Assessing undergraduate medical education through a generalist lens

Abstract

Problem being addressed Medical schools aim to integrate the values of generalism into their undergraduate programs. However, currently no program has been described to measure the degree to which formal curricular materials represent generalist principles. Objective of programTo quantify the generalism principles present in undergraduate medical education learning materials and to provide recommendations to enhance generalism content.Program description A review of the literature and accreditation documents was conducted to identify key elements of medical generalism. An evidenceinformed tool, the Toronto Generalism Assessment Tool, was developed and applied to the new preclerkship undergraduate cases at the University of Toronto in Ontario. The findings regarding the presence of generalism principles and recommendations to enhance generalism content were provided to case developers. The recommendations were valued and were incorporated into subsequent iterations of the cases. ConclusionThis is the first report of a successful evidence-informed program to assess the degree of generalism reflected in undergraduate medical education curricular documents. This program can be used by other institutions wishing to review their curricula through a generalist lens. This article has been peer reviewed. Cet article a fait l'objet d'une révision par des pairs.

The impact of facilitators and rural immersion on medical student engagement during a child and adolescent mental health videoconference workshop

“…This approach has recently gained momentum in undergraduate and post-graduate medical education. 11 Our findings support the importance of the generalist and the tenets of generalism, particularly the portrayal of the whole person and contextual factors, and respect for the role and scope of practice of generalists. 11 The clinical heuristics of GPs may provide medical students a less reductionist and siloed approach to CAMH learning.…”

“…11 Our findings support the importance of the generalist and the tenets of generalism, particularly the portrayal of the whole person and contextual factors, and respect for the role and scope of practice of generalists. 11 The clinical heuristics of GPs may provide medical students a less reductionist and siloed approach to CAMH learning. Furthermore, inclusion of the generalist in teaching regarding a subspecialty is a model for collaboration and interdisciplinary respect in future clinical care.…”

Critical evaluation of the undergraduate curriculum—are we asking the right questions?

“…4 The idea was to emphasise relevancy in primary care and to highlight what is frequent, and what is not. 5 On the other hand, the analysis showed that there is a wide spectrum of rarer skin-related conditions encountered in primary care. These were incorporated in perceptive learning modules and internet-based learning tools.…”

“…These were now shifted to represent the most important material of the curriculum and trained intensively with bedside teaching, problem‐orientated learning and small group teaching 4 . The idea was to emphasise relevancy in primary care and to highlight what is frequent, and what is not 5 . On the other hand, the analysis showed that there is a wide spectrum of rarer skin‐related conditions encountered in primary care.…”

Valuing our past, sustaining our future

“…7 This work is complemented by a valuable article by Dr Melissa Nutik et al entitled "Assessing undergraduate medical education through a generalist lens," which describes a tool they developed and evaluated to assess the generalist content of undergraduate medical curricula (page 357). 8 Finally, editorial fellow Dr Sarah Fraser shines a light on one of the darker aspects of being a generalist (page 367). 9 Every generation of family physicians and GPs faces challenges-medical, cultural, and societal-that force us to reevaluate what it means to be a generalist.…”