Culinary Medicine and Teaching Kitchens: Dietitians Leading Innovative Nutrition Training for Physicians.

The objective of this evaluation was to determine the impact of a pop-up Teaching Kitchen (TK) at a national cardiovascular conference. The 60-minute session was hosted in a hotel conference room and led by two registered dietitians. Participants prepared 12 recipes, enjoyed a family-style meal, and explored nutrition behaviour change strategies for patients. Using Likert-scaled and open-ended questions, pre-/post-online surveys assessed change in perceived nutrition counselling skills, attitudes, and confidence; post-survey also assessed effectiveness of session components and further training needs. Pre-survey response was 72% (18/25). Twenty-one participants attended the event (14 pre-registrants, six from waitlist, and five drop-ins); 81% completed the post-survey. Positive shifts were reported in nutrition competence, particularly attitudes towards using recipes in nutrition counselling, and increased skills and confidence discussing eating on a budget and SMART (Specific, Measurable, Achievable, Relevant, and Time-Bound) goal setting with patients. Components of the TK session that enhanced nutrition competence were key patient messages and the shared meal. Preparing and eating together in a hands-on format was most enjoyable. Promoting healthy eating behaviours requires understanding the complexity of individual and societal food literacy. With high physician interest, dietitians are well positioned to deliver culinary medicine interventions and support physicians' confidence in health promotion and chronic disease prevention and management.

Short-term effects of a simulation-based training program on suicide risk assessment and intervention for first-year psychiatry residents.

OBJECTIVES: Adequate training of mental health professionals in suicide risk assessment and intervention is crucial. Simulation-based education is a relevant method to acquire competences for challenging health interventions. Here, we aimed to evaluate the effects of a simulation-based training program on first-year psychiatry residents' skills, knowledge, attitudes and satisfaction. METHODS: We conducted pre- and immediately post-training assessments in 153 psychiatry residents during their first or second postgraduate semester in Paris, France, in 2020 and 2021. The simulation-based training occurred a few weeks after a two-hour theoretical lecture on suicidal behaviors. It consisted of a full-day training of small groups (n=5 to 9) with six scenarios played by professional actors and facilitated by two trained psychiatrists, and a 45-60minute debriefing session after each simulation. Educational objectives focused on basic aspects of patient-psychiatrist relation, the investigation of suicidal ideation, and basic interventions in various contexts (outpatient consultation, emergency room, telephone) and patient profiles. Outcome measures included the Suicide Intervention Response Inventory (SIRI-2), a short questionnaire on basic knowledge, a self-confidence four-item scale, and a satisfaction questionnaire. RESULTS: There were significant improvements in skills, basic knowledge, and self-confidence from pre- to post-training. Trainees also expressed a high level of satisfaction, an appreciation for this innovative pedagogy and a wish for more similar training. CONCLUSIONS: This practical training program based on simulation improved self-confidence, knowledge and skills in suicide risk assessment and intervention in the short-term among first year psychiatry residents. Results from this study are therefore promising. Longitudinal studies are, however, needed to evaluate the persistence of changes over time, positive changes in care in real settings and health benefits for patients. In a time of easily accessible and rapidly growing factual medical knowledge, of necessary need for skilled professionals and of growing demand in mental health care, the development of simulation training in psychiatry should be a pedagogical and a public health priority.

Educational program in onco-urology for young urologists: What are their needs?

PURPOSE: The emergence of new communication media such as digital contents are progressively replacing more traditional medias in the field of educational programs. Our purpose was to assess urologist in training aspirations regarding urological education. METHODS: Members of a national urologist in training association were sent an anonymous online questionnaire regarding their medical formation in the field of urology. Responders interest for urological sub-specialty or education support (new tools and traditional support) were evaluated through a 5-point Likert scale. RESULTS: Overall, 109 young urologists (26%) responded to the survey. Most of the respondents worked during their training in an academic hospital (n=89, 82%). The three favorite tools for training chosen by the responders were: videos, workshop or masterclass, and podcasts (responders very interested were respectively n=64 (58.7%), n=50 (45.9%), and n=49 (45%)). E-mail newsletters were reported as the less useful educational tool by participants (n=38, 34.9%). Participants were very interested in improving their surgical skills and their radiological knowledge. Responders who were the most attracted by PCa were much more looking to improve their systemic treatment and radiological knowledges. CONCLUSIONS: Urologic-oncology was a priority regarding education for urologists in training. A majority of participants expressed a lack in their surgical education, revealing a reduced OR access and underlining utilization of new tools such as simulation. New digital contents such as social media or podcast achieved high interest for the participants, instead of more traditional media. There is a need that educational content evolve and uses new digital media. LEVEL OF EVIDENCE: 3.

Medical History in Canadian Undergraduate Medical Education, 1939-2012.

The virtues of learning medical history for medical students have long been argued. Surveys of Canadian medical schools were done in 1939, 1968, and 1999 to discover details about the inclusion of medical history in undergraduate medical education (UME). In 2012, we completed our own survey. While medical history is more commonly included in the core UME curriculum now than in the past, half of Canada's schools still do not require it. An analysis of trends over time reveals the central importance of longstanding and emergent prejudices and cultural influences as barriers to more widespread inclusion of medical history.

Applicant and Match Trends to Geriatric-Focused Postgraduate Medical Training in Canada: A Descriptive Analysis.

Physicians with postgraduate training in caring for older adults-geriatricians, geriatric psychiatrists, and Care of the Elderly family physicians (FM-COE)-have expertise in managing complex care needs. Deficits in the geriatric-focused physician workforce coupled with the aging demographic necessitate an increase in training and clinical positions. Descriptive analyses of data from established matching systems have not occurred to understand the preferences and outcomes of applicants to geriatric-focused postgraduate training. This study describes applicant and match trends for geriatric-focused postgraduate training in Canada. In this retrospective cohort study, data from the Canadian Resident Matching Service and FM-COE program directors were analysed to examine program quotas, applicants' preferences, and match outcomes by medical school and over time. Based on their first-choice specialty ranking, applicants to geriatric medicine and FM-COE signalled a preference to pursue these programs and tended to match successfully. The proportion of unfilled training positions has increased in recent years, and the number of applicants has not increased consistently over time. There is a disparity between applicants to geriatric-focused training and the health human resources to meet population-level needs. Garnering interest among medical trainees is essential to address access and equity gaps.

[La formation médicale continue en Suisse - un récit]. / Ärztliche Weiterbildung in der Schweiz ­ ein Narrativ.

Postgraduate Medical Education in Switzerland - A Narrative Abstract: Medical education has to respond to new challenges such as digitalisation, increase of chronic and complex diseases, economisation. The concept of Competency-Based Medical Education (CBME) has been implemented in undergraduate education in Switzerland. Postgraduate medical education has undergone a fundamental reformation, among other things with the development of Entrustable Professional Activities (EPAs), the adaptation of training programmes or "Teach the Teachers" classes. For the associated cultural change to be successful, the commitment of the professional societies, the training institutions, the hospitals is needed, but also the support of the health and education policy is of utmost importance.

[Social media and its impact on ophthalmology training]. / Réseaux sociaux : quel impact sur la formation en ophtalmologie ?

For the past ten years or so, the emergence of social media has disrupted modes of communication and social interaction, in both the personal and professional arenas; it also plays a major role in medical education. The goal of our work is to assess the current degree of use of social media by ophthalmology residents and its effect on the learning process. Our results show that social media were used by all the residents interviewed; the mean time spent on social media was 3.08±1.98 hours per day, of which 1.08±1.014 minutes were devoted to education; over half of the residents use social media between one and two hours per day for medical education. YouTube is the most widely used social network for medical education, followed by Instagram and Facebook. Ninety-eight percent feel that social media can improve their training; 92% feel that social media may become increasingly more important in medical education.

[Workplace-based Assessments: A Needs Analysis of Residents and Supervisors]. / Arbeitsplatz-basierte Assessments: eine Bedarfsanalyse bei Assistenzärztinnen und ­ärzten sowie ihren Supervisierenden.

Workplace-based Assessments: A Needs Analysis of Residents and Supervisors Abstract. During residency training, four workplace-based assessments (WBA) are planned per year in the form of Mini-CEX and/or DOPS. They were introduced as a tool for giving feedback and defining learning objectives in the clinical setting. The aim of the present study is to identify facilitating and inhibiting factors. The results will provide information to improve the use of this learning tool to effectively promote learning in the workplace. First, all users must be trained in its use. In particular, it is important to provide immediate and specific feedback that identifies opportunities for improvement and sets achievable learning goals. Documentation should be user-friendly and provide an overview of the learning process. WBAs should not be perceived as a duty, but as a tool for valuable learning moments.

[Training in fetal ultrasound biometry: Prospective assesment of Objective Structured Assessment of Ultrasound Skills (OSAUS) efficiency]. / Apprentissage de la biométrie échographique fœtale : évaluation prospective de la performance de l'Objective Structured Assessment of Ultrasound Skills (OSAUS).

BACKGROUND: Fetal biometry quality directly influences obstetrical care relevance. However, obstetrician proficiencies are heterogeneous in particular during initial training. OBJECTIVES: To assess the predictive value of OSAUS scale to identify operators with enough command to perform a valid estimation of fetal weight (EFW) (I). This study also assesses OSAUS intra-operator inter-exams variability (II) and pass/fail score relevancy (III). METHODS: Lecturers in Nancy University Hospital assessed trainees' proficiency for EWF systematically and prospectively through OSAUS scale. The trainee assessment was performed right after the one of the senior operator (reference EFW) on three consecutive patients during standard care ultrasounds. To ensure variability in proficiency within the sample, previous practice was taken into account during enrollment ("novices" and "intermediates" for<20 and 20 past exams, respectively). Correlation between mean OSAUS and validity of EFW (a valid EFW was defined by a difference with the reference EWF<0.8 Z-score) and variability between consecutive assessments were assessed. RESULTS: The study population was constituted of 8 "novice" and 8 "intermediate" trainees. Association between OSAUS and EFW validity was significant (P<0.03) (I). Intra-operator inter-exams variability was majored in the "novice" group (coefficients of variation were 25% vs. 10% in "novice" and "intermediate" group respectively) (II). Within the sample, specificity and positive predictive value of a pass/fail score OSAUS>3.5 to predict EFW validity were 77% and 71%, respectively (III). CONCLUSION: A 3.5 OSAUS pass/fail score could provide a relevant threshold to estimate operator proficiency in assessing fetal biometry in an autonomous and secure way.

[Feasibility and benefits of training to screen for chronic obstructive pulmonary disease]. / Faisabilité et bénéfices de la formation au dépistage du trouble ventilatoire obstructif.

INTRODUCTION: Though still under-diagnosed, chronic obstructive pulmonary disease (COPD) currently affects nearly 3.5 million people in France. The present study presents the results of continuing medical education sessions on COPD screening by electronic mini-spirometry. METHODS: From April 2013 to December 2015, the sessions involved 73 health professionals. The study analysed three questionnaires administered before, after, and long after sessions led by experts within a professional associative network. RESULTS: The sessions proved efficient in increasing the participants' theoretical knowledge. It increased the percentage of correct answers regarding the nature of COPD (90 % vs. 81%), the functions, features, and outputs of mini-spirometers, and the treatment recommendations. The sessions led to non-negligible changes in everyday medical practice regarding the acquisition of a mini-spirometer (+13 devices), the presentation of COPD to the patients (+33 practitioners), the dialogue on tobacco use (+32 practitioners), vaccination (+33 practitioners), and compliance with the treatment recommendations (+43 practitioners). CONCLUSION: These results encourage both holding and following up such sessions. The specialized professional environment ensures knowledge updates and offers subsequent assistance. Further improving these sessions will increase their benefits in terms of diagnosis, treatment, and health economy.

[Rheumatology from A to Z - a Web-Based Information Tool]. / Rheumatologie von A bis Z ­ ein webbasiertes Informationsangebot.

Rheumatology from A to Z - a Web-Based Information Tool Abstract. Online health information is consulted frequently. However, appropriately examining this data for its quality, trustworthiness, and clinical relevance presents a challenge even for medical professionals. This project offers contents in the area of the musculoskeletal system that has been compiled and verified by experts. Overall, 222 terms are defined, explained and equipped with clinically relevant details in order to provide interested professionals with quick and encompassing access to high-quality, subject-specific information. In addition, these terms are supplemented with a total of 2150 links to websites of verified quality with further information. All content is provided in English and German and can be retrieved either by website or by app.

Exercise is Medicine Canada physical activity counselling and exercise prescription training improves counselling, prescription, and referral practices among physicians across Canada.

Exercise is Medicine Canada (EIMC) is an initiative that promotes physical activity (PA) counselling and exercise prescription within health care. The purpose of this study was to compare physicians' perceptions and practices around PA counselling and exercise prescription following EIMC training. Physicians (n = 46) from 7 different provinces completed questionnaires initially and 3 months following an EIMC workshop. Three months after intervention, physicians reported greater confidence compared with baseline for providing physical activity and exercise (PAE) information to patients (79% vs 55%; p < 0.001), assessing patients' PAE (69% vs 44%, p = 0.005), answering patients' PAE questions (78% vs 54%, p < 0.001), providing PAE advice (71% vs 43%, p < 0.001), and identifying which patients would benefit from referral to qualified exercise professionals (77% vs 52%, p = 0.002). At follow-up, physicians reported PA prescription barriers as less impactful (out of 4; all p < 0.05), including perceived patients' lack of interest (2.75 to 2.25), lack of available resources (2.59 to 2.00), and lack of time (2.41 to 2.14). The proportion of physicians providing written exercise prescriptions increased from 20% to 74%. This study suggests that the completion of a 1-day EIMC workshop increases physicians' confidence, knowledge, and counselling behaviours of physicians in prescribing PAE.

Exploring Canadian Physicians' Experiences With Type 2 Diabetes Care for Adult Indigenous Patients.

OBJECTIVES: The perspectives of physicians caring for Indigenous patients with diabetes offer important insights into the provision of health-care services. The purpose of this study was to describe Canadian physicians' perspectives on diabetes care of Indigenous patients, a preliminary step in developing a continuing medical education intervention described elsewhere. METHODS: Through in-depth semistructured interviews, Canadian family physicians and specialists with sizeable proportions of Indigenous clientele shared their experiences of working with Indigenous patients who have type 2 diabetes. Recruitment involved a purposive and convenience sampling strategy, identifying participants through existing research and the professional relationships of team members in the provinces of British Columbia, Alberta and Ontario. Participants addressed their understanding of factors contributing to the disease, approaches to care and recommendations for medical education. The research team framed a thematic analysis through a collaborative, decolonizing lens. RESULTS: The participants (n=28) included 3 Indigenous physicians, 21 non-Indigenous physicians and 4 non-Indigenous diabetes specialists. They practised in urban, reserve and rural adjacent-to-reserve contexts in 5 Canadian provinces. The physicians constructed a socially framed understanding of the complex contexts influencing Indigenous patients with diabetes in tension with structural barriers to providing diabetes care. As a result, physicians adapted care focusing on social factors and conditions that take into account the multigenerational impacts of colonization and the current social contexts of Indigenous peoples in Canada. CONCLUSIONS: Adaptations in diabetes care by physicians grounded in the historical, social and cultural contexts of their Indigenous patients offer opportunities for improving care quality, but policy and health system supports and structural competency are needed.

Estigma dirigido a pessoas com transtornos mentais: uma proposta para a formação médica do século XXI / Stigma towards the mentally ill: a proposal for the medical formation of the 21st century / Stigmatisation des porteurs de troubles mentaux: une proposition pour la formation médicale du XXIe siècle / El estigma dirigido a las personas con trastornos mentales: una propuesta para la formación médica del siglo XXI

Uma visão estigmatizada das pessoas com transtornos mentais está presente em parcelas significativas da sociedade, incluindo os profissionais de saúde, o que pode contribuir para uma baixa qualidade assistencial e dificuldade de acesso à saúde por parte dessa população. Diante desse problema, o artigo apresenta o relato de experiência curricular de uma escola médica privada, situada em uma capital do Sudeste brasileiro, de metodologia ativa, cujo cenário de prática ocorre inteiramente em uma Rede de Saúde Mental Comunitária do Sistema Único de Saúde - SUS. A avaliação dessa experiência concluiu que um modelo proposto contribuiu para a redução do estigma direcionada a portadores de transtornos mentais, além de ter sido avaliada positivamente pelos alunos. Para tanto, foi necessário a inclusão de estratégias educacionais que promovessem o convívio direto dos alunos com os portadores de transtornos mentais e o início do curso indicou ser um momento oportuno para oferecer esse tipo de atividade. A experiência também aponta que a colaboração eficaz entre a Universidade e o SUS pode promover mudanças positivas na formação em saúde mental de futuros médicos brasileiros.

Resumos Medical literature has shown that significant portions of the general population, including healthcare professionals, have a highly stigmatized view of mentally ill patients, which can lead to low quality health care and difficult access to treatment. To address this issue, we evaluated the mental health syllabus of a private medical school located in the capital city of a Southeastern Brazil State. That syllabus was conceived based on active educational methodology and in partnership with the local public mental health system, where all the practical academic activities took place. We conclude that the suggested model decreased stigmatization of the mentally ill among medical students and was positively evaluated by them. To achieve that goal, educational strategies had to be included that promote direct interaction of students with mentally ill patients and the beginning of medical school seems to be the right moment to offer this type of activity. This experience also showed that an efficient collaboration between the university and the Brazilian public health system may promote positive changes in mental health training of future Brazilian physicians.

Une grande partie de la société, y compris les professionnels de santé, stigmatise les porteurs de troubles mentaux. Cette attitude peut contribuer à diminuer la qualité de leur prise en charge et complique leur accès au système de santé. Dans ce contexte, cet article présente le cas d'une expérience de cursus au sein d'une faculté de médecine privée située dans une capitale de la région Sud-Est du Brésil. Il s'agit d'une méthodologie active dont les activités pratiques ont été réalisées au sein du Réseau de Santé Mentale Communautaire du Système Unique de Santé. L'évaluation de cette expérience a conclu que ce nouveau modèle proposé a contribué à diminuer la stigmatisation envers les porteurs de troubles mentaux. Les étudiants se sont également manifestés en faveur de cette approche. Pour mener à bien ce projet, il a été nécessaire de faire usage de stratégies éducationnelles qui ont permis de mettre en contact direct les étudiants et les porteurs de troubles mentaux. Le début du cours de médecine s'est avéré être le bon moment pour offrir ce type d'activités. Cette expérience a également démontré qu'une collaboration efficace entre l'Université et le Système Public de Santé peut donner lieu à des changements positifs dans le cadre de la formation en santé mentale des médecins brésiliens du futur.

La visión estigmatizada de las personas con trastornos mentales está presente en una parte significativa de la sociedad, incluyendo en los profesionales de salud, fenómeno que puede contribuir a una baja calidad asistencial y a la dificultad de acceso a la salud por parte de esa población. Ante esta problemática, el artículo presenta el relato de la experiencia curricular de una facultad privada de medicina, una facultad de metodología activa ubicada en una capital de la región sureste de Brasil, cuyo escenario de práctica ocurre en su totalidad en una Red Comunitaria de Salud Mental del Sistema Público de Salud. La evaluación de esta experiencia concluyó que un modelo propuesto contribuyó a la reducción del estigma dirigido a las personas con trastornos mentales, además de haber sido evaluado positivamente por los estudiantes. Para ello, fue necesario incluir estrategias educativas que promovieran el contacto directo entre los estudiantes y las personas con trastornos mentales, y el inicio del curso se mostró como el momento oportuno para ofrecer este tipo de actividad. La experiencia también señala que la colaboración efectiva entre la universidad y el sistema público de salud puede promover cambios positivos en la formación en salud mental de los futuros médicos brasileños.

Are housestaff identifying malnourished hospitalized medicine patients?

Clinical nutrition and nutritional assessment are often a neglected component of medical school curriculums despite the high prevalence of malnutrition in hospitalized patients. This study found that medical housestaff performed nutritional assessments in only 4% of admitted patients despite a high rate of malnutrition (57%). Survey results show housestaff lack knowledge in the area of malnutrition. Medical schools and training programs must place greater emphasis of providing qualified physician nutrition specialists to implement effective nutrition instruction.

A bilionária indústria da educação médica continuada nos EUA: mais uma forma de interferência das empresas na relação médico-paciente / La multimillonaria industria de la educación médica continuada en los EUA: una forma de interferencia a más de las empresas en la relación médico-paciente / L'industrie milliardaire de la formation médicale continue aux États-unis: une autre forme d'ingérence des entreprises dans le rapport médecin-patient / The billion-dollar industry of on-going medical education in the USA: one more ways the medical-product industry intervenes in doctor-patient relationships

O artigo trata de mais uma das formas pelas quais a indústria impacta a clínica médica. A indústria farmacêutica e de dispositivos médicos financia atividades de Educação Médica Continuada com o objetivo de promover a utilização de tratamentos que a ela interessam. A Educação Médica Continuada é obrigatória em muitos estados dos EUA para a renovação da licença para o exército de profissões médicas e paramédicas. O congresso dos EUA discute como regular a questão, no contexto da reforma do sistema de saúde posta em discussão pelo atual presidente do país.

This article discusses one more way that the industry of pharmaceutics and medical devices affects medicine, namely, by financing on-going medical educational activities with the objective of promoting the use of treatments that are profitable to these companies. On-going medical education is required in many states of the U.S.A. as a condition for physicians to renew their licenses to practice medicine. The U.S. Congress is discussing how to regulate the matter in the context of the national health system reform now under discussion in that country.

El artículo trata de otra forma más a través de la cual la industria impacta la clínica médica. La industria farmacéutica y de dispositivos médicos financia la actividad de Educación Médica Continuada con el objetivo de promover la utilización de tratamientos que interesan. La Educación Médica Continuada es obligatoria en muchos estados de los EEUU para la renovación de la licencia para el ejercicio de profesiones médicas y paramédicas. El congreso de los EEUU discute cómo regular esa cuestión, en el contexto de la reforma del sistema de salud puesta en discusión por el actual gobierno el país.

Cet article traite l'une des façons dont l'industrie influence la clinique médicale. L'industrie pharmaceutique et de dispositifs médicaux finance des activités d'Éducation Médicale Continue afin de promouvoir l'utilisation de traitements de son intérêt. La Formation Médicale Continue est obligatoire dans de nombreux états américains pour le renouvellement des licences médicales et paramédicales. Le Congrès américain discute la façon de réglementer la question dans le contexte de la réforme du système de santé mise en discussion par l'actuel président.