals' Responsibility Regarding Nutrition Care and Why Doctors Should Learn about Nutrition,” the authors found encouraging news regarding medical students' intentions to be the first point of contact, providing education, and monitoring. They recognized the role of physicians in patient care and the connection between nutrition and chronic disease. While this is encouraging news, it will be important to follow-up this study with one that measures the extent to which physicians provide nutrition education and support to their patients in practice.
Changes to curricula are often accompanied by changes in assessment of trainee ability. Prof. Michael Vassallo et al. have reported on their efforts to measure entrustable professional capabilities (EPCs) in their brief communication titled “An Objective Structured Clinical Examination in Comprehensive Geriatric Assessment.” They found that the station was related to the overall score, but the correlation was low enough to suggest that the scenario measured something different. The article reports psychometric characteristics of the station, and the outcomes suggest a successful implementation of the use of EPCs in station design.
Four Letters to the Editor are included in this issue. First, a report on an educational symposium “Report from the 2017 Sino-US Medical Education Symposium in Wuhan, China,” is provided by Lukas et al. Next, Susanto et al. reported work in Indonesia in “Breast Self-Examination Education for Skill and Behavior.” From Colombia, we have “Trauma Care Teaching in Colombian Medical and Nursing Schools: A Training Curriculum Analysis” from Rubiano, Montenegro, and Lozano. Moreover, in the fourth letter, Nikose has reacted to a previously published EfH article “Inclusion of Basic Vitreoretina Training in Indian Ophthalmology Residency Programs.” In this issue, we acknowledge the loss and celebrate the contributions of Daniel Blumenthal and David Sanders. Both played important roles in community health.
Please let us know which articles are most meaningful to you as you continue your work in health professions education.