Janice D Ho1, Vincent C Woo2. 1. Department of Medicine, Division of Endocrinology, University of Manitoba, Winnipeg, Manitoba Canada. 2. Department of Medicine, Division of Endocrinology, University of Manitoba, Winnipeg, Manitoba Canada. Electronic address: vwoo3@shaw.ca.
Abstract
PURPOSE: To assess the current status of diabetes teaching in Canadian medical schools. METHODS: Faculty primarily responsible for teaching undergraduate diabetes education were identified at all 17 Canadian medical schools and were asked to provide their undergraduate diabetes curricula. The curricula were analyzed by method of teaching. RESULTS: Reponses were obtained from14 of 17 (82%) medical schools. The average number of teaching hours in the entire undergraduate program was 15.4 and ranged from 7 to 22.5 hours. Formats included lectures, small groups, workshops, assigned readings, problem-based learning and laboratory studies. Lectures made up 48% of the curriculum, followed by small groups at 26%. CONCLUSIONS: There has been an increased use of small group sessions in undergraduate diabetes education, in keeping with generalized changes in medical school curricula. Future study is warranted in assessing the impact of differing undergraduate teaching methods on eventual competency. Crown
PURPOSE: To assess the current status of diabetes teaching in Canadian medical schools. METHODS: Faculty primarily responsible for teaching undergraduate diabetes education were identified at all 17 Canadian medical schools and were asked to provide their undergraduate diabetes curricula. The curricula were analyzed by method of teaching. RESULTS: Reponses were obtained from14 of 17 (82%) medical schools. The average number of teaching hours in the entire undergraduate program was 15.4 and ranged from 7 to 22.5 hours. Formats included lectures, small groups, workshops, assigned readings, problem-based learning and laboratory studies. Lectures made up 48% of the curriculum, followed by small groups at 26%. CONCLUSIONS: There has been an increased use of small group sessions in undergraduate diabetes education, in keeping with generalized changes in medical school curricula. Future study is warranted in assessing the impact of differing undergraduate teaching methods on eventual competency. Crown
Keywords:
diabète de type 2; enseignement médical de premier cycle; enseignement à la faculté de médecine; medical school teaching; type 2 diabetes; undergraduate medical education