Medical education and research poster session 6
Track 6
| Friday, October 27, 2023 |
| 1:20 PM - 2:00 PM |
| Exhibition Hall |
Speaker
Dr Katarina Dostalova
Slovak Medical University, Bratislava, Slovakia
Students and teachers of Slovak Medical University - are they motivated for physical activities?
Summary
The importance of physical activity (PA) for the human body is very well known. The physical inactivity significantly contributes to the development of chronic diseases and premature mortality. The Slovak Medical University (SMU) in Bratislava is a higher education institution keeping the tradition of education of health care workers in specialised studies and continuous lifelong education in Slovakia. It is assumed that students and teachers of SMU with mission to educate for prevention and a healthy lifestyle, follow the principles of a healthy lifestyle in their personal lives. According to WHO adults aged 18–64 years should do at least 150–300 minutes of moderate-intensity aerobic PA.
Methods:
We analyzed and compared the physical activity of teachers and students of SMU. The group consisted of 101 teachers and 242 students. Data collection was performed through an anonymous electronic questionnaire.
Results:
44 teachers (43.56%) and 60 students (24.79%) engage in PA for more than 150 minutes per week. We analyzed the motivation of respondents to PA. 144 respondents are motivated to perform PA by friends (18.81% of teachers and 51.65% of students). 137 respondents chose the family as the main motivation (66.34% of teachers and 28.93% of students). Social networks, the internet, television and advertising motivate only 3 students (1.24%).
Conclusion:
It is astonishing that only a quarter of SMU students meet the WHO recommendations for PA. It is a challenge for SMU teachers to pass on to their students knowledge about a healthy lifestyle not only in theoretical form, but also their personal experiences from everyday life
We explain the low share of motivation through social networks and the internet to PA and, on the contrary, motivation mainly by close people (family in teachers and friends in students) in the current pandemic situation, when personal contact becomes highly valued.
Methods:
We analyzed and compared the physical activity of teachers and students of SMU. The group consisted of 101 teachers and 242 students. Data collection was performed through an anonymous electronic questionnaire.
Results:
44 teachers (43.56%) and 60 students (24.79%) engage in PA for more than 150 minutes per week. We analyzed the motivation of respondents to PA. 144 respondents are motivated to perform PA by friends (18.81% of teachers and 51.65% of students). 137 respondents chose the family as the main motivation (66.34% of teachers and 28.93% of students). Social networks, the internet, television and advertising motivate only 3 students (1.24%).
Conclusion:
It is astonishing that only a quarter of SMU students meet the WHO recommendations for PA. It is a challenge for SMU teachers to pass on to their students knowledge about a healthy lifestyle not only in theoretical form, but also their personal experiences from everyday life
We explain the low share of motivation through social networks and the internet to PA and, on the contrary, motivation mainly by close people (family in teachers and friends in students) in the current pandemic situation, when personal contact becomes highly valued.
Takeaways
1.The physical inactivity significantly contributes to the development of chronic diseases and premature mortality.
2.It is astonishing that only a quarter of Slovak Medical University students meet the WHO recommendations for physical activity.
3.It is a challenge for Slovak Medical University teachers to pass on to their students knowledge about a healthy lifestyle not only in theoretical form, but also their personal experiences from everyday life
2.It is astonishing that only a quarter of Slovak Medical University students meet the WHO recommendations for physical activity.
3.It is a challenge for Slovak Medical University teachers to pass on to their students knowledge about a healthy lifestyle not only in theoretical form, but also their personal experiences from everyday life
Biography
Dr. Katarina Dostalova, PhD, MPH comes from Slovakia. She is an internist, an angiologist and a general practitioner, assistant professor at Faculty of Public Health, Slovak Medical University. She completed her PhD in Public Health. As a member of the Slovak Angiological Society Committee she is responsible for cooperation with Slovak Society of General Practice. She is a member of the Editorial Board of several medical journals. Her professional interest focuses on prevention and community medicine, which she considers to be a promising modality of medicine in the future with the support of new technologies.
Dr Hamida Farazdaq
The Aga Khan University Hospital
Capacity building of general practitioners in resource limited settings through blended learning programs
Summary
Family physicians/general practitioners (GPs) are the backbone of healthcare systems in many countries. The World Health Organization (WHO) recognizes a Family Practice approach as a key strategy in achieving universal health coverage; and urges developing countries to strengthen this workforce.
Compared to other low-middle income countries in the region, Pakistan continues to have poor health indicators in maternal and child health. In addition, 51% of adult mortality is now attributed to cardiovascular diseases.
In Pakistan and many LMICs, primary care is mostly provided by GPs who are not required to complete any structured post-graduate training; and there are no regulatory mandates that require physicians to update their knowledge and skills
Therefore capacity building of the existing GP workforce through competency-based programs which strengthen their knowledge and skills, will be the most cost-effective strategy for Pakistan to create a family practice-based primary care model
Recognizing this need, we have created a bridging program to engage and update the knowledge and skills of the practicing GPs. The program is comprehensive while remaining flexible and cost-effective.
The primary goal of the program are. enable GPs to use evidence-based knowledge for management of common health issues; offer comprehensive care incorporating preventive and health promotive strategies in patient’s health plan; providing contextual care recognizing the role of social determinants of health on patients’ health and wellbeing; and provide timely and appropriate referrals when required.
Compared to other low-middle income countries in the region, Pakistan continues to have poor health indicators in maternal and child health. In addition, 51% of adult mortality is now attributed to cardiovascular diseases.
In Pakistan and many LMICs, primary care is mostly provided by GPs who are not required to complete any structured post-graduate training; and there are no regulatory mandates that require physicians to update their knowledge and skills
Therefore capacity building of the existing GP workforce through competency-based programs which strengthen their knowledge and skills, will be the most cost-effective strategy for Pakistan to create a family practice-based primary care model
Recognizing this need, we have created a bridging program to engage and update the knowledge and skills of the practicing GPs. The program is comprehensive while remaining flexible and cost-effective.
The primary goal of the program are. enable GPs to use evidence-based knowledge for management of common health issues; offer comprehensive care incorporating preventive and health promotive strategies in patient’s health plan; providing contextual care recognizing the role of social determinants of health on patients’ health and wellbeing; and provide timely and appropriate referrals when required.
Takeaways
1. Identify how other countries are working on capacity building in primary care.
2. Discuss the scalability of hybrid programs in other setups, provide suggestions and opinions on how family medicine works elsewhere by sharing their experiences.
3.Build collaborative partnerships in educational and primary care research.
2. Discuss the scalability of hybrid programs in other setups, provide suggestions and opinions on how family medicine works elsewhere by sharing their experiences.
3.Build collaborative partnerships in educational and primary care research.
Biography
Dr. Hamida Farazdaq (MBBS, FCPS, MCPS Family Medicine, MRCGP int) completed her graduate degree from Dow University of Health Sciences. She is currently working at The Aga Khan University Hospital as a senior instructor and a clinical Educator in the Department of Family Medicine. She is heavily involved in undergraduate and postgraduate teaching. Her passion for teaching has led her to be part of and lead the blended learning program initiated by the department. The objective of developing the program is to upgrade the knowledge and skills of family physicians in the community. Dr. Hamida has spent some time working in a community hospital as a primary care physician in the past. She also provides voluntary services at a blood bank that primarily caters to thalassemia patients. Dr. Hamida has four research publications to her name.
Dr Haruhiro Uematsu
Physician
Toyota Regional Medical Center
Exploring the impact of POCUS training with individual ultrasound device for trainees; A pilot study in Japan.
Summary
Point-of-care ultrasonography (POCUS) has become popular in primary care practice. However, previous literature reported that its integration into clinical settings has been slower than expected. The hurdles to acquiring POCUS competency during family medicine training include a lack of education and adequate access to ultrasound equipment, which has remained the same for several years. Ensuring the quality of training is difficult because there need to be evidence-based guidelines for POCUS training or for reaching adequate POCUS competency levels in primary care. We addressed a pilot study to observe the effectiveness of learning a wide range of POCUS in family medicine residency by removing those barriers. The study was conducted from April to September 2021 at Toyota Regional Medical Centre, Aichi, Japan. In the beginning, the participants were provided with a handheld ultrasound device. Then, comprehensive lectures and hands-on training about indications, knobology, head and neck, lungs, heart, abdomen, musculoskeletal, soft tissue and vascular were arranged. They had quality assurance feedback meetings regularly. We surveyed their clinical experience, motivation and ultrasound experience using a semi-structured questionnaire initially and repeated to survey their insights into technical proficiency and satisfaction. Fourteen first-year residents in our residency programme participated, and all completed the curriculum. With a 5-point Likert scale, the participants rated the curriculum as highly satisfied (4.1) and relevant to their clinical practice (4.2). Subjective technical proficiency significantly improved in all nine categories. 124 examination reports were submitted from inpatient, outpatient and home-visit settings. Among those cases, the participants reported that management has changed in 63%.
This study suggests that POCUS training in family medicine residency seems effective when the curriculum manages educational and accessibility barriers. Further research is required to establish evidence-based and achievable curricula for POCUS training or for reaching adequate POCUS competency levels in primary care.
This study suggests that POCUS training in family medicine residency seems effective when the curriculum manages educational and accessibility barriers. Further research is required to establish evidence-based and achievable curricula for POCUS training or for reaching adequate POCUS competency levels in primary care.
Takeaways
1. The hurdles of POCUS training for GPs include a lack of education and adequate access to ultrasound equipment, which has remained unchanged for several years
2. POCUS training can improve patient care in primary care settings
3. Further research is required to establish evidence-based and achievable curricula for POCUS training or for reaching adequate POCUS competency levels in primary care
2. POCUS training can improve patient care in primary care settings
3. Further research is required to establish evidence-based and achievable curricula for POCUS training or for reaching adequate POCUS competency levels in primary care
Biography
Hiro Uematsu is a clinician-educator, recently focusing on research. My interests include anything related to primary care!
Dr Jerusha Naidoo
Regional Medical Director
GSK
Herpes zoster recurrence and vaccination: A narrative review
Biography
Dr Kay Brumpton
Rural Medical Education Australia
Is this a culturally safe general practice consultation for First Nations people?
Summary
Introduction/Background
Presently there is a lack of validated approaches for assessing the cultural safety of a general practice consultation for First Nations people. This provides an opportunity to consider new assessment designs that are not competency based, amplify First Nations’ voices, and reflect the complexity of cultural safety.
Five practical suggestions for designing cultural safety assessments for general practitioners has been proposed1. These included: 1) consideration of alternative methods of assessment that involve First Nations people defining and determining cultural safety, 2) use of a nationally agreed definition for all curriculum and assessment processes, 3) recognition that a competency-based framework is not an ideal approach, 4) further exploration of models that integrate patient-centred care and culturally safe care, and 5) continued emphasis on self-reflection and reflexivity1.
Purpose/Objectives
The purpose of this session is to explore how cultural safety, as determined by First Nations peoples, can be assessed in general practice trainees.
Issues/Questions for exploration OR Ideas for discussion
This Roundtable will focus on the five practical suggestions for designing cultural safety assessments, participants’ experience and alternative approaches to this challenge.
Presently there is a lack of validated approaches for assessing the cultural safety of a general practice consultation for First Nations people. This provides an opportunity to consider new assessment designs that are not competency based, amplify First Nations’ voices, and reflect the complexity of cultural safety.
Five practical suggestions for designing cultural safety assessments for general practitioners has been proposed1. These included: 1) consideration of alternative methods of assessment that involve First Nations people defining and determining cultural safety, 2) use of a nationally agreed definition for all curriculum and assessment processes, 3) recognition that a competency-based framework is not an ideal approach, 4) further exploration of models that integrate patient-centred care and culturally safe care, and 5) continued emphasis on self-reflection and reflexivity1.
Purpose/Objectives
The purpose of this session is to explore how cultural safety, as determined by First Nations peoples, can be assessed in general practice trainees.
Issues/Questions for exploration OR Ideas for discussion
This Roundtable will focus on the five practical suggestions for designing cultural safety assessments, participants’ experience and alternative approaches to this challenge.
Takeaways
1. Construct shared experience and develop understanding of how cultural safety might be assessed in general practice trainees.
Biography
Focussed on health equity for all peoples, Kay is passionate that cultural identity and postcode do not limit a person’s potential for health and wellbeing. Driven to address social and cultural determinants of health she has founded a charity the provides early education and care to rural and remote Queensland families; inspires rural medical educators to deliver innovative, fun, evidence-based teaching; leads a world recognised, rural generalist led, medical student program; and as a GP, privileged to work within Aboriginal health, asks the challenging questions.
