SIMULATION IN MEDICAL EDUCATION: HISTORY OF THE DEVELOPMENT

Simulation may be a useful tool to improve clinical skills during the professional medical training. In this work we consider simulation as artificial representation of a certain real-world system, process or situation used for professional training. This tool is designed to enhance clinical competence and to provide medical teaching in controlled and safe conditions without any risks for both patients and students. Using simulation teaching allows students to acquire occupational skills through making mistakes and learning from them without the fear of being distressed or distressing the patient before the first independent manipulations will have been done. Moreover, simulation aids are designed to provide accurate assessment of the quality of the manipulation performed. The aim of this article is to review the history and methodology of simulation teaching in medical education. The simulation as a teaching tool has been known in medicine since ancient times. Aviation and airspace industries have been using simulation-based training for many years and medical education has borrowed some approaches from them. In the sixties of the last century there was created a simulation system for cardiopulmonary resuscitation; in 1964 actors were invited to play roles of patients and soon, in 1968, a cardiologic patient simulator were created. During the last two decades of the XX century there were designed software and computerized systems that could imitate physiological reactions. At present, interactive virtual training programs are being extensively introduced into educational activity. In 2014 the first Ukrainian Training and Innovation Centre for Practical Medical Training was established. The effectiveness of simulation training has been confirmed by extensive use throughout the world for many years. Together with conventional time-tested methods, simulation is a powerful educational tool as it imitates real occupational tasks.

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COVID-19 Pandemic in University Hospital: Impact on Medical Training of Medical Interns

10.1101/2020.10.01.20204255 ◽

2020 ◽

Author(s):

WeiHonn Lim ◽

Li Ying Teoh ◽

Kanesh Kumaran A/L Seevalingam ◽

Shanggar Kuppusamy

Keyword(s):

Online Teaching ◽

Industrial Development ◽

Professional Training ◽

Medical Training ◽

Clinical Skills ◽

University Hospital ◽

Cross Sectional ◽

Ordinal Logistic Regression Analysis ◽

Medical Interns ◽

The Impact

AbstractIntroductionCoronavirus 2019 (COVID-19) has strike all nations hard since the end of year 2019, Malaysia unable to escape the fate as well. Healthcare system, financial growth, industrial development and educational programme are stunted. Inevitably, professional training and education are affected which include the medical training of medical interns.MethodsThis is a cross-sectional, pilot study to determine the impact of the pandemic on University Malaya Medical Centre (UMMC) medical interns. A survey which comprises 37-items was used. Data are analysed by Ordinal Logistic Regression Analysis.ResultsMedical interns feel that they lack clinical skills (p = 0.005) and need more exposure in surgical operations (p =0.029). Some are satisfied with the introduction of triage (p = 0.024), online teaching (p = 0.005) and bedside teaching (p=0.023). Most of them think they are fit and ready to handle the pandemic (p = 0.012 and 0.025 respectively) except first year medical interns (p = 0.029). Some feel like their time are wasted (p <0.05) as they are involved in many non-clinical activities (p = 0.003).ConclusionIn summary, COVID-19 has a great impact on medical training amongst medical interns. Alternative measures should be taken to minimize the interruption in training of our future leaders in medical field.

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Transformative Learning in Osteopathic Medical Education

Medical Education and Ethics ◽

10.4018/978-1-5225-0978-3.ch004 ◽

2016 ◽

pp. 63-77

Author(s):

Patricia S. Sexton ◽

Neal R. Chamberlain

Keyword(s):

Medical Education ◽

Adult Learning ◽

Transformative Learning ◽

Medical Training ◽

Clinical Skills ◽

Adult Learning Theory ◽

Past Century ◽

Biomedical Knowledge ◽

The Past ◽

Osteopathic Medical Education

Osteopathic medical education has undergone a transformation in the past century. From the work of Abraham Flexner to present, many lessons have been learned. Today the education of physicians relies on best practices from adult learning theory to allow learners to master the ever expanding biomedical knowledge and skill base needed for competency. Learners are expected to maintain active knowledge of a vast array of facts, be proficient at clinical skills and adapt this knowledge seamlessly to the varied situations they confront with patients. This chapter reviews the past, examines the present and envisions the future, noting how transformative learning is essential to medical training.

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Toward New Goals for Medical Education, 1830-1850

Becoming a Physician ◽

10.1093/oso/9780195062984.003.0011 ◽

1996 ◽

Author(s):

Thomas Neville Bonner

Keyword(s):

Decision Making ◽

Medical Education ◽

Great Britain ◽

Professional Training ◽

Medical Training ◽

Quarter Century ◽

Medical Groups ◽

The Status ◽

The Many ◽

Almost All

The years around 1830, as just described, were a turning point in the movement to create a more systematic and uniform approach to the training of doctors. For the next quarter-century, a battle royal raged in the transatlantic countries between those seeking to create a common standard of medical training for all practitioners and those who defended the many-tiered systems of preparing healers that prevailed in most of them. At stake were such important issues as the care of the rural populations, largely unserved by university-trained physicians, the ever larger role claimed for science and academic study in educating doctors, the place of organized medical groups in decision making about professional training, and the role to be played by government in setting standards of medical education. In Great Britain, the conflict over change centered on the efforts of reformers, mainly liberal Whigs, apothecary-surgeons, and Scottish teachers and practitioners, to gain a larger measure of recognition for the rights of general practitioners to ply their trade freely throughout the nation. Ranged against them were the royal colleges, the traditional universities, and other defenders of the status quo. Particularly sensitive in Britain was the entrenched power of the royal colleges of medicine and surgery— “the most conservative bodies in the medical world,” S. W. F. Holloway called them—which continued to defend the importance of a liberal, gentlemanly education for medicine, as well as their right to approve the qualifications for practice of all other practitioners except apothecaries. Members of the Royal College of Physicians of London, the most elite of all the British medical bodies, were divided by class into a small number of fellows, almost all graduates of Oxford and Cambridge, and a larger number of licentiates, who, though permitted to practice, took no part in serious policy discussions and could not even use such college facilities as the library or the museum. “The Fellows,” claimed a petition signed by forty-nine London physicians in 1833, “have usurped all the corporate power, offices, privileges, and emoluments attached to the College.”

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An Uncertain Enterprise: Learning to Heal in the Enlightenment

Becoming a Physician ◽

10.1093/oso/9780195062984.003.0005 ◽

1996 ◽

Author(s):

Thomas Neville Bonner

Keyword(s):

Medical Education ◽

Medical Training ◽

Medical Curriculum ◽

Practical Experience ◽

Industrial Change ◽

Medical Study ◽

National Differences ◽

Teachers And Students ◽

History Of ◽

New Institutions

There was no more turbulent yet creative time in the history of medical study than the latter years of the eighteenth century. During this troubled era, familiar landmarks in medicine were fast disappearing; new ideas about medical training were gaining favor; the sites of medical education were rapidly expanding; and the variety of healers was growing in every country. Student populations, too, were undergoing important changes; governments were shifting their role in medicine, especially in the continental nations; and national differences in educating doctors were becoming more pronounced. These transformations are the subject of the opening chapters of this book. These changes in medical education were a reflection of the general transformation of European society, education, and politics. By the century’s end, the whole transatlantic world was in the grip of profound social and political movement. Like other institutions, universities and medical schools were caught up in a “period of major institutional restructuring” as new expectations were placed on teachers and students. Contemporaries spoke of an apocalyptic sense of an older order falling and new institutions fighting for birth, and inevitably the practice of healing was also affected. From the middle of the century, the nations of Europe and their New World offspring had undergone a quickening transformation in their economic activity, educational ideas, and political outlook. By 1800, in the island kingdom of Great Britain, the unprecedented advance of agricultural and industrial change had pushed that nation into world leadership in manufacturing, agricultural productivity, trade, and shipping. Its population growth exceeded that of any continental state, and in addition, nearly three-fourths of all new urban growth in Europe was occurring in the British Isles. The effects on higher education were to create a demand for more practical subjects, modern languages, and increased attention to the needs of the thriving middle classes. Although Oxford and Cambridge, the only universities in England, were largely untouched by the currents of change, the Scottish universities, by contrast, were beginning to teach modern subjects, to bring practical experience into the medical curriculum, and to open their doors to a wider spectrum of students.

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The history of medical education: a commentary on race

Journal of Osteopathic Medicine ◽

10.1515/jom-2020-0212 ◽

2021 ◽

Vol 121 (2) ◽

pp. 163-170

Author(s):

Yasmeen Daher ◽

Evan T. Austin ◽

Bryce T. Munter ◽

Lauren Murphy ◽

Kendra Gray

Keyword(s):

Medical Education ◽

Medical Training ◽

Medical Community ◽

Medical Society ◽

Systemic Racism ◽

Medical Education System ◽

History Of ◽

Black Physicians ◽

Future Direction ◽

History Of Race

Abstract The institution of medicine was built on a foundation of racism and segregation, the consequences of which still permeate the experiences of Black physicians and patients. To predict the future direction of medical inclusivity, we must first understand the history of medicine as it pertains to race, diversity, and equity. In this Commentary, we review material from publicly available books, articles, and media outlets in a variety of areas, including undergraduate medical education and professional medical societies, where we found an abundance of policies and practices that created a foundation of systemic racism in medical training that carried through the career paths of Black physicians. The objective of this Commentary is to present the history of race in the medical education system and medical society membership, acknowledge the present state of both, and offer concrete solutions to increase diversity in our medical community.

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Transformative Learning in Osteopathic Medical Education

Transformative Curriculum Design in Health Sciences Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-8571-0.ch008 ◽

2015 ◽

pp. 216-234

Author(s):

Patricia S. Sexton ◽

Neal R. Chamberlain

Keyword(s):

Medical Education ◽

Adult Learning ◽

Transformative Learning ◽

Medical Training ◽

Clinical Skills ◽

Adult Learning Theory ◽

Past Century ◽

Biomedical Knowledge ◽

The Past ◽

Osteopathic Medical Education

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An enquiry into my use of supervised clinical assessments in the supervision of junior trainees

BJPsych Open ◽

10.1192/bjo.2021.374 ◽

2021 ◽

Vol 7 (S1) ◽

pp. S130-S131

Author(s):

Yuan Choo

Keyword(s):

Medical Education ◽

Rating Scales ◽

Medical Training ◽

Work Place ◽

Clinical Expertise ◽

Self Reflection ◽

Clinical Assessments ◽

Values And Beliefs ◽

History Of ◽

The Uk

AimsAs a particular example of action research, to enquire into my use of Assessments of Clinical Expertise in my supervision of junior trainees, with the intention of further developing my own practice as an educator.BackgroundWork-Place Based Assessments (WPBAs) play an established role currently in the assessment of trainee doctors(tenCate, 2017). In psychiatry, supervised clinical assessments(ACE/mini-ACE) assess a trainee's proficiency in various areas. As part of my PGCert in Medical Education, I was inspired to examine how I conduct and utilise this form of assessment, and indeed the underpinning values and beliefs, about learning, and developing professional wisdom.MethodThis enquiry was situated within the interpretivist tradition. I interrogated my views about the epistemology of knowledge, and how they had changed from pre-university. I made clear my influences from Coles (Fish & Coles, 1998) on professional practice. I investigated my values in performing an assessment, comparing them to those of the wider community. I examined the literature on the validity of this as a tool. I then performed an assessment of a junior, with a consultant observing, before interviewing them separately.ResultThere has been a paradigm shift in how I view assessments, from pre-university in Singapore, to medical training in the UK. The history of WPBAs and the values espoused is intriguing. Consultants and experts may view assessments differently from trainees, but a core value of developing professional judgement is common.In my interview with the consultant, there were themes around having a clear focus for an assessment, and provision of feedback; the rating scales and how they used them to stimulate feedback; and our shared values in performing an assessment. With the junior, the themes were around the delivery of feedback (including non-verbal), an appreciation of my encouraging self-reflection and understanding, and the observable values in my carrying out of the assessment, which could be compared to those of other assessors.ConclusionWPBAs have their merits, and shortfalls. I am aware of my values and beliefs when utilising them, and have identified a plan to further develop my own practice. This case study is particular, but possibly not unique, in how WPBAs are used in medical education.

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HISTORY OF THE DEVELOPMENT OF NURSING EDUCATION IN UKRAINE OF THE XX ‒ EARLY XXI CENTURY (HISTORIOGRAPHICAL REVIEW)

Collection of Scientific Papers of Uman State Pedagogical University ◽

10.31499/2307-4906.2.2021.236623 ◽

2021 ◽

pp. 6-17

Author(s):

Iryna Radziievska ◽

Halyna Stepanova

Keyword(s):

Health Care ◽

Medical Education ◽

Nursing Education ◽

Health Care Reform ◽

Professional Training ◽

Theory And Practice ◽

Medical Professionals ◽

Practical Training ◽

History Of ◽

Education Nursing

Medical and, in particular, nursing education is an important part of health care reform. The ability of a health worker to take an active part in the implementation of reforms (both as a leader and as an executor) implies continuous professional development, improvement of specialist competencies, starting from the first steps in professional education and ending with postgraduate education throughout the professional period. In this context, the study of the experience of training medical professionals, in particular, junior and middle level, in the past becomes extremely relevant, because it is obvious that to create a new one is possible only on the basis of historical experience.Unfortunately, during the former Soviet Union and the first years of Ukraine's independence, scientists did not have enough opportunities to conduct unbiased research on the history of medical education in the Soviet and post-Soviet periods based on modern methodological bases.The authors reviewed the literature on the development of nursing education in Ukraine in the 20th ‒ early 21st century. The scientific works of this period present a rich factual material that allows us to consider them an important contribution to the history of medical education in Ukraine.The authors note that independent research on the theory and practice of nursing education in the Soviet period was not carried out, so of great value in studying the principles of theoretical and practical training of nurses is the publication of certain aspects of training in specialized professional periodicals.During the years of “perestroika” and the first years of independence, a number of publications were published on generalizing foreign experience on this topic and substantiating proposals to improve the training of nurses, midwives, paramedics, pharmacists and other professionals in the field.The works of Ukrainian medical educators, who have enriched the historical and pedagogical field with new knowledge on the theoretical and professional training of future medical professionals, identified new areas of education and health care reform processes are of particular importance.At the same time, the authors conclude that scientific research reveals primarily various aspects of professional training of future medical professionals with higher education, and there is almost no research on the training of “mid-level” specialists, including nurses. Keywords: medical education, nursing education, nursing, paramedical staff, medical workers, health care system, medical science, professional training, historiography.

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Detached Concern?: Emotional Socialization in Twenty-First Century Medical Education

10.31235/osf.io/3wcr2 ◽

2017 ◽

Author(s):

Kelly Underman ◽

Laura Ellen Hirshfield

Keyword(s):

Medical Education ◽

Cultural Change ◽

Medical Training ◽

Clinical Skills ◽

Interesting Case ◽

First Century ◽

Emotional Socialization ◽

Patient Health ◽

Detached Concern ◽

Curricular Transformation

Early works in medical sociology have been pivotal in the development of scholarly knowledge about emotions, emotional socialization, and empathy within medical training, medical education, and medical contexts. Yet despite major shifts in both medical education and in medicine writ-large, medical sociologists' focus on emotions has largely disappeared. In this paper, we argue that due to recent radical transformations in the medical arena, emotional socialization within medical education should be of renewed interest for sociologists. Developments in medical education such as increased diversity among enrollees, the rise of patient health movements, and curricular transformation have made this context a particularly interesting case for sociologists working on a variety of questions related to structural, organizational, and cultural change. We offer three areas of debate within studies in medical education that sociologists may be interested in studying: 1) gendered and racialized differences in the performance of clinical skills related to emotion, 2) differences in self-reported empathy among subspecialties, and 3) loss of empathy during the third year or clinical year of medical school.

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THE ISSUE OF FORMING MEDIA LITERACY OF FUTURE TRANSLATORS

Scientific journal of Khortytsia National Academy ◽

10.51706/2707-3076-2020-2-12 ◽

2020 ◽

pp. 119-126

Author(s):

Victoriia Dоmina

Keyword(s):

Professional Training ◽

Professional Competence ◽

Professional Knowledge ◽

Higher Learning ◽

Media Culture ◽

Educational Activity ◽

The World ◽

History Of ◽

The Media ◽

Modern Information

The globalization of the modern information world has led to the adoption of media culture in virtually all areas of human life – manufacturing, the public sphere, education, communication, and the arts. Media connections are formed between all social structures, countries, different communities. It is through mass communication that the process of rooting values and behaviors that dominate society at a certain time takes place. In the proposed article, the author argues that at the present stage particular importance is gained by the involvement of an individual in the media culture in the context of preparing young people to interact with the complex information world. It is determined that these processes are important for the professional training of translators, because very often they are representatives of contemporary Ukrainian culture in the world. It is proved that the training of modern specialists requires from them mastering of a whole range of competences - from traditional language to modern information ones. This is justified by the fact that future translation specialists must have up-to-date information technologies in order to ensure high-level translation activities. The modern standards of higher professional pedagogical education mark that the graduating students of pedagogical educational establishments must be aware of the methods of search, treatment and use of information; be able her to interpret and adapt addressees in accordance with queries. The marked intercommunications of mediaeducation and professional preparation of future translator are examined as important constituents of his/her professional competence. Analytical activity of a future translator in relation to mediatext provides for : finding out of conformities to law of construction of mediatext on the whole; immersion in logic of the authorial thinking; reconstruction of conception to the author of a mediatext; determination of the own point of view in relation to a concrete work of mediaculture. Theoretical preparation of future translators in the context of tasks of mediaeducation necessarily includes different questions in relation to co-operation of medias of the world in the society, theory and history of mediaculture. An informative supply in industry of theory and history of mediaeducation will form the ground not only for successful communicative practice in industry of medias, but also for creation of the own programs of educational orientation medias in the future process of independent pedagogical work at school. The specificity of professional training of future translators in pedagogical institutions of higher learning predetermines the special attention to the development of professional knowledge and abilities that teachers need for perfecting their own pedagogical culture. Such professional knowledge and abilities can be marked by such indexes: motivational (reasons of mediaeducational activity; aspiring to perfecting one’s own knowledge of media); informative (a level of being informed; pedagogical knowledge of the media industry); methodical (methodical abilities in the sphere of mediaeducation); activity (quality of medias of educational activity); creativity (a level of the creative elements in media educational activity). Translator that received media education in an institution of higher learning will be able: to encourage students, develop a desire to formulate the problem questions concerning media; use in teaching the research methodology aimed at the organization of independent search of information in media by students for substantiating certain questions; help students to develop skills in relation to the use of various sources of mediainformation; organize discussions in the process of students’ learning to listentolerantlyand tactfully to othersand to express their own opinion. Development of pedagogical terms of application of mediaeducation in the process of professional training of future translators at the initial stage requires the study of the real practice of intercommunication of modern student youth and mediaculture.

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