scholarly journals The Challenges of COVID-19 in Medical Education in Nepal

2021 ◽  
Vol 19 (1) ◽  
pp. 1-2
Author(s):  
Vikash Paudel ◽  
Saraswoti Neupane
Keyword(s):  
Medical Education ◽  
Learning Process ◽  
Medical Curriculum ◽  
The Past ◽  
The Future ◽  
Scientific Learning

The Coronavirus Disease-2019 (COVID-19) pandemic has caused an unparalleled disruption in all forms of scientific learning process including medical education. It has presented a challenge for scientists, educators, and students.Widespread interruptions to medical education, scientific discussions, conference, and seminars have also been seen at times of major conflicts and pandemics in the past as well, which resulted in major changes in medical curriculum.  This editorial discusses the medical education and how COVID-19 has affected medical education in Nepal. Besides, it also explores the potential implications of COVID-19 for the future of medical education.

The Royal Medico-Psychological Association's Memorandum to the Royal Commission on Medical Education, 1966-1968

1968 ◽  
Vol 114 (516) ◽  
pp. 1435-1439 ◽  
Keyword(s):  
Biological Sciences ◽  
Medical Education ◽  
Medical Curriculum ◽  
Royal Commission ◽  
The Past

The role of the doctor in society has changed rapidly over the past 20 years consequent upon great developments in the biological sciences and equally great changes in the society in which we live. In particular we would stress the following factors which would influence the medical curriculum.

scholarly journals Learning Analytics in Medical Education Assessment: The Past, the Present, and the Future

2018 ◽  
Vol 2 (2) ◽  
pp. 178-187 ◽  
Author(s):  
Teresa Chan ◽  
Stefanie Sebok-Syer ◽  
Brent Thoma ◽  
Alyssa Wise ◽  
Jonathan Sherbino ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Analytics ◽  
Education Assessment ◽  
The Past ◽  
The Future

scholarly journals Nepal Medical Council: The past and the future

1970 ◽  
Vol 7 (3) ◽  
pp. 196-203
Author(s):  
H Dixit
Keyword(s):  
Medical Education ◽  
Medical Journal ◽  
Key Words ◽  
Medical Council ◽  
The Public ◽  
The Past ◽  
The Future ◽  
Education Medical ◽  
Medical Colleges

The Nepal Medical Council (NMC) has been technically in operation for forty six years though in reality it is much less. The initial years were spent in establishing it. It is only in the last fifteen years or so that there has been much interest in it's functioning. The objective of the NMC is to protect the public and also to oversee the medical education being conducted within the country. A brief account of the NMC from its date of establishment till the present is given here. Key words: NMC; NMA; Medical Education; Medical Colleges. DOI: 10.3126/kumj.v7i3.2723 Kathmandu University Medical Journal (2009) Vol.7, No.3 Issue 27, 196-203

Conflicting Professional Values in Medical Education

2003 ◽  
Vol 12 (1) ◽  
pp. 7-20 ◽  
Author(s):  
JACK COULEHAN ◽  
PETER C. WILLIAMS
Keyword(s):  
Medical Education ◽  
Human Rights ◽  
Informed Consent ◽  
Role Models ◽  
Medical Curriculum ◽  
Construction Materials ◽  
Building Codes ◽  
Professional Values ◽  
The Past ◽  
Type Of Behavior

Ten years ago there was little talk about adding “professionalism” to the medical curriculum. Educators seemed to believe that professionalism was like the studs of a building—the occupants assume them to be present, supporting and defining the space in which they live or work, but no one talks much about them. Similarly, educators assumed that professional values would just “happen,” as trainees spent years working with mentors and role models, as had presumably been the case in the past. To continue the metaphor, when educators did discuss ethics and values, they tended to focus more on external building codes than on the nature of construction materials. Building codes are designed to ensure the public's safety by establishing procedures and standards. Likewise, the “new” bioethics of autonomy and informed consent that entered the medical curriculum in the 1970s and 1980s was oriented primarily toward protecting human rights (e.g., protecting patients from clinicians and clinicians from patients) by codification (e.g., who should decide and under what circumstances). In fact, educators explicitly warned students against acting on their personal or professional values in a misguided way—that is, in the absence of adequate ethical constraints, a type of behavior that came to be labeled, pejoratively, as paternalism.

scholarly journals Ultrasound in medical education: listening to the echoes of the past to shape a vision for the future

2015 ◽  
Vol 41 (5) ◽  
pp. 461-467 ◽  
Author(s):  
N. Lane ◽  
S. Lahham ◽  
L. Joseph ◽  
D. P. Bahner ◽  
J. C. Fox
Keyword(s):  
Medical Education ◽  
The Past ◽  
The Future

The Role of Blended Learning in 21st Century Medical Education

2011 ◽  
pp. 132-146 ◽  
Author(s):  
Geoffrey W. Payne
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Blended Learning ◽  
21St Century ◽  
Core Competencies ◽  
The Past ◽  
The Future ◽  
Key Drivers

The teaching of medical students is of paramount importance for society as the goal is to have well-educated and competent physicians that can help address the healthcare issues facing today’s society. The pedagogical influences that drive medical education have seen many advances in the past 30 years, but one that is seen as a leader for the future is the use of blended learning. This chapter will highlight that blended learning in medicine allows learners to be flexible in their education, as they are not constrained by time or distance as they move towards developing core competencies needed for their chosen discipline. One of the key drivers of this momentum in medicine is technology, and blended learning is one of the leading pedagogical influences in medical education for the future.

scholarly journals The Effects of COVID 19 in Medical Education in Nepal

2021 ◽  
Vol 4 (1) ◽  
pp. 81-83
Author(s):  
Vikash Paudel ◽  
Deepa Chudal
Keyword(s):  
Medical Education ◽  
Learning Environments ◽  
Learning Processes ◽  
Current Status ◽  
The Future ◽  
Education Theory ◽  
Scientific Learning

The Coronavirus Disease 2019 (COVID-19) pandemic has caused an unparalleled disruption in all forms of the scientific learning processes including medical education.  The disease has caused deaths and serious comorbidities and presents challenges for all scientists, educators and students. This viewpoint discusses the current status of medical education in Nepal, describes how COVID-19 have affected medical education, theory and practical classes and internship learning environments, and explores potential implications of COVID-19 for the future of medical education.

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