Psychometric Post-Examination Analysis in Medical Education Training Programs

2020 ◽  
pp. 221-242
Author(s):  
Emanuele Fino ◽  
Bishoy Hanna-Khalil
Keyword(s):  
Medical Education ◽  
Training Programs ◽  
Assessment Methods ◽  
Learning Objectives ◽  
Assessment Data ◽  
Education Programs ◽  
Medical Practitioners ◽  
Medical Educators ◽  
Increasing Demand

Assessment in medical education has changed dramatically over the last two decades. The current, global call for medical practitioners has encouraged medical schools to open their doors and expand their curricula, generating an increasing demand for guidance with regards to the assurance and improvement of the quality of training programs and systems. This chapter provides the reader with an overview of psychometric post-examination analysis. The authors' view is that these are strategic educational assets that can help medical educators to understand and evidence the extent to which assessment data and their interpretation reflect the achievement of learning objectives, and the validity of assessment methods implemented in medical education programs.

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.

Transforming a Pediatrics Lecture Series to Online Instruction

2009 ◽  
pp. 410-424
Author(s):  
Tiffany A. Koszalka ◽  
Bradley Olson
Keyword(s):  
Medical Education ◽  
Online Instruction ◽  
Time Pressure ◽  
Training Programs ◽  
Education Programs ◽  
Face To Face ◽  
Project Outcomes ◽  
Lecture Series ◽  
The Usa ◽  
Learning Principles

A major issue facing medical education training programs across the USA is the recent advent of universal mandatory duty hour limitations and the time pressure it places on formal face-to-face educational sessions. In response to these mandates and associated issues many medical education programs are exploring the use of online instruction to address issues of accessibility. This chapter describes the instructional development process followed to transform a classroom-based pediatrics residency lecture series into an on-demand, video-enhanced, online instructional environment. An overview of the learning principles and instructional sciences that guided the design process is provided. The phases of the designed solution are then described in the context of enhancing the lecture series as it was transformed into online instruction. Implementation logistics are described followed by an overview of the benefits, barriers, and initial project outcomes. Plans for future enhancements and research projects are also discussed.

Quality of Graduate Health and Safety Education Programs: A General Model Illustrated with Examples of Nine (post)Graduate Courses in Europe

2019 ◽  
Author(s):  
Wim Van Wassenhove ◽  
Paul Swuste ◽  
Francisco J. Forteza ◽  
José M. Carretero-Gomez ◽  
Pedro Arezes ◽  
...  
Keyword(s):  
Quality Evaluation ◽  
Graduate Training ◽  
Health And Safety ◽  
Learning Objectives ◽  
Safety Education ◽  
Graduate Courses ◽  
Education Programs ◽  
Safety Professional

Research into professionalization in health and safety has recently gained in interest. Graduate training is one of the factors that determines or conditions the role of the safety professional, thus intervene in the professionalization process. This article is the result of a workshop and the discussions of nine academic directors of safety education programs about quality evaluation. This article introduces the issue with a historic overview of safety education, presents a synthesis of nine selected education programs, discusses quality evaluation of health and safety education programs, propose a quality evaluation frame and finally, proposes a process for designing a quality safety education program with an associated model of the learning objectives. The outcomes are interesting for everyone who is interested in health and safety education and quality evaluation and will give insights into how safety professionals are educated.

scholarly journals Integrating family planning and reproductive health information into livelihood training programs for young people in Souhag

2021 ◽  
Author(s):  
Keyword(s):  
Family Planning ◽  
Training Programs ◽  
Lessons Learned ◽  
Peer Educators ◽  
Job Seekers ◽  
Education Programs ◽  
Men And Women ◽  
Social Media Platforms ◽  
Increasing Demand ◽  
Study Participants

This infographic describes interventions conducted in Souhag, Egypt, aimed at increasing demand for private family planning health (FP/RH) services among young men and women (aged 18–35 years). In this intervention, male and female job seekers received five days of integrated FP/RH and livelihood training. Peer educators delivered the training, shared materials and social media platforms for more information, and gave participants the names of private doctors and pharmacists trained by the project. The infographic provides an overview of the interventions, perspectives from study participants, and lessons learned for integrating FP/RH into workers’ health education programs.

Transforming a Pediatrics Lecture Series to Online Instruction

2011 ◽  
pp. 984-997
Author(s):  
Tiffany A. Koszalka ◽  
Bradley Olson
Keyword(s):  
Medical Education ◽  
Online Instruction ◽  
Time Pressure ◽  
Training Programs ◽  
Education Programs ◽  
Face To Face ◽  
Project Outcomes ◽  
Lecture Series ◽  
The Usa ◽  
Learning Principles

A major issue facing medical education training programs across the USA is the recent advent of universal mandatory duty hour limitations and the time pressure it places on formal face-to-face educational sessions. In response to these mandates and associated issues many medical education programs are exploring the use of online instruction to address issues of accessibility. This chapter describes the instructional development process followed to transform a classroom-based pediatrics residency lecture series into an on-demand, video-enhanced, online instructional environment. An overview of the learning principles and instructional sciences that guided the design process is provided. The phases of the designed solution are then described in the context of enhancing the lecture series as it was transformed into online instruction. Implementation logistics are described followed by an overview of the benefits, barriers, and initial project outcomes. Plans for future enhancements and research projects are also discussed.

scholarly journals Integrating family planning and reproductive health information into livelihood training programs for young people in Souhag [Arabic]

2021 ◽  
Author(s):  
Keyword(s):  
Family Planning ◽  
Training Programs ◽  
Lessons Learned ◽  
Peer Educators ◽  
Job Seekers ◽  
Education Programs ◽  
Men And Women ◽  
Social Media Platforms ◽  
Increasing Demand ◽  
Study Participants

This infographic describes interventions conducted in Souhag, Egypt, aimed at increasing demand for private family planning health (FP/RH) services among young men and women (aged 18-35 years). In this intervention, male and female job seekers received five days of integrated FP/RH and livelihood training. Peer educators delivered the training, shared materials and social media platforms for more information, and gave participants the names of private doctors and pharmacists trained by the project. The infographic provides an overview of the interventions, perspectives from study participants, and lessons learned for integrating FP/RH into workers' health education programs.

scholarly journals Urgensi Program Pelatihan Parenting dalam Meningkatkan Kemampuan Komunikasi Orangtua dengan Anak

2018 ◽  
Vol 5 (2) ◽  
pp. 121-145
Author(s):  
Adiyati Fathu Rosonah
Keyword(s):  
Developing Countries ◽  
Communication Skills ◽  
Training Programs ◽  
Education Programs ◽  
Fully Integrated ◽  
Parenting Training ◽  
Parent Child Communication ◽  
Quality Of Childcare ◽  
Home And School

  Abstract: This article presents a study of the urgency of parenting training programs in improving communication skills of parents with children based on the results of research and literature review. At present in Indonesia parenting training programs are not yet fully integrated into children's education programs in schools. The study of parenting training programs has also not been widely carried out in the context of developing countries. However, empirical evidence from various results of research and literature studies has proven that parenting training programs provide significant benefits in improving the quality of childcare including improving parent-child communication skills. Considering the importance and benefits, this program needs to be continually initiated and facilitated as a manifestation of microsystem synergy between home and school to ensure the optimization of child development.

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

2021 ◽  
Author(s):  
Marleen Ottenhoff- de Jonge ◽  
Iris van der Hoeven ◽  
Neil Gesundheit ◽  
Roeland van der Rijst ◽  
Anneke Kramer
Keyword(s):  
Medical Education ◽  
Medical Schools ◽  
Structural Basis ◽  
Educational Beliefs ◽  
Starting Point ◽  
Beliefs About Teaching ◽  
Medical Educators ◽  
Teaching Learning ◽  
New Framework

Abstract BackgroundThe 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’.MethodsWe 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.ResultsWe 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. ConclusionsOur 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 Neurosurgical Training: Adapting to the New Normal

2020 ◽  
Vol 17 (3) ◽  
pp. 1-3
Author(s):  
Amit Thapa
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Training Programs ◽  
Health Workers ◽  
Learning Activities ◽  
Health Staff ◽  
Neurosurgical Training ◽  
Education Programs ◽  
Drastic Reduction ◽  
New Normal

 The risk of transmitting COVID-19 infection while gathering in groups inside closed spaces and subsequent threat of morbidity and mortality among the health workers due to the disease, has forced medical education-programs globally to rethink and modify their mode of training. The neurosurgical training programs which have been built upon “read one, see one and do one” philosophy now seems impractical to pursue in wake of social distancing measures. Measures like re-scheduling of the duty rosters to keep the whole team from getting exposed, limit on number of health staff allowed inside operating rooms and in rounds, and curbs on amount of interactions with patients along with drastic reduction of routine operative cases in the hospitals, have made teaching and learning activities difficult.

scholarly journals Medical educators’ reflection on how technology sustained medical education in the most critical times and the lessons learnt: Insights from an African medical school

2021 ◽  
Vol 7 ◽  
pp. 205520762110593
Author(s):  
Joshua Owolabi ◽  
Abebe Bekele
Keyword(s):  
Medical Education ◽  
Lessons Learned ◽  
Technology And Innovation ◽  
Strategic Adaptation ◽  
Integration Of Technology ◽  
Medical Educators ◽  
The Mind ◽  
Different Parts ◽  
Critical Times

Stakeholders in the field of medical education globally would generally agree that sustaining medical education through the dark times of the covid-19 pandemic is worth celebrating. In the midst of the difficulties that were created generally by the covid-19 pandemic, sustaining medical education required persistence, strategy, courageous leadership, and innovative adaptations both on the part of the educators, administrators and the students. The implications of continuing medical education during the covid-9 pandemic goes beyond just keeping medical schools open. It has an affective advantage, by impressing on the mind of trainees the importance of strategic adaptation, courage, and resilience. Should anything shut down, it must not be healthcare, and as such medical education should demonstrate such a level of commitment and character. Thankfully, this was what happened in many instances, including ours. One significant factor that made this possible was the integration of technology and innovation. It might not be out of place to say that technology and innovations literally saved medical education amidst the covid-19 pandemic. We also know that the level and quality of integration of technology and innovations varied from place to place. These might be described as heterogeneity of integration, which was further a reflection of inequity in development and advancements in medical education in different parts of the world. This piece includes our reflections on how technology sustained medical education in the most critical times and the lessons learned.

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