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 Table of Contents  
Year : 2017  |  Volume : 30  |  Issue : 2  |  Page : 101-102

Co-editor notes 30:2

1 Co-Editors, Education for Health, Foundation for Advancement of International Medical Education and Research, USA
2 KIT Health, Royal Tropical Institute, Amsterdam, Netherlands
3 University of Illinois, Rockford, Illinois, USA

Date of Web Publication19-Sep-2017

Correspondence Address:
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/efh.EfH_236_17

How to cite this article:
Mckinley D, Flinkenfögel M, Glasser M. Co-editor notes 30:2. Educ Health 2017;30:101-2

How to cite this URL:
Mckinley D, Flinkenfögel M, Glasser M. Co-editor notes 30:2. Educ Health [serial online] 2017 [cited 2022 Jan 28];30:101-2. Available from:

We are pleased to publish this issue of Education for Health. Contents include Original Research, Brief Communications, General Articles, and Letters to the Editors from around the world. We continue to publish authors from a number of different regions. In this issue, there are contributions from Canada, Colombia, India, Iran, Pakistan, South Africa, the United Kingdom, and the United States. The topics covered in this issue include interprofessional training, community health, global health, the role of research in health professions education, and instructional innovations.

In the article titled “Influence of Pharmacy Students on Attitudes of Medical Students Following an Interprofessional Course,” Dabaghzadeh et al. studied the effects of training the 6th year pharmacy and medical students in an inpatient hospital setting. Students worked in pairs, and while there were positive changes in the attitudes of medical students, there was no corresponding change among pharmacy students. The findings suggest that the experience enhanced medical students' understanding of the role of pharmacists in Iran and that pharmacy students may have understood their role, the role of physicians, and scope of practice as seen in inpatient settings before the course.

Ensuring cultural competence of health professionals is one component of medical education meant to reduce healthcare disparities in communities. The work of Sawning et al. provides an overview to a certificate program meant to fill educational gaps in training for those who will care for lesbian, gay, bisexual, and transgender patients. Their evaluation research is presented in “A First Step in Addressing Medical Education Curriculum Gaps in Lesbian, Gay, Bisexual, and Transgender-Related Content: The University of Louisville LGBT Health Certificate Program.” While the results showed that students' knowledge and attitudes improved when pre- and post-test scores and attitude ratings were compared, the authors provide innovative suggestions for providing instruction in the curriculum without using additional resources.

From Colombia, Lamus-Lemus et al. document the development of a program that provides community-based experiences to students as part of their university's goal of educating physicians who can meet community needs. The article “Understanding the Pursuit of Healthier Communities through a Community Health Medical Education Program” provides information on the lessons learned by examining the changes managed over the course of 14 years. Most importantly, they acknowledge the importance of stakeholder engagement to ensure diversity in the settings available for training.

In the article written by Grover, Sood, and Chaudhary, “Reforming Pathology Teaching in Medical College by Peer-assisted Learning and Student-oriented Interest Building Activities: A Pilot Study,” a variety of instructional methods were used in a pilot of peer-assisted instruction in pathology. Students reported that they preferred these methods to those typically involved in teaching students about anemia. The findings suggested that approaches such as peer-assisted learning can be used to improve student satisfaction, provided that sufficient guidance is provided.

International exchange electives have been shown to have an influence on career choices of students from high-income countries. These experiences are thought to impact their choice of practicing in primary care. However, it is important to consider the effect that these exchanges have on the communities in which the educational experience takes place. In the article “Using Maslow's Hierarchy to Highlight Power Imbalances between Visiting Health Professional Student Volunteers and the Host Community: An Applied Qualitative Study,” Evans et al. report on their study of the possible power differential between the exchange students and the communities served. They used Maslow's hierarchy of needs to analyze responses from student volunteers and community members. They found that while there were several perceived benefits to the exchange, a power differential still existed. Focused efforts to improve relationships may positively affect this differential and empower the community.

From Pakistan, Mubeen et al. provide an overview to undergraduate medical students' awareness of publication ethics. “Knowledge of Scientific Misconduct in Publication among Medical Students” examined the extent to which students were aware of authorship criteria, falsification of results, and plagiarism among other types of unethical activities in research and publication. They compare the knowledge of students from public and private schools and found that while there were significant deficits in knowledge, students from public school had greater awareness of the issues included in their investigation.

The maldistribution of healthcare workers has led to efforts to use educational activities in rural and underserved areas in the hope that it will increase the numbers of workers choosing to practice in these areas. In “Clinical Medical Education in Rural and Underserved Areas and Eventual Practice Outcomes: A Systematic Review and Meta-analysis,” Guilbault and Vinson examined the extent to which training in these areas is related to choosing to practice in these locations. They found that medical students trained in these locations are more likely to practice in these areas and are more likely to practice in primary care specialties.

Incorporating preventive care in an already burgeoning curriculum was the focus of the work conducted by Cooke, Ash, and Goodell. They present their work in the article titled “Medical Students' Perceived Educational Needs to Prevent and Treat Childhood Obesity.” They studied medical students' knowledge of the challenges associated with preventing childhood obesity. They found that students were able to identify their educational needs which included nutrition education and obesity-specific training. Providing adequate supports may mitigate the deficits students identified regarding prevention and treatment.

Gary, Birmingham, and Jones provide information on the need for improved instruction in breastfeeding for medical students in their article titled “Improving Breastfeeding Medicine in Undergraduate Medical Education: A Student Survey and Extensive Curriculum Review with Suggestions for Improvement.” There is limited training in the preclinical portion of the curriculum, and although this increases in the clinical curriculum, medical students are still uncomfortable with providing guidance about breastfeeding, despite evidence of its benefits. Their knowledge and competency frameworks can be used to support efforts for curricular reform.

From India, Jevashreen, Kathirvel, and Prathibha examined whether the Jefferson Empathy Scale could be translated into Tamil. Their brief communication “Cross-cultural Adaptation of Jefferson Scale of Empathy-Health Professions Students Version: An Experience with Developing the Tamil Translation” details their experience in ensuring that the translation process took into account variation in dialect and retained semantic and cultural equivalence.

In “An Interprofessional Education Program's Impact on Attitudes toward and Desire to Work with Older Adults,” McManus, Shannon, Rhodes, Edgar, and Cox investigate whether exposure to the elderly in a community-based, interprofessional setting would improve students attitudes toward elder care. They found that education in the setting improved students' interest in geriatric medicine and did not promote the development of negative attitudes toward the elderly.

The demand to incorporate technology in education increases steadily although there is not necessarily adequate support for those efforts. In “Does the Early Adopter Catch the Worm or Choke on it? A Reflective Journey of the Challenges of Technology Adoption in a Health Sciences Education Institution,” Botha-Ravyse and Blignaut provide recommendations for supporting educators planning to adopt this technology so that resources are provided once institutional decisions are made.

Finally, there are Letters to the Editor from India, the UK, and the US focusing on the integration of medical research in the postgraduate curriculum, managing change when policy modification challenges resources, how lectures provide opportunities for engagement, and an innovative way to incorporate instructional materials to support learning about effective relationships between health professionals and their patients.

We believe that these articles meet the goals of the journal to disseminate work about health professions education that leads to improved health and healthcare delivery. Please let us know which articles are most meaningful to you as you develop curricula and programs to meet these goals.


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