scholarly journals Family Medicine Academic Workforce of Medical Schools in Taiwan: A Nationwide Survey

2021 ◽  
Vol 18 (13) ◽  
pp. 7182
Author(s):  
Shu-Han Chen ◽  
Hsiao-Ting Chang ◽  
Ming-Hwai Lin ◽  
Tzeng-Ji Chen ◽  
Shinn-Jang Hwang ◽  
...  
Keyword(s):  
Health Policy ◽  
Family Medicine ◽  
Policy Development ◽  
Medical Schools ◽  
Faculty Members ◽  
Decision Makers ◽  
Basic Data ◽  
Full Time ◽  
The Family ◽  
Academic Workforce

Little is known about family medicine academic workforce in Taiwan, and basic data on this may aid healthcare decision-makers and contribute to the limited literature. We analyzed data from 13 medical schools in Taiwan collected by the Taiwan Association of Family Medicine from June to September 2019, regarding characteristics of medical schools, and total staff, gender, age, degree, working title (adjunct/full-time), academic level, and subspecialty of each current family medicine faculty member. Total 13 medical schools in Taiwan with an undergraduate education program in family medicine, but only nine of the 13 medical schools had family medicine departments, while four still do not. A total of 116 family medicine faculty members ranging from 33–69 years. Of these, most were male (n = 85, 73.3%), with a mean age of 43.3 years. Most faculty members possessed a master’s degree (n = 49, 42.2%), were academic lecturers (n = 49, 42.2%), were located in northern Taiwan (n = 79, 68.1%), and subspecialize in gerontology and geriatrics (n = 55, 47.4%) and hospice palliative care (n = 53, 45.7%). Additionally, most family medicine faculty in medical schools were adjunct faculty (n = 90, 77.6%), with only about one-fourth (n = 26, 22.4%) working full-time. Our study provides the most holistic census to date on academic family medicine faculty from all medical schools in Taiwan. The novel information can provide educational leaders, health policy managers, and decision-makers about the current developments of the family medicine departments in Taiwan’s medical schools. The basic data will help formulate an effective medical school family medicine education plan and improve the establishment and development of the family medicine faculty workforce to help medical education and national health policy development in the future in Taiwan.

scholarly journals Family Medicine Academic Workforce of Medical Schools in Taiwan: A Nationwide Survey

2021 ◽  
Author(s):  
Shu-Han Chen ◽  
Tzeng-Ji Chen ◽  
Shinn-Jang Hwang
Keyword(s):  
Family Medicine ◽  
Academic Staff ◽  
Nationwide Survey ◽  
Medical Schools ◽  
Faculty Members ◽  
Full Time ◽  
Part Time Faculty ◽  
Academic Level ◽  
Part Time ◽  
Academic Workforce

Little is known about family medicine academic staff in Taiwan, and basic data about this workforce may aid healthcare decision makers. We analysed data on Taiwan’s 13 medical schools collected by the Taiwan Association of Family Medicine from June to September 2019. Items included medical school names and total staff, and the gender, age, degree, working title (part-time/full-time), academic level, and sub-specialty of each current family medicine faculty member. A total of 116 family medicine faculty members were reported; most were male (n= 85, 73.3%). Ages ranged between 30 and 69 years, with a mean (SD) age of 43.3 (8.09). Faculty members with a master’s degree were the largest group (n= 49, 42.2%), and most were academic lecturers (n=49, 42.2%). Additionally, only about one-fourth (n=26, 22.4%) of family medicine faculty in medical schools were full-time, while the other three-fourths (n=90, 77.6%) were part-time faculty; most were located in northern Taiwan (n=79, 68.1%) and specialized in gerontology and geriatrics (n=55, 47.4%) and hospice palliative care (n=53, 45.7%). Our research provides the most complete census of family medicine academic physicians in medical schools in Taiwan. The results inform efforts to improve the establishment and development of family medicine departments in Taiwan.

scholarly journals What can we learn from each other about undergraduate medical education in general practice/family medicine?

2018 ◽  
Vol 57 (3) ◽  
pp. 148-154
Author(s):  
Irena Zakarija-Grković ◽  
Davorka Vrdoljak ◽  
Venija Cerovečki
Keyword(s):  
General Practice ◽  
Family Medicine ◽  
Formal Method ◽  
Medical Curriculum ◽  
Medical Schools ◽  
Former Yugoslavia ◽  
Undergraduate Teaching ◽  
Full Time ◽  
Family Doctors ◽  
Objective Structured Clinical Examinations

Abstract Introduction There is a dearth of published literature on the organisation of family medicine/general practice undergraduate teaching in the former Yugoslavia. Methods A semi-structured questionnaire was sent to the addresses of 19 medical schools in the region. Questions covered the structure of Departments of Family Medicine (DFM), organisation of teaching, assessment of students and their involvement in departmental activities. Results Thirteen medical schools responded, of which twelve have a formal DFM. Few DFM have full-time staff, with most relying upon external collaborators. Nine of 13 medical schools have family doctors teaching other subjects, covering an average of 2.4 years of the medical curriculum (range: 1-5). The total number of hours dedicated to teaching ranged from 30 - 420 (Md 180). Practice-based teaching prevails, which is conducted both in city and rural practices in over half of the respondent schools. Written exams are conducted at all but two medical schools, with the written grade contributing between 30 and 75 percent (Md=40%) of the total score. Nine medical schools have a formal method of practical skills assessment, five of which use Objective Structured Clinical Examinations. Student participation is actively sought at all but three medical schools, mainly through research. Conclusion Most medical schools of the former Yugoslavia recognise the importance of family medicine in undergraduate education, although considerable variations exist in the organisation of teaching. Where DFM do not exist, we hope our study will provide evidence to support their establishment and the employment of more GPs by medical schools.

Medical Education, 1900–1950: Clinical Teaching

1987 ◽  
Author(s):  
William G. Rothstein
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Medical Research ◽  
Basic Science ◽  
Clinical Teaching ◽  
Medical Schools ◽  
Faculty Members ◽  
Full Time ◽  
Time Faculty ◽  
Basic Medical

The professionalization of academic medicine occurred in the clinical as well as the basic science curriculum. Full-time clinical faculty members replaced part-time faculty members in the wealthier schools. Medical specialties, many of which were rare outside the medical school, dominated the clinical courses. Clinical teaching, which was improved by more student contact with patients, occurred primarily in hospitals, whose patients were atypical of those seen in community practice. The growing importance of hospitals in medical education led to the construction of university hospitals. Early in the century, some leading basic medical scientists called for full-time faculty members in the clinical fields. They noted that full-time faculty members in the basic sciences had produced great scientific discoveries in Europe and had improved American basic science departments. In 1907, William Welch proposed that “the heads of the principal clinical departments, particularly the medical and the surgical, should devote their main energies and time to their hospital work and to teaching and investigating without the necessity of seeking their livelihood in a busy outside practice” Few clinicians endorsed this proposal. They found the costs prohibitive and disliked the German system of medical research and education on which it was based. Medical research in Germany was carried on, not in medical schools, but in government research institutes headed by medical school professors and staffed by researchers without faculty appointments. All of the researchers were basic medical scientists who were interested in basic research, not practical problems like bacteriology. Although the institutes monopolized the available laboratory and hospital facilities, they were not affiliated with medical schools, had no educational programs, and did not formally train students, although much informal training occurred. For these reasons, their research findings were seldom integrated into the medical school curriculum, and German medical students were not trained to do research. German medical schools had three faculty ranks. Each discipline was headed by one professor, who was a salaried employee of the state and also earned substantial amounts from student fees. Most professors had no institute appointments and did little or no research.

Women in Pediatric Academia

PEDIATRICS ◽  
1983 ◽  
Vol 71 (4) ◽  
pp. 693-698
Keyword(s):  
United States ◽  
Medical Schools ◽  
The United States ◽  
Women Faculty ◽  
Faculty Members ◽  
Women Physicians ◽  
Full Time ◽  
Senior Faculty ◽  
Faculty Appointment ◽  
Faculty Positions

Over the past decade, the number of women medical students in this country has risen substantially; however, there has not been a parallel rise in the proportion of women faculty members with MD degrees. In 1967 to 1968 women comprised 13.3% of the 17,801 full-time faculty at medical schools in the United States; only 8.9% of these women faculty members had MD degrees. Ten year later in 1977 to 1978, women were 15.2% of the 41,161 full-time medical school faculty with only 10.5% of the women with MD degrees (Table 1). The largest number of female faculty members was found in the following departments: physical medicine, pediatrics, public health, anesthesiology, and psychiatry. The smallest number of women faculty members was found in surgery and orthopedic surgery.1 A national statistical survey by Farrell et al2 from catalogs from 102 medical schools in the United States provides the first comprehensive report of the extent and pattern of underuse of women physicians in medical academia. In this study, women were found to be clustered in the untenured, and/or lower faculty positions. Witte et al,3 in a report of women physicians in the US medical schools in 1976 found that women professors comprised only 2.9% and associate professors 4.4% of the tenured and/or senior faculty positions. Even in the field of pediatrics, where there are a larger number of women faculty, only 11.7% held a tenured faculty appointment. The status and problems of women in medicine and women in academia have been the subject of several recent reports.4-8

Inter-Rater reliability of a professionalism OSCE developed in family medicine training University of Medicine and Pharmacy

MedPharmRes ◽  
2018 ◽  
pp. 20-24
Author(s):  
Binh Pham ◽  
An Pham ◽  
Tuan Tran ◽  
Jimmie Leppink
Keyword(s):  
Family Medicine ◽  
Pearson Correlation ◽  
Faculty Members ◽  
Influential Factor ◽  
Strong Positive Correlation ◽  
Rater Reliability ◽  
Significant Difference ◽  
The Family ◽  
Post Test ◽  
Similar Range

A POSCE was developed and administered in 2015 to assess six professional attributes for the Family Medicine (FM) residents, University of Medicine and Pharmacy (UMP), Vietnam. This study aims at exploring inter-rater reliability in FM POSCE developed in this context when analytic rubrics were applied. Background: Past POSCEs showed raters’ variability on applying the global marking items and holistic rating. Using analytic rubrics, unlike holistic type, will provide more rationale for assigning a certain score might influence raters’ variability. Nonetheless, it is little known to what extent switching to this rubric type might influence the inter-rater reliability of POSCE. Methods: Before the FM professionalism module (pretest) and after this module (posttest), 36 and 42 FM residents took the POSCE respectively. The raters in the pretest included 12 teachers of FM training center. Four faculty members from different faculties were belatedly added to the post-test together with the 12 former raters. Raters’ training occurred in two different times, the former took place only for the 12 FM raters before the pretest and the latter was before the posttest for the 4 belatedly-recruited. During the POSCE, one pair of raters observed all performances per station. Inter-rater reliability was measured by the differences in total scores between raters per pair using paired t-test and Pearson correlation coefficient. Results: In POSCE pretest, no significant difference was found between raters’ scores in most pairs of raters, contrasting with that in the posttest. Most differences were noticed in the pairs of raters, in which one of the raters was the belatedly-recruited. In the pretest, moderate to strong positive correlation between raters’ mean scores were found (r=0.55-0.85), similar range was seen in the post-test (r=0.47-0.87), however, the correlation slightly weakened. Discussion and conclusion: The FM POSCE has high inter-rater reliability on the utilization of analytic grading rubrics. An analytic rubric might help minimize the discrepancies among raters. Moreover, training raters might have been an alternative influential factor on the raters’ consensus.

The Medical School Clinical Faculty

1987 ◽  
Author(s):  
William G. Rothstein
Keyword(s):  
Medical School ◽  
Patient Care ◽  
Large Scale ◽  
Medical Schools ◽  
Faculty Members ◽  
Full Time ◽  
Clinical Faculty ◽  
Faculty Salaries ◽  
Part Time Faculty ◽  
Part Time

Large-scale federal funding of research in the 1950s and 1960s enabled medical schools to hire many full-time clinical faculty members who differed from their part-time colleagues in their orientation toward research and patient care. When research funding leveled off in the late 1960s, medical schools turned to patient-care revenues from Medicare and Medicaid to pay faculty salaries. Faculty earnings from research and clinical activities have led to inbalances in the attention given to patient care, teaching, and research. Until well past mid-century, most clinical faculty members were part-time teachers with extensive private practices. In 1951, part-time faculty members comprised 32 percent of the non-M.D. faculty and 80 percent of the M.D. faculty, and they provided 40 percent of the total faculty time spent on all activities. The use of part-time faculty members in the clinical fields was considered advantageous because they retained their clinical skills and were paid lower salaries. When the federal government began large-scale funding of research in medical schools, full-time clinical faculty positions became more feasible because the government compensated faculty members for their research time. Some faculty members carried out federally funded research during the summer months to supplement their academic-year salaries. Many others carried out funded research during the academic year, with the medical schools receiving compensation on a prorated basis for the time lost from teaching and other academic obligations. Medical schools were also reimbursed by all grants for research overhead expenses. By 1970, 49 percent of all medical school faculty members received partial or full support for their research activities. Because research detracted from the private practices of clinical faculty members, few of them would have made the necessary financial sacrifices to undertake research and live on normal academic salaries. Medical schools and the NIH therefore used several devices to create nominal faculty salaries for purposes of grant funding that were much higher than the actual faculty salaries paid by medical schools. One method was for the medical school to pay only a part, such as one-third, of a faculty member’s salary, while the total salary was used in grant applications.

Non-governmental organizations as key partners in mental health in Europe

2014 ◽  
Vol 11 (01) ◽  
pp. 27-34 ◽  
Author(s):  
A. E. Baumann
Keyword(s):  
Mental Health ◽  
Health Policy ◽  
Policy Development ◽  
Mental Health Problems ◽  
Action Plan ◽  
Mental Health Policy ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Health Action ◽  
Health Action Plan

SummaryThe shift towards a rights-based approach to health which has taken place over the past decade has strengthened the role of civil society and their organizations in raising and claiming the entitlements of different social groups. It has become obvious that non-governmental organizations (NGOs) are central to any successful multi-stakeholder partnership, and they have become more recognized as key actors in health policy and programme development and implementation. There is a broad spectrum of NGOs active in the area of mental health in Europe which aim to empower people with mental health problems and their families, give them a voice in health policy development and implementation and in service design and delivery, to raise awareness and fight stigma and discrimination, and foster implementation of obligations set by internationally agreed mental health policy documents. With the endorsement of the Mental Health Action Plan 2013-2020 (20) and the European Mental Health Action Plan (19) stakeholders agree to strengthen capacity of service user and family advocacy groups and to secure their participation as partners in activities for mental health promotion, disorder prevention and improving mental health services.

Authority of Law: An Analysis of The Role of Police

2017 ◽  
Vol 2 ◽  
Author(s):  
Veronika Keir
Keyword(s):  
Policy Development ◽  
Crime Control ◽  
Legal Theory ◽  
Research Policy ◽  
Further Education ◽  
Full Time ◽  
Legal Research ◽  
Legal Studies ◽  
The University

<div class="page" title="Page 3"><div class="layoutArea"><div class="column"><p><span>Veronika is a recent graduate from the Honours Legal Studies program at the University of Waterloo. Her passions are socio-legal research, policy development, feminist legal theory, and crime control development. Veronika is currently working a full-time job at Oracle Canada, planning on pursuing further education in a Masters program. </span></p></div></div></div>

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