Teaching suicide prevention: a Canadian medical education conundrum
DOI:
https://doi.org/10.36834/cmej.79624Metrics
References
D’Eon, MF. The medical school curriculum is not designed for long-term retention: we should stop being alarmed when our learners forget. Can Med Ed J. 2024 Feb 29;15(1):1-5. https://doi.org/10.36834/cmej.79004 DOI: https://doi.org/10.36834/cmej.79004
D’Eon, MF. Enabling and encouraging sleep deprivation among medical students. Can Med Ed J. 2020 Mar;11(1):e1. https://doi.org/10.36834/cmej.69918 DOI: https://doi.org/10.36834/cmej.69918
D’Eon M, Lear N, Turner M, Jones C. Perils of the hidden curriculum revisited. Med Teach. 2007 Jan 1;29(4):295-6. https://doi.org/10.1080/01421590701291485 DOI: https://doi.org/10.1080/01421590701291485
Graziano N. Threads of Life. Can Med Ed J. 2024; 15(3).https://doi.org/10.36834/cmej.79215. DOI: https://doi.org/10.36834/cmej.79215
CDC. Facts about suicide. Apr 2024. Available at https://www.cdc.gov/suicide/facts/index.html [Accessed Jul 6, 2024].
Maher J. What troubles me as a psychiatrist about the physician assisted suicide debate in Canada. May 2017. JEMH. Available at (https://www.jemh.ca/issues/v9/documents/JEMH-final-Editorial-iii.pdf). [Accessed Jul 6, 2024].
Palliative Manitoba. CHPCA and CSPCP - joint call to action. Available at https://palliativemanitoba.ca/wp-content/uploads/2020/01/CHPCA-and-CSPCP-Statement-on-HPC-and-MAiD-Final.pdf. [Accessed Jul 6, 2024].
World Medical Association. WMA declaration on euthanasia and physician-assisted suicide. Nov 2021. Available at https://www.wma.net/policies-post/declaration-on-euthanasia-and-physician-assisted-suicide/. [Accessed on Jul 6, 2024].
Clement D. 2016. Human rights in Canada: a history. Waterloo: Wilfrid Laurier University Press.
OHCHR. Mandates of the Special Rapporteur on the rights of persons with disabilities; the Independent Expert on the enjoyment of all human rights by older persons; and the Special Rapporteur on extreme poverty and human rights. Feb 2021. Available at https://spcommreports.ohchr.org/TMResultsBase/DownLoadPublicCommunicationFile?gId=26002. [Accessed Jul 6, 2024].
Ryan RM, Deci EL. Self-determination theory: basic psychological needs in motivation development and wellness. Guilford Publishing; 2017. https://doi.org/10.1521/978.14625/28806 DOI: https://doi.org/10.1521/978.14625/28806
Wiebe N, Hunt A, Taylor T. “Everything new is happening all at once”: a qualitative study of early career obstetrician and gynaecologists’ preparedness for independent practice. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77329 DOI: https://doi.org/10.36834/cmej.77329
Chua JS, van Diepen M, Trietsch MD, et al. ‘What would my peers say?’ Comparing the opinion-based method with the prediction-based method in Continuing Medical Education course evaluation. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77580 DOI: https://doi.org/10.36834/cmej.77580
Velez C, Gendreau P, Saad N. Medical students’ perspectives on a longitudinal wellness curriculum: a qualitative investigation. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77833 DOI: https://doi.org/10.36834/cmej.77833
Karabacak M, Kose EB, Bahadir Z, et al. Factors associated with substance use among preclinical medical students in Turkey: a cross-sectional study. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77088 DOI: https://doi.org/10.36834/cmej.77088
Hutchinson TA, Hanley JA, Liben S, Lubarsky S. An evaluation of mindful clinical congruence in medical students after course-based teaching. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.75802 DOI: https://doi.org/10.36834/cmej.75802
Desy J, Harvey A, Weeks S et al. The impact of systematically repairing multiple choice questions with low discrimination on assessment reliability: an interrupted time series analysis. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77596 DOI: https://doi.org/10.36834/cmej.77596
El Sherif R, Shrier I, Tellier P-P, Rodriguez C. What do we know about Objective Structured Clinical Examination in Sport and Exercise Medicine? A scoping review. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77841 DOI: https://doi.org/10.36834/cmej.77841
Ausman C, Almatar D, Kiepek N. Medical training to effectively support patients who use substances across practice settings: a scoping review of recommended competencies. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.75973 DOI: https://doi.org/10.36834/cmej.75973
Preti BT, Sanatani MS. Five ways to get a grip on the personal emotional cost of breaking bad news. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.78228 DOI: https://doi.org/10.36834/cmej.78228
Marceau M, Young M, Gallagher F, St-Onge C. Eight ways to get a grip on validity as a social imperative. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77727 DOI: https://doi.org/10.36834/cmej.77727
Najeeb U, Kumagai AK. Uprooting the CanMEDS flower? Equity, social justice, and the Medical Expert role. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.79092 DOI: https://doi.org/10.36834/cmej.79092
Lai M, Taheri K, Aziz R, et al. Evaluation of a novel virtual reality immersive clinical experience to enhance medical education curriculum. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.73165 DOI: https://doi.org/10.36834/cmej.73165
Mazze N, Pavalagantharajah S, Kwan C, Nieuwesteeg A, Young C, Humphreys J. Resident Support Network: a supportive approach to resident physician wellness. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77147 DOI: https://doi.org/10.36834/cmej.77147
Markovski M, Jeyabalan V, Stephens R, et al. Resident and teacher perceptions of the preceptor field note: a qualitative analysis. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77182 DOI: https://doi.org/10.36834/cmej.77182
Wilson TM, Theou O, O’Brien MW. Walk with a Future Doc program allows Canadian medical students to promote physical activity and health education in local communities. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77055 DOI: https://doi.org/10.36834/cmej.77055
Aristizabal Londono C, Huang C, Chan G. Harnessing Artificial Intelligence’s potential in undergraduate medical education: an analysis of application and implication. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.78483 DOI: https://doi.org/10.36834/cmej.78483
Yang L. Medical school admissions consulting: more harm than good? Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.77077 DOI: https://doi.org/10.36834/cmej.77077
Rajaram A. Large language models in medical education: new tools for experimentation and discovery. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.78879 DOI: https://doi.org/10.36834/cmej.78879
Dhara A, Goel R, Sharda S. Centring equity in medicine: pushback to challenging power. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.78848 DOI: https://doi.org/10.36834/cmej.78848
Zieneldien T. Sleep deprivation. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.79534 DOI: https://doi.org/10.36834/cmej.79534
Zaccagnini M, Cameron E, Strasser R, Razack S, Dubé T. Educational approaches for social accountability in health professions training: a scoping review protocol. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.78911 DOI: https://doi.org/10.36834/cmej.78911
Association of Faculties of Medicine of Canada. International Congress on Academic Medicine: 2024 medical education abstracts. Can Med Ed J. 2024; 15(3). https://doi.org/10.36834/cmej.79446 DOI: https://doi.org/10.36834/cmej.79446
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Marcel F D'Eon, Mark S Komrad, Jeremy Bannon
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an original manuscript to the Canadian Medical Education Journal will be taken to mean that it represents original work not previously published, that it is not being considered elsewhere for publication. If accepted for publication, it will be published online and it will not be published elsewhere in the same form, for commercial purposes, in any language, without the consent of the publisher.
Authors who publish in the Canadian Medical Education Journal agree to release their articles under the Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 Canada Licence. This licence allows anyone to copy and distribute the article for non-commercial purposes provided that appropriate attribution is given. For details of the rights an author grants users of their work, please see the licence summary and the full licence.