scholarly journals Perceived academic concerns of under graduate medical students: a study of student’s perspective

2021 ◽  
Vol 8 (7) ◽  
pp. 3468
Author(s):  
Priyanka . ◽  
Manish Kumar Goel ◽  
Sanjeev Kumar Rasania
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Time Management ◽  
Proper Time ◽  
Assessment Methods ◽  
Medical Institute ◽  
Medical Council ◽  
Graduate Medical ◽  
Teacher Student ◽  
Medical Education Program

Background: With the drastic increase in the number of under graduate medical seats in India, the quality of medical education is facing challenges. To address these issues, curricular reforms have been advocated. Medical students are one of the stakeholders and their perceptions regarding medical education system hold a lot of importance.Methods: This study was conducted by the department of community medicine of a premier medical institute of Delhi and involved analysis of 457 feedback forms filled by medical students about their academic concerns and their perceptions about ways to address these concerns. The responses were kept anonymous. They were read several times and were grouped to deduce meaningful information in order to reach an overall understanding.Results: The medical students were concerned about the lengthy curriculum, long duration of lectures, language barrier and inappropriate assessment methods used. Lack of proper time management and recreational facilities were also pointed out. To address these concerns, they suggested some modifications in teaching and assessment methods like shorter and more interactive lectures, more focus on small group interactive teaching, healthier and friendlier teacher-student relationship and less frequent and skill-based assessment.Conclusions: The concerns and suggestions made by students are important and valid. Most of these issues have already been taken up in latest modifications in medical education by Medical Council of India. The competency based medical education program which has been implemented recently has called for major reforms, which are also the felt needs of medical students.

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

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.

scholarly journals Evaluating the Evaluators: Implementation of a Multi-Source Evaluation Program for Graduate Medical Education Program Directors

2016 ◽  
Vol 8 (4) ◽  
pp. 592-596 ◽  
Author(s):  
Mary Ellen J. Goldhamer ◽  
Keith Baker ◽  
Amy P. Cohen ◽  
Debra F. Weinstein
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Program Directors ◽  
Assessment Tools ◽  
Completion Rates ◽  
Source Evaluation ◽  
Graduate Medical ◽  
Medical Education Program ◽  
Academic Year

ABSTRACT Background Multi-source evaluation has demonstrated value for trainees, but is not generally provided to residency or fellowship program directors (PDs). Objective To develop, implement, and evaluate a PD multi-source evaluation process. Methods Tools were developed for PD evaluation by trainees, department chairs, and graduate medical education (GME) leadership. Evaluation questions were based on PD responsibilities, including Accreditation Council for Graduate Medical Education (ACGME) requirements. A follow-up survey assessed the process. Results Evaluation completion rates were as follows: trainees in academic year 2012–2013, 53% (958 of 1824), and in academic year 2013–2014, 42% (800 of 1898); GME directors in 2013–2014, 100% (95 of 95); and chairs/chiefs in 2013–2014, 92% (109 of 118). Results of a follow-up survey of PDs (66%, 59 of 90) and chairs (74%, 48 of 65) supports the evaluations' value, with 45% of responding PDs (25 of 56) and 50% of responding chairs (21 of 42) characterizing them as “extremely” or “quite” useful. Most indicated this was the first written evaluation they had received (PDs 78%, 46 of 59) or provided (chairs 69%, 33 of 48) regarding the PD role. More than 60% of PD (30 of 49) and chair respondents (24 of 40) indicated trainee feedback was “extremely” or “quite” useful, and nearly 50% of PDs (29 of 59) and 21% of chairs (10 of 48) planned changes based on the results. Trainee response rates improved in 2014–2015 (52%, 971 of 1872) and 2015–2016 (69%, 1276 of 1837). Conclusions In our institution, multi-source evaluation of PDs was sustained over 4 years with acceptable and improving evaluation completion rates. The process and assessment tools are potentially transferrable to other institutions.

scholarly journals Formal Versus Informal Judgments: Faculty Experiences With Entrustment in Graduate Medical Education

2018 ◽  
Vol 10 (5) ◽  
pp. 537-542 ◽  
Author(s):  
Karsten A. van Loon ◽  
Pim W. Teunissen ◽  
Erik W. Driessen ◽  
Fedde Scheele
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Program Directors ◽  
Faculty Members ◽  
Extensive Experience ◽  
Faculty Experiences ◽  
Graduate Medical ◽  
Medical Education Program ◽  
Technical Competencies ◽  
Competency Based

ABSTRACT Background  Entrustment of residents has been formalized in many competency-based graduate medical education programs, but its relationship with informal decisions to entrust residents with clinical tasks is unclear. In addition, the effects of formal entrustment on training practice are still unknown. Objective  Our objective was to learn from faculty members in training programs with extensive experience in formal entrustment how formal entrustment relates to informal entrustment decisions. Methods  A questionnaire was e-mailed to all Dutch obstetrics and gynecology program directors to gather information on how faculty entrusts residents with clinical independence. We also interviewed faculty members to explore the relationship between formal entrustment and informal entrustment. Interviews were analyzed with conventional content analysis. Results  Of 92 programs, 54 program directors completed the questionnaire (59% response rate). Results showed that formal entrustment was seen as valuable for generating formative feedback and giving insight into residents' progress in technical competencies. Interviewed faculty members (n = 12) used both formal and informal entrustment to determine the level of resident independence. Faculty reported they tended to favor informal entrustment because it can be reconsidered. In contrast, formal entrustment was reported to feel like a fixed state. Conclusions  In a graduate medical education program where formal entrustment has been used for more than a decade, faculty used a combination of formal and informal entrustment. Informal entrustment is key in deciding if a resident can work independently. Faculty members reported being unsure how to optimally use formal entrustment in practice next to their informal decisions.

The Army Graduate Medical Education Program

1976 ◽  
Vol 141 (12) ◽  
pp. 837-843 ◽  
Author(s):  
Frank F. Ledford ◽  
Thomas M. Driskill
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Education Program ◽  
Graduate Medical ◽  
Medical Education Program

Training Medical Students for Rural, Underserved Areas: A Rural Medical Education Program in California

2016 ◽  
Vol 27 (4) ◽  
pp. 1674-1688 ◽  
Author(s):  
W. Suzanne Eidson-Ton ◽  
Julie Rainwater ◽  
Donald Hilty ◽  
Stuart Henderson ◽  
Christine Hancock ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Education Program ◽  
Medical Education Program ◽  
Rural Medical Education

scholarly journals Psychiatry in the new undergraduate curriculum

1999 ◽  
Vol 5 (6) ◽  
pp. 415-419 ◽  
Author(s):  
Howard Ring ◽  
David Mumford ◽  
Cornelius Katona
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Psychiatric Morbidity ◽  
Community Support ◽  
General Medical Council ◽  
Undergraduate Curriculum ◽  
World Federation ◽  
Factual Knowledge ◽  
Medical Council ◽  
The World

Recognising the vast extent of psychiatric morbidity internationally and the burden of mental illness on people, communities and nations, the World Psychiatric Association and the World Federation for Medical Education have recently published global guidelines for developing core curricula in psychiatry for medical students (Walton & Gelder 1999). More locally, major changes are taking place in undergraduate medical education throughout the UK. These changes represent a response to the appreciation, both by medical schools and by the General Medical Council (GMC), of two major pressures in undergraduate education. The first is that students have been asked over the years to accumulate more and more factual knowledge while the knowledge base in medicine itself expands and changes more rapidly. The second is that both understanding of illness and delivery of care are developing an increasing focus on the role of the community and community support. These general pressures have led to a number of specific recommendations, initially put forward by the GMC in their document Tomorrow's Doctors (GMC, 1993). This document encourages the reduction of ‘core knowledge’ taught to medical students to 65% of what has previously been taught, together with the identification of special study modules (SSMs), which would fill the remaining time in the curriculum. These SSMs would allow students to explore areas of particular interest in greater depth than was previously possible.

scholarly journals GPs’ motivation for teaching medical students in a rural area—development of the Motivation for Medical Education Questionnaire (MoME-Q)

PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e6235 ◽  
Author(s):  
Charles Christian Adarkwah ◽  
Annette Schwaffertz ◽  
Joachim Labenz ◽  
Annette Becker ◽  
Oliver Hirsch
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Rural Area ◽  
General Practitioners ◽  
Structural Characteristics ◽  
Empirical Studies ◽  
Maslach Burnout Inventory ◽  
Personal Benefit ◽  
Medical Education Program ◽  
Motivation To Participate

BackgroundThe establishment of a medical education program in the rural area of Siegen is planned to be the first step against a shortage of physicians in this region. General practitioners (GPs) will be extensively involved in this program as Family Medicine (Allgemeinmedizin) will become a core subject in the curriculum nationwide. Based on this situation we aim to figure out GPs motivation to participate in medical education. For this purpose, we had to construct and test a new questionnaire.MethodsA survey was conducted among general practitioners (GPs) in the region of Siegen-Wittgenstein regarding their motivation to participate in medical education. For this purpose, the Motivation for Medical Education Questionnaire (MoME-Q), a 24-item questionnaire, was developed. Structural characteristics of GPs, the Maslach Burnout Inventory (MBI) and the Work Satisfaction Questionnaire (WSQ) were used for validation purposes.ResultsA representative number of GPs took part in the study (53.8%). Although the majority had no connection to a university (86%), 83% can imagine participating in the education of medical students. The items of the MoME-Q load on two factors (commitment and personal benefit). The confirmatory factor analysis shows a good model fit. Subscales of the MoME-Q were able to differentiate between physicians with and without authorization to train GP residents, between practices with and without a specialized practice nurse, and between physicians with and without previous experience in medical education. The MoME-Q subscale “commitment” correlated significantly with all three subscales of the MBI. Correlations were in the medium range around |.30|.ConclusionThe MoME-Q seems to be an appropriate tool to assess motivation to participate in medical education of GPs. In our sample, a large number of GPs was motivated to participate in the education of medical students. Future studies with larger number of GPs should be carried out to validate and confirm our findings. Whether the MoME-Q is also appropriate for other specialties should also be shown in further empirical studies.

scholarly journals The Canada-Guyana medical education partnership: using videoconferencing to supplement post-graduate medical education among internal medicine trainees

2017 ◽  
Vol 8 (2) ◽  
pp. e18-24 ◽  
Author(s):  
William Stokes ◽  
Shannon Ruzycki ◽  
Ramdeo Jainarine ◽  
Debra Isaac ◽  
Joanna Cole
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Medical Residents ◽  
Residency Programs ◽  
Post Graduate ◽  
Graduate Medical ◽  
Medical Education Program ◽  
Similar Survey ◽  
The University

Background: A Guyana-based, internal medicine (IM) post-graduate medical education program was established in 2013. However, lack of formal teaching sessions are barriers to the program’s success.Objective: To describe the partnership between the University of Calgary and the University of Guyana’s internal medicine residency programs (IMRP). This partnership was created to support the Guyana’s IM academic half-day and is characterized by mutually beneficial, resident-led videoconference teaching sessions.Methods: Calgary medical residents volunteered to create and present weekly teaching presentations to Guyanese residents via videoconference. Questionnaires were completed by Guyanese residents and provided to Calgary residents as feedback on their teaching and presentation skills. A similar survey was completed by Calgary residents.Lessons learned: Twenty-four videoconference teaching sessions were conducted over eight months with a total of 191 and 16 surveys completed by Guyana and Calgary residents, respectively. Over 92% of both Guyana and Calgary residents agreed that the sessions enhanced their learning and over 93% reported increased interest in becoming more involved in international collaborations. 88% of Calgary residents felt the sessions improved their teaching skills.Conclusion: The formation of a resident-led, videoconference teaching series is a mutually beneficial partnership for Canadian and Guyanese medical residents and fosters international collaboration in medical education. 

scholarly journals An Overview and Changing Scenario of Post-graduate Medical Education in Nepal: What Is the Way Forward?

2021 ◽  
Vol 18 (4) ◽  
pp. I-III
Author(s):  
Ganesh Dangal
Keyword(s):  
Medical Education ◽  
Information Technologies ◽  
Academic Program ◽  
Computer Assisted ◽  
Medical Council ◽  
National Board ◽  
Global Trends ◽  
Medical Education Program ◽  
Regulatory Bodies ◽  
Teaching Learning

The goal of the Postgraduate (PG) Medical Education Program in any country is to produce high quality professionals with required clinical competency and capability in teaching, research, leadership, communication, collaboration and health advocacy in addition to sound knowledge of the given specialty. Countries like Nepal should adopt the contemporary global trends and implement innovative approaches in medical education utilizing skill labs, information technologies; computer assisted teaching learning, simulation-based learning if practicable and others. The MD/MS/ or National Board curriculum should reflect and be in line with the core principles advocated by the world leaders/institutes of medical education. Additionally, an institution imparting postgraduate program should provide facilities consistent with the overall academic program including exposure in applied basic medical sciences and other related subjects/areas as prescribed by the regulatory bodies like Medical Education Council (MEC), Nepal Medical Council (NMC), academia and the line ministries; in addition to the required number of faculties of related specialties for facilitating teaching/ learning as per the set guidelines along with facilities of ancillary departments related to the concerned subject as per the requirement of the curriculum as well.

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