scholarly journals STUDENTS’ PERCEPTIONS OF ASPECTS AFFECTING MEDICAL EDUCATION QUALITY

2013 ◽  
Author(s):  
Katya Peeva ◽  
Georgi Arabadzhiev ◽  
Georgi Yordanov
Keyword(s):  
Medical Education ◽  
Education Quality

scholarly journals STUDENTS’ PERCEPTIONS OF ASPECTS AFFECTING MEDICAL EDUCATION QUALITY

2013 ◽  
Vol 1 ◽  
pp. 272-278
Author(s):  
Katya Peeva ◽  
Georgi Arabadzhiev ◽  
Georgi Yordanov
Keyword(s):  
Medical Education ◽  
Relative Weight ◽  
Teacher Characteristics ◽  
Education Quality ◽  
Quality Of Education ◽  
Main Subject ◽  
Educational Methods ◽  
Higher Medical Education ◽  
Education Process

The student is the main subject in the education process. The goal of the study is to examine the relative weight of the components of learning process in the students’ evaluation assessment for quality of higher medical education. Direct individual inquiry with rank answers for 541 medical students was completed. Logistic regression analysis was done to create predictive models and derive relationships between quality of education factors and its dependents: assessment of quality and students' progress. Tolerance and respectfulness (OR = 13.1), high general culture (OR = 18.4), clearand accessiblecontemporaryteaching (OR = 9.2), engagement of the audience (OR = 3.4), are the teacher characteristics in the model. Application ofnew technologiesinlearning (OR = 4.2),discussion (OR = 5.9), patients observations and live contact (OR = 5.6) are educational methods determine the qualityof education. Accordinginterns quality of education isdetermined mainly by clinical facilities, quality lectures,solving clinical cases, and practical work. 

scholarly journals A systematic review of serious games in medical education: quality of evidence and pedagogical strategy

2018 ◽  
Vol 23 (1) ◽  
pp. 1438718 ◽  
Author(s):  
Iouri Gorbanev ◽  
Sandra Agudelo-Londoño ◽  
Rafael A. González ◽  
Ariel Cortes ◽  
Alexandra Pomares ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Serious Games ◽  
Education Quality ◽  
Quality Of Evidence ◽  
Pedagogical Strategy

Monitoring Educational Process Quality at a Medical Higher Educational Institution

2015 ◽  
Vol 3 (2) ◽  
pp. 16-21
Author(s):  
������ ◽  
Elena Shikhova ◽  
������� ◽  
Marina Noskova ◽  
������� ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Process ◽  
Professional Education ◽  
Educational Institution ◽  
Medical Officer ◽  
Educational Process ◽  
Education Quality ◽  
Reform Process ◽  
Educational Activities ◽  
Medical Education And Training

Medical education and training of a future doctor or a medical officer are strongly influenced by changes taking place in society. The reform process aimed at forming new approaches to teaching methods, monitoring, evaluation of educational activities and the development of corrective actions. Federal State Educational Standard of Higher Professional Education (FSES of HPE) requires the implementation of competence-based approach in the training of future health service expert that requires regular monitoring of the learning process. In higher medical education monitoring of the learning process has a significant role. Monitoring of the education quality includes the complexity of actions: organization, data collection, processing and information on results of the activities in the educational process to ensure continuous monitoring of the condition and forecasting its development. The analysis results of the satisfaction with the quality of the educational process of the department of psychology and pedagogy within the quality management system in medical university are presented, the concept of "quality", "satisfaction with the quality", "customer satisfaction", "pedagogical monitoring" is revealed, psychological and pedagogical conditions of educational activities affecting the education quality are described.

scholarly journals Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

2020 ◽  
Author(s):  
Wen Li ◽  
Chang Liu ◽  
Shenjun Liu ◽  
Xin Zhang ◽  
Rong-gen Shi ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Experience ◽  
Clinical Skills ◽  
Chinese Language ◽  
International Medical ◽  
Education Quality ◽  
African Students ◽  
Language Capacity

Abstract Background: As an increasing number of Asian and African students are studying medicine in China, it is imperative to assess the training quality of these international medical students (IMSs). The study was to gain insight into the attitudes from China-educated IMSs towards the medical curriculum and the influence of Chinese language abilities on their clinical studies. Methods: A modified Association of American Medical Colleges Graduation Questionnaire was applied among the final-year IMSs during the graduation season from May 2019 to July 2019 at four universities in China. The questionnaire asked IMSs to evaluate medical education quality and assess their Chinese language capacity. One-way ANOVA was used to determine whether participants' Chinese language capacity was associated with their clinical experience and clinical competence. Results: Overall, 209 valid responses were received and 76.1% were satisfied with the quality of the medical education. Genetics, physics, and mathematics were seen as the least helpful basic courses for practice, and 21.5% thought community-oriented medicine was a topic that lacked instruction. 58.9% were positive that discussions surrounding ethical topics were involved during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skill and communication manner were significant factors to influence students' clinical experience and competence. Conclusion: The study demonstrates China-educated IMSs' perceptions of the contemporary education policy from various aspects and language influence on their education experiences. The curriculum for IMSs in China should be more problem-based to enhance course interaction and more community-engaged to meet people's needs for health and medical care. Besides, the oral Chinese teaching and the initiative to speak need to be emphasized to facilitate the clinical training for IMSs. Our findings can be used as a source of evidence to benchmark medical curricular codifications catering for Asian and African students.

scholarly journals Realist evaluation of UK medical education quality assurance

BMJ Open ◽  
2019 ◽  
Vol 9 (12) ◽  
pp. e033614
Author(s):  
Paul Crampton ◽  
Leila Mehdizadeh ◽  
Michael Page ◽  
Laura Knight ◽  
Ann Griffin
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Public Safety ◽  
Postgraduate Medical Education ◽  
Realist Evaluation ◽  
Unintended Consequences ◽  
Education Quality ◽  
Framework Analysis ◽  
Programme Theory ◽  
Medical Education And Training

ObjectivesThe aim of the study was to explore what components of the General Medical Council’s (GMC) Quality Assurance Framework work, for whom, in what circumstances and how?SettingUK undergraduate and postgraduate medical education and training.ParticipantsWe conducted interviews with a stratified sample of 36 individuals. This included those who had direct experiences, as well as those with external insights, representing local, national and international organisations within and outside medicine.InterventionThe GMC quality assure education to protect patient and public safety utilising complex intervention components including meeting standards, institutional visits and monitoring performance. However, the context in which these are implemented matters. We undertook an innovative realist evaluation to test an initial programme theory. Data were analysed using framework analysis.ResultsAcross components of the intervention, we identified key mechanisms, including transparent reporting to promote quality improvement; dialogical feedback; partnership working facilitating interactions between regulators and providers, and role clarity in conducting proportionate interventions appropriate to risk. The GMC’s framework was commended for being comprehensive and enabling a broad understanding of an organisation’s performance. Unintended consequences included confusion over roles and boundaries in different contexts which often undermined effectiveness.ConclusionsThis realist evaluation substantiates the literature and reveals deeper understandings about quality assuring medical education. While standardised approaches are implemented, interventions need to be contextually proportionate. Routine communication is beneficial to verify data, share concerns and check risk; however, ongoing partnership working can foster assurance. The study provides a modified programme theory to explicate how education providers and regulators can work more effectively together to uphold education quality, and ultimately protect public safety. The findings have influenced the GMC’s approach to quality assurance which impacts on all medical students and doctors in training.

Sign in / Sign up

Export Citation Format

Share Document