Incorporation of web-based applications and online resources in undergraduate medical education in the Irish Republic. Can new changes be incorporated in the current medical curriculum?

Traditional British undergraduate medical education has evolved with the development of medicine as a profession. However, despite dramatic progress in the provision of healthcare, the medical curriculum has remained mostly unchanged until recently. Conventional medical courses rely on the teacher-centred didactic setting of a lecture theatre to transmit vast quantities of information. This one-way traffic of facts is divided initially into the preclinical basic sciences and later into the medical specialties, with relatively little horizontal or vertical integration. Much of the assessment of students relies on their reproducing information as accurately as possible. This traditional format has been widely criticised (Lowry, 1992).

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Empowering Your Presentation Skills

Donald School Journal of Ultrasound in Obstetrics & Gynecology ◽

10.5005/jp-journals-10009-1343 ◽

2014 ◽

Vol 8 (1) ◽

pp. 100-104

Author(s):

Hoi Ho ◽

Michael S Cardwell ◽

J Hector Aranda ◽

Rene Hernandez

Keyword(s):

Medical Education ◽

Medical Curriculum ◽

Imaging Modality ◽

Point Of Care ◽

Faculty Members ◽

Clinical Settings ◽

Web Based ◽

User Friendly ◽

And Training ◽

Selection Of

ABSTRACT As technology continues evolving, ultrasonography has become increasingly the imaging modality of choice in many different clinical settings including hospital, clinic and point of care. Similarly, the expansion of internet has revolutionized the medical curriculum and training of the entire medical education continuum: undergraduate medical education, graduate medical education and continuing medical education. More importantly, technology and internet have transformed the traditional teacher-dependent classroom-based teaching into the learneroriented web-based learning. To empower the presentation, whether classroom-based or web-based, it's essential that faculty members apply principles of adult learning throughout the session. Newer version of PowerPoint (PPT) is powerful and user-friendly. However, faculty members should be familiar with fundamental guidelines for appropriate selection of fonts, character sizes, background colors, charts, graphs, animation and multimedia. In general, PowerPoint presentations prepared on Windowsbased computers can be run on Mac computers; however, presenters should be aware of compatibility issues across platform such as fonts or multimedia formats. Faculty can also easily turn the PowerPoint presentation into a powerful and interactive teaching tool of ultrasonography for unlimited number of learners by following simple guidelines of using PowerPoint and having minimum resources and technical support for software of voice over presentation, such as Camtasia or Captivate. How to cite this article Cardwell MS, Aranda JH, Hernandez R, Ho H. Empowering Your Presentation Skills. Donald School J Ultrasound Obstet Gynecol 2014;8(1):100-104.

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‘Capable of being in uncertainties’: applied medical humanities in undergraduate medical education

Medical Humanities ◽

10.1136/medhum-2020-012127 ◽

2021 ◽

pp. medhum-2020-012127

Author(s):

Neepa Thacker ◽

Jennifer Wallis ◽

Jo Winning

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Medical Humanities ◽

Medical Curriculum ◽

Real Life ◽

General Medical Council ◽

Vital Role ◽

Medical Council ◽

Wide Range ◽

Clinical Complexity

Numerous medical schools have been updating and modernising their undergraduate curricula in response to the changing health needs of today’s society and the updated General Medical Council competencies required for qualification. The humanities are sometimes seen as a way of addressing both of these requirements. Medical humanities advocates would argue that the humanities have a vital role to play in undergraduate medical education, allowing students to develop the critical tools required by the 21st-century clinician to deliver the best person-centred care. While we endorse this view, we contend that such training must be taught authentically to have maximal impact. This article arises from a collaboration between Imperial College London and Birkbeck, University of London, which aimed to embed the humanities into Imperial’s undergraduate medical curriculum. Here, we use a teaching session on graphic medicine and narrative as a case study to illustrate how the humanities can be a powerful tool for students to explore professional clinical complexity and uncertainty when taught in a transdisciplinary way. In this session, uncertainty operated on several different levels: the introduction of unfamiliar concepts, materials, and methods to students, transdisciplinary approaches to teaching, and the complexities of real-life clinical practice. Further, we argue that to manage uncertainty, medical students must cross from a scientific training based on positivist understandings of evidence and knowledge, to one which foregrounds multiplicity, nuance, interpretive critical thinking, and which understands knowledge as contingent and contextually produced. In facilitating such learning, it is crucial that the teaching team includes experts from both medical and humanities fields to scaffold student learning in an intellectually dynamic way, drawing on their disciplinary knowledge and wide range of personal professional experiences.

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Assessment in Undergraduate Medical Education: Bangladesh Perspectives

Bangladesh Journal of Medical Science ◽

10.3329/bjms.v12i4.16658 ◽

2013 ◽

Vol 12 (4) ◽

pp. 357-363 ◽

Cited By ~ 4

Author(s):

M Haque ◽

R Yousuf ◽

SM Abu Baker ◽

A Salam

Keyword(s):

Medical Education ◽

Education Reform ◽

Undergraduate Medical Education ◽

Curriculum Reform ◽

Medical Curriculum ◽

Medical Science ◽

Undergraduate Curriculum ◽

Oral Examination ◽

Formative Assessments ◽

The Government

Background: Medical education in Bangladesh is totally controlled by the Government and run a unique undergraduate curriculum throughout the country in both public and private sectors. This paper is aimed to briefly describe the medical education reform in Bangladesh and suggests further assessment changes. The present official form of undergraduate medical curriculum has first evolved in 1988 followed by revision in 2002 and 2012. Assessment and teaching are the two sides of the same coin. Assessment drives learning and learning drives practices. Following the curriculum reform since 2002, the assessment in undergraduate medical education has been greatly changed. There are a lot of in-course formative assessments which include item examination, card final and term final, designed to improve the quality of education. Ten percent marks of summative written examinations derive from formative assessment. Traditional oral examination has been changed to structured form to ensure greater reliability. Even then, teachers are not yet building up to conduct oral examination in such a structured way. Examiners differ in their personality, style and level of experience with variation of questioning and scoring from student to students. Weakness of reliability on oral examination still exists. Students also feel very stressful during the oral examinations. Moreover, to conduct such oral examination, three to four months times per year are lost by the faculties which can be efficiently utilised for teaching and research purposes. Worlds' leading medical schools now-a-days used oral examination only for borderline and distinction students. Bangladesh also must consider oral examination only for borderline and distinction students. DOI: http://dx.doi.org/10.3329/bjms.v12i4.16658 Bangladesh Journal of Medical Science Vol. 12 No. 04 October 13 Page 357-363

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Web-based learning in undergraduate medical education: development and assessment of an online course on experimental surgery

International Journal of Medical Informatics ◽

10.1016/j.ijmedinf.2004.06.002 ◽

2004 ◽

Vol 73 (9-10) ◽

pp. 731-742 ◽

Cited By ~ 34

Author(s):

Viviane Bernardo ◽

Monica Parente Ramos ◽

Helio Plapler ◽

Luiz Francisco Poli de Figueiredo ◽

Helena B. Nader ◽

...

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Online Course ◽

Experimental Surgery ◽

Education Development ◽

Web Based ◽

Web Based Learning

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Resuscitating the teaching of anatomical pathology in undergraduate medical education: Web-based innovative clinicopathological cases

Pathology ◽

10.1080/00313020500253331 ◽

2005 ◽

Vol 37 (5) ◽

pp. 360-363 ◽

Cited By ~ 15

Author(s):

Alfred King Yin Lam ◽

Jan Veitch ◽

Richard Hays

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Web Based ◽

Anatomical Pathology

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Four Web-Based Interactive Endocrine Case Studies for Use in Undergraduate Medical Education

MedEdPORTAL ◽

10.15766/mep_2374-8265.10579 ◽

2017 ◽

Vol 13 (1) ◽

Cited By ~ 1

Author(s):

Rob Zachow ◽

Stephen Schneider ◽

Robert Lebeau ◽

James Galt

Keyword(s):

Medical Education ◽

Case Studies ◽

Undergraduate Medical Education ◽

Web Based

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Need of Integrating Sonoscopy in Undergraduate Medical Education in Developing Countries

Journal of Nepal Health Research Council ◽

10.33314/jnhrc.v18i3.2689 ◽

2020 ◽

Vol 18 (3) ◽

pp. 556-559

Author(s):

Amit Thapa

Keyword(s):

Developing Countries ◽

Medical Education ◽

Undergraduate Medical Education ◽

Medical Curriculum ◽

Point Of Care ◽

Image Interpretation ◽

Point Of Care Ultrasound ◽

Medical Specialities ◽

Mind's Eye

Early exposure to technical knowledge improves dexterity and encourages ingenuity. We see the role of ultrasound as a “sonoscope”. Use of sonoscope improves anatomical understanding and improves virtual image interpretation (mind’s eye). Early sonoscope use does not interfere with learning physical examination rather it improves one’s sensitivity as one sees what lies underneath one’s hand. Sonoscope is being used by various medical specialities not only to make diagnosis, but also to monitor and guide interventions. Medical schools worldwide have realised the need and relevance of sonoscope in medical curriculum and hence this needs to be integrated in undergraduate medical education in developing countries. Keywords: Medical education; point of care ultrasound (POCUS); sonoscope

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