The Impression of ICT in Medical Education throughout COVID-19 Pandemic: A Survey among Medical Graduates of Bangladesh

In COVID-19 pandemic, the importance of ICT in Medical education is amplified. The purpose of the study was to assess and estimate the role and impact of ICT in relation to learning on medical education and changing behavior of the students in the period of pandemic. A questionnaire survey approach was applied amid of the Bangladeshi medical undergraduates during the period of August, 2020 to November, 2020. A Google linked structured questionnaire was used and distributed to the study population via email, messenger and WhatsApp. The questionnaire was completed by 201 medical students, with 65% were female and 35% were male students. Almost all respondents (98%) owned an android smartphone and used it to access the internet. Two-thirds (69%) of respondents have medical and health related apps in their device, with Medscape being the most widely utilized app. Respondents (49%) encountered bandwidth trouble during online class. For collaborative learning with classmates, 76% respondents favored messenger and whatsApp group. ICT knowledge should be included in the curriculum, according to 57% respondents. Over one-third participants, 37.3%, were neither satisfied nor dissatisfied. 30.8% respondents were satisfied while 19.4% were dissatisfied. The long-term benefits and problems of reforming the medical education system and utilizing ICT technologies should be considered. In this pandemic circumstance, digitalization of learning can give essential foundations for future medical education, aided by ICT tools. Our study may be used as a foundation for future research into developing digital teaching models in medical education. Bangladesh Journal of Medical Education Vol.13(1) January 2022: 58-68

Factors Influencing Job Satisfaction Among Recently Qualified Resident Doctors: A qualitative study

Introduction: Public health systems throughout the world are constantly being confronted with serious shortages of doctors. The Saudi health system acknowledges the risks involved in its heavy dependence on non-Saudi doctors and has gradually expanded its efforts to nationalize its medical staff by improving the capacity of the medical education system through increasing the number of medical colleges. The objective of this study was to explore the most crucial factors that influence job satisfaction among recently qualified resident doctors in Saudi Arabia. Methods: The study used a qualitative approach, with in-depth interviews that were conducted with recently qualified resident doctors to gather information on the factors that were the most critical in affecting their job satisfaction early in their careers. Twenty-five qualified resident doctors were purposively selected for interviews. The participants were selected from various areas of specialization, such as internal medicine, surgery, pediatrics, obstetrics, gynecology, and emergency medicine. Results: This study emphasized the importance of improving the satisfaction levels of recently qualified resident doctors with respect to a range of job-related factors. The following seven themes emerged from the data: education and development, recognition and respect, professionalism, workload, healthcare facilities, patient adherence, and salary. Conclusion: An increased investment in medical education is recommended to improve educational outcomes. The satisfaction that recently qualified resident doctors have with regard to their salaries should be monitored continuously, and further evidence is needed to determine whether modifications are required. Improving the satisfaction levels of the resident doctors in the seven specific areas of their jobs can result in greater retention.

Problems of Medical Education in Pakistan

Background and Aim: As the new millennium dawned, there were numerous difficulties to overcome, particularly in the field of health education. As the first line of defence against many diseases, oral health was given prime consideration. The study's primary goal is to identify the challenges faced by Pakistan's medical education system. Study Design: Descriptive cross sectional study Place and Duration: Department of Medical Education CMH Institute of Medical Sciences, Bahawalpur during from September 2020 to Jan 2021. Methodology: The data was collected from 200 participants of different age groups from FSc to Ist year of medical colleges. We wish to examine the difficulties that students and their families faced at the beginning and during their medical education in Pakistan. Results: A total of 200 people were surveyed. Interviews were performed with each and every one of the individuals who had been shortlisted. We then come across the following issues that students and their families faced while pursuing medical degrees in Pakistan. The mainstay of education at the undergraduate and graduate levels is the standardisation of instruction. Lectures are considered to be the most efficient method of delivering information to students, as they need minimal engagement from the students. Conclusion: Medical educationists, teachers, administrators, and policymakers in poor nations should endeavour to transform the adversary of difficulties into a chance to construct excellent learning programmes. Perhaps it will lead to new pathways of lear. Keywords: Medical Education, Teaching Methodology, Problems

Perceptions of undergraduate medical students towards online learning during the COVID-19 pandemic-experiences from a medical college in Delhi

Background: COVID-19 pandemic has caused upheaval in all aspects of our lives and education system has also faced disruptions. Medical teaching is of paramount importance as it is preparing future doctors for such emergencies. Though online teaching by the institutions and faculties has continued but it is also equally important to know the learners’ perspective, i.e.., the undergraduate medical students who have to cope-up with the change in teaching practices. To assess the perceptions of medical students regarding online learning during the COVID-19 Pandemic. To understand the problems and apprehensions faced by these students.Methods: A cross-sectional study was conducted among undergraduate medical students of a medical college in Delhi. To ensure reliable results, a sample size of 50% was decided with equal representation from students studying in different professional years of MBBS. Results: Although medical students had used online learning earlier but it was not very preferable. Students faced challenges both due to unsatisfactory learning atmosphere at home and also technological issues associated with online learning. Students are also worried about lengthening of duration of the course and inadequate clinical exposure.Conclusions: Medical education system has to be prepared for blended learning by use of resources to overcome challenges associated with technological problems so as to facilitate learning of the students.

Evolution of Teaching Methods in Medical Education Over the Years

The medical education system in India is one of the largest in the world and it is currently facing challenges for quality education. Medical education has changed considerably and will continue to do so with the various scientific advances and societal needs. The previous medical education system in India was based on a subject-centered and time-based curriculum. The new Competency-based medical education (CBME) was introduced to tackle these concerns. The education has now transitioned from teacher-centered to learner-centered. The teachers would also have to face the challenge of altering their attitude and teaching approach. New methods have to be adopted to keep up with the changed curriculum but traditions should not be abandoned entirely. By embracing the modern methods like the flipped classroom, blended learning, interactive teaching, etc. and incorporating it with the traditional teaching methods i.e. chalk and board, the goal of a Competent Indian Medical Graduate can be achieved.

The growing opportunity of clinical data management in Ukraine

Many specialized positions, even entry-level, in the pharmaceutical industry require training above and beyond standard University degree programs. A shortage of specialized clinical data managers in Ukraine means private sector companies are developing internal resource training programs to deepen their pool of available candidates. Given the strong medical education system and established IT outsourcing industry, we believed developing a pool of talented clinical data managers within Ukraine was a feasible goal.The IT outsourcing industry is the second largest export service industry in Ukraine, and one of the main sectors in the economy. More than 50% of Ukraine's IT services revenue came from the United States, the rest mostly from the EU.[1] Ukraine has built a workforce adapted to IT outsourcing, but the lack of local professionals in the fields of clinical data management and clinical data science hinders similar growth in the clinical research sector. Ukraine has a well-established medical education system that trains its healthcare professionals in accordance with EU regulations. Hospitals are predominantly state-owned; the private medical sector is almost nonexistent. The academic and non-profit clinical research sectors are small in comparison to Western European countries, and opportunities for careers within them limited. This leads to a 'brain drain' of medical professionals from Ukraine to other countries in search of higher wages and professional advancement. With its strong education system and highly educated medical workforce, Ukraine is an attractive but under-utilised location for clinical studies. [2] There are approximately 30 clinical research sites in Ukraine handling preclinical through Phase IV studies. In December 2020 on clinicaltrials.gov there were 557 active or recruiting clinical trials listed taking place in Ukraine. Regulatory hurdles and approval timelines have greatly improved in recent years.Currently, when CROs wish to hire data managers to assist with local clinical trials in Ukraine, they have to hire non-specialists who must teach themselves on the job. At present there are no university courses or formal training programs within the country for clinical data managers.Following the success of the Clinical Statistical Programming training program developed by our team and offered since 2013 in partnership V. N. Karazin Kharkiv National University,[3] we recently launched an in-house clinical data management training program in partnership between leading Biometrics CROs Cytel and Intego Group. Upon program completion, students have the opportunity to transition into full-time employment. Ours is the first centralized training program for clinical data managers in the country. We already started a conversation with some of the country's leading universities to help them develop a formal educational program in clinical data management. Our internal training program will serve as a pilot and a proof of concept. We expect that many elements, such as curriculum, admission requirements, quality control, internships, etc., will successfully scale up in an academic environment. Our paper will discuss opportunities for the clinical data management sector in Ukraine, the challenges of recruiting data managers from the existing healthcare workforce, the region’s unique strengths, laws and regulations. We also discuss specifics of the internal training program, development of a course syllabus, and transitioning students from coursework into hands-on data management training.Article length: 8 pages. Article reference count: 9 references.---------------[1] AVentures. Software Development in Ukraine, Poland, Belarus and Romania in 2019.[2] Sinichkina L,  Smolina A,  Svintsitskyi V. Positive Changes for Clinical Trials in Ukraine. Applied Clinical Trials. December 2017.[3] Pirbhai E, Glushakov S. Development of a Clinical SAS University Training Program in Eastern Europe. PharmaSUG. 2015.

Trauma care training in Vietnam: A narrative scoping review (Preprint)

BACKGROUND - OBJECTIVE To establish if medical training in Vietnam has adapted to a new disease pattern emerging in a developing country economy, that of road trauma. METHODS A review of Vietnamese medical schools, Ministry of Health, and Ministry of Education and Training literature on trauma education. RESULTS The trauma training component in medical education in Vietnam has been improving but is patchy and inconsistent across the health sector. As the medical education system was appropriately initially oriented to a generalist community base, trauma training at an undergraduate level was minimal and less than 5% of total credit. At the post-graduate level, only two major specialties (surgery and anaesthesia) figures have a significant and increasing trauma training component ranging from 8% to 22% in academic and clinical training pathways. A new national examination is on the way to improve curricula and standards at an undergraduate level, post-graduate short courses like Basic Trauma Life Support-BLS, Primary Trauma Care-PTC are seen as a reasonable solution to address current Vietnamese medical education system deficiencies in trauma training. CONCLUSIONS Although efforts have been made to reform the medical training program in Vietnam, it would take quite a long time to reach the complete transformation. In the interim, the implementation of short courses such as BLS, PTC should be considered as the appropriate method to compensate for the insufficient competency-related trauma care among healthcare workers outside of trauma specialist training.

Transformation of the regulatory and legal framework of labor debut of a medical university graduate

The regulatory and legal framework in the field of education includes multifaceted social relations that affect various areas of interaction within the medical education system. The history of the development of medical education in Russia goes back several centuries and largely determines modern approaches to its implementation. Within the framework of the implementation of the laws of the new era, the active formation and development of the medical education system is underway. At the same time, the transformation of the regulatory landscape of the medical specialist's activity indicates the state's interest in the development of the industry and the improvement of personnel policy in the healthcare sector.

Historical aspects of the medical education system transformation

The history of medical and pharmaceutical education development is part of the social history. The quality of medical personnel training determines the efficiency of the entire health care system and has been a priority area of development throughout the history of the Russian state. The paper reflects the main stages of the medical education system development in the period from the 17th century to the present. The training of medical personnel in Russia began in the second half of the 17th century, when, under the Pharmaceutical Order, a medical school was established in 1654to train doctors for the needs of the army.The need to provide qualified medical personnel remains relevant, both in wartime and in peacetime. The reforms of medical education that have been taking place over the centuries make it possible to diversify educational programs, as well as the to introduce new educational technologies, considering modern requirements and global trends. The study of the historical aspects of domestic medicine determines a more competent approach to the development of the health care system and medical education.

Future Challenges in Medical Education System in COVID-19 Pandemic: Scenario Planning

Background: With the outbreak of the COVID-19 pandemic, all the aspects of educational institutions such as universities have been affected. Trainings have changed from face-to-face and physical to online and digital. Therefor an educational reform has been recognized as a priority toward adaptation of universities with the current situation and transition to third-generation universities in order to synchronize with global trends. This study evaluated the preparedness of universities to manage the outbreak and moving toward a new generation, using the scenario planning approach. Methods: A mixed method design was used including three phases: 1) Identifying the variables affecting the future of medical education, 2) Prediction and building scenarios (future estimates), 3) Building the future (scenario-making).Results: The COVID-19 pandemic represents an enduring transformation in education with the advancement of smart universities, telehealth, adaptive research protocols, personalized and self-controlled learning and flexible approaches to achieve solutions. Conclusions: It is Inevitable that in this situation, the future of this path, must be clarified and a joint vision (scenarios) must be created. It is suggested that educational and environmental key factors should be constantly monitored to keep up with the process of managing the situation, globalization and the expansion of entrepreneurial universities.