scholarly journals Admission assessment criteria in predicting students’ academic performance in newly established medical school

2021 ◽  
Vol 129 (s2) ◽  
Author(s):  
Nurma Yuliyanasari ◽  
Laily Irfana ◽  
Kartika Prahasanti ◽  
Syafarinah Nur Hidayah Akil
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Medical School ◽  
Medical Faculty ◽  
Assessment Criteria ◽  
Admission Criteria ◽  
Ideal Candidate ◽  
Student Academic Performance ◽  
The World ◽  
The Ideal

Introduction: Various medical education institutions around the world have different methods and criteria in selecting the ideal candidate. This study aims to determine the most appropriate admission criteria for predicting student academic performance in a newly established medical faculty in Indonesia.

Relationship Between Academic Performance and Student Self-Assessment of Clinical Performance in the College of Podiatric Medicine and Surgery

2016 ◽  
Vol 106 (3) ◽  
pp. 214-217
Author(s):  
Robert M. Yoho ◽  
Vassilios Vardaxis ◽  
Kelsey Millonig
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Clinical Training ◽  
Clinical Performance ◽  
Pearson Correlation ◽  
Self Assessment ◽  
Grade Point ◽  
Student Academic Performance ◽  
Pearson Correlation Test ◽  
Assessment Of Clinical Performance

Background: Student self-assessment is viewed as an important tool in medical education. We sought to identify the relationship between student academic performance and third-year clinical performance self-assessment. No such study exists in podiatric medical education. Methods: Third-year podiatric medical students from the classes of 2012 through 2014 completed a self-assessment of their performance for each of five broad clinical podiatric medical domains (Professionalism, Medicine, Radiology, Surgery, and Biomechanics/Orthopedics). The assessment was completed after students finished the first 12 weeks of their third-year clinical rotations (PRE) and a second time at the conclusion of the third year (POST). The mean self-assessment score for PRE and POST surveys for all combined domains was determined for each student. This mean was compared with the student's 3-year cumulative grade point average (GPA). Students' clinical experiences for the year were essentially identical. Results: No statistically significant correlation was identified between cumulative GPA and the PRE and POST clinical self-assessments or with the change between PRE and POST assessments based on the Pearson correlation test for each class separately or on the pooled data. Conclusions: Published studies in allopathic medical education have shown that students with lower GPAs tend to rate their clinical performance higher in initial clinical performance self-assessment. Our results show that student academic performance was not correlated with clinical performance self-assessment. These findings may be due to the explicit description of successful clinical competency completion, the orientation students receive before the start of clinical training, and the continuous feedback received from clinical preceptors.

scholarly journals COVID-19 and medical education in a Brazilian medical school: how to deal with the current complex problems happening in the world? “When life gives you lemons, make lemonade”

MedEdPublish ◽  
2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Patricia Cury ◽  
Felipe Colombelli Pacca ◽  
Sandrine da Silva Miranda ◽  
Andreia Etsuko Ishii ◽  
Norma Barbosa Novaes Marques ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Complex Problems ◽  
The World

scholarly journals Medical Students' Corner: Lessons From COVID-19 in Equity, Adaptability, and Community for the Future of Medical Education

10.2196/23604 ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. e23604
Author(s):  
Simran Mann ◽  
Shonnelly Novintan ◽  
Yasmin Hazemi-Jebelli ◽  
Daniel Faehndrich
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
School Community ◽  
Lessons Learned ◽  
School Based ◽  
The World ◽  
The Future ◽  
To Come ◽  
Remote Learning

As UK medical students, we recently completed 3 months of remote learning due to the COVID-19 pandemic, before taking online end-of-the-year exams. We are now entering our final year of medical school. Based on our experiences and our understanding of others’ experiences, we believe that three key lessons have been universal for medical students around the world. The lessons learned throughout this process address the need for a fair system for medical students, the importance of adaptability in all aspects of medical education, and the value of a strong medical school community. These lessons can be applied in the years to come to improve medical education as we know it.

scholarly journals Public availability of information from WFME-recognized accreditation agencies

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Kahlo Baniadam ◽  
Zakia Arfeen ◽  
Mohammed Ahmed Rashid ◽  
Ming-Jung Ho ◽  
Sean Tackett
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Educational Quality ◽  
World Federation ◽  
Additional Information ◽  
Accreditation Standards ◽  
Expected Information ◽  
The World ◽  
Public Availability ◽  
School Accreditation

AbstractThe World Federation for Medical Education (WFME) Recognition Programme was created to ensure the comparability of medical school accrediting agencies, so that the schools accredited by those agencies would have similar educational quality. WFME explicitly values transparency and has recognition criteria that relate to agencies making information publicly available. Our study examined 20 WFME-recognized agencies’ transparency by reviewing agency websites for 27 information elements related to accreditation standards, procedures, and processes. We contacted agencies as needed for information that we could not find on their websites. We were only able to retrieve additional information from 3 of the 12 agencies that we attempted to contact. We found that while 12 agencies had over 90% of expected information elements available, 6 agencies had less than 50%. Our findings illustrate barriers for those who wish to better understand medical school accreditation in some regions and raise questions about how comparable WFME-recognized agencies are.

EDUCATION

PEDIATRICS ◽  
1955 ◽  
Vol 16 (1) ◽  
pp. 129-131
Author(s):  
Hulda E. Thelander
Keyword(s):  
Medical Education ◽  
Medical School ◽  
School Library ◽  
Medical Schools ◽  
World Conference ◽  
Oxford University ◽  
The World ◽  
The Future ◽  
First World ◽  
Oxford University Press

IT IS a year and a half since the World Conference on Medical Education was held in London. Soon after the sessions a number of journals carried short reports of the meetings or abstracts of some of the speeches. This conference was too significant to be quickly forgotten. Fortunately the entire proceedings are now available in book form under the title First World Conference on Medical Education published by the Oxford University Press. It should be in every medical school library. There probably will be other international conferences on medical education in the future. I would like to urge that medical schools make it possible for their younger teachers to attend such a conference.

scholarly journals How medical education survives and evolves during COVID-19: Our experience and future direction

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0243958
Author(s):  
Ju Whi Kim ◽  
Sun Jung Myung ◽  
Hyun Bae Yoon ◽  
Sang Hui Moon ◽  
Hyunjin Ryu ◽  
...  
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Medical School ◽  
Student Satisfaction ◽  
Online Courses ◽  
Clinical Skills ◽  
Skills Training ◽  
Online Course ◽  
Clinical Clerkship ◽  
Online Classes

Background Due to the outbreak of coronavirus disease 2019 (COVID-19), school openings were postponed worldwide as a way to stop its spread. Most classes are moving online, and this includes medical school classes. The authors present their experience of running such online classes with offline clinical clerkship under pandemic conditions, and also present data on student satisfaction, academic performance, and preference. Methods The medical school changed every first-year to fourth-year course to an online format except the clinical clerkship, clinical skills training, and basic laboratory classes such as anatomy lab sessions. Online courses were pre-recorded video lectures or live-streamed using video communication software. At the end of each course, students and professors were asked to report their satisfaction with the online course and comment on it. The authors also compared students’ academic performance before and after the introduction of online courses. Results A total of 69.7% (318/456) of students and 35.2% (44/125) of professors answered the questionnaire. Students were generally satisfied with the online course and 62.2% of them preferred the online course to the offline course. The majority (84.3%) of the students wanted to maintain the online course after the end of COVID-19. In contrast, just 13.6% of professors preferred online lectures and half (52.3%) wanted to go back to the offline course. With the introduction of online classes, students' academic achievement did not change significantly in four subjects, but decreased in two subjects. Conclusions The inevitable transformation of medical education caused by COVID-19 is still ongoing. As the safety of students and the training of competent physicians are the responsibilities of medical schools, further research into how future physicians will be educated is needed.

scholarly journals Advancing the Quality of Medical Education Worldwide: ECFMG's 2023 Medical School Accreditation Requirement

2019 ◽  
Vol 105 (4) ◽  
pp. 8-16 ◽  
Author(s):  
Christine D. Shiffer ◽  
John R. Boulet ◽  
Lisa L. Cover ◽  
William W. Pinsky
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Medical Schools ◽  
World Federation ◽  
Medical Graduates ◽  
Foreign Medical Graduates ◽  
The World ◽  
Future Requirement ◽  
School Accreditation

ABSTRACT Certification by the Educational Commission for Foreign Medical Graduates (ECFMG®) is required for international medical graduates (IMGs) to enter U.S. graduate medical education (GME). As a gatekeeper to the U.S. health care system, ECFMG has a duty to verify that these individuals have met minimum standards for undergraduate medical education. Historically, ECFMG has focused on evaluating individual graduates, not medical schools. However, in response to the rapid growth of medical schools around the world and increasing physician migration, ECFMG decided in 2010 to institute medical school accreditation as a future requirement for ECFMG certification. More specifically, beginning in 2023, individuals applying for ECFMG certification will be required to be a student or graduate of a medical school that is accredited by an agency recognized by the World Federation for Medical Education (WFME). By requiring accreditation by an agency that has met WFME's standards, ECFMG seeks to improve the quality, consistency and transparency of undergraduate medical education worldwide. The 2023 Medical School Accreditation Requirement is intended to stimulate global accreditation efforts, increase the information publicly available about medical schools, and provide greater assurance to medical students, regulatory authorities, and the public that these future physicians will be appropriately educated.

scholarly journals Medical Students' Corner: Lessons From COVID-19 in Equity, Adaptability, and Community for the Future of Medical Education (Preprint)

2020 ◽  
Author(s):  
Simran Mann ◽  
Shonnelly Novintan ◽  
Yasmin Hazemi-Jebelli ◽  
Daniel Faehndrich
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
School Community ◽  
Lessons Learned ◽  
School Based ◽  
The World ◽  
The Future ◽  
To Come ◽  
Remote Learning

UNSTRUCTURED As UK medical students, we recently completed 3 months of remote learning due to the COVID-19 pandemic, before taking online end-of-the-year exams. We are now entering our final year of medical school. Based on our experiences and our understanding of others’ experiences, we believe that three key lessons have been universal for medical students around the world. The lessons learned throughout this process address the need for a fair system for medical students, the importance of adaptability in all aspects of medical education, and the value of a strong medical school community. These lessons can be applied in the years to come to improve medical education as we know it.

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