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 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.

scholarly journals Death by PowerPoint: alternatives for life

2016 ◽  
Vol 22 (6) ◽  
pp. 420-427
Author(s):  
Richard M. Duffy ◽  
Marian Henry
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Deep Learning ◽  
Data Protection ◽  
Teaching And Learning ◽  
Continuing Professional Development ◽  
Technology In Teaching ◽  
Pros And Cons ◽  
The Impact

SummaryThe use of PowerPoint has become nearly ubiquitous in medical education and continuing professional development; however, many alternatives are emerging that can be used in its place. These may confer some advantages, but they also have potential drawbacks. It is helpful that educators are aware of these new presentation options and their pros and cons, including any financial implications and issues of data protection. This article considers the role of technology in teaching and learning, identifying underlying assumptions that are often made. It identifies and appraises technology that can be used with or instead of PowerPoint to best facilitate deep learning. The potential pedagogical benefits and practical limitations of these technologies are considered, and strategies are highlighted to maximise the impact of PowerPoint where it is the software of choice.

scholarly journals Attitude and Use of E-Learning, education by medical students in Shiraz, Iran

2018 ◽  
Vol 3 (3) ◽  
pp. 108
Author(s):  
Ahmad Ghanizadeh ◽  
Sharif Mosallaei ◽  
Maryam Sharifian Dorche ◽  
Ali Sahraian ◽  
Parisa Yazdanshenas
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Sciences ◽  
Convenience Sample ◽  
Medical Education And Training ◽  
E Learning ◽  
Technological Limitations ◽  
Use Of Internet ◽  
Structured Questionnaire

Introduction: This study aimed to explore the use of e-learning in medical education in Shiraz, Iran.Materials and Methods: A convenience sample of 300 medical students of Shiraz University of Medical Sciences was interviewed using a structured questionnaire. The questionnaire contained a series of questions on the demographic characteristics, accessibility to computer and internet, use of internet for medical education and training, familiarity with e-learning, and the reasons for use of computer.Results: A total of 270 participants completed their questionnaires, 30.7% students reported familiarity with e-learning, 21.3% found e-learning beneficial, 57.6% used internet for education, 43.4% considered e-learning useful for medical education, and 57.9% students thought e-learning must be more prevalent in medical education. Most of the students (78.5%) used their personal computer for e-learning, only 6.3% did not use the computer for education.Conclusion: Considering the increasing role of computer and internet in daily life, the current results indicate that the attitude of the participants towards e-learning was positive. However, medical students have to be made aware of the advantages of e-learning. Technological limitations were less compared to reports from the other developing countries.

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.

VP83 Health Economics Distance Learning For Healthcare Workers In Brazil

2019 ◽  
Vol 35 (S1) ◽  
pp. 94-94
Author(s):  
Ângela Bagattini ◽  
Adélia Marçal dos Santos ◽  
Juliana Juk ◽  
Renata Soares ◽  
Sergio Piola ◽  
...  
Keyword(s):  
Economic Evaluation ◽  
Distance Learning ◽  
Health Economics ◽  
Learning Strategies ◽  
Health Care Professionals ◽  
Healthcare Professionals ◽  
Qualitative Assessment ◽  
Public Healthcare ◽  
Long Distance ◽  
Use Of Resources

IntroductionDespite increased healthcare systems costs, limited opportunities for health economics training are available to healthcare professionals. From 2016-2018, with a grant from the Brazilian Ministry of Health, the Federal University of Goias with 7 other universities, implemented the distance learning Postgraduate Certificate in Health Economics for Health Care Professionals (PCHE) aimed at enhancing technical capacity of professionals working in the Brazilian Public Healthcare System (SUS).MethodsThis is a descriptive and qualitative assessment of the PCHE implemented in Brazil 88 healthcare professionals working in SUS and involved in decision making in all levels of managament were enrolled in a health economics training, through long-distance learning strategy. We present course metrics, describe its workload, content, modalities and structure of training.ResultsPCHE was structured with 3-day workshops introducing each of the modules, during which students were also evaluated regarding the previous module content. With a total workload of 360 hours, structured in four modules: Public Health and Epidemiology; Introduction to health economics and healthcare funding; Management of healthcare resources; and Healthcare economic evaluation. The module coordinator was resposible for supervision of course materials development, workshop, distance based tutoring activities, and evaluation. Course material included theorethical content and practical tools for economic evaluation and health technology assessment in the workplace, applying problem-based learning strategies. Certificates were granted to students with 75 percent presence and approved in all modules, and final papers approved by an examination board. Each module was completed in 8 weeks (90 hours/module). Within groups of 20 students, tutors performed communication witn chats twice weekly and discussion forums by topic.. A total of 88 students were enrolled. Drop-out rate was 35.2 percent (n = 31). Additional 10 students did not pass the exams. In total, 47 students completed the training.ConclusionsHealth economics training through distance learning is a more efficient use of resources with good results.

Satellite-delivered medical education and training for Central Europe: a TEMPUS project

1996 ◽  
Vol 2 (1) ◽  
pp. 14-19 ◽  
Author(s):  
H L Young
Keyword(s):  
Medical Education ◽  
Central Europe ◽  
English Language ◽  
Postgraduate Medical Education ◽  
Continuing Professional Development ◽  
Postgraduate Education ◽  
The Czech Republic ◽  
High Satisfaction ◽  
Medical Education And Training ◽  
And Training

This paper reports the experience gained in delivering continuing and postgraduate medical education by satellite to update medical teachers in Central Europe. An infrastructure of receiving sites was established in the Czech Republic, Slovakia, Poland and Hungary. The sites participated in regular, live interactive broadcasts on a range of medical education topics. Over three years a network of sites was established incrementally and a national coordinator identified for each country, who fed back from national coordinating committees to an overall steering body. In the final year a formal evaluation revealed high satisfaction levels and maintenance of activity during the grant period. The major problems related to a lack of telephone lines to facilitate interactivity, the timing of the programmes, and the need for training in medical English language. Video libraries were established, and the majority continued to be active at the end of the project grant. Material was incorporated into both undergraduate and postgraduate education. It is calculated that continuing professional development can be delivered at less than 18 ECU per participant per country.

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