scholarly journals The Validity Concept in Medical Education: a Bibliometric Analysis

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Ruy Guilherme Silveira de Souza ◽  
Bianca Jorge Sequeira ◽  
Antonio Carlos Sansevero Martins ◽  
Angélica Maria Bicudo
Keyword(s):  
Medical Education ◽  
Bibliometric Analysis ◽  
Medical Profession ◽  
Educational Impact ◽  
Eligibility Criteria ◽  
Education Assessment ◽  
Psychometric Methods ◽  
Explicit Analysis ◽  
Unified View ◽  
Validity Concept

Abstract: Introduction: Assessment is a critical part of learning and validity is arguably its most important aspect. However, different views and beliefs led to a fragmented conception of the validity meaning, with an excessive focus on psychometric methods and scores, neglecting the consequences and utility of the test. The last decades witnessed the creation of a significant number of tests to assess different aspects of the medical profession formation, but researchers frequently limit their conclusions to the consistency of their measurements, without any further analysis on the educational and social impacts of the test. The objective of this work is to determine the predominant concept of validity in medical education assessment studies. Method: The authors conducted a bibliometric research of the literature about studies on the assessment of learning of medical students, to determine the prevalent concept of validity. The research covered a period from January 2001 to august 2019. The studies were classified in two categories based on their approach to validity: (1)” fragmented validity concept” and (2)” unified validity concept”. To help with validity arguments, the studies were also classified based on Miller’s framework for clinical assessment. Results: From an initial search resulting in 2823 studies, 716 studies were selected based on the eligibility criteria, and from the selected list, of which 693 (96,7%) were considered studies of the fragmented validity concept, which prioritized score results over an analysis of the test's utility, and only 23 studies (3,2%) were aligned with a unified view of validity, showing an explicit analysis of the consequences and utility of the test. Although the last decade witnessed a significant increase in the number of assessment studies, this increase was not followed by a significant change in the validity concept. Conclusions: This bibliometric analysis demonstrated that assessment studies in medical education still have a fragmented concept of validity, restricted to psychometric methods and scores. The vast majority of studies are not committed to the analysis about the utility and educational impact of an assessment policy. This restrictive view can lead to the waste of valuable time and resources related to assessment methods without significant educational consequences.

scholarly journals Reference to nutrition in medical accreditation and curriculum guidance: a comparative analysis

2021 ◽  
pp. bmjnph-2021-000234
Author(s):  
Breanna Lepre ◽  
Kylie J Mansfield ◽  
Sumantra Ray ◽  
Eleanor Beck
Keyword(s):  
Medical Education ◽  
Comparative Analysis ◽  
Nutrition Education ◽  
Medical Profession ◽  
Medical Schools ◽  
Dietary Advice ◽  
Eligibility Criteria ◽  
Formal Curriculum ◽  
Accreditation Standards ◽  
Google Search

ObjectivePoor diet is a leading cause of death worldwide. Doctors are well placed to provide dietary advice, yet nutrition remains insufficiently integrated into medical education. Enforcement of curriculum or accreditation requirements such as nutrition requires relevant regulatory frameworks. The aim of this review was to identify nutrition content or requirements for nutrition education in accreditation standards or formal curriculum guidance for medical education internationally.DesignNon-systematic comparative analysis.Data sourcesAn internet search using the Google Search engine, the WHO Directory of Medical Schools and Foundation for Advancement of International Medical Education and Research Directory of Organizations that Recognise/Accredit Medical Schools was conducted through September 2020 to identify government and organisational reports as well as publications from regulatory and professional bodies relevant to medical education.Eligibility criteriaEligible publications included (A) accreditation standards, (B) competency standards or a framework, (C) curricula, and (D) assessment content.Data extraction and synthesisWe stratified findings by country or region and both preregistration and postregistration education. Findings were synthesised based on the existence of nutrition content or requirements for nutrition education within systems used to guide medical education internationally.ResultsThis review found that despite an emphasis on meeting the needs of the community and the demands of the labour market, only 44% of accreditation and curriculum guidance included nutrition. Nutrition remains inadequately represented in accreditation and curriculum guidance for medical education at all levels internationally. Accreditation standards provide a mandated framework for curricula and inclusion of nutrition in accreditation frameworks provides an incentive for the integration of nutrition into medical education.ConclusionsThis review is a call to action for the medical profession including government, health agencies and educational and accreditation entities. The inclusion of nutrition in medical education has appeared throughout medical education literature for more than five decades, yet without consensus standards there is little likelihood of uniform adoption.

The evolving role of animal laboratories in physiology instruction

2005 ◽  
Vol 29 (3) ◽  
pp. 144-150 ◽  
Author(s):  
Alice W. Ra'anan
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Computer Simulations ◽  
Contributing Factors ◽  
Educational Impact

Laboratory exercises are intended to illustrate concepts and add an active learning component to courses. Since the 1980s, there has been a decline in animal laboratories offered in conjunction with medical physiology courses. The most important single reason for this is cost, but other contributing factors include the development of computer simulations, changes in medical education, and pressure from antivivisectionists. Unfortunately, the elimination of animal laboratories has occurred with relatively little consideration of the educational impact of this change. Although computer simulations are considered effective in helping students acquire basic physiological concepts, there is evidence some students acquire a more thorough understanding of the material through the more advanced and challenging experience of an animal laboratory. The fact that such laboratories offer distinct educational advantages should be taken into account when courses are designed.

Performance-Based Individualized Educational Applications of the Computer in Continuing Medical Education

1982 ◽  
Vol 10 (4) ◽  
pp. 377-387
Author(s):  
Ruth Colvin Clark ◽  
Phil R. Manning
Keyword(s):  
Medical Education ◽  
Professional Growth ◽  
Computer Assisted ◽  
Prescribing Practices ◽  
Educational Impact ◽  
Practice Behaviors ◽  
Diagnostic Management ◽  
Educational Applications ◽  
Assisted Instruction ◽  
Memory Support

Computers may have greatest educational impact on adult professional learners rather than as delivery devices for Computer Assisted Instruction in undergraduate settings. The applications of computers to medical education is reviewed with emphasis on recent application of computer capabilities to provide practicing physicians with memory support, profiles of practice for needs assessment, and diagnostic/management algorithms. The strategy of providing physicians with ongoing practice-related feedback in the form of confidential review of their prescribing practices is described as a model of an educational intervention which can be readily adapted to computer technology and would facilitate professional growth in adult learners which would be both timely and directly related to individual practice behaviors.

scholarly journals Foucault's "fearless speech" and the transformation and mentoring of medical students

2021 ◽  
Author(s):  
Thomas J Papadimos ◽  
Stuart J Murray
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
American Medical ◽  
Free Speech ◽  
Freedom Of Expression ◽  
Medical Profession ◽  
Truth Telling ◽  
The Public ◽  
Educational Effort ◽  
Ethical Response

In his six 1983 lectures published under the title, Fearless Speech (2001), Michel Foucault developed the theme of free speech and its relation to frankness, truth-telling, criticism, and duty. Derived from the ancient Greek word parrhesia, Foucault's analysis of free speech is relevant to the mentoring of medical students. This is especially true given the educational and social need to transform future physicians into able citizens who practice a fearless freedom of expression on behalf of their patients, the public, the medical profession, and themselves in the public and political arena. In this paper, we argue that Foucault's understanding of free speech, or parrhesia, should be read as an ethical response to the American Medical Association's recent educational effort, Initiative to Transform Medical Education (ITME): Recommendations for change in the system of medical education (2007). In this document, the American Medical Association identifies gaps in medical education, emphasizing the need to enhance health system safety and quality, to improve education in training institutions, and to address the inadequacy of physician preparedness in new content areas. These gaps, and their relationship to the ITME goal of promoting excellence in patient care by implementing reform in the US system of medical education, call for a serious consideration and use of Foucault's parrhesia in the way that medical students are trained and mentored.

scholarly journals A competency-based approach to professional training of prospective nurses in the context of rehabilitation care reforms in Ukraine

2021 ◽  
pp. 166-175
Author(s):  
Natalia Rudakova ◽  
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Medical Education ◽  
Nursing Education ◽  
Professional Training ◽  
Medical Profession ◽  
Rational Approach ◽  
High Tech ◽  
Education Development ◽  
Rehabilitation Care

In present conditions of turbulent development of scientific and technological progress, reforms of Ukrainian educational system and integration into European educational space, high quality training and professional orientation of medical workers, especially nurses, is highly needed. The baccalaureate nurse should obtain a high level of knowledge and competence in all areas of their work. This is primarily due to the involvement of baccalaureate nurses in extraordinarily complex medical procedures, usage of high-tech equipment in specialized institutions, and independent decision-making related to the implementation of palliative care in health care institutions. Because of these changes, nursing should become an independent medical profession, and one of the prerequisites for this is the modernization and improvement of nursing training programs at the level of a higher education (bachelor and master levels). The article analyzes the research on the development of medical education in the context of reforming the medical field in times of global crisis. The author presents a retrospective analysis of nursing education development in Ukraine in the middle of the 20th –the first half of the 21st century; a parallel is drawn with the existing state qualification requirements and areas of professional training for nurses of different levels of education. The author of the article indicates the necessity of a rational approach to the training of prospective nurses and substantiates the directions of nursing education development in the context of modern health care reform by the Ministry of Health of Ukraine. It is argued the importance of developing not only hard skills, but also soft skills of prospective medical workers, especially within the framework of a narrow specialization during the period of study in higher education institutions. Keywords: medical education, rehabilitation support, nursing, competence, educational reforms.

The Medical School Marketplace, c.1850–1900

2018 ◽  
Author(s):  
Laura Kelly
Keyword(s):  
Nineteenth Century ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Medical Profession ◽  
Student Experience ◽  
Bedside Teaching ◽  
Student Behaviour ◽  
Irish Medical

The early nineteenth century has been frequently hailed as the ‘golden age of Irish medicine’ as result of the work of physicians Robert Graves and William Stokes, whose emphasis on bedside teaching earned fame for the Meath Hospital where they were based. However, by the 1850s and for much of the nineteenth century, Irish medical education had fallen into ill-repute. Irish schools were plagued by economic difficulties, poor conditions, sham certificate system, night lectures and grinding, all of these affected student experience in different ways. Furthermore, intense competition between medical schools meant that students wielded a great deal of power as consumers. Irish students had a remarkable amount of freedom with regard to their education and qualifications. As the medical profession became increasingly professionalised, student behaviour improved but disturbances and protests in relation to professional matters or standards of education replaced earlier rowdiness. The nineteenth century also witnessed complaints by medical students about the quality of the education they were receiving, resulting, for example, in a series of visitations to Queen’s College Cork and Queen’s College Galway. This chapter highlights these distinctive aspects of Irish medical education while illustrating the power of Irish students in the period as consumers.

Redesigning Deficit-Laden Assessments for Neurodivergent Students

2022 ◽  
pp. 179-206
Author(s):  
Sunghee Choi ◽  
Rachel K. Schuck ◽  
Kara Imm
Keyword(s):  
Special Education ◽  
Assessment System ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Eligibility Criteria ◽  
Education Assessment ◽  
Knowledge And Skills ◽  
Quality Instruction ◽  
Current Assessment ◽  
Special Education Assessment

In this chapter, the authors deconstruct the deficit views inherent in special education assessment wherein marginalized, neurodivergent students receive stigmatizing labels and are often deprived of opportunities for quality instruction. The authors examine how eligibility criteria based on deficit views of disability are culturally biased and scientifically invalid. Then, the deficit perspective of Individualized Education Programs are analyzed to demonstrate how neurodivergent students and their families are isolated and objectified through this legal process. Lastly, as an alternative to the current assessment system, universally designed assessment is recommended to provide more accessible and flexible platforms for demonstrating students' knowledge and skills and to restore the lost connection between assessments and daily instruction.

Educational Impact of a Podcast Covering Vitreoretinal Topics: 1-Year Survey Results

2019 ◽  
Vol 3 (5) ◽  
pp. 358-362 ◽  
Author(s):  
Michael J. Venincasa ◽  
Louis Z. Cai ◽  
Angela Chang ◽  
Ajay E. Kuriyan ◽  
Jayanth Sridhar
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
Online Survey ◽  
Perceived Usefulness ◽  
Educational Impact ◽  
Cross Sectional ◽  
Educational Methods ◽  
Survey Results ◽  
Attending Physicians ◽  
Relevant Material

Purpose: This article aims to determine preferences and demographics for listeners of an ophthalmology podcast, since podcasts are gaining favor for medical education. Methods: The present study used a cross-sectional, online survey as well as Podtrac, Inc and Squarespace, Inc platform analytics to examine perceived educational usefulness of podcasts for listeners. Results: Quarterly episode downloads increased from 684 in first-quarter 2017 to 16 016 in third-quarter 2018. A total of 102 participants completed the survey: 82 (80.4%) men and 68 (66.7%) retina attending physicians or fellows. Most respondents listened to “stay up to date” or “learn more about the field of retina” (67; 65.7% each). Most respondents agreed that podcasts are useful for medical education and result in changes in practice, but not that podcasts have surpassed traditional educational methods. For respondents, there was no difference in perceived usefulness between podcasts and peer-reviewed journals, textbooks, continuing medical education lectures, or national conferences; these did not differ with respondent listening histories. Conclusions: Podcasts are valuable adjuncts for distributing clinically relevant material.

Irish Medical Education and Student Culture, c.1850-1950

2018 ◽  
Author(s):  
Laura Kelly
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Medical Profession ◽  
Religious Affiliation ◽  
Medical Schools ◽  
Student Life ◽  
Student Culture ◽  
History Of ◽  
Irish Medical

This book is the first comprehensive history of medical student culture and medical education in Ireland from the middle of the nineteenth century until the 1950s. Utilising a variety of rich sources, including novels, newspapers, student magazines, doctors’ memoirs, and oral history accounts, it examines Irish medical student life and culture, incorporating students’ educational and extra-curricular activities at all of the Irish medical schools. The book investigates students' experiences in the lecture theatre, hospital, dissecting room and outside their studies, such as in ‘digs’, sporting teams and in student societies, illustrating how representations of medical students changed in Ireland over the period and examines the importance of class, religious affiliation and the appropriate traits that students were expected to possess. It highlights religious divisions as well as the dominance of the middle classes in Irish medical schools while also exploring institutional differences, the students’ decisions to pursue medical education, emigration and the experiences of women medical students within a predominantly masculine sphere. Through an examination of the history of medical education in Ireland, this book builds on our understanding of the Irish medical profession while also contributing to the wider scholarship of student life and culture. It will appeal to those interested in the history of medicine, the history of education and social history in modern Ireland.

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