scholarly journals Why must faculty members in medical institutions engage in research?

2021 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Rakesh Aggarwal
Keyword(s):  
Faculty Members ◽  
Medical Institutions

State Medical Board Disciplinary Hearings as Tools for Teaching Professionalism in Medical Education

2011 ◽  
Vol 97 (3) ◽  
pp. 8-12
Author(s):  
Onelia G. Lage ◽  
Sydney F. Pomenti ◽  
Edwin Hayes ◽  
Kristen Barrie ◽  
Nancy Baker
Keyword(s):  
Medical Students ◽  
Ethics Education ◽  
Faculty Members ◽  
Specific Method ◽  
Pilot Studies ◽  
Medical Board ◽  
Medical Institutions ◽  
State Medical Boards ◽  
State Medical Board ◽  
The Impact

ABSTRACT This article proposes a partnership of state medical boards with medical schools to supplement professionalism and ethics education for medical students, residents, physicians and faculty members of medical institutions. The importance of professionalism has been recognized by several studies, but a specific method of teaching and developing professionalism has yet to emerge. Studies suggest that there is an association between a lack of professionalism in medical school and future disciplinary actions by medical boards. However, there has been little collaboration between these institutions in addressing unprofessional behaviors. One collaborative concept that holds promise, however, is the idea of inviting medical students to attend physician disciplinary hearings. Students and physicians alike report that watching a hearing can significantly impact attitudes about professionalism as a part of medical practice. While formal research is scarce, the positive response of individual students who experience disciplinary hearings firsthand suggests that further pilot studies may be useful. Presented in this paper are the perspectives of three individuals — a medical student, a faculty member and a medical board chair — who discuss the impact and potential of attending disciplinary hearings in developing professionalism and ethics. Also included is a review of the current literature.

Multiple Mini-interviews for Medical Students’ Admissions: Students and Faculty Perceptions on Acceptability and Feasibility

2021 ◽  
Vol 15 (12) ◽  
pp. 3294-3298
Author(s):  
Gulfreen Waheed ◽  
Sadia Zia ◽  
Yasir Ali Bhatti ◽  
Mavrah Zafar ◽  
Muhammad Saad Aziz
Keyword(s):  
Medical Students ◽  
Assessment Tool ◽  
Faculty Perceptions ◽  
Faculty Members ◽  
Future Research ◽  
Cross Sectional ◽  
Admission Process ◽  
Medical College ◽  
Medical Institutions ◽  
Selection Of

Aim: To evaluate the acceptability and feasibility of the multiple mini interviews for selecting medical students for admission in a medical institution. Methods: The current cross-sectional descriptive study is a 12-item questionnaire-based survey with a four-point Likert scale to record the anonymous responses of the candidate students’ and the interviewer faculty perceptions. Descriptive statistics were used to analyze the data quantitatively with IBM SPSS Version 25. The study evaluated the acceptability and feasibility of the utility of multiple mini-interviews (MMIs) as an assessment tool for the medical students’ selection in the admission process at Avicenna Medical College, Lahore, Pakistan. Results: A total of 438 candidate students and 42 interviewer/assessor faculty members participated in the study. Most of the candidate students (92.2%) of candidates and 97.6% of interviewer faculty regarded MMIs better than the traditional interviews for the selection of medical students. Further, 99.4% of candidate students and 97.6% of interviewer faculty were satisfied with the MMI process’s general arrangements. Finally, a hundred percent interviewer faculty and 96.8% of candidate students perceived MMIs as a feasible assessment tool for the admission process of the medical institutions. Conclusion: The overall positive responses of the candidate students and the interviewer faculty for the acceptability and feasibility of the MMI process as an assessment tool in the admission process to select medical students provide evidence for future research on the use of MMIs. In addition, other medical institutions can adapt or modify the MMI process per the available finances and resources within their local settings. Keywords: Multiple mini-interviews, Medical college admission process, acceptability, feasibility.

scholarly journals Impact of online learning; experiences and attitudes of faculty and students from two medical colleges

2020 ◽  
Vol 3 (2) ◽  
pp. 93-98
Author(s):  
Safina Ahmed ◽  
Mahwish Niaz ◽  
Zara Seemab ◽  
Rifat Nadeem
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
New Technology ◽  
Faculty Members ◽  
Online Curriculum ◽  
Model Combining ◽  
Medical Institutions ◽  
E Learning ◽  
The Impact ◽  
Medical Colleges

Introduction: In this changing paradigm of flipped classrooms, online learning is becoming center of focus. The spread of CoVID-19 pandemic has prompted medical institutions to quickly adopt online curriculum delivery to avoid any breaks. This transition seems to adequately serve the needs of medical education. As this new technology is rapidly being implemented, the students’ and teachers’ perspectives need to be evaluated to assess the outcome of these changes and to design effective strategies. Objectives: To assess the impact of online learning by recording experiences and attitudes of faculty members and students from two medical institutions. Materials & Methods: The study was conducted at SCM and FUMC, Islamabad. 275 3rd year MBBS students from both medical colleges along with 40 faculty members were enrolled after taking consent. Their perspectives were taken by a questionnaire. They were asked about familiarity of e-learning, its advantages, disadvantages, credibility of online assessments and whether e-learning should be part of future medical education. The data was analyzed using SPSS23. Results: 34 faculty members and 214 students from both institutes completed the questionnaire. Majority of the faculty members and students believed that e-learning can only serve as complementary role to traditional teaching. Conclusion: E-learning provided us the needed mode to continue delivering the course in the need of the hour. Both faculty and students deemed that online learning is not as proficient as face-to-face teaching however, hybrid model combining both modalities can achieve better results.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

User Evaluation of an Integrated Medical Workstation for Clinical Data Analysis

1993 ◽  
Vol 32 (05) ◽  
pp. 365-372 ◽  
Author(s):  
T. Timmeis ◽  
J. H. van Bemmel ◽  
E. M. van Mulligen
Keyword(s):  
Data Analysis ◽  
Clinical Research ◽  
Clinical Data ◽  
University Hospital ◽  
User Evaluation ◽  
Scientific Staff ◽  
Medical Institutions ◽  
Clinical Data Analysis ◽  
Research Problems ◽  
The University

AbstractResults are presented of the user evaluation of an integrated medical workstation for support of clinical research. Twenty-seven users were recruited from medical and scientific staff of the University Hospital Dijkzigt, the Faculty of Medicine of the Erasmus University Rotterdam, and from other Dutch medical institutions; and all were given a written, self-contained tutorial. Subsequently, an experiment was done in which six clinical data analysis problems had to be solved and an evaluation form was filled out. The aim of this user evaluation was to obtain insight in the benefits of integration for support of clinical data analysis for clinicians and biomedical researchers. The problems were divided into two sets, with gradually more complex problems. In the first set users were guided in a stepwise fashion to solve the problems. In the second set each stepwise problem had an open counterpart. During the evaluation, the workstation continuously recorded the user’s actions. From these results significant differences became apparent between clinicians and non-clinicians for the correctness (means 54% and 81%, respectively, p = 0.04), completeness (means 64% and 88%, respectively, p = 0.01), and number of problems solved (means 67% and 90%, respectively, p = 0.02). These differences were absent for the stepwise problems. Physicians tend to skip more problems than biomedical researchers. No statistically significant differences were found between users with and without clinical data analysis experience, for correctness (means 74% and 72%, respectively, p = 0.95), and completeness (means 82% and 79%, respectively, p = 0.40). It appeared that various clinical research problems can be solved easily with support of the workstation; the results of this experiment can be used as guidance for the development of the successor of this prototype workstation and serve as a reference for the assessment of next versions.

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