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EDITORIAL
Year : 2020  |  Volume : 33  |  Issue : 2  |  Page : 33-34

Co-editors' notes


1 Foundation for Advancement of International Medical Education and Research, Philadelphia, Pennsylvania, USA
2 University of Illinois, Rockford, Illinois, USA
3 KIT Royal Tropical Institute, Amsterdam, Netherlands

Date of Submission03-Nov-2020
Date of Acceptance04-Nov-2020
Date of Web Publication08-Dec-2020

Correspondence Address:
Danette McKinley
Foundation for Advancement of International Medical Education and Research, Philadelphia, Pennsylvania
USA
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/1357-6283.302707


How to cite this article:
McKinley D, Glasser M, Flinkenflogel M. Co-editors' notes. Educ Health 2020;33:33-4

How to cite this URL:
McKinley D, Glasser M, Flinkenflogel M. Co-editors' notes. Educ Health [serial online] 2020 [cited 2021 Jan 19];33:33-4. Available from: https://www.educationforhealth.net/text.asp?2020/33/2/33/302707

We are pleased to publish this issue of Education for Health. The contents include original research, brief communication, student contribution, practical advice, and letters to the editors from around the world. In this issue, there are contributions from Argentina, Colombia, India, Pakistan, Saudi Arabia, and the United States. The topics covered in this issue include research training experiences in undergraduate and postgraduate medical education, nutrition and social determinants of health instruction in a community-based setting with undergraduate students, a consideration of potential gaps in antimicrobial resistance instruction in medical education, training instructors in protective measures in disease outbreaks, and practical advice in implementing community-based instruction to health professions students.

Dr. Tobin et al. reported the results of an evaluation of an online program to train novice trainers in teaching protective measures considering disease outbreaks. In this case, the training focused on 13 tasks associated with caring for Ebola patients. While online training was provided to health-care workers, there was no training for trainers available. Such a course would enhance a rapid response to a similar outbreak. The findings in this study showed that the online train-the-trainer program provided novice trainers with skills that reduced the number of critical errors made by trainees in simulations following training. This kind of program can support rapid response during pandemics, such as the current COVID-19 pandemic.

In their work on incorporating research instruction in postgraduate medical education, Alamanda et al. detail a program designed to increase the research output of postgraduate surgical trainees using a “tiered team” approach. The team consisted of a faculty mentor and postgraduate trainees at different years (‘tiers’) of study (first, second, and those completing a research year). The program participants became peer mentors, co-authors, and co-investigators as they advanced through training. Involvement of the tiers not only increased research productivity but also built trainee capacity and improved collaboration. This type of program could increase the likelihood that these surgeons will continue their participation in research once they have completed training.

By reviewing the curriculum, Dr. Vijayaraghavan identified gaps in the instruction of antimicrobial resistance in the Indian curriculum. The author notes that the revisions suggest that public health concerns have not been recognized by those requiring the change. Using a document review, the management of this topic was examined across the revised curriculum. The concluding recommendation was that additional consideration should be made before the implementation of instruction. It is important to keep in mind that while there is information in the revised curricular guidelines regarding the importance of different competencies, there may be limited coverage of a topic important to public health.

In a student contribution, Ms. Hashimi et al. describe a service learning opportunity for undergraduate medical students that incorporated nutrition science and social determinants of health. Students taking advantage of this service opportunity were trained in several skills including cooking skills, interviewing, counseling, and food insecurity. The interaction with adult patrons was offered in a community-based setting, a local farmer’s market. Feasibility of skills training in these areas as well as lessons learned was demonstrated to increase patron participation. The research could be replicated in other settings with similar resources and opportunities for collaboration with agencies and organizations.

There are three letters to the editor from India and Saudi Arabia. In “Protecting medical students against workplace research bullying: A graduate’s experience and standpoint,” the writer details factors that negatively affected their research experience and offers suggestions for improvement. In “Volunteering to organize quiz events: What motivates medical students?,” the writers discuss the skills that students develop in organizing and facilitating quiz groups. Finally, in “Emotional intelligence: A long time neglected factor for academic performance,” the authors provide commentary supporting the consideration of emotional intelligence as a competency that is essential to health profession students’ performance and personal development.

In this issue, we conclude our celebration of the 40th anniversary of The Network: Towards Unity for Health (TUFH) with practical advice articles that focus on a FAIMER initiative. The Projects That Work annual global competition was introduced in 2013 to recognize, reward, and provide opportunities to disseminate excellent projects in health professions education and community health that have succeeded beyond initial implementation and have had a significant impact on health, the community, or the school over 3 or more years. Winners from each year have been invited to present their projects at the annual conference of The Network: TUFH. In this issue, we include four articles authored by the competition winners. Ralf Graves, the guest editor for this section, discusses the features of each of the projects in her editorial.

We believe that these articles meet the goals of the journal to disseminate work about health professions education that leads to improved health and health-care delivery. Please let us know whether these articles help you in your own educational and scholarship efforts.




 

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