A Study of Diabetes Teaching in Canadian Medical Schools

Ho, Janice D.; Woo, Vincent

doi:10.1016/j.jcjd.2015.08.017

Cited by 5 publications

(3 citation statements)

References 4 publications

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“…Therefore, it may be difficult to achieve this "fixed level" of proficiency (5). Ho et al demonstrated that there is a large variation in the number of instructional hours devoted to diabetes education in Canadian medical schools (16). They reviewed curriculums at 14 Canadian medical schools and noted that the number of teaching hours in the entire undergraduate program ranged from 7 to 22.5 hours.…”

Section: Discussionmentioning

confidence: 99%

Developing a National Competency-Based Diabetes Curriculum in Undergraduate Medical Education: A Delphi Study

Shah

McCann

2020

Canadian Journal of Diabetes

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Key MessagesThe Royal College of Physicians of Canada has competency-based curriculums for postgraduate medical education, but no such curriculum exists for medical students. Diabetes education in medical school should be consistent across the country and updated in accordance with the clinical practice guidelines. A diabetes national consensus curriculum for medical students with 9 competencies and 62 objectives was finalized and organized using the CanMEDS framework. a b s t r a c tObjectives: In recent years there has been an increased emphasis on competency-based medical education (CBME) in Canada and internationally, as can be seen with the implementation of competencybased curriculums for postgraduate medical education (PGME) through the Royal College of Physicians and Surgeons of Canada. Currently, no Canada-wide consensus exists on educational competencies relating to diabetes in undergraduate medical education (UGME). Our aim in this study was to develop a list of competencies and objectives for UGME in diabetes using a modified Delphi method. Methods: Representatives involved in the development of the diabetes curriculum at all 17 medical schools across Canada were contacted. A draft list of competencies and objectives was developed by the research team using the existing curriculums at 9 Canadian medical schools and was organized using the CanMEDS framework. A Delphi method was used, with 2 iterations in order to reach consensus. Results: Twelve of 17 medical schools agreed to participate. Of the 12 surveys sent in the first round, 8 responses were received (response rate 66.7%). The revised version was then resent to the 8 respondents and 7 responses were received (response rate 87.5%). A list of 9 competencies and 62 objectives was finalized. Conclusions: A competency-based consensus curriculum for diabetes education for undergraduate medical students was developed using a modified Delphi method. The final consensus syllabus will be disseminated across the country. This curriculum serves as a step in the transition to competency-based UGME and in ensuring that future medical school graduates are proficient in diabetes care.Ó 2019 Canadian Diabetes Association. Mots clés :fondé sur les compétences consensus programme d'études diabète études médicales de premier cycle r é s u m éObjectifs : Au cours des dernières années, au Canada et dans le monde entier, on a accordé une plus grande importance à l'approche par compétences en formation médicale (APCFM) comme en témoigne la mise en oeuvre de l'approche par compétences dans les programmes d'études de la formation médicale postdoctorale (FMPD) par l'entremise du Collège royal des médecins et chirurgiens du Canada. Actuellement, il

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Section: Discussionmentioning

confidence: 99%

Developing a National Competency-Based Diabetes Curriculum in Undergraduate Medical Education: A Delphi Study

Shah

McCann

2020

Canadian Journal of Diabetes

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“…All schools discussed nutrition and surgery in their curriculum, but topics of physical activity, behavioral therapy and pharmacotherapy were less frequently addressed. By comparison, medical students spend more time learning about obesity-related comorbidities -for example, averaging 15.4 hours for diabetes alone 29 -which stands in contrast to the 14.5 hours spent on the chronic disease of obesity itself. These ndings are consistent with recent studies which demonstrate a persistently low prioritization of obesity-related education in contemporary medical school curricula despite ongoing calls for improvement.…”

Section: Explanation Of Ndingsmentioning

confidence: 98%

A Canadian Survey of Medical Students and Undergraduate Deans on Managing Patients With Obesity

Katz

Lovrics

Zevin

2022

Preprint

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Background: With over 26% of Canadian adults living with obesity, undergraduate medical education (UGME) should prepare medical students to manage this chronic disease. It is currently unknown how management of obesity is taught within UGME curricula in Canada. This study (1) examined the knowledge and self-reported competence of final-year medical students in managing patients with obesity, and (2) explored how this topic is taught within UGME curricula in Canada.Methods: We distributed two online surveys: one to final-year medical students, and another to UGME deans at 9 English-speaking medical schools in Canada. The medical student survey assessed students’ knowledge and self-reported competence in managing patients with obesity. The dean’s survey assessed how management of patients with obesity is taught within the UGME curriculum.Results: 133 (6.9%) and 180 (9.3%) out of 1936 eligible students completed the knowledge and self-reported competence parts of the survey, respectively. Mean knowledge score was 10.5 (2.1) out of 18. Students had greatest knowledge about etiology of obesity and goals of treatment, and poorest knowledge about physiology and maintenance of weight loss. Mean self-reported competence score was 2.5 (0.86) out of 4. Students felt most competent assessing diet for unhealthy behaviors and calculating body mass index. Five (56%) out of 9 deans completed the survey. A mean of 14.6 (5.0) curricular hours were spent on teaching management of obesity.Conclusions: Canadian medical students lack adequate knowledge and feel inadequately prepared to manage patients with obesity. Changes to UGME curricula may help address this gap in education.

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“…To enable physicians to work in PHC in dealing with T2DM, the medical literature lists at least three strands of target groups of competencies during undergraduate studies, which are the following: the pathophysiological to prevent and manage hyperglycemia and its risks; the psychosocial to deal with barriers that affect the therapeutic plan (TP); and leadership that structures coping services in PHC 1,3,4,[6][7][8][9] .…”

Section: Introductionmentioning

confidence: 99%

Semblance of a physician: medical students’ experiences during Type 2 Diabetes Mellitus clinic simulation

Lavorato Neto,

Turato,

Parisi

2023

Interface (Botucatu)

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This qualitative research aimed to understand the experiences of a fourth-year medical class during two clinical simulation scenarios of type 2 diabetes management in Primary Care. Ten simulated students were interviewed. The results describe the symbolic conception of diabetes and its treatment as anguish, damage, condemnation and an unpleasant sentence that affects the appropriation and performance of the medical role by students. Considering Medical Psychology, we suggest that such subjective factors should be addressed in teaching-learning in addition to commonly cognitive aspects mentioned in the medical education literature in order for students to develop the work profile to cope with diabetes in Primary Care. Clinical simulation facilitates the subjective approach through its group support component to promote reflection, insights and self-awareness.

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A Study of Diabetes Teaching in Canadian Medical Schools

Cited by 5 publications

References 4 publications

Developing a National Competency-Based Diabetes Curriculum in Undergraduate Medical Education: A Delphi Study

Developing a National Competency-Based Diabetes Curriculum in Undergraduate Medical Education: A Delphi Study

A Canadian Survey of Medical Students and Undergraduate Deans on Managing Patients With Obesity

Semblance of a physician: medical students’ experiences during Type 2 Diabetes Mellitus clinic simulation

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