scholarly journals Medical Education and Training Within Congenital Cardiology: Current Global Status and Future Directions in A Post COVID-19 World

2021 ◽  
pp. 1-40
Author(s):  
Colin J. McMahon ◽  
Justin T. Tretter ◽  
Andrew N. Redington ◽  
Frances Bu’Lock ◽  
Liesl Zühlke ◽  
...  
Keyword(s):  
Medical Education ◽  
Vital Role ◽  
Current Status ◽  
Technology Enhanced Learning ◽  
Middle Income ◽  
Critical Reasoning ◽  
Professional Activities ◽  
Competency Frameworks ◽  
Medical Education And Training ◽  
Global Status

Abstract Despite enormous strides in our field with respect to patient care, there has been surprisingly limited dialogue on how to train and educate the next generation of congenital cardiologists. This paper reviews the current status of training and evolving developments in medical education pertinent to congenital cardiology. The adoption of competency-based medical education has been lauded as a robust framework for contemporary medical education over the last two decades. However, inconsistencies in frameworks across different jurisdictions remain, and bridging gaps between competency frameworks and clinical practice has proved challenging. Entrustable professional activities have been proposed as a solution but integration of such activities into busy clinical cardiology practices will present its own challenges. Consequently, this pivot toward a more structured approach to medical education necessitates the widespread availability of appropriately trained medical educationalists; a development that will better inform curriculum development, instructional design, and assessment. Differentiation between superficial and deep learning, the vital role of rich formative feedback and coaching, should guide our trainees to become self-regulated learners, capable of critical reasoning yet retaining an awareness of uncertainty and ambiguity. Furthermore, disruptive innovations such as ‘technology enhanced learning’ may be leveraged to improve education, especially for trainees from low- and middle-income countries. Each of these initiatives will require resources, widespread advocacy and raised awareness, and publication of supporting data, and so it is especially gratifying that Cardiology in The Young has fostered a progressive approach, agreeing to publish one or two articles in each journal issue in this domain.

A scoping review of oncology medical education interventions in low and middle income countries.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. e23004-e23004
Author(s):  
Safiya Karim ◽  
Zahra Sunderji ◽  
Matthew Jalink ◽  
Sahar Mohamed ◽  
Nazik Hammad ◽  
...  
Keyword(s):  
Medical Education ◽  
Scoping Review ◽  
Middle Income ◽  
Middle Income Countries ◽  
Medical Education And Training ◽  
Incidence And Mortality ◽  
E Learning ◽  
Education Interventions ◽  
Low And Middle Income ◽  
Education Initiatives

e23004 Background: A large proportion of the global cancer burden occurs in low and middle income countries (LMICs). One of the significant barriers to adequate cancer control is the lack of an adequately trained oncology workforce. Medical education and training initiatives in oncology are necessary to tackle growing cancer incidence and mortality rates. We performed a scoping review of oncology medical education interventions in LMICs to understand the strategies used to train the global oncology workforce. Methods: We searched OVID MEDLINE and EMBASE databases between January 1, 1995 and March 4, 2020 using a standardized scoping review framework. Articles were eligible if they described an oncology medical education intervention within an LMIC with clear outcomes. Articles were classified based on the target population, the level of medical education, form of collaboration with another institution and if there was an e-learning component to the intervention. Results: Of the 806 articles screened, 25 met criteria and were eligible for analysis. The Middle East/Africa was the most common geographic area of the educational initiative (N=14/25). The majority of interventions were targeted towards physicians (n=15/25) and focused on continuing medical education (n=22/25). Twelve articles described the use of e-learning as part of the intervention. Twenty four articles described some form of collaboration, most commonly with an institution from a high-income country. Language barriers, technology, and lack of physical infrastructure and resources in the LMIC were the most common challenges described. The majority of the initiatives were funded through grants or charitable donations. Conclusions: There is a paucity of published interventions of oncology medical education initiatives in LMICs. Continued medical education initiatives and those targeted towards physicians are most common. There is a lack of collaboration between LMICs in these interventions. Further interventions are needed earlier during medical training and for non-physicians. In addition, increased use of e-learning interventions may overcome certain identified challenges. Encouragement of locally funded initiatives as well as scholarly evaluation and publication of these initiatives are important to improve cancer care in LMICs.

scholarly journals London calling Gaza: The role of international collaborations in the globalisation of postgraduate burn care education

2019 ◽  
Vol 5 ◽  
pp. 205951311983051 ◽  
Author(s):  
Evgenia Theodorakopoulou ◽  
Ioannis Goutos ◽  
Katrina Mason ◽  
Ali M Ghanem ◽  
Simon Myers
Keyword(s):  
Medical Education ◽  
Distance Learning ◽  
Healthcare Professionals ◽  
Continuing Professional Development ◽  
Healthcare Provision ◽  
Long Distance ◽  
Middle Income ◽  
Burn Care ◽  
Medical Education And Training

Burn injuries represent a significant epidemiological problem, with the vast majority occurring in low- to middle-income countries. These regions also represent areas where lack of socioeconomic growth and geopolitical instability pose additional barriers not only to healthcare provision but also to the acquisition of continuing professional development. Long-distance, web-based learning programmes (‘tele-education’) have been identified as a successful and powerful means of propagating up-to-date medical education and training in poor-resource, isolated or conflict-ridden regions. This report evaluates the role of tele-education in delivering a distance-learning Master’s degree in Burn Care to a group of 11 healthcare professionals working in the occupied Palestinian territories (OPT), which was funded as part of a collaboration between Queen Mary University of London and IMET-Pal (International Medical Education Trust – Palestine). We present our experience in delivering the programme in a conflict-ridden part of the world, which includes the specific adaptations to tailor the programme to regional needs as well the unique challenges faced by students and faculty in enhancing the educational value of this unique initiative. The academic achievements of this group of healthcare professionals were found to be comparable to historical student cohorts from privileged socioeconomic backgrounds and the majority of students felt that participation in the programme contributed to a direct improvement to their daily burn care practices. The successful outcomes achieved by our students support the constantly emerging evidence that targeted, well-delivered, long-distance learning programmes can become powerful tools in combating inequalities in global healthcare and health education.

scholarly journals Residents’ Training in COVID-19 Pandemic Times: An Integrated Survey of Educational Process, Institutional Support, Anxiety and Depression by the Saudi Commission for Health Specialties (SCFHS)

2020 ◽  
Vol 12 (24) ◽  
pp. 10530
Author(s):  
Basim Alsaywid ◽  
Abdulrahman Housawi ◽  
Miltiadis Lytras ◽  
Huda Halabi ◽  
Maha Abuzenada ◽  
...  
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Training Programs ◽  
Educational Process ◽  
World Health ◽  
Anxiety And Depression ◽  
Technology Enhanced Learning ◽  
Medical Education And Training ◽  
The Impact ◽  
Enhanced Learning

In late December of 2019, the outbreak of coronavirus disease (COVID-19) was first reported in the city of Wuhan, the capital of Hubei province in China, and was declared a pandemic by the World Health Organization in March 2020. Globally, as of 8 July 2020, there have been 11,669,259 confirmed cases of COVID-19, including 539,906 deaths. In Saudi Arabia, the confirmed cases have already reached 223,327, with 161,096 patients confirmed to have recovered, and 2100 deaths. This study aims to determine the effect of the COVID-19 pandemic on the training programs of the Saudi Commission for Health Specialties (SCFHS) and assess trainees’ mental health status (i.e., anxiety and depression). Trainee evaluations on training programs were also sought in order to obtain insights for strategic planning necessary for curricular modifications or improvements to address the clinical learning needs of trainees during this pandemic. The main contribution of our work is an investigation of the incidence of depression and anxiety regarding COVID-19 within the community of residents and fellows. Furthermore, we elaborate on key responsive actions towards the enhancement of the mental health of trainees. Last but not least, we propose the Saudi Commission for Health Specialties (SCFHS) Model for Residents’ Mental Health Enhancement during the COVID-19 Pandemic, which consists of five integrative value layers for medical education and training, namely: the knowledge creation process and innovation; technological capabilities for personalized medicine and patient-centric healthcare with a social impact; innovative applications of technology-enhanced learning and web-based active learning approaches for medical training and education; residents’ wellbeing and the impact of COVID-19 in strategic layers. In our future work, we intend to enhance the proposed framework with studies on trainee satisfaction and the efficiency of different technology-enhanced learning platforms for medical education.

scholarly journals Success story in technical cooperation among countries of the south

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
G Alsheikh ◽  
F Al Darazi
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Human Resource Development ◽  
Technical Support ◽  
Fund Raising ◽  
Technical Cooperation ◽  
The South ◽  
Success Story ◽  
Positive Role ◽  
Middle Income

Abstract The policy paper aims at sharing experience in medical education between Tunisia and Djibouti through technical support from WHO EMRO. Djibouti, a francophone country located in the English-speaking horn of Africa, could not rely on neighboring countries to help in establishing a badly needed medical school. Djibouti a low middle-income country, with around one million population has a low density in medical professionals. Most of them were trained in France or other francophone countries and the rate of return to practice. WHO EMRO was requested to support in establishing a medical school. A feasibility study to develop a problem based and community oriented medical school was carried out by experts from WHO EMRO and from senior medical professors from Lebanon and Tunisia. A plan was designed to establish the medical school with support from WHO EMRO and technical cooperation from Tunisia using the same approach in establishing the medical school of Nouakchott in Mauritania. Initial funding was provided from WHO EMRO to support acquisition of education materials and laboratories and by a 600,000 $ grant from the African Bank to secure travel and accommodation of visiting professors from Tunisia and from other francophone countries from the region. More than 300 physicians were trained locally and efforts are being made to train Djiboutian residents in various specialties and to train future teachers. The objectives of the paper are to: To share a success story in south to south cooperation with technical support from WHOTo harness solidarity mechanisms among countries of the southTo highlight the positive role played by WHO in facilitating technical cooperation and in mobilizing financial resources from development bank to support medical education Key messages need to harness solidarity among countries of the south in human resource development. highlight the facilitating role of WHO In technical cooperation and in fund raising.

scholarly journals Innovations in medical education in Vietnam

2021 ◽  
Vol 7 (Suppl 1) ◽  
pp. s23-s29
Author(s):  
David B Duong ◽  
Tom Phan ◽  
Nguyen Quang Trung ◽  
Bao Ngoc Le ◽  
Hoa Mai Do ◽  
...  
Keyword(s):  
Medical Education ◽  
Education Reform ◽  
Low Income ◽  
Professional Education ◽  
Education Policies ◽  
Enabling Factors ◽  
Middle Income ◽  
Medical Graduates ◽  
Medical Education Reform ◽  
Crucial Component

Medical education reforms are a crucial component to ensuring healthcare systems can meet current and future population needs. In 2010, a Lancet commission called for ‘a new century of transformative health professional education’, with a particular focus on the needs of low-income and-middle-income countries (LMICs), such as Vietnam. This requires policymakers and educational leaders to find and apply novel and innovative approaches to the design and delivery of medical education. This review describes the current state of physician training in Vietnam and how innovations in medical education curriculum, pedagogy and technology are helping to transform medical education at the undergraduate and graduate levels. It also examines enabling factors, including novel partnerships and new education policies which catalysed and sustained these innovations. Our review focused on the experience of five public universities of medicine and pharmacy currently undergoing medical education reform, along with a newly established private university. Research in the area of medical education innovation is needed. Future work should look at the outcomes of these innovations on medical education and the quality of medical graduates. Nonetheless, this review aims to inspire future innovations in medical education in Vietnam and in other LMICs.

scholarly journals Undergraduate Medical Education: Lifestyle Medicine Curriculum Implementation Standards

2021 ◽  
pp. 155982762110081
Author(s):  
Jennifer L. Trilk ◽  
Shannon Worthman ◽  
Paulina Shetty ◽  
Karen R. Studer ◽  
April Wilson ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
American Medical ◽  
Undergraduate Medical Education ◽  
Curriculum Implementation ◽  
Task Force ◽  
Medical Schools ◽  
Lifestyle Medicine ◽  
Professional Activities ◽  
School Curricula

Lifestyle medicine (LM) is an emerging specialty that is gaining momentum and support from around the world. The American Medical Association passed a resolution to support incorporating LM curricula in medical schools in 2017. Since then, the American College of Lifestyle Medicine Undergraduate Medical Education Task Force has created a framework for incorporating LM into medical school curricula. This article provides competencies for medical school LM curriculum implementation and illustrates how they relate to the Association of American Medical College’s Core Entrustable Professional Activities and the LM Certification Competencies from the American Board of Lifestyle Medicine. Finally, standards are presented for how medical schools may receive certification for integrating LM into their curriculum and how medical students can work toward becoming board certified in LM through an educational pathway.

Sign in / Sign up

Export Citation Format

Share Document