Integrating physical medicine and rehabilitation into the curriculum of Iranian medical students

Purpose. To evaluate the attitude of interns toward Physical Medicine and Rehabilitation (PM&R) and design a PM&R curriculum for medical students with continued medical education programmes and workshops based on the needs and interest of Iranian medical community.

Method. Eighty questionnaires were distributed to the medical interns on the last day after attendance in the PM&R ward after participating in a one-month outpatient and inpatient course including 12 lectures.

Results. Out of 80 participants, 34 (42.5%) were female and 46 (57.5%) were male. All the participants believed participating in a rehabilitation course was necessary; 52 (65%) believed that participating in a separate course of PM&R was necessary, and 28 (35%) believed that rehabilitation of each field of medicine should be presented in its course. A significant percentage (31.4%) of the participants were interested in continuing their education in PM&R specialty.

Conclusion. The enthusiasm of the medical students towards PM&R is a promising sign toward progress of PM&R in Iran which must be directed through a strong effort of physiatrists through setting up appropriate educational programmes for medical students and continued medical education programme s in the universities.     

The practice of physical medicine and rehabilitation in sub-Saharan Africa and Antarctica: A white paper or a black mark?

Introduction.?The medical specialty of Physical Medicine and Rehabilitation (PM&R) has had a proven impact on persons with disability and on healthcare systems. Documents such as The White Book on Physical and Rehabilitation Medicine in Europe have been important in defining the scope of practice within various regions. However in some continents the practice has not been well defined.

Objective.?To explore the practice of PM&R in sub-Saharan Africa and Antarctica.

Methods.?Medline searches, membership data searches, fax survey of medical schools, Internet searches and interviews with experts.

Results.?The continents are dissimilar in terms of climate and government. However both Antarctica and sub-Saharan Africa have no PM&R training programs, no professional organisations, no specialty board requirements and no practicing physicians in the field. Since there are no known disabled children in Antarctica and adults are airlifted to world-class health care, the consequences of this deficit are minimal there. However, the 788 000 000 permanent residents of sub-Saharan Africa including approximately 78 million persons with disability are left unserved.

Conclusions.?Antarctica is doing fine. Africa is in a crisis. Local medical schools, hospitals doctors, and persons with disability; along with foreign volunteers, aid groups and policymakers can impact the crisis. However government – specifically national ministries of health – is ultimately responsible for the health and well-being of citizens.     

La chirurgie fonctionnelle du ou des membres supérieurs chez la personne tétraplégique

Upper limb functional surgery has been endorsed by over 40 years of clinical experience and practice (Ann Readapt Med Phys 46 (2003) 144–55). The procedures are standardized and the techniques mastered. The physical medicine and rehabilitation (PM&R) teams that focus on rehabilitation of tetraplegics with upper limb surgery are aware that this clinical experience is built on communication between the surgeon and the PM&R teams and that post-surgical care is critical and key to the best possible functional outcome. This text aims to introduce a special edition of La lettre de MPR (the PM&R letter) dedicated to this subject, which will be published in the coming months.     

Teaching medical students rehabilitation medicine

Purpose.?The principles of rehabilitation medicine will become ever more important across many medical and surgical specialties in view of the rising prevalence of chronic and disabling conditions. Yet rehabilitation medicine has traditionally been unpopular with medical students. This article aims to review the existing evidence of problems in teaching medical undergraduates in rehabilitation medicine and provide published recommendations and practical approaches from our own experience.

Method.?A literature review was carried out to search for publications relating to teaching rehabilitation medicine to undergraduates in order to identify problems that potentially affect undergraduate education in rehabilitation medicine and its future as a medical speciality.

Conclusion.?The lack of consistent undergraduate curriculum, knowledge of rehabilitation medicine and academic opportunities contribute to the inadequate perception of the speciality to the undergraduates. The attitude of medical students towards rehabilitation medicine is important for its future development as a specialty. Further standardisation of teaching rehabilitation medicine at a national level, promoting research activity in this area and increasing the profile of rehabilitation medicine are warranted.     

An internship for college students in physical medicine and rehabilitation: effects on awareness, career choice, and disability perceptions

OBJECTIVE: To show the impact that an internship program in Physical Medicine and Rehabilitation (PM&R) for college students has on their knowledge about the field, career choice, and perceptions about people with disabilities. DESIGN: Twelve students were selected to participate in the study. Students observed patient therapies and followed faculty and physiatry resident physicians. Students also participated in research studies in rehabilitation research. Group discussions regarding specific projects, research methods, career choice, and perceptions about disability were part of a didactic curriculum. Surveys about PM&R knowledge, attitudes toward people with disabilities, demographics, and course evaluations were administered. RESULTS: Results showed that the program increased knowledge about PM&R (P < 0.008). Premedical students missed significantly fewer questions (8.2 vs. 11.7; P = 0.04) on this survey than did other participants. Results also showed that this program affected their attitudes toward people with disabilities and student choice to pursue a career in health care. CONCLUSIONS: This type of internship experience provides an educational environment for college students to become acquainted with PM&R, interact positively with people with disabilities, and influence career choice in the allied health professions.     

Medical school effect on student selection of physical medicine and rehabilitation as a specialty

Of the several roads that lead to practice in the specialty of physical medicine and rehabilitation (PM&R), the most common is from a US medical school to a PM&R residency to specialty practice. To reduce the predicted shortage of PM&R physicians, more medical students must be attracted to the specialty. Past studies have failed to show success of various mechanisms, designed to expose students to the field, to attract to the residency programs. The current study was designed to further explore the medical school factors contributing to choice of the PM&R residency. The number of PM&R residents produced by each of the US medical schools was related to various characteristics of these schools: size, presence of a PM&R department, presence of a PM&R residency program. Only school size was found to explain the sizable observed variation in number of residents. Additional research incorporating quality and quantity of curricular exposure to PM&R is suggested.     

Beyond war and military medicine: social factors in the development of prosthetics

Reznick JS. Beyond war and military medicine: social factors in the development of prosthetics.Polytrauma is an immediate outcome of current warfare, and the need to investigate this condition is equally immediate. The value of historical analysis in this endeavor should not be underestimated. It is among the best tools we have to help ensure that current research and practice involve engagement with the social contexts of polytrauma as well as with the medical science of its treatment. This special communication provides historical perspective on certain aspects of the polytraumatic condition—namely, limb loss, prosthetic rehabilitation, and community reintegration after receiving a prosthesis. It discusses the influential role of societal factors in these areas to encourage greater understanding that the care of persons with polytrauma must involve critical thinking about their relationships to and participation in society as well as their treatment by medical science. This special communication also provides historical perspective to enrich appreciation of the value of history for the field of physical medicine and rehabilitation (PM&R), the PM&R clinician, and the PM&R clinical researcher. Readers will learn that historical knowledge puts PM&R research and practice into perspective, reminding us that rehabilitation should involve critical thinking not only about medicine, but also about social roles and the participation of people in society despite physical and psychologic challenges.     

Public Attitudes Toward Practice by Medical Students: A Nationwide Survey in Japan

Background: It is essential for medical students to interact directly with patients. However, patients may be reluctant to be seen by medical students in settings in which they may also be seen by senior staff. Purposes: To understand patients’ attitudes toward practice by medical students and consider the factors involved in obtaining patients’ cooperation, we conducted a nationwide cross-sectional survey. Methods: We randomly selected 2,400 adult participants from all over Japan. Trained research assistants inquired about participants’ experiences and attitudes toward practice by medical students using a questionnaire. We compared differences in attitudes between participants who were accepting of practice by medical students and those who were not, as well as differences between participants who had experienced practice by a medical student versus those who had not. Results: A total of 1,109 (46%) participants were included in the study. Eleven percent (117/1109) of the participants had experienced practice by a medical student. One fourth of participants were accepting of practice by medical students, and experienced participants were significantly more likely to be accepting of practice by medical students than inexperienced participants (45% vs. 24%, p <.001). Impressions of practice by medical students among accepting participants with previous experiences included “polite,” “kind,” and “hard-working.” Fifty-nine percent (637/1088) of participants indicated that they would request a senior staff member's supervision when being seen by a medical student. Conclusions: The present nationwide survey suggests that education emphasizing bedside manner may be effective in promoting patients’ cooperation of medical students. In addition, providing information to patients about medical students and efforts to increase supervision during clinical clerkship should be emphasized to foster the public's cooperation.     

Junior Medical Students’ Perceptions of an Introductory Hospice Experience

Introduction: The importance of palliative care education in the medical school curriculum is becoming more recognized. The purpose of this study was to assess medical students’ perceptions of an introductory hospice experience.

Methods: Forty-one second-year medical students took part in an introductory hospice experience in which they were acquainted with a wide range of hospice services provided to patients and families by an interdisciplinary team involved in hospice care. In addition, the students visited patients’ homes individually with an experienced hospice nurse or social worker. At the end of their experience, the students were asked to complete a multi-item evaluation questionnaire in order to share their perceptions of the hospice experience and their suggestions for improvement of the course.

Results: The students spent an average of four hours on their introductory hospice experience, and they indicated that all of their personal goals for their experience had been met. Suggestions for improvement of the course were to increase the amount of course time allotted and to provide further opportunity to see more patients. Overall, the students rated their experience as “above average” to “excellent.”

Conclusions: According to the medical students who participated, the introductory hospice experience was a worthwhile and valuable educational experience. An equal or increased amount of hospice time should be allotted in the education of future junior medical students. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-342-9678. E-mail address: <getinfo@haworthpressinc.com>Website: <http://www.HaworthPress.com> © 2001 by the Haworth Press, Inc. All rights reserved.)     

Impact of a required fourth-year medical student rotation in physical medicine and rehabilitation

This study evaluated the impact of a 2-wk required rotation in Physical Medicine and Rehabilitation (PM&R) on fourth-year medical students' knowledge of PM&R and attitude toward teamwork in patient care. Survey results on attitudes toward a team approach to patient care and knowledge in PM&R were compared prerotation and postrotation. One hundred thirty-eight fourth-year medical students participated in this 2-yr study. The combined response rates for the attitude and knowledge surveys were 62% and 56%, respectively. As measured by a pretest and posttest self-reported knowledge assessment, the rotation increased knowledge of PM&R (P ≤ 0.05). Four aspects of the rotation that were rated higher by students from the second year of the rotation were role and responsibility definition, incorporation of current literature, enhancement of clinical skills, and general rotation satisfaction. The rotation provides an experience for medical students to increase their knowledge of PM&R.     

How Prospective Physical Medicine and Rehabilitation Trainees Rank Residency Training Programs

Background

Since the inception of the National Resident Matching Program, multiple studies have investigated the factors applicants consider important to ranking prospective residency programs. However, only 2 previous studies focused on prospective physical medicine and rehabilitation (PM&R) trainees, and the most recent of these studies was published in 1993. It is unknown whether these previous studies are reflective of current prospective PM&R residents.

Inclusion of rehabilitation medicine concepts in school of medicine resources

Abstract

Purpose: To perform a gap analysis of rehabilitation medicine learning objectives (RMLOs) coverage within school of medicine (SOM) curriculum and educational resources as a basis for development of educational resources to fill any identified gaps. Method: Following ethics approval, interviews were carried out with SOM academics and clinicians to assess the relevance of a set of RMLOs and the extent to which RMLOs were addressed in SOM resources. Interviewee opinion was quantified via Likert scales and additional free comments were subjected to thematic analysis. Results: Most RMLOs were perceived as relevant by more than half of the 18 participants. There was evidence of relevant material relating to each RMLO in SOM resources. Thematic analysis suggested that rehabilitation medicine was addressed at the SOM in less detail than outlined in the RMLOs, and that additional rehabilitation content could be included in SOM resources across a number of courses and year levels. Conclusions: Rehabilitation medicine is considered relevant by clinicians and academics at the SOM. The most effective way of filling identified gaps in coverage of rehabilitation medicine at the SOM will be via engagement across a number of medical and surgical disciplines.

• Implications for Rehabilitation

• Rehabilitation-related knowledge and skills are relevant to medical education.

• Many of these issues are already partially addressed in existing educational resources.

• The design and delivery of medical school curricula should include a trans-disciplinary and inter-year approach to the inclusion of rehabilitation concepts and aptitudes.

• This could be done by introducing relevant concepts early, making resources available online, and embedding rehabilitation items across different disciplines, courses and assessments.

     

A population approach to understanding children's access to assistive technology

Purpose.?To determine whether service delivery system factors, including having a quality medical home, access to therapeutic services, or enrolment in early intervention/special education services, are associated with meeting children's needs for assistive technology (AT).

Method.?Data were analysed for children 0–17 years of age participating in the 2001 US National Survey of Children with Special Health Care Needs who required AT services (N = 18,372) and a subgroup of children needing assistive devices typically provided by rehabilitation professionals (N = 4429). AT needs included vision or hearing aids or care, communication or mobility devices, or other medical equipment. Unmet need was defined as not receiving all needed services. Estimates were generated of the per cent of children needing and having unmet needs for services. Associations between the medical home, therapy and education variables and having an unmet need for AT were assessed using logistic regression.

Results.?An estimated 49% of children with special health care needs require AT services. Twelve per cent require AT services typically provided by rehabilitation professionals. Of the latter group, 14% had unmet needs. The likelihood of having unmet AT needs was greater for children lacking a quality medical home (a.O.R. = 3.27 [95% C.I. = 2.29–4.66]) and/or those not receiving needed therapy services (a.O.R. = 3.52 [95% C.I. = 2.25–5.48]) than for children whose medical home and therapy service expectations were met. Enrolment in early intervention/special education was not associated with having unmet needs for AT.

Conclusions.?Promoting quality care within a complex service delivery system is critical to meeting the AT needs of children and their families. Changes in the structure and processes of care, including facilitating access to a quality medical home and needed therapy services would likely increase access to needed AT.     

Back to work – a two-year outcome of a multidisciplinary rehabilitation programme focused on physical function and pain

Purpose. To analyze why some responded positively to rehabilitation and why some did not.

Method. Sixty participants with musculoskeletal disorders, mainly neck and back pain participated in a 7-week rehabilitation programme which was based on a combination of theoretical and practical education and physical activities. Before and after the programme and 6, 12 and 24 months after completion of the programme all participants were evaluated with the Disability Rating Index (DRI) and Pain Intensity Rating on a Visual analogue scale (VAS).

Results. In the participants who had full-time sick leave from the start of the programme to the 2-year follow-up (Group I) self-experienced physical disability and pain ratings were high and showed no decrease and were maintained up until the 2-year follow-up. For the participants who had part-time sick leave or no sick leave (Group II) physical disability and pain ratings were initially lower than in Group I and decreased gradually, (p < 0.01) and (p < 0.05), respectively throughout the 2-year follow-up period.

Conclusion. Participants in Group I did not benefit from the rehabilitation programme and did not show improvement in their physical disability and pain rating. Group II showed decreased physical disability and pain rating. The decrease was gradual and was maintained up until the 2-year follow-up period. These results may indicate that persons with musculoskeletal pain with severe disability and pain require other rehabilitation programmes than those with moderate symptoms. This research has highlighted the need for development of such programmes.     

The Effect of Resident Duty-Hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors

Phenomenon: Medical students receive much of their inpatient teaching from residents who now experience restructured teaching services to accommodate the 2011 duty-hour regulations (DHR). The effect of DHR on medical student educational experiences is unknown. We examined medical students’ and clerkship directors’ perceptions of the effects of the 2011 DHR on internal medicine clerkship students’ experiences with teaching, feedback and evaluation, and patient care. Approach: Students at 14 institutions responded to surveys after their medicine clerkship or subinternship. Students who completed their clerkship (n = 839) and subinternship (n = 228) March to June 2011 (pre-DHR historical controls) were compared to clerkship students (n = 895) and subinterns (n = 377) completing these rotations March to June 2012 (post-DHR). Z tests for proportions correcting for multiple comparisons were performed to assess attitude changes. The Clerkship Directors in Internal Medicine annual survey queried institutional members about the 2011 DHR just after implementation. Findings: Survey response rates were 64% and 50% for clerkship students and 60% and 48% for subinterns in 2011 and 2012 respectively, and 82% (99/121) for clerkship directors. Post-DHR, more clerkship students agreed that attendings (p =.011) and interns (p =.044) provided effective teaching. Clerkship students (p =.013) and subinterns (p =.001) believed patient care became more fragmented. The percentage of holdover patients clerkship students (p =.001) and subinterns (p =.012) admitted increased. Clerkship directors perceived negative effects of DHR for students on all survey items. Most disagreed that interns (63.1%), residents (67.8%), or attendings (71.1%) had more time to teach. Most disagreed that students received more feedback from interns (56.0%) or residents (58.2%). Fifty-nine percent felt that students participated in more patient handoffs. Insights: Students perceive few adverse consequences of the 2011 DHR on their internal medicine experiences, whereas their clerkship director educators have negative perceptions. Future research should explore the impact of fragmented patient care on the student–patient relationship and students’ clinical skills acquisition.     

Medical training in Greece: A crisis in progress

Objectives. We sought to evaluate the opinions of medical students and graduates regarding the quality of medical education in Greece. Methods. Two online questionnaires concerning the undergraduate medical education and specialty training respectively were distributed. Results. Regarding the quality of undergraduate medical education, 52.1% of participants replied favorably while clinical training was found satisfactory by 45.1. Dissatisfaction rates with research opportunities and support from tutors reached 88.4 and 83.3%, respectively. The majority (75.3%) supported the introduction of examinations for commencing specialty training. 52.3% of physicians were satisfied with the quality of specialty training. The most common complaint was the absence of a formal educational program. 67.2% of participants were dissatisfied with working conditions during their specialty training, with 70.1% working >60 h per week. Physicians practicing medical specialties were more satisfied with the quality of specialty training than those practicing surgical specialties (odds ratio: 1.43; 95% confidence limits: 1.09–1.87) and were less likely to work for >60 h per week (odds ratio: 0.66; 95% confidence limits: 0.48–0.9). Conclusion. Opinions expressed in this survey highlight the need for reforming medical education in Greece.     

Programmes de rééducation avant et après chirurgie fonctionnelle du membre supérieur chez la personne tétraplégique: principes et pratiques

With over 30 years experience in functional surgery we can now offer upper-limb functional surgery to almost 7 or 8 out of every 10 tetraplegic patients. Multidisciplinary collaboration in this field needs proper preparation. The patient’s post-surgery rehabilitation must be based on specific programs already validated by experienced physical medicine and rehabilitation (PM&R) teams. The constant interaction between the surgeon and the PM&R team aims to shorten the immobilization time and prevent any risk of ruptures, adhesions or other local complications.     

Physical medicine in medical curricula: training primary care physicians and students

The demonstrated need for the education of primary care physicians in the principles of Physical Medicine & Rehabilitation (PM&R) is not matched by the curricula of medical schools and primary care residency programs. This anomaly of medical education is discussed from the standpoint of the hindrances inherent in the medical professional as a whole and more specifically in PM&R itself. Several concepts are suggested to stimulate thought about how PM&R may change perceptions of the specialty. Increased general medical knowledge is an important element of the PM&R learning experience. The emphasis of medical education should be on the students' needs rather than those of the specialty.