RESUMO
Several "calls to action" have imposed upon medical schools to include physical activity content in their overextended curricula. These efforts have often neither considered medical education stakeholders' views nor the full complexity of medical education, such as competency-based learning and educational inflation. With this external pressure for change, few medical schools have implemented physical activity curricula. Moreover, Canada's new 24-Hour Movement Guidelines focus on the continuum of movement behaviours (physical activity, sedentary behaviour, and sleep). Thus, a more integrated process to overcome the "black ice" of targeting all movement behaviours, medical education stakeholder engagement, and the overextended curriculum is needed. We argue for co-production in curriculum change and offer five strategies to integrate movement behaviour curricula that acknowledge the complexity of the medical education context, helping to overcome our "black ice." Our objectives were to investigate 24-Hour Movement Guideline content in the medical curriculum and develop an integrated process for competency-based curriculum renewal. Stakeholders were equal collaborators in a two-phased environmental scan of 24-Hour Movement Guideline content in the Queen's University School of Medicine. Findings and a working curriculum map highlight how new, competency-based content may be embedded in an effort to guide more relevant and feasible curriculum changes.
À plusieurs reprises, les facultés de médecine ont été invitées à inclure du contenu en matière d'activité physique dans leurs cursus déjà chargés. Ces appels à l'action ont souvent omis de prendre en compte les points de vue des parties prenantes de l'éducation médicale ainsi que toute la complexité de cette dernière, y compris l'approche par compétence et les contenus de cursus qui ne cessent de croître. Malgré la pression externe, peu de facultés de médecine ont mis en place des programmes d'activité physique. De plus, les nouvelles directives canadiennes en matière de mouvement sur 24 heures sont axées sur le continuum des comportements de mouvement (activité physique, comportement sédentaire et sommeil). Une approche intégrée est de mise pour négocier le terrain glissant que constitue la nécessité de cibler tous les comportements de mouvement, de solliciter les parties prenantes de l'éducation médicale et de prendre en considération le cursus chargé. Nous prônons la collaboration pour effectuer ces modifications dans les programmes d'études par le biais de cinq stratégies d'intégration de contenu sur les comportements de mouvement qui reconnaissent la complexité du contexte de l'éducation médicale. Nos objectifs étaient d'étudier le contenu des directives en matière de mouvement sur 24 heures et de créer un processus intégré pour la révision du cursus basé sur les compétences. Les parties prenantes ont collaboré sur un pied d'égalité à une analyse environnementale en deux phases du contenu des directives en matière de mouvement sur 24 heures à la Faculté de médecine de l'Université Queen's. Les résultats et le projet de programme élaboré illustrent la manière d'intégrer du contenu nouveau basé sur les compétences et d'opérer ainsi des changements pertinents et réalisables dans le cursus.
RESUMO
BACKGROUND: Dissemination of accurate health research information to patients and families has become increasingly important with the rise of the internet as a means of finding health information. However, the public faces several barriers to accessing research information, including paywalls and technical jargon. One method to bridge this gap between patients, families, and research is using lay summaries. SCAsource is an online knowledge translation platform where peer-reviewed research papers on ataxia are translated into lay summaries. This online platform was launched in September 2018, with the goal of making ataxia research more accessible and understandable to patients and families. A secondary goal is to provide opportunities for ataxia researchers to develop and hone their knowledge translation skills, altogether improving the quality of patient communication in the ataxia community. AIM: The aim of this study was to measure the impact of SCAsource on its readers and volunteer contributors after one year of activity. This is to ensure SCAsource is meeting its goals of (1) improving access and understanding of ataxia research to lay audiences, and (2) improving knowledge translation skills of volunteer contributors. METHODS: Two online surveys were launched, one for readers and one for volunteers. Each survey had a combination of multiple-choice, Likert-scale type, and open-ended short-answer questions. Descriptive quantitative analysis was used for respondent characteristics and Likert-type data. A grounded theory coding approach was used to analyze narrative feedback data. RESULTS: We found that SCAsource has mutually beneficial outcomes for both lay person readers and volunteer contributors. Readers have an increased understanding of ataxia research and access to up-to-date information on recent publications. Volunteers develop knowledge translation skills and have increased confidence in communicating results to lay audiences. Areas of improvement were identified to be incorporated into the platform. CONCLUSION: We demonstrated that SCAsource improves access to information and understanding of research to lay audiences, while providing opportunities for researchers to develop knowledge translation skills. This framework can potentially be used by other rare disease organizations to launch and evaluate their own knowledge translation websites.
