Exposing medical students to expanding populations

Lindenthal, Jacob Jay; Ja, Delisa; Heinrich, GF; Calderón-Gerstein, Walter

doi:10.2147/amep.s77894

Cited by 3 publications

(5 citation statements)

References 10 publications

(11 reference statements)

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“…A systematic analysis of evidence from 18 international studies, based on the IOM’s six aims, documented that care redesign has not been so systematic; more robust research designs need to be implemented, and care design focused on patient- and family-centered care needs to be strengthened. 9 , 10 In a recent report developed for the National Academy of Medicine, Frampton et al 11 expressed concern at the ongoing difficulty in changing the culture of medical education and practice to focus on patient- and family-centered care, communication, and empathy – core competencies in modern health care. 12 These investigators argued that the comprehensive framework needed to ensure safe, effective, patient-centered, timely, efficient, and equitable health care must include the lived experiences of the people who are ill, or at-risk, and those who care for them.…”

Section: Achieving Quality Health Carementioning

confidence: 99%

Advances in medical education and practice: role of massive open online courses

Goldberg

Crocombe

2017

AMEP

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Massive open online courses (MOOCs) are increasingly available in the area of health and medicine. These MOOCs are offered through various commercial and noncommercial online platforms. When offered through reputable institutions, they can provide valuable access to reliable information without the constraints of time, geographical location, or level of education. Most current courses appear introductory in nature. In its drive for quality health care, the National Academy of Medicine has prioritized a focus on known chronic care conditions. Many of these conditions are shared internationally. Among its initiatives, the academy encourages consumer and professional groups, patients, clinicians, health care organizations, and universities to work together to identify evidence-based care processes consistent with best practices, organize major prevention programs to target key associated health risk behaviors, and develop systems to measure and evaluate improvements in the provision of patient- and family-centered health care. Carefully designed and collaboratively developed MOOCs would appear a valuable resource to contribute to these initiatives. Such MOOCs can, 1) increase the health literacy of the public with regard to the prevention and treatment of known chronic care conditions, 2) provide ready access to continuing professional, and interprofessional, education, and 3) explore innovative teaching models for student learning focused on patient- and family-centered care. MOOCs would also appear helpful to facilitate effective communication among international communities of patients and clinicians, including student clinicians, with shared interests. Further, the accumulation of MOOC data through large-scale measurement and analysis, obtained nationally and internationally, has the potential to assist in greater understanding of the risk for diseases and their prevention, with this translating into medical education, and authentic, patient- and family-centered methods for student learning. This paper explores these issues.

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Section: Achieving Quality Health Carementioning

confidence: 99%

Advances in medical education and practice: role of massive open online courses

Goldberg

Crocombe

2017

AMEP

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“…[40] Another HPP in Peru conducted lecture series for undergraduate medical students and their faculty to teach HIV orphans and citizens about basic good health and disease prevention, but the program was not evaluated. [41]…”

Section: Discussionmentioning

confidence: 99%

Testing of a dental student-administered multidisciplinary health promotion program

Sharma

Jain

Singh

et al. 2019

J Family Med Prim Care

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Background:A multidisciplinary approach involving healthcare students for health promotion has been recommended. With this view, the primary phase of the integrated health promotion program (IHPP) was designed and pilot tested.Methods:A pre-post-intervention study was conducted among 55 housewives of two self-help groups in India. The intervention consisted of a motivational interview, interactive session with a nutritionist, group discussion, personal hygiene training, and an illustrative reinforcement leaflet. Interventions were provided by trained dental students. The evaluation was based on outcomes from six tools specifically tailored for the program. These were the health self-regulation self-efficacy scale (HSSS), visual analogue scale (VAS) for self-health perception, oral health knowledge and attitude questionnaire, motivational interview, group discussion, and personal hygiene demonstration test.Results:Statistically significant change in mean pre- and postprogram scores in HSSS (P < 0.001), its two components, metacognitive component, action component, as well as VAS (P = 0.001) indicated a change in health-related perceptions in the participants. Mean oral health knowledge score (6.1), as well as attitude score (3.8), was fair. Most of the participants were able to demonstrate personal hygiene and tooth brushing correctly; take collective decisions about their health, plan changes in their diet, and resolve upon bringing about healthy changes in their lifestyle.Conclusion:The program evaluation indicated successful intervention and may be replicated in a larger population. Healthcare student population may be used in developing countries to bring about an attitude change in the underprivileged population through an IHPP.

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“…Benefits of New Jersey Medical School community endeavors extend beyond the provision of healthcare and connection to resources for the local community; they serve as opportunities for medical students to learn from the people they hope to serve. MiniMed is an outreach program designed to “empower the powerless to communicate more effectively with clinicians” via providing opportunities for medical students to interact with people from disadvantaged social groups in a non-threatening context [ 48 ]. For example, medical students have prepared and delivered lectures to inmates at Kintock Group facilities [ 48 ].…”

Section: Medical School Todaymentioning

confidence: 99%

“…MiniMed is an outreach program designed to “empower the powerless to communicate more effectively with clinicians” via providing opportunities for medical students to interact with people from disadvantaged social groups in a non-threatening context [ 48 ]. For example, medical students have prepared and delivered lectures to inmates at Kintock Group facilities [ 48 ]. Through partnering with the Kintock Group and Newark Renaissance House, which is a nonprofit residential therapeutic community to assist chemically dependent women and children, participating medical students may become more familiarized with the circumstances, social programs, and healthcare needs for these patients [ 48 ].…”

Section: Medical School Todaymentioning

confidence: 99%

“…For example, medical students have prepared and delivered lectures to inmates at Kintock Group facilities [ 48 ]. Through partnering with the Kintock Group and Newark Renaissance House, which is a nonprofit residential therapeutic community to assist chemically dependent women and children, participating medical students may become more familiarized with the circumstances, social programs, and healthcare needs for these patients [ 48 ]. Other ongoing school efforts are described online [ 49 , 50 ].…”

Section: Medical School Todaymentioning

confidence: 99%

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Broken Promises to the People of Newark: A Historical Review of the Newark Uprising, the Newark Agreements, and Rutgers New Jersey Medical School’s Commitments to Newark

Franklin¹,

Hansen²,

Pierce³

et al. 2021

IJERPH

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Many have referred to the coronavirus disease 2019 crisis and intertwined issues of structural racism as “twin pandemics”. As healthcare workers in Newark, New Jersey, a city heavily affected by the twin pandemics, we recognize that health workforce changes must be grounded in our community’s recent history. The objective of this essay is to briefly describe the relationship between organized medicine, state and local leaders, and the people of Newark. We begin with a discussion of Newark in the 1950s and 1960s: its people experienced poor socioeconomic conditions, terrible medical care, and the many sequelae of abhorrent racism. Plans to establish a New Jersey Medical School in Newark’s Central Ward also threatened to displace many residents from their homes. We then describe the Newark Agreements of 1968, which formalized a social contract between the state, business leaders, and people of Newark. In part, the Medical School committed to indefinitely promoting public health in Newark. We share progress towards this goal. Finally, we document key healthcare administrative decisions facing our community today. Stakeholder opinions are shared. We conclude that the Newark Agreements set an important standard for communities across the country. Creative solutions to healthcare policy may be realized through extensive community collaboration.

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Exposing medical students to expanding populations

Cited by 3 publications

References 10 publications

Advances in medical education and practice: role of massive open online courses

Advances in medical education and practice: role of massive open online courses

Testing of a dental student-administered multidisciplinary health promotion program

Broken Promises to the People of Newark: A Historical Review of the Newark Uprising, the Newark Agreements, and Rutgers New Jersey Medical School’s Commitments to Newark

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