scholarly journals Friendship or vicarious relationship? Exploring the intricacies faced by basic sciences in integrated curricula

2019 ◽  
Vol 8 (2) ◽  
pp. 75-79
Author(s):  
Dinesh Kumar ◽  
Aneesh Basheer
Keyword(s):  
Medical Education ◽  
Medical Schools ◽  
Knowledge Retention ◽  
Learning Theories ◽  
Medical Sciences ◽  
Basic Sciences ◽  
Curricular Integration ◽  
Integrated Curricula ◽  
Effective Integration

In response to the evolving needs and reports on medical education, many medical schools have been pursuing curricular integration. Contrary to Abraham Flexner who persuaded that teaching of medical sciences, from basic to clinical, should be a critical component of the discipline based curriculum, ‘integration’, in its purest sense unifies separate areas of knowledge which quenches the needs of adult learners. However, most medical schools struggle with integrating their curricula owing to the confusion derived from diverse definitions and multiple learning theories. A common criticism of integrated curriculum is that students will not see the relevance of basic sciences and this significantly minimizes the role of basic sciences in medical education. The crux of integration is achieving the balance of clinical and basic sciences in a manner that best serves the student to maximize student engagement and knowledge retention. In this paper, we made an attempt to address the contextual issues existing in medical schools, the changing role of basic sciences in present day medical education and the optimal strategy to achieve effective integration of basic sciences. We propose that a dynamic interconnectedness happening at various levels is more important to achieve effective integration rather than mere deliberate unification of individual disciplines.

Libyan Medical Schools Challenges Toward National and Global Accreditation (Preprint)

2020 ◽  
Author(s):  
Ahmed Atia
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Education System ◽  
Medical Schools ◽  
World Federation ◽  
The World ◽  
Medical Faculties

UNSTRUCTURED Dear Editor, we would like to share the Libyan’s experiences in the accreditation of medical education. We shall first describe in brief the education system in Libya before talking about the process and challenges in accreditation of medical education. Next, we shall clarify the role of the National Center for Quality Assurance and Accreditation (NCQAA) in supporting medical faculties to adopt the criteria of the world federation of medical education (WFME).

scholarly journals Developing an Educational Strategy for Delivering an E-learning Disaster Medicine Course for Undergraduate Students in US Medical Schools

2019 ◽  
Vol 34 (s1) ◽  
pp. s116-s117 ◽  
Author(s):  
Michael Molloy ◽  
Edmond Power ◽  
Gregory R. Ciottone
Keyword(s):  
Undergraduate Students ◽  
Testing Effect ◽  
Medical Schools ◽  
Knowledge Retention ◽  
Mass Scale ◽  
Disaster Medicine ◽  
Learning Theories ◽  
Educational Strategy ◽  
Technological Disasters ◽  
The World

Introduction:Disaster Medicine (DM) is a discipline arising from the marriage of emergency medicine and disaster management. The importance of DM has recently increased, with current wildfire situations throughout the world being examples of mass scale disasters with significant human morbidity and mortality. DM deals with preparedness, mitigation, response, recovery, and prevention of disasters (1).Aim:To develop an educational strategy and reusable format for delivering undergraduate DM courses online. Man-made, weather-related, humanitarian, and technological disasters occur all around the globe annually, yet the majority of medical schools do not have an undergraduate DM program. This project developed an online course structure accessible to medical schools and students throughout the world.Methods:Learning theories and models of learning were used to construct a course layout that encouraged students to be active learners, developed long-term retention strategies, and facilitated assessment for and of learning. This was accomplished through innovative educational modalities, including novel apps and external online resources. The course focuses heavily on outcome-based education with an emphasis on the development of applicable skills. Each lecture is divided into a series of learning objectives to allow students to master concepts sequentially, followed by questions to make use of the “testing effect” (2).Results:Focused review of current medical education literature reveals that students learn best when given short, outcome-focused “mini-lectures” followed by low-stakes assessment and feedback.Discussion:Medical schools without trained DM staff now have access to expert online material developed by educationalists with a focus on skills and knowledge retention.

scholarly journals Educação Nutricional: uma Lacuna na Formação Médica

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Denise Bitar Vasconcelos Villacorta ◽  
Charles Alberto Villacorta de Barros ◽  
Bernardo Felipe Santana de Macedo ◽  
Milena Coelho Fernandes Caldato
Keyword(s):  
Medical Education ◽  
Nutrition Education ◽  
Medical Schools ◽  
The United States ◽  
Medical Subject Headings ◽  
Cross Sectional ◽  
Sequential Screening ◽  
History Of ◽  
Training Physicians

Abstract: Introduction: The role of nutrition in medicine has changed from a passive function, from an adjuvant therapy, to a proactive and sophisticated therapy that prevents various health problems and changes the natural history of the disease. Recent studies show up that medical education does not sufficiently and efficiently address the patient’s nutritional aspects, thus training physicians who are not confident in providing nutritional care to their patients. This study aimed to analyze and describe scientific studies that have evaluated nutrition education in medical schools, seeking within this context to find nutrition topics important for undergraduate medical education. Methods: This research was conducted through a cross-sectional, descriptive, scoping review after searching for synonyms using MeSH (Medical Subject Headings) and DeCS (Health Sciences Descriptors) tools. Results: We initially found 1.057 publications that underwent sequential screening until reaching a total of 16 articles, which achieved the scope of this research. Most articles are from the United States of America (50%), assessed a total of 860 medical students and 243 medical schools using different approaches regarding the teaching of nutrition. Final considerations: In this review, we have shown that despite several studies ratifying the well-established association between nutrition and prevention/treatment of diseases that require outpatient care, or at the hospital level, nutrition education in undergraduate medical school has not accompanied this evidence and, for many years, the subject has been underestimated. In Brazil, no studies were found on this topic with the used descriptors.

scholarly journals Attitude and Use of E-Learning, education by medical students in Shiraz, Iran

2018 ◽  
Vol 3 (3) ◽  
pp. 108
Author(s):  
Ahmad Ghanizadeh ◽  
Sharif Mosallaei ◽  
Maryam Sharifian Dorche ◽  
Ali Sahraian ◽  
Parisa Yazdanshenas
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Sciences ◽  
Convenience Sample ◽  
Medical Education And Training ◽  
E Learning ◽  
Technological Limitations ◽  
Use Of Internet ◽  
Structured Questionnaire

Introduction: This study aimed to explore the use of e-learning in medical education in Shiraz, Iran.Materials and Methods: A convenience sample of 300 medical students of Shiraz University of Medical Sciences was interviewed using a structured questionnaire. The questionnaire contained a series of questions on the demographic characteristics, accessibility to computer and internet, use of internet for medical education and training, familiarity with e-learning, and the reasons for use of computer.Results: A total of 270 participants completed their questionnaires, 30.7% students reported familiarity with e-learning, 21.3% found e-learning beneficial, 57.6% used internet for education, 43.4% considered e-learning useful for medical education, and 57.9% students thought e-learning must be more prevalent in medical education. Most of the students (78.5%) used their personal computer for e-learning, only 6.3% did not use the computer for education.Conclusion: Considering the increasing role of computer and internet in daily life, the current results indicate that the attitude of the participants towards e-learning was positive. However, medical students have to be made aware of the advantages of e-learning. Technological limitations were less compared to reports from the other developing countries.

Conclusion

2020 ◽  
pp. 199-214
Author(s):  
Kelly Underman
Keyword(s):  
United States ◽  
Medical Education ◽  
Patient Experience ◽  
Teaching And Learning ◽  
Expert Knowledge ◽  
Learning Experience ◽  
Medical Schools ◽  
The United States ◽  
Pelvic Exam

The conclusion looks at debates about the role of consent in teaching and learning the pelvic exam and what these indicate about affective governance in medical education and the making of physicians. The presence of the GTA program in most medical schools in the United States has meant an enthusiastic embracing of the “patient experience.” And yet, there is still a prioritization of the learning experience of the trainee at the expense of the patient when pelvic exams are performed on patients who are under anaesthesia. The chapter suggests that affective governance in medical education is about producing more efficient workers, and more compliant consumers. In short, it is no longer possible to set aside the important role that emotion and bodily capacities to move and be moved by play in the governance of conduct via expert knowledge.

Medical Education, 1900–1950: General Trends and Basic Medical Sciences

1987 ◽  
Author(s):  
William G. Rothstein
Keyword(s):  
Twentieth Century ◽  
Medical Education ◽  
Educational Level ◽  
Professional Training ◽  
College Teaching ◽  
Medical Schools ◽  
Faculty Members ◽  
Medical Sciences ◽  
New Faculty ◽  
Basic Medical

During the first half of the twentieth century, American medical education underwent drastic changes. Greater costs of operation and the requirements of licensing agencies forced many medical schools to close and most of the others to affiliate with universities. The surviving medical schools were able to raise their admission and graduation requirements, which was also made possible by the rise in the general educational level of the population. The growth of the basic medical sciences led to the development of a new kind of faculty member whose career was confined to the medical school. During the first half of the twentieth century, the educational level of the population rose significantly. The proportion of the 17-year-old population with high school educations increased from 6.3 percent in 1900 to 16.3 percent in 1920, 28.8 percent in 1930, and 49.0 percent in 1940. The number of bachelors’ degrees conferred per 100 persons 23 years old increased from 1.9 in 1900 to 2.6 in 1920, 5.7 in 1930, and 8.1 in 1940. Between 1910 and 1940, the number of college undergraduates more than tripled. Because the number of medical students did not increase, medical schools were able to raise their admission standards. At the same time, many new professions competed with medicine for students. Between 1900 and 1940, dentistry, engineering, chemistry, accounting, and college teaching, among others, grew significantly faster than the traditional professions of medicine, law, and the clergy. Graduate education also became an alternative to professional training. Between 1900 and 1940, the number of masters’ and doctors’ degrees awarded, excluding medicine and other first professional degrees, increased from 1,965 to 30,021, or from 6.7 to 13.9 percent of all degrees awarded. Colleges and universities decentralized their organizational structure to deal with the increasingly technical and specialized content of academic disciplines. They established academic departments that consisted of faculty members who shared a common body of knowledge and taught the same or related courses. Departments were given the responsibility of supervising their faculty members, recruiting new faculty, and operating the department’s academic program. By 1950, departments existed in most of the sciences, social sciences, and humanities.

The Role of Telemedicine and Globalization in Medical Education

2022 ◽  
pp. 288-295
Author(s):  
Mauricio Gonzalez-Urquijo ◽  
Yolanda Macias-Rodriguez ◽  
Jose Antonio Davila-Rivas
Keyword(s):  
Medical Education ◽  
Critical Thinking ◽  
Essential Role ◽  
Emerging Technologies ◽  
Medical Schools ◽  
Educational Needs ◽  
Cutting Edge ◽  
Residency Programs ◽  
E Learning

This chapter aims to bring to the fore cutting-edge research on how globalization is changing medical education by e-learning, remote simulation, and new emerging technologies. In particular, the authors wish to contribute to critical thinking about the conceptualization, investigation, and theorization of how medical education is changing and how medical schools and residency programs in different countries are being transformed according to health and educational needs. In this chapter, the authors reviewed telemedicine and remote simulation and how globalization plays an essential role in it.

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