scholarly journals Response to “Remote Medical Education: Adapting Kern’s Curriculum Design to Tele-teaching”

2022 ◽  
Author(s):  
Aaruran Nadarajasundaram ◽  
Simeon Harrow ◽  
Albert Mensah ◽  
Karusan Srithar
Keyword(s):  
Medical Education ◽  
Curriculum Design

scholarly journals Medical Education From a Theory–Practice–Philosophy Perspective

2021 ◽  
Vol 8 ◽  
pp. 237428952110102
Author(s):  
Susan A. Kirch ◽  
Moshe J. Sadofsky
Keyword(s):  
United States ◽  
Medical Education ◽  
Curriculum Design ◽  
Historical Perspective ◽  
Curriculum And Instruction ◽  
Medical Curriculum ◽  
Educational Theory ◽  
The United States ◽  
History Of ◽  
How People Learn

Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.

scholarly journals Organisational perspectives on addressing differential attainment in postgraduate medical education: a qualitative study in the UK

BMJ Open ◽  
2018 ◽  
Vol 8 (3) ◽  
pp. e021314 ◽  
Author(s):  
Katherine Woolf ◽  
Rowena Viney ◽  
Antonia Rich ◽  
Hirosha Jayaweera ◽  
Ann Griffin
Keyword(s):  
Medical Education ◽  
Curriculum Design ◽  
Postgraduate Medical Education ◽  
Change Strategies ◽  
Effect Change ◽  
Medical Graduates ◽  
Minority Ethnic Groups ◽  
The Uk ◽  
Evaluation Of Evidence ◽  
Minority Ethnic

ObjectivesTo explore how representatives from organisations with responsibility for doctors in training perceive risks to the educational progression of UK medical graduates from black and minority ethnic groups (BME UKGs), and graduates of non-UK medical schools (international medical graduates (IMGs)). To identify the barriers to and facilitators of change.DesignQualitative semistructured individual and group interview study.SettingPostgraduate medical education in the UK.ParticipantsIndividuals with roles in examinations and/or curriculum design from UK medical Royal Colleges. Employees of NHS Employers.ResultsRepresentatives from 11 medical Royal Colleges (n=29) and NHS Employers (n=2) took part (55% medically qualified, 61% male, 71% white British/Irish, 23% Asian/Asian British, 6% missing ethnicity). Risks were perceived as significant, although more so for IMGs than for BME UKGs. Participants based significance ratings on evidence obtained largely through personal experience. A lack of evidence led to downgrading of significance. Participants were pessimistic about effecting change, two main barriers being sensitivities around race and the isolation of interventions. Participants felt that organisations should acknowledge problems, but felt concerned about being transparent without a solution; and talking about race with trainees was felt to be difficult. Participants mentioned 63 schemes aiming to address differential attainment, but these were typically local or specialty-specific, were not aimed at BME UKGs and were largely unevaluated. Participants felt that national change was needed, but only felt empowered to effect change locally or within their specialty.ConclusionsRepresentatives from organisations responsible for training doctors perceived the risks faced by BME UKGs and IMGs as significant but difficult to change. Strategies to help organisations address these risks include: increased openness to discussing race (including ethnic differences in attainment among UKGs); better sharing of information and resources nationally to empower organisations to effect change locally and within specialties; and evaluation of evidence-based interventions.

scholarly journals How Does Medical Education Affect Students’ Views of Euthanasia/assisted Dying? A Mixed-method Study

2020 ◽  
Author(s):  
Luke Nie ◽  
Kelby Smith-Han ◽  
Ella Iosua ◽  
Simon Walker
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Curriculum Design ◽  
General Public ◽  
Public Support ◽  
Assisted Dying ◽  
Policy Decisions ◽  
Medical Work ◽  
Undergraduate Medical Students

Abstract Background Previous studies report a majority of the general public support euthanasia/assisted dying (EAD), while a majority of doctors are opposed. In considering policy decisions about EAD, some may discount the views of doctors because they take them to be based on personal values or tradition, rather than reasons that the general public might share. One way to explore this notion is to examine whether medical students’ views change during medical education. The objective of this study was to learn how New Zealand medical students view EAD and whether their views change during medical education. MethodsAn on-line survey of undergraduate medical students was conducted. Quantitative data was analysed using unadjusted and multiple logistic regression. Thematic analysis was conducted with the qualitative data.Results A total of 326 students replied to the survey. The overall response rate was 28%. 65% of 2nd year students were supportive of EAD, compared to 39% in 5th year. The odds of 5th year students supporting a law change compared to 2nd year was 0.30 (95%CI 0.15-0.60). The predominant themes found in the qualitative results indicate that medical students support or oppose EAD for reasons similar to those found in the wider debate, and that their views are influenced by a range of factors. However, several at all year levels cited an aspect of medical school as having influenced their views. This was mentioned by participants who were supportive of, opposed to, or unsure about EAD, but it was the type of influence most often mentioned by those who were opposed. ConclusionsThe quantitative findings suggest that aspects of medical education made students less likely to support EAD. The qualitative findings indicate that this is not related to a single educational experience at Otago Medical School but a range. Together, these findings suggest that the lower support found among doctors is in part related to medical education and medical work rather than age, personality, or social context. They indicate a practical basis to ethical and professional formation that should be considered in curriculum design, policy decisions and when interpreting public opinion surveys on this issue.

scholarly journals The Role of Humanities in the Medical Curriculum: Medical Students’ Perspectives

2020 ◽  
Author(s):  
Loukia Petrou ◽  
Emma Mittelman ◽  
Oluwapelumi Osibona ◽  
Mona Panahi ◽  
Joanna M Harvey ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Curriculum Design ◽  
Medical Humanities ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Significant Difference ◽  
Extracurricular Involvement ◽  
Senior Students

Abstract BackgroundThe humanities have long been shown to play an important role in the medical school curriculum. However, few studies have looked into the opinions of medical students on the usefulness and necessity of the humanities as well as their extracurricular involvement with them. The aim of this study was to: a) understand medical students’ attitude towards the humanities in medical education and b) assess their understanding of the necessary qualities of doctors and how interaction with the humanities affects the development of such attributes. MethodsA mixed methods survey was designed to elicit demographics, engagement, interest and perspective on curricular positioning, and to explore how students ranked the qualities of a doctor. It was distributed to medical students of all year groups in the 6-year bachelor of medicine, bachelor of surgery (MBBS) course at Imperial College London. Results109 fully completed questionnaires were received. No significant difference was found in engagement or interest in the humanities between genders. Students felt strongly that humanities subjects shouldn’t be assessed (71:18) though some felt it was necessary for engagement, while no consensus was reached on whether these subjects should be elective or not (38:31). The majority of students wanted more medical humanities to be incorporated into the traditional medical course with a preference of incorporation into the first 3 years. Junior medical students were more likely to rank empathy as a highly desirable attribute than senior students. Students provided qualitative insights into curricular positioning, assessment and value.ConclusionsThis study provides the perspective of medical students on how and whether the humanities should be positioned in medical education. It may be helpful to medical schools that are committed to student involvement in curriculum design.

Medical Education ; Application of Adult Learning Theory on The Curriculum Design for a Medical School in Saudi Arabia

2012 ◽  
Vol 3 (3) ◽  
pp. 225-228
Author(s):  
Faris Q. Alenzi ◽  
◽  
Othman Al-Saqair ◽  
Hassan F. Al-Kwikbi ◽  
Awwad Alenezy ◽  
...  
Keyword(s):  
Medical Education ◽  
Saudi Arabia ◽  
Adult Learning ◽  
Medical School ◽  
Learning Theory ◽  
Curriculum Design ◽  
Adult Learning Theory

scholarly journals Methodologies in medical education. Virtual expert panel in Honduras during the COVID-19 pandemic

2021 ◽  
Vol 10 (2) ◽  
pp. 99-108
Author(s):  
Cristina M. Thiebaud ◽  
Skarleth Paola Bock Alvarado ◽  
Mónica Fernanda Medina Guillen ◽  
Carlos A. Martínez-Martínez ◽  
Juan Daniel Alvarado Cortés ◽  
...  
Keyword(s):  
Medical Education ◽  
Curriculum Design ◽  
Expert Panel ◽  
Physical Space ◽  
Evaluation Process ◽  
Healthcare Sector ◽  
Self Regulated Learning ◽  
Teachers And Students ◽  
Postgraduate Studies ◽  
Virtual Expert

Introduction. The prevailing education model in Honduras is a teacher-centered one, where the main thrusts are the teacher and the lesson plans. This, along with the slow evaluation process and little improvement of the curriculum design of degrees in the healthcare sector poses a challenge in the enactment of new education methods. This article documents an expert panel which was comprised of deans from the different Medical Schools of the country where Continuing Medical Education (CME) and its educational methodologies were discussed. Presentation of experience. The Asociación de Educación Médica Hondureña carried out an expert panel through an updated approach of CME to discuss Medical Education (ME) methodologies widely used internationally: problem-based learning, reflective practice, formative assessment and self-regulated learning. Discussion. The knowledge gap between new methodologies and traditional ones in ME represents a challenge that CME can address through the use of effective pedagogical approaches in the development and execution of these types of activities. Conclusion. The use of updated methodologies in ME not only improves student training during undergraduate and postgraduate studies, but its CME. ME in Honduras is limited by economic factors, training, physical space and its acceptance by teachers and students. A sustained and systematic effort is necessary by all parties involved in teaching.

scholarly journals The Changing Face of Medical Education in Egypt; Introducing the First Issue of “The Egyptian Journal of Medical Education”.

2018 ◽  
Keyword(s):  
Medical Education ◽  
Curriculum Design ◽  
Patient Simulation ◽  
Curriculum Changes ◽  
Design Changes ◽  
New Concepts ◽  
New Ideas ◽  
Clinical Clerkships ◽  
Learning Team

On behalf of the Editorial Board, I am delighted to announce the publication of the inaugural issue of The Egyptian Journal of Medical Education (EJME), a new online, international, open-access, peer-reviewed, journal on all aspects of undergraduate, postgraduate and continuing Medical Education. EJME seeks to be a venue by which educators across all disciplines can publish methods, reports, and reviews on all areas of medical education, being basic science or clinically related. New concepts and curriculum design changes are encouraged to be published. New ideas to engage and assess students in active learning, team-based learning and problem-based learning are encouraged to be presented. Clinical curriculum changes are also vital to the advancement of medical education and with respect to this, we encourage publication of articles related to new offerings of clinical clerkships, models of patient simulation, and related methods with which students learn more effectively.

scholarly journals Education Research: The current state of neurophysiology education in selected neurology residency programs

Neurology ◽  
2018 ◽  
Vol 90 (15) ◽  
pp. 708-711 ◽  
Author(s):  
Kate M. Daniello ◽  
Daniel J. Weber
Keyword(s):  
Medical Education ◽  
Curriculum Design ◽  
Program Directors ◽  
Study Program ◽  
Learning To Read ◽  
Residency Programs ◽  
Educational Methods ◽  
Current State ◽  
Methods Of Learning ◽  
Over Time

ObjectivePrior research has illustrated there is a knowledge gap in neurology residents' neurophysiology education (EEG and EMG), and we sought to understand whether this is still an issue and to recognize the barriers in order to create solutions and improve education.MethodsSurveys were developed for adult neurology residents and one for program directors asking about confidence in neurophysiology knowledge, percent of graduates reaching level 4 ACGME (American Council of Graduate Medical Education) milestones in EEG and EMG, methods of learning used, interest in the subjects, and suggestions for improvements.ResultsTwenty-six program directors (19% responder rate) and 55 residents (from at least 16 different programs) completed the survey. Program directors thought that 85% of graduating residents met level 4 milestones in EEG and only 75% in EMG. Structured rotations and more time allocated to education of these topics were frequent barriers mentioned. Postgraduate year 4 residents were 60% and 67% confident in EEG and 64%, 59%, and 62.3% in EMG level 4 milestones. Learning to read EEGs was considered important throughout residents' training; however, this interest and value decreased over time with EMG.ConclusionIn our study, program directors suspect up to a quarter of residents may graduate not meeting level 4 ACGME milestones, and residents expressed lack of confidence in these areas. The educational methods used to instruct residents in EEG and EMG were similar as were the barriers they face across programs. This information hopefully will help fuel curriculum design and interest in these important neurology techniques.

scholarly journals The role of humanities in the medical curriculum: medical students’ perspectives

2020 ◽  
Author(s):  
Loukia Petrou ◽  
Emma Mittelman ◽  
Oluwapelumi Osibona ◽  
Mona Panahi ◽  
Joanna M Harvey ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Curriculum Design ◽  
Medical Humanities ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Significant Difference ◽  
Extracurricular Involvement ◽  
Senior Students

Abstract Background The humanities have long been shown to play an important role in the medical school curriculum. However, few studies have looked into the opinions of medical students on the usefulness and necessity of the humanities as well as their extracurricular involvement with them. The aim of this study was to: a) understand medical students’ attitude towards the humanities in medical education and b) assess their understanding of the necessary qualities of doctors and how interaction with the humanities affects the development of such attributes. Methods A mixed methods survey was designed to elicit demographics, engagement, interest and perspective on curricular positioning, and to explore how students ranked the qualities of a doctor. It was distributed to medical students of all year groups in the 6-year bachelor of medicine, bachelor of surgery (MBBS) course at Imperial College London. Results 109 fully completed questionnaires were received. No significant difference was found in engagement or interest in the humanities between genders. Students felt strongly that humanities subjects shouldn’t be assessed (71:18) though some felt it was necessary for engagement, while no consensus was reached on whether these subjects should be elective or not (38:31). The majority of students wanted more medical humanities to be incorporated into the traditional medical course with a preference of incorporation into the first 3 years. Junior medical students were more likely to rank empathy as a highly desirable attribute than senior students. Students provided qualitative insights into curricular positioning, assessment and value.Conclusions This study provides the perspective of medical students on how and whether the humanities should be positioned in medical education. It may be helpful to medical schools that are committed to student involvement in curriculum design.

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