Healthcare Education

2018 ◽  
pp. 1045-1064
Author(s):  
Eva M. Frank
Keyword(s):  
Medical Education ◽  
Professional Education ◽  
Continuing Medical Education ◽  
Instructional Strategy ◽  
Theoretical Frameworks ◽  
Allied Health Professionals ◽  
Instructional Activity ◽  
Integration Of Technology ◽  
Ensure Patient Safety ◽  
History Of

The integration of technology into the education and continuous professional education of allied health professionals is evolving. Integrating simulation as an authentic instructional modality has changed how clinicians learn and practice the clinical knowledge, skills, and abilities they are required to be competent in to ensure patient safety. A lot of advances have been made in the utilization of simulation in various domains. Continuing medical education is such a domain, and this chapter will briefly describe the history of simulation, present simulation as an authentic instructional activity, examine education trends of using simulation-based learning, highlight two applicable theoretical frameworks, and present a case study that effectively utilized simulation as an authentic instructional strategy and assessment during a continuing medical education course for athletic trainers.

Healthcare Education

2018 ◽  
pp. 163-182
Author(s):  
Eva M. Frank
Keyword(s):  
Medical Education ◽  
Professional Education ◽  
Continuing Medical Education ◽  
Instructional Strategy ◽  
Theoretical Frameworks ◽  
Allied Health Professionals ◽  
Instructional Activity ◽  
Integration Of Technology ◽  
Ensure Patient Safety ◽  
History Of

The integration of technology into the education and continuous professional education of allied health professionals is evolving. Integrating simulation as an authentic instructional modality has changed how clinicians learn and practice the clinical knowledge, skills, and abilities they are required to be competent in to ensure patient safety. A lot of advances have been made in the utilization of simulation in various domains. Continuing medical education is such a domain, and this chapter will briefly describe the history of simulation, present simulation as an authentic instructional activity, examine education trends of using simulation-based learning, highlight two applicable theoretical frameworks, and present a case study that effectively utilized simulation as an authentic instructional strategy and assessment during a continuing medical education course for athletic trainers.

Why paleomedicine is useful for medical education

2020 ◽  
pp. postgradmedj-2020-137804
Author(s):  
Philippe Charlier ◽  
Simon Donnell ◽  
Donatella Lippi ◽  
Andreas Nerlich ◽  
Victor Asensi ◽  
...  
Keyword(s):  
Medical Education ◽  
History Of Medicine ◽  
Professional Practice ◽  
Continuing Medical Education ◽  
The Past ◽  
Disciplinary Field ◽  
History Of ◽  
Biomedical Publications

What is the place of medico-historical cases in the professional practice of the disciplinary field of medicine and biology? How can these patients from the past be used for teaching and continuing medical education? How to justify their place in biomedical publications? In this article, we explain all the legitimacy of paleomedicine, and the need to intensify such research in the form of a well-individualised branch of paleopathology and the history of medicine.

scholarly journals Problem-Based Learning in Canadian Undergraduate and Continuing Medical Education

2013 ◽  
Vol 34 (2) ◽  
Author(s):  
Peggy Jubien
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Continuing Medical Education ◽  
Problem Based Learning ◽  
Professional Associations ◽  
The Future ◽  
History Of ◽  
Special Circumstances ◽  
Approach Problem

This article provides an overview of problem-based learning (PBL) in Canadian undergraduate medical education and continuing medical education (CME) programs. The CME field in Canada is described, and the major professional associations that require physicians to take annual courses and programs are noted. A brief history of PBL in undergraduate medical education is presented, along with definitions of PBL and a discussion of the strengths and weaknesses of the approach. Problem-based learning in CME has been adapted, in some cases, to suit its special circumstances; this is demonstrated by examples of how the CME departments of three universities have implemented PBL. Finally, the future of research in this field is reviewed.

scholarly journals Formation of the Central Institute for Advanced Medical Education (1930–1938)

2021 ◽  
Vol 22 (4) ◽  
pp. 908-915
Author(s):  
E. B. Kaymashnikova ◽  
E. S. Genina ◽  
S. P. Kovtun
Keyword(s):  
Medical Education ◽  
Professional Education ◽  
Medical Personnel ◽  
Early Years ◽  
Technical Documentation ◽  
Central Institute ◽  
Medical Academy ◽  
Russian State ◽  
History Of ◽  
Training Professional

This article presents the history of the formation of the State Central Institute for Advanced Medical Education, the present-day Russian Medical Academy of Continuing Professional Education at the Ministry of Health of the Russian Federation (Moscow). This study involved documents found in the Russian State Archive of Scientific and Technical Documentation. The problem statement is the first of is kind in Russian historiography. The paper contains a detailed description of the early years of the Central Institute for Advanced Medical Education (1930–1938). It also outlines the main directions of the Institute activity during the period in question, e.g. correspondence courses for doctors from remote regions. The authors investigated the personnel issue in the context of historical reconstruction. They demonstrated the key challenges that the institution had to face and address in its early days. The analysis proved that the Institute provided invaluable experience in training professional medical personnel in the shortest time possible under difficult historical conditions.

Laser and Light-Based Device Education in a Plastic Surgery Residency Program: A Continuing Medical Education Overview

2021 ◽  
Author(s):  
Christine E Wamsley ◽  
John Hoopman ◽  
Jeffrey M Kenkel
Keyword(s):  
Medical Education ◽  
Plastic Surgery ◽  
Continuing Medical Education ◽  
Safety Education ◽  
Pulsed Light ◽  
Clinical Practices ◽  
Laser Safety ◽  
Ensure Patient Safety ◽  
Fundamental Laser ◽  
Surgery Residency Program

Abstract The increasing prevalence of laser use, particularly in plastic surgery, demands the need for education of both practitioners and trainees to ensure patient safety and efficacy. The purpose of this continuing medical education module is to provide the learner with a detailed outline for laser training education for plastic surgery trainees. In this overview, a discussion of the characteristics of light, an introduction to fundamental laser principles, a comparison between lasers and pulsed light systems, and examples of several therapeutic applications for light-based devices in the clinical setting will be presented. Additionally, the five parameters necessary for operation of light-based devices, as well as the importance of laser safety education will be reviewed. It is the authors’ hope that this CME will provide both practicing plastic surgeons and trainees the proper education on the lasers and pulsed light devices that they will use in their clinical practices.

scholarly journals Supporting Physician Lifelong Learning Through Effective Continuing Medical Education and Professional Development

2016 ◽  
Vol 102 (1) ◽  
pp. 7-15 ◽  
Author(s):  
Alejandro Aparicio ◽  
Humayun J. Chaudhry ◽  
Mark Staz ◽  
Frances Cain ◽  
William S. Mayo ◽  
...  
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
Medical Profession ◽  
Medical Specialty ◽  
Hospital Staff ◽  
Special Focus ◽  
Professional Performance ◽  
Specialty Certification ◽  
History Of ◽  
State Medical Boards

The medical profession has seen significant advancement in the availability of a variety of educational activities, across a range of formats and processes, to help physicians remain current and improve professional performance. The objectivity and quality of continuing medical education (CME) activities has been enhanced by the credit recognition systems of the American Academy of Family Physicians (AAFP), the American Medical Association (AMA), and the American Osteopathic Association (AOA). These credit systems also provide a metric for tracking compliance with a variety of regulatory requirements such as state medical licensure, hospital staff privileges, and health insurance plan participation, and are increasingly used as criteria for voluntarily obtaining and maintaining specialty certification and fulfilling requirements for membership in medical specialty societies. This article reviews the history of CME, the research that supports its value, and the opportunities that exist to address its challenges. It also explains how the Federation of State Medical Boards (FSMB) Maintenance of Licensure (MOL) framework incorporates and builds upon the research involving the effectiveness of CME for physician learning and improvement. Special focus is given to the CME credit systems and their features, the synergies among them, and the way in which various learning formats that can be certified for CME credit are aligned with the three recommended components of MOL.

scholarly journals Instructional Strategies to Manage Cognitive Load in Orthodontics

2016 ◽  
Vol 22 (1) ◽  
pp. 35
Author(s):  
Saad Asad
Keyword(s):  
Medical Education ◽  
Health Professional ◽  
Cognitive Load ◽  
Instructional Strategies ◽  
Professional Education ◽  
Instructional Strategy ◽  
Dental Students ◽  
Health Professional Education ◽  
Recent Past ◽  
The University

<p><strong>Abstract</strong></p><p><strong>Introduction: </strong>Medical Education has recently taken its position in Health professional education, however still it is not very popular in Dentistry, though professional are working hard to apply its principals. In the recent past Orthodontic education has been revolutionized and instructional strategies and designs to reduce the cognitive load and improve learner’s germane load have been employed. However literature discusses educationist`s perspective while student`s perspective regarding this have not been explored much. Aim of this study is to assess student`s perspective about different instructional strategies discussed through examples used to manage cognitive load in Orthodontic Education.</p><p><strong>Materials and Method:  </strong>The study was conducted through a 14 instrument questionnaire on a sample consisted of Sixty Six final year BDS students (12 males and 44 females) from University College of Dentistry, The University of Lahore.</p><p><strong>Results: </strong>Student`s perspective through orthodontic examples for instructional strategies to manage cognitive load was assessed. Dental students reported positively to all questions in the questionnaire except the question regarding Goal free principle.</p><p><strong>Results:  </strong>Different instructional strategies to reduce extrinsic load, manage intrinsic load and optimize germane load through examples from orthodontic syllabi have been given.</p><p><strong>Conclusion:  </strong>Student`s perspective as assessed thro-ugh questionnaire is mostly in accordance with the literature, except for goal free principle where only 25.75% student responded that this instructional strategy will improve learning.</p>

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