UBCMJ Volume 10 Issue 2 | Spring 2019 Contents VOLUME 10 ISSUE 2 | Spring 2019

The University of British Columbia Medical Journal (UBCMJ) is a On the cover peer-reviewed, student- driven academic journal with the goal of engaging students in medical dialogue and contributing meaningful discourse UNIVERSITY OF BRITISH COLUMBIA MEDICAL JOURNAL to the scientific Spring 2019 Volume 10 Issue 2 community. The Importance of Addressing the Hidden the Anatomical Curriculum at UBC Sciences in Canadian Medical Education: a UBC Medical Student’s Shaping Medical Perspective Education Through A Trauma-Informed Curriculum Considering the Use of Massive Open Online The Significance of Courses (MOOCs) in Race-Based Medical Education Generalizations in Canadian Medical Education MEDICAL EDUCATION he journey from medical school to practice as a physician Tis a dynamic one, filled with ever-increasing knowledge and experiences. New developments in clinical science and in education have stimulated the constant review of both the content and methodology of medical education. In this issue, the ever-changing nature of the medical curriculum is exemplified through creative delivery by online courses, its hidden curriculum To subscribe, advertise or submit, see our website. exposed, and its foundational sciences given value anew. ubcmj.med.ubc.ca Mailing Address: UBC Medical Journal c/o Student Affairs, UBC Faculty of Talise Lindenbach, MD Program, Faculty of Medicine, University of Medicine British Columbia, Vancouver, BC, Canada 2775 Laurel Street, 11th Floor Vancouver, BC V5Z 1M9 DISCLAIMER: Please note that views expressed in the UBCMJ do not necessarily reflect the views of the editors, the Faculty of Medicine or any organizations affiliated with this publication. They are solely the authors’ opinion and are intended to stimulate academic dialogue. 1 UBCMJ Volume 10 Issue 2 | Spring 2019 Contents VOLUME 10 ISSUE 2 | Spring 2019 EDITORIAL 31 Highlighting Current Needs in Addressing Youth Mental Health in British Columbia 3 The Medicine Garden Nguyen T., Tsang V.W.L., Randhawa P.A., Rosenkrantz M., Amirie M., Bhatia F., Drabkin L., Kim J.L., Leung A.S., Tang J.K.K., Singh Ye A., Liang C. T.K. 34 FEATURES The Importance of the Anatomical Sciences in Canadian Medical Education: a UBC Medical 4 Addressing the Hidden Curriculum at UBC Student’s Perspective Holmes C. Cairns J. 6 Students as Teachers 36 Coordinating Student Academic Advocacy in the Wallace C. UBC Medical Undergraduate Program through the Medical Education Committee (MEC) 8 How Can Medical Education Train Socially Zhao E.Y., Nguyen K., Tinker J., Lu D., Liu J. Responsible Physicians? Parhar G. 39 The Decline of Embryology Instruction Within Medical Schools World-wide: Options for 10 The Future of Competency Based Learning and Adapting Workplace Based Assessment in Medical and Robertson A.B., Oyedele O. Health Education Wong R. Y. 41 Shaping Medical Education Through A Trauma- Informed Curriculum Wong C., Maleki M. REVIEWS 13 Identifying Gaps in Clinical Decision-Making 43 Should We Be Teaching Medical Students to be Teaching in Medical School Moral Isolationists? Cherukupalli A., Tan C.N., Blair G. Udwadia F.R. COMMENTARIES 45 Potential Cost Savings and Reduction of Medication Errors Due to Implementation of 16 A Simulation–Based Group Study Method for Computerized Provider Order Entry and Bar- Preclinical Medical Students Coded Medication Administration in the FHA Lum N., Ohm H., Sagorin Z., Tsang V.W.L., Yu A. Larson K., Lo C. 19 The Significance of Race-Based Generalizations 47 Increasing Patient Engagement Using in Canadian Medical Education Community-Based Resources Woo E. Houlton R.E. 21 The Humanity of Medicine: A Case for Literature and Subjectivity in Medical NEWS AND LETTERS Education Haensel E. 50 Listen and Learn: How the Podcast Revolution is Shaping Medical Education 23 Cadeveric Anatomical Education in the 21st Paul B.R. Century: Preserving Medical Education Byers N., Baumeister P. 52 The Future of Lung Cancer? An Interview with Dr. Stephen Lam 25 Considering the Use of Massive Open Online Golin A.P. Courses (MOOCs) in Medical Education Mangalji A., Karthikeyan V. 53 The Problem of Unmatched Canadian Medical Graduates: Where Are We Now? 27 Deconstructing Biases: The West is Not Best Young S. Cheema B.K. 55 Screen Time and Childhood Obesity: A 29 Telecommunications: the Disconnect Between Commentary on the Evidence Behind Current Medical Practice and Medical Education Guidelines Afford R. Johar J. UBCMJ Volume 10 Issue 2 | Spring 2019 2 EDITORIAL The Medicine Garden Annette Ye1, Calvin Liang1 Citation: UBCMJ. 2019: 10.2 (3) orticulture is to medical school as a flower is to a medical inevitable asymmetry in a flower’s petals, regardless of how much Hprofessional. Take note, this is no average garden! Medical schools watering and fertilizer it receives. This issue of the University of and training programs meticulously control the growing conditions— British Columbia (UBC) Medical Journal explores medical education watering schedule (teaching), soil (curriculum), and sunlight (positive throughout Canada, featuring pieces from renowned faculty members and negative experiences)—to ensure that each seed (medical student) at UBC who take part in the effortful process of developing a is planted in the most optimal environment. The ultimate goal is for modern medical school curriculum. Dr. Cheryl Holmes discusses the trainees to blossom into beautiful, symmetrical, six-petaled flowers unofficial lessons from medical education in her piece “Addressing the that flourish in residency and bloom until retirement. Have you Hidden Curriculum at UBC.” Dr. Clarissa Wallace shares her insights guessed what this horticulture technique is yet? More widely known from educators and philosophers on the importance of learning by by its formal name, the CanMEDS framework is a set of competency teaching, while Dr. Gurdeep Parhar explores how UBC is tackling the standards outlining the seven roles of a well–integrated physician in contemporary issue of training socially responsible physicians. Finally, modern society.1 However, one might argue that the expectation of a Dr. Roger Wong examines how the emphasis of active learning has trainee to become a medical expert, a communicator, a collaborator, a led to a refinement in assessment tools in medical education. It is leader, a health advocate, a scholar, and a professional is unrealistic.2 our hope that these curated pieces, along with a record number of More alarmingly, others have posed that the demand for physicians to thought–provoking Commentaries, will help us objectively, critically, hold too many roles contributes to physician burnout.3 After all, there and courageously discuss these issues to move the field of medicine are no perfect horticulturists, no perfect seeds, and no perfect method. forward. This process is dynamic, as producing medical professionals who can face the contemporary challenges of the healthcare system requires References constant refinement. 1. The CanMEDS 2015 Framework [Internet]. Ottawa: Royal College of Physicians and Surgeons of Canada; 2015 [cited 2019 Jan 5]. Available from: http://www. The CanMEDS framework was established in the 1990s by canmeds.royalcollege.ca/en/framework the Royal College of Physicians and Surgeons of Canada and more 2. Ellaway R. CanMEDS is a theory. Adv Health Sci Educ Theory Pract. 2016;21(5):915-7. 3. Voll S, Valiante TA. Watering CanMEDS flowers. Can Med Educ J. 2017;8(3):e117-8. recently updated in 2015 to incorporate milestones for Canadian 4. Competence by design [Internet]. Ottawa: Royal College of Physicians and residency programs.4 Each role in the CanMEDS framework lays out Surgeons of Canada; [date unknown] [cited 2019 Jan 5]. Available from: http:// www.royalcollege.ca/rcsite/cbd/competence-by-design-cbd-e a fundamental building block of the modern Canadian physician as 5. The College of Family Physicians of Canada. CanMEDS-Family Medicine 2017: informed by broad stakeholder consultation. Similarly, the CanMEDS– a competency framework for family physicians across the continuum [Internet]. Mississauga: The College of Family Physicians of Canada; 2017 [cited 2019 Jan 5]. Family Medicine 2017 framework by the College of Family Physicians Available from: https://www.cfpc.ca/canmedsfm/ of Canada uses seven leaves on a tree to paint the overall roles and responsibilities of a well–rounded Canadian family physician.5 Trickling downstream of the Colleges, a similar evolution of newer teaching methods and curriculum renewal has occurred at Canadian medical schools to nurture the various CanMEDS roles.1 Active learning has replaced much of the eight–hour lecture day in medical school, with students taking part in case–based or problem–based learning, small group activities, interprofessional seminars, and community–oriented experiences. The trainee therefore takes on multiple roles throughout the day while learning in the classroom, conducting research, or taking on a leadership role by facilitating his or her small group activity. These activities mimic the expectations and routines of a competent physician in the workplace. Learning objectives in and out of the classroom also nourish the skills and attitudes necessary to face the challenges of contemporary medicine. For example, students may be in a small group focused seminar discussing the basics of genetic testing or learning how to have a dialogue regarding end–of–life care. It is, without a doubt, not an easy task to ensure that all medical trainees achieve the competencies laid out by the seven pillars

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