scholarly journals Experiences of Accreditation of Medical Education in Taiwan

2009 ◽  
Vol 6 ◽  
pp. 2 ◽  
Author(s):  
Chi-Wan Lai
Keyword(s):  
Medical Education ◽  
The United States ◽  
Medical Council ◽  
Ministry Of Education ◽  
Accreditation System ◽  
Self Assessment ◽  
Non Profit ◽  
Liaison Committee ◽  
Future Goals

This review aims to introduce the Taiwanese Medical Accreditation System: its history, role and future goals. In 1999, the Ministry of Education, Taiwanese Government commissioned the non-profit National Health Research Institutes (NHRI) to develop a new medical accreditation system. According to that policy, the Taiwan Medical Accreditation Council (TMAC) was established in the same year. The council serves a similar function to that of the Liaison Committee on Medical Education (LCME) of the United States and the Australian Medical Council (AMC). The accreditation process consists of a self-assessment plus a four-day site visit by a team of eight medical educators that are headed by one of the council members of the TMAC. The first cycle of initial visits was completed from 2001 to 2004. Subsequent follow-up visits were arranged according to the results of the survey with smaller-sized teams and shorter periods. There is evidence to suggest that the majority (seven of eleven) of the medical schools in Taiwan have made good progress. TMAC?占퐏 next step will be to monitor the progress and raise the standard of medical education in individual schools with a homogenous, superior standard of medical education.

scholarly journals The Current State of Medical School Education in Bioethics, Health Law, and Health Economics

2008 ◽  
Vol 36 (1) ◽  
pp. 89-94 ◽  
Author(s):  
Govind C. Persad ◽  
Linden Elder ◽  
Laura Sedig ◽  
Leonardo Flores ◽  
Ezekiel J. Emanuel
Keyword(s):  
United States ◽  
Medical Education ◽  
Health Economics ◽  
End Of Life ◽  
Medical Schools ◽  
The United States ◽  
Health Law ◽  
Research Administration ◽  
Liaison Committee ◽  
End Of Life Decision

The standards for medical education in the United States now go above and beyond traditional basic science and clinical subjects. Bioethics, health law, and health economics are recognized as important parts of translating physicians’ technical competence in medicine into effective research, administration, and medical care for patients. The Liaison Committee on Medical Education (LCME), which establishes certification requirements for medical schools, requires all medical schools to include bioethics in their curricula. Furthermore, issues such as the growth of genetic testing, end-of-life decision making for a burgeoning elderly population, confidentiality in the era of electronic medical records, and allocation of scarce medical resources make bioethics training clearly necessary for physicians. Although 16 percent of the United States GDP is devoted to health care, the LCME does not currently mandate training in health law or health economics. Furthermore, as the Schiavo case and HIPAA remind us, legal directives influence medical practice in areas such as billing, confidentiality, and end-of-life care.

scholarly journals Telemedicine Training in Undergraduate Medical Education: Mixed-Methods Review (Preprint)

2018 ◽  
Author(s):  
Shayan Waseh ◽  
Adam P Dicker
Keyword(s):  
United States ◽  
Health Care ◽  
Medical Education ◽  
Mixed Methods ◽  
Undergraduate Medical Education ◽  
Clinical Education ◽  
Medical Schools ◽  
The United States ◽  
Health Care Environment ◽  
Liaison Committee

BACKGROUND Telemedicine has grown exponentially in the United States over the past few decades, and contemporary trends in the health care environment are serving to fuel this growth into the future. Therefore, medical schools are learning to incorporate telemedicine competencies into the undergraduate medical education of future physicians so that they can more effectively leverage telemedicine technologies for improving the quality of care, increasing patient access, and reducing health care expense. This review articulates the efforts of allopathic-degree-granting medical schools in the United States to characterize and systematize the learnings that have been generated thus far in the domain of telemedicine training in undergraduate medical education. OBJECTIVE The aim of this review was to collect and outline the current experiences and learnings that have been generated as medical schools have sought to implement telemedicine capacity-building into undergraduate medical education. METHODS We performed a mixed-methods review, starting with a literature review via Scopus, tracking with Excel, and an email outreach effort utilizing telemedicine curriculum data gathered by the Liaison Committee on Medical Education. This outreach included 70 institutions and yielded 7 interviews, 4 peer-reviewed research papers, 6 online documents, and 3 completed survey responses. RESULTS There is an emerging, rich international body of learning being generated in the field of telemedicine training in undergraduate medical education. The integration of telemedicine-based lessons, ethics case-studies, clinical rotations, and even teleassessments are being found to offer great value for medical schools and their students. Most medical students find such training to be a valuable component of their preclinical and clinical education for a variety of reasons, which include fostering greater familiarity with telemedicine and increased comfort with applying telemedical approaches in their future careers. CONCLUSIONS These competencies are increasingly important in tackling the challenges facing health care in the 21st century, and further implementation of telemedicine curricula into undergraduate medical education is highly merited.

The Research Climate in Francophone West Africa and Liberia (Report on a Mission for the Research Liaison Committee of the African Studies Association in June-July, 1967)

1968 ◽  
Vol 11 (01) ◽  
pp. 67-76
Author(s):  
Igor Kopytoff
Keyword(s):  
Central African Republic ◽  
The United States ◽  
Clearing House ◽  
Research Information ◽  
Liaison Committee ◽  
Western Africa ◽  
June July ◽  
Formal Procedures ◽  
Upper Volta

The mission was designed in part as a follow-up and in part as a complement to Professor Philip D. Curtin's research liaison visit to western Africa in 1965 on behalf of the Association. Senegal, Liberia, Ivory Coast, Tchad, and Cameroun were revisited. The previously unvisited Central African Republic, Dahomey, Niger, and Upper Volta were added to the itinerary. Difficulties in flight scheduling and unexpected delays during the trip ruled out the planned visits to Gabon and Togo. The goals of the mission were as follows: (1) to establish or renew contacts with universities, research institutes, appropriate government authorities, African and expatriate researchers, and American scholars currently engaged in research in Africa; (2) to make known the existence of the Research Liaison Committee (and sometimes, as it turned out, of the ASA as well) as a two-way clearing house for Africanist research information; (3) to establish more regular means of exchanging information with institutions in Africa on current and planned research, so as to make possible some informal coordination of research plans among scholars; (4) to determine the existing formal procedures (if any) for researchers from abroad; and (5) to convey back to the Africanist community in the United States some of the feelings, attitudes, and suggestions from these countries.

scholarly journals ELECTRONIC EDUCATIONAL PUBLICATIONS ON THE HISTORY OF RUSSIA IN THE CONTEXT OF DIGITALIZATION OF THE LEARNING PROCESS

2020 ◽  
Vol 22 (75) ◽  
pp. 40-46
Author(s):  
A.R. Kamaleeva ◽  
◽  
V.V. Slepushkin
Keyword(s):  
Russian Federation ◽  
Cognitive Abilities ◽  
The United States ◽  
Electronic Books ◽  
Ministry Of Education ◽  
Self Assessment ◽  
Rational Combination ◽  
The Russian Federation ◽  
Online Format ◽  
Plot Structure

The article points out the importance of electronic books for digital izing education. It touches upon a brief story of appearance and development of electronic books, the experience of their implementation in schools in South Korea, Finland, the United States of America, and the Russian Federation. During COVID-19 pandemic online format of education has become universal at schools and revealed new contradictions and problems. Also, it highlights the main advantages of electronic books (multimedia possibilities, relevance, individual approach, wide use of media materials etc.) and the main disadvantages (compatibility with different operating systems, mechanical fragility, the price of a device). The Author talks about the plot, structure and level of complexity and different versions of a textbook). The article demonstrates the key phases of the creation process and distinctive features of Shatalov school’s electronic books and, their conformity to requirements of the Ministry of Education of the Russian Federation. The focus of this earticle is that the content of electronic books corresponds to learning how people absorb information, the laws of natural perception of information and a student’s cognitive abilities. The article justifies the idea that text in an electronic book should be brief, easy to read, should actively use bearing summaries and bearing signals. The article analyzes methods of variable repetition of educational data in an electronical textbook and self-assessment. It demonstrates its multimedia possibilities in full, widgets from iBooks Author and methods of its implementation to electronic books. The conclusion of the article demonstrates that an e-bookalong with a special software is a key element of an informational and education alenvironment. The use of electronic books is one of the ways to shape students’cognitive activities and digital hygiene. The Author arrives to the conclusion that a rational combination and complex application of printed and electronic books in school education is necessary

scholarly journals Testing and evaluation: the present and future of the assessment of medical professionals

2017 ◽  
Vol 41 (1) ◽  
pp. 149-153 ◽  
Author(s):  
Steven A. Haist ◽  
Agata P. Butler ◽  
Miguel A. Paniagua
Keyword(s):  
United States ◽  
Clinical Skills ◽  
Medical Schools ◽  
The United States ◽  
Self Assessment ◽  
National Board ◽  
Liaison Committee ◽  
Medical Graduates ◽  
Primary Driver ◽  
State Medical Boards

The aim of this review is to highlight recent and potential future enhancements to the United States Licensing Examination (USMLE) program. The USMLE program is co-owned by the National Board of Medical Examiners (NBME) and the Federation of State Medical Boards. The USMLE includes four examinations: Step 1, Step 2 Clinical Knowledge, Step 2 Clinical Skills, and Step 3; every graduate of Liaison Committee on Medical Education-accredited allopathic medical schools and all international medical graduates must pass this examination series to practice medicine in the United States. From 2006 to 2009, the program underwent an indepth review resulting in five accepted recommendations. These recommendations have been the primary driver for many of the recent enhancements, such as an increased emphasis on foundational science and changes in the clinical skills examination, including more advanced communication skills assessment. These recommendations will continue to inform future changes such as access to references (e.g., a map of metabolic pathways) or decision-making tools for use during the examination. The NBME also provides assessment services globally to medical schools, students, residency programs, and residents. In 2015, >550,000 assessments were provided through the subject examination program, NBME self-assessment services, and customized assessment services.

scholarly journals Risk and Outcomes of Substance Use Disorder among Anesthesiology Residents

2015 ◽  
Vol 123 (4) ◽  
pp. 929-936 ◽  
Author(s):  
David O. Warner ◽  
Keith Berge ◽  
Huaping Sun ◽  
Ann Harman ◽  
Andrew Hanson ◽  
...  
Keyword(s):  
United States ◽  
Risk Factors ◽  
Medical Education ◽  
Substance Use ◽  
Residency Training ◽  
Substance Use Disorder ◽  
Odds Ratio ◽  
The United States ◽  
Hazard Ratio

Abstract Background: The goal of this work is to evaluate selected risk factors and outcomes for substance use disorder (SUD) in physicians enrolled in anesthesiology residencies approved by the Accreditation Council for Graduate Medical Education. Methods: For each of 384 individuals with evidence of SUD while in primary residency training in anesthesiology from 1975 to 2009, two controls (n = 768) who did not develop SUD were identified and matched for sex, age, primary residency program, and program start date. Risk factors evaluated included location of medical school training (United States vs. other) and anesthesia knowledge as assessed by In-Training Examination performance. Outcomes (assessed to December 31, 2013, with a median follow-up time of 12.2 and 15.1 yr for cases and controls, respectively) included mortality and profession-related outcomes. Results: Receiving medical education within the United States, but not performance on the first in-training examination, was associated with an increased risk of developing SUD as a resident. Cases demonstrated a marked increase in the risk of death after training (hazard ratio, 7.9; 95% CI, 3.1 to 20.5), adverse training outcomes including failure to complete residency (odds ratio, 14.9; 95% CI, 9.0 to 24.6) or become board certified (odds ratio, 10.4; 95% CI, 7.0 to 15.5), and adverse medical licensure actions subsequent to residency (hazard ratio, 6.8; 95% CI, 3.8 to 12.2). As of the end of follow-up, 54 cases (14.1%) were deceased compared with 10 controls (1.3%); 28 cases and no controls died during residency. Conclusion: The attributable risk of SUD to several adverse outcomes during and after residency training, including death and adverse medical license actions, is substantial.

Evaluation of undergraduate medical education in Finnish community-oriented and traditional medical faculties: a 10-year follow-up

2000 ◽  
Vol 34 (12) ◽  
pp. 1016-1018 ◽  
Author(s):  
Harri Hyppola ◽  
Esko Kumpusalo ◽  
Irma Virjo ◽  
Kari Mattila ◽  
Liisa Neittaanmaki ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Medical Faculties

The Incorporation of American Religion: The Case of the Presbyterians

1991 ◽  
Vol 1 (1) ◽  
pp. 101-118
Author(s):  
Louis Weeks
Keyword(s):  
United States ◽  
Voluntary Associations ◽  
The United States ◽  
Colonial Period ◽  
American Religion ◽  
Cultural Patterns ◽  
Christian Church ◽  
Non Profit ◽  
Protestant Denominations ◽  
Family Groups

The Christian church, including all its various branches, has been consistently susceptible to the forces that form or change cultures. Scholars claim that this adaptability has been extremely important in the rise and spread of the religion. In the American environment, Protestants formed voluntary associations that attracted people individually and by family groups. This environment actually shaped “denominations” even during the colonial period. One such denomination was the Presbyterians, who pioneered in the formation of a communion that existed as neither a “state church” nor a “dissenting” church body. As the United States experienced industrialization and growing complexity in economic and cultural patterns, the Protestant denominations were affected by those same forces. Thus, denominations naturally became what came to be termed “non-profit corporations,” subject to the limitations and problems of such organizations but also the beneficiaries of that system as well.

52. Simulation based training improves resident competence in the performance of critical resuscitation procedures

2007 ◽  
Vol 30 (4) ◽  
pp. 56
Author(s):  
I. Rigby ◽  
I. Walker ◽  
T. Donnon ◽  
D. Howes ◽  
J. Lord
Keyword(s):  
Internal Medicine ◽  
Emergency Medicine ◽  
Medical Education ◽  
Family Medicine ◽  
Training Program ◽  
Correlation Coefficient ◽  
Training Programs ◽  
Self Assessment ◽  
Procedural Skills ◽  
Simulation Based

We sought to assess the impact of procedural skills simulation training on residents’ competence in performing critical resuscitation skills. Our study was a prospective, cross-sectional study of residents from three residency training programs (Family Medicine, Emergency Medicine and Internal Medicine) at the University of Calgary. Participants completed a survey measuring competence in the performance of the procedural skills required to manage hemodynamic instability. The study intervention was an 8 hour simulation based training program focused on resuscitation procedure psychomotor skill acquisition. Competence was criterion validated at the Right Internal Jugular Central Venous Catheter Insertion station by an expert observer using a standardized checklist (Observed Structured Clinical Examination (OSCE) format). At the completion of the simulation course participants repeated the self-assessment survey. Descriptive Statistics, Cronbach’s alpha, Pearson’s correlation coefficient and Paired Sample t-test statistical tools were applied to the analyze the data. Thirty-five of 37 residents (9 FRCPC Emergency Medicine, 4 CCFP-Emergency Medicine, 17 CCFP, and 5 Internal Medicine) completed both survey instruments and the eight hour course. Seventy-two percent of participants were PGY-1 or 2. Mean age was 30.7 years of age. Cronbach’s alpha for the survey instrument was 0.944. Pearson’s Correlation Coefficient was 0.69 (p < 0.001) for relationship between Expert Assessment and Self-Assessment. The mean improvement in competence score pre- to post-intervention was 6.77 (p < 0.01, 95% CI 5.23-8.32). Residents from a variety of training programs (Internal Medicine, Emergency Medicine and Family Medicine) demonstrated a statistically significant improvement in competence with critical resuscitation procedural skills following an intensive simulation based training program. Self-assessment of competence was validated using correlation data based on expert assessments. Dawson S. Procedural simulation: a primer. J Vasc Interv Radiol. 2006; 17(2.1):205-13. Vozenilek J, Huff JS, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004; 11(11):1149-54. Ziv A, Wolpe PR, Small SD, Glick S. Simulation-based medical education: an ethical imperative. Acad Med. 2003; 78(8):783-8.

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