scholarly journals MEDICAL EDUCATION IN UKRAINE: WORLD TRENDS, EUROPEAN IDENTITY AND NATIONAL PRIORITIES

2019 ◽  
pp. 7-15
Author(s):  
Iryna Sokolova
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Academic Staff ◽  
National Policy ◽  
Continuing Professional Development ◽  
Medical Schools ◽  
Educational Programme ◽  
International Standards ◽  
World Federation ◽  
Global Standards

The author presents the concept of the study of medical education in Ukraine, which is characterized by systemic integrity and procedural continuity in the organic unity of general, special, specific and personally oriented components. The emphasis is on the world and European trends in higher education. The article analyzes the main contexts of reforming the medical education in Ukraine, determined by the processes of globalization, internationalization, standardization of higher education. A number of trends have emerged over the past several decades including an increase in the number of medical schools, medical school class size, new models of global medical education. Findings from this study include information about the landscape of medical education, medical schools programmes according to the ISCED-F2013. The article presents meaningful description of the Master’s programme in Global Health. The article considers the idea that qualitative changes in medical education are determined by national policy of Ukraine, that is aimed at continuing professional development of health and healthcare professionals. The article highlights the international standards of World Federation for Medical Education (triplets «International standards of medical education» 2003), Standards and Guidelines for Quality Assurance in the European Higher Education Area, on the basis of which the reform of medical education takes place in Ukraine. The purpose of the Programme on Global Standards was to provide a tool for quality improvement in medical education. This paper has presented an overview of the main areas of WFME standards in basic medical education related to the evaluation and improvement of quality at the level of the medical institution: mission and objectives; educational programme; assessment of students; student’s affairs; academic staff/faculty; educational resources; programme evaluation; government and administration; and the continuous renewal. From the material presented in this paper, the following theme may require further attention: examining Quality Culture formation in medical education.

scholarly journals Present status and constitutional remedies of continuing medical education in Korea

2020 ◽  
Vol 63 (12) ◽  
pp. 776-781
Author(s):  
Sang Hyun Kim ◽  
Jung Yul Park
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Continuing Medical Education ◽  
Self Regulation ◽  
Continuing Professional Development ◽  
International Standards ◽  
Historical Background ◽  
Global Standards ◽  
Medical Education System ◽  
High Level

The purpose of this study is to identify the historical background and status of continuing medical education (CME) in Korea, and to establish a method for improving CME in the future. Currently, the CME in Korea presents several problems that need to be addressed, such as the appropriateness of the annual required credits, maintenance of simple refresher training, insufficient online education, and evaluation and accreditation of educational institutions. Solutions are offered in the form of increased time for the required credits, introduction of social competency topics and education methods, improvement of online education, evaluation to improve the quality of CME, and introduction of a systematic and appropriate evaluation and accreditation system. CME and continuing professional development (CPD) are not only obligations stipulated in the medical law, but also professional requisites in terms of securing autonomy through self-development and self-regulation. It aims to enlighten the high level of professionalism required by the international community. It is an essential requirement and ultimately promotes and protects the physical, mental, and social health of people worldwide. In order to cope with the international standards of CME/CPD that ensure high quality treatment and patient safety, it is crucial to reform the continuing medical education system by securing the physicians’ professionalism. To this end, authors propose the improvement and implementation of CME system in Korea based on internal review and benchmarks of the internationally recognized CME/CPD systems that meet global standards.

scholarly journals Medical School Accreditation in Libya: Current Trends and Future Challenges.

2020 ◽  
pp. 1-4
Author(s):  
Ahmed Atia
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Medical Schools ◽  
Functional System ◽  
International Standards ◽  
World Federation ◽  
Educational Systems ◽  
Service Needs ◽  
Current Trends ◽  
The Third World

Medical school education plays a significant role in the advancement of any country. The recent global progressions and changes in medical education will create a great burden on the third world countries, including Libya. In order to measure the quality educational systems, it is relevant to establish a functional system that recognizes and measure the essential abilities to meet quality service needs in communities as well as apply principles of emerging basics for quality medical practice locally and internationally. Since its establishment in 2006 to the present, the national center for quality assurance and accreditation in Libya NCQAA has accomplished its command as the sole accreditation council for the all existing medical schools in Libya. With prospective vision, the NCQAA’s role will be to further encourage all medical schools in Libya towards the nonstop improvement to meet the international standards. Furthermore, the 2015 revision of the World Federation for Medical Education (WFME) requires that all medical schools meet the new accreditation standards by 2023. Hence, the next step for NCQAA is to audit the progress and increase the standard of medical education in individual schools, with the eventual goal of reaching superior standard of medical education for all schools in Libya. This commentary describes the current trends in Libyan medical education accreditation and how this concern has inspired the Libyan authorities to take action in this regard.

Equipping Educational Developers for Inclusive International Programs in Higher Education

2020 ◽  
pp. 21-40
Author(s):  
Davinia Sánchez-García ◽  
Emma Dafouz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Specific Reference ◽  
Teacher Education Programs ◽  
International Programs ◽  
Teacher Professional

Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role of the internationally-oriented educational developer (ED) as crucial to higher education institutions (HEIs) and provides these institutions with the means to support academic staff and hereby enhance the quality of internationalized programs taught in international classrooms. Consequently, this chapter provides the conceptual rationale behind the EQUiiP project, delves into the needs of teacher education programs and the role played by the EDs, and describes the EQUiiP project and its outcomes by providing concrete examples of its inclusive CPD program. Finally, some implications and recommendations for teacher professional development, with specific reference to the Spanish setting, are offered.

scholarly journals Recomendaciones derivadas de la acreditación de programas educativos: Análisis en una universidad pública estatal de México

2020 ◽  
Vol 28 ◽  
pp. 131
Author(s):  
José Alfonso Jiménez Moreno ◽  
Salvador Ponce Ceballos
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Academic Staff ◽  
Evaluation Model ◽  
Educational Programs ◽  
Public University ◽  
International Standards ◽  
Academic Productivity ◽  
Documentary Analysis ◽  
The University

The article addresses the problem of accreditation of educational programs in Mexico. The importance of this type of evaluation is generated based on the policies in which higher education in Latin America is circumscribed. The objective of the research was to carry out a documentary analysis of 21 accreditation documents of seven programs of a public university over three periods, in order to classify the recommendations made by the accrediting instances; The resulting units or categories were as follows: Academic Staff, Students, Curriculum, Collaboration, Research and Program Management. The results show a lack of conceptual delimitation and compliance with international standards in the 21 documents, as well as information that suggests the university should increase the competitiveness of its programs, consolidate collegial work, strength trajectories, and meet the needs of the environment. The authors conclude that there is a need to make explicit the evaluation model that supports the accreditations. In addition, they  describe how the accreditation promotes academic productivity and the establishment of basic conditions for the organization and operation of educational programs.

scholarly journals The World Health Organization and the global standardization of medical training, a history

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
George Weisz ◽  
Beata Nannestad
Keyword(s):  
Medical Education ◽  
World Health Organization ◽  
Medical Training ◽  
International Medical ◽  
World Health ◽  
World Federation ◽  
Global Standards ◽  
The World ◽  
Number Of Publications ◽  
Health Organization

Abstract Background This article presents a history of efforts by the World Health Organization and its most important ally, the World Federation for Medical Education, to strengthen and standardize international medical education. This aspect of WHO activity has been largely ignored in recent historical and sociological work on that organization and on global health generally. Methods Historical textual analysis is applied to the digitalized archives and publications of the World Health Organization and the World Federation for Medical Education, as well as to publications in the periodic literature commenting on the standardization of international medical training and the problems associated with it. Results Efforts to reform medical training occurred during three distinct chronological periods: the 1950s and 1960s characterized by efforts to disseminate western scientific norms; the 1970s and 1980s dominated by efforts to align medical training with the WHO’s Primary Healthcare Policy; and from the late 1980s to the present, the campaign to impose global standards and institutional accreditation on medical schools worldwide. A growing number of publications in the periodic literature comment on the standardization of international medical training and the problems associated with it, notably the difficulty of reconciling global standards with local needs and of demonstrating the effects of curricular change.

scholarly journals THE FOCUS ON CONSECUTIVE VERB CONSTRUCTIONS IN MEDICAL ENGLISH FOR ACADEMIC PURPOSES

2020 ◽  
Vol 24 (1-2) ◽  
pp. 16-19
Author(s):  
Yu.V. Lysanets ◽  
O.M. Bieliaieva ◽  
L.B. Slipchenko ◽  
H.Yu. Morokhovets
Keyword(s):  
Medical Education ◽  
English Language ◽  
Academic Staff ◽  
Rapid Development ◽  
English For Academic Purposes ◽  
International Standards ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Medical English ◽  
Higher Medical Education

The English language training of researchers and teaching staff at medical universities has become a priority task in higher medical education. Catenative verbs constitute one of the most challenging aspects in learning English as a second language. The article examines the features of catenative verbs while teaching the course in professional English for PhD students and academic staff at higher medical educational institutions. The aim of the study was to examine and systematize the most common challenges in using consecutive verbs in medical English. The authors developed their own concept of presenting the training material, and the proposed approach was tested in the development of the textbook “Medical English for Academic Purposes” (2018), which was written in the context of current trends in internationalised higher education, involving the training of specialists who will work in the modern English language educational and scientific environment. The ability to use catenative verbs correctly is an essential prerequisite of successful communication, intercultural reciprocal understanding and international cooperation in the context of rapid development of integration in Ukraine, which renders the present research relevant. A series of training exercises were presented, aimed at clarifying the lexical peculiarities of modern English. The most commonly used consecutive verbs, their significance and contextual role in professional communication have been analyzed. The proposed system of didactic materials is intended to support courses in professional English for PhD students and academic staff at higher medical educational institutions. The study of consecutive verbs is important to eliminate possible mistakes and avoid misunderstanding in medical communication. The authors believe that the professional development of PhDs and academic and clinical teachers of English-speaking medical students will promote academic mobility, scientific cooperation and the training of foreign students to international standards, and thus contribute to the development of higher medical education in Ukraine.

scholarly journals Continuing Professional Development for Doctors in Pakistan is need of the hour

2020 ◽  
Vol 3 (1) ◽  
pp. 7-8
Author(s):  
Ahsan Sethi ◽  
Gohar Wajid
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Health Professionals ◽  
Postgraduate Medical Education ◽  
National Level ◽  
Continuing Professional Development ◽  
Extended Period ◽  
Regulatory Compliance ◽  
New Drugs ◽  
World Federation

In Pakistan, health professionals get their professional undergraduate and postgraduate qualifications after thorough training and assessment criteria as defined by their respective national regulatory bodies. These qualifications help them get registered and get a license for clinical practice in their respective domains. Any registrations and licenses are renewed by paying the prescribed fee without any requirements for reassessment or recertifications. Over the last few decades, health sciences have shown rapid advancements with the invention of new drugs and technologies. Due to this exponential increase in knowledge, no practitioner can hope to remain competent for more than a few years after graduation without a program of active learning. As such, a well-structured and regulated program of lifelong learning must be followed by all health professionals. To keep health professionals abreast with these changes and to ensure the maintenance of certain minimum competencies, there is a need for Continuing Professional Development (CPD) to be implemented at the national level with strict regulatory compliance. According to World Federation for Medical Education (World Federation for Medical Education, 2015), Continuing Professional Development (CPD) is a process of education and training commencing after completion of basic and postgraduate medical education, thereafter, continuing as long as the health professional is engaged in professional activities. CPD mainly implies self-directed and practice-based learning activities in addition to supervised education, and rarely involves supervised training for an extended period of time. The terms ‘Continuing Medical Education (CME)’ and ‘Continuing Professional Development (CPD)’ are often used synonymously. 

scholarly journals The competitive forces that shape Australian medical education

2019 ◽  
Vol 33 (5) ◽  
pp. 1082-1093 ◽  
Author(s):  
Marian Mahat
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Medical Schools ◽  
Sufficient Evidence ◽  
Structured Interviews ◽  
Leadership And Management ◽  
Content Type ◽  
Professional Field ◽  
Competitive Forces

PurposeMedical education is an evidence-driven professional field that operates in an increasingly regulated environment as compared to other fields within universities. The purpose of this paper is to establish the extent to which Porter’s five competitive forces framework (Porter, 2008) can drive the management of medical schools in Australia.Design/methodology/approachDrawing on data from semi-structured interviews with over 20 staff from 6 case study Australian medical schools, this paper explores Australian medical education, by looking at the current policy context, structure and interactions between organizations within the system.FindingsThe findings provide evidence that environmental forces affect the nature of competition in medical education, and that competitive advantage can be gained by medical schools from a sustained analysis of the industry in which they operate in. Consequently, it is possible to apply a pre-dominantly profit-oriented framework to higher education.Research limitations/implicationsAs an industry facing increasing pressure toward marketization and competition, the findings provide sufficient evidence that an analysis of higher education as an industry is possible.Practical implicationsThe findings provide evidence that strategic leadership and management in higher education should encompass greater levels of delegation and decision making at all levels. Effective leadership should focus on creating an inspiring vision of the future through a sustained analysis of the industry in which they operate.Originality/valueThe study has made a key contribution through an industry analysis of Australian medical education, which provide important implications for leadership and management in higher education. The study is of significant value to researchers as well as senior management in higher education.

Libyan Medical Schools Challenges Toward National and Global Accreditation (Preprint)

2020 ◽  
Author(s):  
Ahmed Atia
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Education System ◽  
Medical Schools ◽  
World Federation ◽  
The World ◽  
Medical Faculties

UNSTRUCTURED Dear Editor, we would like to share the Libyan’s experiences in the accreditation of medical education. We shall first describe in brief the education system in Libya before talking about the process and challenges in accreditation of medical education. Next, we shall clarify the role of the National Center for Quality Assurance and Accreditation (NCQAA) in supporting medical faculties to adopt the criteria of the world federation of medical education (WFME).

Reflections on Personal Experiences of Staff Training and Continuing Professional Development for Academic Staff in the Development of High Quality Support for Disabled Students in Higher Education

2014 ◽  
pp. 1301-1318
Author(s):  
Alan Hurst
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Staff Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
High Quality ◽  
Disabled Students ◽  
Personal Experiences ◽  
The Uk ◽  
Made In

Despite the progress made in the development of policy and provision for disabled students in Higher Education since the issue first received attention in the UK in 1974, there is still some way to go before a state of genuine inclusion is reached. The key to further improvement and enhancement of quality is seen to lie in training for staff. After presenting evidence showing the need for more and better training, a number of issues relating to initial training and continuing professional development are discussed. A number of sample tasks for inclusion in staff development sessions are described.

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