Holden, CA and Collins, VR and Anderson, CJ and Pomeroy, S and Turner, R and Canny, BJ and Yeap, BB and Wittert, G and McLachlan, RI, 'Men's health - a little in the shadow': a formative evaluation of medical curriculum enhancement with men's health teaching and learning, BMC Medical Education, 15, (1) Article 210. ISSN 1472-6920 (2015) [Refereed Article]
© 2015 Holden et al. Licensed under Creative Commons Attribution 4.0 International (CC BY 4) http://creativecommons.org/licenses/by/4.0/
Background: Enhancing a medical school curriculum with new menís health teaching and learning requires an understanding of the local capacity and the facilitators and barriers to implementing new content, and an approach that accommodates the systemic and cultural differences between medical schools.
Methods: A formative evaluation was undertaken to determine the perspectives of key informants (academics, curriculum developers) from four Australian medical schools about the strategies needed to enhance their curriculum with menís health teaching and learning. Through semi-structured questioning with 17 key informants, interviewees also described the contextual barriers and facilitators to incorporating new topic areas into existing curriculum. Interviews were recorded with consent, transcribed verbatim, and analysed by two researchers to identify key themes.
Results: Interviewees were enthusiastic about incorporating menís health content through a menís health curriculum framework but highlighted the need for systems to assist in identifying gaps in their current curriculum where the menís health topics could be integrated. The student experience was identified as a key driver for menís health teaching and learning. Furthermore, core menís health clinical outcomes needed to be defined and topic areas vertically integrated across the curricula. This would ensure that students were appropriately equipped with the skills and knowledge for subsequent clinical practice in a range of geographical settings. Interviewees consistently suggested that the best implementation strategy is to have someone Ďon the groundí to work directly with medical school staff and champion the menís health discipline. Providing mechanisms for sharing knowledge and resources across medical schools was highlighted to facilitate implementation, particularly for those medical schools with limited menís health teaching resources.
Conclusions: Despite the unanimous support for menís health teaching and learning, the evaluation highlighted that the student experience must be recognised as paramount when integrating new topic areas into an already packed curriculum. A community of practice, where medical schools share relevant resources and knowledge, could help to ensure a commonality of student experience with respect to menís health learning in medical schools across different geographical settings and with different levels of resourcing. Such an approach could also be adapted to other areas of curriculum enhancement.
|Item Type:||Refereed Article|
|Keywords:||menís health, medical education, curriculum enhancement, implementation, community of practice|
|Research Group:||Curriculum and Pedagogy|
|Research Field:||Medicine, Nursing and Health Curriculum and Pedagogy|
|Objective Division:||Expanding Knowledge|
|Objective Group:||Expanding Knowledge|
|Objective Field:||Expanding Knowledge in the Medical and Health Sciences|
|Author:||Turner, R (Professor Richard Turner)|
|Deposited By:||Medicine (Discipline)|
|Downloads:||35 View Download Statistics|
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