scholarly journals History of the medical education accreditation system in Korea: implementation and activities in the early stages

2020 ◽  
Vol 17 ◽  
pp. 29
Author(s):  
Kwang-ho Meng
Keyword(s):  
Medical Education ◽  
Medical Schools ◽  
University Education ◽  
Medical Community ◽  
School Evaluation ◽  
Ministry Of Education ◽  
Important Lesson ◽  
History Of ◽  
Criterion Referenced

Following the opening of 12 new medical schools in Korea in the 1980s, standardization and accreditation of medical schools came to the forefront in the early 1990s. To address the medical community’s concerns about the quality of medical education, the Korean Council for University Education and Ministry of Education conducted a compulsory medical school evaluation in 1996 to see whether medical schools were meeting academic standards or not. This evaluation was, however, a norm-referenced assessment, rather than a criterion-referenced assessment. As a result, the Accreditation Board for Medical Education in Korea (ABMEK) was founded in 1998 as a voluntary organization by the medical community. With full support of the Korean medical community, ABMEK completed its 1st cycle of evaluations of all 41 medical schools from 2000 to 2004. In 2004, ABMEK changed its name to the Korean Institute of Medical Education and Evaluation (KIMEE) as a corporate body. After that, the Korean government paid closer attention to its voluntary accreditation activities. In 2014, the Ministry of Education officially recognized the KIMEE as the 1st professional institute for higher education evaluation accreditation. The most important lesson learned from ABMEK/KIMEE is the importance of collaboration among all medical education-related organizations, including the Korean Medical Association.

scholarly journals Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Marleen W. Ottenhoff- de Jonge ◽  
Iris van der Hoeven ◽  
Neil Gesundheit ◽  
Roeland M. van der Rijst ◽  
Anneke W. M. Kramer
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Medical Schools ◽  
Structural Basis ◽  
Educational Beliefs ◽  
Beliefs About Teaching ◽  
Medical Educators ◽  
Teaching Learning ◽  
New Framework

Abstract Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

scholarly journals Web-based Medical Education During COVID-19 Lockdown: A Step Back or a Leap to the Future?

2021 ◽  
pp. 153473462110118
Author(s):  
Anna Eleftheriou ◽  
Aikaterini Rokou ◽  
Christos Argyriou ◽  
Nikolaos Papanas ◽  
George S. Georgiadis
Keyword(s):  
Medical Education ◽  
Clinical Training ◽  
Medical Training ◽  
Medical Schools ◽  
Web Based ◽  
Clinical Exposure ◽  
Virtual Teaching ◽  
Based Medicine ◽  
The Impact

The impact of coronavirus infectious disease (COVID-19) on medical education has been substantial. Medical students require considerable clinical exposure. However, due to the risk of COVID-19, the majority of medical schools globally have discontinued their normal activities. The strengths of virtual teaching now include a variety of web-based resources. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Conversely, students have received decreased clinical training in certain medical and surgical specialities, which may, in turn, reduce their performance, confidence, and abilities as future physicians. We sought to analyze the effect of telemedicine on the quality of medical education in this new emerging era and highlight the benefits and drawbacks of web-based medical training in building up future physicians. The COVID-19 pandemic has posed an unparalleled challenge to medical schools, which are aiming to deliver quality education to students virtually, balancing between evidence-based and experience-based medicine.

THE SPECIFICS OF PHYSICAL TRAINING OF STUDENTS IN THE CONDITIONS OF DISTANCE LEARNING AND SELF-ISOLATION

2021 ◽  
pp. 329-333
Author(s):  
L. G. Shebalina ◽  
◽  
N. M. Ladygina ◽  
L. V. Baykalova ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Young People ◽  
Human Body ◽  
Sharp Increase ◽  
Healthy Lifestyle ◽  
University Education ◽  
Physical Culture ◽  
Ministry Of Education ◽  
Culture And Health

In recent years, distance learning has been increasingly involved in university education by the Ministry of Education. The impetus for a new round of introduction of this form of education was given by the pandemic, which determined the need for self-isolation, when distance learning forms are becoming the only possible ones. But at the same time, a number of problems arise: the lack of proper real communication of young people, including with teachers, the weakening of the functions of critical thinking and the culture of discrimination, the strengthening of individualism, a sharp increase in physical inactivity. All this deforms the human body and removes it from a healthy lifestyle. Therefore, in the development and implementation of distance technologies, especially in the discipline “Physical culture”, which requires real permanent physical culture and health-improving practices under the supervision of a teacher and trainer, it is necessary to preserve the principle of the quality of education even in conditions of distance learning.

scholarly journals The Nurse in the University: A History of University Education for South African Nurses: A Case Study of the University of the Witwatersrand

2011 ◽  
Vol 2011 ◽  
pp. 1-9
Author(s):  
Simonne Horwitz
Keyword(s):  
Nursing Education ◽  
South African ◽  
Nursing Program ◽  
University Education ◽  
Medical Community ◽  
History Of ◽  
The University ◽  
University Training ◽  
First Time

This paper charts the history and debates surrounding the introduction of academic, university-based training of nurses in South Africa. This was a process that was drawn out over five decades, beginning in the late 1930s. For nurses, university training was an important part of a process of professionalization; however, for other members of the medical community, nursing was seen as being linked to women's service work. Using the case-study of the University of the Witwatersrand, one of South Africa's premier universities and the place in the country to offer a university-based nursing program, we argue that an historical understanding of the ways in which nursing education was integrated into the university system tells us a great deal about the professionalization of nursing. This paper also recognises, for the first time, the pioneers of this important process.

Irish Medical Education and Student Culture, c.1850-1950

2018 ◽  
Author(s):  
Laura Kelly
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Medical Profession ◽  
Religious Affiliation ◽  
Medical Schools ◽  
Student Life ◽  
Student Culture ◽  
History Of ◽  
Irish Medical

This book is the first comprehensive history of medical student culture and medical education in Ireland from the middle of the nineteenth century until the 1950s. Utilising a variety of rich sources, including novels, newspapers, student magazines, doctors’ memoirs, and oral history accounts, it examines Irish medical student life and culture, incorporating students’ educational and extra-curricular activities at all of the Irish medical schools. The book investigates students' experiences in the lecture theatre, hospital, dissecting room and outside their studies, such as in ‘digs’, sporting teams and in student societies, illustrating how representations of medical students changed in Ireland over the period and examines the importance of class, religious affiliation and the appropriate traits that students were expected to possess. It highlights religious divisions as well as the dominance of the middle classes in Irish medical schools while also exploring institutional differences, the students’ decisions to pursue medical education, emigration and the experiences of women medical students within a predominantly masculine sphere. Through an examination of the history of medical education in Ireland, this book builds on our understanding of the Irish medical profession while also contributing to the wider scholarship of student life and culture. It will appeal to those interested in the history of medicine, the history of education and social history in modern Ireland.

scholarly journals Human Resources and Logistic Requirements in Problem Based Learning Compared to Traditional Learning

2014 ◽  
Vol 3 (2) ◽  
pp. 46-47 ◽  
Author(s):  
Satish Kumar Deo
Keyword(s):  
Medical Education ◽  
Human Resources ◽  
Health Care Services ◽  
Problem Based Learning ◽  
Medical Schools ◽  
Medical Council ◽  
Student Centered ◽  
Care Services ◽  
Minimum Requirements

Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems. Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem along with discussion of the solution within the group. Few medical schools in Nepal have already incorporated problem-based learning into their curricula and other medical schools are planning to adopt. However, when PBL is introduced into a curriculum, it has implications for staffing and learning resources and demands a different approach to timetabling, workload, and assessment. So, issues like human resources requirements and logistic requirements need to address specifically from Nepal Medical Council for the assurance quality of medical education which, in turn, has contributed in enhancing the quality of health care services in Nepal. Hence, this paper is prepared for developing further understanding about major difference between conventional method of Medical education and PBL in relation to human resources requirements and infrastructure. This article ends with some of the important recommendations that could be considered additionally to existing minimum requirements from Nepal Medical Council for the Medical Schools/ Universities in Nepal who are running or planning to implement Problem-based Learning in their curricula. DOI: http://dx.doi.org/10.3126/noaj.v3i2.9530   NOAJ July-December 2013, Vol 3, Issue 2, 46-47

The history of medical education: a commentary on race

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.

scholarly journals Child psychiatry in a new medical school in Hong Kong

1989 ◽  
Vol 13 (2) ◽  
pp. 67-69 ◽  
Author(s):  
C. K. Wong
Keyword(s):  
Medical Education ◽  
Hong Kong ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Child Psychiatry ◽  
Medical Schools ◽  
Chinese University ◽  
History Of ◽  
The University

There are two medical schools in Hong Kong, that of the University of Hong Kong and that of the Chinese University of Hong Kong. The former has a history of more than 100 years whereas the latter admitted its first batch of students only in 1981. Both use English as the teaching medium and both are recognised by the GMC. I received my undergraduate medical education in the former but have been teaching in the latter for seven years.

scholarly journals Educação Nutricional: uma Lacuna na Formação Médica

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Denise Bitar Vasconcelos Villacorta ◽  
Charles Alberto Villacorta de Barros ◽  
Bernardo Felipe Santana de Macedo ◽  
Milena Coelho Fernandes Caldato
Keyword(s):  
Medical Education ◽  
Nutrition Education ◽  
Medical Schools ◽  
The United States ◽  
Medical Subject Headings ◽  
Cross Sectional ◽  
Sequential Screening ◽  
History Of ◽  
Training Physicians

Abstract: Introduction: The role of nutrition in medicine has changed from a passive function, from an adjuvant therapy, to a proactive and sophisticated therapy that prevents various health problems and changes the natural history of the disease. Recent studies show up that medical education does not sufficiently and efficiently address the patient’s nutritional aspects, thus training physicians who are not confident in providing nutritional care to their patients. This study aimed to analyze and describe scientific studies that have evaluated nutrition education in medical schools, seeking within this context to find nutrition topics important for undergraduate medical education. Methods: This research was conducted through a cross-sectional, descriptive, scoping review after searching for synonyms using MeSH (Medical Subject Headings) and DeCS (Health Sciences Descriptors) tools. Results: We initially found 1.057 publications that underwent sequential screening until reaching a total of 16 articles, which achieved the scope of this research. Most articles are from the United States of America (50%), assessed a total of 860 medical students and 243 medical schools using different approaches regarding the teaching of nutrition. Final considerations: In this review, we have shown that despite several studies ratifying the well-established association between nutrition and prevention/treatment of diseases that require outpatient care, or at the hospital level, nutrition education in undergraduate medical school has not accompanied this evidence and, for many years, the subject has been underestimated. In Brazil, no studies were found on this topic with the used descriptors.

scholarly journals Medical education in Sudan: A recommendation to adopt competency-based medical education curricula for improving practices (SudaniMEDs)

2019 ◽  
Author(s):  
Mohamed Hassan Taha
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Health Professions ◽  
Medical Schools ◽  
Competency Based Medical Education ◽  
Medical Assistants ◽  
School Of Medicine ◽  
History Of ◽  
Competency Based ◽  
The University

Sudan is a leading country in health professions education (HPE), a sector which started 100 years ago. The history of HPE in Sudan dates back to 1918 with the training of medical assistants, with a school for modern midwifery opening in 1921 (1). The first college of medicine in Sudan—Kitchener School of Medicine (KSM) —was established in 1924, and is currently part of the University of Khartoum (2). About half a century later, two more medical schools—Juba University School in 1977 and Gezira University School in 1978—were established. In the 1990s, there was an enormous expansion in higher education, particularly in colleges of medicine, with more than thirty being inaugurated (3). Currently, Sudan has more than sixty colleges of medicine.

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