Remaking professionals? How associations and professional education connect professionalism and organizations

2011 ◽  
Vol 59 (4) ◽  
pp. 465-488 ◽  
Author(s):  
Mirko Noordegraaf
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Working Conditions ◽  
Professional Education ◽  
Professional Associations ◽  
Levels Of Analysis ◽  
Medical Doctors ◽  
Organizational Issues ◽  
Educational Programmes ◽  
Competency Based

This article highlights connections between professional and organizational logics that might arise outside organizations, especially during professional education. Traditionally, many professionals were educated and prepared for rendering services and securing quality, irrespective of organizational surroundings. Contemporary service surroundings force professional associations to ‘remake’ rank and file professionals, so that professional behaviours become more ‘organizational’. Associations might change educational programmes, for instance, so that their members learn about organizational issues like efficiency, planning and leadership, working conditions, financing systems and risks. Whether and how this really happens, is unclear, however. This article analyses whether professional education connects professionals to organizational logics, and if so, how? Conceptually, various associational mechanisms for connecting professional and organizational logics are explored. Empirically, professional education is studied by focusing on the education of British and Dutch medical doctors. By analysing their education at three levels of analysis — educational guidelines, curricula and educational practices — the article studies whether and how doctors are tied to organizational issues. At each of these levels, it is concluded, changes occur, although most changes are mainly concerned with didactic and competency-based educational philosophies. To some extent, new connections between professionalism and organizations are established, but primarily at the level of general guidelines. Although medical education is reorganized, medical students are hardly equipped for organizational matters.

scholarly journals Self-Assessment of Problem Solving Disposition in Medical Students

2014 ◽  
Vol 2014 ◽  
pp. 1-6
Author(s):  
Silvia Lizett Olivares-Olivares ◽  
Mildred Vanessa López-Cabrera
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Students ◽  
Problem Solving ◽  
Medical Schools ◽  
Self Assessment ◽  
Competency Based Education ◽  
Competency Based ◽  
Future Demands ◽  
Disposition Model

Medical schools are committed to both students and society to develop capabilities required to succeed in health care environments. Present diagnosis and treatment methods become obsolete faster, demanding that medical schools incorporate competency-based education to keep pace with future demands. This study was conducted to assess the problem solving disposition of medical students. A three-subcategory model of the skill is proposed. The instrument was validated on content by a group of 17 experts in medical education and applied to 135 registered students on the sixth year of the M.D. Physician Surgeon program at a private medical school. Cronbach’s alpha indicated an internal consistency of 0.751. The findings suggest that selected items have both homogeneity and validity. The factor analysis resulted in components that were associated with three problem-solving subcategories. The students’ perceptions are higher in the pattern recognition and application of general strategies for problem solving subcategories of the Problem solving disposition model.

Competency-Based Medical Education in Radiology: A Survey of Medical Student Perceptions

2020 ◽  
pp. 084653711989366
Author(s):  
Joseph Yang ◽  
Danny Jomaa ◽  
Omar Islam ◽  
Benedetto Mussari ◽  
Corinne Laverty ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Student Perceptions ◽  
Diagnostic Radiology ◽  
Competency Based Medical Education ◽  
Residency Programs ◽  
Radiology Residency ◽  
Competency Based ◽  
Almost All

Purpose: Implementing competency-based medical education in diagnostic radiology residencies will change the paradigm of learning and assessment for residents. The objective of this study is to evaluate medical student perceptions of competency-based medical education in diagnostic radiology programs and how this may affect their decision to pursue a career in diagnostic radiology. Methods: First-, second-, and third-year medical students at a Canadian university were invited to complete a 14-question survey containing a mix of multiple choice, yes/no, Likert scale, and open-ended questions. This aimed to collect information on students’ understanding and perceptions of competency-based medical education and how the transition to competency-based medical education would factor into their decision to enter a career in diagnostic radiology. Results: The survey was distributed to 300 medical students and received 63 responses (21%). Thirty-seven percent of students had an interest in pursuing diagnostic radiology that ranged from interested to committed and 46% reported an understanding of competency-based medical education and its learning approach. The implementation of competency-based medical education in diagnostic radiology programs was reported to be a positive factor by 70% of students and almost all reported that breaking down residency into measurable milestones and required case exposure was beneficial. Conclusions: This study demonstrates that medical students perceive competency-based medical education to be a beneficial change to diagnostic radiology residency programs. The changes accompanying the transition to competency-based medical education were favored by students and factored into their residency decision-making.

scholarly journals Competency Based Medical Education is Wrong for Surgery

2017 ◽  
Author(s):  
Thane Blinman
Keyword(s):  
Medical Education ◽  
Professional Education ◽  
Clinical Judgment ◽  
Empirical Data ◽  
Human Action ◽  
Cognitive Integration ◽  
Competency Based Medical Education ◽  
Technical Ability ◽  
Competency Based ◽  
Dominant Paradigm

Competency Based Medical Education CBME has been pushed into place as the dominant paradigm for medical and surgical education. Premised on the notion that medical proficiency can be rendered into predefined observable behaviors, CBME takes an explicitly reductionistic and behaviorist approach to professional education. Unfortunately, this approach is fatally flawed, relying on false premises of human action, employing unworkable methods, and unsupported by empirical data. Deployment of CBME has produced disintegration of surgical training, with loss of technical ability, degradation of professional ownership, and worsening clinical judgment. In contrast, an approach that updates working Halstedian techniques, explicitly favors cognitive integration, and deemphasizes artificial metrics of advancement holds more promise for creating proficient surgeons.

scholarly journals PEDAGOGICAL HERITAGE OF N. I. PIROGOV IN THE PERSPECTIVE OF MEDICAL STUDENTS’ UPBRINGING

2021 ◽  
pp. 154-158
Author(s):  
E. Yu. Fetisova ◽  
I. V Tolkacheva
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Professional Education ◽  
Educational Development ◽  
Moral Formation ◽  
Medical Worker ◽  
Anthropological Approach ◽  
Human Education ◽  
Life Path

The article considers the life path and pedagogical ideas of N. I. Pirogov from the perspective of an anthropological approach. The mission of N. I. Pirogov in Russian educational development is emphasized. The versatility of his reform activity touches upon the issues of improving medical education, the autonomy of universities, and the humanistic ideal in human education. The creative heritage of N. I. Pirogov reveals the ethical and deontological principles of professional education of the medical worker, his spiritual and moral formation.

scholarly journals On the question of training of future medical specialists on the basis of interdisciplinary integration

2020 ◽  
Vol 8 (2) ◽  
pp. 44-52
Author(s):  
Natalia Mykolayvna Kalyniuk ◽  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Professional Education ◽  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Medical Professionals ◽  
Medical Specialists ◽  
Interdisciplinary Integration

It is substantiated that one of the effective ways to improve the quality of education is interdisciplinary integration. The interdisciplinary approach based on the new educational standards presupposes, first of all, the ability of the medical education seeker to solve problems and take responsibility; act in an unstable context; motivation of students to study a certain discipline, thorough understanding and comparison; application of the acquired knowledge in practice; broadening the horizons, increasing the independence and creativity of future medical professionals; integration of the acquired knowledge, skills and abilities into one whole and perception of the material mastered during all training as inseparable unity. Methodological aspects of training a future medical specialist in the system of higher professional education in the conditions of interdisciplinary integration are considered. The main directions of improving the professional training of medical students on the basis of integration of different approaches are identified. The importance of applying interdisciplinary integration in the training of future medical professionals on the example of a combination of clinical, bioethical and legal knowledge is substantiated. The issue of application of interdisciplinary integration in the training of medical students is covered. The factors of optimization of the process of training future medical specialists on the basis of interdisciplinary connections are considered. It is shown that the application of interdisciplinary integrative technologies provides grounds for the formation and development of future medical professionals in the field of analytical and critical thinking, which is the key to improving the quality of medical education. It is proved that the professional training of future specialists in the medical field is in dynamic development, which is due to the priority of improving the quality of medical education. It was found that the effectiveness of the integration approach in the training of future medical professionals, in order to improve the quality of their education, requires improvement of the methodological concept in the development of educational and methodological complex of professional training on the basis of interdisciplinary integration. This can be ensured by taking into account the following factors: social demands for professional activity; the specifics of training at clinical departments and the peculiarities of mastering non-core disciplines; providing scientific, informational and methodological support of the educational process; formation and development of future medical professionals of analytical and critical types of thinking. The proposed will ensure high-quality readiness of future medical professionals for their professional activities.

scholarly journals Augmenting Flexnerism Via Twitterism: Need for Integrating Social Media Application in Blueprinting Pedagogical Strategies for Undergraduate Medical Education (Preprint)

2018 ◽  
Author(s):  
Yajnavalka Banerjee ◽  
Richa Tambi ◽  
Mandana Gholami ◽  
Alawi Alsheikh-Ali ◽  
Riad Bayoumi ◽  
...  
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Generation Y ◽  
Medical Curriculum ◽  
Pedagogical Strategies ◽  
Preclinical Phase ◽  
Competency Based ◽  
Use Of Social Media

BACKGROUND Flexnerism, or “competency-based medical education,” advocates that formal analytic reasoning, the kind of rational thinking fundamental to the basic sciences, especially the natural sciences, should be the foundation of physicians’ intellectual training. The complexity of 21st century health care requires rethinking of current (medical) educational paradigms. In this “Millennial Era,” promulgation of the tenets of Flexnerism in undergraduate medical education requires a design and blueprint of innovative pedagogical strategies, as the targeted learners are millennials (designated as generation-Y medical students). OBJECTIVE The aim of this proof-of-concept study was to identify the specific social media app platforms that are selectively preferred by generation-Y medical students in undergraduate medical education. In addition, we aimed to explore if these preferred social media apps can be used to design an effective pedagogical strategy in order to disseminate course learning objectives in the preclinical phase of a spiral curriculum. METHODS A cross-sectional survey was conducted by distributing a 17-item questionnaire among the first- and second-year medical students in the preclinical phase at the Mohammed Bin Rashid University of Medicine and Health Science. RESULTS The study identified YouTube and WhatsApp as the social media app platforms preferred by generation-Y medical students in undergraduate medical education. This study also identified the differences between female and male generation-Y medical students in terms of the use of social media apps in medical education, which we believe will assist instructors in designing pedagogical strategies to integrate social media apps. In addition, we determined the perceptions of generation-Y medical students on the implementation of social media apps in medical education. The pedagogical strategy designed using social media apps and implemented in the Biochemistry course was well accepted by generation-Y medical students and can be translated to any course in the preclinical phase of the medical curriculum. Moreover, the identified limitations of this study provide an understanding of the gaps in research in the integration of social media apps in a medical curriculum catering to generation-Y medical students. CONCLUSIONS 21st century medical education requires effective use of social media app platforms to augment competency-based medical education: Augmentation of Flexnerism in the current scenario is possible only by the adaptation of Twitterism.

scholarly journals Education First: Promoting LGBT+ Friendly Healthcare with a Competency-Based Course and Game-Based Teaching

2019 ◽  
Vol 17 (1) ◽  
pp. 107
Author(s):  
Hsing-Chen Yang
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Learning Goals ◽  
Case Study Methodology ◽  
Teaching Activities ◽  
Specific Teaching ◽  
Competency Based ◽  
Gender Knowledge

How, apart from by conveying professional knowledge, can university medical education nurture and improve the gender competency of medical students and thereby create an LGBT+ friendly healthcare environment? This study explored the use of game-based teaching activities in competency-based teaching from the perspective of competency-based medical education (CBME) and employed a qualitative case-study methodology. We designed an LGBT+ Health and Medical Care course in a medical school. Feedback was collected from two teachers and 19 medical students using in-depth interviews and thematic analysis was used to analyze the collected data. The findings of this study were as follows: (1) Games encouraged student participation and benefited gender knowledge transmission and transformation through competency learning, and (2) games embodied the idea of assessment as learning. The enjoyable feeling of pressure from playing games motivated students to learn. Using games as both a teaching activity and an assessment tool provided the assessment and instant feedback required in the CBME learning process. Game-based teaching successfully guided medical students to learn about gender and achieve the learning goals of integrating knowledge, attitudes, and skills. To fully implement CBME using games as teaching methods, teaching activities, learning tasks, and assessment tools, teachers must improve their teaching competency. This study revealed that leading discussions and designing curricula are key in the implementation of gender competency-based education; in particular, the ability to lead discussions is the core factor. Game-based gender competency education for medical students can be facilitated with discussions that reinforce learning outcomes to achieve the objectives of gender equality education and LGBT+ friendly healthcare. The results of this study indicated that game-based CBME with specific teaching strategies was an effective method of nurturing the gender competency of medical students. The consequent integration of gender competency into medical education could achieve the goal of LGBT+ friendly healthcare.

scholarly journals UME-to-GME PandEMonium in COVID-19: Large-Scale Implementation of a Virtual ACGME Milestone-Based Curriculum for Senior Medical Students Matched Into Emergency Medicine

2021 ◽  
Vol 13 (6) ◽  
pp. 848-857
Author(s):  
Mary E. McLean ◽  
Adrian A. Cotarelo ◽  
Thomas A. Huls ◽  
Abbas Husain ◽  
Emily A. Hillman ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Medical Students ◽  
Large Scale ◽  
The United States ◽  
Negative Effects ◽  
Residency Programs ◽  
Perceived Preparedness ◽  
Competency Based ◽  
June July

ABSTRACT Background The COVID-19 pandemic displaced newly matched emergency medicine “pre-interns” from in-person educational experiences at the end of medical school. This called for novel remote teaching modalities. Objective This study assesses effectiveness of a multisite Accreditation Council for Graduate Medical Education (ACGME) sub-competency-based curricular implementation on Slack during the first wave of the COVID-19 pandemic in the United States. Methods Emergency medicine residency programs were recruited via national organization listservs. Programs designated instructors to manage communications and teaching for the senior medical students who had matched to their programs (pre-interns) in spring/summer 2020. Pre- and post-surveys of trainees and instructors assessed perceived preparedness for residency, perceived effectiveness of common virtual educational modalities, and concern for the pandemic's effects on medical education utilizing a Likert scale of 1 (very unconcerned) to 5 (very concerned). Data were analyzed using descriptive statistics and the t test. Results Of 276 possible residency programs, 28 enrolled. Of 324 possible pre-interns, 297 (91.7%) completed pre-surveys in April/May and 249 (76.9%) completed post-surveys in June/July. The median weeks since performing a physical examination was 8 (IQR 7–12), since attending in-person didactics was 10 (IQR 8–15) and of rotation displacement was 4 (IQR 2–6). Perceived preparedness increased both overall and for 14 of 21 ACGME Milestone topics taught. Instructors reported higher mean concern (4.32, 95% CI 4.23–4.41) than pre-interns (2.88, 95% CI 2.74–3.02) regarding the pandemic's negative effects on medical education. Conclusions Pre-interns reported improvements in residency preparedness after participating in this ACGME sub-competency-based curriculum on Slack.

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