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Eyler, Ph.D., is director of Center for Empathy and Compassion Training in Medical Education, Sanford Institute for Empathy and Compassion at UC San Diego and lives in Linda Vista. Noel, Ph.D., is professor and chief of division of anatomy at the department of surgery at UC San Diego and lives in Carmel Valley.

Anatomical dissection is a canonical part of medical education and is often considered a rite of passage for first-year students — it is simultaneously a fascinating and troubling experience for many. While learning novel and detailed information about the human body, students find themselves confronting complex and potent aspects of the clinician-patient relationship, such as power, boundaries, respect for fellow humans and the sanctity of life, often leading to intense emotions.

The exploration of death, dying and end-of-life issues during the course can be emotionally taxing, causing anxiety and unease for many students. Most medical schools teach anatomy to equip students with fundamental knowledge and technical skills, but the experience of human dissection serves as a pivotal and transformative moment. It not only provides a solid foundation for medical practice but also plays a crucial role in nurturing emotionally equipped health care professionals who are capable of delivering compassionate care to patients. At UC San Diego School of Medicine, we understand the importance of forging a meaningful connection between students and donors who selflessly contribute their bodies to medical education.

To facilitate this connection, we have implemented humanistic exercises at the start of each anatomy lab, a practice that we call Compassionatomy. This lab was, and continues to be, developed with the support of the Sanford Institute for Empathy and Compassion and the Compassion Institute. Through activities such as guided meditation, storytelling, or discussions on empathy and compassion, students are given the opportunity to connect with the humanity of the donors. Students are encouraged to take the perspective of the donors, contemplating their lives, experiences and the profound act of selflessness they have shown. Then, discussions are held where students openly share their own vulnerabilities and fears, unveiling the donors’ stories and acknowledging the shared human experience of mortality. By incorporating these exercises, we aim to instill a deep sense of gratitude and respect within our students, reminding them of the privilege and responsibility that comes with studying the human body

As highlighted in a recent article by The New York Times, “Honoring the Body Donors Who Are a Medical Student’s ‘First Patient’” by April Rubin, gratitude ceremonies at which students gather to express their appreciation for body donors and their families are held in many institutions across the country. In fact, UC San Diego has a long tradition of extending invitations to the families of body donors to participate in our annual memorial service, which is led by students to honor the donors who provide invaluable learning experiences for future health care professionals. The inclusion of the families provides an opportunity for students to directly express their appreciation and gratitude for the donors’ profound impact on their education. Additionally, it offers a sense of closure for the families, as they witness the lasting impact their loved ones have created through medical education.

The Compassionatomy curriculum extends upon this tradition by encouraging students to express their gratitude and reflections through letter writing at the beginning and end of the school year. These letters, filled with heartfelt messages of gratitude, are read aloud and later burned as a group during a solemn ceremony held at La Jolla Shores, near the UC San Diego School of Medicine Donor Memorial Site. This powerful ritual symbolizes the release of the letters’ sentiments, allowing them to join the winds and waves as a collective tribute to the donors.

Through these activities, UC San Diego joins a select group of institutions, including University of Colorado School of Medicine and University of Texas Health Science Center at San Antonio, that prioritize humanism in anatomical education. Just like these other institutions, treating the donors as the students’ “first patients” is a crucial aspect of our approach. The humanistic exercises not only help students forge a personal connection with the donors but also serve as a foundation for developing strong ethical values and professionalism.

By approaching the donors with reverence and care, we believe that students learn the importance of empathy, dignity and patient-centered care, which are essential qualities for future health care providers. Donors and families can be assured that their gift is transformative for medical students and that the donor’s legacy lives on in the compassionate and skilled doctors fostered through a humanistic approach to anatomy. To develop more skilled doctors in our region and beyond, medical schools should adopt humanistic exercises and rituals, like those included in Compassionatomy, as a foundational part of anatomy education.

J&J Worldwide Services has concluded the transition phase of a four-year contract from the U.S. Army Corps of Engineers to help the Defense Health Agency operate and maintain a military medical education and training campus in San Antonio, Texas.

The company said work on the Medical Education Training Campus operations and maintenance support contract began Monday.

“Our team is proud to be welcomed back as the preferred O&M services provider for the Tri-Service Campus,” said Steve Kelley, CEO and president of J&J Worldwide Services.

METC provides training to enlisted medical personnel from the U.S. Army, Navy and Air Force with approximately 16,500 graduates annually.

The tri-service campus has a total of 48 medical training programs.

Continuing COVID-19 research, other emerging disease threats, and questions about just when the next pandemic may strike as well as concern over the nation's preparedness for it are still top of mind for many healthcare professionals. But in a field where emergencies happen daily, and drastic changes can occur overnight, will these unceasing aspects translate into medical education curriculums fast enough? 

Artificial intelligence is one way to help, some experts say. The technology's use is booming across several industry sectors including healthcare, where it holds promise of improving workflows, diagnoses, educational simulations and more. 

To keep pace with the continually evolving field and new technology supporting it, medical leaders told Becker's that it is imperative for medical education to keep pace. 

Here's what curriculums should prioritize in 2024, according to experts:

Cristy Page, MD. Executive Dean at the University of North Carolina School of Medicine and chief academic officer of UNC Health (Chapel Hill): We are living in a time of rapid scientific discovery and technological advancement. Students need to learn to embrace and lead through change to better the health of our patients and to enable a fulfilling career in medicine. One current example is the use of AI in medicine. As educators, we must ensure that our students understand how to utilize it most effectively in practice and are aware of the latest trends in this area. At the same time, we are actively working with counterparts across our university to establish policies and protocols for the use of AI by students in their coursework.

Adele Webb, PhD, RN. Executive Dean of Healthcare Initiatives for Strategic Education (Herndon, Va.):: As we move into the future, medical education must adjust training to the rapid changes in healthcare. There must be increased focus on how augmented intelligence and virtual reality can be used to safely support health care delivery and train practitioners. As more care is shifting into home and outpatient settings, clinical experiences must adapt to the new realities. And given concerns for the future of general practitioners, students should be educated on the value, satisfaction and importance of a general practitioner role.

Janelle Sokolowich, PhD, MSN. Academic Vice President and Dean of the Leavitt School of Health at Western Governors University (Salt Lake City): In the future, I think nursing will continue to have more integration of virtual reality simulations. So far, with [the implementation of] our simulation experience, we've found that one part of simulation that does really well is building the self-confidence in students' abilities. … We know that we have to continue to build confidence in order to build clinical decision-making ability.

Keith Mueller, PhD. Director of the Rural Policy Research Institute and the Health Management Policy Department at the University of Iowa (Iowa City): There are models in some programs that could be more widely adopted. These are changes in both the content and modality of education that would better prepare physicians as co-leaders of person-centered medical homes functioning under new payment models.

1. Including instructional material focused on the evolution of payment from volume-based to value-based methodologies will better prepare physicians to understand reasons for pressures to understand patient needs for services beyond those offered in the clinic. I’m thinking of asking physicians to refer patients to other services, sometimes with a formal prescription… Training in public health, changes in delivery modalities (including hospital-at-home), and finance (increased income for the clinic or other healthcare organization related to measures of health) will be needed as part of the medical curriculum.
2. Increase contact hours during medical education that are undertaking in interprofessional training. Physicians need to collaborate with other members of patient-centered teams (including social workers, public health workers, and administrators) in order to optimize results for the persons (patients) they serve.
3. Include a variety of opportunities in experiential learning that include serving different population groups (including historically underserved) and in different settings (including rural clinics and hospitals). The degree to which institutions move learning sites out of the immediate environment of the medical school can, and should, vary given the mission of the institution. Having said that, we should encourage those institutions with missions to serve entire states to develop site-specific training to meet the needs of all residents of their states.

Responses have been edited for clarity and length.

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New Delhi: Through a exact notice, the National Medical Commission (NMC) has released the Frequently Asked Questions (FAQs) for Maintenance of Standards of Medical Education Regulations 2023, (MSMER 2023).

Issuing the FAQs, the NMC discussed the format of the annual disclosure report, areas of evaluation and submission of information to the NMC for assessment.

The notice further stated, "These FAQs are in the nature of explanation for ease of understanding of the general public and cannot be upheld in a court of law. Please refer to the relevant Guidelines for legal validity."

1. From which date will these Regulations be applicable?

These Regulations shall be applicable from the date of publication i.e. from 19th September, 2023.

2. For whom are these Regulations applicable?

These Regulations are applicable for all stake holders, i.e. for every institution / medical college under jurisdiction of NMC.

3. Where can the format for ANNUAL DISCLOSURE REPORT be available?

Shall be as per the annexure VII pages 60 to 64 on the pdf attached below. However modifications in this format may be made from time to time.

4. Where and when should the Annual Disclosure be uploaded?

After its establishment, the medical college / institution shall upload the annual disclosure as per the notifications put by corresponding Boards - UGMEB or PGMEB; from time to time.

5. Is college required to furnish any other information related to establishment / functioning of the college or MSR/ CBME, etc to NMC or any of its Boards?

The concerned Board may seek such additional information as and when deemed necessary for their assessment and otherwise from the concerned medical institution or related agencies having or exercising control over that medical college / institution.

6. What will be the areas of Evaluation of Report?

Keeping in mind the overall objectives of the Act, the UGMEB or PGMEB may seek information related to (although not necessarily limited to) :

i. verification of physical infrastructure;

ii. availability of required number of qualified faculty for actual teaching, research and to undertake necessary student learning activities on a regular and continued basis;

iii. availability of adequate clinical material in terms of number of patients of different specialties,

iv. variety of patients to fulfill all round training of students,

v. number of variety of procedures, surgeries, laboratory investigations, radiological investigations and other relevant investigations;

vi. assessment of the teaching methodology adopted;

vii. the methods and modes of assessment, grading of the students;

viii. review of feedback from students;

ix. other parameters related to standards of medical education that may be added from time to time by the respective boards or NMC.

7. What will be the time frame for submission of the data to the concerned Board/ NMC?

Not later than 30 days from the date of receipt of communication from the concerned Board or such additional time provided by the respective Board on specific request from the applicant in that regard. Ordinarily the college must be ready with all the required information once the batch of students (for UG/PG) is ready to be admitted for that academic year.

8. What will be the consequences if the applicant fails to submit such information within the prescribed time limit?

Failure in submission of such information or data due to any reason shall be deemed as non-compliance with the Regulations and shall attract penalty. However remedial measures or actions may be contemplated upon by the concerned Board after joint meetings with other Boards/ NMC and such action shall be intimated to the medical college/ institution within a period of 3 weeks.

9. What will be the outcome of Compliance/ successful disclosure of required information provided by the college/ institution?

If the medical college/ institution is found to be successfully meeting requirements as prescribed for the concerned Board, then the concerned Board shall provide a renewal certificate for continuation of the course(s) and admission of students thereof for the forthcoming Academic Year.

To view the notice, click on the link below -

https://medicaldialogues.in/pdf_upload/faq-on-msmer-2023-229413.pdf

VICTOR, N.Y. – Tuesday marks one year since Buffalo Bills safety Damar Hamlin collapsed on the field during their game against the Cincinnati Bengals.

And that started a flurry of people learning and becoming certified in CPR and using an automatic external defibrillator or AED.

Now, the University of Rochester Medical Center and the American Heart Association are expanding CPR accessibility at the Eastview Mall. The two organizations put a mobile, hands-only CPR training station in the mall right outside of Dick’s House of Sport for people to learn and practice on.

The machine runs through a training and practice session and then a 30 second test. Overall, the whole experience may take five minutes, but you’ll have the knowledge for a lifetime.

“It doesn’t take long to do. And it just makes you feel like, yes, I know what this is like. I can do this,” Judy Dumar, who used the machine said.

Dumar and Joy Jennejohn both used the machine, and decided they wanted to become CPR certified after finishing.

“It’s physically harder than I thought, but it’s simple,” Jenne John said.

“My heart is still beating from doing this. So yay to first responders and doctors and nurses. I congratulate you, but I’m glad that I did this,” Dumar said.

And Cardiologist Robert Rosenblatt says that when someone knows CPR and administers it, it can increase the survival rate of the person who needs it by 20 to 30 percent.

“Survival rates historically for cardiac arrest are pretty poor. About one in ten people or 10% of people survive. And out-of-hospital, cardiac arrest, early CPR and just, you know, good CPR awareness from bystanders and initiation of CPR can increase the survival rates two to three times,” Rosenblatt said.

And not only are these available a year after Damar Hamlin collapsed, but it’s also been two weeks since a 15-year-old Monroe High School student collapsed on the court during his JV basketball game.

“There’s many reasons for a young athlete to go down, like what happened to Damar, and I think what happened to that 15-year-old was commotio cordis, I think he got hit in the chest and it it happens. It’s not that infrequent. And we have had several cases locally, I think years before. I think there was a kid that went down in Brighton, if I remember correctly, you know, in years gone by, unfortunately the survival rate for that was very low,” Rosenblatt said.

This is why Rosenblatt says it is extremely important to learn CPR and have these machines in an accessible place like the mall.

The mobile station will be available for people to use through January 31.

And if you’re looking to get CPR certified, you can find a list of classes in the Rochester area here.