Three Months in China

2000 ◽  
Vol 18 (1) ◽  
pp. 61-64 ◽  
Author(s):  
Hollie Slark
Keyword(s):  
Medical School ◽  
Clinical Training ◽  
Traditional Theory ◽  
Medical Problems ◽  
Teaching Routine ◽  
Medical University

An eight week period of study was undertaken at Shanghai Medical University as a student elective from Manchester University Medical School. During this time the student was taught elements of the traditional theory of acupuncture and was given clinical training in acupuncture, electroacupuncture, moxibustion, cupping and herbal injection. A good variety of medical problems were seen being treated. The process of selecting a suitable venue for a student elective in China is discussed, as is the teaching routine in an acupuncture clinic.

scholarly journals System of Educational Process Organization at the Department of Endocrinology and the Department of Internal Medicine No 1, Immunopathology and Allergology named after academician Neiko Ye.M. of Ivano-Frankivsk National Medical University

2018 ◽  
Vol 25 (1) ◽  
Author(s):  
Oksana Didushko ◽  
Petro Herych ◽  
Iryna Cherniavska
Keyword(s):  
Internal Medicine ◽  
Medical School ◽  
Educational Process ◽  
National Medical ◽  
The Subject ◽  
Medical University ◽  
Long Term Experience ◽  
Module System

The The article highlights the system of educational process organization during module 1 of the subject “Internal Medicine” at the Department of Endocrinology and the Department of Internal Medicine No 1, Immunopathology and Allergology named after academician Neiko Ye.M. of Ivano-Frankivsk National Medical University. The possibilities of combining long-term experience and the traditions of national medical school with the principles of the credit-module system are described.

scholarly journals NEW TASKS AND FUNCTIONS OF THE TEACHER OF INNOVATIVE TYPE IN THE PREPARATION OF THE COMPETENT DOCTOR

2018 ◽  
Author(s):  
Yaroslava Kulbashna ◽  
Elena Tkachuk ◽  
Valeriia Zakharova
Keyword(s):  
Foreign Language ◽  
Medical School ◽  
Knowledge Acquisition ◽  
High Quality ◽  
University Teachers ◽  
Educational Establishment ◽  
Personal Changes ◽  
The University ◽  
Medical University ◽  
Language Competencies

The article reveals the roles and functions of the modern teacher of higher medical educational establishment (instructor, trainer, tutor, mentor, coach, facilitator, manager, researcher) in creating high-quality experience for students and ensuring conditions for their knowledge acquisition, competencies and skills. It was substantiated the necessity of updating the pedagogical paradigm in the higher medical school according to evolutionary personal changes of the modern youth generation. It is also established that future doctors’ healthcare and foreign language competencies formation are not evaluated adequately among the university teachers’ functions. The key tasks of the modern medical university teachers, which are interrelated and interdependent with each other, are determined.

scholarly journals From the History of State Examinations in Higher Medical School

2019 ◽  
Vol 28 (8-9) ◽  
pp. 158-167
Author(s):  
N. T. Eregina
Keyword(s):  
Medical School ◽  
Conducting State ◽  
The Past ◽  
History Of ◽  
Medical Faculties ◽  
Graduation Exams ◽  
Medical University

The article discusses one of the episodes of the history of Yaroslavl State Medical University – a change in approaches to the final certification of graduates of medical faculties. The author dwells on how, over the course of seven decades, starting from wartime, the order of conducting state examinations, the list of exam disciplines submitted for final certification, the content of tickets, the form of state graduation exams, the requirements for the graduates of a higher medical school have changed. The content of the article is illustrated with photographic documents that clearly demonstrate the atmosphere of the exams of the past decades.

scholarly journals FOSTERING INTERPROFESSIONAL COLLABORATION IN HISPANIC GERIATRIC PATIENT CARE: NEW GME PROGRAM AND PALLIATIVE TEAM

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S295-S296
Author(s):  
Jessica G Martin ◽  
Andrya Rivera-Burciaga ◽  
Cesar Gutierrez ◽  
Andrew Dentino ◽  
Vianis Bravo
Keyword(s):  
Palliative Care ◽  
Medical School ◽  
Clinical Training ◽  
Community Hospital ◽  
Interprofessional Collaboration ◽  
Healthcare Delivery ◽  
Opportunity To Learn ◽  
Advanced Illness ◽  
Open Communication ◽  
Geriatric Population

Abstract Hispanic minorities have a higher incidence of chronic disease which may result in increased hospitalizations and life-threatening illness. Our growing geriatric population led our community hospital to create a dedicated Palliative Care department, an interprofessional team of physicians, nursing, pharmacy, social work, counselors, and chaplains whose collaborative practice has improved outcomes thus strengthening healthcare delivery. When our new medical school established graduate programs, including Internal Medicine residency and Hospice/Palliative Medicine fellowship, our team embraced the opportunity to optimize our palliative service through enhanced interprofessional care. We created a geriatric rotation on July 1, 2018 in which 60% of residents worked with palliative care professionals as a consult team bringing together the inpatient resident service and palliative interdisciplinary team. This collaborative model allowed the palliative team to interface with our trainees and teach them to identify the range of needs of older adults early on in their care. Residents reported 100% satisfaction on evaluations, specifically on clinical training, goal fulfillment, and team support. Our learners valued the opportunity to learn with and from other healthcare professionals. Supervising providers also felt that working with residents was beneficial to their practice habits (i.e., providing evidence-based practices, application of guidelines), which offered them a more holistic approach in caring for patients and families. The interprofessional collaboration between a community hospital and medical school to educate and train clinicians who care for individuals with advanced illness has fostered confidence, trust, mutual respect, open communication and effective sharing of critical information for both clinicians and patients.

The role and place of modern educational technologies in medical school

2013 ◽  
Vol 4 (4) ◽  
pp. 3-7
Author(s):  
Vladimir Viktorovich Levanovitch ◽  
Galina Anatol’evna Suslova ◽  
Alexander Vadimovich Gostimsky
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Learning Process ◽  
Graduate Training ◽  
Educational Process ◽  
Historical Background ◽  
Educational Technologies ◽  
Optimal Organization ◽  
Post Graduate Training ◽  
Medical University

This article reviews aspects of the organization of the educational process in medical school using advanced simulation technologies. It contains a brief historical background of the origin and development of simulation technologies.The necessity of introducing simulation in graduate and post-graduate training of students and doctors is justified. The problems of modern medical education and methods of their solutions with the phantom simulation classes are described.The aspects of the optimal organization of phantom simulation classes and learning process, based on the experience of the Center of Modern Educational Technologies in Saint-Peterburg State Pediatric Medical University are addressed.It presents modern concepts and methods of new educational technologies in the educational process.

scholarly journals Impact of a Primary Care Focused Regional Medical Campus on Recruitment into Primary Care Residencies

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Amanda Davis ◽  
Stoney Abercrombie ◽  
Nathan Bradford
Keyword(s):  
Primary Care ◽  
South Carolina ◽  
Medical Students ◽  
Clinical Training ◽  
University Of South Carolina ◽  
Hospital System ◽  
Non Profit ◽  
Regional Medical ◽  
College Of Osteopathic Medicine ◽  
Medical University

AnMed Health is a community based, non-profit hospital system in Anderson, South Carolina with a single residency in Family Medicine. In July 2014, a class of twelve third year medical students associated with Medical University of South Carolina-Charleston (MUSC-C) and Edward Via College of Osteopathic Medicine-Carolinas Campus (VCOM-CC) began their clinical training at AnMed. Since that time, 48 medical students have completed their clinical training at AnMed Health, and 75% of them have entered primary care residencies.

scholarly journals Clinical specialty training in UK undergraduate medical schools: a retrospective observational study

BMJ Open ◽  
2019 ◽  
Vol 9 (7) ◽  
pp. e025403 ◽  
Author(s):  
Hrisheekesh J Vaidya ◽  
Alexander W Emery ◽  
Emma C Alexander ◽  
Angus J McDonnell ◽  
Charlotte Burford ◽  
...  
Keyword(s):  
Observational Study ◽  
Medical School ◽  
Clinical Training ◽  
Medical Schools ◽  
Retrospective Observational Study ◽  
Specialty Training ◽  
Clinical Specialty ◽  
Graduate Entry ◽  
School Training ◽  
The Relationship

ObjectivesTo determine if increased exposure to clinical specialties at medical school is associated with increased interest in pursuing that specialty as a career after foundation training.DesignA retrospective observational study.Setting31 UK medical schools were asked how much time students spend in each of the clinical specialties. We excluded two schools that were solely Graduate Entry, and two schools were excluded for insufficient information.Main outcome measuresTime spent on clinical placement from UK undergraduate medical schools, and the training destinations of graduates from each school. A general linear model was used to analyse the relationship between the number of weeks spent in a specialty at medical school and the percentage of graduates from that medical school entering each of the Core Training (CT1)/Specialty Training (ST1) specialties directly after Foundation Year 2 (FY2).ResultsStudents spend a median of 85 weeks in clinical training. This includes a median of 28 weeks on medical firms, 15 weeks in surgical firms, and 8 weeks in general practice (GP). In general, the number of training posts available in a specialty was proportionate to the number of weeks spent in medical school, with some notable exceptions including GP. Importantly, we found that the number of weeks spent in a specialty at medical school did not predict the percentage of graduates of that school training in that specialty at CT1/ST1 level (ß coefficient=0.061, p=0.228).ConclusionsThis study found that there was no correlation between the percentage of FY2 doctors appointed directly to a CT1/ST1 specialty and the length of time that they would have spent in those specialties at medical school. This suggests that curriculum adjustments focusing solely on length of time spent in a specialty in medical school would be unlikely to solve recruitment gaps in individual specialties.

scholarly journals Evaluation of an implemented Mini-CEX program for workplace-based assessment at Rehman Medical College, Peshawar, Khyber Pakhtunkhwa.

2021 ◽  
Vol 28 (09) ◽  
Author(s):  
Mahrukh Ikram Shah ◽  
Iftikhar Qayum ◽  
Nazish Bilal ◽  
Sajid Ahmed
Keyword(s):  
Student Performance ◽  
Clinical Training ◽  
Rotation Period ◽  
Cross Sectional Study ◽  
Major Effect ◽  
Cross Sectional ◽  
Minimum Requirement ◽  
Khyber Pakhtunkhwa ◽  
Medical College ◽  
Medical University

Objective: To evaluate the feasibility and acceptability of Mini-CEX as a formative WPBA tool at Rehman Medical College. To compare the annual exam short case scores of students with their internal Mini-CEX scores. Study design: Cross Sectional study. Setting: Rehman Medical College, Peshawar. Period: January to February 2016. Material & Methods: Mini-CEX was implemented for the first time in a medical college of Khyber Pakhtunkhwa after training of faculty & students on simulators. 100 MBBS students of Final Professional were included in the study through universal sampling. Completed Mini-CEX forms were collected weekly by Department of Medical Education (DME), and data entered in an Excel file. Mini-CEX scores of graduates were reviewed, compared and correlated with Khyber Medical University (KMU) practical exam scores in the same subjects for short cases. Results: 84 students were selected after data cleaning. Total required Mini-CEX were, 2338, submitted were 2563 with maximum mean submission/student of 5.32 in Obs/Gyn against a required mean of 3.32 (n=83, total rotation period = 04 weeks). The minimum requirement was 01 Mini-CEX/week. Total mean submission for all clinical disciplines was 7.67/student against a required mean of 6.27/student, showing ease and feasibility in implementation and student compliance. Significant correlation with KMU annual examination scores was observed only for Surgery (p=0.04). The correlation was insignificant for the other 03 disciplines of Medicine, Pediatrics and obstetrics and Gynecology with p >0.05. Conclusion: Mini-CEX implementation is feasible and acceptable tool for formative WPBA in undergraduate clinical training. The student performance in Mini-CEX does not has a major effect on their annual exams scores.

scholarly journals The stages of the glorious path: to the 200th anniversary of Kazan state medical university

2014 ◽  
Vol 95 (2) ◽  
pp. 145-151
Author(s):  
A S Sozinov ◽  
A Yu Ivanov ◽  
R G Ivanova
Keyword(s):  
Medical School ◽  
Clinical Education ◽  
Medical Training ◽  
Historical Analysis ◽  
University Hospital ◽  
Medical Institute ◽  
State Medical Institute ◽  
Post War ◽  
Medical University ◽  
The Impact

Aim. To describe the main stages of formation and development of one of the leading scientific and educative medical centers in Russia - Kazan State Medical University. Methods. Comparative historical analysis was applied. Results. The article depicts the main stages of university formation, main scientific interests and outstanding discoveries of the scientists representing Kazan medical school. The main attention is devoted to formation of the clinical education. The specific factors influencing the development of medical faculty of Kazan Emperor’s University and putting in new facilities, including anatomy theatre, laboratories of physiology, university hospital, the participation of medical scientists in foundation and development of leading spheres of public health and hygiene are showed. In this context, the impact of outstanding medical scientists of the second half of the XIX century representing Kazan medical school in development of basic medical sciences is described. The specific development of higher medical education in Kazan during social disasters associated with revolution of the beginning of XX century is characterized. The role of Kazan State Medical Institute in medical training and science development during the Second World War and post-war period is presented. The development of Kazan State Medical Institute (University) during second half of the XX century is described. Conclusion. The modern state of education and researches at Kazan State Medical University as the result of long-term efforts of consolidated team developing 200-year old educational and scientific traditions is described.

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