In the 10 years since the Lancet Commission on Education of Health Professionals for the 21st Century suggested the changes necessary to transform medical education, the United States remains plagued by shortages of physicians and... more
In the 10 years since the Lancet Commission on Education of Health Professionals for the 21st Century suggested the changes necessary to transform medical education, the United States remains plagued by shortages of physicians and maldistribution of the physician workforce. Minoritized and rural communities usually suffer the most, with widely documented health disparities across the United States by race, ethnicity, gender identity, education, and zip code. Medical schools can respond by recruiting students more likely to practice in these settings and training them to address the community needs. In 2013, the American Medical Association launched an initiative to trigger transformation in medical education and formed a consortium of schools representing a diversity of U.S. institutions. Consortium member schools highlighted in this article share lessons learned in their efforts to strengthen social accountability and develop needed sectors of the physician workforce. Development o...
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Because change is ubiquitous in healthcare, clinicians must constantly make adaptations to their practice to provide the highest quality care to patients. In a previous article, Cutrer et al. described a metacognitive approach to learning... more
Because change is ubiquitous in healthcare, clinicians must constantly make adaptations to their practice to provide the highest quality care to patients. In a previous article, Cutrer et al. described a metacognitive approach to learning based on self-regulation, which facilitates the development of the Master Adaptive Learner (MAL). The MAL process helps individuals to cultivate and demonstrate adaptive expertise, allowing them to investigate new concepts (learn) and create new solutions (innovate). An individual's ability to learn in this manner is driven by several internal characteristics and is also impacted by numerous aspects of their context. In this article, the authors examine the important internal and contextual factors that can impede or foster Master Adaptive Learning.
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Recent studies suggest that most medical schools provide basic sexual health education, but many don't provide students with sufficient comfort and competency in discussing and treating patients' sexual health needs. Mount Sinai... more
Recent studies suggest that most medical schools provide basic sexual health education, but many don't provide students with sufficient comfort and competency in discussing and treating patients' sexual health needs. Mount Sinai School of Medicine and Tulane University School of Medicine students perceived a need and concomitantly implemented a sexual health elective to develop students' skills and knowledge to manage their patients' sexual health concerns. This elective consisted of ten 90-minute sessions. Topics included: sex across the lifespan, sexual health in the context of chronic disease, and making safer sex sexy. A guest lecturer, such as a physician or a sexuality expert, taught each session. There were 15 participants at Mount Sinai and 20 at Tulane. The participants completed post-session evaluations (Likert scale of 1-4 with 4 being strongly agree and 1 strongly disagree). For the Mount Sinai elective, mean scores of the ten sessions showed that 95% of ...
Medical schools must teach core biomedical informatics competencies that address health information technology (HIT), including explaining electronic medical record systems and computerized provider order entry systems and their role in... more
Medical schools must teach core biomedical informatics competencies that address health information technology (HIT), including explaining electronic medical record systems and computerized provider order entry systems and their role in patient safety; describing the research uses and limitations of a clinical data warehouse; understanding the concepts and importance of information system interoperability; explaining the difference between biomedical informatics and HIT; and explaining the ways clinical information systems can fail. Barriers to including these topics in the curricula include lack of teachers; the perception that informatics competencies are not applicable during preclinical courses and there is no place in the clerkships to teach them; and the legal and policy issues that conflict with students' need to develop skills. However, curricular reform efforts are creating opportunities to teach these topics with new emphasis on patient safety, team-based medical pract...
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Research on organ donation education is limited by its reliance on convenience samples (ie, small sample sizes and local schools) and its failure to assess methods of instruction on the topic. To describe medical and nursing students'... more
Research on organ donation education is limited by its reliance on convenience samples (ie, small sample sizes and local schools) and its failure to assess methods of instruction on the topic. To describe medical and nursing students' training in organ donation by examining curriculum content and methods of instruction by using a national sample of medical schools and a statewide sample (New York) of nursing schools. Self-report online survey. Nursing and medical deans responsible for curriculum development and evaluation. Participants provided information on the inclusion of specific topics in organ donation, skills related to organ donation, and the declaration of personal donation intentions within their respective educational programs. Methods of instruction on such topics (eg, standardized patients, lectures, small groups) also were assessed. Although many educational programs include an organ donation component, a significant proportion of schools failed to provide instruc...