Cultural competence in medical education: A questionnaire study of Danish medical teachers’ perceptions of and preparedness to teach cultural competence

2017 ◽  
Vol 45 (2) ◽  
pp. 153-160 ◽  
Author(s):  
Janne Sorensen ◽  
Signe Smith Jervelund ◽  
Marie Norredam ◽  
Maria Kristiansen ◽  
Allan Krasnik
Keyword(s):  
Medical Education ◽  
Cultural Competence ◽  
Medical Curriculum ◽  
Education Programme ◽  
Cultural Issues ◽  
Teachers Perceptions ◽  
Diverse Classroom ◽  
The University ◽  
Preparedness To Teach ◽  
Medical Teachers

Aims: The cultural competence training of healthcare professionals is a key element in ensuring the quality of both the access and delivery of healthcare to increasingly ethnically diverse populations. The aim of this study is to investigate Danish medical teachers’ opinions about cultural competence, their willingness to receive training and preparedness to teach cultural competence topics. Methods: The survey was sent to medical teachers, clinical teachers and external lecturers who teach in the medical programme at the University of Copenhagen. A total of 1400 medical teachers received the survey, and 199 responded. The response rate is 14%. Data were analysed through descriptive calculations, and answers to open-ended questions were coded using content analysis. Results: Results showed that 82.4% of the informants agreed or strongly agreed that the medical education programme should include training on cultural issues, and 60.3% agreed or strongly agreed that students should be assessed on their cultural competence skills. Regarding preparedness to teach a diverse classroom, 88.4% felt somewhat or very prepared to engage and motivate all students. About 70% were interested in receiving training on cultural competence. Conclusions: Generally, there is interest in and acknowledgement of the importance of cultural competence in Danish medical education among teachers at the University of Copenhagen. This creates an opportunity to implement cultural competence in the medical curriculum, training of teachers and strengthening the diversity sensitivity of the organisation. However, support for this programme by management and the allocation of an appropriate level of resources is a prerequisite to the success of the programme.

scholarly journals Blueprinting for assessment in undergraduate medical physiology curriculum

2021 ◽  
Vol 65 ◽  
pp. 60-65
Author(s):  
Manjinder Kaur ◽  
Naren Kurmi ◽  
Sangita Chauhan ◽  
Anish Singhal ◽  
Suman Sharma ◽  
...  
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Education Programme ◽  
Medical Council ◽  
Competency Based Medical Education ◽  
Medical Education Programme ◽  
Competency Based ◽  
Amount Of Knowledge ◽  
Written Questions

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.

Teaching Psychiatry in an Integrated Medical Curriculum

1996 ◽  
Vol 30 (2) ◽  
pp. 210-219 ◽  
Author(s):  
Vaughan J. Carr ◽  
Philip L. Hazell ◽  
Michael Williamson
Keyword(s):  
Medical Education ◽  
Medical Curriculum ◽  
Psychiatric Education ◽  
Skills Acquisition ◽  
Medical Workforce ◽  
Medical Settings ◽  
Outcomes Measurement ◽  
Psychiatry Education ◽  
Teaching Psychiatry ◽  
The University

Objective: Efforts to improve the psychiatric competence of the general medical workforce must include an appraisal of how psychiatry is taught in medical schools. As a contribution to this appraisal a description is given of psychiatric education in the innovative undergraduate medical curriculum at the University of Newcastle. Method: An outline of the features which characterise medical education at Newcastle is provided and the way in which the teaching of psychiatry is organised within this framework is presented. Results: The characteristics of the Newcastle undergraduate program in psychiatry include its integration with teaching in other clinical and basic science disciplines, continuity throughout the entire five years of the course, and the emphasis on skills acquisition and their assessment. Conclusions: The relative merits and disadvantages of the Newcastle approach to undergraduate psychiatry education are presented and the problem of assessing the effectiveness of this approach by outcomes measurement, particularly of integrated competencies and their application in general medical settings, is discussed.

scholarly journals Evaluating the community-based medical education programme in a rural district hospital: The students’ perspectives

2019 ◽  
Author(s):  
ANTHONIO O Oladele ADEFUYE ◽  
Matthew Abiodun Benedict ◽  
Johan Bezuidenhout ◽  
Jamiu Busari
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Medical Curriculum ◽  
District Hospital ◽  
Clinical Skills ◽  
Education Programme ◽  
Ethnographic Study ◽  
Community Based ◽  
Training Programmes

Abstract Backgrounds: The adoption of community-based medical education (CBME) into the undergraduate medical curriculum is in line with the SPICE model for medical curriculum proposed by Harden and colleagues. Students are the consumers of medical education and are, thus, the ideal evaluators of the efficacy of their own course and learning environment. To evaluate the quality of the CBME programme in Botshabelo District Hospital (BDH), this study investigated student’s perceptions of their experience during their CBME training at BDH. In addition, suggestions on how to enrich students’ experience during the CBME posting was obtained from the participants. Methods: This research was designed as a qualitative (Ethnographic) study that used a questionnaire survey to qualitatively explore the perceptions of fourth-year undergraduate medical student at BDH. Results: Of the 120 questionnaires distributed, 84 were returned, giving a response rate of 70.0%. When asked to indicate what they liked or disliked about their CBME training, “Good educators/staff” and the “Attitude of some doctors” were the themes that scored highly (25.1% and 19.4%) in the “likes” and “dislikes” category respectively. Some of the major challenges faced during the CBME training at BDH included; Exposure to new learning environment (14.2%); Clinical practice context (12.6%) and; Language barrier (7.2%). Participants stated that they gained knowledge of how to perform certain clinical procedures and acquired core clinical skills in the areas of formulating management and managing some medical emergencies during their training at BDH. Increasing the duration of training (25.6% coverage) was suggested as a major way to enrich students’’ experience during the training at BDH. Conclusions: Findings from this study reveal that CBME is a valuable pedagogical tool to enhance learning in undergraduate medical education and that more work is required to improve the quality of CBME training in BDH. We believe that the findings from this study will inform future planning of CBME training programmes in BDH.

scholarly journals Combination of didactic lecture with problem-based learning sessions in physiology teaching in a developing medical college in Nepal.

2000 ◽  
Vol 24 (1) ◽  
pp. 8-12 ◽  
Author(s):  
S Ghosh ◽  
V Dawka
Keyword(s):  
Medical Education ◽  
Curriculum Design ◽  
Medical Curriculum ◽  
Problem Based Learning ◽  
Student Centered ◽  
Medical College ◽  
Didactic Lecture ◽  
Interdisciplinary Interaction ◽  
Clinical Conditions ◽  
The University

Physiology teaching as an essential part of medical education faces tremendous criticism regarding curriculum design, methods of implementation, and application of knowledge in clinical practice. In the traditional method of medical education, physiology is taught in the first year and involves little interdisciplinary interaction. The Manipal College of Medical Sciences, Pokhara, Nepal (affiliated with the Kathmandu Univ.) started in 1994 and adopted an integrated curriculum drawn along the lines of the student-centered, problem-based, integrated, community-based, elective-oriented, and systematic (SPICES) medical curriculum. Here, physiology is taught for the first 2 yr of the 4.5-yr Bachelor of Medicine, Bachelor of Surgery course. Methodology adopted is as follows. For a particular topic, objectives are clearly defined and priority content areas are identified. An overview is given in a didactic lecture class to the entire batch of 100 students. Tutorial classes are conducted thereafter with smaller groups of students (25/batch) divided further into five subgroups of five students each. In these sessions, a problem is presented to the students as a focus for learning or as an example of what has just been taught. Each problem was accompanied with relevant questions to streamline the students' thought processes. A tutor is present throughout the session not as an instructor but as a facilitator of the learning process. A questionnaire sought students' opinion on the usefulness of this approach, relevance of the combination of problem-based learning (PBL) sessions and didactic lectures in understanding a particular topic and relating clinical conditions to basic mechanisms, and improvement of performance on the university final examination. The majority of the students opined that the combination of didactic lectures and PBL sessions was definitely beneficial regarding all the above-mentioned aspects of learning. The university results corroborated their opinion. Thus it may be considered that a judicious mixture of didactic lectures and PBL sessions is beneficial as a teaching module of physiology in medical schools.

scholarly journals Introduction of a new teaching method to support Professional Identify Formation in medical students 

2020 ◽  
Author(s):  
Salome Scholtens ◽  
Hedwig Boer ◽  
Margreet Smit ◽  
Jan Jacob Stam ◽  
Pieter C Barnhoorn ◽  
...  
Keyword(s):  
Medical Education ◽  
Social Context ◽  
Medical Students ◽  
Medical Curriculum ◽  
Teaching Method ◽  
Implicit Knowledge ◽  
Perceived Usefulness ◽  
The Social ◽  
Identify Formation ◽  
The University

Abstract Professional Identify Formation is regarded as fundamental to medical education. It involves a process of socialisation where knowledge is often acquired unconsciously via social interaction. Concrete teachings to support and mediate this socialisation process are difficult to implement, because of the implicit nature of the transferred knowledge. Before effective reflection can start, the implicit knowledge has to become explicit. The authors argue that training based on the Systemic Constellation method may be a promising way to support Professional Identify Formation among medical students, by increasing students’ awareness of their own socialisation process and the implicit knowledge that they have acquired. By visualising their social context with a group of students, the method is effective in making explicit the social context and the values, beliefs, perspectives that are present. This creates the possibility to discuss these values, beliefs, perspectives and explore differences, and stimulates individual and group reflection. The method is already widely used in business settings, but not yet in the medical education setting. This article presents how this new training method was implemented in the undergraduate medical curriculum of the University of Groningen, the Netherlands, and discusses its feasibility, acceptance and perceived usefulness by medical students.

scholarly journals Impact of faculty development programme on self-efficacy, competency and attitude towards medical education in Bhutan: a mixed-methods study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Karma Tenzin ◽  
Thinley Dorji ◽  
Tshering Choeda ◽  
Krit Pongpirul
Keyword(s):  
Medical Education ◽  
Mixed Methods ◽  
Faculty Development ◽  
Self Efficacy ◽  
Medical Curriculum ◽  
Postgraduate Medical Education ◽  
Mixed Methods Study ◽  
The University ◽  
Medical University ◽  
The Impact

Abstract Background Soon after Bhutan’s first medical university was established in 2012, Faculty Development Programmes (FDPs) were adopted for efficient delivery of postgraduate medical curriculum. Medical education was an additional responsibility for the clinicians who already had multi-dimensional roles in the healthcare system where there is acute shortage of healthcare professionals. We studied the impact of FDPs on postgraduate medical education in Bhutan. Methods This was a mixed-methods study with a quantitative (cohort study – quasi-experimental with 18 participants) and concurrent explanatory qualitative component (focused group discussion (FGD) with 11 teaching faculty members). The 18 participants were given a structured FDP designed by the University. The FGD assessed teacher self-efficacy and competency using standard tools before and after the FDP. Thematic analysis of the FGD explored the impact of FDPs in the delivery of postgraduate residency programmes. Results There were significant increase in the teacher self-efficacy (31 vs 34, p = 0.009) and competency scores (56 vs 64, p = 0.011). There were significant improvements in self-efficacy in the domain of the teaching relevant subject contents and developing creative ways to cope with system constraints. In teaching-learning assessments, there was a significant appreciation of the effectiveness of lectures and tutorials and the use of essay questions. The FGD demonstrated the acceptance of FDPs and its importance in quality improvement of postgraduate medical education, professional development of teachers and improvement of their communication skills. The teachers have now migrated from the conventional methods of teaching to workplace-based teaching and assessment. The FDPs also resulted in review and revision of postgraduate medical curriculum soon after the first batch graduated in 2018. Lack of adequate support from relevant stakeholders and lack of a medical education centre in the University were seen as major challenges. Conclusions The FDPs have brought tangible professionalization of postgraduate medical education at an early stage of the medical university. There is a need for continued efforts to strengthen, sustain and consolidate the gains made thus far.

scholarly journals Perception of medical teachers towards undergraduate medical theoretical assessment system in a medical college of West Bengal

2017 ◽  
Vol 5 (12) ◽  
pp. 5396
Author(s):  
Anjan Adhikari ◽  
Sangita Bhattacharya ◽  
Rania Indu ◽  
Moumita Ray ◽  
Lalit Waghmare
Keyword(s):  
Medical Education ◽  
West Bengal ◽  
Medical Curriculum ◽  
Assessment System ◽  
Self Directed Learning ◽  
Education Assessment ◽  
Medical College ◽  
Disease Pattern ◽  
Directed Learning ◽  
Medical Teachers

Background: With change of disease pattern and complexities of therapy globally, medical education become challenging. Problem based learning and self-directed learning became more relevant and occupied its space in medical education. Assessment is very crucial with the change in curriculum for appropriate feedback and learning in the system. Present study evaluated the perception of medical teachers on this issue of theory examination. Assessment or evaluation plays a pivotal role in effectivity of the system. Assessors always guide any system to achieve its objectives.Methods: This is an observational study, done with a questionnaire. It was done by interviewing the faculties of R.G. Kar Medical College, Kolkata, West Bengal who were examiners at University level.Results: Present study comprised faculty of fifteen undergraduate Departments of R. G. Kar Medical College, Kolkata 29.68% faculty supported semester system. 70.32% faculty participated as the study population. 48.4% agreed and 35.93% strongly agreed on the concept of model answers. A majority of the faculties (31.25%) strongly agreed on the issue that answers should be checked by two or more examiners. Regarding the threshold of pass marks, 48.4% strongly agreed and 43.75% agreed that students need to get 50% marks separately in theory examination to get through the examination.Conclusions: Present study evaluated importance of theory assessment system in medical education. It also necessitates further research to improve the objectivity of theory assessment system in medical curriculum at University level, in India.

scholarly journals The advancement of medical education through innovative research and simulation learning: A discussion with Dr. Viren Naik, medical director of the University of Ottawa’s Skills and Simulation Centre

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Loretta Cheung ◽  
Ariana Noel
Keyword(s):  
Medical Education ◽  
Education Research ◽  
Nous Avons ◽  
Team Member ◽  
Medical Curriculum ◽  
Associate Professor ◽  
Medical Director ◽  
Written Examination ◽  
Simulation Centre ◽  
The University

A B S T R A C TThe spotlight of UOJM’s 4th issue is medical education. We met with Dr. Viren Naik, anesthesiologist, associate professor at the University of Ottawa (uOttawa), and Medical Director of the University of Ottawa Skills and Simulation Centre (uOSSC). He is also a core team member of the Academy of Innovation in Medical Education (AIME), uOttawa’s centre for advancing medical education research. Dr. Naik is actively involved in research, with over 60 peer-reviewed publications and grants. He was also the previous chair of the Written Examination in Anesthesia with the Royal College of Physicians and Surgeons of Canada. In this interview, we discuss the advancement of medical education with the skills and simulation centre, the future of the medical curriculum, and how to be involved in medical education as students. R É S U M ÉDans cette 4e édition du JMUO, le sujet mis en lumière est l’éducation médicale. Nous avons rencontré le Dr Viren Naik, anesthésiologiste, professeur agrégé de l’Université d’Ottawa (uOttawa) et directeur médical du Centre de compétences et simulation de l’Université d’Ottawa (CCSUO). C’est aussi un membre important de l’Académie pour l’innovation en éducation médicale (AIME), le centre de l’Université d’Ottawa qui a pour but de faire avancer la recherche en éducation médicale. Dr Naik est un chercheur très dynamique qui a plus de 60 publications et subventions évaluées par les pairs à son actif. Dans le passé, il a aussi présidé l’examen écrit en anesthésiologie du Collège royal des médecins et chirurgiens du Canada. Durant l’entrevue, nous avons discuté de l’avancement de l’éducation médicale au Centre de compétences et simulation, de l’avenir du cursus médical et de la façon que les étudiants peuvent participer à l’éducation médicale.

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