From patient education to health professions education: Introducing the new section on medical education

2006 ◽  
Vol 60 (1) ◽  
pp. 1-2 ◽  
Author(s):  
Robert L. Hulsman ◽  
David J. Steele
Author(s):  
Mora Claramita ◽  
Gandes Retno Rahayu ◽  
Rahmi Surayya ◽  
Abu Bakar ◽  
Murti Mandawati ◽  
...  

Background: Medical education research has been flourished in the past two decades in Indonesia. It is highly important to study results of medical education researches in Indonesia to provide future direction for medical education. Six published literature in medical education from Asian context was used as the basis of this study.Method: We used the narrative review in which quantitative data were interpreted qualitatively. All national and international publication and the unpublished research in medical education from Indonesia between 2000 - 2013 were collected with multiple methods based on 8 criteria of inclusion/ exclusion. We also grouped the articles into quantitative and qualitative groups based on each method in each study.Results: Total articles interpreted was 151 and grouped into 17 areas of interest and level of evidences from ‘very rarely’ to ‘very frequently’ studied. Studies in the area of understanding problem–based learning (PBL) are still dominating the area of interest including the student-assessment within PBL program. Other areas are still rarely done, especially research in health professions education other than medical doctors.Conclusion: Research in medical education in Indonesia should be more stimulated; in terms of numbers and quality, more importantly to strive for future agent of culture, socio-economic and political changes based on the actual community problems in the universal coverage era toward solid interprofessional team work to accomplish patient safety.


Author(s):  
Wendy M. Green

The number of health professions education programs continues to increase across the United States and globally, but unequal access to healthcare remains a pressing issue. Health professions education has shifted from a first-generation approach, centered on didactic teaching, to a second-generation approach, centered on problem-based learning. In a Lancet paper, Frenk and colleagues argued for the incorporation of a transformative paradigm within health professions education facilitating the move towards the third generation of health professions education. Drawing on Mezirow and Freire, they argued for the incorporation of a transformative paradigm to improve health professions education by better aligning medical education and population needs. This chapter examines how a transformative approach to health professions education could be implemented and where it would be most effective. It also looks at how a transformative paradigm within health professions education could provide an additional lens to understand health disparities, structural inequity, and diversity.


2021 ◽  
Author(s):  
David J. Doukas ◽  
David T. Ozar ◽  
Martina Darragh ◽  
Janet M. de Groot ◽  
Brian S. Carter ◽  
...  

Abstract PURPOSE:This scoping review explores how virtue and care ethics are incorporated into health professions education and how these factors may relate to the development of humanistic patient care.METHOD:Our team identified citations in the literature emphasizing virtue ethics and care ethics (in PubMed, NLM Catalog, WorldCat, EthicsShare, EthxWeb, Globethics.net, Philosopher’s Index, and ProQuest Central) lending themselves to constructs of humanism curricula. Our exclusion criteria consisted of non-English articles, those not addressing virtue and care ethics and humanism in medical pedagogy, and those not addressing aspects of character in health ethics. We examined in a stepwise fashion whether citations: 1) Contained definitions of virtue and care ethics; 2) Implemented virtue and care ethics in health care curricula; and 3) Evidenced patient-directed caregiver humanism.RESULTS: 811 citations were identified, 88 intensively reviewed, and the final 25 analyzed in-depth. We identified multiple key themes with relevant metaphors associated with virtue/care ethics, curricula, and humanism education.CONCLUSIONS:This research sought to better understand how virtue and care ethics can potentially promote humanism and identified themes that facilitate and impede this mission.


2018 ◽  
Vol 84 (1) ◽  
pp. 47 ◽  
Author(s):  
Emília Virgínia Noormahomed ◽  
Ana Olga Mocumbi ◽  
Mamudo Ismail ◽  
Carla Carrilho ◽  
Sam Patel ◽  
...  

2016 ◽  
Vol 38 (10) ◽  
pp. 966-980 ◽  
Author(s):  
Sharon Buckley ◽  
Lucy Ambrose ◽  
Elizabeth Anderson ◽  
Jamie J. Coleman ◽  
Marianne Hensman ◽  
...  

2017 ◽  
Vol 9 (1) ◽  
pp. 102-108 ◽  
Author(s):  
Jeff Riddell ◽  
Catherine Patocka ◽  
Michelle Lin ◽  
Jonathan Sherbino

ABSTRACT Background  Team-based learning (TBL) is an instructional method that is being increasingly incorporated in health professions education, although use in graduate medical education (GME) has been more limited. Objective  To curate and describe themes that emerged from a virtual journal club discussion about TBL in GME, held across multiple digital platforms, while also evaluating the use of social media in online academic discussions. Methods  The Journal of Graduate Medical Education (JGME) and the Academic Life in Emergency Medicine blog facilitated a weeklong, open-access, virtual journal club on the 2015 JGME article “Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching.” Using 4 stimulus questions (hosted on a blog as a starting framework), we facilitated discussions via the blog, Twitter, and Google Hangouts on Air platforms. We evaluated 2-week web analytics and performed a thematic analysis of the discussion. Results  The virtual journal club reached a large international audience as exemplified by the blog page garnering 685 page views from 241 cities in 42 countries. Our thematic analysis identified 4 domains relevant to TBL in GME: (1) the benefits and barriers to TBL; (2) the design of teams; (3) the role of assessment and peer evaluation; and (4) crowdsourced TBL resources. Conclusions  The virtual journal club provided a novel forum across multiple social media platforms, engaging authors, content experts, and the health professions education community in a discussion about the importance, impediments to implementation, available resources, and logistics of adopting TBL in GME.


2019 ◽  
Vol 2 (2) ◽  
pp. 9
Author(s):  
Rehan Ahmed Khan

Educationists are professionals who develop and design educational policies and conduct research on different aspects of education. Some of them also teach ‘Education’ as a subject. Education is being more streamlined and accepted as a separate entity in medical education, with more and more doctors opting for courses in medical education such as certificates, diplomas and masters in medical education (Tekian, Roberts, Batty, Cook, & Norcini, 2014). Hence, a discussion often ensues regarding the definition of medical educationists, educators, and teachers. Literature does not discriminate clearly between these three terms. In this editorial, I will share my perspective on these terminologies based on my experience and supportive evidence from the literature. A clinician needs a license to practice, so it is unfair to consider a doctor as a teacher by default, without a license to teach. Hence, to be considered a medical teacher, a prerequisite of obtaining a certificate, diploma, or masters in medical education should be fulfilled. At the least, courses or workshops in different aspects of medical education should be completed by the doctors. Regarding medical education, faculty in medical and dental colleges in Pakistan can be divided into three categories: (1) Doctors with basic medical education (MBBS or BDS) and a postgraduate degree in medical education (e.g. MHPE or MME, etc). These professionals are usually concerned with medical education as a discipline and work in the department of medical education (DME) and can be called ‘Medical Educationists’. (2) Doctors with a post-graduate degrees in their primary discipline (such as Physiology or Surgery etc ) but an additional post-graduate degree in medical education. These professionals teach their primary disciplines but at the same time work actively with DME in a collaborative or leadership role. They can be considered as ‘Medical Educators’. (3) The third type of faculty confines them to teaching their own subjects who can be considered as ‘Medical Teachers’. They either have a license to teach (CHPE, Diploma or Masters) in addition to a postgraduate qualification in their own discipline or have learned the art and craft of teaching through experience and self-training. However, in this day and age when teaching is no more delivery of knowledge (Harden & Crosby, 2000), it is difficult to be a medical teacher without a formal degree and training in teaching. All these professionals define and shape the structure and role of medical education departments or units. In Pakistan, where medical education departments are still in infancy in the majority of the medical schools, it is important to understand how these departments should be run (Batool, Raza, & Khan, 2018; Davis, Karunathilake, & Harden, 2005). Department of medical education may be headed by either a medical educationist or medical educator, but the gist is that they should have a basic degree in medical education. In the author’s experience, it is better to have all three types of professionals in the DME or related to it. Each has its own benefit. The medical educationist is focused on administrative and research areas related to educationists, the medical educator can act as a bridge between DME and other disciplines, and the medical teacher is the brace of DME, ensuring the implementation of the educational program. Successful collaboration between these three types of professionals is important for the effective implementation of the curriculum. The nomenclature of medical educationists, educators, and teachers do not have strict boundaries and are being interchangeably used in practice. It would be interesting to define them empirically and describe the roles and responsibilities for each one of them separately. -------------------------------------------------------------------------- References Batool, S., Raza, M. A., & Khan, R. A. (2018). Roles of medical education department: What are expectations of the faculty? Pakistan Journal of Medical Sciences, 34(4). https://doi. org/10.12669/pjms.344.14609 Davis, M. H., Karunathilake, I., & Harden, R. M. (2005). AMEE Education Guide no. 28: the development and role of departments of medical education. Medical Teacher, 27(8), 665– 675. https://doi.org/10.1080/01421590500398788 Harden, R. M., & Crosby, J. O. Y. (2000). AMEE Guide No 20 : The good teacher is more than a lecturer - the twelve roles of the teacher. Medical Teacher, 22(4), 334–347. https://doi. org/10.1080/014215900409429 Tekian, A., Roberts, T., Batty, H. P., Cook, D. a, & Norcini, J. (2014). Preparing leaders in health professions education. Medical Teacher, 36(3), 269–271. https://doi.org/10.3109/01421 59X.2013.849332


Author(s):  
Wendy M. Green

The number of health professions education programs continues to increase across the United States and globally, but unequal access to healthcare remains a pressing issue. Health professions education has shifted from a first-generation approach, centered on didactic teaching, to a second-generation approach, centered on problem-based learning. In a Lancet paper, Frenk and colleagues argued for the incorporation of a transformative paradigm within health professions education facilitating the move towards the third generation of health professions education. Drawing on Mezirow and Freire, they argued for the incorporation of a transformative paradigm to improve health professions education by better aligning medical education and population needs. This chapter examines how a transformative approach to health professions education could be implemented and where it would be most effective. It also looks at how a transformative paradigm within health professions education could provide an additional lens to understand health disparities, structural inequity, and diversity.


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