E Eu1,2, M P J Soo3, W H Gan1,4,5. 1. Department of Occupational and Environmental Medicine, Singapore General Hospital Outram Road, Singapore, Singapore. 2. Preventive Medicine Residency Program, National University Health System, Singapore, Singapore. 3. Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore. 4. Saw Swee Hock School of Public Health, National University of Singapore, Singapore, Singapore. 5. Duke-NUS Medical School, National University of Singapore, Singapore, Singapore.
Abstract
BACKGROUND: Medical schools worldwide allocate little time and utilize varying formats in the teaching of occupational medicine (OM) to undergraduate medical students. AIMS: To identify undergraduate OM teaching formats and highlight key findings in these different methods. METHODS: A limited literature search conducted on PubMed and Scopus identified relevant articles published in English and between the years 2009 and 2018. Our inclusion criteria were papers containing the key words ('occupational medicine' AND ('medical students' OR 'undergraduate medical')) OR ('occupational medicine' AND ('training' OR 'education' OR 'teaching')) in the title or abstract and those that specifically discussed OM education. RESULTS: The literature search yielded 1479 papers. Seven of them fulfilled the inclusion criteria and were reviewed in full. Formats in OM education of undergraduate medical students include, either singly or in combination, the use of case studies, didactic sessions, workplace visits, text-based readings and pro forma. CONCLUSIONS: OM education has a very small footprint in most undergraduate medical curricula. The studies show that different teaching formats are utilized, often in combination. Case-based discussions and workplace visits are frequently used with good qualitative results. Text-based readings will serve well to build good foundational knowledge, though there is no conclusive evidence that students will perform better.
BACKGROUND: Medical schools worldwide allocate little time and utilize varying formats in the teaching of occupational medicine (OM) to undergraduate medical students. AIMS: To identify undergraduate OM teaching formats and highlight key findings in these different methods. METHODS: A limited literature search conducted on PubMed and Scopus identified relevant articles published in English and between the years 2009 and 2018. Our inclusion criteria were papers containing the key words ('occupational medicine' AND ('medical students' OR 'undergraduate medical')) OR ('occupational medicine' AND ('training' OR 'education' OR 'teaching')) in the title or abstract and those that specifically discussed OM education. RESULTS: The literature search yielded 1479 papers. Seven of them fulfilled the inclusion criteria and were reviewed in full. Formats in OM education of undergraduate medical students include, either singly or in combination, the use of case studies, didactic sessions, workplace visits, text-based readings and pro forma. CONCLUSIONS: OM education has a very small footprint in most undergraduate medical curricula. The studies show that different teaching formats are utilized, often in combination. Case-based discussions and workplace visits are frequently used with good qualitative results. Text-based readings will serve well to build good foundational knowledge, though there is no conclusive evidence that students will perform better.
Authors: Roko Žaja; Hana Brborović; Dominik Oroz; Katarina Zahariev Vukšinić; Marija Bubaš; Tajana Božić; Milan Milošević Journal: Arh Hig Rada Toksikol Date: 2021-06-28 Impact factor: 2.078