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The Triangle and Undergraduate Medical Education
Published in Paul Batalden, Tina Foster, Sustainably Improving Health Care, 2022
Jonathan Huntington, Linda Headrick, Greg Ogrinc
While the content of undergraduate medical education (UME) has been changing at an exponential rate in the 100 years since Abraham Flexner published his seminal report Medical Education in the United States and Canada in 1910,1 much of the basic framework in which this education is delivered has remained the same. Medical students arrive at the start of medical school with basic knowledge in the biological, chemical, and physical sciences. Over the next 4 years they embark on a journey in professional development that is remarkably similar to that of students who entered the profession several generations ago. However, much has changed within this time span: tremendous societal transformation; an explosion in the amount, accessibility, and depth of scientific knowledge; and broad shifts in how we finance and deliver health care.2 As highlighted in the vignette, these changing dynamics pose significant challenges to the current medical education system and have many medical educators looking for innovative ways to educate future generations of physicians.
Public policies in building a healthy community
Published in Ben Y.F. Fong, Martin C.S. Wong, The Routledge Handbook of Public Health and the Community, 2021
There are opportunities for enhanced education on public policy and advocacy for health professionals. Medical education involves different stakeholders which include the government, hospitals, community and patients (Howe et al., 2002). Health professionals need to update their knowledge, know-how and professional conduct as lifelong learners (Mi & Halalau, 2016). Institutes that offer public health education should pay attention to policy and play a key role in policy advocacy that improves public health (Thompson et al., 2009). Professional preparation programmes for medical and public health professionals should involve policy and advocacy topics in their curricula (Thompson et al., 2009). Busy professionals may favour web-based courses which offer continuing education credits (Thompson et al., 2009) while community-based medical education allows medical students to learn other than the clinical sceneries (Morrison, 2006). In addition, engagement of physicians in a community project can effectively measure their achievement of in specific capabilities (Bortot et al., 2004).
Specialty training and beyond
Published in David McGowan, Helen Sims, Making the Most of Your Medical Career, 2021
By the time you become a registrar the vast majority of doctors have taught junior doctors, medical students or other healthcare professionals. As a registrar you will take on a different role with regard to teaching. For example, there are more opportunities to teach at a senior level. These may include becoming an associate tutor to the royal college to which you are attached, teaching on a PACES course or organising the teaching rota within your department. As a ‘specialist’ you will also be asked to deliver teaching to doctors in other specialties. These are all good opportunities to improve your own CV, as well as to help the junior members of your team gain some teaching experience. Some of you may already have established by now that teaching is something you wish to become involved with at a later stage of your career (i.e. via the academic training pathway and practising as an honorary consultant). The first few years as a registrar will allow you to develop this and ‘make yourself known’. There are degrees for those interested in medical education - they include a diploma or master’s in education, available at various universities. More on teaching can be found in Chapter 15, ‘E: education’.
Challenges and opportunities in cultivating medical students’ competencies: Participatory action research from a hierarchical cultural setting
Published in Medical Education Online, 2023
Ardi Findyartini, Nur Afrainin Syah, Astrid Pratidina Susilo, Hikmawati Nurokhmanti, Nurul Qomariyah, Nadia Greviana, Dina Qurratu Ainin, Sylvia Mustika Sari, Mora Claramita
Medical education in this country consists of undergraduate medical education taking high school graduates, with a one-year internship program afterward. When the study was done in 2020, there were 90 faculties of medicine in Indonesia. There were 5 medical schools considered as the top rank among 20 with the highest level of accreditation, and about 30 with a medium level of certification, while the rest were emerging schools. These medical schools have high school graduate’s intake and are graduating medical doctors after 5.5–6 years of education (3.5–4 years of preclinical and 2 years of clinical studies) who can directly apply for professional practice. The Indonesian national standards of the medical curriculum have endorsed the competency-based approach with some attempts to increase SCL processes. All specializations are graduate programs, but Family Medicine has been just recently established in only a limited number of universities.
Profiling students via clustering in a flipped clinical skills course using learning analytics
Published in Medical Teacher, 2023
Alper Bayazit, Hale Ilgaz, İpek Gönüllü, Şengül Erden
Kreiter and Axelson (2013) report that as medical education evolves, new evaluation techniques should be considered. Particularly in the online world, new implementations such as LA can provide valuable information. LA studies in medical education include the assessment of video-based lecture learning environments (Gilliland 2017; Lau et al. 2018), predictions about student achievement in a blended learning environment (Saqr et al. 2017, 2018), and examinations of the effects of interaction and roles in a problem-based learning environment (Saqr and Alamro 2019). The presented literature review shows that very few studies combine FC and LA techniques in medical education. Medical education involves a very comprehensive and intensive program and, more importantly, it focuses on skill development. As such, evaluating the effectiveness of different teaching methods is critical to ensure the quality of medical education. While some studies have examined learner profiling in medical education (Bråten and Olaussen 2005; Baldassin et al. 2008; Jang et al. 2017), none focus on the FC method. The present study helps to narrow this gap by providing information about the FC method from learners’ perspectives.
The peer perspective: Why medical students should actively contribute to medical education
Published in Medical Teacher, 2021
Jessica Ying-Yi Xie, Anush Shashidhara
Medicine is a broad discipline, encompassing clinical Medicine, science, research, public health, policy and academia. Medical education is the lifelong process of gaining knowledge and refining skills related to Medicine (Swanwick 2013); it teaches students and doctors how to provide safe, person-centred and comprehensive clinical care for patients, the importance of keeping up-to-date with the latest research and awareness of social determinants of health. Medical education is a continuum; it must be constantly adapted to ensure students and doctors receive training that improves their abilities to meet the care needs of patients. This personal view will discuss our lessons learned from contributing to medical education as students and why we encourage all medical students to also become involved.