scholarly journals Teachers and clinical students' perception of the core competencies of different subjects of the undergraduate BDS curriculum

2017 ◽  
Vol 8 (2) ◽  
pp. 24-28
Author(s):  
Md Rasel Ahmad ◽  
Iffat Ara ◽  
Md Humayun Kabir Talukder ◽  
Dipak Kumer Paul Chowdhury ◽  
Md Immam Hossin ◽  
...  
Keyword(s):  
Medical Education ◽  
Clinical Skills ◽  
Core Competencies ◽  
Continuous Process ◽  
Well Being ◽  
Health Science ◽  
Personal Attributes ◽  
Patient Treatment ◽  
The Core ◽  
Competency Based

Background: Curriculum planning and designing is not a static process, rather a continuous process done regularly through a system. More than one decade have elapsed since the Centre for Medical Education (CME), in 1988, developed a national Undergraduate Dental Curriculum which was supposed to be community-oriented and competency based. The curriculum was partially implemented with the advancement of dental health science and application of newer techniques in dental practices in developed and developing countries.Rationale: Competency is the ability to combine evidence based knowledge, personal attitudes, and clinical skills to undertake holistic dental care. Personal attributes may include creativity, ethics, aesthetics, and critical sense and personal attributes include a desire for patient wellbeing and to self-evaluate the effectiveness of the treatment. As life-long learning becomes a crucial attribute for all modern clinicians, the ability to self-assess performance and identify future learning goals is an essential skill that needs to be developed in a modern healthcare curriculum. Self-assessment, self-reflection and selfregulation can promote a deeper understanding in current knowledge. The essential professional clinical skills may include a) diagnosis and treatment planning b) Preventative measures c) patient treatment and rehabilitation. Other skills that may be essential include professionalism, administrative and promotional skills. It is important that universities and dental schools help students nurture these values from a very early stage.Objectives: The present study was undertaken to identify the teachers and clinical students' perception of the core competencies of different subjects of the undergraduate BDS curriculum.Methods: This descriptive type of cross sectional study was conducted in seven public and private dental colleges of Bangladesh after getting written permission from the principal of the respective dental colleges. Voluntary participation of the students was ensured and the names of the students' as well as teachers were kept confidential. The teachers and students of final years from the different dental colleges were the study population; among them four hundred (400) students and one hundred twenty teachers (120) were taken as sample by convenient sampling. Data collection instrument was a semistructured questionnaire with 5-point Likert scale for final year students' and in depth interview was used for teachers.Results: The study revaled that 95% mentioned that introduction part of the curriculum competency in relation to the knowledge, skills and attitude of a dental graduate must be mentioned. Nearly 97 of the students mentioned that competency acquired by the newly passed dental graduate from the BDS course was satisfactory.Conclusion: Competency-based dental education is a continuous process in maintaining a degree of quality consistent with patient well-being and effective treatment management path, which the graduating dentist should achieve. The cultural and socioeconomic diversity among different communities might have an impact on the profile of the professional needed by the society.Bangladesh Journal of Medical Education Vol.8(2) 2017: 24-28

scholarly journals Opinion of Bangladeshi teachers and undergraduate clinical students regarding the course duration of BDS curriculum

2017 ◽  
Vol 8 (1) ◽  
pp. 18-21
Author(s):  
Md Rasel Ahmad ◽  
Iffat Ara ◽  
Md Humayun Kabir Talukder ◽  
Md Immam Hossin ◽  
Md Abdullah Al Harun ◽  
...  
Keyword(s):  
Medical Education ◽  
Dental Health ◽  
Continuous Process ◽  
Local Population ◽  
Cross Sectional Study ◽  
Curriculum Planning ◽  
Health Science ◽  
Global Changes ◽  
Cross Sectional ◽  
Competency Based

Background: Curriculum planning and designing is not a static process, rather a continuous process done regularly through a system. More than one decade have elapsed since the Centre for Medical Education (CME), in 1988, developed a national Undergraduate Dental Curriculum which was supposed to be community-oriented and competency based. The curriculum was partially implemented with the advancement of dental health science and application of newer techniques in dental practices in developed and developing countries.Rationale: A healthcare curriculum must be up-to-date, fit for purpose and relevant to the population it serves wherever that population might be, worldwide. It needs to assess the general and dental health needs of our local population and to propose a set of core skills of the dentists will need on graduation and in the future. The Health Science including Oro-dental science is changing with the advancement of health science, educational science & applied technology. Global changes are happening in health science and dental education in accordance and conformity of these advancements and changes. With the application of these knowledge and skills of dental science, future dentists should satisfy their patients with the changing needs of the community. The need to develop a community-oriented and competency-based curriculum was felt by all concerned.Objectives: The present study was undertaken to identify the Opinion of Bangladeshi teachers and undergraduate clinical students regarding the course duration of BDS curriculum.Methods: This descriptive type of cross sectional study was conducted in seven public and private dental colleges of Bangladesh after getting written permission from the principal of the respective dental colleges. Voluntary participation of the students was ensured and the names of the students' as well as teachers were kept confidential. The teachers and students of final years from the different dental colleges were the study population; among them four hundred (400) students and one hundred twenty teachers (120) were taken as sample by convenient sampling. Data collection instrument was a semistructured questionnaire with 5-point Likert scale for final year students' and in depth interview was used for teachers.Results: The study revealed that the 98% teachers mentioned that the course duration (4 years) in comparison to number of subjects and contents was not adequate and 98% teachers' opinion was that the total course duration should be 5 years. Nearly 75% of students mentioned that the total course duration should be 5 years.Conclusion: In this study, the students reported that they have acquired greater practical and clinical experiences in few areas from the curriculum of BDS course. The majority of the students were not satisfied on their acquired competencies in most of the areas after their graduation. This was due to shortage of course duration in comparison to number of subjects and contents, improper distributions of the subjects, inadequate duration of community placement, less allocation of hours in practical and clinical classes etc.Bangladesh Journal of Medical Education Vol.8(1) 2017: 18-21

Postgraduate medical education: The history and development of competency-based training program in Nepal

2021 ◽  
Vol 8 (1) ◽  
pp. 102-112
Author(s):  
Jay Narayan Shah ◽  
Jenifei Shah ◽  
Jesifei Shah ◽  
Ashis Shrestha ◽  
Nabees Man Singh Pradhan
Keyword(s):  
Medical Education ◽  
Healthcare System ◽  
Postgraduate Training ◽  
Core Competencies ◽  
Health Sciences ◽  
Medical Council ◽  
Competency Based Medical Education ◽  
Surgical Workforce ◽  
Competency Based ◽  
Medical Colleges

Nepal is a small, lower-middle-income country; with a population of around 30 million. As per WHO, Nepal has a low doctor-patient ratio (0.7/1000) and even lower specialists (e.g., surgical) workforce (0.003/1000); additionally, data from Nepal Medical Council show the number of postgraduate specialists is 1/3rd of the total registered doctors. The mismatch in the doctor-patient ratio is further aggravated by the overwhelming number of doctors in urban areas; when 80% of the population are in rural Nepal. This inequitable discrepancy in the healthcare system requires: proper training of competent medical graduates, a fair distribution across the country, and effective changes in the healthcare system. Competency-based medical education plays an important role in: standardizing education, training competent doctors, and deploying them where they are needed the most. The Government of Nepal has recently established Medical Education Commission-which plans to oversee the entrance exams; and expand the postgraduate training to be conducted by private hospitals, previously not affiliated with any medical colleges or universities. Historically, Civil Medical School started training compounders and dressers in Nepal in 1934. A big milestone was achieved with the establishment of the Institute of Medicine under Tribhuvan University in 1972, which has continued to train all categories of health manpower needed in the country. In 2006 Nepal Medical Council developed “Regulations for Post-graduate Medical education”. Thereafter, several institutions started providing postgraduate training, for example: the BP Koirala Institute of Health Sciences, Kathmandu University, National Academy of Medical Sciences, and Patan Academy of Health Sciences (PAHS). The PAHS conducts PG programs and post-PG fellowships in line with competency-based medical education. In addition to formative assessments, research thesis, and a publishable article; PAHS requires its trainees to be certified in a pre-set of entrustable professional activities (EPAs) and to master eight Core Competencies domains in: Professionalism, Patient-centered care, Procedural skills, Clinical Reasoning, Communication, Scholarship, Leadership, Community orientation. The number of medical colleges in Nepal has since expanded to 24  (medical 21 and dental colleges 3). Private medical colleges make up about 3/4th of the total medical colleges in Nepal. This makes the inclusion and regulation of more components of the competency-based curriculum in postgraduate training programs, and its monitoring,  somewhat of a challenge.

scholarly journals Impact of the COVID-19 pandemic on the core functions of primary care: will the cure be worse than the disease? A qualitative interview study in Flemish GPs

BMJ Open ◽  
2020 ◽  
Vol 10 (6) ◽  
pp. e039674 ◽  
Author(s):  
Veronique Verhoeven ◽  
Giannoula Tsakitzidis ◽  
Hilde Philips ◽  
Paul Van Royen
Keyword(s):  
Primary Care ◽  
General Practice ◽  
Clinical Decision Making ◽  
Core Competencies ◽  
Well Being ◽  
Clinical Decision ◽  
Framework Analysis ◽  
Profound Impact ◽  
The Core ◽  
Qualitative Interview Study

ObjectivesThe current COVID-19 pandemic, as well as the measures taken to control it, have a profound impact on healthcare. This study was set up to gain insights into the consequences of the COVID-19 outbreak on the core competencies of general practice, as they are experienced by general practitioners (GPs) on the frontline.Design, setting, participantsWe performed a descriptive study using semistructured interviews with 132 GPs in Flanders, using a topic list based on the WONCA definition of core competencies in general practice. Data were analysed qualitatively using framework analysis.ResultsChanges in practice management and in consultation strategies were quickly adopted. There was a major switch towards telephone triage and consults, for covid-related as well as for non-covid related problems. Patient-centred care is still a major objective. Clinical decision-making is largely focused on respiratory assessment and triage, and GPs feel that acute care is compromised, both by their own changed focus and by the fact that patients consult less frequently for non-covid problems. Chronic care is mostly postponed, and this will have consequences that will extend and become visible after the corona crisis. Through the holistic eyes of primary care, the current outbreak—as well as the measures taken to control it—will have a profound impact on psychological and socioeconomic well-being. This impact is already visible in vulnerable people and will continue to become clear in the medium and long terms. GPs think that they are at high risk of getting infected. Dropping out and being unable to contribute their part or becoming virus transmitters are reported to be greater concerns than getting ill themselves.ConclusionsThe current times have a profound impact on the core competences of primary care. Although the vast increase in patients soliciting medical help and the necessary separate covid and non-covid flows have been dealt with, GPs are worried about the continuity of regular care and the consequences of the anticovid measures. These may become a threat for the general health of the population and for the provision of primary healthcare in the near and distant future.

scholarly journals FORMATION OF STUDENTS’ MATHEMATICAL COMPETENCE IN THE CONTEXT OF THE EUROPEAN EDUCATIONAL SPACE

2019 ◽  
pp. 52-58
Author(s):  
Nina Batechko ◽  
Emilia Dibrivna
Keyword(s):  
European Union ◽  
Core Competencies ◽  
The Other ◽  
The European Union ◽  
Mathematical Competence ◽  
Methodological Basis ◽  
Professional Activities ◽  
The Core ◽  
Competency Based ◽  
Innovative Economy

The article deals with the main trends of formation of students’ mathematical competence in modern conditions of Ukraine’s entry into the European educational space. The competency-based approach has been considered as a methodological basis of the process of formation of mathematical competence. The Framework Program for updated core competencies of 2018 has been reviewed, and a comparative analysis of the core competencies of the European Union in 2006 and 2018 has been carried out. The importance of forming the mathematical competence of future specialists in solving professional problems in their future professional activities has been emphasized. The changes that the interpretation of mathematical competence has undergone in the updated core competencies of the European Union have been pointed out. The definitional analysis of the concept of «mathematical competence» used in domestic pedagogical theory has been carried out. The advantages of some approaches in the best European practices in the formation of mathematical competence have been stressed. Attention has been drawn to the peculiarities of adapting the process of forming mathematical competence of Ukrainian students to the best European practices as well as arising contradictions and problems. It has been proved that the formation of students’ mathematical competence contributed to the formation of the innovative economy of the state as a whole, as it contributes to the solution of professional problems by future specialists. It has been proved that taking into account the mathematical competence as a key one will contribute to the formation of professional competencies of future specialists. On the other hand, taking into account the mathematical competence as a key one will help to improve the curriculum of mathematical disciplines. The proposed research can serve as a methodological basis for constructing components of students’ mathematical competence.

scholarly journals How to arrange and conduct a successful CME event on airway management

2019 ◽  
pp. 318-324
Author(s):  
Tanmay Tiwari ◽  
Prem Raj Singh ◽  
Tanya Tripathi
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Airway Management ◽  
Special Reference ◽  
Continuing Medical Education ◽  
Clinical Skills ◽  
Depth Information ◽  
The Core ◽  
The World ◽  
And Training

Medicine is an ever-evolving branch of science, which requires regular teaching and training for the core purpose of patient safety. Physicians around the world are attending newer courses, workshops and continuing medical education (CME) programs to enhance their individual clinical skills. These courses offer much beyond the didactic lectures and are now routinely recommended by the regulatory authorities of most of the countries. This article will provide in-depth information for the conceptualization, planning and conduct of any educational medical course with a special reference to airway management. Citation: Tiwari T, Singh PR, Tripathi T. How to arrange and conduct a successful CME event on airway management. Anaesth pain & intensiv care 2019;23(3):318-324

scholarly journals CMBE

2021 ◽  
Author(s):  
Nebras Alghazawi
Keyword(s):  
Core Competencies ◽  
Neck Surgery ◽  
Unintended Consequences ◽  
Surgical Specialty ◽  
The Core ◽  
Modified Delphi ◽  
Delphi Approach ◽  
Surgical Subspecialty ◽  
Data Driven Approach ◽  
Competency Based

Competency-based medical education promises to provide effective and structured training, relying on the identification and measurement of trainee competency through standardized guidelines. Shifting to competency-based education approaches has provided the opportunity for training programs to re-examine and formally define core competencies representative of their scope of practice. Members of our team were involved in identifying the core surgical competencies that graduating residents of one specialty (Otolaryngology—Head and Neck Surgery (OTL-HNS)) needed to acquire. We used a modified Delphi approach wherein key stakeholders, including past and present program directors for one surgical subspecialty across Canada, were asked to rate all surgical procedures included in key specialty-specific policy documents and in a compiled comprehensive list of all procedures pertaining to OTL-HNS. We set out to engage in a data-driven approach to build consensus regarding core competencies for OTL-HNS. After several Delphi rounds, the polarization of participants became ingrained, and the act of selecting core competencies had the effect of both defining and failing to define the core aspects of the speciality. We found core competencies can, and do, overlap between specialties, representing a blurring of necessary competencies across specialties. This blurring could create overlapping or confounding professional identities and influence the accreditation of residency programs. This paper will not report on the findings derived from the Delphi process, but rather describes insights gained throughout our failed consensus process and explore the unintended consequences of attempting to define core competencies in one surgical specialty and how it ultimately led to the termination of our research and consensus-building initiative.

scholarly journals Hands in medicine: understanding the impact of competency-based education on the formation of medical students’ identities in the United States

2016 ◽  
Vol 13 ◽  
pp. 31 ◽  
Author(s):  
Catherine Gonsalves ◽  
Zareen Zaidi
Keyword(s):  
United States ◽  
Medical Students ◽  
Identity Formation ◽  
Social Role ◽  
Clinical Skills ◽  
Core Competencies ◽  
The United States ◽  
Competency Based Education ◽  
Competency Based ◽  
The Impact

Purpose: There have been critiques that competency training, which defines the roles of a physician by simple, discrete tasks or measurable competencies, can cause students to compartmentalize and focus mainly on being assessed without understanding how the interconnected competencies help shape their role as future physicians. Losing the meaning and interaction of competencies can result in a focus on ‘doing the work of a physician’ rather than identity formation and ‘being a physician.’ This study aims to understand how competency-based education impacts the development of a medical student’s identity. Methods: Three ceramic models representing three core competencies ‘medical knowledge,’ ‘patient care,’ and ‘professionalism’ were used as sensitizing objects, while medical students reflected on the impact of competency-based education on identity formation. Qualitative analysis was used to identify common themes. Results: Students across all four years of medical school related to the ‘professionalism’ competency domain (50%). They reflected that ‘being an empathetic physician’ was the most important competency. Overall, students agreed that competency-based education played a significant role in the formation of their identity. Some students reflected on having difficulty in visualizing the interconnectedness between competencies, while others did not. Students reported that the assessment structure deemphasized ‘professionalism’ as a competency. Conclusion: Students perceive ‘professionalism’ as a competency that impacts their identity formation in the social role of ‘being a doctor,’ albeit a competency they are less likely to be assessed on. High-stakes exams, including the United States Medical Licensing Exam clinical skills exam, promote this perception.

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