Role of simulation in postgraduate medical education

2015 ◽  
Vol 3 (1) ◽  
pp. 12
Author(s):  
RichardM Satava
Keyword(s):  
Medical Education ◽  
Postgraduate Medical Education

scholarly journals Factors related to the role of programme directors in association with quality in postgraduate medical education – a cross-sectional study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Hanna Wijk ◽  
Sari Ponzer ◽  
Hans Järnbert-Pettersson ◽  
Lars Kihlström ◽  
Jonas Nordquist
Keyword(s):  
Medical Education ◽  
Postgraduate Medical Education ◽  
Classification Tree ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
High Quality ◽  
Cross Sectional ◽  
Programme Director ◽  
Factors Associated

Abstract Background Educational leaders have been pointed out as being important for quality of medical education. However, their actual influence on the education can be limited. At the postgraduate level, educational leadership and its connection with quality is underexplored and knowledge about how to increase its impact is lacking. An increased understanding could be used in order to prioritize actions for strengthening the role. The aim of this study was to investigate factors related to the role of programme director associated with quality in postgraduate medical education. Methods A cross-sectional study was carried out. A questionnaire was sent to programme directors in Sweden (n = 519) comprising questions about background factors, work characteristics, work tasks, hindering and enabling factors, and the Utrecht Work Engagement Scale. A logistic regression and classification tree were used to identify factors associated with high qualitative education, defined as compliance with national regulations. Results The response rate was 54% (n = 279). In total, 62% of the programme directors reported high quality and factors associated with high quality included experiences of communication with residents, superiors and supervisors, and support from the supervisors. Other factors were consensus regarding postgraduate medical education at the workplace, adequate financial resources, the programme directors’ competence, and their perceived impact on education. Factors of particular importance seemed to differ depending on whether the programme directors were responsible for one or for multiple units. Most high-quality education was found in cases where programme directors were responsible for a single unit and perceived sufficient impact on education. Conclusions These results indicated that there was an association between factors related to programme director and quality in postgraduate medical education. The findings pointed out the importance of combining activities at both individual, group and organizational levels. Relational aspects should not be underestimated; faculty development and involvement are crucial.

scholarly journals Surgical leadership in Poland: ideas and challenges

2019 ◽  
Vol 4 (2) ◽  
pp. 45-50
Author(s):  
Grzegorz Wallner ◽  
Michał Solecki
Keyword(s):  
Medical Education ◽  
Social Skills ◽  
Postgraduate Medical Education ◽  
Leadership Skills ◽  
Medical Studies ◽  
Ongoing Debate ◽  
The Individual

AbstractThe Polish system of undergraduate and postgraduate medical education, including specialization courses in surgery, provided only general guidelines concerning the issue of creating a leader or preparing for leadership. The process of building the position of a leader has had a rather spontaneous character thus far; it has been based on the individual, natural predispositions of a candidate for the position of a leader. There are no formal guidelines for this in Poland. It is required that graduates of medical studies or residents should acquire the so-called professional and social skills before they complete their specialization training. In the light of the ongoing debate, it seems worthwhile to give a thought on the role of a leader and to undertake harmonized actions to work out a common stance on understanding the issue of leadership and teach leadership skills as a part of a harmonized, methodologically correct system of education, so that the best ways of preparing residents to perform the role of a leader in surgical and other medical surroundings could be realized.

scholarly journals Designing problem-based curricula: The role of concept mapping in scaffolding learning for the health sciences

2015 ◽  
pp. 119-133
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Case Studies ◽  
Concept Mapping ◽  
Postgraduate Medical Education ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Module Design ◽  
Scaffolding Learning

While the utility of concept mapping has been widely reported in primary and secondary educational contexts, its application in the health sciences in higher education has been less frequently noted. Two case studies of the application of concept mapping in undergraduate and postgraduate health sciences are detailed in this paper. The case in undergraduate dental education examines the role of concept mapping in supporting problem-based learning and explores how explicit induction into the principles and practices of CM has add-on benefits to learning in an inquiry-based curriculum. The case in postgraduate medical education describes the utility of concept mapping in an online inquiry-based module design. Specific attention is given to applications of CMapTools™ software to support the implementation of Novakian concept mapping in both inquiry-based curricular contexts.

scholarly journals Role of regional audit facilitators in psychiatry

1992 ◽  
Vol 16 (12) ◽  
pp. 762-763
Author(s):  
Kedar N. Dwivedi
Keyword(s):  
Medical Education ◽  
Royal College ◽  
Postgraduate Medical Education ◽  
Market Forces ◽  
Medical Audit ◽  
Standing Committee

At most conferences on medical audit we are reminded that medical audit is centuries old. What is new is the push for medical audit as a formal activity in which each clinician must take part. This push came from Mrs Thatcher's NHS review in 1989, invoking the spirit of market forces in the NHS. Whether this spirit is that of a goddess or demon, it is perhaps too early to know. As many of the Royal Colleges (Hoffenberg, 1989; Royal College of Psychiatrists, 1989; Royal College of Surgeons of England, 1989) and the Standing Committee on Postgraduate Medical Education (1989) produced their guidelines, the push to make medical audit a formal activity in which each doctor should take part became reality in 1989.

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