Promoting and teaching the history of medicine in a medical school curriculum

Shedlock, James; Sims, Ronald H; Kubilius, Ramune K.

doi:10.3163/1536-5050.99.100.2.014

Cited by 11 publications

(9 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Whilst the recent COVID-19 outbreak has led to an array of questions surrounding medical education, such as the role of medical students within a pandemic and effects on medical education, it should perhaps also lead to a re-assessment of the constitution of the medical curriculum (12,13,16). Our extensive literature search demonstrated that there are potential bene ts of teaching the history of Medicine to medical students -not only the direct knowledge gained but also in terms of context relating to historical perspectives as shown in 2012 with a history of Medicine seminar in an MD program (19).…”

Section: Discussionmentioning

confidence: 99%

History repeats itself: the relevance of the 1918 influenza pandemic to the medical school curriculum

Jones

Quenby

Odendaal

2023

Preprint

View full text Add to dashboard Cite

BACKGROUND 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 H1N1 influenza pandemic, demonstrating the importance of clinicians’ awareness on historical pandemics. Despite this, literature suggests medical students’ knowledge on previous pandemics is poor. This study aims to gather stakeholder information from UK medical students on the importance of including the history of Medicine 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 on teaching on the history of Medicine in the curriculum. 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 with a response rate of 98% (n = 237). 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 the H1N1 Influenza 1918 pandemic with reference to the current COVID-19 pandemic. CONCLUSIONS: To date, this is the only UK based study assessing stakeholders’ views on including the history of Medicine 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.

show abstract

Section: Discussionmentioning

confidence: 99%

History repeats itself: the relevance of the 1918 influenza pandemic to the medical school curriculum

Jones

Quenby

Odendaal

2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Another example of training programs by librarians was integration of library training sessions with the curriculum for case-based instruction; moreover, unique cases of virtual patients were included in the software application ( 34 ). Medical history seminars were also held to familiarize the students with rare books and special library collections to learn the moral, cultural, and social aspects of medicine and improve their communication skills and skills for tracking diseases over time ( 35 ).…”

Section: Discussionmentioning

confidence: 99%

Highlighting a valuable dimension in health care librarianship: A systematic review

Safdari

Ehtesham

Bahadori

2018

Med. J. Islam. Republic Iran

View full text Add to dashboard Cite

Background: Educational role is one of the most important roles of librarians, which has taken on wider dimensions. A review of the literature on the training programs provided by librarians revealed an evolution of the ideas and trends in this area. This systematic review aimed at providing a clear image of the available educational programs, their target groups, and the way they are performed. Methods: This systematic review was done to identify different aspects of the educational role of medical librarians. It was conducted on the studies published in PubMed database during 2005 and 2015. All the studies that described the educational activities of medical librarians were considered for inclusion. All the studies were evaluated by 2 researchers using a checklist, which was developed as an assessment tool. Variables that were considered were as follow: skills taught by librarians, target group, providing training on information resource, teaching method, and session location. After data extraction process and appraisal, the mentioned variables were classified into main categories. Results: A total of 24 studies met the inclusion criteria. The training skills taught by librarians were classified into 3 main groups: information literacy, evidence-based practice, and health literacy. The target groups were library users, patients, and health professionals. Group training was provided, and if necessary, personal training was also offered. Recently, synchronous online training has also been added to the training methods. Most of the training programs are held in classrooms. Conclusion: By categorizing different aspects of training programs, this study aimed at providing a basis for designing a framework to identify the tasks of educational librarians in health sciences.

show abstract

“… 11 The educational goals of seminars are to enhance students' abilities and strengthen their communication skills. 12 Although TBL and seminars have different modes of student participation, in both modalities, the students need to prepare the required objectives included in the study guide by reading from textbooks and viewing the materials previously prepared by staff before conducting the activity as directed self-learning. 13 Since its establishment, the College of Medicine at the University of Bisha in KSA approved an integrated student-centered educational program formed of system-based modules and problem-based learning (PBL) as a primary method for teaching and learning medicine.…”

Section: Introductionmentioning

confidence: 99%

Medical students' perception and academic performance after team-based and seminar-based learning in human anatomy

Aboregela

Sonpol

Metwally

et al. 2023

Journal of Taibah University Medical Sciences

View full text Add to dashboard Cite

Promoting and teaching the history of medicine in a medical school curriculum

Cited by 11 publications

References 2 publications

History repeats itself: the relevance of the 1918 influenza pandemic to the medical school curriculum

History repeats itself: the relevance of the 1918 influenza pandemic to the medical school curriculum

Highlighting a valuable dimension in health care librarianship: A systematic review

Medical students' perception and academic performance after team-based and seminar-based learning in human anatomy

Contact Info

Product

Resources

About