Publications for the week of June 14th, 2021

2021-06-14

Major Contributions:

Brief Reports:

You Should Try This:

Black Ice:

Canadiana:

Letters to the Editor:

Images:

More information below. 

Major Contributions:

Not wanted on the voyage: highlighting intrinsic CanMEDS gaps in Competence by Design curricula by Joan Binnendyk and team evaluated Canadian national curricula to determine representation for each enabling CanMEDS competency. Their results showed the less frequently mapped competency roles. They hope that early identification of these gaps will lead to assessing how to best teach the underrepresented competencies.

Motor vehicle incidents in postgraduate trainees in British Columbia by Louise Cassidy and co-authors determined the number of motor vehicle incidents (MVIs) during the commutes of medical trainees. They found that two-thirds of trainees reported that the safety of their commute had been impacted by fatigue, and trainees with longer and more frequent commutes had an increased risk of MVIs. They concluded that their results called for safer alternatives for trainee commutes.

The impact of urban-based family medicine postgraduate rotations on rural preceptors/teachers by Myhre and co-authors examined how the rural rotations of urban-based learners impacted rural preceptors. Although preceptors found the experience intrinsically rewarding, it was also time-intensive and, at times, stressful.

Brief Reports:

Comparison of perceived educational value of an in-person versus virtual medical conference by Chan et al. compared perspectives from a 2019 in-person medical conference with the subsequent virtual conference held in 2020. They found that while the virtual conference was more accessible to attendees, the in-person conference better met overall learning objectives.

Impact of accreditation on Caribbean medical schools’ processes by Arja et al. surveyed medical school leaders’ perceptions of the Caribbean medical school accreditation mandate. Their results showed unanimous support for the accreditation requirement and felt it was an opportunity for growth and improvement within their programs.

You Should Try This:

The “virtual OR:” creation of a surgical video-based gynaecologic surgery teaching session to improve medical student orientation and supplement surgical learning during COVID-19 by Jocelyn Stairs and co-authors outlined a resident-led “virtual OR” session for medical students that provides an orientation of the OR through operative footage. This learning experience was a valuable supplemental learning experience for medical students, and it increased their preparedness in the operating room.

The Community Health and Social Medicine Incubator: a service-learning framework for medical student-led projects by Nguyen, Niburski, and team described The Community Health and Social Medicine (CHASM) Incubator. They described the opportunity for students to develop initiatives that promote health equity for historically marginalized communities. CHASM is the first Incubator driven by medical students. They hope to share their program with other medical schools to adapt and implement it in other communities.

Black Ice:

In their article, Six ways to get a grip by calling out racism and enacting allyship in medical education by Lyn Sonnenberg and team, they provided tips on ways to practice allyship, promote inclusivity, and actively support equity and diversity. They hope that their guide can be a starting point for recognizing racism and advocating for change in medical education and beyond.

Program foundations and beginning of concerns (part one of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training; Formal remediation and probation (part two of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training; and The appeal process and beyond (part three of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training by Karen Schultz and co-authors is a three-part series that presented steps for terminating resident training that are fair for both the learner and the program. Their steps are intended to reduce academic decisions being overturned and delays to the resident finding another career path.

Canadiana:

When a Canadian is not a Canadian: marginalization of IMGs in the CaRMS match by Malcolm MacFarlane presented an overview of the Canadian Residency Matching Service Match (CaRMS) system, evidence of Internal Medical Graduate (IMG) marginalization within the system, and human rights implications of the current CaRMS system. He concluded by offering suggestions for changes to the current system to bring the process more in line with Canadian values.

Letters to the Editor:

Re: Building relationships: reimagining the community placement for medical students by Abirami Kirubarajan responded to a previously published article by Bellicoso et al. on the Community-Based Service Learning (CBSL) program at the University of Toronto Faculty of Medicine’s Health in Community curriculum. Kirubarajan, as a graduating medical student from the CBSL program, agreed that the CBSL was an incredible opportunity to work with community partners

Images:

In her collage, Plastic waters, plastic land. Pandemic pollution, Efthimia Kosmas expressed concern over the increased pollution from single-use masks. She created a poster made of masks she used over two months to demonstrate that while masks are an essential item in the protection against COVID-19, they are also damaging the ecosystem.