scholarly journals Evaluation of Work Place Based Assessment implementation in Postgraduate medical education at a Medical University in Bhutan

2020 ◽  
Vol 6 (2) ◽  
pp. 12-18
Author(s):  
Pelden Wangchuk ◽  
Karma Tenzin ◽  
Sonam Tshering ◽  
Sonam Zangmo
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Postgraduate Medical Education ◽  
Group Discussion ◽  
Primary Objective ◽  
Work Place ◽  
Competency Based ◽  
High Level ◽  
Medical University ◽  
Effective Teaching And Learning

Introduction: The Postgraduate Medical Education has witnessed transition from traditional cognitive based to more competency-based learning globally. Khesar Gyalpo University of Medical sciences of Bhutan introduced Competency Based Medical Education (CBME) through implementation of work place-based assessment (WPBA) in June 2018. The primary objective of this initiative was to produce specialist of highest quality and cultivate competency and outcome based, yet learner centered curricula. Methods: The evaluation was conducted in June, 2019. The mixed methods of data collection techniques were utilized such as survey, interview, and review of the documents and focus group discussion. It was to provide understanding of local challenges and needs in implementation of WPBA. Results: A total of 90% of the faculty members and 40% of administrators evaluated were aware of the implementation of WPBA. Majority of the faculty felt that WPBA is beneficial to both faculty and the residents and all residents felt that it’s beneficial in terms of learning. OBGYN residents have been exposed to maximum numbers of WPBA at 20. The maximum numbers of WPBA activities were performed by residents of general practice department which stood at 56. Lack of time as hindrance of practice of WPBA was implicated by 28% of the faculty and 61% residents. Conclusions: Despite WPBA being implemented for a short duration there is a high level of awareness and acceptability among both the residents and faculties as an effective teaching and learning tool.

scholarly journals ONTOLOGY-BASED GENERATION OF MULTILINGUAL QUESTIONS FOR ASSESSMENT IN MEDICAL EDUCATION

2020 ◽  
pp. 001
Author(s):  
Maja Radović ◽  
Nenad Petrović ◽  
Milorad Tošić
Keyword(s):  
Medical Education ◽  
Knowledge Representation ◽  
Teaching And Learning ◽  
English Language ◽  
Automatic Generation ◽  
Assessment Process ◽  
Innovative Teaching ◽  
Domain Specific ◽  
Level Of Automation ◽  
High Level

The requirements of state-of-the-art curricula and teaching processes in medical education have brought both new and improved the existing assessment methods. Recently, several promising methods have emerged, among them the Comprehensive Integrative Puzzle (CIP), which shows great potential. However, the construction of such questions requires high efforts of a team of experts and is time-consuming. Furthermore, despite the fact that English language is accepted as an international language, for educational purposes there is also a need for representing data and knowledge in native language. In this paper, we present an approach for automatic generation of CIP assessment questions based on using ontologies for knowledge representation. In this way, it is possible to provide multilingual support in the teaching and learning process because the same ontological concept can be applied to corresponding language expressions in different languages. The proposed approach shows promising results indicated by dramatic speeding up of construction of CIP questions compared to manual methods. The presented results represent a strong indication that adoption of ontologies for knowledge representation may enable scalability in multilingual domain-specific education regardless of the language used. High level of automation in the assessment process proven on the CIP method in medical education as one of the most challenging domains, promises high potential for new innovative teaching methodologies in other educational domains as well.

scholarly journals Experiences from tsunami relief activity: implications for medical training

2012 ◽  
Vol 3 (2) ◽  
pp. e138-e140
Author(s):  
Sudharsanam Manni Balasubramaniam ◽  
Gautam Roy ◽  
Yogesh Mohan
Keyword(s):  
Medical Education ◽  
Disaster Preparedness ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Group Discussion ◽  
Leadership Skills ◽  
Psychological Impact ◽  
Vital Role ◽  
Medical Relief ◽  
Jawaharlal Institute

A tsunami struck the coast of Tamilnadu and Pondicherry on 26 December 2004. Jawaharlal Institute of Postgraduate Medical Education & Research, (JIPMER) in Pondicherry played a vital role in providing medical relief. The experiences from the relief activities revealed areas of deficiency in medical education in regards to disaster preparedness. A qualitative study using focus group discussion was employed to find the lacunae in skills in managing medical relief measures. Many skills were identified; the most important of which was addressing the psychological impact of the tsunami on the victims. Limited coordination and leadership skills were also identified. It is recommended that activity-based learning can be included in the curriculum to improve these skills.

Healthcare hackathons: fostering medical education through innovation in a developing country: a case study from Pakistan

2020 ◽  
Vol 7 (1) ◽  
pp. 103-108
Author(s):  
Waqaas Akmal Butt ◽  
Qurratulain Shahood ◽  
Walid Hussain Farooqi ◽  
Kulsoom Ghias ◽  
Saniya Sabzwari ◽  
...  
Keyword(s):  
Medical Education ◽  
Low Income ◽  
Teaching And Learning ◽  
Postgraduate Medical Education ◽  
Learning Potential ◽  
Learning Tool ◽  
Middle Income ◽  
Alternative Teaching ◽  
Before And After

BackgroundHackathons aim to develop solutions to preidentified problem domains and catalyse startup cultures. Recently, the teaching and learning potential of hackathons has also been documented. In this study, we make the case for utilisation of hackathons as an alternative teaching and learning tool geared towards entrepreneurship and as an opportunity for interprofessional integration.MethodsThis research study followed up with participants from the third hackathon at the Aga Khan University in Karachi, Pakistan. Hack MedEd was about solutions to problems of undergraduate and postgraduate medical education with an emphasis on low-income to middle-income countries. Participant evaluation data were filled at the end of the hackathon and gathered from three focused group discussions (FGDs): immediately before and after the event, a delayed follow-up after 11 months was recorded.ResultsOf 116 participants, the majority (71%) were under 30 years old, and over half were female. The evaluations provided by hackers were positive overall with a mean score of 4.37 out of 5 on a Likert Scale. During the FGDs, participants spoke positively of the process and felt that, by the end of the hackathon, they had learnt something new. In the delayed follow-up FGD, teams that had undergone incubation expressed that they had gained a critical and simple skillset that they might not have acquired otherwise.ConclusionHackathons business incubation programmes may be considered an alternative teaching and learning tool—especially for individuals studying or working within the healthcare discipline within low-resource settings.

Competency-based medical education in postgraduate medical education

2010 ◽  
Vol 32 (8) ◽  
pp. 651-656 ◽  
Author(s):  
William F. Iobst ◽  
Jonathan Sherbino ◽  
Olle Ten Cate ◽  
Denyse L. Richardson ◽  
Deepak Dath ◽  
...  
Keyword(s):  
Medical Education ◽  
Postgraduate Medical Education ◽  
Competency Based Medical Education ◽  
Competency Based

Introducing competency-based postgraduate medical education in the Netherlands

2008 ◽  
Vol 30 (3) ◽  
pp. 248-253 ◽  
Author(s):  
Fedde Scheele ◽  
Pim Teunissen ◽  
Scheltus Van Luijk ◽  
Erik Heineman ◽  
Lia Fluit ◽  
...  
Keyword(s):  
Medical Education ◽  
The Netherlands ◽  
Postgraduate Medical Education ◽  
Competency Based

scholarly journals PROFESSOR ANATOLY ANDREEVICH BABANIN (THE 80TH ANNIVERSARY)

2020 ◽  
Vol 10 (2) ◽  
pp. 112-115
Author(s):  
T. A. Fominykh ◽  
B. L. Kutsevol ◽  
V. V. Kisel’ev ◽  
A. N. Zakharova ◽  
V. S. Ulanov ◽  
...  
Keyword(s):  
Medical Education ◽  
Scientific Activity ◽  
Medical Institute ◽  
Medical Sciences ◽  
80Th Anniversary ◽  
High Level ◽  
The University ◽  
Medical University ◽  
Higher Medical Education ◽  
Scientific Achievements

The article is dedicated to the 80th anniversary of the Doctor of Medical Sciences (MD), Professor Anatoly Andree- vich Babanin. The article highlights the main events in the life of the famous scientist, lists the main achievements and scientific achievements. The life and scientific activities of Anatoly Andreevich are inextricably linked with the Crimean Medical Institute (University), within the walls of which the future professor first received a higher medical education, and then, after years of successful scientific activity, headed the university as a rector for many years. Thanks to the talented leadership, the Crimean Medical University has reached a high level of scientific and technological develop- ment and international recognition. For long productive work and scientific achievements, Professor A.A. Babanin awarded numerous government and international awards and titles, and currently continues active work for the benefit of higher medical education in Crimea.

scholarly journals Analyzing the Administrative Burden of Competency Based Medical Education

2021 ◽  
pp. 084653712110389
Author(s):  
Kevin Cheung ◽  
Christina Rogoza ◽  
Andrew D. Chung ◽  
Benjamin Yin Ming Kwan
Keyword(s):  
Medical Education ◽  
Postgraduate Medical Education ◽  
Assessment Process ◽  
Full Time ◽  
Equal Distribution ◽  
Competency Based Medical Education ◽  
Quantitative Evidence ◽  
Administrative Burden ◽  
Professional Activities ◽  
Competency Based

Purpose: Postgraduate residency programs in Canada are transitioning to a competency-based medical education (CBME) system. Within this system, resident performance is documented through frequent assessments that provide continual feedback and guidance for resident progression. An area of concern is the perception by faculty of added administrative burden imposed by the frequent evaluations. This study investigated the time spent in the documentation and submission of required assessment forms through analysis of quantitative data from the Queen’s University Diagnostic Radiology program. Methods and Materials: Data regarding time taken to complete Entrustable Professional Activities (EPA) assessments was collected from 24 full-time and part-time radiologists over a period of 18 months. This data was analyzed using SPSS to determine mean time of completion by individuals, departments, and by experience with the assessment process. Results: The average time taken to complete an EPA assessment form was 3 minutes and 6 seconds. Assuming 3 completed EPA assessment forms per week for each resident (n = 12) and equal distribution among all staff, this averaged out to an additional 18 minutes of administrative burden per staff member over a 4 week block. Conclusions: This study investigated the perception by faculty of additional administrative burden for assessment in the CBME framework. The data provided quantitative evidence of administrative burden for the documentation and submission of assessments. The data indicated that the added administrative burden may be reasonable given mandate for CBME implementation and the advantages of adoption for postgraduate medical education.

scholarly journals Blueprinting for assessment in undergraduate medical physiology curriculum

2021 ◽  
Vol 65 ◽  
pp. 60-65
Author(s):  
Manjinder Kaur ◽  
Naren Kurmi ◽  
Sangita Chauhan ◽  
Anish Singhal ◽  
Suman Sharma ◽  
...  
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Education Programme ◽  
Medical Council ◽  
Competency Based Medical Education ◽  
Medical Education Programme ◽  
Competency Based ◽  
Amount Of Knowledge ◽  
Written Questions

Since long, physiology teaching has been monotonous, teacher centric, didactic type and its assessment primarily focussed on the amount of knowledge recalled by means of stereotyped written questions. A blueprint specifies weightage to various mapped topics (also known as competencies) in the syllabus. For this study, IEC approval was obtained. We aimed to prepare a blueprint for assessment in the undergraduate physiology curriculum and thereby test its utility. We found that blueprinting not only establishes a balance between teaching and learning but also improves validity, reliability and acceptability of assessments. Thus, blueprinting of undergraduate medical curriculum can help in actual execution of the Medical Council of India’s Competency-Based Medical Education programme.

scholarly journals Towards a shared mental model of progressive competence in postgraduate medical education

2018 ◽  
Vol 9 (3) ◽  
pp. e115-118
Author(s):  
Eric Prost
Keyword(s):  
Medical Education ◽  
Mental Model ◽  
Postgraduate Medical Education ◽  
Competency Based Medical Education ◽  
Shared Mental Model ◽  
Competency Based ◽  
The Military ◽  
Postgraduate Medicine

Many professions have hierarchies and a promotion structure. Postgraduate medicine has a tradition of promoting residents based on time spent in a certain specialty. The military, too, may promote its personnel based on factors other than just merit. Both professions have been criticized for divorcing competence from promotion. While Competency-Based Medical Education (CBME) partly solves this problem in medicine, many models of CBME, including the Canadian one, retain distinct stages of training. We urgently need a shared mental model of what a learner in each stage looks like. Some models have been proposed but fall short.

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