Table 3.
Results from phases one and two of the curriculum scan for 24-Hour Movement Guideline content in the Queen’s University Undergraduate Medical Education 2019-2020 curriculum
| Content related to the Canadian 24-Hour Movement Guidelines for Adults | Queen’s Competency Framework31 | ||||||
|---|---|---|---|---|---|---|---|
| Learning Event Objectives | Learning Event Title: Description (Format) | Assessment Type: (Duration) | Course (Term, Semester, Year) | Existing Instruction Time | Queen’s Outcomes | Queen’s Competencies | |
| Understand the types of evidence on the utility of exercisea to reduce risk and associated cardiometabolic risk factors. |
PROACTIVE Trial Critical Appraisal: Critical appraisal on a randomized controlled trial manuscript (directed independent learning) |
Formative: Critical appraisal worksheet small group assignment | MEDS123: Population Healthb (Term 2, W2020) | 50 minutes | Health Advocate 1.1.5 (Provide examples of disease prevention and the promotion of healthy behaviours in clinical practice) | 7. Responds to the individual patient’s health needs by advocating (supporting and speaking up) with the patient within and beyond the clinical environment | |
| Understand the types of evidence on the utility of exercisea to reduce risk and associated cardiometabolic risk factors. |
Exercisea
in Medicine: PowerPoint slides on the difference between types of evidence and how findings support the utility of physical activity to manage obesity-related health risk (lecture) |
N/A | MEDS123: Population Health (Term 2, W2020) | 120 minutes | Scholar 1.3.7 (Assess the validity of evidence regarding diagnosis, prognosis, therapy, and harm and of evidence summaries) | 10. Demonstrates proficiency in the steps of evidence-based medical practice | |
| Consider effective strategies for health promotion at the individual, group, and community level and how health may be promoted to individuals accessing care in a 1:1 encounter, as a group in clinical practice, and to a community. |
Introduction to Health Promotion: Module on health promotion, prevention, and behaviour change, including exercisea, physical activity, and avoidance of sedentary behaviours (lecture and small group learning) |
Summative: Exam (20 minutes, 5 questions) | MEDS123: Population Health (Term 2, W2020) | 110 minutes | Health Advocate 1.1.5 (Provide examples of disease prevention and the promotion of healthy behaviours in clinical practice) | 7. Responds to the individual patient’s health needs by advocating (supporting and speaking up) with the patient within and beyond the clinical environment | |
| Health Advocate 2.1.1 (Identify the health needs of a community or population) Health Advocate 2.1.2 (Identify the availability of and access to resources for a community or a population) |
8. Identifies and communicates about community resources to promote health, prevent disease and manage illness in the communities and populations that will impact their practice | ||||||
| Health Advocate 3.1.1 (Describe the role of physicians [individually and as represented by their organizations] to be socially accountable by advocating for individual and population health) | 9. Is able to identify and engage opportunities to demonstrate social responsibility and service | ||||||
| Be able to prescribe exercisea to older adults using the FITT (frequency, intensity, type, time) principle and discuss strategies to help older adults address barriers to exercisea. |
Exercisea/Falls in Older Adults: Reading and PowerPoint slides on prescribing exercisea in older adults including using the FITT principle and discussing strategies to barrier management (small group learning) |
Summative: Exam (45 minutes, questions on one mandatory reading) | MEDS126: Principles of Geriatrics, Oncology, and Palliative Care (Term 2, W2020) | 120 minutes | Medical Expert 1.1.1 (For each major organ system, explain normal human structure [location, macroscopic and microscopic structure] and development, and demonstrate the ability to apply this knowledge to relevant clinical presentations) | 1. Articulates and utilizes the basic sciences to inform disease prevention, health promotion and the assessment and management of patients presenting with clinical illness | |
| Medical Expert 2.1.3 (Elicit a history that is relevant to the specific patient encounter) Medical Expert 2.2.1 (Develop and implement an appropriate management plan for the clinical presentation, including prescribing non-pharmacologic, pharmacologic and interventional options) Medical Expert 2.2.2 (Integrate preventive measures and health promotion relevant to a given clinical presentation) Medical Expert 2.2.5 (Provide a rationale for any diagnostic/therapeutic procedures indicated) |
2. Is able to perform a complete and appropriate clinical assessment of and provide initial management for patients presenting with clinical illness | ||||||
| Health Advocate 1.1.5 (Provide examples of disease prevention and the promotion of healthy behaviours in clinical practice) Health Advocate 1.1.2 (Identify obstacles to health care and access with a patient and family, and work toward solutions, respecting the diversity of the patient population) |
7. Responds to the individual patient’s health needs by advocating (supporting and speaking up) with the patient within and beyond the clinical environment | ||||||
| Explore the normal response to exercisea in health and the impact of cardio-respiratory disease on exercisea function. |
Exercisea: Module on exercisea and integrating cardio-respiratory-metabolic function (small group learning) |
Formative: Question and discussion point worksheet small group activity (reviewed in class) Summative: Exam (120 minutes, portion of included questions) |
MEDS110: Human Structure and Function (Term 1, F2019) | 110 minutes | [Outcomes to be added and mapped to learning event] | [Competencies to be added and mapped to learning event] | |
| N/A | Physical activity for patients in chest pain, back pain, prevention, screening, depression, and anxiety sessions | N/A | MEDS115: Family Medicine (Term 1, F2019) | Varies | N/A | N/A | |
| Instances Embedded in Learning Events to Promote Medical Students’ Participation in Healthy Movement Behaviours | |||||||
| N/A | High-intensity interval training and stretching during the 10 minute break | N/A | MEDS115: Family Medicine (Term 1, F2019) | 10 minutes | N/A | N/A | |
| N/A | Facilitating standing breaks anytime a video is shown in-session | N/A | Multiple (ongoing) | Varies | N/A | N/A | |
Note: The curriculum scan was performed for the 2019-2020 academic year. Learning events related to sleep disorders were identified in the curriculum scan; however, as this falls outside the scope of the 24-Hour Movement Guidelines (which pertain to sleep recommendations for health promotion), these learning events were excluded. No content related to sleep for health promotion was identified in the curriculum scan, therefore learning events presented in Table 1 only content related to physical activity, exercise, or sedentary behaviour.
a
The term “exercise” is used throughout Table 1 (rather than “physical activity”, which is the language consistent with the 24-Hour Movement Guidelines) as this is the current language used in the curriculum.
b
Only learning events in first year courses were identified in the curriculum scan.