A Multi-Institutional Description of Processes and Outcomes of Postbaccalaureate Research Education Programs in the Mid-Atlantic Region.

ABSTRACT: Outcome data from 6 National Institutes of Health-funded Postbaccalaureate Research Education Programs (PREPs) in the Mid-Atlantic region were combined to give a multi-institutional perspective on their scholars' characteristics and progress through biomedical research training. The institutions hosting these programs were Johns Hopkins University School of Medicine, the Medical University of South Carolina, the University of Maryland School of Medicine, the University of North Carolina at Chapel Hill, Virginia Commonwealth University, and Virginia Polytechnic Institute and State University. The authors summarize the institutional pathways, demographics, undergraduate institutions, and graduate institutions for a total of 384 PREP scholars who completed the programs by June 2021. A total of 228 (59.4%) of these PREP scholars identified as Black or African American, 116 (30.2%) as Hispanic or Latinx, and 269 (70.0%) as female. The authors found that 376 of 384 scholars (97.9%) who started PREP finished their program, 319 of 376 (84.8%) who finished PREP matriculated into PhD or MD/PhD programs, and 284 of 319 (89.0%) who matriculated have obtained their PhD or are successfully making progress toward their PhD.

"It's Time to Do It, to Make It a Major Part of Medicine": Faculty Experience With a Shift Toward an Antioppressive Medical School Curriculum.

PURPOSE: Health inequities compel medical educators to transform curricula to prepare physicians to improve the health of diverse populations. This mandate requires curricular focus on antioppression, which is a change for faculty who learned and taught under a different paradigm. This study used the Concerns-Based Adoption Model (CBAM) to explore faculty perceptions of and experiences with a shift to a curriculum that prioritizes antioppressive content and process. METHOD: In this qualitative study, authors interviewed faculty course directors and teachers at the University of California, San Francisco School of Medicine from March 2021 to January 2022. Questions addressed faculty experience and understanding regarding the curriculum shift toward antioppression, perceptions of facilitators and barriers to change, and their interactions with colleagues and learners about this change. Using the CBAM components as sensitizing concepts, the authors conducted thematic analysis. RESULTS: Sixteen faculty participated. Their perceptions of their experience with the first year of an antioppression curriculum initiative were characterized by 3 broad themes: (1) impetus for change, (2) personal experience with antioppressive curricular topics, and (3) strategies necessary to accomplish the change. Faculty described 3 driving forces for the shift toward antioppressive curricula: moral imperative, response to national and local events, and evolving culture of medicine. Despite broad alignment with the change, faculty expressed uncertainties on 3 subthemes: uncertainty about what is an antioppressive curriculum, the scientific perspective, and fear. Faculty also reflected on primary facilitators and barriers to accomplishing the change. CONCLUSIONS: The shift to an antioppressive curriculum compels faculty to increase their knowledge and skills and adopt a critical, self-reflective lens on the interplay of medicine and oppression. This study's findings can inform faculty development efforts and highlight curricular leadership and resources needed to support faculty through this type of curricular change.

ANALES de la Facultad de Ciencias Médicas: Evolución, pausas y proyección en el ámbito científico / ANALES of the Faculty of Medical Sciences: Evolution, pauses and projection in the scientific field

A casi cuatro décadas de la creación de la Facultad de Ciencias Médicas, FCM, aparece la revista ANALES como un órgano científico de la misma, en agosto de 1927. Surge con el objetivo de documentar el progreso de la producción académica y científica. Se enfatizaba un importante esfuerzo en la organización de los medios de investigación como también, el apoyo a la evolución de laboratorios y servicios técnico - clínicos. En ese tiempo, la Facultad incorporó a profesores franceses y en colaboración con diversas organizaciones se esforzó en ampliar sus investigaciones y mejorar sus servicios clínicos.

Almost four decades after the creation of the Faculty of Medical Sciences, FCM, the journal ANALES appeared as a scientific organ, in August 1927. It emerged intending to document the progress of academic and scientific production. An important effort was emphasized in the organization of research resources as well as support for the evolution of laboratories and technical-clinical services. At that time, the Faculty incorporated French professors and, in collaboration with various organizations, strove to expand its research and improve its clinical services.

LESSONS LEARNED FROM the FIRST STEPS of IMPLEMENTING VALUE-BASED ORAL HEALTH CARE: A CASE STUDY FROM the MEDICAL UNIVERSITY of VIENNA.

BACKGROUND: Value-based oral healthcare (VBOHC) has two fundamental components, the assessment of patients' dental outcomes and the measurement of the costs to achieve those outcomes. The aim of this article is to describe challenges and opportunities of implementing dental patient-reported outcomes (dPROs) in clinical care at the University Clinic of Dentistry, Medical University of Vienna, in Austria, to determine lessons learned and describe next steps forward to VBOHC implementation. METHODS: A case study determining lessons learned based on an implementation process to incorporate a dental patient-reported outcome measure (dPROM) in routine clinical care was conducted. The German version of the five items Oral Health Impact Profile (OHIP-5), a dPROM was selected and integrated into the general anamnesis including dental and medical history for patients aged ≥16 years. The anamnesis is paper based and is to be completed by each new patient during the registration process. Thereafter, it is uploaded to the patients' dental record via scan by the main central admission. However, it is then the treating dentist's task to transfer the data into the digital system. Data accuracy between digital and paper forms was investigated, and lessons learned regarding the first steps of implementing VBOHC were summarized based on the implementation process findings. RESULTS: To date, 8,147 patients were approached to fill in OHIP-5. However, only 266 patients´ OHIP- 5 files were transferred into the digital system by the dentist. To explore the accuracy between the manual transfer of data from paper forms to digital format, the data of 89 randomly selected patients was compared. Of this sample, 74 (83.1%) patient's data sets were found to be identical. Lessons learned included the importance of institutional dedication, stakeholders' engagement, dPROMs integration in follow up visits, the significance of digital solutions, and the continuous monitoring and evaluation. CONCLUSION: Integrating dPROMs in clinical settings is achievable and is the first important step to move forward with VBOHC implementation.

University of Toronto's redesigned ophthalmology curriculum and eye dissection lab.

OBJECTIVE: To present a multifaceted approach to ophthalmology undergraduate medical education and to assess the efficacy of an eye dissection laboratory in enhancing medical student learning. DESIGN: Curriculum review, validation, and student feedback evaluations. PARTICIPANTS: Year 2 medical students enrolled in the University of Toronto's Doctor of Medicine Program. METHODS: Student feedback evaluations were compiled from the University of Toronto undergraduate medical education student surveys before 2012-2016 and following introduction of the redesigned foundations ophthalmology curriculum at the University of Toronto (2017-2018). Students who participated in the Eye Dissection Lab as part of the newly designed curriculum completed the pre- and postsession satisfaction and overall interest in ophthalmology questionnaires and a knowledge-based test. RESULTS: Analysis of 1640 student evaluations demonstrated an increase in ophthalmology curriculum rating following the launch of the foundations ophthalmology curriculum (p = 0.015). Among the 335 students who completed the eye dissection lab, there was a significant increase in the average scores for the satisfaction questionnaire, knowledge-based test, and level of interest in the field of ophthalmology from before and after the session, with improvements in scores noted in 91%, 42%, and 36% of the educational parameters of the participants, respectively (p < 0.001). CONCLUSIONS: The newly designed foundations ophthalmology curriculum and the eye dissection lab at the University of Toronto serve as effective means for enhancing ophthalmology teaching in medical schools across Canada.

Climate Change and Medical Education: An Integrative Model.

Medical schools face a challenge when trying to include new topics, such as climate change and health (CCH), in their curricula because of competing demands from more traditional biomedical content. At the same time, an understanding of CCH topics is crucial for physicians as they have clear implications for clinical practice and health care delivery. Although some medical schools have begun to incorporate CCH into curricula, the inclusion usually lacks a comprehensive framework for content and implementation. The authors propose a model for integrating CCH into medical school curricula using a practical, multistakeholder approach designed to mitigate competition for time with existing content by weaving meaningful CCH examples into current curricular activities. After the authors identified stakeholders to include in their curricular development working group, this working group determined the goals and desired outcomes of the curriculum; aligned those outcomes with the school's framework of educational objectives, competencies, and milestones; and strove to integrate CCH goals into as many existing curricular settings as possible. This article includes an illustration of the proposed model for one of the curricular goals (understanding the impacts of climate change on communities), with examples from the CCH curriculum integration that began in the fall of 2020 at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University. The authors have found that this approach does minimize competition for time with existing content and allows mapping of content to existing curricular competencies and milestones, while encouraging a broad understanding of CCH in the context of individual patients, populations, and communities. This model for curricular integration can be applied to other topics such as social determinants of health, health equity, disability studies, and structural racism.

A gestão da integração ensino-serviço nas escolas médicas do Paraná, PR, Brasil / La gestión de la integración enseñanza servicio en las escuelas médica del Estado de Paraná, PR, Brasil / Management of teaching-service integration in medical schools in Paraná, SP, Brazil

Suportar a complexa rede resultante da integração ensino-serviço requer novos modelos de gestão. O objetivo deste trabalho foi analisar os processos de gestão da integração ensino-serviço nas escolas médicas do Paraná. É um estudo transversal, qualitativo, exploratório, descritivo e explicativo conduzido entre coordenadores de curso de Medicina e gestores do Sistema Único de Saúde (SUS). Os dados emergiram dos significados e explicações sobre o fenômeno, produzidos pela aplicação de entrevistas semiestruturadas em cinco eixos temáticos: concepções, práticas, determinantes, avaliação e gestão da integração ensino-serviço. A integração configura uma rede gestora de política cujas práticas resultam de processos gerenciais incapazes de atender às suas complexidades intrínsecas, inviabilizando o aprimoramento dos sistemas avaliativos, comprometendo a formação consentânea e sobrecarregando o sistema de saúde. O entendimento dessas redes é indispensável a uma educação médica que transcenda o aparato escolar e se baseie no Sistema Único de Saúde (SUS).(AU)

Dar soporte a la compleja red resultante de la integración enseñanza servicio requiere nuevos modelos de gestión. El objetivo de este trabajo fue analizar los procesos de gestión de la integración enseñanza servicio en las escuelas médicas de Paraná. Es un estudio transversal, cualitativo, exploratorio, descriptivo y explicativo realizado entre coordinadores del curso de medicina y gestores del Sistema Único de Salud (SUS). Los datos surgieron de los significados y explicaciones sobre el fenómeno, producidos por la aplicación de entrevistas semiestructuradas en cinco ejes temáticos: concepciones, prácticas, determinantes, evaluación y gestión de la integración enseñanza servicio. La integración configura una red gestora de política cuyas prácticas resultan de procesos de gerencia incapaces de atender sus complejidades intrínsecas, inviabilizando el perfeccionamiento de los sistemas de evaluación, comprometiendo la formación adecuada y sobrecargando el sistema de salud. El entendimiento de esas redes es indispensable para una educación médica que transcienda el aparato escolar y tenga como base el SUS.(AU)

Addressing the challenges of complex networks resulting from teaching-service integration requires new management models. The aim of this study was to analyze the management of teaching-service integration (TSI) in medical schools in the State of Paraná. We conducted a qualitative exploratory, descriptive, and explanatory cross-sectional study using data from semi-structured interviews with medical school administrators and public health managers divided into five core themes: concepts, practices, determining factors, modes and processes of evaluation, and characteristics of TSI management. Integration configures a policy management network in which practices result in management processes that are unable to deal with its intrinsic complexities, hindering the improvement of evaluation systems, compromising appropriate education and training, and overburdening the health system. Understanding these networks is crucial for promoting medical education that transcends the medical school and meets the evolving needs and demands of public health services.(AU)

Surgical challenges in Limpopo.

Introduction on Surgical Challenges in Limpopo.

Local COVID-19 Epicenter in Detroit Metropolitan Area Causing Profound and Pervasive Reorganization of Clinical, Educational, Research, and Financial Programs of a Large Academic Gastroenterology Division with a GI Fellowship and Primary Medical School Affiliation.

AIM: To report revolutionary reorganization of academic gastroenterology division from COVID-19 pandemic surge at metropolitan Detroit epicenter from 0 infected patients on March 9, 2020, to > 300 infected patients in hospital census in April 2020 and > 200 infected patients in April 2021. SETTING: GI Division, William Beaumont Hospital, Royal Oak, has 36 GI clinical faculty; performs > 23,000 endoscopies annually; fully accredited GI fellowship since 1973; employs > 400 house staff annually since 1995; tertiary academic hospital; predominantly voluntary attendings; and primary teaching hospital, Oakland-University-Medical-School. METHODS: This was a prospective study. Expert opinion. Personal experience includes Hospital GI chief > 14 years until 2020; GI fellowship program director, several hospitals > 20 years; author of > 300 publications in peer-reviewed GI journals; committee-member, Food-and-Drug-Administration-GI-Advisory Committee > 5 years; and key hospital/medical school committee memberships. Computerized PubMed literature review was performed on hospital changes and pandemic. Study was exempted/approved by Hospital IRB, April 14, 2020. RESULTS: Division reorganized patient care to add clinical capacity and minimize risks to staff of contracting COVID-19 infection. Affiliated medical school changes included: changing "live" to virtual lectures; canceling medical student GI electives; exempting medical students from treating COVID-19-infected patients; and graduating medical students on time despite partly missing clinical electives. Division was reorganized by changing "live" GI lectures to virtual lectures; four GI fellows temporarily reassigned as medical attendings supervising COVID-19-infected patients; temporarily mandated intubation of COVID-19-infected patients for esophagogastroduodenoscopy; postponing elective GI endoscopies; and reducing average number of endoscopies from 100 to 4 per weekday during pandemic peak! GI clinic visits reduced by half (postponing non-urgent visits), and physical visits replaced by virtual visits. Economic pandemic impact included temporary, hospital deficit subsequently relieved by federal grants; hospital employee terminations/furloughs; and severe temporary decline in GI practitioner's income during surge. Hospital temporarily enhanced security and gradually ameliorated facemask shortage. GI program director contacted GI fellows twice weekly to ameliorate pandemic-induced stress. Divisional parties held virtually. GI fellowship applicants interviewed virtually. Graduate medical education changes included weekly committee meetings to monitor pandemic-induced changes; program managers working from home; canceling ACGME annual fellowship survey, changing ACGME physical to virtual site visits; and changing national conventions from physical to virtual. CONCLUSION: Reports profound and pervasive GI divisional changes to maximize clinical resources devoted to COVID-19-infected patients and minimize risks of transmitting infection.

Building Inclusive Work Environments.

A truly inclusive organization cultivates a sense of belonging and value in its members, realizing their contributions are vital to its success. Acknowledging and then dismantling exclusionary systems and policies are essential to creating environments grounded in diversity and equity. This process requires intentionality, accountability, and swift action on the part of leadership. Additionally, the role of organizational accountability, through tracking performance metrics, gauging employee satisfaction and engagement, and routinely assessing identified goals and objectives, is critical to sustaining inclusivity. In this article, we present a review of the literature and offers recommendations to build and sustain an inclusive environment.