Faculty perception of medical council of India basic course workshop in medical education technologies as faculty development programme

Background: Globally there is a move to reorient the medical education to suit the needs of the developing nations. Medical Council of India has made it is mandatory that all faculty need to attend Basic course in Medical Education Technologies (MET) to improve teaching effectiveness. In spite of their efforts in this regard many of the faculty is still unaware of this initiative and those who have already attended the course are not effectively practicing it. This study aimed at assessing level of awareness and practice of medical education technologies among the teaching faculty.Methods: Data was collected from the faculty by personal interviews using a validated semi-structured questionnaire and analysed using SPSS.Results: 219 faculty members participated in the study working in 26 departments. Mean age of faculty was 40.98 (SD: 12.36). 57.1% of them were males and 42.9% were females. The level of awareness among study participants about learning process related medical education technologies ranged from 57% (for psychomotor domain) to 74% (for setting up of educational objectives). The awareness and practice of ‘teaching process’ and assessment process related medical education technologies remained low. No statistically significant association was obtained between awareness and practice of SLO, Microteaching, and MiniCEX.Conclusions: Majority of teachers remain untrained in the medical education technologies at the time of the study. Of the non-clinical compared to the clinical stream of teachers, greater proportion of teachers in non-clinical section have been trained. The awareness and practice of ‘medical education technologies’ remain low among the study participants.

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Faculty development programs for implementing competency based medical education in India: challenges and opportunities

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20212028 ◽

2021 ◽

Vol 8 (6) ◽

pp. 3163

Author(s):

Manjunatha S. Nagaraja ◽

Revathi Devi M. L.

Keyword(s):

Medical Education ◽

Faculty Development ◽

Transfer Of Learning ◽

Faculty Training ◽

Medical Council ◽

Development Programs ◽

Competency Based Medical Education ◽

Challenges And Opportunities ◽

Education In India ◽

Competency Based

India has rolled out competency based medical education which means a thorough overhaul of pedagogical and assessment methods. Several new components are introduced which require focussed faculty training and handholding at times. The erstwhile medical council of India had prepared a meticulous roadmap for this and dedicated faculty development programs were initiated for the smooth and effective transition into CBME. The possible challenges and gaps in faculty development are discussed with available options in this paper. To discharge their duties efficiently, the competencies for the faculty also need to be defined and they should progress from ‘knows’ level to ‘does’ level through longitudinal faculty development programs. The fidelity testing is the key for transfer of learning during FDP for the benefit of the students.

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Barriers of faculty development in under graduate medical education of Bangladesh

Bangladesh Journal of Medical Education ◽

10.3329/bjme.v9i1.36232 ◽

2018 ◽

Vol 9 (1) ◽

pp. 10-13

Author(s):

Shamima Rahman ◽

Farhana Noman ◽

Abida Sultana ◽

Soofia Khatoon

Keyword(s):

Medical Education ◽

Faculty Development ◽

Undergraduate Medical Education ◽

Active Role ◽

Cross Sectional Study ◽

Development Programme ◽

Sectional Study ◽

Cross Sectional ◽

Individual Teacher ◽

Self Administered Questionnaire

This descriptive cross sectional study was carried out to identify the existing barriers of faculty development in undergraduate medical education of Bangladesh. This study was conducted in eight (four Government and four Non- Government) medical colleges in Bangladesh over a period from July 2015 to June 2016. A semi-structured self-administered questionnaire was used for collecting data from individual teacher. Total 103 teachers responded to the questionnaire. Regarding barriers of faculty development about 47% respondents opined that insufficient initiatives by the institute, 38% of teachers opined too much workload. About 24% teachers opined lack of recognition and reward, 19% opined about lack of fund, 14% teachers' opined lack of organized programme, 12% about lack of qualified resource person for faculty development programme. From the findings of present study it is evident that medical institutes of Bangladesh should play a bit more active role for faculty development programme, should organize arrangement for adequate resources particularly faculty development instructors and funding for faculty development.Bangladesh Journal of Medical Education Vol.9(1) 2018: 10-13

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The Duties of Doctors In Medical Education: A Letter To The Editor (Preprint)

10.2196/preprints.16418 ◽

2019 ◽

Author(s):

Sneha Barai

Keyword(s):

Medical Education ◽

Medical Students ◽

Role Models ◽

Role Model ◽

General Medical Council ◽

Future Generations ◽

Medical Council ◽

Positive Role ◽

The Uk ◽

And Training

UNSTRUCTURED The UK General Medical Council (GMC) explicitly states doctors have a duty to ‘contribute to teaching and training…by acting as a positive role model’. However, recent studies suggest some are not fulfilling this, which is impacting medical students' experiences and attitudes during their training. As such, doctors have a duty to act as role models and teachers, as specified by the GMC, which it seems are not currently being fulfilled. This would improve the medical students’ learning experiences and demonstrate good professional values for them to emulate. Therefore, these duties should be as important as patient care, since this will influence future generations.

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MEDICAL EDUCATION: GENERAL MEDICAL COUNCIL

BMJ ◽

10.1136/bmj.2.2488.637 ◽

1908 ◽

Vol 2 (2488) ◽

pp. 637-640

Keyword(s):

Medical Education ◽

General Medical Council ◽

Medical Council

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Medical Students’ Experience of Mindfulness Training in the UK: Well-Being, Coping Reserve, and Professional Development

Education Research International ◽

10.1155/2019/4021729 ◽

2019 ◽

Vol 2019 ◽

pp. 1-10 ◽

Cited By ~ 3

Author(s):

Alice Malpass ◽

Kate Binnie ◽

Lauren Robson

Keyword(s):

Medical Education ◽

Mental Health Problems ◽

Qualitative Interviews ◽

General Medical Council ◽

Well Being ◽

Mindfulness Training ◽

The Body ◽

Free Text ◽

Medical Council ◽

The Uk

Medical school can be a stressful experience for students, resulting in stress-related mental health problems. Policy recommendations from the General Medical Council (GMC), the body responsible for improving medical education in the UK, recommend the use of mindfulness training to increase well-being and resilience to stress. Students participating in an eight-week mindfulness training between Autumn 2011 and Spring 2015 were invited to complete a free text survey at the end of their mindfulness course. In addition, six qualitative interviews were conducted lasting between 60 and 90 minutes. Interviews used a topic guide and were recorded and transcribed verbatim. We used the framework approach to analyse the data. Students reported a new relationship to their thoughts and feelings which gave a greater sense of control and resiliency, an ability to manage their workload better, and more acceptance of their limitations as learners. The small group context was important. Students described improved empathy and communication skills through building inner awareness of thoughts and feelings, noticing judgments, and developing attentive observation. The findings show how resiliency and coping reserve can be developed within medical education and the role of mindfulness in this process. We present a conceptual model of a learnt cycle of specific vulnerability and describe how MBCT intercepts at various junctures in this self-reinforcing cycle through the development of new coping strategies that embrace an “allowed vulnerability.”

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Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

BMC Medical Education ◽

10.1186/s12909-021-02587-x ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Marleen W. Ottenhoff- de Jonge ◽

Iris van der Hoeven ◽

Neil Gesundheit ◽

Roeland M. van der Rijst ◽

Anneke W. M. Kramer

Keyword(s):

Medical Education ◽

Faculty Development ◽

Medical Schools ◽

Structural Basis ◽

Educational Beliefs ◽

Beliefs About Teaching ◽

Medical Educators ◽

Teaching Learning ◽

New Framework

Abstract Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

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Retraction notice to “The growth mindset in medical education: A call for faculty development” [EClinicalMedicine 29–30 (2020) 100648]

EClinicalMedicine ◽

10.1016/j.eclinm.2021.100907 ◽

2021 ◽

Vol 36 ◽

pp. 100907

Author(s):

Jason Campbell ◽

Marie Angele Theard ◽

Rebecca Harrison

Keyword(s):

Medical Education ◽

Faculty Development ◽

Growth Mindset ◽

Retraction Notice

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Postgraduate medical education: The history and development of competency-based training program in Nepal

Journal of Patan Academy of Health Sciences ◽

10.3126/jpahs.v8i1.36243 ◽

2021 ◽

Vol 8 (1) ◽

pp. 102-112

Author(s):

Jay Narayan Shah ◽

Jenifei Shah ◽

Jesifei Shah ◽

Ashis Shrestha ◽

Nabees Man Singh Pradhan

Keyword(s):

Medical Education ◽

Healthcare System ◽

Postgraduate Training ◽

Core Competencies ◽

Health Sciences ◽

Medical Council ◽

Competency Based Medical Education ◽

Surgical Workforce ◽

Competency Based ◽

Medical Colleges

Nepal is a small, lower-middle-income country; with a population of around 30 million. As per WHO, Nepal has a low doctor-patient ratio (0.7/1000) and even lower specialists (e.g., surgical) workforce (0.003/1000); additionally, data from Nepal Medical Council show the number of postgraduate specialists is 1/3rd of the total registered doctors. The mismatch in the doctor-patient ratio is further aggravated by the overwhelming number of doctors in urban areas; when 80% of the population are in rural Nepal. This inequitable discrepancy in the healthcare system requires: proper training of competent medical graduates, a fair distribution across the country, and effective changes in the healthcare system. Competency-based medical education plays an important role in: standardizing education, training competent doctors, and deploying them where they are needed the most. The Government of Nepal has recently established Medical Education Commission-which plans to oversee the entrance exams; and expand the postgraduate training to be conducted by private hospitals, previously not affiliated with any medical colleges or universities. Historically, Civil Medical School started training compounders and dressers in Nepal in 1934. A big milestone was achieved with the establishment of the Institute of Medicine under Tribhuvan University in 1972, which has continued to train all categories of health manpower needed in the country. In 2006 Nepal Medical Council developed “Regulations for Post-graduate Medical education”. Thereafter, several institutions started providing postgraduate training, for example: the BP Koirala Institute of Health Sciences, Kathmandu University, National Academy of Medical Sciences, and Patan Academy of Health Sciences (PAHS). The PAHS conducts PG programs and post-PG fellowships in line with competency-based medical education. In addition to formative assessments, research thesis, and a publishable article; PAHS requires its trainees to be certified in a pre-set of entrustable professional activities (EPAs) and to master eight Core Competencies domains in: Professionalism, Patient-centered care, Procedural skills, Clinical Reasoning, Communication, Scholarship, Leadership, Community orientation. The number of medical colleges in Nepal has since expanded to 24 (medical 21 and dental colleges 3). Private medical colleges make up about 3/4th of the total medical colleges in Nepal. This makes the inclusion and regulation of more components of the competency-based curriculum in postgraduate training programs, and its monitoring, somewhat of a challenge.

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