Student Electives in Wilderness Medicine: Curriculum Guidelines—An Introduction

Donelan, Steve

doi:10.1016/j.wem.2014.04.013

Cited by 4 publications

(5 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our course showed participant enjoyment and applicable knowledge gains, as demonstrated by the semiquantitative analysis and WM-OSCE results. Student self-reported knowledge of all teaching categories and of important key teaching categories (PHEM and ABCDE 11 ) increased throughout the course. Our analysis showed that most knowledge was gained in teaching categories such as altitude and dive medicine, which have little representation in the undergraduate medical curriculum, whereas less knowledge was gained in teaching categories such as anaphylaxis and burns, which are covered in the undergraduate medical curriculum.…”

Section: Discussionmentioning

confidence: 98%

Implementing Wilderness Medicine Training for Undergraduate Medical Students in the UK

Schulz

Warrington

Maguire

et al. 2020

Wilderness & Environmental Medicine

View full text Add to dashboard Cite

The UK General Medical Councils' approved curricula share only 3 topics with the Fellowship in the Academy of Wilderness Medicine core curriculum, suggesting an underrepresentation of wilderness medicine (WM) in medical education. We developed a 5-mo course to address the gaps between these curricula to run in parallel with the conventional curriculum. Our 71-h course is composed of lectures and practical exercises. We set out to evaluate the effectiveness of this concept and assess its suitability for use by other institutions. The course was undertaken by 18 medicine and healthcare undergraduates. Semiquantitative evaluation of the course was done using participants' self-reported WM knowledge and interest before and after the course using a Likert scale. Participants were further assessed with a WM objective structured clinical examination. Before the course, students had a lower understanding of WM (2.8/5.0) and were not confident in prehospital medicine (2.5/5.0). After the course, knowledge and confidence increased in all teaching categories, with a mean gain of 1.4/5.0 (P<0.05). Students demonstrated competence in a range of WM categories by completing the WM objective structured clinical examination, with a pass rate of 82%. Providing students with a WM course is effective in introducing components of the Fellowship in the Academy of Wilderness Medicine curriculum and inspiring future engagement in the field. We have developed a framework for successful implementation of WM teaching and shown that the concept may be used in other undergraduate settings.

show abstract

Section: Discussionmentioning

confidence: 98%

Implementing Wilderness Medicine Training for Undergraduate Medical Students in the UK

Schulz

Warrington

Maguire

et al. 2020

Wilderness & Environmental Medicine

View full text Add to dashboard Cite

show abstract

“…Student requests for more interactivity reinforced that WM is best taught through hands-on practice, as has been reported in existing literature. [3][4][5][6] This study is limited due to the low number of linked preand post-elective surveys. The drop in respondent numbers may introduce response bias.…”

Section: Discussionmentioning

confidence: 99%

“…Student requests for more interactivity reinforced that WM is best taught through hands-on practice, as has been reported in existing literature. 3 - 6 …”

Section: Discussionmentioning

confidence: 99%

Call of the wild: creating a formal wilderness medicine elective for Canadian pre-clerkship medical students

et al. 2022

View full text Add to dashboard Cite

Implication Statement Wilderness medicine education is interesting to medical students, yet not widely implemented in Canadian medical curricula. We describe a curriculum for a pre-clerkship wilderness medicine elective at a Canadian medical school. Our study reports increased student awareness of career opportunities in wilderness medicine after elective completion, and interest in hands-on learning for wilderness medicine topics. Medical schools may benefit from incorporating feedback from our elective towards a successful wilderness medicine curriculum in their own programs.

show abstract

“…The primary objectives of the CUWMS teaching program were to introduce students to wilderness medicine and to develop skills that are widely transferrable within acute medical specialties. 12 A recent systematic review has shown that new junior doctors are not confident in the assessment and treatment of acutely unwell patients. 13 This is reflected in our precourse data, where participants reported low confidence in key skills such as primary survey and triage (Table 3).…”

Section: Discussionmentioning

confidence: 99%

Wilderness Medicine Simulation-Based Teaching Program for Medical Students in the UK

Tailor

Beverley

et al. 2020

Wilderness & Environmental Medicine

View full text Add to dashboard Cite

IntroductiondThe UK undergraduate medicine curriculum provides insufficient opportunities for medical students to explore the field of wilderness medicine, despite interest in the area. The student-led Cambridge University Wilderness Medicine Society devised a low-cost wilderness medicine teaching weekend that can be replicated at other institutions.MethodsdThe weekend course consisted of small-group lessons introducing the roles of the expedition doctor and expedition leader and the assessment and management of acute conditions in remote environments. This was followed by a 3-station circuit to teach the principles of casualty triage, splinting, and construction of rope stretchers. These skills were then practiced in simulations in which participants rotated roles as care providers and patients. Participant confidence was compared before the course and immediately on course completion using the related-samples Wilcoxon signed-ranks test with significance accepted at P<0.05. Usefulness of course content and perceptions of learning were also assessed.ResultsdSixty-one medical students attended the wilderness teaching weekend and completed the structured feedback questionnaires. Participants rated the course highly in terms of usefulness of course content (mean±SD=18.3±1.9, range=12e20) and perceptions of learning (mean±SD=37.6±2.6, range=31e40), with 92% of participants "strongly agreeing" that the course was of high quality. There was an improvement in perceived confidence after course completion (P<0.001).ConclusionsdWe have demonstrated that a teaching program consisting of structured, low-cost "teaching weekends" is a potential solution to the lack of centralized national wilderness medicine teaching and can be integrated, with minimal disruption, into the undergraduate curriculum.

show abstract

Student Electives in Wilderness Medicine: Curriculum Guidelines—An Introduction

Cited by 4 publications

References 9 publications

Implementing Wilderness Medicine Training for Undergraduate Medical Students in the UK

Implementing Wilderness Medicine Training for Undergraduate Medical Students in the UK

Call of the wild: creating a formal wilderness medicine elective for Canadian pre-clerkship medical students

Wilderness Medicine Simulation-Based Teaching Program for Medical Students in the UK

Contact Info

Product

Resources

About