How to improve dermatology teaching and learning at the undergraduate level? Recommendations by a faculty panel of Kerala state Branch of the Indian Association of Dermatologists, Venereologists, and Leprologists

The undergraduate dermatology curriculum and teaching have to reflect the sea of changes that the specialty has undergone in recent years. In tune with this, the Kerala branch of the Indian Association of Dermatologists, Venereologists, and Leprologists (IADVL-K) planned an initiative to draft an advocacy document containing recommendations to improve the standard of undergraduate training, especially with regard to the implementation of competency-based medical education and training of attitude, ethics, and communication skills (AETCOM). A four-member panel was constituted by the state president for this purpose. The committee conducted virtual discussions and consultations with experts, following which a draft advocacy document was prepared on which suggestions from all members of IADVL Kerala were sought. Four core areas of change in undergraduate dermatology teaching and learning along with the agencies that could initiate such changes were identified. This initiative from a professional organization has attempted to harness opinions of the faculty of dermatology of an entire state and provide important insights into the direction in which undergraduate dermatology training should be oriented in the coming years in our country.

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How to improve dermatology teaching and learning at the postgraduate level: Recommendations by a faculty panel of Kerala state branch of the Indian Association of Dermatologists, Venereologists, and Leprologists

Journal of Skin and Sexually Transmitted Diseases ◽

10.25259/jsstd_40_2021 ◽

2021 ◽

Vol 0 ◽

pp. 1-7

Author(s):

S. Rahima ◽

Parvathy Santhosh ◽

Kidangazhiathmana Ajithkumar ◽

Neelakandhan Asokan

Keyword(s):

Teaching And Learning ◽

Structural Changes ◽

Holistic Approach ◽

Professional Organization ◽

Postgraduate Level ◽

Core Areas ◽

Changing Times ◽

Kerala State ◽

Teaching Learning ◽

Indian Association

The perception about dermatology as a specialty has considerably changed over time, and this change has to be reflected in post-graduate (PG) curriculum and teaching methods. To keep up with the changing times and advancements in medical education, a four-member committee was constituted by IADVL (Indian Association of Dermatologists, Venereologists and Leprologists) Kerala to propose modifications in the existing PG teaching program. The enclave identified five core areas in PG teaching of dermatology and suggested changes in the existing model. Academics and teaching-learning (TL) methods, research and publishing, quality of life of PG students, assessment, and structural changes in PG departments were the areas where suggestions were made. A holistic approach to dermatology teaching incorporating newer TL methods was proposed. The importance of better capacity building and provision of opportunities for research was emphasized. The need to modify the prevailing methods of assessment was identified. It was also acknowledged that amendments need to be made at the faculty level too, and propositions were made in that aspect as well. It would require a coordinated effort among the universities, institutions, teachers, and professional organization to further fine-tune and implement these suggestions.

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Reply to “How to improve dermatology teaching and learning at the undergraduate level? Recommendations by a faculty panel of Kerala state Branch of the Indian Association of Dermatologists, Venereologists, and Leprologists”: by Jagadeesan et al.

Journal of Skin and Sexually Transmitted Diseases ◽

10.25259/jsstd_62_2021 ◽

2021 ◽

Vol 0 ◽

pp. 1-2

Author(s):

Feroze Kaliyadan

Keyword(s):

Teaching And Learning ◽

Undergraduate Level ◽

Kerala State ◽

Indian Association

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Interventional Pulmonology: The Role of Simulation Training and Competency-Based Evaluation

Seminars in Respiratory and Critical Care Medicine ◽

10.1055/s-0038-1677469 ◽

2018 ◽

Vol 39 (06) ◽

pp. 747-754 ◽

Cited By ~ 2

Author(s):

Mihir Parikh ◽

Hans Lee ◽

Neeraj Desai

Keyword(s):

Medical Education ◽

Learning Curves ◽

Assessment Tools ◽

Interventional Pulmonology ◽

Training Outcomes ◽

Training Models ◽

Medical Education And Training ◽

Competency Based ◽

The Cost ◽

And Training

AbstractMedical education and training are becoming more complex endeavors as technological and research advancements lead to new tools and methods to care for patients. In recent years, there has been a paradigm shift in medical education to competency-based assessments. Another important recent development in medical education has been the increasing use of simulation-based learning for procedural training. Interventional pulmonology (IP) is a relatively young and rapidly evolving procedural-based subspecialty. There are several well-validated competency-based assessment tools available to measure training adequacy in many of the most commonly performed procedures in IP. These tools have been shown to improve learning curves and training outcomes. The extent of how widely these tools are being used in clinical and educational spheres, however, remains unclear. Moreover, several commonly performed procedures in IP have no or limited validation tools currently available. Standardized training using simulation has also been shown to lead to positive training outcomes as compared with more traditional training models. However, widespread adoption of simulators has been limited due to the cost and availability.

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Blueprinting for assessment in undergraduate medical physiology curriculum

Indian Journal of Physiology and Pharmacology ◽

10.25259/ijpp_183_2020 ◽

2021 ◽

Vol 65 ◽

pp. 60-65

Author(s):

Manjinder Kaur ◽

Naren Kurmi ◽

Sangita Chauhan ◽

Anish Singhal ◽

Suman Sharma ◽

...

Keyword(s):

Medical Education ◽

Teaching And Learning ◽

Medical Curriculum ◽

Education Programme ◽

Medical Council ◽

Competency Based Medical Education ◽

Medical Education Programme ◽

Competency Based ◽

Amount Of Knowledge ◽

Written Questions

Since long, physiology teaching has been monotonous, teacher centric, didactic type and its assessment primarily focussed on the amount of knowledge recalled by means of stereotyped written questions. A blueprint specifies weightage to various mapped topics (also known as competencies) in the syllabus. For this study, IEC approval was obtained. We aimed to prepare a blueprint for assessment in the undergraduate physiology curriculum and thereby test its utility. We found that blueprinting not only establishes a balance between teaching and learning but also improves validity, reliability and acceptability of assessments. Thus, blueprinting of undergraduate medical curriculum can help in actual execution of the Medical Council of India’s Competency-Based Medical Education programme.

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Are Foundation Year Assessors Adequately Trained?

Bulletin of The Royal College of Surgeons of England ◽

10.1308/147363510x534431 ◽

2010 ◽

Vol 92 (10) ◽

pp. 1-4

Author(s):

JML Williamson ◽

AG Martin

Keyword(s):

Medical Education ◽

Postgraduate Medical Education ◽

Variable Number ◽

House Officer ◽

Junior Doctors ◽

Specialty Training ◽

Senior House Officer ◽

Medical Education And Training ◽

Competency Based ◽

And Training

In 2005 the career path, training and assessment of UK junior doctors was fundamentally altered. The traditional progression from a pre-registered house officer year (immediately after graduation) to a senior house officer (SHO) grade (for a variable number of years) has been streamlined into two foundation years (FYs) and then entry into either a core training (CT) or specialty training (ST) programme. The foundation assessment programme (FAP) has developed a competency-based curriculum for training FYs 1–2 based on the Postgraduate Medical Education and Training Board's (PMETB's) standards.

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How do Departmental Lead Educators Review the Quality of Postgraduate Medical Education and Training Provided within Their departments?

MedEdPublish ◽

10.15694/mep.2014.003.0018 ◽

2014 ◽

Author(s):

Fatima El Bakri ◽

Mark Rickenbach

Keyword(s):

Medical Education ◽

Postgraduate Medical Education ◽

Education And Training ◽

Medical Education And Training ◽

And Training

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Giải pháp hợp tác giữa trường đại học điện lực và doanh nghiệp trong việc đào tạo kỹ năng nghề cho sinh viên

VNU Journal of Science Economics and Business ◽

10.25073/2588-1108/vnueab.4142 ◽

2018 ◽

Vol 34 (1) ◽

Author(s):

Nguyen Thi Thanh Dan

Keyword(s):

Triple Helix ◽

Vocational Skills ◽

Government Relations ◽

World Economic ◽

Competency Based ◽

Social Partnerships ◽

Market Needs ◽

Global Agenda ◽

University Industry ◽

And Training

The purpose of the paper is to research some solutions of cooperation between universities and enterprises in training vocational skills for students. Through the survey on assessment of vocational skills of students and the need for cooperation between Enterprises and Electric Power University, the research proposes some solutions between two elements of the mechanism of cooperation between University and Enterprises in training vocational skills for students to ensure graduates can meet the requirements of recruitment agencies as well as the requirements of socio-economic development and employment. Keywords Volcational skill, cooperation, universities, enterprises, Electric Power University References [1] Mạnh Xuân, Gắn kết trường đại học và doanh nghiệp trong đào tạo nhân lực, Nhân dân điện tử, 2015. http://www.nhandan.com.vn/giaoduc/tin-tuc/item/25807602-gan-ket-truong-dai-hoc-va-doanh-nghiep-trong-dao-tao-nhan-luc.html [2] Nguyễn Đình Luận, Sự gắn kết giữa nhà trường và doanh nghiệp trong đào tạo nguồn nhân lực phục vụ phát triển kinh tế xã hội ở Việt Nam: Thực trạng và Khuyến nghị, Tạp chí Phát triển và hội nhập, số 22 (32), Tháng 5-6/2015.[3] Nguyễn Thị Thanh Dần, Động lực hợp tác giữa nhà trường và doanh nghiệp trong việc nâng cao kỹ năng nghề cho sinh viên, Tạp chí giáo dục, Số đặc biệt 11/2016[4] Nguyễn Tiến Long, Phạm Hồng Hạnh. Xây dựng kho dữ liệu kĩ thuật, ứng dụng cho nghiên cứu khoa học và dạy học tại trường sư phạm kỹ thuật – đạo tạo nghề. Tạp chí khoa học giáo dục, số 338 kì 2 (7/2014) [5] Trịnh Thị Hoa Mai, Liên kết đào tạo giữa trường Đại học với doanh nghiệp ở Việt Nam, Tạp chí Khoa học Đại học Quốc gia Hà Nội, Kinh tế - Luật 24 (2008), 30-34[6] Vũ Thị Phương Anh, Liên kết đào tạo giữa nhà trường và doanh nghiệp thiếu mắt xích quan trọng, Báo Nhân dân cuối tuần, 2013. http://www.nhandan.com.vn/cuoituan/chuyen-de/item/21342502-thieu-mat-xich-quan-trong.html[7] Competency-based training, TAFE Queensland, 03 December, 2008, http://www.tafe.qld.gov.au/courses/flexible study/ competencv.html. [8] Croissant, J.L., Smith-Doerr, L. (2008). Organizational Contexts of Science: Boundaries and Relationships between University and Industry. In: Hackett, Edward J.; Amsterdamska, O., Lynch, M., Wajcman, J. (eds.): The Handbook of Science and Technology Studies, 3rd edition. Cambridge u.a.: The MIT Press, pp. 691-718 [9] Dalley, Stephanie and Peter Oleson (2003).“Senacherib, Archimedes, and the Water Screw: The Context of Invention in the Ancient World”, Technology and Culture vol. 44 no. 1, pp. 1–26.  [10] Davos Kloster (2014), Matching skills and labour market needs – Building social partnerships for better skills and better jobs, Global Agenda Council on Employment, World Economic Forum.[11] Davos Kloster (2014), Matching skills and labour market needs – Building social partnerships for better skills and better jobs, Global Agenda Council on Employment, World Economic Forum.[12] Dzisah, J. & Etzkowitz, H., (2008): Triple Helix Circulation: The Heart of Innovation and Development, International Journal of Technology Management and Sustainable Development, 7(2), pp. 101-115 [13] Etzkowitz, H., Leydesdorff, L. (2000): The Dynamics of Innovation: From National Systems and “Mode 2” to a Triple Helix of University-Industry-Government Relations. In: Research Policy, 29, pag. 109-123 [14] Harris, R., Guthrie, H., Hobart B., & Lundberg, D. (1995). Competency based education and training: Between a Rock and a Whirlpool. South Melbourne: Macmillan Education Australia.[15] Henry Etzkowitz (2008). The triple helix: university-industry-government innovation. Routledge 270 Madison Ave, New York, NY 10016, ISBN 0-203-92960-8 Master e-book ISBN [16] Jones, L., & Moore, R. (1995). Appropriating competence. British Journal of Education and Work, 8(2) 78-92[17] Kathleen Santopietro Weddel (2006), Competency Based Education and Content Standards, Northern Colorado Literacy Resource Center, USA.[18] Leydesdorff, L., Etzkowitz, H. (1996): Emergence of a Triple Helix of University-Industry-Government Relations, Science and Public Policy, 23, pp.279-286. [19] Mihaela & Cornelia Dan (2013). Why Should University and Business Cooperate? A Discussion of Advantages and Disadvantages, International Journal of Economic Practices and Theories, Vol. 3, No. 1, 2013 (January), e-ISSN 2247–7225 [20] Paprock, K. E. (1996) Conceptual structure to develop adaptive competencies in professional. IPN Ciencia Are: Cultura, Nueva Epoca, 2 (8), 22-25.[21] Perkmann, M. (2007): University-industry relationships and open innovation: towards a research agenda. International Journal of Management Reviews, 9 (4), pp. 259–280 [22] Robert E. Norton: Dacum Handbook. Center on Education and training for Employment – College of Education – The Ohio State University, 1997.[23] Shirley Fletcher (1995). Designing Competence-based Assessment in the Professions in Australia, Assessment in Education: Principles, Policy & practice, Volume1, Issue 1.[24] Urayaa, E. (2010). Conceptualizing the Regional Roles of Universities, Implications and Contradictions, European Planning Studies, 18(8), pp. 1227-1246

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Modifikasi Sistem Asistensi dan Responsi Kelas Kecil pada Praktikum Parasitologi Blok Digestif dan Hematoimunologi Fakultas Kedokteran Universitas Riau

Jurnal Ilmu Kedokteran ◽

10.26891/jik.v8i1.2014.46-51 ◽

2017 ◽

Vol 8 (1) ◽

pp. 46

Author(s):

Suri Dwi Lesmana ◽

Esy Maryanti

Keyword(s):

Large Class ◽

Teaching And Learning ◽

Learning Activities ◽

Small Class ◽

Laboratory Practice ◽

Large Classes ◽

Average Value ◽

Competency Based

Faculty of Medicine University of Riau has been implementing Competency Based Curriculum (KBK) with theProblem Based Learning (PBL) since 2007 with the implementation of teaching and learning activities of the systemconsists of a tutorial activities, skillab, expert lectures, independent and practical. However, there are still manyproblems in the implementation of the KBK on preclinic degree. One part of the block that is identified to be one ofthe causes of low graduation exam block is less efective coaching laboratory practice. Parasitology is one part of thetask is to provide laboratory practice in several blocks on the stage of preclinic especially digestive and hematoimunologyblock. This study aimed to compare the results of the evaluation of parasitology laboratory practice in hematoimunologyand digestive assistance and posttest in large classes with small class. Assistance and posttest in large class performedon the digestive block implementation and hematoimunologi in 2011 while assisting and posttest of small classes ona block implementation in 2012. Average value of small class digestive laboratory practice was not significantlylower than the large class but the proportion of the value of quality B and C more many in small classes. The meanvalue of the block hematoimunologi laboratory practice significantly higher on small class assistance and posttest aswell as the proportion of the value of quality A, B and C was higher in small classes than large classes.

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