scholarly journals Venereology at the Polyclinic: Postgraduate Medical Education Among General Practitioners in England, 1899–1914

2015 ◽  
Vol 59 (2) ◽  
pp. 199-221 ◽  
Author(s):  
Anne Hanley
Keyword(s):  
Medical Education ◽  
General Practitioners ◽  
Postgraduate Medical Education ◽  
Clinical Practices ◽  
Medical Graduates ◽  
Teaching College ◽  
Medical Undergraduates ◽  
History Of ◽  
Knowledge Claims

AbstractIn 1899 theBritish Medical Journalenthusiastically announced that a new postgraduate teaching college was to open in London. The aim of the Medical Graduates’ College and Polyclinic (MGC) was to provide continuing education to general practitioners. It drew upon emerging specialisms and in so doing built upon the generalist training received at an undergraduate level. Courses were intended to refresh knowledge and to introduce general practitioners to new knowledge claims and clinical practices. The establishment of postgraduate institutions such as the MGC marked an important stage in the development of medical education in England. Yet these institutions, and the emergence of postgraduate medical education more broadly, have been largely overlooked by historians. Moreover the history of venereological training among medical undergraduates and postgraduates alike has been overlooked. The study of such special subjects characterised postgraduate study. This article examines the dissemination of venereological knowledge among subscribers to MGC as an important case study for the development of institutionalised postgraduate medical education in England at the turn of the twentieth century.

scholarly journals Educating vocationally trained family physicians: a survey of graduates from a postgraduate medical education programme

2016 ◽  
Vol 8 (2) ◽  
pp. 115 ◽  
Author(s):  
Wayne K. Cunningham ◽  
Susan M. Dovey
Keyword(s):  
Medical Education ◽  
General Practice ◽  
General Practitioners ◽  
Personal Growth ◽  
Medical Training ◽  
Care Delivery ◽  
Postgraduate Medical Education ◽  
Free Text ◽  
Intellectual Stimulation ◽  
The University

Abstract INTRODUCTION Since 1991 the University of Otago, Dunedin, New Zealand has offered postgraduate qualifications specifically designed to educate general practitioners (GPs) about their unique work environment. AIM To determine motivations and impacts of postgraduate education for practising GPs. METHODS Survey of the 100 graduates of the University of Otago, Dunedin postgraduate general practice programme. Ninety five living graduates were approached and 70 (73.7%) responded. Quantitative data about disposition of respondents before enrolling and after completion of the programme were analysed using chi-square and paired t-tests. Free text responses about motivations, impacts and outcomes of the program were thematically analysed. RESULTS 64 GPs graduated with a postgraduate diploma and 36 with a masters degree in general practice. Although the mean number of graduates was 3.5 and 2.0 (respectively), annual enrolments averaged 25.1. Most graduates (60.9%) were aged in their 40s when they started studying and most (94.3%) had a spouse and/or children at home. Intellectual stimulation and challenge motivated study. Outcomes included perceived improvement of medical care delivery; development of critical thinking about medical epistemology, education, and research; and personal growth. Graduates increased engagement in academic and advisory roles, published papers, and some completed doctoral studies. Respondents valued scholarship and enjoyed the learning environment, but felt their qualification had low perceived value within the profession. Cost and a perception of time commitment were important barriers to study. DISCUSSION This voluntary postgraduate medical education complements traditional medical training but has low external value despite personal, practising and professional benefits. Graduates valued engagement above completion of a qualification. KEYWORDS Medical education; general practitioners; scholarship; professionalism

scholarly journals The Impression of ICT in Medical Education throughout COVID-19 Pandemic: A Survey among Medical Graduates of Bangladesh

2022 ◽  
Vol 13 (1) ◽  
pp. 58-68
Author(s):  
Md Monirul Islam ◽  
Jannatul Ferdoush ◽  
SM Humayun Kabir Tutul
Keyword(s):  
Medical Education ◽  
Male Students ◽  
Future Research ◽  
Medical Graduates ◽  
Medical Education System ◽  
Health Related ◽  
Medical Undergraduates ◽  
Ict Tools ◽  
Study Population ◽  
Almost All

In COVID-19 pandemic, the importance of ICT in Medical education is amplified. The purpose of the study was to assess and estimate the role and impact of ICT in relation to learning on medical education and changing behavior of the students in the period of pandemic. A questionnaire survey approach was applied amid of the Bangladeshi medical undergraduates during the period of August, 2020 to November, 2020. A Google linked structured questionnaire was used and distributed to the study population via email, messenger and WhatsApp. The questionnaire was completed by 201 medical students, with 65% were female and 35% were male students. Almost all respondents (98%) owned an android smartphone and used it to access the internet. Two-thirds (69%) of respondents have medical and health related apps in their device, with Medscape being the most widely utilized app. Respondents (49%) encountered bandwidth trouble during online class. For collaborative learning with classmates, 76% respondents favored messenger and whatsApp group. ICT knowledge should be included in the curriculum, according to 57% respondents. Over one-third participants, 37.3%, were neither satisfied nor dissatisfied. 30.8% respondents were satisfied while 19.4% were dissatisfied. The long-term benefits and problems of reforming the medical education system and utilizing ICT technologies should be considered. In this pandemic circumstance, digitalization of learning can give essential foundations for future medical education, aided by ICT tools. Our study may be used as a foundation for future research into developing digital teaching models in medical education. Bangladesh Journal of Medical Education Vol.13(1) January 2022: 58-68

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 Much do Doctors know about Consent and Capacity?

2002 ◽  
Vol 95 (12) ◽  
pp. 601-603 ◽  
Author(s):  
Elizabeth Jackson ◽  
James Warner
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Treatment ◽  
Old Age ◽  
General Practitioners ◽  
Postgraduate Medical Education ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical Specialties ◽  
Structured Questionnaire

To assess knowledge of capacity issues across different medical specialties we conducted a cross-sectional survey with a structured questionnaire at academic meetings, lectures and conferences. Of 190 individuals who received the questionnaire 129 (68%) responded-35 general practitioners, 31 psychiatrists, 29 old-age psychiatrists and 34 final year medical students. Correct answers on capacity to consent to or refuse medical treatment were given by 58% of the psychiatrists, 34% of the geriatricians, 20% of the general practitioners and 15% of the students. 15% of all respondents wrongly believed that a competent adult could lawfully be treated against his or her will, with no obvious differences by specialty. As judged by this survey, issues of capacity and consent deserve more attention in both undergraduate and postgraduate medical education.

scholarly journals Medical Data Mining Course Development in Postgraduate Medical Education: Web-Based Survey and Case Study (Preprint)

2020 ◽  
Author(s):  
Lin Yang ◽  
Si Zheng ◽  
Xiaowei Xu ◽  
Yueping Sun ◽  
Xuwen Wang ◽  
...  
Keyword(s):  
Data Mining ◽  
Medical Education ◽  
Medical Students ◽  
Postgraduate Medical Education ◽  
Medical Data ◽  
Medical Data Mining ◽  
Web Based ◽  
Wide Range ◽  
R Programming

BACKGROUND Medical postgraduates’ demand for data capabilities is growing, as biomedical research becomes more data driven, integrative, and computational. In the context of the application of big data in health and medicine, the integration of data mining skills into postgraduate medical education becomes important. OBJECTIVE This study aimed to demonstrate the design and implementation of a medical data mining course for medical postgraduates with diverse backgrounds in a medical school. METHODS We developed a medical data mining course called “Practical Techniques of Medical Data Mining” for postgraduate medical education and taught the course online at Peking Union Medical College (PUMC). To identify the background knowledge, programming skills, and expectations of targeted learners, we conducted a web-based questionnaire survey. After determining the instructional methods to be used in the course, three technical platforms—Rain Classroom, Tencent Meeting, and WeChat—were chosen for online teaching. A medical data mining platform called Medical Data Mining - R Programming Hub (MedHub) was developed for self-learning, which could support the development and comprehensive testing of data mining algorithms. Finally, we carried out a postcourse survey and a case study to demonstrate that our online course could accommodate a diverse group of medical students with a wide range of academic backgrounds and programming experience. RESULTS In total, 200 postgraduates from 30 disciplines participated in the precourse survey. Based on the analysis of students’ characteristics and expectations, we designed an optimized course structured into nine logical teaching units (one 4-hour unit per week for 9 weeks). The course covered basic knowledge of R programming, machine learning models, clinical data mining, and omics data mining, among other topics, as well as diversified health care analysis scenarios. Finally, this 9-week course was successfully implemented in an online format from May to July in the spring semester of 2020 at PUMC. A total of 6 faculty members and 317 students participated in the course. Postcourse survey data showed that our course was considered to be very practical (83/83, 100% indicated “very positive” or “positive”), and MedHub received the best feedback, both in function (80/83, 96% chose “satisfied”) and teaching effect (80/83, 96% chose “satisfied”). The case study showed that our course was able to fill the gap between student expectations and learning outcomes. CONCLUSIONS We developed content for a data mining course, with online instructional methods to accommodate the diversified characteristics of students. Our optimized course could improve the data mining skills of medical students with a wide range of academic backgrounds and programming experience.

Becoming a Physician

1996 ◽  
Author(s):  
Thomas Neville Bonner
Keyword(s):  
Medical Education ◽  
The United States ◽  
Clinical Practices ◽  
Prospective Students ◽  
Daily Lives ◽  
School Population ◽  
The Enlightenment ◽  
History Of ◽  
Laboratory Teaching ◽  
Comprehensive History

Written by eminent education scholar Thomas Neville Bonner, Becoming A Physician is a groundbreaking, comprehensive history of Western medical education. The only work of its kind, it covers the United States, Great Britain, France, and Germany. Comparative in focus, the narrative unfolds within the context of social, political, and intellectual transformations that occurred in Europe and North America between the Enlightenment and Nazi Germany. Viewing the late eighteenth century as a watershed in the development of medical education, Bonner begins by describing how earlier practices evolved in the 1800s with the introduction of clinical practices. He then traces the growth of laboratory teaching in the nineteenth century and the twentieth-century preoccupation with establishing a university standard of medical education. Throughout, Bonner pays particular attention to the students, chronicling their daily lives and discussing changes in the medical school population and the various biases-- class, gender, racial, and religious--students and prospective students faced.

Why Are the Health Humanities Relevant (and Vital) in Postgraduate Medical Education?

2018 ◽  
Author(s):  
Anna Skorzewska ◽  
Allan D. Peterkin
Keyword(s):  
Medical Education ◽  
Medical Humanities ◽  
Postgraduate Medical Education ◽  
Health Humanities ◽  
Arts And Humanities ◽  
Current State ◽  
The Arts ◽  
Hands On ◽  
History Of ◽  
Based Medicine

This introductory chapter provides a short history of medical humanities and continues on to give an overview of the limits of medical practice, evidence-based medicine (EBM), successes and failures, curricula, and the current state of medical humanities. The medical and health humanities have become a widespread discipline, with journals, institutes, and associations worldwide. Throughout undergraduate medical education, new courses, electives, programs, and research are proliferating. Yet there is very little officially documented about relevance and efficacy in postgraduate medical education. The chapters that follow provide both a rigorous argument for using the arts and humanities in postgraduate medical education and a practical “how-to” that will guide readers in developing arts and humanities initiatives in their own program or medical school. Each chapter provides ideas, hands-on lesson plans, and resources to pave the way forward.

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