scholarly journals Child psychiatry in a new medical school in Hong Kong

1989 ◽  
Vol 13 (2) ◽  
pp. 67-69 ◽  
Author(s):  
C. K. Wong
Keyword(s):  
Medical Education ◽  
Hong Kong ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Child Psychiatry ◽  
Medical Schools ◽  
Chinese University ◽  
History Of ◽  
The University

There are two medical schools in Hong Kong, that of the University of Hong Kong and that of the Chinese University of Hong Kong. The former has a history of more than 100 years whereas the latter admitted its first batch of students only in 1981. Both use English as the teaching medium and both are recognised by the GMC. I received my undergraduate medical education in the former but have been teaching in the latter for seven years.

scholarly journals Undergraduate Medical Education: Lifestyle Medicine Curriculum Implementation Standards

2021 ◽  
pp. 155982762110081
Author(s):  
Jennifer L. Trilk ◽  
Shannon Worthman ◽  
Paulina Shetty ◽  
Karen R. Studer ◽  
April Wilson ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
American Medical ◽  
Undergraduate Medical Education ◽  
Curriculum Implementation ◽  
Task Force ◽  
Medical Schools ◽  
Lifestyle Medicine ◽  
Professional Activities ◽  
School Curricula

Lifestyle medicine (LM) is an emerging specialty that is gaining momentum and support from around the world. The American Medical Association passed a resolution to support incorporating LM curricula in medical schools in 2017. Since then, the American College of Lifestyle Medicine Undergraduate Medical Education Task Force has created a framework for incorporating LM into medical school curricula. This article provides competencies for medical school LM curriculum implementation and illustrates how they relate to the Association of American Medical College’s Core Entrustable Professional Activities and the LM Certification Competencies from the American Board of Lifestyle Medicine. Finally, standards are presented for how medical schools may receive certification for integrating LM into their curriculum and how medical students can work toward becoming board certified in LM through an educational pathway.

scholarly journals History of Voroshilov (Stavropol) medical institute: background, problems, solutions

2015 ◽  
Vol 96 (6) ◽  
pp. 1084-1089
Author(s):  
R S Spevak
Keyword(s):  
Medical School ◽  
Medical Schools ◽  
Medical Institute ◽  
General Tendency ◽  
Analysis Method ◽  
Regional Features ◽  
History Of ◽  
Academic Buildings ◽  
The University ◽  
The City

The aim of work was the objective coverage of the 1930s events, associated with the opening of Medical Institute in Voroshilov (Stavropol), revealing the background of its creation, analysis of the problems accompanying decision implementation. Using the comparative analysis method in the archival sources study common trends and patterns of regional development and their cause and effect relationships, which contributed to pauses in the university organization, were identified. The main prerequisites for the institute creation were general tendency to increase the medical schools number in the country to provide the population with medical staff of expanding network of health care institutions; regional features, reflected in the fact that the Stavropol was one of the major administrative, cultural and scientific centers in the region, which had a favorable equidistant position from the cities with already existing medical schools. In addition to that, Voroshilov Medical Institute was not established on the basis of the department or by already established institution transfer to the city, as it has been originally planned by the RSFSR Council of People’s Commissars. Although the decision to open a medical school in Stavropol has been made, the city did not have the necessary areas for its placement. Local authorities petitions on medical school establishment were of adventurous nature, the measures they took were not implemented in time. The university organization proceeded in difficult conditions: academic buildings, dormitories for students and teachers were lacking; premises surrender to medical institute from other organizations was delayed for objective reasons. Thanks to the university administration persistent efforts, with the higher authorities support Medical Institute was opened and began its work. We can not say that with the opening of the Institute the stage of its organization was completed as abovementioned problems had to be solved in the future. Otherwise, liquidation threatened to the university.

AD CAMPAIGNS AND MEDICAL SCHOOLS

PEDIATRICS ◽  
1989 ◽  
Vol 84 (4) ◽  
pp. A123-A123
Author(s):  
J. F. L.
Keyword(s):  
Medical Education ◽  
Medical School ◽  
American Medical ◽  
Medical Schools ◽  
University Of Texas ◽  
Medical College ◽  
The Past ◽  
The University ◽  
College Newspapers ◽  
Health Careers

As medical education has become something of a buyer's market, a Midwest medical school and a Texas university are resorting to advertising for students. The Medical College of Ohio in Toledo has taken out ads in 23 Ohio college newspapers urging premed students to consider applying. Meanwhile, the University of Texas System, in a broader appeal, is running TV ads urging young Texans to choose health careers. University of Texas officials hope their ad campaign will help stem a decline in enrollments in the state's medical and related schools, the same trend observed nationally for the past 15 years. Medical-school enrollments declined 37% nationwide between 1974 and 1988, according to the Association of American Medical Colleges.

scholarly journals Medical education in Sudan: A recommendation to adopt competency-based medical education curricula for improving practices (SudaniMEDs)

2019 ◽  
Author(s):  
Mohamed Hassan Taha
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Health Professions ◽  
Medical Schools ◽  
Competency Based Medical Education ◽  
Medical Assistants ◽  
School Of Medicine ◽  
History Of ◽  
Competency Based ◽  
The University

Sudan is a leading country in health professions education (HPE), a sector which started 100 years ago. The history of HPE in Sudan dates back to 1918 with the training of medical assistants, with a school for modern midwifery opening in 1921 (1). The first college of medicine in Sudan—Kitchener School of Medicine (KSM) —was established in 1924, and is currently part of the University of Khartoum (2). About half a century later, two more medical schools—Juba University School in 1977 and Gezira University School in 1978—were established. In the 1990s, there was an enormous expansion in higher education, particularly in colleges of medicine, with more than thirty being inaugurated (3). Currently, Sudan has more than sixty colleges of medicine.

Dissecting the Student Experience at Australian Medical Schools, 1884–1912

2020 ◽  
Author(s):  
Eugenia Pacitti
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Lived Experiences ◽  
Medical Profession ◽  
Student Experience ◽  
Medical Schools ◽  
Left Behind ◽  
Lecture Notes ◽  
History Of

Abstract Historians of medicine have observed that the student experience of medical school is difficult to capture. While students sometimes left behind notebooks containing lecture notes and diagrams, there is often little evidence that illuminates their lived experiences and responses to their education. This article analyses written submissions to the publication of the Melbourne Medical Students’ Society, Speculum, between 1884 and 1912, to argue that students at the Melbourne Medical School in this era actively participated in discussions about the curriculum on offer, were highly aware of the moral and ethical consequences of their actions in the dissecting room and took great interest in the advancements and debates of the medical profession. It reclaims the student experience of medical school, which has often been hidden in favour of history written from the perspective of those in positions of power, to offer fresh insights into the history of medical education.

scholarly journals Assessing Residents' Competency at Baseline: How Much Does the Medical School Matter?

2017 ◽  
Vol 9 (5) ◽  
pp. 616-621 ◽  
Author(s):  
Nathan S. Gollehon ◽  
R. Brent Stansfield ◽  
Larry D. Gruppen ◽  
Lisa Colletti ◽  
Hilary Haftel ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Health System ◽  
Undergraduate Medical Education ◽  
Clinical Performance ◽  
Data Gathering ◽  
Performance Data ◽  
Practical Significance ◽  
University Of Michigan ◽  
The University

ABSTRACT Background  Although there is some consensus about the competencies needed to enter residency, the actual skills of graduating medical students may not meet expectations. In addition, little is known about the association between undergraduate medical education and clinical performance at entry into and during residency. Objective  We explored the association between medical school of origin and clinical performance using a multi-station objective structured clinical examination for incoming residents at the University of Michigan Health System. Methods  Prior to assuming clinical duties, all first-year residents at the University of Michigan Health System participate in the Postgraduate Orientation Assessment (POA). This assesses competencies needed during the first months of residency. Performance data for 1795 residents were collected between 2002 and 2012. We estimated POA variance by medical school using linear mixed models. Results  Medical school predicted the following amounts of variance in performance—data gathering scores: 1.67% (95% confidence interval [CI] 0.36–2.93); assessment scores: 4.93% (95% CI 1.84–6.00); teamwork scores: 0.80% (95% CI 0.00–1.82); communication scores: 2.37% (95% CI 0.66–3.83); and overall POA scores: 4.19% (95% CI 1.59–5.35). Conclusions  The results show that residents' medical school of origin is weakly associated with clinical competency, highlighting a potential source of variability in undergraduate medical education. The practical significance of these findings needs further evaluation.

Léon Charles Albert Calmette, 1863-1933

1934 ◽  
Vol 1 (3) ◽  
pp. 315-325 ◽  
Keyword(s):  
Life History ◽  
Hong Kong ◽  
Medical School ◽  
Tropical Diseases ◽  
Medical Studies ◽  
Black Water ◽  
History Of ◽  
The Subject ◽  
Insect Transmission ◽  
The University

Albert Calmette was born at Nice on July 12, 1863. His father was secretary to the prefecture. The Calmettes were of Breton origin. After passing his baccalauréat ès lettres at Rennes and his baccalauréat es sciences at Paris, Calmette entered the Naval Medical School at Brest in 1881. At this time the part played by microbes in infectious diseases had been demonstrated by Pasteur and Lister and was exciting wide interest. Koch had just discovered the bacillus of tuberculosis. The young Calmette was fascinated by these discoveries and the possibilities they indicated of understanding and ultimately controlling diseases. He became an enthusiastic Pastorian and devoted himself to his microscope. Whilst a cadet at the naval school he took part in the China Campaign of 1883-4. At Hong Kong he met Patrick Manson, who explained to him his observations on the life-history of the filaria parasite and showed him the proof he had obtained that the parasite was conveyed from person to person by a mosquito. This, the first evidence of the insect transmission of a disease made a great impression on Calmette and he chose the subject of filariasis for the thesis he presented for his doctor’s degree three years later. In 1885, Calmette returned to France to complete his medical studies. He graduated in July, 1886, at the University of Paris. Shortly afterwards, he went to the French Congo. During his two years of service as a naval surgeon on the coast of West Africa he studied tropical diseases and published descriptive articles on sleeping sickness and black-water fever in the Archives de Medicine Navale. In 1888, he was sent to the French Islands of St. Pierre-et-Miquelon, off the coast of Newfoundland,, where he had medical charge of six thousand sailors and fishermen. It was at St. Pierre that he made his first contribution to bacteriology. The local industry was the capture and salting of cod for export to< France. For some mysterious reason, the salted cod frequently developed red spots known in the trade as maladie rouge.

scholarly journals Advancing the Quality of Medical Education Worldwide: ECFMG's 2023 Medical School Accreditation Requirement

2019 ◽  
Vol 105 (4) ◽  
pp. 8-16 ◽  
Author(s):  
Christine D. Shiffer ◽  
John R. Boulet ◽  
Lisa L. Cover ◽  
William W. Pinsky
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Medical Schools ◽  
World Federation ◽  
Medical Graduates ◽  
Foreign Medical Graduates ◽  
The World ◽  
Future Requirement ◽  
School Accreditation

ABSTRACT Certification by the Educational Commission for Foreign Medical Graduates (ECFMG®) is required for international medical graduates (IMGs) to enter U.S. graduate medical education (GME). As a gatekeeper to the U.S. health care system, ECFMG has a duty to verify that these individuals have met minimum standards for undergraduate medical education. Historically, ECFMG has focused on evaluating individual graduates, not medical schools. However, in response to the rapid growth of medical schools around the world and increasing physician migration, ECFMG decided in 2010 to institute medical school accreditation as a future requirement for ECFMG certification. More specifically, beginning in 2023, individuals applying for ECFMG certification will be required to be a student or graduate of a medical school that is accredited by an agency recognized by the World Federation for Medical Education (WFME). By requiring accreditation by an agency that has met WFME's standards, ECFMG seeks to improve the quality, consistency and transparency of undergraduate medical education worldwide. The 2023 Medical School Accreditation Requirement is intended to stimulate global accreditation efforts, increase the information publicly available about medical schools, and provide greater assurance to medical students, regulatory authorities, and the public that these future physicians will be appropriately educated.

scholarly journals Formal evidence-based medicine instruction in Turkish undergraduate medical education: an initial evaluation

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Özlem Serpil Çakmakkaya
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Evidence Based Medicine ◽  
Medical Schools ◽  
Evidence Based ◽  
Knowledge And Skills ◽  
The Third ◽  
Fresno Test ◽  
Based Medicine

Abstract Background Global and national undergraduate medical education accreditation organizations recommend the inclusion of Evidence-Based Medicine (EBM) instructions into the medical schools’ curricula. Accordingly, some Turkish medical schools have individually developed and implemented EBM training programs, but there is no data of current programs’ effectiveness and students’ learning achievements due to the lack of a validated Turkish language EBM assessment tool. This study evaluates the effect of a newly introduced formal EBM instruction to the curriculum on students’ knowledge and skills by using the recently published Turkish adaptation of the Fresno Test. Methods The study is an experimental investigation using pre- and post-test evaluations. A five-week EBM course was developed according to Kern’s six-step curriculum development approach. A total of 78 students from the third (n = 30), fourth (n = 19) and fifth (n = 29) year of medical school voluntarily consented and were enrolled into the course. Overall, the Cerrahpaşa Medical Faculty had a total of 555, 461, and 400 students enrolled in the third, fourth, and fifth year, respectively. The program has been evaluated based on students’ learning achievements and survey responses. Results The students’ mean pre-test Fresno Test score improved from 49.9 ± 18.2 to 118.9 ± 26.3 post-training. The Cohen’s effect size was 3.04 (95% CI, 2.6–3.5). The overall students’ satisfaction score was 8.66 ± 1.09 on a 1 to 10 scale. Conclusions The program was effective in improving students’ knowledge and skills on EBM. We propose to offer the program as an elective course during the third year of the medical school curriculum based on all data obtained during the program evaluation.

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