scholarly journals The impact of genetics on medical education and training

1999 ◽  
Vol 55 (2) ◽  
pp. 460-470 ◽  
Author(s):  
R. Fears ◽  
D. Weatherall ◽  
G. Poste
Keyword(s):  
Medical Education ◽  
Education And Training ◽  
Medical Education And Training ◽  
The Impact ◽  
And Training

scholarly journals A trainee's perspective: Commentary on … the Postgraduate Medical Education and Training Board (PMETB) goes live

2005 ◽  
Vol 29 (11) ◽  
pp. 433-434
Author(s):  
Sanju George ◽  
Veena Math
Keyword(s):  
Medical Education ◽  
Postgraduate Medical Education ◽  
Competent Authority ◽  
Education And Training ◽  
Regulatory Body ◽  
Roles And Responsibilities ◽  
Medical Education And Training ◽  
The Uk ◽  
The Impact ◽  
And Training

The Postgraduate Medical Education and Training Board (PMETB) is an ‘independent regulatory body which sets standards, approves, quality assures and evaluates postgraduate medical education and training in the UK’ (Thomas, 2005). The Board was launched in September 2005, although it will be another 2–3 years before it will become fully functional as the single competent authority for postgraduate medical education and training. It is worth noting that the remit of the PMETB does not encompass undergraduate medical education, training for pre-registration doctors or dental education and training. The three important areas of activity of PMETB include approval of curricula and assessments, certification and quality assurance. The first two of these are of immediate and direct relevance to trainees. Brown's paper ‘The Postgraduate Medical Education and Training Board (PMETB) goes live’ (2005, this issue) gives an excellent overview of the origins, structure and roles and responsibilities of the PMETB. However, one key aspect that is not discussed in Brown's paper is the impact of PMETB on trainees and training. We will highlight some of these issues and discuss concerns which trainees have raised regarding changes to training which will arise in the wake of the PMETB.

scholarly journals Addressing the Covid-19 Burden on Medical Education and Training: The Role of Telemedicine and Tele-Education During and Beyond the Pandemic

2020 ◽  
Vol 8 ◽  
Author(s):  
Divyansh Sharma ◽  
Sonu Bhaskar
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Medical Students ◽  
Well Being ◽  
Education And Training ◽  
Remote Education ◽  
Medical Education And Training ◽  
Training Delivery ◽  
The Impact ◽  
And Training

Medical students are the future of sustainable health systems that are severely under pressure during COVID-19. The disruption in medical education and training has adversely impacted traditional medical education and medical students and is likely to have long-term implications beyond COVID-19. In this article, we present a comprehensive analysis of the existing structural and systemic challenges applicable to medical students and teaching/training programs and the impact of COVID-19 on medical students and education. Use of technologies such as telemedicine or remote education platforms can minimize increased mental health risks to this population. An overview of challenges during and beyond the COVID-19 pandemic are also discussed, and targeted recommendations to address acute and systemic issues in medical education and training are presented. During the transition from conventional in-person or classroom teaching to tele-delivery of educational programs, medical students have to navigate various social, economic and cultural factors which interfere with their personal and academic lives. This is especially relevant for those from vulnerable, underprivileged or minority backgrounds. Students from vulnerable backgrounds are influenced by environmental factors such as unemployment of themselves and family members, lack of or inequity in provision and access to educational technologies and remote delivery-platforms, and increased levels of mental health stressors due to prolonged isolation and self-quarantine measures. Technologies for remote education and training delivery as well as sustenance and increased delivery of general well-being and mental health services to medical students, especially to those at high-risk, are pivotal to our response to COVID-19 and beyond.

scholarly journals Resisting the tick box culture: refocusing medical education and training

2014 ◽  
Vol 64 (625) ◽  
pp. 422-423 ◽  
Author(s):  
Jennifer Cleland ◽  
Joanne Reeve ◽  
Joe Rosenthal ◽  
Peter Johnston
Keyword(s):  
Medical Education ◽  
Education And Training ◽  
Medical Education And Training ◽  
And Training
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