Exploration of Development Tasks of Medical Education Accreditation Through In-depth Interviews

2021 ◽  
Vol 12 (5) ◽  
pp. 1605-1616
Author(s):  
Sujin Chae
2019 ◽  
Vol 30 (1) ◽  
pp. 22-41 ◽  
Author(s):  
Kate Young ◽  
Jane Fisher ◽  
Maggie Kirkman

Endometriosis is currently poorly understood by the medical sciences; contemporary healthcare has been evidenced as failing to meet the diverse needs of the women who live with the condition. This study examined women’s experiences of navigating knowledge and power within medical encounters for endometriosis. In-depth interviews were conducted with 26 women who have been diagnosed with endometriosis about their experiences of the condition and associated healthcare. Women valued both their own knowledge and their doctor’s clinical expertise; as to which they privileged was situational, but it was essential the woman dictated which it would be. Women were wary of the social status and power of doctors to reduce their wellbeing through medical labels they did not identify with or by inhibiting their access to care. They identified the need for doctors to listen to and believe them as being essential to the provision of healthcare that meets women’s needs and addresses the complexities of endometriosis. Our findings suggest that medical education needs to equip doctors with the skills to acknowledge and incorporate women’s knowledge of their bodies within the medical encounter, and to understand how their practice affects women’s social and economic participation.


2021 ◽  
Vol 16 (4) ◽  
pp. 62-69
Author(s):  
Husam Almansour

Introduction: Public health systems throughout the world are constantly being confronted with serious shortages of doctors. The Saudi health system acknowledges the risks involved in its heavy dependence on non-Saudi doctors and has gradually expanded its efforts to nationalize its medical staff by improving the capacity of the medical education system through increasing the number of medical colleges. The objective of this study was to explore the most crucial factors that influence job satisfaction among recently qualified resident doctors in Saudi Arabia. Methods: The study used a qualitative approach, with in-depth interviews that were conducted with recently qualified resident doctors to gather information on the factors that were the most critical in affecting their job satisfaction early in their careers. Twenty-five qualified resident doctors were purposively selected for interviews. The participants were selected from various areas of specialization, such as internal medicine, surgery, pediatrics, obstetrics, gynecology, and emergency medicine. Results: This study emphasized the importance of improving the satisfaction levels of recently qualified resident doctors with respect to a range of job-related factors. The following seven themes emerged from the data: education and development, recognition and respect, professionalism, workload, healthcare facilities, patient adherence, and salary. Conclusion: An increased investment in medical education is recommended to improve educational outcomes. The satisfaction that recently qualified resident doctors have with regard to their salaries should be monitored continuously, and further evidence is needed to determine whether modifications are required. Improving the satisfaction levels of the resident doctors in the seven specific areas of their jobs can result in greater retention.


2021 ◽  
Author(s):  
Teresa Reis ◽  
Helena Serra ◽  
Inês Faria ◽  
Miguel Xavier

Abstract Background: Continuing medical education (CME), as a systematic attempt to facilitate change in General Practitioners’ (GPs) practices, is considered crucial, assuming that if physicians are up-to-date, they will change and improve their practice, resulting in better performance and ultimately better patient care. However, studies continue to demonstrate considerable gaps between the real and ideal performance and patient-related outcomes. The objective of this study was to explore GP’s perception of the factors affecting the implementation of a CME digital platform in a primary health care setting. Methods: Our work is framed in a larger effectiveness-implementation hybrid type 1 study, where a Digital Behaviour Change Intervention (DBCI), called ePrimaPrescribe, was developed and implemented with the aim of changing benzodiazepines (BZD) prescribing patterns. Our design used mixed methodologies to obtain an enriched knowledge on GPs’ perspectives on the facilitators and barriers to implementing a Digital Behaviour Change Intervention (DBCI) applied to CME. To do so, we used data coming from an onsite questionnaire, an adapted version of the Barriers and Facilitators Assessment Instrument (BaFAI) and in-depth interviews. Results: From the 47 GPs successfully included in the intervention arm of our cluster-randomized effectiveness study, we collected 37 onsite questionnaires, 24 BaFAIs, and performed 12 in-depth interviews. GPs reported as the main barriers to CME a lack of time, a perception of work overload, a lack of digital competence, a lack of digital infrastructure, and motivational and emotional factors. They reported as facilitators to CME delivered through a DBCI the convenience of the delivery method, the practical and pragmatic characteristics of the content, the liaison with specialists, and the possibility for CME to be mandatory. Conclusions: The perceptions of the barriers and facilitators reported by GPs represent an important contribution to improving knowledge regarding the factors influencing the implementation of CME in primary health care settings. We consider that our study might bring useful insights to other countries where primary health care plays a central role in the provision of care. Trial registration: ClinicalTrials.gov number NCT04925596


2018 ◽  
Vol 9 (1) ◽  
pp. 41
Author(s):  
SaurabhRamBihariLal Shrivastava ◽  
PrateekSaurabh Shrivastava ◽  
Jegadeesh Ramasamy

2021 ◽  
Vol 71 (4) ◽  
pp. 1413-19
Author(s):  
Shazia Tufail ◽  
Junaid Sarfraz Khan ◽  
Shehla Baqai ◽  
Nilofar Mustafa

Objective: To explore the perceptions of Continuing Medical Education participants about the improvement of patient care through Continuing Medical Education activities and to explore the factors hampering or favouring improvement of patient care through Continuing Medical Education activities. Study Design: Qualitative phenomenological study. Place and Duration of Study: University of Health Sciences, Lahore, from Dec 2016 to May 2017. Methodology: In qualitative phenomenological study conducted at University of Health Sciences, Lahore from Dec 2016 to May 2017, semi structured in-depth interviews were conducted individually from 10 General Practitioners which were audiorecorded and transcribed. Code labels were assigned manually and grouped together into broader themes. Interpretation ofthemes was done after thematic analysis. Results: Two participants were female and ten were male with experience ranging between 20-38 years. Three main themes with sub-themes were identified: (1) positive talk (Affirming the link between Continuing Medical Education and improved patient care), (2) negative talk (perceived hindrances in gaining full benefit from Continuing Medical Education activities), (3) concerns regarding current Continuing Medical Education activities. Conclusion: Participants were found inclined towards Continuing Medical Education activities and felt more confident and comfortable in managing their patients. However, they felt that physicians working in rural areas were dealing directly with all sorts of patients and were more in need of targeted and tailored Continuing Medical Education activities.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Le Hong Nhung ◽  
Vu Duy Kien ◽  
Nguyen Phuong Lan ◽  
Pham Viet Cuong ◽  
Pham Quoc Thanh ◽  
...  

Abstract Background The Project Extension for Community Healthcare Outcomes (ECHO) model is considered a platform for academic medical centers to expand their healthcare workforce capacity to medically underserved populations. It has been known as an effective solution of continuing medical education (CME) for healthcare workers that used a hub-and-spoke model to leverage knowledge from specialists to primary healthcare providers in different regions. In this study, we aim to explore the views of healthcare providers and hospital leaders regarding the feasibility, acceptability, and sustainability of Project ECHO for pediatricians. Methods This qualitative study was conducted at the Vietnam National Children’s Hospital and its satellite hospitals from July to December 2020. We conducted 39 in-depth interviews with hospital managers and healthcare providers who participated in online Project ECHO courses. A thematic analysis approach was performed to extract the qualitative data from in-depth interviews. Results Project ECHO shows high feasibility when healthcare providers find motivated to improve their professional knowledge. Besides, they realized the advantages of saving time and money with online training. Although the courses had been covered fully by the Ministry of Health’s fund, the participants said they could pay fees or be supported by the hospital’s fund. In particular, the expectation of attaining the CME-credited certificates after completing the course also contributes to the sustainability of the program. Project ECHO’s online courses should be improved if the session was better monitored with suitable time arrangements. Conclusions Project ECHO model is highly feasible, acceptable, and sustainable as it brings great benefits to the healthcare providers, and is appropriate with the policy theme of continuing medical education of the Ministry of Health. We recommend that further studies should be conducted to assess the impact of the ECHO program, especially for patient and community outcomes.


Author(s):  
Eti Poncorini Pamungkasari ◽  
Amitya Kumara ◽  
Armis Armis ◽  
Ova Emilia

Background: Reflection is one of important skills to be possessed by medical professional, which should be developed while studying at medical faculty. In clinical stage of medical education in many medical schools in Indonesia, a reflection-learning model has not developed yet. This often make clinical teacher confuse, how to facilitate the reflection learning correctly.Methods: We developed the reflection-learning model for clinical stage of medical education. The model development was started with a blueprint and a model’s draft development, which referred by reflection learning theory. The next step was a clinical teacher panel discussion and in-depth interviews of medical education experts. After these process, a reflective clinical learning model were developed and six clinical teachers were involved in the models’ trial. They adopted the model in their learning sessions. In-depth interviews were used to explore clinical teachers’ experience when they implemented the model.Result: a six-step clinical reflection learning model developed, consists of (1) case selection, (2) case presentation, (3) self-evaluation, (4) peers’ feedback, (5) teachers’ feedback and (6) reflection writing. The implementation problem is that students and lectureres have not been accustomed to reflective learning and lecturers’ limitation of time. Conclusion: This study shows that the six steps clinical reflection learning model could be used as an alternative learning method of reflection learning. However, in practice, both clinical teachers and students should have sufficient understanding about the model, and clinical teacher should provide sufficient time in the learning process.  


Sign in / Sign up

Export Citation Format

Share Document