Jo Marie Reilly

Shaping professionalism in pre-clinical medical students: Professionalism and the practice of medicine

Background: Increasing emphasis is placed on teaching and assessment of professionalism in the continuum of medical education. Consistent and longitudinal instruction and assessment are crucial factors that learners need in order to internalize the tenets of professionalism. Aim: We aimed to develop a novel longitudinal course in professionalism spanning the first 2 years in a medical curriculum. Methods: This is a description of the process undertaken over the past 7 years to develop and implement a professionalism curriculum. We used the conceptual framework of constructivism, principles of adult learning, experiential learning and reflective practice to integrate learning with experience. We included student input in session development. Faculty mentors serve as role models to guide, assist and counsel students. Assessment of learners is accomplished using self, peer and mentor evaluation, and a student portfolio. Program evaluation is by course and faculty evaluation. Results: Students are given a final grade of pass or fail, together with a brief narrative. Course evaluations were positive. A survey questionnaire showed that more than 60% of the students reported gaining skills related to course goals. Conclusions: A longitudinal curriculum for the pre-clinical years was successfully launched. Plans are under way to expand this into the clinical years.

An End-of-life Curriculum: Empowering the Resident, Patient, and Family

Physician training programs in undergraduate and graduate medical education strongly recommend that their trainees gain experience in helping patients and their families address end-of-life and palliative care issues with knowledge and compassion. Currently these training programs are inadequately meeting this goal. This paper describes a creative 1-day training workshop or several half-day seminars on the end of life, which are delivered as part of our family practice intern orientation. The training includes self-awareness about death, communicating bad news, guidance with paperwork and legal issues, the stages of grief, patients perspectives on dying, hospice, and physician well-being.

Assessment of Student Interprofessional Education (IPE) Training for Team-Based Geriatric Home Care: Does IPE Training Change Students’ Knowledge and Attitudes?

Our study assesses changes in students’ knowledge and attitudes after participation in an interprofessional, team-based, geriatric home training program. Second-year medical, physician assistant, occupational therapy, social work, and physical therapy students; third-year pharmacy students; and fourth-year dental students were led by interprofessional faculty teams. Student participants were assessed before and after the curriculum using an interprofessional attitudes learning scale. Significant differences and positive data trends were noted at year-end. Our study suggests that early implementation, assessment, and standardization of years of student training is needed for optimal interprofessional geriatric learning. Additionally, alternative student assessment tools should be considered for future studies.

The Relationship Between a Statewide Preceptorship Program and Family Medicine Residency Selection

Objective: The purpose of this study was to investigate the extent to which participation in the California Academy of Family Physicians Foundation Family Medicine (FM) Preceptorship Program, as well as medical school, degree earned, gender, and match year predicted FM residency match. Methods: Allopathic and osteopathic students who applied to the preceptorship program from 1996 to 2002 were followed until residency match. Chi-square (χ2) analysis was used to compare preceptorship participants, nonparticipants (students who applied but did not complete the preceptorship), and nonapplicants (students who did not apply to the preceptorship) for FM match rates and to compare participants to nonparticipants for primary care match rates. FM match data for California schools from 1999 to 2005 were used to perform a logistic regression predicting FM match. Results: Twenty-four percent of participants matched into FM residency programs whereas only 13% of nonparticipants and 13% of nonapplicants selected FM (χ2 = 24.97; P < .001). There was not a statistically significant difference between the proportion of participants and nonparticipants who matched into primary care (χ2 = 0.12; P = .73). Odds ratio results of logistic regression for participants compared with nonapplicants matching into FM was 2.7 (95% CI, 2.0–3.6; P < .001). Conclusion: Preceptorship program participants were more likely than both nonparticipants and nonapplicants to select a FM residency.

Putting a face to opiate addiction for students at a needle exchange programme

of health care professionals in developing the syllabus we believe we have widened its appeal and made it useable nationwide. Getting insights from a range of professionals involved in a child and family’s journey through the health care system gives the syllabus a more holistic perspective. In addition, ensuring that each medical school was represented meant we engaged those who will ultimately be using the syllabus. Meeting key stakeholders such as the GMC, Medical Schools Council and Royal College from the outset helped ensure the syllabus received high-profile support and was ultimately hosted in a prominent location online. Obtaining research funding to undertake the syllabus development provided resources and credibility to the project. Certain aspects of the process were challenging. Engaging non-paediatricians and especially specialist nurses required us to target these groups specifically using individual contacts to cascade information as well as national e-Bulletins. We also had to emphasise to participants that the focus should be on general paediatric competencies rather than large amounts of sub-specialty detail. Finally, we were clear with participants that the syllabus would identify core competencies in child health for medical students but not stipulate how these should be taught or for how long.