What Physicians Wished They Would Have Learned in Medical School: a Survey

Binstock, Judith; Pino, Maria A.; Primavera, Louis H.

doi:10.1007/s40670-019-00903-1

Cited by 5 publications

(4 citation statements)

References 26 publications

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“…It is crucial to establish alumni networks or professional associations of LASs physicians and to engage and involve them as key informants in all activities related to the design and implementation of CME courses. Preferably, alumni themselves should drive these initiatives and share their learning needs [86]. Physicians' needs for CME and professional development could be determined by conducting surveys and tracking alumni or physicians' career paths [87].…”

Section: Motivate Lass Physicians To Participate In Cme Activitiesmentioning

confidence: 99%

Attracting and retaining physicians in less attractive specialties: the role of continuing medical education

et al. 2021

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Background Less attractive specialties in medicine are struggling to recruit and retain physicians. When properly organized and delivered, continuing medical education (CME) activities that include short courses, coaching in the workplace, and communities of practice might offer a solution to this problem. This position paper discusses how educationalists can create CME activities based on the self-determination theory that increase physicians’ intrinsic motivation to work in these specialties. Main content The authors propose a set of guidelines for the design of CME activities that offer physicians meaningful training experiences within the limits of the available resources and support. First, to increase physicians’ sense of professional relatedness, educationalists must conduct a learner needs assessment, evaluate CME’s long-term outcomes in work-based settings, create social learning networks, and involve stakeholders in every step of the CME design and implementation process. Moreover, providing accessible, practical training formats and giving informative performance feedback that authentically connects to learners' working life situation increases physicians’ competence and autonomy, so that they can confidently and independently manage the situations in their practice contexts. For each guideline, application methods and instruments are proposed, making use of relevant literature and connecting to the self-determination theory. Conclusions By reducing feelings of professional isolation and reinforcing feelings of competence and autonomy in physicians, CME activities show promise as a strategy to recruit and retain physicians in less attractive specialties.

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Section: Motivate Lass Physicians To Participate In Cme Activitiesmentioning

confidence: 99%

Attracting and retaining physicians in less attractive specialties: the role of continuing medical education

et al. 2021

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“…We focused on integrating case-relevant anatomy, pathology and pathophysiology material, as these were highly valued by our own teaching faculty, as well as listed among the top items that recent graduates had listed as topics that they wish they had learned more of [19]. These fields are also the most sought-after basic science principles by clerkship directors, integration of which can lead to better diagnostic competence [26,27].…”

Section: Discussionmentioning

confidence: 99%

“…Curricular integration efforts are introduced at program, course or individual event levels [19,20]. Ultimately, integration within and among disciplines is an institution-level challenge [4].…”

Section: Introductionmentioning

confidence: 99%

Feasibility of a Vertically Integrated Teaching Strategy during a Surgical Clerkship Event—Learning Methods Matter

Fogarasi

Cott²,

Feinn

et al. 2022

Education Sciences

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Sound foundational knowledge improves disease conceptualization and clinical diagnosis. Vertical integration (VI) is an appealing educational strategy to refresh relevant pre-clinical information during clinical rotations. However, an optimal learning approach for this has not yet been established. We hypothesized that a small group collaborative discussion format might serve as an appealing learning method to deliver integrated material and increase retention. During AYs 2018/2019 and 2019/2020, our multidisciplinary team utilized a Colorectal Cancer workshop incorporating pre-clinical material for Y3 students on Surgical Clerkship. In search of an optimized way to deliver vertically integrated content, we alternately presented the workshop material either in a small group (SG) case-based collaborative format or as a standard-sized group (StdG) exercise. We achieved this by testing immediate and late (4-week post-event) recall and assessing student satisfaction with the VI strategy in both physical settings (StdG and SG). A total of 93% of participants considered VI-based training worthwhile, 96% reported an increased knowledge base and 93% would welcome similar VI events in the curriculum. Significantly more SG students than StdG (52% vs. 31%, p = 0.014) enthusiastically endorsed their event and would prefer to have future VI events delivered in the format they experienced (88% for SG vs. 42% for StdG) (p < 0.0001). Combined (immediate + late) recall scores were significantly better in SG versus StdG (p = 0.007), while the rate of attrition at 4 weeks did not differ significantly (p = 0.81). VI strategy successfully reactivated pre-clinical concepts, achieving both high content retention and learner satisfaction during this workshop. Students endorsed future VI events, especially when delivered in a case-based, interactive SG setting. Although resource intensive, a VI strategy employing a small-group collaborative learning method may be considered for broader curricular use in undergraduate medical education.

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“…Changes in curriculum, which include more clinical emphasis, an integrated program, and a significant reduction in the time allotted for basic science, have led to a gradual decline in the total histology teaching hours (Gona et al, 2005; Drake et al, 2009; McBride & Drake, 2018). In a survey of recently graduated physicians on their perspectives of preclinical medical education, most respondents suggested reducing histology lectures and laboratory hours (Binstock et al, 2020). However, as more medical schools undergo curricular reform, a major proportion of students felt rushed in learning histology; also, a significant percentage of faculty from such schools perceived students as receiving less than adequate histology knowledge (Taylor, 2019).…”

Section: Introductionmentioning

confidence: 99%

Integration of virtual microscopy podcasts in the histology discipline in osteopathic medical school: Learning outcomes

Velavan¹,

Zahl

2022

Anatomical Sciences Ed

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Virtual microscopy podcasts (VMPs) are narrative recordings of digital histology images. This study evaluated the outcomes of integrating the VMPs into teaching histology to osteopathic medical students. The hypothesis was that incorporating virtual microscopy podcasts as supplementary histology resources to the curriculum would have a positive impact on student performance and satisfaction. Sixty‐one podcasts of dynamic microscopic images were created using screen recordings of the digital slides. The VMPs were integrated as supplementary histology resources in multiple courses during the first and second years of the medical curriculum for three classes, a total of 477 osteopathic medical students. A voluntary and anonymous survey was obtained from the students using a questionnaire that included two open‐ended questions. The overall performance of the three classes on the histology content of the preclinical course examinations was compared to historical controls of the previous two classes that did not have access to the VMPs. Most students indicated that the podcasts enabled more efficient study time and improved their confidence in the histology content on examinations. The findings indicated a positive association between podcast viewing and efficient study time utilization and class performance. The class average scores of the three consecutive cohorts that used the VMPs progressively increased by 7.69%, 14.88%, and 14.91% compared to the controls. A summary of students' feedback and academic performance supported that integration of the VMPs into Histology teaching improved the learning experience. The findings align with previous studies on the effectiveness of multimedia‐based teaching in histology laboratory modules.

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What Physicians Wished They Would Have Learned in Medical School: a Survey

Cited by 5 publications

References 26 publications

Attracting and retaining physicians in less attractive specialties: the role of continuing medical education

Attracting and retaining physicians in less attractive specialties: the role of continuing medical education

Feasibility of a Vertically Integrated Teaching Strategy during a Surgical Clerkship Event—Learning Methods Matter

Integration of virtual microscopy podcasts in the histology discipline in osteopathic medical school: Learning outcomes

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