Curing the Common Curriculum

2022 ◽  
pp. 145-172
Author(s):  
Samantha Marina Lemus-Martinez ◽  
Jessica M. Lewis ◽  
Bridgette Cram
Keyword(s):  
Medical Education ◽  
Interdisciplinary Collaboration ◽  
Degree Programs ◽  
Skill Sets ◽  
Professional Activities ◽  
Implementation Stages ◽  
Professional Degree ◽  
Student Skill ◽  
Florida International University ◽  
Dual Degree

Professional degree programs in higher education are increasingly under fire on matters of quality, proficiency, and cost. To address these issues and anticipated controversies, the authors of this chapter provide context to the process of developing a micro-credentialing system at the central university level at Florida International University (FIU) and how it was adapted at its medical school as an innovative tool for developing medical student skill sets. Through a use-case, the authors highlight examples of common challenges identified within professional degree programs, how they were addressed at FIU's Herbert Wertheim College of Medicine using the centralized micro-credentialing system, and the planning and implementation stages of a formalized micro-credential program in undergraduate medical education. Finally, the authors discuss the potential for micro-credentials to supplement or replace dual degree programs, enhance interdisciplinary collaboration, and influence the future of entrustable professional activities of professional practice in medical education.

Studying Professional Degrees via the Internet

2015 ◽  
pp. 1309-1328
Author(s):  
Kirk P. H. Sullivan
Keyword(s):  
The Internet ◽  
Initial Contact ◽  
Degree Programs ◽  
Professional Activities ◽  
Life Long Learning ◽  
Key Skills ◽  
Professional Degree ◽  
Professional Degrees ◽  
Professional Doctorates

This case places the student in focus and through a reflective case study considers four distance professional degree programs. The author of this case followed these programs as life-long learning professional activities. The case considers the nudge, the study, and degree completion. The reflection is structured around the themes of initial contact, communication, support, deadlines, work, and keeping going. These themes reveal challenges, issues, and questions of relevance for the student and university. Key skills to assist the student towards completion are suggested along with what the potential student should consider prior to enrolling in a professional degree program that is delivered via the Internet. The growth in distance professional degrees, including professional doctorates, demonstrates the importance of the challenges, issues, and questions of relevance considered in this case from the student's perspective.

Studying Professional Degrees via the Internet

2014 ◽  
pp. 1-27
Author(s):  
Kirk P. H. Sullivan
Keyword(s):  
The Internet ◽  
Initial Contact ◽  
Degree Programs ◽  
Professional Activities ◽  
Life Long Learning ◽  
Key Skills ◽  
Professional Degree ◽  
Professional Degrees ◽  
Professional Doctorates

This case places the student in focus and through a reflective case study considers four distance professional degree programs. The author of this case followed these programs as life-long learning professional activities. The case considers the nudge, the study, and degree completion. The reflection is structured around the themes of initial contact, communication, support, deadlines, work, and keeping going. These themes reveal challenges, issues, and questions of relevance for the student and university. Key skills to assist the student towards completion are suggested along with what the potential student should consider prior to enrolling in a professional degree program that is delivered via the Internet. The growth in distance professional degrees, including professional doctorates, demonstrates the importance of the challenges, issues, and questions of relevance considered in this case from the student’s perspective.

International training considerations of Canadian Clinician-Scientist Trainees - A national survey

2020 ◽  
Vol 43 (4) ◽  
pp. E2-7
Author(s):  
Adam Pietrobon ◽  
Elina K. Cook ◽  
Charles Yin ◽  
Derek C. H. Chan ◽  
Tina B. Marvasti
Keyword(s):  
Degree Completion ◽  
Degree Programs ◽  
International Training ◽  
Additional Training ◽  
Canadian Medical School ◽  
Extended Training ◽  
Clinician Scientist ◽  
Dual Degree ◽  
Question Survey

Purpose: Canadian clinician-scientist trainees enrolled in dual degree programs often pursue an extended training route following completion of MD and MSc or PhD degrees. However, the proportion, plans and reasoning of trainees who intend to pursue training internationally following dual degree completion has not been investigated. In this study, we assessed the international training considerations of current clinician-scientist trainees. Methods: We designed an 11-question survey, which was sent out by program directors to all current MDPhD program and Clinician Investigator Program (CIP) trainees. Responses were collected from July 8, 2019 to August 8, 2019. Results: We received a total of 191 responses, with representation from every Canadian medical school and both MD-PhD program and CIP trainees. The majority of trainees are considering completing additional training outside Canada, most commonly post-doctoral and/or clinical fellowships. The most common reasons for considering international training include those related to quality and prestige of training programs. In contrast, the most common reasons for considering staying in Canada for additional training are related to personal and ethical reasons. Irrespective of intentions to pursue international training, the majority of trainees ultimately intend to establish a career in Canada. Conclusion: While most trainees are considering additional training outside of Canada due to prestige and quality of training, the majority of trainees intend to pursue a career as a clinician-scientist back in Canada. Trainees would likely benefit from improved guidance and mentorship on the value of international training, as well as enhanced support in facilitating cross-border mobility.

Doctor of Business Administration (D.B.A.): A Viable Credential for Faculty in Programmatically Accredited Business Degree Programs?

10.28945/3529 ◽  
2016 ◽  
Vol 11 ◽  
pp. 217-226 ◽  
Author(s):  
Helen L MacLennan ◽  
Anthony A Pina ◽  
Kenneth A Moran ◽  
Patrick F Hafford
Keyword(s):  
Doctoral Program ◽  
Business Administration ◽  
Academic Programs ◽  
Future Research ◽  
Degree Programs ◽  
Business Programs ◽  
Professional Degree ◽  
Doctor Of Philosophy ◽  
Business Practitioners ◽  
The University

Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, in-tended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is por-trayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigat-ed whether the D.B.A. is, in fact, a viable faculty credential by gathering data from univer-sity catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose ter-minal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.

scholarly journals Medical Education and Training Within Congenital Cardiology: Current Global Status and Future Directions in A Post COVID-19 World

2021 ◽  
pp. 1-40
Author(s):  
Colin J. McMahon ◽  
Justin T. Tretter ◽  
Andrew N. Redington ◽  
Frances Bu’Lock ◽  
Liesl Zühlke ◽  
...  
Keyword(s):  
Medical Education ◽  
Vital Role ◽  
Current Status ◽  
Technology Enhanced Learning ◽  
Middle Income ◽  
Critical Reasoning ◽  
Professional Activities ◽  
Competency Frameworks ◽  
Medical Education And Training ◽  
Global Status

Abstract Despite enormous strides in our field with respect to patient care, there has been surprisingly limited dialogue on how to train and educate the next generation of congenital cardiologists. This paper reviews the current status of training and evolving developments in medical education pertinent to congenital cardiology. The adoption of competency-based medical education has been lauded as a robust framework for contemporary medical education over the last two decades. However, inconsistencies in frameworks across different jurisdictions remain, and bridging gaps between competency frameworks and clinical practice has proved challenging. Entrustable professional activities have been proposed as a solution but integration of such activities into busy clinical cardiology practices will present its own challenges. Consequently, this pivot toward a more structured approach to medical education necessitates the widespread availability of appropriately trained medical educationalists; a development that will better inform curriculum development, instructional design, and assessment. Differentiation between superficial and deep learning, the vital role of rich formative feedback and coaching, should guide our trainees to become self-regulated learners, capable of critical reasoning yet retaining an awareness of uncertainty and ambiguity. Furthermore, disruptive innovations such as ‘technology enhanced learning’ may be leveraged to improve education, especially for trainees from low- and middle-income countries. Each of these initiatives will require resources, widespread advocacy and raised awareness, and publication of supporting data, and so it is especially gratifying that Cardiology in The Young has fostered a progressive approach, agreeing to publish one or two articles in each journal issue in this domain.

scholarly journals Undergraduate Medical Education: Lifestyle Medicine Curriculum Implementation Standards

2021 ◽  
pp. 155982762110081
Author(s):  
Jennifer L. Trilk ◽  
Shannon Worthman ◽  
Paulina Shetty ◽  
Karen R. Studer ◽  
April Wilson ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
American Medical ◽  
Undergraduate Medical Education ◽  
Curriculum Implementation ◽  
Task Force ◽  
Medical Schools ◽  
Lifestyle Medicine ◽  
Professional Activities ◽  
School Curricula

Lifestyle medicine (LM) is an emerging specialty that is gaining momentum and support from around the world. The American Medical Association passed a resolution to support incorporating LM curricula in medical schools in 2017. Since then, the American College of Lifestyle Medicine Undergraduate Medical Education Task Force has created a framework for incorporating LM into medical school curricula. This article provides competencies for medical school LM curriculum implementation and illustrates how they relate to the Association of American Medical College’s Core Entrustable Professional Activities and the LM Certification Competencies from the American Board of Lifestyle Medicine. Finally, standards are presented for how medical schools may receive certification for integrating LM into their curriculum and how medical students can work toward becoming board certified in LM through an educational pathway.

scholarly journals Entrustable Professional Activities in Hematopathology Pathology Fellowship Training: Consensus Design and Proposal

2021 ◽  
Vol 8 ◽  
pp. 237428952199082
Author(s):  
Kristie White ◽  
Julianne Qualtieri ◽  
Elizabeth L. Courville ◽  
Rose C. Beck ◽  
Bachir Alobeid ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Fellowship Training ◽  
Entrustable Professional Activities ◽  
Guidance Document ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Professional Activities ◽  
Constructive Feedback ◽  
Delphi Approach

Hematopathology fellowship education has grown in complexity as patient-centered treatment plans have come to depend on integration of clinical, morphologic, immunophenotypic, molecular, and cytogenetic variables. This complexity is in competition with the need for timely hematopathology care with stewardship of patient, laboratory, and societal resources. Accreditation Council for Graduate Medical Education Milestones provide a guidance document for hematopathology training, but fellows and their educators are in need of a simple framework that allows assessment and feedback of growth toward independent hematopathology practice. Entrustable professional activities provide one such framework, and herein, we provide proposed Hematopathology Fellowship Entrustable Professional Activities based on review of pertinent guidelines and literature, with multiple rounds of expert and stakeholder input utilizing a modified mini-Delphi approach. Ten core entrustable professional activities deemed essential for graduating hematopathology fellows were developed together with skills and knowledge statements, example scenarios, and corresponding Accreditation Council for Graduate Medical Education Milestones. Application of these entrustable professional activities in program design, fellow evaluation, and decisions regarding level of supervision is discussed with consideration of benefits and barriers to implementation. These entrustable professional activities may be used by hematopathology fellowship directors and faculty to provide fellows with timely constructive feedback, determine entrustment decisions, provide the Clinical Competency Committee with granular data to support Milestone evaluations, and provide insight into areas of potential improvement in fellowship training. Fellows will benefit from a clear roadmap to independent hematopathology practice with concrete and timely feedback.

scholarly journals Professional Closure Beyond State Authorization

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Gitte Sommer Harrits
Keyword(s):  
Empirical Studies ◽  
Pierre Bourdieu ◽  
Degree Programs ◽  
Professional Degree ◽  
State Authorization ◽  
Different Sources

For decades, the Weberian approach to the study of professions has been strong, emphasizing state authorization and market monopolies as constituting what is considered a profession. Originally, however, the Weberian conception of closure, or the ways in which a profession is constituted and made separate, was broader. This article suggests a revision of the closure concept, integrating insights from Pierre Bourdieu, and conceptualizing professional closure as the intersection of social, symbolic and legal closure. Based on this revision, this article demonstrates how to apply such a concept in empirical studies. This is done by exploring social, symbolic and legal closure across sixteen professional degree programs. The analyses show a tendency for some overlap between different forms of closure, with a somewhat divergent pattern for legal closure. Results support the argument that we need to study these processes as an intersection of different sources of closure, including capital, lifestyles and discourse

scholarly journals Entrustable Professional Activities for Pathology

2017 ◽  
Vol 4 ◽  
pp. 237428951771428 ◽  
Author(s):  
Cindy B. McCloskey ◽  
Ronald E. Domen ◽  
Richard M. Conran ◽  
Robert D. Hoffman ◽  
Miriam D. Post ◽  
...  
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Graduate Medical Education ◽  
Clinical Pathology ◽  
Entrustable Professional Activities ◽  
Professional Activity ◽  
Entrustable Professional Activity ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Professional Activities

Competency-based medical education has evolved over the past decades to include the Accreditation Council for Graduate Medical Education Accreditation System of resident evaluation based on the Milestones project. Entrustable professional activities represent another means to determine learner proficiency and evaluate educational outcomes in the workplace and training environment. The objective of this project was to develop entrustable professional activities for pathology graduate medical education encompassing primary anatomic and clinical pathology residency training. The Graduate Medical Education Committee of the College of American Pathologists met over the course of 2 years to identify and define entrustable professional activities for pathology graduate medical education. Nineteen entrustable professional activities were developed, including 7 for anatomic pathology, 4 for clinical pathology, and 8 that apply to both disciplines with 5 of these concerning laboratory management. The content defined for each entrustable professional activity includes the entrustable professional activity title, a description of the knowledge and skills required for competent performance, mapping to relevant Accreditation Council for Graduate Medical Education Milestone subcompetencies, and general assessment methods. Many critical activities that define the practice of pathology fit well within the entrustable professional activity model. The entrustable professional activities outlined by the Graduate Medical Education Committee are meant to provide an initial framework for the development of entrustable professional activity–related assessment and curricular tools for pathology residency training.

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