Overview of a novel paediatric surgical simulation‐based medical education programme in Myanmar

Since long, physiology teaching has been monotonous, teacher centric, didactic type and its assessment primarily focussed on the amount of knowledge recalled by means of stereotyped written questions. A blueprint specifies weightage to various mapped topics (also known as competencies) in the syllabus. For this study, IEC approval was obtained. We aimed to prepare a blueprint for assessment in the undergraduate physiology curriculum and thereby test its utility. We found that blueprinting not only establishes a balance between teaching and learning but also improves validity, reliability and acceptability of assessments. Thus, blueprinting of undergraduate medical curriculum can help in actual execution of the Medical Council of India’s Competency-Based Medical Education programme.

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SORAHSNs Continuing Medical Education programme

Critical Care ◽

10.1186/ccf-1999-webreport361 ◽

1999 ◽

Vol 3 (1) ◽

Author(s):

Gill Taylor

Keyword(s):

Medical Education ◽

Continuing Medical Education ◽

Education Programme ◽

Medical Education Programme

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The Pentalfa project. 3: Participant evaluations of the interactivity of the educational videoconferences and the effectiveness of project promotion

Journal of Telemedicine and Telecare ◽

10.1258/135763303767149988 ◽

2003 ◽

Vol 9 (3) ◽

pp. 167-170

Author(s):

B Himpens

Keyword(s):

Medical Education ◽

Continuing Medical Education ◽

Education Programme ◽

Personal Contact ◽

Age And Gender ◽

Medical Education Programme ◽

And Gender ◽

Academic Year ◽

Source Of Information

A distance continuing medical education programme was established at the Katholieke Universiteit Leuven using multipoint videoconferencing via ISDN lines at 384 kbit/s. During each academic year, 24–26 sessions were organized. The interactivity afforded by the videoconferencing was investigated during the first three years of the project. More than 60% of the participants rated the interactivity as good or very good. No differences were found between the sites or over the three years of the project, but female participants were more positive (66% making ratings of good or very good) in this regard than male participants (57%). Also, the effectiveness of the various types of publicity used to promote the programme was analysed. A brochure was the main source of information (62% of participants heard of the programme by this means), followed by direct mailings (27%), posters (15%), personal contact (14%) and the programme's Website (1%). The proportions of participants who heard of the programme through these different means varied with age and gender.

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The Pentalfa project. 4: Educational aspects

Journal of Telemedicine and Telecare ◽

10.1258/135763303767149997 ◽

2003 ◽

Vol 9 (3) ◽

pp. 171-175

Author(s):

B Himpens

Keyword(s):

Medical Education ◽

Information Content ◽

Continuing Medical Education ◽

Education Programme ◽

Educational Effectiveness ◽

Educational Approach ◽

Medical Education Programme ◽

Academic Year

A distance continuing medical education programme was established at the Katholieke Universiteit Leuven using multipoint videoconferencing via ISDN lines at 384 kbit/s. During each academic year, 24–26 sessions were organized. During the first three years, a questionnaire was completed by 29% of the 13,489 participants. The effects of the videoconferencing on the information content and the educational effectiveness of seminars was analysed. Overall, participants were satisfied with the educational approach. Fifty-six per cent of the participants found the Pentalfa session easier to follow than conventional seminars. Participants at the peripheral sites and older participants gave higher ratings of the information content and educational effectiveness of the programme than other participants. The training of speakers and moderators was seen as useful, but most speakers could adapt themselves quite easily to the new medium.

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