The history of medical education: a commentary on race

2021 ◽  
Vol 121 (2) ◽  
pp. 163-170
Author(s):  
Yasmeen Daher ◽  
Evan T. Austin ◽  
Bryce T. Munter ◽  
Lauren Murphy ◽  
Kendra Gray
Keyword(s):  
Medical Education ◽  
Medical Training ◽  
Medical Community ◽  
Medical Society ◽  
Systemic Racism ◽  
Medical Education System ◽  
History Of ◽  
Black Physicians ◽  
Future Direction ◽  
History Of Race

Abstract The institution of medicine was built on a foundation of racism and segregation, the consequences of which still permeate the experiences of Black physicians and patients. To predict the future direction of medical inclusivity, we must first understand the history of medicine as it pertains to race, diversity, and equity. In this Commentary, we review material from publicly available books, articles, and media outlets in a variety of areas, including undergraduate medical education and professional medical societies, where we found an abundance of policies and practices that created a foundation of systemic racism in medical training that carried through the career paths of Black physicians. The objective of this Commentary is to present the history of race in the medical education system and medical society membership, acknowledge the present state of both, and offer concrete solutions to increase diversity in our medical community.

scholarly journals ESTABLISHMENT AND DEVELOPMENT OF MEDICAL EDUCATION AND SCIENCE IN THE WESTERN UKRAINE (XVIII - XIX CENTURY)

2019 ◽  
pp. 184-190
Author(s):  
I. A. Prokop ◽  
T. V. Savaryn
Keyword(s):  
Medical Education ◽  
Medical Personnel ◽  
Scientific Activity ◽  
Primary Sources ◽  
Education Development ◽  
History Of Development ◽  
Medical Education System ◽  
Western Ukraine ◽  
History Of ◽  
Xix Century

The research analyses the history of development and organization of medical educational establishments in the Western Ukraine in the second half of XVIII–XIX century. The article discusses the method of analysing bibliographic catalogues, classification and systematization of primary sources in History of Medicine and Pedagogy, and chronological method that identifies the establishment and development of medical education during different historical periods. The paper describes the structure of medical education system in the Western Ukraine in the second half of XVIII–XIX century and summarizes available data about professional and scientific activity of the outstanding Ukrainian doctors of this period. The main characteristics of medical education development in the mentioned historic period are: gradual increase in the number of medical establishments, medical departments, faculties, and students; improvement and transformation of medical personnel education and training.

scholarly journals Historical aspects of the medical education system transformation

2021 ◽  
Vol 2 (1) ◽  
pp. 32-40
Author(s):  
I. N. Kagramanyan ◽  
A. I. Tarasenko ◽  
I. A. Kupeeva ◽  
O. O. Yanushevich ◽  
K. A. Pashkov ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Health Care System ◽  
Education System ◽  
Medical Personnel ◽  
17Th Century ◽  
Historical Aspects ◽  
Medical Education System ◽  
History Of ◽  
Care System

The history of medical and pharmaceutical education development is part of the social history. The quality of medical personnel training determines the efficiency of the entire health care system and has been a priority area of development throughout the history of the Russian state. The paper reflects the main stages of the medical education system development in the period from the 17th century to the present. The training of medical personnel in Russia began in the second half of the 17th century, when, under the Pharmaceutical Order, a medical school was established in 1654to train doctors for the needs of the army.The need to provide qualified medical personnel remains relevant, both in wartime and in peacetime. The reforms of medical education that have been taking place over the centuries make it possible to diversify educational programs, as well as the to introduce new educational technologies, considering modern requirements and global trends. The study of the historical aspects of domestic medicine determines a more competent approach to the development of the health care system and medical education.

Transformation of the regulatory and legal framework of labor debut of a medical university graduate

2021 ◽  
pp. 17-26
Author(s):  
Nadezhda Yurevna Vyatkina
Keyword(s):  
Medical Education ◽  
Social Relations ◽  
Education System ◽  
Legal Framework ◽  
Healthcare Sector ◽  
New Era ◽  
Medical Education System ◽  
History Of ◽  
Medical University ◽  
Active Formation

The regulatory and legal framework in the field of education includes multifaceted social relations that affect various areas of interaction within the medical education system. The history of the development of medical education in Russia goes back several centuries and largely determines modern approaches to its implementation. Within the framework of the implementation of the laws of the new era, the active formation and development of the medical education system is underway. At the same time, the transformation of the regulatory landscape of the medical specialist's activity indicates the state's interest in the development of the industry and the improvement of personnel policy in the healthcare sector.

An Uncertain Enterprise: Learning to Heal in the Enlightenment

1996 ◽  
Author(s):  
Thomas Neville Bonner
Keyword(s):  
Medical Education ◽  
Medical Training ◽  
Medical Curriculum ◽  
Practical Experience ◽  
Industrial Change ◽  
Medical Study ◽  
National Differences ◽  
Teachers And Students ◽  
History Of ◽  
New Institutions

There was no more turbulent yet creative time in the history of medical study than the latter years of the eighteenth century. During this troubled era, familiar landmarks in medicine were fast disappearing; new ideas about medical training were gaining favor; the sites of medical education were rapidly expanding; and the variety of healers was growing in every country. Student populations, too, were undergoing important changes; governments were shifting their role in medicine, especially in the continental nations; and national differences in educating doctors were becoming more pronounced. These transformations are the subject of the opening chapters of this book. These changes in medical education were a reflection of the general transformation of European society, education, and politics. By the century’s end, the whole transatlantic world was in the grip of profound social and political movement. Like other institutions, universities and medical schools were caught up in a “period of major institutional restructuring” as new expectations were placed on teachers and students. Contemporaries spoke of an apocalyptic sense of an older order falling and new institutions fighting for birth, and inevitably the practice of healing was also affected. From the middle of the century, the nations of Europe and their New World offspring had undergone a quickening transformation in their economic activity, educational ideas, and political outlook. By 1800, in the island kingdom of Great Britain, the unprecedented advance of agricultural and industrial change had pushed that nation into world leadership in manufacturing, agricultural productivity, trade, and shipping. Its population growth exceeded that of any continental state, and in addition, nearly three-fourths of all new urban growth in Europe was occurring in the British Isles. The effects on higher education were to create a demand for more practical subjects, modern languages, and increased attention to the needs of the thriving middle classes. Although Oxford and Cambridge, the only universities in England, were largely untouched by the currents of change, the Scottish universities, by contrast, were beginning to teach modern subjects, to bring practical experience into the medical curriculum, and to open their doors to a wider spectrum of students.

scholarly journals Covid-19 pandemic & medical education: A medical student’s perspective

2020 ◽  
Author(s):  
Jad Abi-Rafeh ◽  
Tyler Safran ◽  
Alain Azzi
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Present Article ◽  
Clinical Teaching ◽  
Medical Training ◽  
Learning Opportunities ◽  
Viral Dissemination ◽  
Post Graduate ◽  
Future Direction ◽  
Specific Impact

The specific impact of the COVID-19 pandemic on medical education remains elusive and evolving. Clinical teaching opportunities have become limited with the shift in focus of supervising physicians away from trainees and towards the care of the sick and vulnerable. The presence of medical students in hospitals has come to represent an added strain on vital resources, and the added risk of viral dissemination into communities has left medical students eager to help observing from only the sidelines. The present article provides a medical student’s perspective on this unique, evolving situation, and identifies several learning opportunities that medical students may reflect upon and carry forth into their careers ahead. By exploring the current and future impact of this pandemic on clerkship, pre-clerkship and post-graduate medical training, specific challenges and future direction for both medical students and educators are discussed.

scholarly journals Impact of COVID-19 on Canadian Medical Education: Pre-clerkship and Clerkship Students Affected Differently

2020 ◽  
Vol 7 ◽  
pp. 238212052096524
Author(s):  
Jobanpreet Dhillon ◽  
Ali Salimi ◽  
Hassan ElHawary
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Training ◽  
Learning Experience ◽  
Core Competencies ◽  
Sustainable Solutions ◽  
Hands On ◽  
Medical Education System ◽  
Mcgill University ◽  
Education Medical

The coronavirus pandemic (COVID-19) has altered the undergraduate learning experience for many students across Canada. Medical education is no exception; clinical programs, in-person lectures, and mandatory hands-on activities have been suspended to adhere to social distancing guidelines. As remote teaching becomes the forefront of education, medical curricula have been forced to adapt accordingly in order to fulfill the core competencies of medical training and to provide quality education to medical students. With that in mind, the COVID-19 crisis offers a unique opportunity to evaluate the current “continuity plans” in medical education as they stand. This paper provides the perspective of medical students on how medical education is changing for both pre-clerkship and clerkship students, using their experience at McGill University as an example for the Canadian medical education system. Additionally, we discuss the accommodations put forth by the undergraduate medical education (UGME) office, and reflect on the limitations and sustainable solutions in supporting quality medical education.

scholarly journals An enquiry into my use of supervised clinical assessments in the supervision of junior trainees

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S130-S131
Author(s):  
Yuan Choo
Keyword(s):  
Medical Education ◽  
Rating Scales ◽  
Medical Training ◽  
Work Place ◽  
Clinical Expertise ◽  
Self Reflection ◽  
Clinical Assessments ◽  
Values And Beliefs ◽  
History Of ◽  
The Uk

AimsAs a particular example of action research, to enquire into my use of Assessments of Clinical Expertise in my supervision of junior trainees, with the intention of further developing my own practice as an educator.BackgroundWork-Place Based Assessments (WPBAs) play an established role currently in the assessment of trainee doctors(tenCate, 2017). In psychiatry, supervised clinical assessments(ACE/mini-ACE) assess a trainee's proficiency in various areas. As part of my PGCert in Medical Education, I was inspired to examine how I conduct and utilise this form of assessment, and indeed the underpinning values and beliefs, about learning, and developing professional wisdom.MethodThis enquiry was situated within the interpretivist tradition. I interrogated my views about the epistemology of knowledge, and how they had changed from pre-university. I made clear my influences from Coles (Fish & Coles, 1998) on professional practice. I investigated my values in performing an assessment, comparing them to those of the wider community. I examined the literature on the validity of this as a tool. I then performed an assessment of a junior, with a consultant observing, before interviewing them separately.ResultThere has been a paradigm shift in how I view assessments, from pre-university in Singapore, to medical training in the UK. The history of WPBAs and the values espoused is intriguing. Consultants and experts may view assessments differently from trainees, but a core value of developing professional judgement is common.In my interview with the consultant, there were themes around having a clear focus for an assessment, and provision of feedback; the rating scales and how they used them to stimulate feedback; and our shared values in performing an assessment. With the junior, the themes were around the delivery of feedback (including non-verbal), an appreciation of my encouraging self-reflection and understanding, and the observable values in my carrying out of the assessment, which could be compared to those of other assessors.ConclusionWPBAs have their merits, and shortfalls. I am aware of my values and beliefs when utilising them, and have identified a plan to further develop my own practice. This case study is particular, but possibly not unique, in how WPBAs are used in medical education.

Games in Higher Education

2013 ◽  
pp. 228-247 ◽  
Author(s):  
Cláudia Ribeiro ◽  
Micaela Monteiro ◽  
Sofia Corredoura ◽  
Fernanda Candeias ◽  
João Pereira
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Adult Education ◽  
Medical Training ◽  
Medical Knowledge ◽  
Current Medical ◽  
Critical Assessment ◽  
Policy Makers ◽  
The Status ◽  
History Of

Medical knowledge has increased exponentially in the last decades. Healthcare professionals face a lifetime challenge in keeping abreast with current medical education. Continuing Medical Education (CME) is an ongoing challenge. Traditional adult education, largely used in medical training, shows little effectiveness. Problem-based-learning has been proposed as a student-centred pedagogy to overcome failure of traditional medical instruction. In this chapter, the authors review the status quo of medical education, certification, and recertification in Europe. A summary of the history of simulation in medical education is presented. In recent years, there has been a growing interest in using video games for educational purposes. This is also true for medical education. The use of serious games in medical education is reviewed, and its integration in medical curricula is discussed. The efforts to raise awareness of policy makers are described. Finally, a critical assessment of the strengths and weaknesses of these technologies as well as a proposal to overcome some of its limitations are made.

scholarly journals History of the medical education accreditation system in Korea: implementation and activities in the early stages

2020 ◽  
Vol 17 ◽  
pp. 29
Author(s):  
Kwang-ho Meng
Keyword(s):  
Medical Education ◽  
Medical Schools ◽  
University Education ◽  
Medical Community ◽  
School Evaluation ◽  
Ministry Of Education ◽  
Important Lesson ◽  
History Of ◽  
Criterion Referenced

Following the opening of 12 new medical schools in Korea in the 1980s, standardization and accreditation of medical schools came to the forefront in the early 1990s. To address the medical community’s concerns about the quality of medical education, the Korean Council for University Education and Ministry of Education conducted a compulsory medical school evaluation in 1996 to see whether medical schools were meeting academic standards or not. This evaluation was, however, a norm-referenced assessment, rather than a criterion-referenced assessment. As a result, the Accreditation Board for Medical Education in Korea (ABMEK) was founded in 1998 as a voluntary organization by the medical community. With full support of the Korean medical community, ABMEK completed its 1st cycle of evaluations of all 41 medical schools from 2000 to 2004. In 2004, ABMEK changed its name to the Korean Institute of Medical Education and Evaluation (KIMEE) as a corporate body. After that, the Korean government paid closer attention to its voluntary accreditation activities. In 2014, the Ministry of Education officially recognized the KIMEE as the 1st professional institute for higher education evaluation accreditation. The most important lesson learned from ABMEK/KIMEE is the importance of collaboration among all medical education-related organizations, including the Korean Medical Association.

scholarly journals Transforming Vietnam's medical education through e-learning

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Michael W. Churton
Keyword(s):  
Medical Education ◽  
Medical Training ◽  
Health Management ◽  
Medical Community ◽  
Experimental Program ◽  
E Learning ◽  
The Government ◽  
Pragmatic Knowledge ◽  
Medical Programs ◽  
Centres Of Excellence

<span>The costs for providing medical school education and services in Vietnam's universities continue to increase. Through a collaborative project between the Government of the Netherlands and Vietnam's Ministry of Health, a five year experimental program to develop in-country capacity and reduce the dependence upon a foreign medical service delivery model was initiated in 2007. A consortium of eight Vietnamese medical universities is participating in the project. The primary purpose is to design and strengthen the capacity of Vietnamese medical programs, personnel, and students in developing technical and pragmatic knowledge in several key medical and scientific categories that are currently directed by international consultants. The project intends to empower Vietnam's medical community to be self-reliant in the delivery of medical training and services to address the significant health needs of the country. To assist in the management and capacity building of the project across the eight medical universities, centres of excellence (COEs) have been proposed, encompassing five core constructs including health management, medical education, economic evaluation, medical research, and e-learning. This paper will address the design and development of two centres of excellence in e-learning.</span>

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