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Medical Teacher

Lisa Murphy, Hannah Costelloe, Joanna Dobbin, Joseph Gafton, Ibrahim Sheriff
No abstract text is available yet for this article.
March 13, 2018: Medical Teacher
Meixun Zheng, Daniel Bender
Computer-based testing (CBT) has made progress in health sciences education. In 2015, the authors led implementation of a CBT system (ExamSoft) at a dental school in the U.S. Guided by the Technology Acceptance Model (TAM), the purposes of this study were to (a) examine dental students' acceptance of ExamSoft; (b) understand factors impacting acceptance; and (c) evaluate the impact of ExamSoft on students' learning and exam performance. Survey and focus group data revealed that ExamSoft was well accepted by students as a testing tool and acknowledged by most for its potential to support learning...
March 13, 2018: Medical Teacher
Sateesh B Arja, Sireesha B Arja, Raghavendrarao M Venkata, Abraham Nayakanti, Praveen Kottathveetil, Yogesh Acharya
INTRODUCTION: This study is aimed at explaining the change process followed for the implementation of the new curriculum at Avalon University School of Medicine and its evaluation. BACKGROUND: Self-evaluation at Avalon University School of Medicine identified the need for a change in the curriculum. The main reasons for the change are isolated disciplines and overcrowded curriculum leading to less self-study time for students. The new curriculum is aimed to have an integrated curriculum and to avoid redundancies...
March 13, 2018: Medical Teacher
Marko Zdravković, Tamara Serdinšek, Monika Sobočan, Sebastjan Bevc, Radovan Hojs, Ivan Krajnc
BACKGROUND: Student engagement (SE) in the curriculum is a positive indicator in the development of students deeply involved in their learning. It also has several benefits for the schools' level of educational innovation and quality assurance. METHOD: In order to identify the most important pearls from the last decade of educational developments within the field of SE at the Faculty of Medicine University of Maribor, we searched through our school's archives, publications and research in the field of medical education...
March 11, 2018: Medical Teacher
Clare Morris, Tim Swanwick
INTRODUCTION: Postgraduate medical education takes place almost entirely in the clinical workplace, supported by healthcare professionals who strive to combine service and educational roles. Over the past decade, we have witnessed the emergence and growth of new forms of educational activity within postgraduate medical education. Under the umbrella term of "faculty development", these activities move beyond a narrow emphasis on "teaching the teachers to teach" to a wide range of interventions focused on enhancing educational climate, educational infrastructure and educational practices within and across healthcare organizations...
March 11, 2018: Medical Teacher
Janet E Fischel, Doreen M Olvet, Richard J Iuli, Wei-Hsin Lu, Latha Chandran
AIM: Curriculum reform in medical schools continues to be an ever-present and challenging activity in medical education. This paper describes one school's experiences with specific curricular innovations that were developed or adapted and targeted to meet a clear set of curricular goals during the curriculum reform process. Those goals included: (a) promoting active learning and learner engagement; (b) establishing early professional identity; and (c) developing physician competencies in an integrated and contextual manner while allowing for individualized learning experiences for the millennial student...
March 11, 2018: Medical Teacher
Viktor Riklefs, Gulmira Abakassova, Aliya Bukeyeva, Sholpan Kaliyeva, Bakhtiyar Serik, Alma Muratova, Raushan Dosmagambetova
BACKGROUND: Medical education in Kazakhstan has been literally transformed in the past 10 years. Kazakhstan inherited the Soviet-time discipline-based teacher-centered system of education when no decisions could be made independently. The curriculum was mostly governed in a traditional way, with lectures being the core, little use of e-learning tools, and assessment through oral exams and multiple-choice questions. Most of the universities still preserve the subject-based curriculum with elements of integrated learning...
March 11, 2018: Medical Teacher
L Collado-Yurrita, M J Ciudad-Cabañas, M A Cuadrado-Cenzual
OBJECTIVES: This paper aims to show changes in Medical Education in the Department of Medicine at the Complutense University of Madrid in the last 10-15 years. RESULTS: Medical education in the Department of Medicine at the Complutense University of Madrid has undergone significant changes in the last 10-15 years. An attempt to summarize these shows that radical change in the teaching of medicine for both teachers and students has taken place in three areas: 1. Progressive development of Patient-centered medical education...
March 11, 2018: Medical Teacher
Paul de Cates, Katherine Owen, Colin Francis Macdougall
Medical curricula vary hugely across the world. Notions of horizontal and vertical integration and spiral curricula are present in many modern curricula although true integration happens to a varying degree. By seeing the development of a curriculum as fundamentally about integration, rather than as a process of seeking to integrate separate elements, we have developed a program that prepares students well for the complexities and rate of change of practice. The risks inherent in bringing forward the point at which learners need to deal with such substantive and fundamental complexity produces challenges...
March 9, 2018: Medical Teacher
Judith Brenner, Jeffrey Bird, Samara B Ginzburg, Thomas Kwiatkowski, Vincent Papasodero, William Rennie, Elisabeth Schlegel, Olle Ten Cate, Joanne M Willey
BACKGROUND: Two dominant themes face medical education: developing integrated curricula and improving the undergraduate medical education (UME) to graduate medical education (GME) transition. An innovative solution to both of these challenges at the Zucker School of Medicine has been the application of the cognitive apprenticeship framework in requiring emergency medical technician (EMT) certification during the first course in medical school as the core on which to build an integrated curriculum and provide entrustable clinical skills...
March 8, 2018: Medical Teacher
Alexander Alamri, Aswin Chari, Gráinne McKenna, Ian Kamaly-Asl, Peter C Whitfield
Selection of junior doctors into the British neurosurgical training program and subsequent speciality training have undergone several key changes over the past decade. Shift patterns in the era of the European Working Time Directive (EWTD) have had a major impact on surgical training. We discuss the national selection process, formalization of surgical simulation training and the need to encompass generic professional capabilities within the neurosurgical curriculum in order to create the "well-rounded surgeon"...
March 8, 2018: Medical Teacher
Elisabeth van Gessel, Patricia Picchiottino, Robert Doureradjam, Mathieu Nendaz, Petra Mèche
AIMS: Demography of patients and complexity in the management of multimorbid conditions has made collaborative practice a necessity for the future, also in Switzerland. Since 2012, the University of Applied Sciences (UAS) and its Healthcare School as well as the University of Geneva (UG) with its Medical Faculty have joined forces to implement a training program in collaborative practice, using simulation as one of the main learning/teaching process. METHODS: The actual program consists of three sequential modules and totalizes 300 h of teaching and learning for approximately 1400-1500 students from six tracks (nutritionists, physiotherapists, midwives, nurses, technologists in medical radiology, physicians); in 2019 another hundred pharmacists will also be included...
March 8, 2018: Medical Teacher
Frederick A Paola
No abstract text is available yet for this article.
March 8, 2018: Medical Teacher
Keng Lam
No abstract text is available yet for this article.
March 7, 2018: Medical Teacher
Linda S Costanzo
No abstract text is available yet for this article.
March 7, 2018: Medical Teacher
Eleanor Evans, Chania Lambrinudi
No abstract text is available yet for this article.
March 7, 2018: Medical Teacher
Marion van Lierop
No abstract text is available yet for this article.
March 7, 2018: Medical Teacher
Rashmi A Kusurkar, Hester E Daelmans, Anton Horrevoets, Marian de Haan, Margreeth van der Meijde, Gerda Croiset
BACKGROUND: At VUmc School of Medical Sciences, major curricular reforms occurred in 2005 and 2015, related to the introduction of a Bachelor-Master structure, a new legislation from the Ministry of Education, the changing societal context, and taking note of students' and teachers' needs. Summary of work: Along with the introduction of the Bachelor-Master system, the period between 2005 and 2009 saw the movement from traditional lecture-based teaching to small group teaching in a competency-based curriculum, in which the students were responsible for their learning...
March 7, 2018: Medical Teacher
Karen E Pinder, Jennifer A Shabbits
BACKGROUND: The past decade has witnessed successful expansion, distribution and curricular renewal at the University of British Columbia (UBC) medical school. The expansion and distribution of the medical program doubled enrollment and established the first North American medical school training students across multiple geographical locations. The more recent competency-based curriculum renewal demonstrates sustained innovation within UBC medicine. AIMS: This paper describes that a significant contributor to these successes has been a team of teaching faculty whose exclusive roles have been providing curricular support...
March 5, 2018: Medical Teacher
Asja Maaz, Tanja Hitzblech, Peter Arends, Antje Degel, Sabine Ludwig, Agata Mossakowski, Ronja Mothes, Jan Breckwoldt, Harm Peters
AIM: Undergraduate medical education is currently in a fundamental transition towards competency-based programs around the globe. A major curriculum reform implies a dual challenge: the change of the curriculum and the delivering organization. Both are closely interwoven. In this article, we provide practical insights into our approach of managing such a fundamental reform of the large undergraduate medical program at the Charité - Universitätsmedizin Berlin. METHODS: Members of the project management team summarized the key features of the process with reference to the literature...
March 5, 2018: Medical Teacher
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