The quality of oncology education in undergraduate and postgraduate training programs

2008 ◽  
Vol 26 (15_suppl) ◽  
pp. 6617-6617
Author(s):  
P. N. Fishman ◽  
W. Y. Cheung ◽  
J. Chung ◽  
S. Vijayaratnam ◽  
S. Verma
Keyword(s):  
Postgraduate Training ◽  
Training Programs ◽  
Oncology Education

scholarly journals THE QUALITY OF UNDERGRADUATE AND POSTGRADUATE TRAINING OF A TEACHING ASSISTANT

2015 ◽  
Vol 3 ◽  
pp. 65
Author(s):  
Jan Michalík ◽  
Jiří Langer
Keyword(s):  
Czech Republic ◽  
Teaching Assistants ◽  
Postgraduate Training ◽  
Training Programs ◽  
Postgraduate Education ◽  
Teaching Assistant ◽  
Target Group ◽  
The Czech Republic ◽  
The Difference

The article deals with the results of research, monitoring the attitudes of specific pedagogical staff – teaching assistants (TA) – in the Czech Republic to their undergraduate and postgraduate education. It includes statements of more than 800 respondents. It evaluates the qualifications, teaching assistants´ skills of working with children of the target group (disablements and social disadvantages). It provides a comparison of attitudes of both teaching assistants´ groups (acting as teaching assistants in two mentioned groups of pupils). It answers the questions: Which qualifications are regarded by TA as the most important? Which skills have not been provided by existing training programs and courses? How do they assess the conditions of executing the profession in schools? The research confirmed the difference between legislatively determined mandatory minimum of educational curriculum for TA and their real needs. It makes proposals to modify training programs.

Accreditation of oncology education in low-and- middle income countries: Perspectives of African oncologists.

2017 ◽  
Vol 35 (15_suppl) ◽  
pp. e18213-e18213
Author(s):  
Nazik Hammad ◽  
Densie Stockley ◽  
Thomas Caruso ◽  
Amber Hastings
Keyword(s):  
Resource Constraints ◽  
Training Programs ◽  
Quality Care ◽  
Quality Of Education ◽  
Resource Constrained ◽  
High Quality ◽  
Internal Medicine Training ◽  
Oncology Education

e18213 Background: There is an expansion of postgraduate oncology training programs in LMIC . Locally trained oncologists are expected to deliver high quality care. Accreditation is one of the essential regulatory mechanisms to ensure high-quality education. Accreditation systems are rarely standardized or applied in the majority of LMIC. The purpose of this study is to understand the perspectives of African Oncologists on the role of accreditation and adoption of global standards into oncology training programs Methods: We developed a survey that addressed African Oncologists’ perspectives of the role of accreditation. It included 187 standards from the WFME PGME standards, ACGME-I standards for hematology/oncology, and the Royal College of Physician and Surgeons of Canada medical oncology standards. A 3-point scale was employed for each standard: 1 = not important, 2 = important but not essential, 3 = essential Results: The survey was sent to 79 physicians, 38 responded. 87% agreed that accreditation ensures quality of education. 100% agreed that it should involve an external review. 74% believe that accreditation is feasible in resource-constrained settings. 45% agreed it will not increase emigration of qualified doctors. Data of 22 individuals who completed the survey in its entirety were analyzed for standards. 5 standards received the highest ratings of 3 from all respondents: life-long learning, professionalism and ethical principles, competence in chemotherapy delivery and management of toxicities. One standard (prior internal medicine training) received a low rating of < 2.0. The majority of standards had ratings between 2.6 and 2.94, indicating that African Oncologists believe most standards to be useful. Ratings < 2.6 were related to resource constraints such as having PET scans or exposure to clinical trial patients. Conclusions: Most African oncologists believe that accreditation ensures quality of education. Most of the standards were considered important. This data will be useful for developing and adapting oncology education accreditation standards in resource-constrained settings. Abbreviations: ACGME-I: American Council of Graduate Medical Education-International

scholarly journals Residents’ perspective on the quality of postgraduate training programs in Pakistan – the good, the bad and the ugly

2021 ◽  
Vol 37 (7) ◽  
Author(s):  
Laima Alam ◽  
Jawad Khan ◽  
Mafaza Alam ◽  
Varqa Faraid ◽  
Fahad Ajmal ◽  
...  
Keyword(s):  
Personal Growth ◽  
Career Guidance ◽  
Postgraduate Training ◽  
Training Programs ◽  
Clinical Skills ◽  
Financial Instability ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Creative Commons

Objectives: To assess the satisfaction of trainees towards different attributes of their training programs. Methods: This cross-sectional survey was carried out by enrolling trainee doctors currently working in Medical, Surgical, Dental and Allied specialties of the country by sending a validated and piloted questionnaire through email. Data collection was done from 1st to 31st January 2021 after taking ethical approval from the concerned authorities. Data was analysed using SPSS v. 19.0. Results: A total of 516 completed responses were received from 15 major cities of the country. The overall perceived satisfaction towards clinical skills (42%), teaching skills (31.4%), personal growth and development (23.6%), research (21%) and supervisor’s role (44.2%) were considerably low with the most common causes for non-satisfaction being poor work-life balance (59%), financial instability (54.5%), poor research facilities (53%), poor career guidance (44%) and poor skill development (42.4%) in descending order. Senior years of residency, government and private set-ups, less than four and greater than 13 residents on average with less than three supervisors per department, excessive duty hours and financial instability in-lieu of not doing locums were statistically related to poor satisfaction across majority of the facets of residency as well the overall satisfaction towards training programs. Conclusion: There is a tremendous scope for improvement in the recognized and partially acknowledged attributes of our training programs. Yearly feedback surveys involving residents is essential for enlightening the authorities and mitigating the trainees’ grievances. doi: https://doi.org/10.12669/pjms.37.7.4297 How to cite this:Alam L, Khan J, Alam M, Faraid V, Ajmal F, Bahadur L. Residents’ perspective on the quality of postgraduate training programs in Pakistan – the good, the bad and the ugly. Pak J Med Sci. 2021;37(7):---------. doi: https://doi.org/10.12669/pjms.37.7.4297 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Oncology Education in Canadian Undergraduate and Postgraduate Training Programs

2009 ◽  
Vol 24 (4) ◽  
pp. 284-290 ◽  
Author(s):  
Winson Cheung ◽  
Paula Fishman ◽  
Sunil Verma
Keyword(s):  
Postgraduate Training ◽  
Training Programs ◽  
Oncology Education

68. The resident experience in a large urban teaching setting: Results of the 2005-2006 resident exit survey, University of Torontos

2007 ◽  
Vol 30 (4) ◽  
pp. 66
Author(s):  
N. Tenn-Lyn ◽  
S. Verma ◽  
R. Zulla
Keyword(s):  
Quality Control ◽  
Residency Training ◽  
Royal College ◽  
Online Survey ◽  
Career Guidance ◽  
Training Programs ◽  
Program Planning ◽  
Educational Experience ◽  
Care Experience

We developed and implemented an annual online survey to administer to residents exiting residency training in order to (1) assess the quality of the residency experience and (2) identify areas of strength and areas requiring improvement. Long-term goals include program planning, policy-making and maintenance of quality control. Survey content was developed from an environmental scan, pre-existing survey instruments, examination of training criteria established by the CFPC and the CanMEDS criteria established by the RCPSC. The survey included evaluation benchmarks and satisfaction ratings of program director and faculty, preparation for certification and practice, quality of life, quality of education, and work environment. The response rate was 28%. Seventy-five percent of respondents were exiting from Royal College training programs. Results of descriptive statistics determined that the overall educational experience was rated highly, with 98.9% of respondents satisfied or very satisfied with their overall patient care experience. Ninety-six percent of respondents were satisfied or very satisfied with the overall quality of teaching. Preparation for practice was identified as needing improvement, with 26% and 34% of respondents giving an unsatisfactory rating to career guidance and assistance with finding employment, respectively. Although 80% of respondents reported receiving ongoing feedback and 84% discussed their evaluations with their supervisors, only 38% of evaluations were completed by the end of the rotation. The results indicate that residents are generally satisfied with their experiences during residency training, especially with their overall educational experience. Areas of improvement include preparation for practice and timeliness of evaluations. Further iterations of this survey are needed to refine the instrument, identify data trends and maintain quality control in residency training programs. Frank JR (ed.). The CanMEDS competency framework: better standards, better physicians, better care. Ottawa: The Royal College of Physicians and Surgeons of Canada, 2005. Merritt, Hawkins and Associates. Summary Report: 2003 Survey of final-year medical residents. http://www.merritthawkins.com/pdf/MHA2003residentsurv.pdf. Accessed May 1, 2006. Regnier K, Kopelow M, Lane D, Alden A. Accreditation for learning and change: Quality and improvement as the outcome. The Journal of Continuing Education in the Health Professions 2005; 25:174-182.

SCIENTIFIC BASIS OF POSTGRADUATE TRAINING FOR OFFICER WORKING ETHNIC AFFAIRS USING STATE BUDGET IN THE PERIOD OF 2018 – 2025

2017 ◽  
Author(s):  
La Duc Minh ◽  
Nguyen Thi Hao ◽  
Vu Thi Thuy
Keyword(s):  
Economic Development ◽  
Ethnic Groups ◽  
Human Resource ◽  
Postgraduate Training ◽  
Scientific Basis ◽  
National Defense ◽  
High Quality ◽  
State Budget ◽  
International Integration

Ethnic affairs play an important role in socio of ethnic groups’ solidarity, assurance of security and national defense stability. In -economic development, maintenanceorder to improve the quality of ethnic affairs, it is practical to carry out postgraduate training of officer implementing ethnic affairs using state budget with the aim of encouraging and enhancing officer quality to satisfy high-quality human resource in international integration.

Training Package for Emergency Medical Teams Deployed to Disaster Stricken Areas: Has ‘TEAMS’ Achieved its Goals?

2021 ◽  
pp. 1-7
Author(s):  
Moran Bodas ◽  
Kobi Peleg ◽  
Bruria Adini ◽  
Luca Ragazzoni
Keyword(s):  
Self Efficacy ◽  
Training Programs ◽  
Team Work ◽  
Pilot Training ◽  
Perceived Needs ◽  
Training Package ◽  
Emergency Medical ◽  
Field Team ◽  
Medical Teams

Abstract In spite of their good intentions, Emergency Medical Teams (EMTs) were relatively disorganized for many years. To enhance the efficient provision of EMT’s field team work, the Training for Emergency Medical Teams and European Medical Corps (TEAMS) project was established. The purpose of this study was to assess the effectiveness and quality of the TEAMS training package in 2 pilot training programs in Germany and Turkey. A total of 19 German and 29 Turkish participants completed the TEAMS training package. Participants were asked to complete a set of questionnaires designed to assess self-efficacy, team work, and quality of training. The results suggest an improvement for both teams’ self-efficacy and team work. The self-efficacy scale improved from 3.912 (± 0.655 SD) prior to training to 4.580 (± 0.369 SD) after training (out of 5). Team work improved from 3.085 (± 0.591 SD) to 3.556 (± 0.339 SD) (out of 4). The overall mean score of the quality of the training scale was 4.443 (± 0.671 SD) (out of 5). In conclusion, The TEAMS Training Package for Emergency Medical Teams has been demonstrated to be effective in promoting EMT team work capacities, and it is considered by its users to be a useful and appropriate tool for addressing their perceived needs.

scholarly journals Clinical Radiology Case Presentation: Do’s and Don’ts

2021 ◽  
Author(s):  
Geethu E. Punnen ◽  
Shyamkumar N. Keshava ◽  
Sridhar Gibikote
Keyword(s):  
Patient Management ◽  
Clinical Case ◽  
Postgraduate Training ◽  
Training Programs ◽  
Daily Routine ◽  
Case Presentation ◽  
Good Case ◽  
Clinical Radiology ◽  
Design Skills ◽  
Case Presentations

AbstractClinical case presentation is part of daily routine for doctors to communicate with each other to facilitate learning, and ultimately patient management. Hence, the art of good clinical case presentation is a skill that needs to be mastered. Case presentations are a part of most undergraduate and postgraduate training programs aimed at nurturing oratory and presentation design skills. This article is an attempt at providing a trainee in radiology a guideline to good case presentation skills.

Associations Between Voice and Gestural Characteristics of Transgender Women and Self-Rated Femininity, Satisfaction, and Quality of Life

2021 ◽  
pp. 1-10
Author(s):  
Teresa L. D. Hardy ◽  
Jana M. Rieger ◽  
Kristopher Wells ◽  
Carol A. Boliek
Keyword(s):  
Quality Of Life ◽  
Rating Scales ◽  
Training Programs ◽  
Negative Relationship ◽  
Transgender Women ◽  
Communication Training ◽  
Communication Satisfaction ◽  
Subjective Ratings ◽  
Subjective Measures

Purpose Client-based subjective ratings of treatment and outcomes are becoming increasingly important as speech-language pathologists embrace client-centered care practices. Of particular interest is the value in understanding how these ratings are related to aspects of gender-affirming voice and communication training programs for transgender and gender-diverse individuals. The purpose of this observational study was to explore relationships between acoustic and gestural communication variables and communicator-rated subjective measures of femininity, communication satisfaction, and quality of life (QoL) among transfeminine communicators. Method Twelve acoustic and gestural variables were measured from high-fidelity audio and motion capture recordings of transgender women ( n = 20) retelling the story of a short cartoon. The participants also completed a set of subjective ratings using a series of Likert-type rating scales, a generic QoL questionnaire, and a population-specific voice-related QoL questionnaire. Correlational analyses were used to identify relationships between the communication measures and subjective ratings. Results A significant negative relationship was identified between the use of palm-up hand gestures and self-rated satisfaction with overall communication. The acoustic variable of average semitone range was positively correlated with overall QoL. No acoustic measures were significantly correlated with voice-related QoL, and unlike previous studies, speaking fundamental frequency was not associated with any of the subjective ratings. Conclusions The results from this study suggest that voice characteristics may have limited association with communicator-rated subjective measures of communication satisfaction or QoL for this population. Results also provide preliminary evidence for the importance of nonverbal communication targets in gender-affirming voice and communication training programs.

scholarly journals REALITY OF ASSESSING GROUP WORK SKILLS IN CDIO-BASED TRAINING PROGRAMS

2019 ◽  
Vol 1 (2) ◽  
pp. 112-116
Author(s):  
Quoc Khac Nguyen ◽  
Thanh Ngoc Dan Nguyen
Keyword(s):  
Information Technology ◽  
Training Program ◽  
Group Work ◽  
Training Programs ◽  
Soft Skills ◽  
Strong Impact ◽  
Work Skills ◽  
Important Stage ◽  
Teamwork Skills

Courses in the undergraduate Information Technology CDIO-based training program are usually designed to  integrate at least one kind of soft skills. In fact, teamwork is one of the skills that has been most applied by  lecturers. However, lecturers often find it very difficult to assess learners fairly, objectively and comprehensively when applying this method while they are well aware of the fact that assessment is a particularly important stage and has a strong impact on both learners’ learning results and the quality of a training program. The paper presents the facts and recommends solutions to assessing learners through their teamwork skills in curriculum based on CDIO approach.

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