Journal articles on the topic 'Family medicine Study and teaching Australia'
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1
Ringel, Christina. "The Role of Country and Self-Determination in Revitalisation." Zeitschrift für Australienstudien / Australian Studies Journal 36 (2022): 13–29. http://dx.doi.org/10.35515/zfa/asj.36/2022.02.
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The UNESCO Decade of Indigenous Languages (2022-2032)is a good opportunity for shining a light on language endangerment in Australia. In this paper, I argue that many causes of endangerment can be traced back to a relocation of speakers of Indigenous languages from their traditional land. A case in point is the endangered language Miriwoong. The analysis of a case study with the Miriwoong people will demonstrate that both their traditional educational practices and several current revitalisation projects rely on access to traditional Country. Miriwoong is no longer transmitted in natural contexts, i.e. it is not spoken and learned in the family home. Thus, in order to achieve the goal of countering endangerment, the community needs the support that Australian governments can provide via the mainstream education system. For such projects to be effective, self-determination needs to be part of any policies concerning formal education. This ensures that traditional beliefs and practices, such as teaching ‘on Country’, can be properly incorporated.
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Pincombe, Jan, Margaret Brown, and Helen Mccutcheon. "No Time for Dying: A Study of the Care of Dying Patients in Two Acute Care Australian Hospitals." Journal of Palliative Care 19, no. 2 (June 2003): 77–86. http://dx.doi.org/10.1177/082585970301900202.
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Objectives Research was conducted in two teaching hospitals in Australia to collect data on the care of patients dying in the acute care setting. Methodology Non-participant observation of the care of dying patients in medical wards was the primary method of data collection and selected staff were interviewed. Observers collected data on the type of care, who gave the care, and the time given to care. Thematic analysis was applied to both the observational and interview data. Participants Patients selected were over the age of 18 years, with a terminal diagnosis and an estimated six days to live. Results Three major factors emerged from the data to form the context in which patients were cared for and died: 1) the organizational factor, 2) the environmental factor, and 3) the human factor. The presence or absence of family members influenced the amount of care given. If family members were not present, dying could be an isolating experience, with minimal care focused on routine hospital activities. Conclusion This research indicated that the principles of palliative care are yet to be incorporated in the acute care hospital setting.
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Catzikiris, Nigel, Amanda Tapley, Simon Morgan, Elizabeth G. Holliday, Jean Ball, Kim Henderson, Taryn Elliott, Neil Spike, Cathy Regan, and Parker Magin. "Maintaining capacity for in-practice teaching and supervision of students and general practice trainees: a cross-sectional study of early career general practitioners." Australian Health Review 42, no. 6 (2018): 643. http://dx.doi.org/10.1071/ah16285.
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Objectives Expanding learner cohorts of medical students and general practitioner (GP) vocational trainees and the impending retirement of the ‘baby boomer’ GP cohort threaten the teaching and supervisory capacity of the Australian GP workforce. Engaging newly qualified GPs is essential to sustaining this workforce training capacity. The aim of the present study was to establish the prevalence and associations of in-practice clinical teaching and supervision in early career GPs. Methods The present study was a cross-sectional questionnaire-based study of recent (within 5 years) alumni of three of Australia’s 17 regional general practice training programs. The outcome factor was whether the alumnus taught or supervised medical students, GP registrars or other learners in their current practice. Logistic regression analysis was used to establish associations of teaching and supervision with independent variables comprising alumnus demographics, current practice characteristics and vocational training experiences. Results In all, 230 alumni returned questionnaires (response rate 37.4%). Of currently practising alumni, 52.4% (95% confidence interval (CI) 45.6–59.0%) reported current teaching or supervisory activities. Factors significantly (P<0.05) associated with alumni currently undertaking in-practice clinical teaching and supervision were: Australian medical graduation (odds ratio (OR) for international graduates 0.36; 95% CI 0.14–0.92), working in a regional or remote area (OR 2.75; 95% CI 1.24–6.11) and currently undertaking nursing home visits, home visits or after-hours work (OR 2.01; CI 1.02–3.94). Conclusions Rural–urban and country-of-graduation differences in the engagement of early career GPs in practice-based apprenticeship-like teaching or training should inform strategies to maintain workforce training capacity. What is known about the topic? Projected changes in the demand for and supply of clinical teaching and supervision within Australian general practice will require greater uptake of teaching and supervision by recently qualified GPs to ensure sustainability of this teaching model. Although interest in and undertaking of teaching roles have been documented for GP or family medicine trainees, studies investigating the engagement in these clinical roles by GPs during their early post-training period are lacking. What does this paper add? This paper is the first to document the prevalence of teaching and supervision undertaken by early career GPs as part of their regular clinical practice. We also demonstrate associations of practice rurality, country of medical graduation and undertaking non-practice-based clinical roles with GPs’ engagement in teaching and supervisory roles. What are the implications for practitioners? Establishing current teaching patterns of GPs enables appropriate targeting of new strategies to sustain an effective teaching and supervisory capacity within general practice. The findings of the present study suggest that exploring focused strategies to facilitate and support international medical graduates to engage in teaching during their vocational training, aided by focused supervisor support, may be of particular value.
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Post, Dannielle, Agnes Vitry, and Katherine L. Baldock. "Evaluating changes in student health, wellbeing and social circumstances before and during COVID-19 pandemic restrictions in Australia." PeerJ 9 (September 29, 2021): e12078. http://dx.doi.org/10.7717/peerj.12078.
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The impacts of COVID-19 have been felt on a global scale, with associated physical distancing restrictions and economic downturn having flow-on effects for mental health and wellbeing across the community, and for university students in particular. First-year pharmaceutical and medical science students completing a common introductory population health course at an Australian university are routinely surveyed at the beginning of the semester as part of the course. Survey data inform teaching approaches based on understanding the ‘real life’ commitments and health profiles of students, and deidentified data form part of the teaching material. The 2020 student cohort was invited to complete a second follow-up survey during COVID-19 physical distancing restrictions. A total of n = 126 students completed both the initial and follow-up surveys (50.6% response rate), and n = 99 (39.8% of the total cohort) consented for their data to be included in research. There was a non-significant decrease in student employment; however, 22% of all students reported loss of work due to COVID-19. There was a statistically significant decrease in the proportion of students undertaking sufficient levels of physical activity, and a statistically significant increase in reported family stressors associated with loss of employment or an inability to gain employment between March and May 2020. Two-thirds of respondents reported increased stress as an impact of the transition to online learning. Implementation of holistic strategies, incorporating attention to additional factors influencing students’ capacity to engage in study, and which may have long-term impacts across the life of the degree program, should be considered.
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Dianati, Seb, Nantana Taptamat, Akiko Uchiyama, and Natsuko Akagawa. "Factors that influence Translation and Interpreting technology adoption by university instructors, through the lens of the Technology Acceptance Model (TAM)." Journal of Translation and Language Studies 3, no. 1 (March 1, 2022): 12–28. http://dx.doi.org/10.48185/jtls.v3i1.439.
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The purpose of this study was to use mixed methods to examine the factors that contribute to the adoption of translation and interpreting (T&I) technologies by university instructors. The qualitative outcomes aimed to ascertain which technologies are currently being used in Australian universities, in the categories of web-search, CAT, mobile and tablet, and language lab software and hardware. An infographic was used to help display the technologies in these four domains. The findings of the quantitative analysis indicate that the frequent use of T&I technologies in instructors’ current practice significantly affected their intention to use technologies in the future. However, their experiences in both teaching and using such technologies were not factors that influenced their future use. The instructors who viewed T&I technologies favourably tended to recommend these tools to their friends and family; they believed that these tools helped them improve the accuracy of their job performance and secure their current job, and generally gave them an advantage in the employment market. At the same time, the instructors in our study faced some issues in using T&I technologies, such as the accuracy of their output and the lifespan of the software. Regardless of the challenges they faced, if an instructor perceived T&I technologies to be useful, they tended to express an intention to continue to use such technologies in the future.
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Ellis, Elizabeth Marrkilyi, Jennifer Green, and Inge Kral. "Family in mind." Research on Children and Social Interaction 1, no. 2 (December 18, 2017): 164–98. http://dx.doi.org/10.1558/rcsi.28442.
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In the Ngaanyatjarra Lands in remote Western Australia children play a guessing game called mama mama ngunytju ngunytju ‘father father mother mother’. It is mainly girls who play the game, along with other members of their social network, including age-mates, older kin and adults. They offer clues about target referents and establish mutual understandings through multimodal forms of representation that include semi-conventionalized drawings on the sand. In this paper we show how speech, gesture, and graphic schemata are negotiated and identify several recurrent themes, particularly focusing on the domains of kinship and spatial awareness. We discuss the implications this case study has for understanding the changing nature of language socialization in remote Indigenous Australia. Multimodal analyses of games and other indirect teaching routines deepen our understandings of the acquisition of cultural knowledge and the development of communicative competence in this context.
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Wulan, Sri, and Lara Fridani. "Teaching Strategy in Early Childhood Education: Child-Friendly Classroom Management to Anticipate Bullying Behaviours." JPUD - Jurnal Pendidikan Usia Dini 15, no. 2 (November 30, 2021): 379–94. http://dx.doi.org/10.21009/jpud.152.10.
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Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood.
Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education
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Hadley, Fay, and Elizabeth Rouse. "The family–centre partnership disconnect: Creating reciprocity." Contemporary Issues in Early Childhood 19, no. 1 (March 2018): 48–62. http://dx.doi.org/10.1177/1463949118762148.
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The purpose of this article is to examine the disconnect happening in relation to family–centre partnerships. Developing partnerships with families is hotly debated and provides challenges for educators teaching in the early childhood sector. Using a comparative case study analysis, several research studies conducted in the states of New South Wales and Victoria, Australia, are examined to illustrate these disconnects. These issues are examined within Belonging, Being and Becoming: The Early Years Learning Framework for Australia, a national framework that is common to all programs across Australia, which identifies practice, principles and learning outcomes for young children. This disconnect is related to the language that is used by the early childhood staff and misunderstood by the parents, the ways communication occurs and its ineffectiveness. The article argues that there is a need to move beyond the current rhetoric of engaging in partnerships with families to a space that allows for transparency, reciprocity and new language.
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AlMomen, Rabaa, Saad AlBattal, and Adel Mishriky. "Teaching communication skills in family medicine: A qualitative study." International Journal of Medical Science and Public Health 4, no. 1 (2015): 56. http://dx.doi.org/10.5455/ijmsph.2015.250920147.
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Rahmawati, Yuli. "THE STUDY OFMOTIVATION TO BE SCIENCE TEACHER." JRPK: Jurnal Riset Pendidikan Kimia 3, no. 1 (June 27, 2013): 197–206. http://dx.doi.org/10.21009/jrpk.031.07.
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This study aims is to examine several factors that influence people to choose the profession as a science teacher. The motivation is important factor that influence individual to have a good performance in their activities. Descriptive qualitative methodology through the semi-structured interview method is chosen to get the meaningful information of this study. The data was collected from four experienced science teachers who come from different countries which are Australia, America, Africa, and Philippines. The study found that several factors that motivated participants to be a teacher are family member, aspiration, role models, previous teaching experiences, teaching as powerful and manageable job, and educational background. However, all participants found interactions with their students have motivated them to be good and professional science teachers.
Keywords: Motivation, science teacher, descriptive study
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Dallaire, Louis-Francois, Caroline Rhéaume, and Lucie Vézina. "Interdisciplinary teaching in family medicine teaching units: the residents’ points of view." Canadian Medical Education Journal 9, no. 3 (July 29, 2018): e25-40. http://dx.doi.org/10.36834/cmej.42098.
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Background: Interdisciplinary teaching (IDT) is the norm in Canadian family medicine residency programs. Literature on IDT reports many academic, collaborative and organizational benefits, but little is known about family medicine residents’ own perspectives of IDT. The purpose of this study was to explore family medicine residents’ points of view on IDT in family medicine teaching units (FMTU). Methods: A mixed methods design combined interviews and self-completed online questionnaires to explore participants’ perceptions of IDT during residency. Content analysis was conducted on the qualitative data and univariate analysis statistical tests on means and proportions were conducted on the quantitative survey questions.Results: A total of 125 family medicine residents from 12 FMTU affiliated with Université Laval (Quebec City) participated in the study (11 interviews and 114 online questionnaires). Participants perceived significant benefits of IDT, including clinical knowledge, complementary perspectives and interprofessional collaboration skills. However, they believe that IDT works best when the educators adapt their teaching to the specific needs of residents in family medicine.Conclusion: These findings support those of previous IDT research and highlight the positive impacts of interdisciplinary education in family medicine residency, especially on interprofessional collaboration. IDT should remain an essential component of the family medicine curricula._____ Contexte: L’enseignement interdisciplinaire (EID) constitue une norme dans les programmes canadiens de résidence en médecine familiale. La littérature disponible sur l’EID fait état de plusieurs bénéfices académiques, collaboratifs et organisationnels, mais elle rend peu compte des points de vue des résidents sur ce type d’enseignement. Cette étude a pour objectif d’explorer les points de vue des résidents en médecine familiale quant à l’EID offert dans les unités de médecine familiale (UMF).Méthodes: Un devis mixte a été utilisé, s’appuyant sur des entrevues semi-dirigées et des questionnaires auto-administrés en ligne. Une analyse de contenu a été effectuée pour le volet qualitatif, et des analyses univariées et bi-variées ont été réalisées pour les données obtenues dans les questionnaires auto-administrés.Résultats: Un total de 125 résidents en médecine familiale, rattachés aux 12 UMF relevant de l’Université Laval (Québec), a participé à l’étude (11 entrevues et 114 questionnaires en ligne). Les participants reconnaissent des bénéfices significatifs à l’EID, tels l’acquisition et l’approfondissement de connaissances cliniques essentielles, l’intégration de perspectives complémentaires sur les problèmes de santé, et le développement d’habiletés à la collaboration interprofessionnelle. Ils estiment toutefois que l’EID peut s’optimiser en s’adaptant davantage aux besoins spécifiques des résidents en médecine familiale.Conclusions: À l’instar des études antérieures, les résultats de cette recherche mettent en relief les impacts positifs de l’EID pendant la résidence en médecine familiale, particulièrement ceux qui sont liés à l’apprentissage de la collaboration interprofessionnelle. L’EID devrait par conséquent demeurer une caractéristique essentielle des programmes de résidence en médecine familiale.
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Kimsma, Gerrit K., and B. J. van Duin. "Teaching Euthanasia: The Integration of the Practice of Euthanasia Into the Grief, Death, and Dying Curricula of Postgraduate Family Medicine Training." Cambridge Quarterly of Healthcare Ethics 5, no. 1 (1996): 107–12. http://dx.doi.org/10.1017/s0963180100006770.
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The open practice of euthanasia in The Netherlands stood alone in the world until the government of the Northern Territories in Australia accepted the possibility of physician-assisted suicide. Even though the active ending of lives in The Netherlands is still a crime by law, the current practice allows it and acquits physicians if certain conditions have been met. Of the many facets of euthanasia, the teaching of this practice represents a further logical step. In this contribution, we intend to describe the comprehensive teaching program of euthanasia of the Free University of Amsterdam's Postgraduate Family Medicine Program. Here students receive university-based training for 1 day a week in a cohort of 12 and on the job training for 4 days with individual family physicians for 2 consecutive years. We especially intend to portray the integration of euthanasia into the wider teaching of the process of counseling and aid of the dying.
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Brophy, Tess, Glen S. Merry, and Kenneth G. Jamieson. "Spinal Injuries in Aquatic Sports." Prehospital and Disaster Medicine 1, S1 (1985): 194–97. http://dx.doi.org/10.1017/s1049023x00044447.
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Spinal injuries associated with aquatic sports account for about 30 admissions per year to spinal injury units in Australia. These injuries are considered not only for their significance to the victim, to his family and to the community, but to ensure that voluntary organizations are teaching first-aid measures which help to reduce morbidity and mortality—for on those first-aid measures depend the quality of the victim's life.
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Sarkar, Reena, Joan Ozanne-Smith, Joanna F. Dipnall, and Richard Bassed. "Population study of orofacial injuries in adult family violence homicides in Victoria, Australia." Forensic Science International 316 (November 2020): 110467. http://dx.doi.org/10.1016/j.forsciint.2020.110467.
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Borg, Danielle, Kym Rae, Corrine Fiveash, Johanna Schagen, Janelle James-McAlpine, Frances Friedlander, Claire Thurston, et al. "Queensland Family Cohort: a study protocol." BMJ Open 11, no. 6 (June 2021): e044463. http://dx.doi.org/10.1136/bmjopen-2020-044463.
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IntroductionThe perinatal–postnatal family environment is associated with childhood outcomes including impacts on physical and mental health and educational attainment. Family longitudinal cohort studies collect in-depth data that can capture the influence of an era on family lifestyle, mental health, chronic disease, education and financial stability to enable identification of gaps in society and provide the evidence for changes in government in policy and practice.Methods and analysisThe Queensland Family Cohort (QFC) is a prospective, observational, longitudinal study that will recruit 12 500 pregnant families across the state of Queensland (QLD), Australia and intends to follow-up families and children for three decades. To identify the immediate and future health requirements of the QLD population; pregnant participants and their partners will be enrolled by 24 weeks of gestation and followed up at 24, 28 and 36 weeks of gestation, during delivery, on-ward, 6 weeks postpartum and then every 12 months where questionnaires, biological samples and physical measures will be collected from parents and children. To examine the impact of environmental exposures on families, data related to environmental pollution, household pollution and employment exposures will be linked to pregnancy and health outcomes. Where feasible, data linkage of state and federal government databases will be used to follow the participants long term. Biological samples will be stored long term for future discoveries of biomarkers of health and disease.Ethics and disseminationEthical approval has been obtained from the Mater Research Ethics (HREC/16/MHS/113). Findings will be reported to (1) QFC participating families; (2) funding bodies, institutes and hospitals supporting the QFC; (3) federal, state and local governments to inform policy; (4) presented at local, national and international conferences and (5) disseminated by peer-review publications.
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VanDerKolk, Kristi, Vicki R. McKinney, Lisa Graves, and Diane M. Harper. "Transgender Education in North American Family Medicine Clerkships: A CERA Study." Family Medicine 53, no. 8 (September 3, 2021): 676–83. http://dx.doi.org/10.22454/fammed.2021.509974.
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Background and Objectives: Transgender persons face many barriers to accessing health care, including identifying a knowledgeable physician. Medical schools have made curricular changes addressing cultural competence in transgender medicine, but changes are inadequate to graduate physicians competent in gender-affirming health care. The aim of this study was to assess the current state of education on the comprehensive health care of transgender patients, including gender-affirming health care (GAH) strategies (hormone therapy, surgical interventions) in US and Canadian family medicine clerkships (FM clerkships) in addition to the beliefs and actions of the directors making those curricular decisions. Methods: Questions regarding transgender education within FM clerkships were included in the 2018 Council of Academic Family Medicine’s Educational Research Alliance (CERA) survey of family medicine clerkship directors. The online survey was distributed via email invitation to 128 US and 16 Canadian FM clerkship directors between June 21, 2018 and August 4, 2018. Results: Seventy-two percent (68/94) of FM clerkship directors agreed transgender health care should be a required part of the medical school curriculum. Sixty-six percent report active advocacy within their institutions for increased curricular time devoted to transgender health care. Fifty-six percent (53/94) treat transgender patients in their own clinical practice, but just 26% agreed they were comfortable teaching transgender health care to medicals students. While the presence of transgender patients within the clinical practice did not have a significant impact on FM clerkship directors’ comfort teaching this subject, having transgender friends or acquaintances did. Conclusions: FM clerkships are primed for inclusion of comprehensive transgender and GAH education in their curriculum. Increasing comfort of FM clerkship directors in teaching this subject area by providing accessible curriculum may encourage further uptake of this content into FM clerkships.
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Ljubičić, Natalija. "Approaches to family-school relationships: Examples from Serbia and Australia." Nastava i vaspitanje 71, no. 1 (2022): 47–65. http://dx.doi.org/10.5937/nasvas2201047l.
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Strong communication and cooperation between the family and the school is one of the most important factors contributing to students' learning, identity and well-being. This research aimed to support Serbian policy makers and school authorities to engage more effectively with families as children transition to the first years of school. By drawing on the experiences of Serbian parents who live in Australia and Australian teachers, and considering contemporary educational literature on family-school engagement, it was hoped to identify strategies that might be employed to encourage Serbian school communities to strengthen communication with families and foster improved cooperation between parents and teachers in the early years of school. This study used a qualitative research approach (semi-structured questionnaires and follow-up interviews) to explore parents' and teachers' perceptions and experiences of building and sustaining family-school partnerships in each context. Analyses of Serbian parents' and teachers' views of family-school interactions during the transition-to-school period indicated that families had limited, if any, communication with the school and were rarely involved in their children's learning, including classroom activities and extracurricular events. Analyses of Australian parents' and teachers' perceptions of their transition-to-school engagement experiences indicated that communication and cooperation between family and school were common and frequent. The findings from this study identified a range of suggestions that Serbian schools might adopt to strengthen and sustain communication, engagement and cooperation with families, particularly during the period when children begin school.
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Wu, Velyn, Kiyomi Goto, Stephen Carek, Michael Petrizzi, Jason W. Deck, Irvin Sulapas, Sherilyn DeStefano, et al. "Family Medicine Musculoskeletal Medicine Education: A CERA Study." Family Medicine 54, no. 5 (May 5, 2022): 369–75. http://dx.doi.org/10.22454/fammed.2022.975755.
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Background and Objectives: Musculoskeletal (MSK) concerns constitute up to 40% of primary care outpatient visits. Despite Accreditation Council for Graduate Medical Education (ACGME) family medicine program requirements for musculoskeletal medicine and sports medicine training, previous studies have shown that family medicine residency graduates do not have adequate training to manage common musculoskeletal conditions. Factors for this may include deficiencies in education at both the undergraduate and graduate medical education training levels. Methods: A Council of Academic Family Medicine Educational Research Alliance survey of 287 family medicine program directors assessed the current state of the delivery of musculoskeletal medicine education. Opinions were gathered on the scope and delivery of training requirements as well as potential areas for further curricular attention. Results: Two hundred eighty-seven program directors responded to the survey (response rate 41.53%). Most (72.60%) were in university based or affiliated programs and had a fellowship-trained primary care sports medicine physician (59.85%) curricular lead. A majority (77.4%) did not feel that PGY-1 residents enter residency with the physical exam skills needed to evaluate common musculoskeletal (MSK) conditions , and most (81.15%) did not feel that there should be changes to the current ACGME requirements. An area highlighted for further investment is faculty development in point-of-care ultrasound (39.85%). Conclusions: Although program directors believe that current ACGME MSK curricular requirements are likely appropriate, they do not feel residents arrive with the examination skills needed to evaluate common MSK conditions.Therefore, further attention can be given to medical student education in musculoskeletal exam skills prior to residency. Future research should develop objective measures using multiple assessors—students, residents, teaching faculty, and patients—to assess both the baseline and graduating competency in MSK medicine of our residents.
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Yoshida, Kazutaka, Kentaro Morizono, Seo Eun Hwang, Sonia Tsukagoshi, Masako Ii, and Ryuki Kassai. "Medicare System and Family Doctor Training Program in Australia: A Study Tour to a Leading Country for Family Medicine." An Official Journal of the Japan Primary Care Association 42, no. 2 (June 20, 2019): 127–29. http://dx.doi.org/10.14442/generalist.42.127.
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Rees, Charlotte E., Rola Ajjawi, and Lynn V. Monrouxe. "The construction of power in family medicine bedside teaching: a video observation study." Medical Education 47, no. 2 (January 16, 2013): 154–65. http://dx.doi.org/10.1111/medu.12055.
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Smith, Michele S., and Linda Testani-Dufour. "Who's Teaching Whom? A Study of Family Education in Brain Injury." Rehabilitation Nursing 27, no. 6 (November 12, 2002): 209–14. http://dx.doi.org/10.1002/j.2048-7940.2002.tb02015.x.
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Nibert, Ainslie T. "Teaching Clinical Ethics Using a Case Study: Family Presence During Cardiopulmonary Resuscitation." Critical Care Nurse 25, no. 1 (February 1, 2005): 38–44. http://dx.doi.org/10.4037/ccn2005.25.1.38.
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Rai, Sumeet, Rhonda Brown, Frank van Haren, Teresa Neeman, Arvind Rajamani, Krishnaswamy Sundararajan, and Imogen Mitchell. "Long-term follow-up for Psychological stRess in Intensive CarE (PRICE) survivors: study protocol for a multicentre, prospective observational cohort study in Australian intensive care units." BMJ Open 9, no. 1 (January 2019): e023310. http://dx.doi.org/10.1136/bmjopen-2018-023310.
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IntroductionThere are little published data on the long-term psychological outcomes in intensive care unit (ICU) survivors and their family members in Australian ICUs. In addition, there is scant literature evaluating the effects of psychological morbidity in intensive care survivors on their family members. The aims of this study are to describe and compare the long-term psychological outcomes of intubated and non-intubated ICU survivors and their family members in an Australian ICU setting.Methods and analysisThis will be a prospective observational cohort study across four ICUs in Australia. The study aims to recruit 150 (75 intubated and 75 non-intubated) adult ICU survivors and 150 family members of the survivors from 2015 to 2018. Long-term psychological outcomes and effects on health-related quality of life (HRQoL) will be evaluated at 3 and 12 months follow-up using validated and published screening tools. The primary objective is to compare the prevalence of affective symptoms in intubated and non-intubated survivors of intensive care and their families and its effects on HRQoL. The secondary objective is to explore dyadic relations of psychological outcomes in patients and their family members.Ethics and disseminationThe study has been approved by the relevant human research ethics committees (HREC) of Australian Capital Territory (ACT) Health (ETH.11.14.315), New South Wales (HREC/16/HNE/64), South Australia (HREC/15/RAH/346). The results of this study will be published in a peer-reviewed medical journal and presented to the local intensive care community and other stakeholders.Trial registration numberACTRN12615000880549; Pre-results.
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Zark, Laura, Stefanie M. Hammond, Angela Williams, and Jennifer L. Pilgrim. "Family violence in Victoria, Australia: a retrospective case-control study of forensic medical casework." International Journal of Legal Medicine 133, no. 5 (January 25, 2019): 1537–47. http://dx.doi.org/10.1007/s00414-019-02000-9.
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Jones, Kay, Ruby Biezen, Bronwyn Beovich, and Oliver van Hecke. "Chaperones for intimate examinations in family medicine: findings from a pilot study in Melbourne, Australia." Medicine, Science and the Law 55, no. 1 (January 29, 2014): 6–10. http://dx.doi.org/10.1177/0025802413518318.
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Mittal, Vineeta, Evelina Krieger, Benjamin C. Lee, Terry Kind, Timothy McCavit, Joyce Campbell, Mary C. Ottolini, and Glenn Flores. "Pediatrics Residents' Perspectives on Family-Centered Rounds: A Qualitative Study at 2 Children's Hospitals." Journal of Graduate Medical Education 5, no. 1 (March 1, 2013): 81–87. http://dx.doi.org/10.4300/jgme-d-11-00314.1.
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Abstract Background Many academic hospitals have incorporated family-centered rounds, yet little is known about pediatrics residents' perspectives on the educational impact of these rounds. Objective To identify pediatrics residents' knowledge, attitudes, and beliefs about family-centered rounds, including perceived benefits and barriers. Methods We conducted focus groups of residents exposed to family-centered rounds at 2 university-affiliated, freestanding children's hospitals. Focus group data were analyzed using grounded theory. Results A total of 24 residents participated in 4 focus groups. Residents reported that family-centered rounds enhance education by increasing patient encounters and improving physical exam skills, direct observation, real-time feedback, and attending role modeling; improve parent satisfaction, interpersonal and communication skills, and safety; and reduce length of stay. Physical constraints (large teams and small rooms), lack of uniform approaches to family-centered rounds, variable attending teaching styles, and specific conditions (child abuse, patients on isolation) were cited barriers. Conclusions Pediatrics residents report that well-conducted family-centered rounds improve their education and the quality of patient care, including parent satisfaction, communication with families, and patients' length of stay. Standardizing family-centered rounds and reducing attending variability in teaching style might further enhance residents' educational experiences.
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Everard, Kelly M., and Kimberly Zoberi Schiel. "Changes in Family Medicine Clerkship Teaching Due to the COVID-19 Pandemic." Family Medicine 53, no. 4 (April 6, 2021): 282–84. http://dx.doi.org/10.22454/fammed.2021.583240.
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Background and Objectives: On March 17, 2020, the Association of American Medical Colleges recommended temporary suspension of all medical student clinical activities due to the COVID-19 pandemic, which required a rapid development of alternatives to traditional teaching methods. This study examines education changes spurred by COVID-19. Methods: Data were collected via a Council of Academic Family Medicine Educational Research Alliance survey of family medicine clerkship directors. Participants answered questions about didactic and clinical changes made to clerkship teaching due to the COVID-19 pandemic, how positive the changes were, whether the changes would be made permanent, and how prepared clerkship directors were for the changes. Results: The response rate was 64%. The most frequent change made to didactic teaching was increasing online resources. The most frequent change made to clinical teaching was adding clinical simulation. Greater changes were made to clinical teaching than to didactic teaching. Changes made to didactic teaching were perceived as more positive for student learning than the changes made to clinical teaching. Clerkship directors felt more prepared for changes to didactic teaching than for clinical teaching, and were more likely to make the didactic teaching changes permanent than the clinical teaching changes. Conclusions: The COVID-19 pandemic caused nearly all clerkship directors to make changes to clerkship teaching, but few felt prepared to make these changes, particularly changes to clinical teaching. Clerkship directors made fewer changes to didactic teaching than clinical teaching, however, didactic changes were perceived as more positive than clinical changes and were more likely to be adopted long term.
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Rabinowitz, Raphael, Jeanne Farnan, Oliver Hulland, Lisa Kearns, Michele Long, Bradley Monash, Priti Bhansali, and H. Barrett Fromme. "Rounds Today: A Qualitative Study of Internal Medicine and Pediatrics Resident Perceptions." Journal of Graduate Medical Education 8, no. 4 (October 1, 2016): 523–31. http://dx.doi.org/10.4300/jgme-d-15-00106.1.
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ABSTRACT Background Attending rounds is a key component of patient care and education at teaching hospitals, yet there is an absence of studies addressing trainees' perceptions of rounds. Objective To determine perceptions of pediatrics and internal medicine residents about the current and ideal purposes of inpatient rounds on hospitalist services. Methods In this multi-institutional qualitative study, the authors conducted focus groups with a purposive sample of internal medicine and pediatrics residents at 4 teaching hospitals. The constant comparative method was used to identify themes and codes. Results The study identified 4 themes: patient care, clinical education, patient/family involvement, and evaluation. Patient care included references to activities on rounds that forwarded care of the patient. Clinical education pertained to teaching/learning on rounds. Patient/family involvement encompassed comments about incorporating patients and families on rounds. Evaluation described residents demonstrating skill for attendings. Conclusions Resident perceptions of the purposes of rounds aligned with rounding activities described by prior observational studies of rounds. The influence of time pressures and the divergent needs of participants on today's rounds placed these identified purposes in tension, and led to resident dissatisfaction in the achievement of all of them. Suboptimal congruency exists between perceived resident clinical education and specialty-specific milestones. These findings suggest a need for education of multiple stakeholders by (1) enhancing faculty teaching strategies to maximize clinical education while minimizing inefficiencies; (2) informing residents about the value of patient interactions and family-centered rounds; and (3) educating program directors in proper alignment of inpatient rotational objectives to the milestones.
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Jin, Ivan, Diana Tang, Jessica Gengaroli, Kathryn Nicholson Perry, George Burlutsky, Ashley Craig, Gerald Liew, Paul Mitchell, and Bamini Gopinath. "Cross-sectional study evaluating burden and depressive symptoms in family carers of persons with age-related macular degeneration in Australia." BMJ Open 11, no. 9 (September 2021): e048658. http://dx.doi.org/10.1136/bmjopen-2021-048658.
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ObjectivesWe aimed to analyse the degree of carer burden and depressive symptoms in family carers of persons with age-related macular degeneration (AMD) and explore the factors independently associated with carer burden and depressive symptoms.MethodsCross-sectional study using self-administered and interviewer-administered surveys, involving 96 family carer–care recipient pairs. Participants were identified from tertiary ophthalmology clinics in Sydney, Australia, as well as the Macular Disease Foundation of Australia database. Logistic regression, Pearson and Spearman correlation analyses were used to investigate associations of explanatory factors (family caregiving experience, carer fatigue, carer quality of life and care-recipient level of dependency) with study outcomes—carer burden and depressive symptoms.ResultsOver one in two family carers reported experiencing mild or moderate-severe burden. More than one in five and more than one in three family carers experienced depressive symptoms and substantial fatigue, respectively. High level of care-recipient dependency was associated with greater odds of moderate-severe and mild carer burden, multivariable-adjusted OR 8.42 (95% CI 1.88 to 37.60) and OR 4.26 (95% CI 1.35 to 13.43), respectively. High levels of fatigue were associated with threefold greater odds of the carer experiencing depressive symptoms, multivariable-adjusted OR 3.47 (95% CI 1.00 to 12.05).ConclusionsA substantial degree of morbidity is observed in family carers during the caregiving experience for patients with AMD. Level of dependency on the family carer and fatigue were independently associated with family carer burden and depressive symptoms.Trial registration numberThe trial registration number is ACTRN12616001461482. The results presented in this paper are Pre-results stage.
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Diep, Dion, Abnoos Mosleh-Shirazi, and Joel Lexchin. "Quality of advertisements for prescription drugs in family practice medical journals published in Australia, Canada and the USA with different regulatory controls: a cross-sectional study." BMJ Open 10, no. 7 (July 2020): e034993. http://dx.doi.org/10.1136/bmjopen-2019-034993.
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ObjectiveTo assess if different forms of regulation lead to differences in the quality of journal advertisements.DesignCross-sectional study.ParticipantsThirty advertisements from family practice journals published from 2013 to 2015 were extracted for three countries with distinct regulatory pharmaceutical promotion systems: Australia, Canada and the USA.Primary and secondary outcome measuresAdvertisements under each regulatory system were compared concerning three domains: information included in the advertisement, references to scientific evidence and pictorial appeals and portrayals. An overall ranking for advertisement quality among countries was determined using the first two domains as the information assessed has been associated with more appropriate prescribing.ResultsAdvertisements varied significantly for number of claims with quantitative benefit (Australia: 0.0 (0.0–3.0); Canada: 0.0 (0.0–5.0); USA: 1.0 (0.0–6.0); p=0.01); statistical method used in reporting benefit (relative risk reduction, absolute risk reduction and number needed to treat; Australia: 6.7%, n=2; Canada: 10.0%, n=3; USA: 36.6%, n=11; p=0.02); mention of adverse effects, warnings or contraindications (Australia: 13.3%, n=4; Canada: 23.3%, n=7; USA: 53.3%, n=16; p=0.002); equal prominence between safety and benefit information (Australia: 25.0%, n=1; Canada: 28.6%, n=2; USA: 75.0%, n=12; p=0.04); and methodological quality of references score (Australia: 0.4150 (0.25–0.70); Canada: 0.25 (0.00–0.63); USA: 0.25 (0.00–0.75); p<0.001). The USA ranked first, Canada second and Australia third for overall quality of journal advertisements. Significant differences for humour appeals (Australia: 3.3%, n=1; Canada: 13.3%, n=4; USA: 26.7%, n=8; p=0.04), positive emotional appeals (Australia: 26.7%, n=8; Canada: 60.0%, n=18; USA: 50.0%, n=15; p=0.03), social approval portrayals (Australia: 0.0%, n=0; Canada: 0.0%, n=0; USA: 10.0%, n=3; p=0.04) and lifestyle or work portrayals (Australia: 43.3%, n=13; Canada: 50.0%, n=15; USA: 76.7%, n=23; p=0.02) were found among countries.ConclusionsDifferent regulatory systems influence journal advertisement quality concerning all measured domains. However, differences may also be attributed to other regulatory, legal, cultural or health system factors unique to each country.
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Sawyer, Michael, and Femke Giesen. "Undergraduate Teaching of Child and Adolescent Psychiatry in Australia: Survey of Current Practice." Australian & New Zealand Journal of Psychiatry 41, no. 8 (August 2007): 675–81. http://dx.doi.org/10.1080/00048670701449153.
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Objective: To identify the goals, content, and time allocated for undergraduate child psychiatry teaching programmes in Australian medical schools. Method: A structured questionnaire designed specifically for the present study was used to identify the goals, content, and time allocated to child psychiatry teaching for undergraduate medical students. Staff responsible for child psychiatry teaching programmes at all 15 medical schools in Australia were contacted and those in 12 schools (80%) agreed to participate. Results: All 12 medical schools provided some teaching relevant to child psychiatry. Teaching was commonly provided as part of general psychiatry and/or paediatric teaching programmes. Between 4 and 12 h were allocated for child psychiatry teaching, with the exception of one school, which assigned 46 h. Ten schools (83%) offered clinical placements in child psychiatry to some or all students, with placements ranging in length from 0.5 days to 8 weeks. However, only four schools (33%) offered clinical placements to all students. Two schools (17%) offered no clinical placements or electives in child psychiatry. The skills required to assess children and families, and knowledge about normal child development were identified as key teaching goals. Barriers to teaching child psychiatry included the lack of academic child psychiatrists in Australia, and the limited time allocated for this teaching in medical school curricula. Conclusions: The amount of time allocated for teaching child psychiatry in Australian medical schools is relatively small and not consistent with the size of the public health problem posed by child and adolescent mental disorders. Staff responsible for teaching child psychiatry need to coordinate their activities more effectively at a national level to identify teaching goals, design curricula, and advocate for high-quality child psychiatry teaching programmes in medical schools.
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Syed, Najia, Cathy Banwell, and Tehzeeb Zulfiqar. "Highly Skilled South Asian Migrant Women in Australia: Hidden Economic Assets." Global Journal of Health Science 12, no. 12 (October 30, 2020): 130. http://dx.doi.org/10.5539/gjhs.v12n12p130.
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Finding a balance between work and family life is challenging for many women, particularly migrant women living in Australia without family support. This study provides insights into their dilemmas, difficulties and strengths in terms of household responsibilities and employment pressures. Design: Qualitative, in-depth interviews were conducted with ten South Asian skilled mothers living in Canberra, Australia. Findings: Participants were positive about contributing to their family’s income and gaining financial independence. However, as skilled migrant women, they struggled to use their work skills due to increased demands of domestic responsibilities. They often negotiated work and family life by seeking low-prospect careers. Conclusion: The socio-cultural factors faced by South Asian migrant women have a significant impact on their work-life balance. Deskilling, increased work pressures and lack of support may negatively impact their career aspirations and well-being. Flexible policies can help mitigate these barriers to help migrant women maintain a work-life balance.
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Fisman, Sandra, John Sangster, Margaret M. Steele, Moira A. Stewart, and Naomi Rae-Grant. "Teaching Child and Adolescent Psychiatry to Family Medicine Trainees: A Pilot Experience." Canadian Journal of Psychiatry 41, no. 10 (December 1996): 623–28. http://dx.doi.org/10.1177/070674379604101004.
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Objectives: To develop learning objectives for teaching child psychiatry to family medicine trainees and to evaluate the best method of teaching these objectives. Method: For this descriptive study, knowledge, attitude, and skill objectives were presented to trainees at the start of a 6-month rotation, and an evaluation mechanism was developed based on the learning objectives. The method of instruction in each of the training locations was described independently by the child psychiatry consultant and attending family physician. The trainees' evaluations were presented according to training locations. Results: Family medicine trainees perceived the teaching-consultation method, with live interviews, to be the most helpful and the didactic lecture format to be least helpful. Conclusion: The importance of teaching family medicine residents to recognize mental health problems in children and adolescents, preferably by using live interviews, and the implications for postresidency practice are emphasized.
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Schiel, Kimberly Zoberi, and Kelly M. Everard. "Teaching Chronic Pain in the Family Medicine Clerkship: Changes From 2014." Family Medicine 52, no. 5 (May 5, 2020): 361–63. http://dx.doi.org/10.22454/fammed.2020.335033.
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Background and Objectives: The management of chronic pain is an important topic for training competent family physicians. The purpose of this study was to determine factors in teaching about chronic pain and whether state overdose death rates were associated with teaching chronic pain topics. Methods: Data were collected as part of the 2019 Council of Academic Family Medicine Educational Research Alliance (CERA) Clerkship Directors’ Survey. The response rate was 71%. Respondents answered questions about the amount of time spent teaching about chronic pain diagnoses, approach to chronic pain, opioid medications, nonopioid medications and nonpharmacologic treatments for chronic pain. Results: The most frequent topic was chronic pain diagnoses, taught by 64% of clerkships with an average of 92 minutes spent on the topic. Each chronic pain topic was taught by nearly 50% of clerkships, and 72.3% of clerkships taught at least one topic. More clerkships were teaching about opioids, nonopioids, and nonpharmacological treatments for chronic pain than in 2014. Time currently spent teaching about opioids was positively correlated with clerkships’ state 2014 drug overdose death rate. Conclusions: The majority of family medicine clerkships teach about chronic pain, and the amount of time dedicated to this topic has increased over the last 5 years. A state’s opioid overdose rate correlates with the amount of time spent teaching about opioids, but does not correlate with the amount of time teaching about other chronic pain subtopics. It is possible that the opioid crisis is causing a shift in the subtopics of chronic pain teaching.
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Xu, Rongbin, Shuai Li, Shanshan Li, Ee Ming Wong, Melissa C. Southey, John L. Hopper, Michael J. Abramson, and Yuming Guo. "Ambient temperature and genome-wide DNA methylation: A twin and family study in Australia." Environmental Pollution 285 (September 2021): 117700. http://dx.doi.org/10.1016/j.envpol.2021.117700.
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Oh, Sangrok, Timothy Servoss, and Diana Wilkins. "Using the Objective Structured Teaching Ecounter to Assess Resident Teaching Skills." Family Medicine 53, no. 6 (June 2, 2021): 453–56. http://dx.doi.org/10.22454/fammed.2021.980882.
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Background and Objectives: Residents are often the primary educators for medical students during their clinical years. Residency training programs are therefore responsible for providing resident educator training. This, in turn, requires an assessment tool to ensure residents demonstrate the knowledge, skills, and behaviors required for their teaching responsibilities. To this end, a rating scale was developed and applied during an objective structured teaching encounter (OSTE). The purposes of this study were to gather qualitative impressions of family medicine residents regarding participation in the OSTE and reliability evidence for the OSTE instrument. Methods: All 41 family medicine residents participated in the study. Prior to the OSTE, residents received instruction on the five microskills clinical teaching model. Medical students assisted as standardized learners for the encounter and faculty served as assessors. We conducted focus groups to solicit resident feedback. Results: Residents demonstrated evidence of the five microskills. Feedback on the OSTE process from the interns was positive, noting that the experience helped increase their confidence to teach, as well as provided a useful method to practice a teaching strategy. The assessment tool evidenced good internal consistency and interrater reliability. Conclusions: The OSTE is an easy-to-implement and reliable method for resident educator skill assessment that left residents feeling more confident and better equipped to give constructive feedback during teaching encounters.
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Jattan, Aaron, Charles Penner, Joanne Maier, and Bruce Martin. "Are rural residents missing out on teaching? A comparison of teaching opportunities for urban and rural family medicine residents at the University of Manitoba." Canadian Medical Education Journal 9, no. 1 (March 28, 2018): e14-20. http://dx.doi.org/10.36834/cmej.42182.
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Background: The scholar competency of the CanMEDS-FM framework requires residents to develop teaching skills, and with the number of rural residency positions tripling over the last decade, it is essential for residency programs to provide rural residents with teaching opportunities. The purpose of this study was to investigate the differences in teaching opportunities offered to urban and rural family medicine residents at the University of Manitoba.Methods: The 117 urban and rural family medicine residents were surveyed to quantify their interactions with medical students. Specific respondents were interviewed to provide context to the survey.Results: On family medicine, only 20% of rural residents reported frequent opportunities to informally teach, compared to 57% of urban residents. Similarly, 86% of urban residents reported organized teaching opportunities compared to only 5% of rural residents. Residents placed high value in receiving additional teaching opportunities.Conclusion: This study suggests that there are fewer teaching opportunities for rural family medicine residents compared to urban residents at the University of Manitoba. Given the small sample size, a larger study could determine whether this trend exists across the country. It will be incumbent on residency programs to ensure rural residents have the opportunities to become competent educators.
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Hekelman, Francine P., Eugenia Vanek, Kathleen Kelly, and Sonia Alemagno. "Characteristics of family physicians’ clinical teaching behaviors in the ambulatory setting: A descriptive study." Teaching and Learning in Medicine 5, no. 1 (January 1993): 18–23. http://dx.doi.org/10.1080/10401339309539582.
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Sahota, Kiran, Patrick Goeres, Martina Kelly, Eugene Tang, Marianna Hofmeister, and Hugh Alberti. "Intellectual stimulation in family medicine: an international qualitative study of student perceptions." BJGP Open 4, no. 3 (June 23, 2020): bjgpopen20X101045. http://dx.doi.org/10.3399/bjgpopen20x101045.
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BackgroundGlobally, medical schools struggle to ensure there is a sufficient number of graduates choosing family medicine as a career to meet societal needs. While factors impacting career choice are complex, one possible disincentive to choosing family medicine is the perception that it is less intellectually stimulating than specialty care.AimThe study sought to elicit student views on intellectual stimulation in family medicine, and their understanding of academic family medicine.Design & settingThis is a qualitative focus group study of volunteer students from the University of Calgary, Canada, and Newcastle University, UK.MethodSix focus groups were conducted with 51 participants. The data were analysed thematically.ResultsStudents associated intellectual stimulation in family medicine with clinical practice. Intellectual stimulation was related to problem solving and the challenge of having to know a little about everything, along with clinical uncertainty and the need to be vigilant to avoid missing diagnoses. Student awareness of academic family medicine was limited, and students identified it with teaching rather than research.ConclusionPromoting intellectual stimulation in family medicine requires educators to highlight the breadth and variety of knowledge required in family medicine, as well as the need to manage clinical uncertainty and to be vigilant to avoid missing diagnoses. Exposure to academic family medicine could enhance students’ understanding and appreciation of the role of research in family medicine.
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Koh, Gerald CH, Teck Yee Wong, Seng Kwing Cheong, Erle CH Lim, Raymond CS Seet, Wern Ee Tang, and Chi Siong Chua. "Acceptability of Medical Students by Patients from Private and Public Family Practices and Specialist Outpatient Clinics." Annals of the Academy of Medicine, Singapore 39, no. 7 (July 15, 2010): 555–64. http://dx.doi.org/10.47102/annals-acadmedsg.v39n7p555.
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Introduction: Previous studies on patient acceptance of medical student teaching were from Western populations and in one setting only. However, there has been no prospective study comparing patient acceptability before and after an actual experience. We studied patient acceptability of medical student teaching in private and public family practices and public hospital specialist outpatient clinics in Singapore, and before and after an actual medical student teaching consultation. Materials and Methods: We conducted an anonymous cross-sectional survey from March through October 2007 of Singaporean or permanent resident patients attending 76 teaching private family practices, 9 teaching public family practices and 8 specialty clinics in a teaching public hospital. We used pre-consultation cross-sectional patient surveys in all three settings. For private family practice setting only, post-consultation patient survey was conducted after an actual experience with medical student presence. Results: Out of 5123 patients, 4142 participated in the cross-sectional survey (80.9%) and 1235 of 1519 patients in the prospective cohort study (81.3%). Eighty percent were comfortable with medical students present, 79% being interviewed and 60% being examined. Regarding being examined by medical students, parents of children were least comfortable while patients between 41 to 60 years were most comfortable (adjusted OR = 1.99 [1.55-2.57]). Females were less comfortable with medical student teaching than males. Chinese patients were the least comfortable about being interviewed or examined by medical students among the ethnic groups. Indians were most comfortable with being interviewed by medical students (adjusted OR = 1.38 [1.02-1.86]) but Malays were the most comfortable being examined by them (adjusted OR = 1.32 [1.07-1.62]). Family practice patients were more receptive to medical student teaching than the hospital’s specialist outpatients. Common barriers to patient acceptance were lack of assurance of patient privacy, dignity and confidentiality. Actual exposure to medical student teaching did not change levels of patient acceptance. Conclusions: Compared to similar studies from Western countries, Asian patients appear to be less receptive to medical student teaching than Western patients. Family practice settings offer medical students a more receptive learning environment. Key words: Ambulatory, Asian, Consultations, Family practice, Undergraduate
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Ramachandran, Rajeev, Clarice Chong, and Lee Gan Goh. "Teaching Family Medicine Approach in paediatrics with a patient having genetic syndrome – A case study." Asia Pacific Scholar 5, no. 1 (January 7, 2020): 79–81. http://dx.doi.org/10.29060/taps.2020-5-1/cs2092.
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Schiel, Kimberly Zoberi, and Kelly M. Everard. "Active Learning Versus Traditional Teaching Methods in the Family Medicine Clerkship." Family Medicine 53, no. 5 (May 5, 2021): 359–61. http://dx.doi.org/10.22454/fammed.2021.340251.
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Background and Objectives: Active learning, defined as a variety of teaching methods that engage the learner in self-evaluation and personalized learning, is emerging as the new educational standard. This study aimed to evaluate how family medicine clerkship directors are incorporating active learning methods into the clerkship curriculum. Methods: Data were collected via a Council of Academic Family Medicine Educational Research Alliance survey of family medicine clerkship directors. Participants answered questions about the number and type of teaching faculty in their department, the various teaching methods used in their family medicine clerkship, and what challenges they had faced in implementing active learning methods. Results: The survey response rate was 64%; 97% of family medicine clerkships use active learning techniques. The most common were online modules, problem-based learning, and hands-on workshops. The number of teaching faculty was significantly correlated with hours spent in live (not online) active teaching. One-third of clerkship directors felt challenged by lack of resources for adopting active learning. Clerkship directors did not cite lack of expertise as a challenge to implementing active learning. Time dedicated to clerkship director duties or the presence of a dedicated educator in the department was not associated with the adoption of active learning. Conclusions: The use of active learning in the family medicine clerkship is required both by educational standards and student expectations. Clerkship directors may feel challenged by lack of resources in their attempts to adopt active learning. However, there are many methods of active learning, such as online modules, that are less faculty time intensive.
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Keating, Michelle K., Magdalena Pasarica, Mark B. Stephens, Joanna Drowos, Amy Clithero-Eridon, Jennifer Hartmark-Hill, Maria Syl de la Cruz, et al. "Promotion Preparation Tips for Academic Family Medicine Educators." Family Medicine 54, no. 5 (May 5, 2022): 369–75. http://dx.doi.org/10.22454/fammed.2022.414574.
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Background and Objectives: Promotion has historically valued the scholarship of discovery over the scholarship of teaching. The clinician-educator promotion pathway is an attractive option for academic family physicians engaged in significant teaching. However, clinician-educators are less often promoted than peers on other tracks. Family medicine educators face unique challenges in promotion due to clinical requirements and often less guidance on how to meet promotion criteria. Promotion recognizes achievements of faculty and is often tied to higher base salary. We aimed to identify promotion preparation tips for academic family medicine educators. Methods: We surveyed members of the Society of Teachers of Family Medicine (STFM) Medical Student Education Collaborative electronically on promotion preparation lessons learned in (1) curriculum vitae preparation, (2) personal statement preparation, (3) selecting external reviewers, and (4) identifying measurable achievements. This qualitative study used grounded theory and constant comparison. Results: Fourteen individuals from 13 medical institutions responded with tips for success in promotion preparation. The tips identified actionable steps for promotion preparation of academic family medicine educators. Several main themes emerged, including the importance of timely and thorough documentation, detailed planning, and being knowledgeable about institutional-specific criteria early. Conclusions: The tips provided in this study support family medicine educators in preparing for promotion and can be used as a tool for mentors, chairs and faculty development.
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Chege, Patrick Masemiano, J. Penner, P. Godoy-Ruiz, V. Kapoor, J. Rodas, and K. Rouleau. "Evolution of Family Medicine in Kenya (1990s to date): a case study." South African Family Practice 59, no. 2 (March 6, 2017): 46. http://dx.doi.org/10.4102/safp.v59i1.4499.
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Background: Successful Family Medicine practices and academic programmes are found in western countries, Australia, Singapore, Cuba and among other non-western countries. Documenting the enablers and challenges of different contexts would, it is hoped, inform current and future process of developing academic and practice programmes in Family Medicine in countries where the discipline is starting.
Methods: A qualitative study was undertaken that conducted a focused literature review and in-depth interviews of key informants on the early development of the Family Medicine in Kenya. All interviews were audio recorded. Pattern matching, explanation building, time-series analysis and logic models were used in analysis.
Results: Representatives of Kenyan and foreign organisations worked well as a team to write and implement the first curriculum of Family Medicine. The challenges include lack of teachers; starting a graduate programme in medical schools that did not have one and starting these health services delivery departments in a system that did not have any.
Conclusions: The main enablers of the evolution of Family Medicine in Kenya include committed partnerships and teamwork among Kenyan and non-Kenyan stakeholders. The challenges include the lack of Kenyan teachers of the programme and the introduction of a new discipline.
(Full text of the research articles are available online at www.medpharm.tandfonline.com/ojfp)
S Afr Fam Pract 2017; DOI: /10.1080/20786190.2016.12481420
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Harrison, Emily. "Multimorbidity in family medicine clerkship." University of Western Ontario Medical Journal 84, no. 2 (March 3, 2016): 5–7. http://dx.doi.org/10.5206/uwomj.v84i2.4272.
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PURPOSE: To document senior medical students’ experiences in caring for patients with multiple chronic illnesses in family medicine clerkship and explore their attitudes towards the inclusion of this topic in existing curricula.
METHODS: A cohort of third-year medical students from the Schulich School of Medicine and Dentistry at the University of Western Ontario were surveyed following their core family medicine clerkship.
RESULTS: One hundred percent of students surveyed participated in the care of patients with multiple chronic illnesses during their family medicine clerkship. However, only 28% percent reported receiving formal teaching on this topic while 89.5% felt that multimorbidity should be taught at the clerkship level. The majority of students surveyed felt comfortable caring for this patient population.
CONCLUSION: Patients with multiple chronic illnesses are common in family practice. All third-year medical students encountered patients with multimorbidity during their family medicine clerkship. This study contributes to a growing body of literature that suggests the need for a shift in medical education and health care delivery in order to better serve an increasingly complex patient population.
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Huang, Pin-Hsiang, Gary Velan, Greg Smith, Melanie Fentoullis, Sean E. Kennedy, Karen J. Gibson, Kerry Uebel, and Boaz Shulruf. "What impacts students’ satisfaction the most from Medicine Student Experience Questionnaire in Australia: a validity study." Journal of Educational Evaluation for Health Professions 20 (January 18, 2023): 2. http://dx.doi.org/10.3352/jeehp.2023.20.2.
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Purpose: This study evaluated the validity of student feedback derived from Medicine Student Experience Questionnaire (MedSEQ), as well as the predictors of students’ satisfaction in the Medicine program.Methods: Data from MedSEQ applying to the University of New South Wales Medicine program in 2017, 2019, and 2021 were analyzed. Confirmatory factor analysis (CFA) and Cronbach’s α were used to assess the construct validity and reliability of MedSEQ respectively. Hierarchical multiple linear regressions were used to identify the factors that most impact students’ overall satisfaction with the program.Results: A total of 1,719 students (34.50%) responded to MedSEQ. CFA showed good fit indices (root mean square error of approximation=0.051; comparative fit index=0.939; chi-square/degrees of freedom=6.429). All factors yielded good (α>0.7) or very good (α>0.8) levels of reliability, except the “online resources” factor, which had acceptable reliability (α=0.687). A multiple linear regression model with only demographic characteristics explained 3.8% of the variance in students’ overall satisfaction, whereas the model adding 8 domains from MedSEQ explained 40%, indicating that 36.2% of the variance was attributable to students’ experience across the 8 domains. Three domains had the strongest impact on overall satisfaction: “being cared for,” “satisfaction with teaching,” and “satisfaction with assessment” (β=0.327, 0.148, 0.148, respectively; all with P<0.001).Conclusion: MedSEQ has good construct validity and high reliability, reflecting students’ satisfaction with the Medicine program. Key factors impacting students’ satisfaction are the perception of being cared for, quality teaching irrespective of the mode of delivery and fair assessment tasks which enhance learning.
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Minor, Suzanne, Miranda Huffman, Peter R. Lewis, Amanda Kost, and Jacob Prunuske. "Community Preceptor Perspectives on Recruitment and Retention: The CoPPRR Study." Family Medicine 51, no. 5 (May 7, 2019): 389–98. http://dx.doi.org/10.22454/fammed.2019.937544.
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Background and Objectives: Medical schools are increasingly challenged to recruit and retain community-based preceptors. Physicians experience various incentives and deterrents to teaching medical students while providing patient care. Self-determination theory (SDT) posits people act in response to internal and external motivations and suggests autonomy, competence, and relatedness are basic psychological needs for well-being and integrity. The applicability of SDT to explain why physicians become or remain a preceptor is uncertain. This study explores physicians’ motivations for precepting medical students within the framework of SDT. Methods: Focus groups were conducted at seven institutions chosen to represent national diversity using a semistructured interview guide based on SDT. Community-based family physicians discussed benefits and barriers to precepting. Interviews were recorded, transcribed, and coded using open codes. Thematic analysis was performed utilizing the conceptual framework of SDT emphasizing the domains of autonomy, competence, and relatedness. Results: Feeling competent about their medical practice and teaching skills, reporting connectedness to the institution and students, and having autonomy over their teaching increased preceptor motivation to teach. Concerns about clinical workload demands, negative teaching experiences, and institutional bureaucracy decreased motivation. Conclusions: Preceptors choose to become and remain preceptors based on a combination of intrinsic motivating factors and effective external motivators. SDT appears to be a useful framework for assessing and responding to the needs of community-based family medicine preceptors and may be a useful guide for medical educators and policy makers seeking to identify and implement effective strategies to recruit and retain community preceptors to work with medical students.
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Fàbregues, Sergi, and Michael D. Fetters. "Fundamentals of case study research in family medicine and community health." Family Medicine and Community Health 7, no. 2 (March 2019): e000074. http://dx.doi.org/10.1136/fmch-2018-000074.
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The aim of this article is to introduce family medicine researchers to case study research, a rigorous research methodology commonly used in the social and health sciences and only distantly related to clinical case reports. The article begins with an overview of case study in the social and health sciences, including its definition, potential applications, historical background and core features. This is followed by a 10-step description of the process of conducting a case study project illustrated using a case study conducted about a teaching programme executed to teach international family medicine resident learners sensitive examination skills. Steps for conducting a case study include (1) conducting a literature review; (2) formulating the research questions; (3) ensuring that a case study is appropriate; (4) determining the type of case study design; (5) defining boundaries of the case(s) and selecting the case(s); (6) preparing for data collection; (7) collecting and organising the data; (8) analysing the data; (9) writing the case study report; and (10) appraising the quality. Case study research is a highly flexible and powerful research tool available to family medicine researchers for a variety of applications.
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Abramson, Michael J., Tsitsi Murambadoro, Sheikh M. Alif, Geza P. Benke, Shyamali C. Dharmage, Ian Glaspole, Peter Hopkins, et al. "Occupational and environmental risk factors for idiopathic pulmonary fibrosis in Australia: case–control study." Thorax 75, no. 10 (July 13, 2020): 864–69. http://dx.doi.org/10.1136/thoraxjnl-2019-214478.
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IntroductionIdiopathic pulmonary fibrosis (IPF) is a lung disease of unknown cause characterised by progressive scarring, with limited effective treatment and a median survival of only 2–3 years. Our aim was to identify potential occupational and environmental exposures associated with IPF in Australia.MethodsCases were recruited by the Australian IPF registry. Population-based controls were recruited by random digit dialling, frequency matched on age, sex and state. Participants completed a questionnaire on demographics, smoking, family history, environmental and occupational exposures. Occupational exposure assessment was undertaken with the Finnish Job Exposure Matrix and Australian asbestos JEM. Multivariable logistic regression was used to describe associations with IPF as ORs and 95% CIs, adjusted for age, sex, state and smoking.ResultsWe recruited 503 cases (mean±SD age 71±9 years, 69% male) and 902 controls (71±8 years, 69% male). Ever smoking tobacco was associated with increased risk of IPF: OR 2.20 (95% CI 1.74 to 2.79), but ever using marijuana with reduced risk after adjusting for tobacco: 0.51 (0.33 to 0.78). A family history of pulmonary fibrosis was associated with 12.6-fold (6.52 to 24.2) increased risk of IPF. Occupational exposures to secondhand smoke (OR 2.1; 1.2 to 3.7), respirable dust (OR 1.38; 1.04 to 1.82) and asbestos (OR 1.57; 1.15 to 2.15) were independently associated with increased risk of IPF. However occupational exposures to other specific organic, mineral or metal dusts were not associated with IPF.ConclusionThe burden of IPF could be reduced by intensified tobacco control, occupational dust control measures and elimination of asbestos at work.
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Sheyko, Svetlana, and N. Kolb. "Teaching of Pneumonia on a Cycle of Specialization “General Practice – Family Medicine”." Galician Medical Journal 24, no. 1 (March 27, 2017): 2017110. http://dx.doi.org/10.21802/gmj.2017.1.10.
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Pneumonia remains an urgent medical and social problem. The urgency of this problem is not stressed by only the significant prevalence, but also by quite high rates of morbidity and mortality and significant economic losses due to this disease.The purpose of work is to improve the quality of the training for interns – on the specialty “General Practice – Family Medicine” by improving the teaching of the topic “Pneumonia” and practical classes.Discussion. Postgraduate education includes training of medical interns – general practitioners to work independently on primary health care. Great importance in the education of interns – general practitioners is given to the development of practical skills.Conclusion. Further improvement of practical training of interns – general practitioners on the specialty “Pneumonia”, perfection of practical training of a doctor – is a complex process that requires not only organizational measures, improvement and specification of standardized clinical protocols, textbooks, but also continuous improvement of academic, medical diagnostic, educational work, materials and technical support of study.