Prioritising and reflecting on context in medical education

Ward, Bernadette; Diug, Basia

doi:10.1111/medu.14695

Cited by 7 publications

(5 citation statements)

References 10 publications

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“…Importance of context in the medical education was shown in some studies [ 24 ]. In other word, the concept of one-size-fits-all in designing medical education should be avoided [ 25 ]. In this study, we also found a low to intermediate level of knowledge about interdisciplinary topics among participants.…”

Section: Discussionmentioning

confidence: 99%

Demanded interdisciplinary subjects for integration in medical education program from the point of view of graduated medical physicians and senior medical students: a nationwide mixed qualitative-quantitative study from Iran

Lankarani,

Honarvar,

Faghihi

et al. 2024

BMC Med Educ

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Introduction This study aimed to detect interdisciplinary subjects for integration into the medical education program of Iran. Methods A qualitative-quantitative method was used. Firstly, interdisciplinary subjects demanded by medical graduates and senior medical students were defined by qualitative study. In the second stage, questionnaire was developed which based on the findings of qualitative stage, experts’ opinion and reviewing of the national general guide of professional ethics for medical practitioners. Questionnaire consisted of demographic, occupational and thirteen interdisciplinary items. These items consisted of social determinants of health, social and economic consequences of disease, social prescribing, physicians’ social responsibility, role of gender, racial, ethnic, social and economic issues in approach to patients, role of logic and mathematics in clinical decision-making, philosophy of medicine, maintaining work-life balance, self-anger management, national laws of medicine, religious law in medical practice, health system structure, and teamwork principles. Level and importance of knowledge and self-assessed educational needs were asked about each item. In the third stage, a national online survey was conducted. SPSS 25 was used for statistics. Results By content analysis of data in qualitative stage, 36 sub-themes and 7 themes were extracted. In the quantitative part, 3580 subjects from 41 medical universities across Iran participated in this study. 2896 (80.9%) were medical graduates and 684 (19.1%) were senior medical students. Overall, knowledge about interdisciplinary items was low to intermediate, while high to very high knowledge ranged from maximally 38.7% about socioeconomic consequences of disease to minimally 17.2% about social prescribing. Participants gave the most importance to the having knowledge about self-anger management (88.3%), maintaining work-life balance (87.2%) and social determinants of health (85.8%), respectively. However, national laws of medicine (77.6%), maintaining work-life balance (75.4%) and self-anger management (74%) were the first top three educational demands by participants. Conclusion This study revealed a low to moderate level of knowledge about interdisciplinary topics among both graduated medical physicians and senior medical students. These groups showed a strong demand and tendency to know and to be educated about these topics. These findings underscore the urgency for educational reforms to meet the interdisciplinary needs of medical professionals in Iran.

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Section: Discussionmentioning

confidence: 99%

Demanded interdisciplinary subjects for integration in medical education program from the point of view of graduated medical physicians and senior medical students: a nationwide mixed qualitative-quantitative study from Iran

Lankarani,

Honarvar,

Faghihi

et al. 2024

BMC Med Educ

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show abstract

“…Healthcare is a developing field and students need to be able to identify context and learn from this to be effective clinicians. 35 However, students raised concerns which were rightly centred on the crowding of the curriculum. Medical degrees are re-owned for the enormous amount of content which often leaves students having to memorise facts and lacking a deeper understanding of the topic and problem solving skills.…”

Section: Discussionmentioning

confidence: 99%

History Repeats Itself: The Relevance of Historical Pandemics to the Medical School Curriculum

Jones,

Quenby,

Odendaal

2023

Journal of Medical Education and Curricular Development

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Introduction The dramatic global impact of the coronavirus pandemic has increased consideration on epidemiological progressions of pandemics. Measures implemented to reduce viral transmission have been largely historical, comparable in nature with the 1918 and 2009 influenza pandemics, demonstrating the importance of clinicians’ awareness on historical pandemics. Despite this, literature suggests medical students’ knowledge on previous pandemics is poor. Objectives This study aims to gather stakeholder information from UK medical students on the importance of including the history of pandemics in the medical school curriculum. Methods A cross-sectional cohort study conducted via a mixed question type online survey was distributed to all UK medical schools to explore stakeholder views. Grounded theory emergent coding was used to generate themes to free-text answers and SPSS and Excel were used to analyse quantitative data using pivot tables and Fishers exact tests. Results Two hundred and forty-one students consented to take part from eight medical schools in the UK with 98% of these students completing the questionnaire. 34% of students reported having teaching on pandemics with 78% of students stating it would be beneficial. Knowledge was poor with 5.7% of students achieving 100% on knowledge-based questions. 72% of students believed that learning about the history of medicine would be beneficial with 87% of these students referring to ‘benefiting (the) future’ in their answers. Additionally, 79% of students thought it would be beneficial to learn about historical pandemics with reference to the current COVID-19 pandemic. Conclusion To date, this is the only UK based study assessing stakeholders’ views on including the history of pandemics in the medical school curriculum. Our findings demonstrate that medical students wish to have more historical content included in their degree to better prepare tomorrow's doctors for situations that may occur when history repeats itself.

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“…This has been frequently cited as an obstacle to building theoretical knowledge for the successful uptake of evidence-based practices. [16][17][18][19][20] Frameworks that incorporate and consolidate constructs from a broad array of theories have been purported to allow researchers to capture and evaluate more behavioral determinants than they would with theory alone. 21,22 While the terms theory, models, and frameworks have been often used interchangeably in the literature, 23,24 in this article, we use Nilsen's definition of a framework as a structure consisting of various descriptive categories, constructs, or variables that are presumed to account for and influence a phenomenon.…”

Section: The Importance and Relevance Of Context To Cpd Practicementioning

confidence: 99%

“…This has been frequently cited as an obstacle to building theoretical knowledge for the successful uptake of evidence-based practices. 16–20…”

Section: The Importance and Relevance Of Context To Cpd Practicementioning

confidence: 99%

Rethinking Context in Continuing Professional Development: From Identifying Barriers to Understanding Social Dynamics

Wong,

Kitto

2023

J Contin Educ Health Prof

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Introduction: For continuing professional development (CPD) to reach its potential to improve outcomes requires an understanding of the role of context and the influencing conditions that enable interventions to succeed. We argue that the heuristic use of frameworks to design and implement interventions tends to conceptualize context as defined lists of barriers, which may obscure consideration of how different contextual factors interact with and intersect with each other. Methods: We suggest a framework approach that would benefit from postmodernist theory that explores how ideologies, meanings, and social structures in health care settings shape social practices. As an illustrative example, we conducted a Foucauldian discourse analysis of diabetes care to make visible how the social, historical, and political conditions in which clinicians experience, practice, and shape possibilities for behavior change. Results: The discursive construction of continuing education as a knowledge translation mechanism assumes and is contingent on family physicians to implement guidelines. However, they enact other discursively constituted roles that may run in opposition. This paradoxical position creates a tension that must be navigated by family physicians, who may perceive it possible to provide good care without necessarily implementing guidelines. Discussion: We suggest marrying “framework” thinking with postmodernist theory that explores how ideologies, meanings, and social structures shape practice behavior change. Such a proposed reconceptualization of context in the design of continuing professional development interventions could provide a more robust and nuanced understanding of how the dynamic relationships and interactions between clinicians, patients, and their work environments shape educational effectiveness.

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Prioritising and reflecting on context in medical education

Abstract: In this Connections article the authors highlight the importance of recognising and embedding 'context' in teaching, assessment and evaluation, as a means to challenge educator's and researchers' understanding of student learning.

Cited by 7 publications

References 10 publications

Demanded interdisciplinary subjects for integration in medical education program from the point of view of graduated medical physicians and senior medical students: a nationwide mixed qualitative-quantitative study from Iran

Demanded interdisciplinary subjects for integration in medical education program from the point of view of graduated medical physicians and senior medical students: a nationwide mixed qualitative-quantitative study from Iran

History Repeats Itself: The Relevance of Historical Pandemics to the Medical School Curriculum

Rethinking Context in Continuing Professional Development: From Identifying Barriers to Understanding Social Dynamics

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