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Bien expliquer le concept de l'excellence du rendement dans le domaine chirurgical n'est pas chose simple, et ce qui d finit pr cis ment une personne hyperperformante peut faire l'objet [...]

Author(s): Imad Zoukar [sup.1] [sup.2] , Mayssoon Dashash [sup.2] [sup.3] Author Affiliations: (1) https://ror.org/00pg9d188, grid.413517.5, 0000 0004 1796 5802, Department of Pediatrics, Mediclinic Al Noor Hospital, , Abu Dhabi, UAE [...], Objectives There is a global shift toward competency-based medical education (CBME) to equip medical students with essential competencies required to meet healthcare needs. Syrian medical faculties lack a formal competency-based neonatology curriculum for undergraduate medical students. Therefore, our study aimed to develop a national consensus on the required competencies for undergraduate neonatology curricula in Syria. Methods This study took place at the Syrian Virtual University between October 2021 and November 2021. The authors used a modified Delphi method to determine neonatal medicine competencies. A focus group of three neonatologists and one medical education professional identified initial competencies. In the first Delphi round, 75 pediatric clinicians rated the competencies on a 5-point Likert scale. After formulating the results, a second Delphi round was conducted with 15 neonatal medicine experts. To reach an agreement, 75% of participants must score a competency as 4 or 5. Correlation coefficients were used to compare clinicians' first Delphi ratings with experts' second Delphi ratings. Competencies with a weighted response greater than 4.2 were considered essential. Results A list of 37 competencies (22 knowledge, 6 skills, and 9 attitudes) was identified after the second Delphi round, of which 24 were considered core competencies (11 knowledge, 5 skills, and 8 attitudes). The correlation coefficient for knowledge, skills, and attitudes competencies was 0.90, 0.96, and 0.80, respectively. Conclusions Neonatology competencies have been identified for medical undergraduates. These competencies aim to help students achieve the required skills and enable decision-makers to implement CBME in Syria and similar countries.

Background: Teaching critical appraisal techniques can be challenging in the earlier phases of doctoral education before students acquire a firm foundation in statistical methods and research strategies. The pilot study's purpose was to explore the effectiveness of succinct step-by-step guidelines for the selection and appraisal of high-quality research articles. We performed a pilot quasi-experimental study to test the feasibility of this method. Comparison of the independent pre- and post-intervention groups ([R]=10 and n=9, respectively) using the non-parametric Mann-Whitney U test for independent samples showed a statistically significant difference (r = .52, p = .022). The median pre- implementation evaluation score was 4.24, and post-implementation median was 4.50 on a scale of 1 to 5. Guiding research articles? systematic and critical appraisal is advantageous to Nursing PhD students. The medium-to-large effect size seen in this pilot study suggests that the guidelines are a useful educational tool that warrant further study. KEYWORDS: critique, critical thinking, educational techniques, INTRODUCTION Students? preferred methods of learning styles continue to evolve (Qalehsari et al., 2017). Diversity of learning styles presses nurse educators to identify a variety of teaching strategies that reach [...]

Pathology is morphology-based medicine. Pathologic diagnosis is the gold standard for clinical diagnosis in daily practice. It plays a decisive role in the subsequent treatment of diseases, and hence pathologists [...], * Context.--The pathology residency program began in China in 2014. There has been no competency assessment on training programs in the Hubei province of China. Objective.--To evaluate the current residency training curriculum and resident performance in Hubei Province. Design.--A 37-question online questionnaire was designed to cover general demographic information, diagnostic competency, expectations of ideal caseload for gross and preview, teaching patterns, examinations, research activities, weak points, and other topics in pathology practice. Results.--A total of 166 participants, including 62 postgraduate year (PGY) 2, 49 PGY3, and 55 new practicing pathologists, responded to the survey. PGY3 residents were found to be more competent than PGY2 in diagnostic competency. Forty-five of 55 new practicing pathologists (81.8%) reported that they could sign out cases independently, whereas 10 of 55 (18.2%) were found to still need transitional time for learning before working independently. Some residents could sign out cytopathology cases and gained knowledge in immunohistochemistry and histochemical staining, while some residents did not receive adequate training in molecular pathology. The ideal caseloads for gross and preview during residency were greater than 5000 and 7000, respectively. Nonneoplastic diseases, neuropathology, dermatopathology, hematopathology, and soft tissue pathology were considered difficult subspecialties in pathology practic. Conclusions.--While residents trained in Hubei Province have met the basic requirements for qualified pathologists, more efforts need to be made in many areas, such as a well-structured training curriculum and better-designed proficiency examinations. The findings of this study are of great importance to prioritizing training in the future. doi: 10.5858/arpa.2021-0122-EP

Competency Based Medical Education (CBME) is here. The new Accreditation Council for Graduate Medical Education (ACGME) requirements started July 1, 2023, with explicit inclusion of competency-based medical education (CBME). (1) [...]

INTRODUCTION Despite advances in knowledge and science, evidence from leading national agencies indicates that health care disparities continue to exist across diverse populations. (1-3) The 2001 report from the Committee [...], BACKGROUND Despite advances in knowledge and science, evidence indicates that health care disparities and inequities continue to exist across diverse populations. Educating and training the next generation of health professionals to focus on addressing social determinants of health (SDOH) and advancing health equity is a key priority. This aim requires educational institutions, communities, and educators to strive for change in health professions education, to attain the goal of creating transformative educational systems that better meet the public health needs of the 21st Century. PURPOSE AND OUTCOMES Communities of practice (CoPs) are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. The National Collaborative for Education to Address Social Determinants of Health (NCEAS) CoP is focused on integrating SDOH into the formal education of health professionals. The NCEAS CoP is one model to replicate how health professions educators can work together for transformative health workforce education and development. The NCEAS CoP will continue to advance health equity by sharing evidence-based models of education and practice that address SDOH and help build and sustain a culture of health and well-being through sharing models for transformative health professions education. CONCLUSIONS Our work is an example that shows we can build partnerships across communities and professions, thereby freely sharing ideas and curricular innovations that address the systemic inequities that continue to fuel persistent health disparities and inequities, and contribute to moral distress and burnout of our health professionals. Key words: social determinants of health; communities of practice; collaboration; interdisciplinary communication; medical education; health professions education; curricula; health equity; primary care workforce; disparities; vulnerable populations https://doi.org/10.1370/afm.2917

INTRODUCTION The Association of American Medical Colleges (AAMC) states, 'America's medical schools and teaching hospitals educate tomorrow's doctors and prepare them to meet society's evolving health needs.' (1) A core [...], PURPOSE We undertook a study to evaluate the current state of pedagogy on antiracism, including barriers to implementation and strengths of existing curricula, in undergraduate medical education (UME) and graduate medical education (GME) programs in US academic health centers. METHODS We conducted a cross-sectional study with an exploratory qualitative approach using semistructured interviews. Participants were leaders of UME and GME programs at 5 institutions participating in the Academic Units for Primary Care Training and Enhancement program and 6 affiliated sites from November 2021 to April 2022. RESULTS A total of 29 program leaders from the 11 academic health centers participated in this study. Three participants from 2 institutions reported the implementation of robust, intentional, and longitudinal antiracism curricula. Nine participants from 7 institutions described race and antiracism-related topics integrated into health equity curricula. Only 9 participants reported having "adequately trained" faculty. Participants mentioned individual, systemic, and structural barriers to implementing antiracism-related training in medical education such as institutional inertia and insufficient resources. Fear related to introducing an antiracism curriculum and undervaluing of this curriculum relative to other content were identified. Through learners and faculty feedback, antiracism content was evaluated and included in UME and GME curricula. Most participants identified learners as a stronger voice for transformation than faculty; antiracism content was mainly included in health equity curricula. CONCLUSIONS Inclusion of antiracism in medical education requires intentional training, focused institutional policies, enhanced foundational awareness of the impact of racism on patients and communities, and changes at the level of institutions and accreditation bodies. Key words: medical education; medical schools; racism; health equity; curriculum; pedagogy; social mission; undergraduate medical education; graduate medical education https://doi.org/10.1370/afm.2919

: Objectives: We discuss the implications stemming from a recent competency mapping project on public health workforce education and training programs. Methods: In line with professional practice, we reflected on the results of a major mapping exercise which examined public health competency frameworks against the Global Charter, particularly with respect to the implications for curriculum design. Results: Our reflections identified five key challenges (diversity of frameworks, interpretation challenges, levels of competence, integration in curricula and knowledge vs skills‐based competences) for developing internationally consistent credentialling standards. Conclusions: While the Charter provides an international benchmark for public health curricula, we argue that applying an international competency framework is challenging. Anyone working in public health should be trained in all foundation areas of public health to support public health practice and initiatives into the future and they may then choose to specialise in sub‐disciplines of public health. Implications for public health: Both theoretical and practical content must be fully integrated across public health programs to operationalise competencies. Utilising the Charter can ensure alignment with the sector needs, and curriculum mapping should be an integral part of a continual and ongoing review process., Public health competency frameworks provide benchmarks for best practice in public health education and training and provide a potential basis for the sharing of core content across and between programs [...]

Author(s): Anna Torrens Armstrong [sup.1] , Charlotte A. Noble [sup.2] , Juliana Azeredo [sup.1] , Ellen Daley [sup.1] , Roneé E. Wilson [sup.1] , Cheryl Vamos [sup.1] Author Affiliations: (1) [...], Purpose To describe an undergraduate pipeline training program (PTP) designed to guide underrepresented minorities (URM) trainees into MCH-related health professions, ultimately contributing to a diverse maternal and child health (MCH) workforce that can improve health outcomes for all women/mothers, children, and their families, including fathers and children with special healthcare needs. Description Three cohorts with 35 total undergraduate trainees were recruited to participated in the 2 years USF MCH PTP program where they were mentored, trained, guided, and supported by program faculty/staff. Students were recruited early in their education track, and the program was individually tailored based on trainees' educational discovery stages. Key program components included seminars, summer institutes, public health courses, mentorship, internship, experiential learning opportunities, and professional networking opportunities. Assessment The majority of the undergraduate participants were diverse URMs including Hispanic/Latino (37.1%), Black/African American (31.4%), Asian (20%), and American Indian/Alaskan Native (5.7%) trainees. Out of all the cohorts, 51.4% were first-generation college students and 74.3% had economic hardships (i.e., PELL Grant, FAFSA). Resulting from the program, all cohorts increased in educational discovery stages, one-third enrolled in health-related graduate studies and half joined the MCH workforce. Conclusion Recruitment in pipeline programs should be intentional and meet students where they are in their education discovery stage. The use of educational discovery stages within a pipeline program are useful in both tailoring curriculum to individuals' needs and assessment of progression in career decision-making. Mentoring from program staff remains an important component for pipeline programs.

INTRODUCTION Transgender people have a gender identity that differs from their assigned sex at birth. (1) Because transgender medicine is not adequately covered in medical curricula, few clinicians are comfortable [...], Transgender and gender-diverse (TGD) patients experience a greater burden of health disparities compared with their heterosexual/cisgender counterparts. Some of the poorer health outcomes observed in these populations are known to be associated with the prevalence of implicit bias, bullying, emotional distress, alcoholism, drug abuse, intimate partner violence, sexually transmitted infections (eg, human immunodeficiency virus and human papilloma virus), and cancer. The TGD populations face unique barriers to receiving both routine and gender-affirming health care (acquiring hormones and gender-affirming surgeries). Additional barriers to implementing affirming care training for TGD patients are lack of expertise among medical education faculty and preceptors both in undergraduate and in graduate medical education programs. Drawing on a systematic review of the literature, we propose a policy brief aimed at raising awareness about gender-affirming care among education planners and policy makers in government and advisory bodies. Key words: gender-affirming care; transgender and gender-diverse patients; primary care; medical education; curricula; health care workforce; vulnerable populations; LGBTQ https://doi.org/10.1370/afm.2926

Author(s): Ashok Jadon [1]; Kaushic A Theerth (corresponding author) [2]; Nita Dsouza [3]; Joyshankar J Jana [4] INTRODUCTION The regulation of medical education and health professionals is an important aspect [...], The National Board of Examinations was established to boost the quality of medical education by laying down exclusive norms, uniform standards and a national level evaluation for the postgraduate medical courses. The content and context of the training curriculum is well updated as per advances in the field and current requirements. Diplomate of National Board (DNB) courses are considered to be at par with the postgraduate and post doctorate degrees for all intents and purposes. The introduction of a formative assessment with objective evaluation pattern has improved the scope of the board. Moving on to a competency-based training with emphasis on novel research can maximise the quality of training to international standards. Training DNB teachers and assessors in the newer teaching and assessment methods can improve the calibre of residents. Stringent monitoring and review of the training can increase the credibility of the courses and the board can be expected to cater for students abroad. Keywords: Competency-based education, curriculum, medical education, medical specialities

Author(s): Kanni Balakrishnan [1]; Amit Kohli (corresponding author) [2]; Divya Jain [3]; Pallavi Ahluwalia [4] INTRODUCTION ‘Ideal' as a noun means a person or thing regarded as perfect. Over the [...]

Author(s): Anita R Nehete [1]; Ridhima Sharma (corresponding author) [2]; Habib Md Reazaul Karim [3]; Shelly Rana [4] INTRODUCTION Medical education has been based on the inculcation of scientifically proven [...]

The robotic platform in hepato-pancreato-biliary (HPB) disease is starting to gain popularity owing to the advantages it technically can offer over conventional and open techniques. Robotic surgery overcomes laparoscopic limitations [...], Robotic surgery is being increasingly used for complex benign and malignant hepato-pancreato-biliary (HPB) cases. As use of robotics increases, fellowships to excel in complex robotic procedures will be sought after. With this dedicated training, attending surgeon positions can be obtained that can incorporate and teach this skill set. Unfortunately, there are no evidence-based approaches for constructing a curriculum for an HPB robotic surgery fellowship. This paper describes a technique to develop a structured curriculum to ensure competence and fulfil the learning and practice needs for robotic HPB fellows.

The American Board of Family Medicine (ABFM) and the Accreditation Council for Graduate Medical Education (ACGME) expressed the importance of professionalism through inclusion in both the milestones and core outcomes. [...]

Testicular torsion is a urologic emergency. It occurs primarily in males aged 10-19 years, with a prevalence of 1 in 4000.1 Patients classically present with acute-onset scrotal pain, nausea and [...], Background: Prompt Doppler ultrasonography to aid in diagnosis is often key to managing testicular torsion, but there may be delays in access; a faster, more widely available alternative is point-of-care ultrasonography (POCUS). The purpose of this study was to develop and evaluate a scrotal POCUS curriculum for urology and emergency medicine residents. Methods: Content experts in urology, emergency medicine and diagnostic imaging collaborated in a modified Delphi method to design a practical didactic curriculum for scrotal POCUS for the identification of testicular torsion. Training included 3 online video teaching modules and a 1-hour hands-on teaching session with standardized adult patients. We evaluated participants&apos; competency in scrotal POCUS using a validated scale. We assessed participants&apos; knowledge, comfort and confidence in performing scrotal POCUS before and after the intervention and at 3 months. Results: Twenty-four urology (n = 12) and emergency medicine (n = 12) residents participated in the curriculum. After hands-on practice, 23 participants (96%) were deemed competent at scrotal POCUS. Pre-post testing showed significant improvement in knowledge (mean score 63% v. 80%, p < 0.001), comfort (mean Likert score 0.6 v. 3.6, p < 0.001) and confidence (mean Likert score 1.0 v. 2.1, p < 0.001) after the intervention. These effects were maintained at the 3-month assessment. Conclusion: The scrotal POCUS curriculum was effective and acceptable to both urology and emergency medicine residents. The findings suggest that scrotal POCUS can be learned effectively through a short hands-on session and didactic instruction. Contexte : Le diagnostic rapide d&apos;une torsion testiculaire a l&apos;aide d&apos;une echographie Doppler est souvent crucial a la prise en charge de ce trouble. Or, comme l&apos;acces a cet examen peut etre limite, l&apos;echographie portable constitue une solution de rechange rapide et largement accessible. La presente etude visait la mise au point et l&apos;evaluation d&apos;un programme de formation sur l&apos;echographie portable scrotale destine aux residents en urologie et en medecine d&apos;urgence. Methodes : Des experts en urologie, en medecine d&apos;urgence et en imagerie diagnostique se sont servis d&apos;une methode Delphi modifiee pour concevoir un programme de formation sur l&apos;echographie portable visant a faciliter le diagnostic de la torsion testiculaire. Ce programme comprenait 3 modules d&apos;apprentissage video en ligne, ainsi qu&apos;une seance pratique d&apos;une heure aupres de patients adultes normalises. Nous avons evalue les competences des participants en matiere d&apos;echographie portable scrotale au moyen d&apos;une echelle validee. Nous avons egalement evalue les connaissances, l&apos;aisance et le niveau de confiance des participants a l&apos;egard de cet examen avant et immediatement apres la formation, puis 3 mois plus tard. Resultats : Au total, 24 residents en urologie (n = 12) et en medecine d&apos;urgence (n = 12) ont suivi le programme de formation. Apres la seance pratique, 23 participants (96 %) avaient les competences necessaires a la realisation d&apos;une echographie portable scrotale. La comparaison des resultats obtenus avant et immediatement apres la formation a montre une augmentation significative des connaissances (note moyenne : 63 % c. 80 %; p < 0,001), de l&apos;aisance (moyenne a l&apos;echelle de Likert : 0,6 c. 3,6; p < 0,001) et du niveau de confiance (moyenne a l&apos;echelle de Likert : 1,0 c. 2,1; p < 0,001) des participants. Les effets de la formation etaient toujours presents 3 mois plus tard. Conclusion : Le programme de formation sur l&apos;echographie portable scrotale s&apos;est avere efficace et acceptable pour les residents en urologie et en medecine d&apos;urgence. Les resultats obtenus laissent croire qu&apos;une formation pedagogique et une courte seance d&apos;apprentissage pratique permettent l&apos;enseignement efficace de l&apos;echographie portable scrotale.

STFM is currently accepting applications for 2 distinct fellowship opportunities: the Behavioral Science/Family Systems Educator Fellowship and the Emerging Leaders Fellowship. The Behavioral Science/Family Systems Educator Fellowship is a yearlong [...]

Presenters Sebastian Schoneich, MD, Juana Nicoll Capizzano, MD, Scott Kelley, MD, Ben Beduhn, MD, William [...], Point of care ultrasound (POCUS) is the bedside acquisition and interpretation of sonograms and is rapidly expanding in ambulatory primary care. Our department built a POCUS curriculum through obtaining an ultrasound fellowship-trained physician, purchasing Mindray TE7 machines for resident clinics, and establishing image storage. All family medicine residents received POCUS didactics, and three PGY-3 residents underwent an intensive year-long POCUS track. While prior studies describe attitudes to POCUS and the development of POCUS residency curricula, there is a dearth of evidence detailing training outcomes. To address this gap, we conducted a retrospective chart review of all outpatient POCUS scans performed during the first year of our POCUS residency track in a single academic family medicine department. A total of 534 POCUS scans were performed on patients in three outpatient family medicine clinics over 12 months. The most common scans were soft tissue (27.5%), musculoskeletal (25.3%), obstetric (10.1%), cardiac (7.9%), and abdominal aortic aneurysm screen (6.5%). An average of 45.1 (SD 11.7) scans were completed monthly. The three POCUS track residents performed 225 patient scans (42.1% of all scans). Non-track residents (36 residents) performed 64 scans (11.9%). To our knowledge, this is the first study describing a POCUS track in a family medicine residency. We detail the volume and range of POCUS applications in ambulatory family medicine clinics. As anticipated, most scans were for soft tissue and musculoskeletal concerns, consistent with common outpatient chief complaints amenable to POCUS. The POCUS track residents performed more scans than their non-track peers. All three track residents went on to match into ultrasound-focused fellowships (two POCUS and one sports medicine fellowship). Offering a POCUS track provides more scan volume and may be an important strategy to growing POCUS expertise within family medicine residencies.

Presenters Samuel Edwards, MD, MPH, Megan Furnari, Shuling Liu, PhD, Anais Tuepker, PhD, Brian Park, MD, MPH, Leah Gordon, MPH, Elaine Uchison, [...], Context: Prevailing leadership development programs emphasize technical strategies that foster transactional working relationships, which can contribute to team burnout and inequities. The Relational Leadership Institute (RLI) is an interprofessional leadership training that aims to narrow harmful impacts of power differentials, build community, and change systems by transforming the relationships within them. With increasing levels of burnout, health care workers could benefit from relational leadership development to foster workspaces that are more human-centered, authentic, and inclusive. Objective: To evaluate the impact of RLI on participants&apos; well-being. Study Design: Prospective observational study with participant surveys performed at baseline (precourse), post-course, and 6-months post-course. Setting: RLI launched in 2017 at Oregon Health & Science University within the Department of Family Medicine. The 2.5 month curriculum includes didactics and small group learning, focusing on cultivating psychological safety, belonging, and authenticity, as well as meaningful engagement for leaders of diverse and complex teams. RLI graduates receive ongoing post-program support, and can also become local departmental champions in teaching relational skills to others. Population Studied: Participants in 5 RLI courses, from Fall 2018 to Spring 2021. Outcome Measures: The 9 item Well-Being Index (WBI) Results: Among 145 participants, response rates at baseline, post-course and 6 month post course were 91%, 75%, and 52%, respectively. Mean baseline WBI was 3.21 (SD 2.23, range -2 to 8, higher score = worse well-being). Baseline WBI was worse among trainees (M= 3.95) vs practitioners (M=2.81, p Conclusions: RLI significantly improved participant well-being, with effects persisting 6 months post-course, suggesting that leadership development programs that foster authenticity, belonging, interdependence and a growth mindset may be important tools to improve worker well-being.

Presenters Katherine Wright, PhD, MPH, Santina Wheat, MD, MPH, Zahra Qasem, MD, [...], Context: To augment our research curriculum, our three family medicine residency programs participated in the American Board of Family Medicine (ABFM) Journal Club Pilot. We implemented the Medical Education Research Study Quality Instrument (MERSQI) to score journal articles and identify potential curriculum gaps. Objective: 1) summarize the body of literature included in the ABFM Journal Club Pilot by scoring each article for methodological quality; 2) identify research curriculum strengths and areas for growth Study Design: A bibliometric analysis was conducted to examine the methodologic quality of research studies included in the ABFM Journal Club Pilot. Additionally, we surveyed residents to document their confidence critically appraising journal articles. Dataset: MERSQI quality scores were calculated for 40 studies published in 25 journals selected by the ABFM. Intervention/Instrument: The 10-item MERSQI was used to assess methodological quality across six domains: study design, sampling (number of institutions and response rate), type of data, validity (internal structure, content, and relationships to other variables), data analysis (appropriateness and complexity), and outcomes. Previous studies document strong validity evidence for the MERSQI. The resident survey included 12 Likert scale items measuring confidence appraising different elements of journal club articles (e.g. interpreting confidence intervals, statistical power, etc.). Results: MERSQI scores ranged from 13 to 18, with the average being 16.31 (higher scores indicate higher quality). A majority of articles (80%) implemented a randomized control trial. Most articles (82%) with a survey had a response rate of 75% or above. Most studies were multi-institutional (90%) and presented objective measurements (87.2%) as opposed to self-assessment data alone (12.8%). At baseline before implementing the journal club pilot, a majority of residents indicated they had none or minimal experience evaluating journal articles (n=22, 52.4%). Conclusions: On average, ABFM journal club articles had relatively high MERSQI scores compared to other bibliometric analyses. The MERSQI was a useful tool to identify gaps in our journal club curriculum. This information may guide the selection of future journal articles and refine the curriculum moving forward.

Presenters Amber Hastings-Truelove, PhD, Lisa Graves, CCFP, FCFP, Jennifer Turnnidge, PhD, Angela Coderre-Ball, PhD, Nancy Dalgarno, Britney Lester, BEd, [...], Context: Opioid overdoses and surging death rates are a national public health crisis for Canada. All physicians have a key role to play in curbing the opioid epidemic and this begins with education. Formal medical education for pain management and substance use disorder is not often taught as its own unit, rather it is integrated in fragments across multiple medical courses and clinical rotations. For Canadian physicians, there can be considerable variance in the topics and number of hours of training received in these areas. These variances in education, and the ongoing opioid crisis, make continuing professional development (CPD) opportunities important. Objective: To identify pain management and substance use disorder training needs for Canadian physicians. Study Design and Analysis: This qualitative study, using open-ended survey questions and interviews, identified CPD pain management and substance use disorder programs currently available, the key competencies physicians need in these topic areas, and gaps in existing educational offerings. Surveys were conducted online and by telephone. Interviews were conducted virtually and transcribed verbatim. All qualitative data was thematically analyzed using open coding. Setting and Population Studied: Representatives from 11 CPD offices at Canadian medical schools participated in the survey. Interviews were conducted with 14 Canadian pain management and substance use experts, and with representatives from national medical associations. Outcome Measures/Results: Key strengths of existing CPD pain programs included interactions with other learners, the inclusion of up-to-date, evidence-informed content, and adaptation to learner needs. Gaps of current programs included a lack of patient experiences, interactivity, knowledge application, and interdisciplinary offerings. Recommendations for future CPD programming include collaborative, interprofessional engagement, context-specific scenarios/case studies for training purposes, interactive engagement of learners, application of knowledge to clinical practice, pre- and post-program resources, and program evaluation. Conclusions: It is evident from this study that there is a need for pain management and substance use disorder CPD courses that compliment and build on existing programs. The AFMC&apos;s bilingual CPD Pain Management and Substance Use Disorder Curriculum is currently being piloted with physicians across Canada&apos;s 17 medical schools.

October 29-30, 2020 Intraoperative teaching styles: preferences of surgical residents. Aaron L. Grant, Jacqueline Torti, Mark Goldszmidt. From Western University, London Ont. Corresponding author: Aaron Grant; aaron.grant@lhsc.on.ca. Background: There is [...]

The burden of trauma continues to be an important public health concern worldwide, including in Saudi Arabia, owing to the increased incidence of motor vehicle collisions, with an associated high [...], Background: Despite the high incidence of motor vehicle collisions and associated mortality rates in Saudi Arabia, formal trauma training and management for undergraduate medical students is not optimal. The aim of our study was to assess the effect of the Trauma Evaluation and Management (TEAM) module on trauma knowledge among senior medical students. Methods: Final-year medical students were recruited between September 2016 and May 2017 at King Abdulaziz University, Jeddah. They were allocated to 1 of 2 groups: 1 group was exposed to the TEAM module, and the other was not (control group). We employed a widely used 20-item multiple-choice standardized questionnaire to assess trauma-related knowledge of both groups. Results: Our study included 136 participants, 68 in the TEAM module group and 68 in the control group. The mean scores for trauma-related knowledge were 68.4% (standard deviation [SD] 15.63%) and 45.4% (SD 19.52%), respectively. Linear regression analysis showed that the TEAM module participants scored 23% higher on the test than the control participants ([beta] = 22.94%, 95% confidence interval 16.94%-28.94%). Conclusion: Mean test scores were significantly higher for those who completed the TEAM module than for those who did not. We highly recommend incorporating the TEAM module into the formal medical curriculum at all Saudi universities. Contexte : Malgre la forte incidence des accidents de la route et la mortalite qui y est associee en Arabie saoudite, la formation formelle au traitement et a la prise en charge en traumatologie chez les etudiants en medecine de premier cycle laisse a desirer. Notre etude avait pour but d&apos;evaluer l&apos;effet du module TEAM (Trauma Evaluation and Management) sur les connaissances en matiere de traumatologie acquises par les etudiants en medecine de niveau avance. Methodes : Durant leur derniere annee de formation, des etudiants en medecine ont ete recrutes entre septembre 2016 et mai 2017 a l&apos;Universite du roi Abdulaziz, a Djeddah. On les a assignes a 1 de 2 groupes : un groupe a ete expose au module TEAM, et l&apos;autre non (groupe temoin). Nous avons utilise un questionnaire a choix multiples standardise en 20 points pour evaluer les connaissances des 2 groupes en matiere de traumatologie. Resultats : Notre etude a regroupe 136 participants, 68 dans le groupe expose au module TEAM et 68 dans le groupe temoin. Les scores moyens en ce qui concerne les connaissances en traumatologie ont ete de 68,4 % (ecart-type [E.-T.] 15,63 %) et de 45,4 % (E.-T. 19,52 %), respectivement. L&apos;analyse de regression lineaire a revele que les participants exposes au module TEAM ont obtenu des resultats de 23 % superieurs aux participants du groupe temoin ([beta] = 22,94 %, intervalle de confance a 95 % 16,94 %-28,94 %). Conclusion : Les scores moyens aux tests ont ete significativement plus eleves chez les participants ayant complete le module TEAM que chez les autres. Nous recommandons fortement d&apos;integrer le module TEAM au programme de formation medicale dans toutes les universites de l&apos;Arabie saoudite.

Introduction The burden we place on the medical student is far too heavy and it takes some doing to keep from breaking his intellectual back. Thomas Huxley, 1876 The above [...], Over the years, the medical curriculum has been changed to accommodate a variety of evolving disciplines and an exploding scientific knowledge of the basic sciences to prepare "a competent physician" of the 21st century. Therefore, we must be innovative in our approach of curricular development if we wish to continue to incorporate new basic sciences knowledge in the face of decreasing contact hours to satisfy the buzz word, "integration". Certainly, the challenges are phenomenal. The question how to best integrate basic sciences, is not easy to answer as the objectives of the courses and outcome vary from one medical school to another and the fact is, one size does not fit all. However, if we believe that basic sciences are the language of medicine and foundation of clinical knowledge, then we must resolve this ongoing dilemma by introducing basic sciences through a better alignment in a given curriculum. The purpose of this review is to evaluate different curricular models for their basic sciences content and address their strengths and weaknesses. In addition, we will introduce a spiral design to integrate basic sciences for senior students. Finally, we will provide some insight as to how learning and retention of basic science content can be sustained. Key words: medical education, new curriculum, content of basic sciences, integration to clerkship phase. Avec les annees, le curriculum de medecine s&apos;est modifie en vue d&apos;accommoder diverses disciplines en evolution et des connaissances en sciences fondamentales en explosion pour viser a former << le medecin competent >> du XXIe siecle. Par consequent, nous devons innover notre approche de mise au point du curriculum si nous desirons continuer a incorporer de nouvelles connaissances en sciences fondamentales dans le contexte d&apos;une diminution des heures d&apos;exposition visant a satisfaire les besoins de ce que l&apos;on nomme << l&apos;integration >>. Sans conteste, les enjeux sont phenomenaux. Le probleme de l&apos;integration des sciences fondamentales n&apos;est pas facile a resoudre, car les objectifs des cours et les resultats varient d&apos;une ecole de medecine a l&apos;autre; a vrai dire, il convient de suivre une approche sur mesure. Cependant, si nous adherons a la premisse voulant que les sciences fondamentales representent le langage de la medecine et constituent la pierre d&apos;assise de la connaissance clinique, nous devons resoudre ce dilemme prevalent en introduisant les sciences fondamentales de maniere plus consequente dans chaque curriculum. Cet article de synthese succinct a pour but d&apos;evaluer differents modeles de curriculums quant a leur contenu en sciences fondamentales et de traiter de leurs forces et de leurs faiblesses. De plus, nous introduirons une conception en spirale visant a permettre aux etudiants plus avances d&apos;integrer les sciences fondamentales. Enfin, nous proposerons des pistes de solutions quant a la durabilite de l&apos;apprentissage et de la retention en matiere de sciences fondamentales. [Traduit par la Redaction] Mots-cles : enseignement de la medecine, nouveau curriculum, contenu en sciences fondamentales, integration aux programmes de stages cliniques.