Center for Medical Education
Center for Medical Education
Meterissian S.,Center for Medical Education |
Meterissian S.,McGill University
American Journal of Lifestyle Medicine | Year: 2012
The completion of primary treatment for breast cancer has been referred to as a "teachable moment" for health behavior change, suggesting that women are receptive to receiving physical activity counseling. However, the majority of breast cancer survivors are not sufficiently active. Health care providers may play a pivotal role in increasing patients' physical activity behavior, yet physician counseling for physical activity is not done regularly. One reason for this failure may relate to the limited guidelines put forward to assist health care providers in how best to optimize the benefits of physical activity among breast cancer survivors. To help provide guidelines for physical activity counseling with breast cancer survivors, the authors synthesized evidence-based recommendations based on a review of 30 intervention studies. The evidence on (1) type, (2) intensity, and (3) frequency and duration of physical activity for this population was examined. On the basis of the reviewed studies, the authors find that physical activity programs for breast cancer survivors should include aerobic training at least 3 times/wk for 30 minutes, resistance training 2 to 3 times/wk (6-12 exercises), and flexibility training 3 times/wk for 50 to 60 minutes to obtain health benefits. The provision of these recommendations may facilitate effective and consistent delivery of physical activity counseling to breast cancer survivors. © 2012 The Author(s).
Kojima M.,Center for Medical Education
Sapporo Medical journal | Year: 2013
More than twenty years have already passed since I started my work in Sapporo Medical University. It is well said that time flies like an arrow. In this report, I will survey the history and progress of "Division of Information Sciences" to which I now belong. The central issues of my survey will be the researches in which I have participated, and the changes of the lectures I have undertaken so far in this school. For the lecture, I cover the contents of the subjects "Information Sciences" and "Statistics" respectively and also the teachers who have been in charge of these lectures. For the research, the following will be taken up: I) Development of User Oriented Medical Database System, II) Analysis of Permeability Blood-Retinal Barrrier employing Eyeball Model, III) Measurement of Bone Density in Rats with the Soft X-Ray Digital images. These three topics include part of the ongoing research I have been concerned with since I was in Asahikawa Medical University. I am very honored if you will read all this with much interest.
Mashreky S.R.,Center for Injury Prevention and Research Bangladesh |
Rahman A.,Center for Injury Prevention and Research Bangladesh |
Khan T.F.,Center for Medical Education |
Rahman F.,Center for Injury Prevention and Research Bangladesh
Injury | Year: 2012
This study was designed to document the consequences of electrical injury in Bangladesh. A community-based cross-sectional survey was conducted from January to December 2003. Nationally representative data were collected from 171,366 rural and urban households, comprising a total of 819,429 population. Face-to-face interview was chosen as a data collection method. The overall rate of electrical injury was 73.7 per 100,000 population-year. The rate of permanent disability due to electrical injury in Bangladesh was 0.366 per 100,000 population-year. Among the total 604 non-fatal electrical injuries in the survey, 282 (46.7%) had suffered from temporary disabilities for different durations. A total of 172 students were injured from electrical injury and among them 139 (80.8%) missed school for different durations due to their illness. Mean duration of absence from school was 9.72 days (SD ± 10.98), ranging from 1 to 45 days. Among the working people average duration of work loss was 10.56 days (SD ± 14.98), ranging from 1 to 90 days. About 39% of the total patients with electrical injury were contributors to their family income. For each family the expenditure for each seriously injured patient due to electrical injury was USD 271. Electrical Injury is a major cause of morbidity in Bangladesh. It is responsible for significant loss of school days and work days and creating serious health and economic hardship for the inflicted families. A nationwide prevention program needs to be developed to address this problem. © 2010 Elsevier Ltd. All rights reserved.
Bell D.,Center for Medical Education |
Crawford V.,Center for Medical Education
Southern Medical Journal | Year: 2011
This module was designed to equip UK medical students to respond ethically and sensitively to requests encountered as qualified doctors regarding euthanasia and assisted dying. The aim was to expose students to relevant opinions and experiences and provide opportunities to explore and justify their own views and rehearse ethical decision making in a safe learning environment.The module is delivered by a multidisciplinary team, providing students with the working knowledge to actively discuss cases, articulate their own views and practice ethical reasoning. Visits to intensive care units, palliative care wards and hospices are integrated with theory. Student assessment comprises a dissertation, debate and reflection. Module impact was evaluated by analysis of student coursework and a questionnaire.Students greatly appreciated the clinical context provided by the visits and opportunities to apply ethical reasoning to cases and debate issues with peers. They reported increased discernment of the ethical and legal position and practical considerations and greater awareness of the range of professional and lay viewpoints held. Many participants were less strongly in favor of euthanasia and assisted dying on module completion than at the outset, but all of them believed they were better equipped to justify their own viewpoint and respond to patient requests. The multi-disciplinary nature of this course helps to prepare students to deal effectively and sensitively with ethical dilemmas they will encounter in their medical career. Use of an integrated, learner-centred approach equips students to actively engage with their peers in discussion of such issues and to formulate and defend their own position. Copyright © 2011 by The Southern Medical Association.
Roff S.,Center for Medical Education |
Dherwani K.,Center for Medical Education
Medical Teacher | Year: 2011
Aim: To identify behaviours and attitudes that exhibit poor professionalism at the proto-professional stage of undergraduate health professions education, and investigate the extent and nature of agreement by faculty on appropriate responses by undergraduate students in the UK. Methods: A preliminary inventory of 69 items of behaviour and attitude was derived from literature review and 1-month observation at a UK teaching site. Reference Groups were formed by e-mail solicitation of senior medical educators in the UK and the Dundee Medical School to identify consensus on the relevant items and the appropriate responses. Results: The multi-stage study generated a preliminary inventory with 42 items and identified clear areas of consensus among faculty on appropriate responses by students to lapses in professionalism. Conclusions: There is a broad range of consensus on the relevance of more than 40 forms of poor professionalism at the proto-professional undergraduate level and the appropriate responses that students should feel empowered to make to observed lapses. These data will give guidance in the development of e-learning programmes for UK students and to undergraduate Fitness to Practise Committees as they seek consistency in responding to lapses in professionalism by students and teachers at the undergraduate level. © 2011 Informa UK Ltd All rights reserved.
Roff S.,Center for Medical Education |
Chandratilake M.,Center for Medical Education |
Mcaleer S.,Center for Medical Education |
Gibson J.,Center for Medical Education
Medical Teacher | Year: 2011
Objective: To investigate the extent of consensus between faculty and students in order to benchmark appropriate sanctions for first-time offences with no mitigating factors in the area of Academic Probity by quota sampling in one cohort of medical, nursing and dental students in a Scottish university. Methods: This study reports administration of a web-based preliminary inventory derived from the international research literature to a target population of health professions staff and students. This study was conducted at Scottish University College of Medicine, Dentistry, Nursing and Midwifery. Subjects: 57 faculty and 689 students in the College in first quarter of 2009 participated in this study. Results: 50% of medical students, 26% of dental students, 22% of nursing students and 27% of midwifery students responded; 22% of faculty responded. Administration of a preliminary 41-item inventory to 57 faculty and 689 students from a Scottish College of Medicine, Dentistry, Nursing and Midwifery has allowed us to preliminarily rank the sanctions that are broadly agreed between the two cohorts as well as to identify a small cluster of behaviours which are viewed less severely by students than by faculty. Conclusions: These data will give guidance to undergraduate Fitness to Practice committees but also guidance to curriculum planners about the areas in which students may need more teaching. The results informed the reduction of the inventory and its refinement in to a 30-item e-learning tool that is being field tested for generalisability within and beyond the UK. The researchers have also been invited to adapt the proposed teaching and learning tools beyond the health professions. © 2011 Informa UK Ltd All rights reserved.
Perez M.M.,Catholic University of Leuven |
Peters E.,Catholic University of Leuven |
Clarebout G.,Center for Medical Education |
Desmet P.,Catholic University of Leuven
Language Learning and Technology | Year: 2014
This study examines how three captioning types (i.e., on-screen text in the same language as the video) can assist L2 learners in the incidental acquisition of target vocabulary words and in the comprehension of L2 video. A sample of 133 Flemish undergraduate students watched three French clips twice. The control group (n = 32) watched the clips without captioning; the second group (n = 30) watched fully captioned clips; the third group (n = 34) watched keyword captioned clips; and the fourth group (n = 37) watched fully captioned clips with highlighted keywords. Prior to the learning session, participants completed a vocabulary size test. During the learning session, they completed three comprehension tests; four vocabulary tests measuring (a) form recognition, (b) meaning recognition, (c) meaning recall, and (d) clip association, which assessed whether participants associated words with the corresponding clip; and a final questionnaire. Our findings reveal that the captioning groups scored equally well on form recognition and clip association and significantly outperformed the control group. Only the keyword captioning and full captioning with highlighted keywords groups outperformed the control group on meaning recognition. Captioning did not affect comprehension nor meaning recall. Participants' vocabulary size correlated significantly with their comprehension scores as well as with their vocabulary test scores © Maribel Montero Perez, Elke Peters, Geraldine Clarebout, Piet Desmet.
Laksov K.B.,Karolinska Institutet |
Laksov K.B.,Center for Medical Education |
McGrath C.,Karolinska Institutet |
Josephson A.,Karolinska Institutet
Advances in Health Sciences Education | Year: 2014
Today, the knowledge concerning clinical reasoning is advanced enough to translate into curriculum interventions such as an integrated curriculum, in which science theory and clinical practice can be interwoven effectively. However, the interpretations of what integration means differ and the purpose of this study was to elicit how students understand integration. This study was carried out using an interpretative perspective. Medical students, in their 2nd year of study, were asked to apply basic science knowledge from all previous courses to clinical cases in an examination. Subsequent to the examination, focus group interviews were conducted. The interviews were audio recorded, transcribed and analysed by the use of qualitative content analysis. The analysis revealed how students comprehended integration: as the creation of wholeness, as relating new knowledge to core concepts, as reasoning, as application and as collaboration between teachers. The five categories were linked to three dimensions: intra-personal, inter-personal and organizational, each of which resonates with different theories of how expertise is developed. The outcome of this study adds to our understanding of how students conceptualize integration. The categories of ‘integration’ drawn out by the study are helpful in promoting further discussion of how eliciting students’ own reports of cognition and may help the ongoing design of curricula by putting students at the center of the curriculum design process. © 2014, Springer Science+Business Media Dordrecht.
Guraya S.Y.,Taibah University |
Norman R.I.,University of Leicester |
Roff S.,Center for Medical Education
Medical Teacher | Year: 2016
Aim: To explore the usefulness of an online inventory for tracking medical students’ understanding of the importance of lapses in academic integrity. Method: Respondents were asked to recommend sanctions for lapses as a proxy of their understanding of the importance of the 34 types of poor professionalism. Results: The data suggest that while there is congruence, there are also substantial differences between ratings of the importance of poor professionalism, particularly in relation to data integrity, between a cohort in Saudi Arabia and one in the UK. Conclusion: This resource may be useful both for teaching and learning in individual schools, and particularly for the induction of doctors into organisational environments different from the one they were trained in. © 2016 Informa UK Limited, trading as Taylor & Francis Group.
Cook V.,Center for Medical Education
Education for health (Abingdon, England) | Year: 2010
In the United Kingdom (UK), learning about teaching is an integral part of the General Medical Council's recommendations for the undergraduate medical curriculum. Yet often, implementing this aspect of learning presents a challenge to curriculum organisers in terms of content, timing and student interest. PROGRAMME OBJECTIVES AND STRUCTURE: The Doctors as Teachers and Educators (DATE) programme was set up at Barts and the London School of Medicine and Dentistry specifically to meet the requirements for development in teaching. Although largely practical, the two-day programme offers an introduction to educational theory and the teaching requirements for junior doctors in training. The methods used are lectures and group work within plenary sessions, followed by small group micro-teaching sessions. The DATE programme has now been undertaken by over 900 graduates. We evaluated the Date programme by means of end-of-course questionnaires completed by two cohorts of students during the 2007/8 academic year and through the use of Nominal Group Technique in 2008/9. In line with the goals of the evaluation, the data on students' views were analysed to elicit self-reported learning and develop the programme. Response rates of the two cohorts to the surveys were high (80% and 98%). Nearly 100% of the students reported through the survey that they had gained confidence in teaching. In the nominal groups, students indicated that they had gained insight into educational principles like student-centredness and gained an appreciation for the nature of educational evidence and scholarship. They challenged the curriculum organisers to achieve an appropriate balance between theory and practice. A programme about teaching at the undergraduate medical level can be well-received by students; the DATE model could be transferred to other international contexts.