Browsing by Author "John-Baptiste, Anne-Marie"

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Leveraging the Added Value of Experiential Co-Curricular Programs to Humanize Medical Education
(2021) Senok, Abiola; John-Baptiste, Anne-Marie; Heialy, Saba Al; Naidoo, Nerissa; Otaki, Farah; Davis, Dave
Background: The aftermath of the 1910 Flexner report resulted in significant gaps in the structure of medical education. Experiential co-curricular opportunities can contribute to addressing these gaps. Purpose: To explore, from a holistic social constructionism perspective, the added value of a co-curricular program, designed and implemented based on Kolb’s Experiential Learning Theory. Methodology/Approach: In this case study, randomly selected medical students, who had participated in an experiential co-curricular program, undertook focus group sessions. Data were inductively analyzed using thematic analysis based on constructivist epistemology. Findings/Conclusions: Benefits at the individual/student level included three interlinked themes: personal, academic, and professional development. The personal development theme related to building character and resilience, and the academic development theme related to application of theory and previously acquired knowledge. Four categories surfaced within the professional development theme. Emergent categories at the community level were institutional advancement, contribution to host centers, and giving back to the community. Implications: Cocurricular programs, that are based on Kolb’s Experiential Learning Theory (ELT) and that foster learning as participation in the social world, humanize medical education, and nurture holistic millennial physicians.
Shaping the future-ready doctor: a first-aid kit to address a gap in medical education.
(2020) Otaki, Farah; Naidoo, Nerissa; Heialy, Saba Al; John-Baptiste, Anne-Marie; Davis, David A; Senok, Abiola
To the Editor: With the advent of Industry 4.0 (i.e., the fourth industrial revolution) came a paradigm shift built on core work-related skills that further dictated the emergence of a "new" world, with diverse professional disruptors and innovators at the forefront. In an effort to address this new paradigm, recommendations in higher education for the "creation of more practical and applied curricula" and for enhancing "relationships between higher education institutions, employers, and other partners . . ." have been proposed. To create a level playing field for global healthcare sectors of the future, Morrison outlined the diverse roles a future-ready doctor will be expected to uphold. Thus, medical education has to evolve to mold a holistic future-ready doctor who can treat and continuously innovate. To this end, medical schools are challenged to amalgamate basic medical sciences with clinical sciences seamlessly and to adapt their curricula to yield millennial physicians who are able to respond to and act on cur-rent and emerging trends in healthcare. In addition to building on Flexner's legacy to ensure progressive pedagogical approaches, innovative means to incorporate the active components of human presence, comparable to that of core work-related attributes (i.e., heart - values, head - knowledge, mind - qualities, and hands - skills), need to be developed. However, it is undeniable that traditional classroom instruction alone cannot produce these characteristics of the future-ready doctor. (Continued)