scholarly journals Status Quo of Progress Testing in Veterinary Medical Education and Lessons Learned

2020 ◽  
Vol 7 ◽  
Author(s):  
Lisa Herrmann ◽  
Christina Beitz-Radzio ◽  
Dora Bernigau ◽  
Stephan Birk ◽  
Jan P. Ehlers ◽  
...  
Keyword(s):  
Medical Education ◽  
Status Quo ◽  
Lessons Learned ◽  
Progress Testing

Postgraduate medical education during the COVID-19 pandemic: lessons learned and calls to action for medical education leaders

2021 ◽  
Vol 7 (4) ◽  
pp. 145-152
Author(s):  
Leanna S McKenzie ◽  
Amonpreet K Sandhu
Keyword(s):  
Medical Education ◽  
Virtual World ◽  
Postgraduate Medical Education ◽  
Educational Leaders ◽  
Lessons Learned ◽  
Education Leaders ◽  
Education Delivery ◽  
The Impact ◽  
Rapid Transformation ◽  
New Strategies

The COVID-19 pandemic has led to a rapid transformation in the delivery of postgraduate medical education, causing unexpected effects on the learning experiences of residents in training. Program directors, as educational leaders, are relied on to adapt an established curriculum and clinical experience into a virtual world while navigating the limitations imposed by the pandemic. In this article, we focus on the impact of the dramatic changes to medical education delivery on both learners and leaders and examine the challenges and successes of the new strategies employed. A reflection of the importance of leadership in medical education is discussed, along with a review of the strategies that have emerged as successful and worthy of integration into our new medical education paradigm.

scholarly journals Implementing the mobile continuing medical education (mCME) project in Vietnam: making it work and sharing lessons learned

mHealth ◽  
2019 ◽  
Vol 5 ◽  
pp. 7-7
Author(s):  
Rachael Bonawitz ◽  
Liat Bird ◽  
Ngoc Bao Le ◽  
Viet Ha Nguyen ◽  
Nafisa Halim ◽  
...  
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
Lessons Learned

The Value of Progress Testing in Undergraduate Medical Education: a Systematic Review of the Literature

2016 ◽  
Vol 26 (4) ◽  
pp. 617-622 ◽  
Author(s):  
Sabrina M. Neeley ◽  
Catherine A. Ulman ◽  
Bette S. Sydelko ◽  
Nicole J. Borges
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Undergraduate Medical Education ◽  
Review Of The Literature ◽  
Progress Testing

scholarly journals Lessons Learned Transitioning from Traditional Premedical and Medical Education to E-learning Platforms during the COVID-19 Pandemic within the United Arab Emirates

2021 ◽  
Vol 8 ◽  
pp. 238212052110258
Author(s):  
Siobhán M. O’Sullivan ◽  
Ali A. Khraibi ◽  
Wei Chen ◽  
Peter R. Corridon
Keyword(s):  
Medical Education ◽  
Best Practices ◽  
United Arab Emirates ◽  
Lessons Learned ◽  
Educational Systems ◽  
Student Responses ◽  
E Learning ◽  
Rapid Transition ◽  
Learning Platforms ◽  
The Impact

Educational systems across the globe were disrupted by the COVID-19 pandemic, and faculty, staff, and students had to rapidly transition to e-learning platforms. These groups had little preparation to cope with the challenges of this newly adopted system. However, as we begin to emerge from the COVID-19 era, efforts are being made to assess the impact of this transition and develop a framework of best practices to help educators prepare for possible future disruptions. This commentary aims to discuss some of the challenges associated with the rapid transition to the new academic environment, including the modes of instruction employed, technical obstacles encountered, student responses to change and efforts made to evaluate didactic and practical aspects of the curriculum in the contexts of premedical and medical education, at the newly established College of Medicine at Khalifa University of Science and Technology in the United Arab Emirates.

scholarly journals Making Progress: Introducing progress testing approaches to a single semester paramedic subject

2019 ◽  
Author(s):  
James Thompson ◽  
Don Houston
Keyword(s):  
Medical Education ◽  
Student Performance ◽  
Student Perceptions ◽  
Assessment Practices ◽  
Student Knowledge ◽  
Progress Testing ◽  
Broad Agreement ◽  
Program Of Study ◽  
And Performance ◽  
Don't Know Responses

Abstract Abstract Background. Paramedicine is a rapidly evolving profession with continually increasing demands placed upon educating its future workforce. Ensuring graduates are adequately prepared places many expectations on the suitability and effectiveness of university assessment practices, in a discipline where summative credentialing has established traditions of use. Progress tests and programmatic assessment have growingly become common fixtures of medical education, offering longitudinal information about student knowledge, ability and progress, usually across an entire program of study. Methods. Our project explored the development, implementation and evaluation of progress testing in a single semester capstone undergraduate paramedic topic. We examined the changes in student performance between two MCQ tests spaced ten weeks apart, and performance in a final oral assessment based on the same test content. Student perceptions and experiences of these events were also evaluated. Results. 55% of students indicated it was common practice to guess answers in exams. After introducing of negative marking students achieved 40% mean correct answers on previously satisfied curriculum content in our test 1. Scores increased by 65% by test 2, with substantial declines in numbers of incorrect and don’t know responses. Conclusion. Our results demonstrate a substantial increase in correct responses between the two tests, a high mean score in the viva, and broad agreement about the significant impact the approaches have had on learning growth.

scholarly journals Twelve tips for effective crisis response in medical education institutions: Lessons learned from COVID-19

2020 ◽  
Author(s):  
Samar A. Ahmed ◽  
Mohamed H. K. Shehata ◽  
Raymond L Wells ◽  
Hani Atwa ◽  
Hebat Allah Amin
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Crisis Management ◽  
Health Care Professionals ◽  
Task Force ◽  
Well Being ◽  
Crisis Response ◽  
Lessons Learned ◽  
Educational Process ◽  
Psychological Well Being

Medical education is facing great challenges and uncertainties amidst the COVID-19 pandemic. Medical Education Institutions are required to build a task force team for crisis management. These should be committed to supporting a sudden online education transition, academic support, and psychological well-being of students, staff members, health care professionals, paramedics, and faculty administration. As the situation evolves, the task force has to monitor the challenges and provide appropriate plans, guidance, and solutions. Leaders in medical education have a crucial role in response to the pandemic crisis in securing a successful educational process while ensuring the mental and psychological well-being of the stakeholders. Herein, we provide tips that can provide a guide for medical education leaders to coordinate crisis management.

scholarly journals Twelve Tips to Successfully Conducting Virtual Clinical Assessment Using Zoom™ Lessons Learned from COVID-19 Pandemic

2020 ◽  
Author(s):  
Mohamed H. Shehata ◽  
Archana Prabu Kumar ◽  
Mona R. Arekat ◽  
Hani Atwa ◽  
Samar A. Ahmed ◽  
...  
Keyword(s):  
Medical Education ◽  
Clinical Examination ◽  
Clinical Assessment ◽  
Arabian Gulf ◽  
Lessons Learned ◽  
Medical Sciences ◽  
Clinical Assessments ◽  
The World ◽  
The Future

The COVID-19 pandemic changed the world of medical education, moving it years ahead of time into the future. Many concepts needed to be changed, so did the methodologies. Nevertheless, clinical assessment remained tricky. This work highlights the outcome of the work of College of Medicine and Medical Sciences at the Arabian Gulf University in Bahrain in performing virtual clinical examination using Zoom™. Tips in this article are meant to help plan, implement and evaluate clinical assessments virtually.

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