Biomedical subjects
Cynthia Haq
Publications and source records attributed to Cynthia Haq.
Integrating the art and science of medical practice: innovations in teaching medical communication skills.
BACKGROUND AND OBJECTIVES: This paper describes the content and methods used to teach communication skills in Undergraduate Medical Education for the 21st Century (UME-21) schools and provides suggestions for future efforts. METHODS: Faculty leaders of curriculum projects at UME-21 schools provided reports describing new communication curriculum projects. Reports were reviewed and analyzed, curriculum content and methods were categorized into themes, and findings were confirmed through phone interviews with lead faculty at each participating school. RESULTS: Curriculum projects were designed to improve medical students' communication skills during the clerkship years at 12 participating UME-21 schools. These skills were addressed through a variety of teaching methods and applied in interactions with patients, health teams, and community members. Curricular themes included conflict resolution, delivery of bad news, addressing patient preferences for end-of-life care, patient and community health education, communicating with families, and working effectively with patients from diverse backgrounds. Students' communication skill competencies were assessed through a variety of methods including objective structured clinical examinations, focused observation and feedback, and debriefing sessions based on recall, audiotapes, or videotapes of encounters. CONCLUSIONS: Opportunities for students to develop, apply, and refine their communication skills can be embedded throughout the medical school curricula. Our findings illustrate the variety of methods that may be used to teach and evaluate medical students' communication skill competencies. Future challenges include development of comprehensive longitudinal curricula, practical teaching methods, valid evaluation tools, and faculty development.
Career influence of an international health experience during medical school.
BACKGROUND AND OBJECTIVES: International health (IH) experiences are popular among medical students and may influence career choices. The International Health Fellowship Program (IHFP) consisted of preparatory coursework and field experience in a developing country. We conducted a survey 4-7 years later to assess the career influence of IHFP participation. METHODS: Fellows completed a questionnaire regarding training, practice setting, patient population, further international work, and knowledge and attitudes about IH. RESULTS: Surveys were completed by 42 (70%) fellows; 31% spend most of their time working with underserved populations, 67% have been involved in community health projects, 74% practice primary care, 29% have an MPH degree, 57% have done further work in developing countries, while 90% named one or more barriers to further IH experiences. Knowledge and attitudes about IH were largely retained. Most fellows (67%) believed the IHFP influenced their careers. CONCLUSIONS: Most fellows felt that IHFP participation had a positive influence on their careers. While a causative relationship cannot be inferred, fellows demonstrate a strong preference to work with underserved populations and engage in community service activities. Compared with US physicians, IHFP fellows are more likely to practice primary care and obtain MPH degrees. Medical schools that seek to produce graduates with these qualities should make efforts to increase quality IH opportunities for their students.
Leadership Opportunities with Communities, the Medically Underserved, and Special Populations (LOCUS).
OBJECTIVES: The Leadership Opportunities with Communities, the Underserved, and Special Populations (LOCUS) Program aims to improve medical students' leadership knowledge and skills, to improve self-awareness and motivation for community service, and to provide models for students to integrate community service into their medical careers. DESCRIPTION: The LOCUS program was established as a longitudinal, extracurricular student opportunity at the University of Wisconsin Medical School in the fall of 1998. Up to 15 new students each year are selected for the program through an application and interview process during their first or second year of medical school. Students remain in the program from acceptance until graduation from medical school. Nearly 50 students have enrolled in the program to date. LOCUS fellows are matched with a physician mentor, participate in core curriculum activities, and complete a longitudinal community service project. Mentors are community generalist physicians who have integrated community service into their own careers. Students participate in their mentors' clinical practices one afternoon a month during the first two years, and mentors serve as role models and provide guidance for students' projects and career development. The program administration and staff are supported through federal predoctoral training and Area Health Education Centers (AHEC) grants. The LOCUS core curriculum is delivered through a series of retreats, workshops, and seminars that emphasize active learning methods and include approximately 20 hours of scheduled activities per academic year. The curriculum addresses concepts of leadership in relation to one's self and in relation to others. Students are introduced to methods of self-reflection and develop their own vision and mission statements. Students also discuss the importance of compassion, self-care, striving for balance, avoiding burnout, and being realistic about what they can accomplish. Students practice strategies for working with teams, organizing meetings, working with media, taking political action, and resolving conflicts. They acquire community health skills such as assessing the health needs of a defined population; engaging community members' participation in health program development; and selecting priorities, designing interventions, and measuring the progress of community health care. Working in small teams, LOCUS fellows apply and refine their leadership skills through design and completion of a community health service project. Students can design their own projects or work on projects designed by community partners. The projects have addressed a variety of community health needs, such as parenting support for teen mothers, teaching health education for residents of group homes, and providing free sports physical exams for uninsured youth. DISCUSSION: This pilot program demonstrates that motivated students can develop leadership skills and address unmet community health needs while they progress through medical school. LOCUS students, staff, and physicians provide a social network that includes opportunities, encouragement, reflection, and problem solving. Student and mentor satisfaction with the program has been high. Future challenges include securing long-term funding, refining the core curriculum, assessing the impact of the program on participants, and improving the quality of projects through community partnerships. LOCUS strives to kindle the fires of altruism and community service so they are not extinguished as students progress through medical training.