Browsing by Author "Kilian, Paddy"

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A values-driven academic affiliation between a public medical school and a private healthcare provider: exploring the perceptions of key opinion leaders
(Springer Science and Business Media LLC, 2024-07-15) Du Preez, Leon; Otaki, Farah; Al Hammadi, Suleiman; Stanley, Adrian; Ho, Samuel B; Kilian, Paddy; Bayoumi, Riad; Ezimokhai, Mutairu; AlGurg, Reem; Sharif, Amer A; Alsheikh Ali, Alawi A
Introduction: In an Academic Health System model where university and clinical care institutions are separate entities, robust agreements are needed for effective working relationships among the involved institutions. There is paucity in the literature around reports of such affiliations, especially those relating to public private partnerships. Accordingly, the overall purpose of this study is to explore the perception of key opinion leaders about the development of a valuesdriven affiliation between a public medical school and a private healthcare provider in the first integrated Academic Health System in Dubai, United Arab Emirates, namely: Dubai Health. The process of developing the respective affiliation is based on the principles of action research. It involved ongoing cycles of planning, acting, observing, and reflecting. Methods: This study relied on a qualitative phenomenological research design, where 18 primary stakeholders, who played an active role in making the affiliation, were given the option of providing their feedback either in writing, using a tailor-made questionnaire, or in the form of a semi-structured interview. Constructivist epistemology constituted the basis of the entailed interpretive qualitative analysis, which followed the six-step analysis approach initially introduced by Braun and Clarke (2006) Results: The qualitative analysis led, as per this study’s conceptual framework: “Public Private Affiliation Journey”, to two interconnected themes, namely: Key Milestones and Driving Forces. Within Key Milestones, seven sequential categories were identified: Observing a triggering need, Finding a good match, Seizing the opportunity, Arriving at a common ground, Looking ahead, Venturing for the right reasons, and Reaping the benefits. Within the second theme: Driving Forces, the following three categories were identified: Aspiring for success, Leveraging human qualities, and Doing things the right way. Discussion: This study showed that there is a latent potential in forming public private partnerships that can enable the formation and development of Academic Health Systems. It also showed how the guidelines of action research can be set as the basis of the process of partnership formation, and how following those guidelines in such an endeavor maximizes value for all. In addition, it clearly brought forth the importance of having a robust governance structure with committed and engaged leadership, and clear communication channels, and of equipping the physicians with the skills needed to be effective educators. Lastly, this study introduced the “Public Private Affiliation Journey” conceptual framework, which can be deployed in “federated” Academic Health Systems worldwide to increase the chances of success of public private partnerships and to maximize the value attained through them.
From classroom to bedside: The role of point of care ultrasound in undergraduate medical education
(Wiley, 2024-10-14) Buhumaid, Rasha; Salman, Hira; Kilian, Paddy
Introduction: Point‐of‐Care Ultrasound (POCUS) has become an indispensable tool for diagnosis, monitoring, and procedure guidance in various medical specialties. Structured POCUS training is essential to provide users with the knowledge and skills needed for clinical practice. Many medical schools have integrated POCUS into their curriculum to familiarize their students with this technology early on in their medical careers. Objective: This review aims to explore the integration of POCUS into the undergraduate medical education curriculum, discussing its benefits, challenges, barriers, and strategies for effective implementation. Discussion: The POCUS educational framework uses various methods that combine the delivery of theoretical knowledge with practical skills training. It is highly recommended that medical schools include the fundamentals of ultrasound physics and knobology, structural anatomy, physiology, basic pathology of various organs, and basic instructions on ultrasound needle guidance for procedures in their POCUS curriculum. Importantly, the curriculum should include a comprehensive plan for assessing competency. The integration of POCUS into undergraduate medical education offers several benefits, including facilitating the teaching of basic sciences, enhancing physical examination skills, improving clinical problem‐solving abilities, preparing students for future clinical work, and enhancing the overall educational experience. However, there are challenges associated with this integration, such as a limited availability of qualified instructors, the high financial and logistical investment required, and the complexities of incorporating POCUS into an already compact medical curriculum. With the advancements in ultrasound technology and the integration of artificial intelligence, future research studies are needed to assess how these developments influence the integration of POCUS in undergraduate medical education.
Making clinical teaching visible-A time and motion study of hospital rounds in undergraduate medical teaching
(2024-08) Kilian, Paddy; Alshehabi, Nagam; Othman, Malek; Mahmoud, Anan; Preez, Leon du; Zary, Nabil; Ho, Samuel
Abstract Background: Teaching medical students in the clinical setting is frequently perceived as a demanding commitment by attending physicians. There is a paucity of data measuring the duration and efficacy of teaching during clinical rounds. Aim: The aim of this study was to assess both the quantity and quality of clinical teaching time dedicated to medical students on hospital ward rounds. Methods: A cross-sectional direct structured observational study was conducted during the morning rounds of attending physicians involved in teaching undergraduate medical students at three different clinical facilities in three different specialties. A validated observational tool was used by four observers to record teaching time and quality indicators. Results: In terms of teaching duration, it was observed that 25% of the total morning round time was allocated to teaching. However, this measure varied widely between different physicians and specialties. As for teaching quality, actions categorized as active teaching by the teachers were observed in 19% of the interactions observed per round, while active learning by the students was observed in 17% of the interactions per round. Teacher high-cognition interactions were similarly observed in 23% of actions per round, while student high-cognition interactions occurred in 16% of actions per round. Internal Medicine tended to score higher than both Pediatrics and Surgery in terms of percentage teaching time as well as percentage of active teaching observed per round. Using liberal criteria, rounds characterized overall as predominantly active or high-cognition by both teachers and students were observed in only 21% of the total number of rounds observed. Conclusion: These results indicate that the percentage of teaching time during ward rounds is highly variable, and that round teaching generally consists of passive and low-cognition interactions. Future work is needed to train clinical faculty to achieve a desired level of teaching quality, and to determine if there are any changes in teaching time commitments and student outcomes.