Reinventing Medical education in the COVID-19 era (Preprint)

2020 ◽  
Author(s):  
Saswati Das
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
Clinical Laboratory ◽  
Teaching Strategy ◽  
Medical Schools ◽  
Medical Teaching ◽  
Contingency Plan ◽  
The World ◽  
To Come ◽  
Regular Classes

UNSTRUCTURED Since January 2020, COVID-19 pandemic has engulfed the whole world. Many cities in the world have been under lockdown during this outbreak and the regular classes, clinical, laboratory sessions have been suspended in most medical schools. In the midst of this pandemic, we have had to reinvent the pedagogy of undergraduate medical teaching. This perspective article discusses how medical education has been affected by COVID-19 around the world and how it has made educators rethink their teaching strategy. This pandemic has pushed us to come up with a contingency plan for continuing medical education in the event of a disaster that requires containment.

scholarly journals Reinventing Medical education in the COVID-19 era

2021 ◽  
Vol 12 (2) ◽  
pp. 98-100
Author(s):  
Saswati Das
Keyword(s):  
Medical Education ◽  
Clinical Laboratory ◽  
Teaching Strategy ◽  
Medical Schools ◽  
Learning Program ◽  
The World ◽  
The Face ◽  
E Learning ◽  
To Come ◽  
School Training

Since the beginning of the year 2020, COVID-19 pandemic has engulfed the whole world. Many cities in the world have been under lockdown during this outbreak and the regular classes, clinical, laboratory sessions have been suspended in most medical schools. In the midst of this pandemic, we have had to reinvent the pedagogy of undergraduate medical teaching. The ongoing crisis has motivated medical teachers to come up with a contingency plan for continuing training in the face of adversary. As in-person training had to be avoided, the traditional methods of teaching like didactic lectures, tutorials, case discussions and practical laboratory sessions were of no value in the midst of this pandemic. This led the educationists to explore e-learning resources in order to carry on the medical school training program. There are several challenges in designing a successful e-learning program. Medical institutions must identify sustainable e-learning solutions specially in resource-constrained settings. This perspective article discusses how medical education has been affected by COVID-19 around the world and how it has made educators rethink their teaching strategy. The paradigm shift to e-learning during this outbreak may encourage medical schools to revisit and redesign their curriculum to more versatile programs in future. The experiences gathered during this period might bring about groundbreaking changes in how medicine is taught.

scholarly journals Global trends in medical education accreditation

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Deborah Bedoll ◽  
Marta van Zanten ◽  
Danette McKinley
Keyword(s):  
Medical Education ◽  
World Bank ◽  
Low Income ◽  
Regional Cooperation ◽  
Medical Schools ◽  
Income Group ◽  
Low Income Countries ◽  
Fiscal Year ◽  
The World ◽  
Google Search

Abstract Background Accreditation systems in medical education aim to assure various stakeholders that graduates are ready to further their training or begin practice. The purpose of this paper is to explore the current state of medical education accreditation around the world and describe the incidence and variability of these accreditation agencies worldwide. This paper explores trends in agency age, organization, and scope according to both World Bank region and income group. Methods To find information on accreditation agencies, we searched multiple online accreditation and quality assurance databases as well as the University of Michigan Online Library and the Google search engine. All included agencies were recorded on a spreadsheet along with date of formation or first accreditation activity, name changes, scope, level of government independence, accessibility and type of accreditation standards, and status of WFME recognition. Comparisons by country region and income classification were made based on the World Bank’s lists for fiscal year 2021. Results As of August 2020, there were 3,323 operating medical schools located in 186 countries or territories listed in the World Directory of Medical Schools. Ninety-two (49%) of these countries currently have access to undergraduate accreditation that uses medical-specific standards. Sixty-four percent (n = 38) of high-income countries have medical-specific accreditation available to their medical schools, compared to only 20% (n = 6) of low-income countries. The majority of World Bank regions experienced the greatest increase in medical education accreditation agency establishment since the year 2000. Conclusions Most smaller countries in Europe, South America, and the Pacific only have access to general undergraduate accreditation, and many countries in Africa have no accreditation available. In countries where medical education accreditation exists, the scope and organization of the agencies varies considerably. Regional cooperation and international agencies seem to be a growing trend. The data described in our study can serve as an important resource for further investigations on the effectiveness of accreditation activities worldwide. Our research also highlights regions and countries that may need focused accreditation development support.

scholarly journals Revitalizing homoeopathic medical education for the COVID-19 era: Integrating Hahnemannian thought, Principles of Medical Education, and the core of the National Educational Policy, 2020

2021 ◽  
Vol 3 ◽  
pp. 82-87
Author(s):  
Kumar M. Dhawale
Keyword(s):  
Medical Education ◽  
Educational Policy ◽  
Educational System ◽  
Health Needs ◽  
The Core ◽  
Medical Establishment ◽  
The Past ◽  
The World ◽  
National Educational Policy ◽  
To Come

Homoeopathic medical education finds itself at a crossroad, especially in the present era of COVID-19. Homoeopathy has lived up to its reputation for effective intervention in the past epidemics; however, this time, we have been at a somewhat loose end, finding ourselves at the mercy of the dominant medical establishment. We can emerge from this scenario by appealing to the sound principles enunciated by our Master, Dr. Hahnemann, but not shying away from incorporating the considerable advances that have taken place in the world of Medical education. The country’s health needs have changed significantly; the post-COVID-19 changes are likely to be far reaching. The current climate in which the National Educational Policy 2020 has been instituted and the National Homoeopathy Commission Act passed by the Parliament is propitious to bring about far-reaching changes in our educational system and institutions. This concept paper explores each of these strands and then weaves them together to suggest some guidelines for academicians, clinicians, and researchers to work on to revitalize homoeopathic education in the years to come.

scholarly journals How to arrange and conduct a successful CME event on airway management

2019 ◽  
pp. 318-324
Author(s):  
Tanmay Tiwari ◽  
Prem Raj Singh ◽  
Tanya Tripathi
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Airway Management ◽  
Special Reference ◽  
Continuing Medical Education ◽  
Clinical Skills ◽  
Depth Information ◽  
The Core ◽  
The World ◽  
And Training

Medicine is an ever-evolving branch of science, which requires regular teaching and training for the core purpose of patient safety. Physicians around the world are attending newer courses, workshops and continuing medical education (CME) programs to enhance their individual clinical skills. These courses offer much beyond the didactic lectures and are now routinely recommended by the regulatory authorities of most of the countries. This article will provide in-depth information for the conceptualization, planning and conduct of any educational medical course with a special reference to airway management. Citation: Tiwari T, Singh PR, Tripathi T. How to arrange and conduct a successful CME event on airway management. Anaesth pain & intensiv care 2019;23(3):318-324

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 The Change of Medical Education Landscape in the Midst of COVID-19 Pandemic

2021 ◽  
Vol 13 (3) ◽  
pp. 97-101
Author(s):  
Fahisham Taib ◽  
Mohd Najib Mat Pa
Keyword(s):  
Medical Education ◽  
Paradigm Shift ◽  
Online Teaching ◽  
Clinical Teaching ◽  
Medical Schools ◽  
Teaching Methodology ◽  
Medical Teaching ◽  
Face To Face ◽  
New Learning

The COVID-19 outbreak started late 2019 has systematically changed the lives of people around the globe. Medical schools have to implement changes in the teaching methodology to observe social distancing order. The pandemic perpetuates a paradigm shift in medical teaching, from face-to-face to virtual and online teaching. Virtual teaching has become the new learning norm but limited in replacing clinical teaching. It has been considered as one of the most viable options for the long-term durability and continuity of medical education. The fluidity of such educational changes, especially during the pandemic warrants preparation of the online infrastructure learning, literacy of the learners and preparation by the teachers during this period.

scholarly journals IMPLICATIONS OF CORONAVIRUS DISEASE-19 ON CLINICAL CLERKSHIP AND HOSPITAL POSTINGS

2021 ◽  
pp. 1-2
Author(s):  
BUSAYO ADETUNJI
Keyword(s):  
Medical Education ◽  
Health Systems ◽  
Undergraduate Medical Education ◽  
Medical Schools ◽  
Clinical Rotation ◽  
Clinical Clerkship ◽  
Long Term Effects ◽  
The World

The coronavirus pandemic hit the world sweeping through all parts of the world, crumbling economies, and overwhelming health systems. Undergraduate medical education has been totally disrupted and put to a stop. As Nigeria braces to open on medical schools and clinical rotation about to begin, the palpable panic that accompanies patients-students spread of the virus will definitely affect undergraduate medical education in Nigeria. At present, little is known in Nigeria about the long-term effects of Coronavirus disease-19 on clinical clerkship and undergraduate medical education and adaptations to juxtapose future pandemics with medical education. This review accesses risks, plans, and policies in place and how they will affect undergraduate medical education.

scholarly journals International accreditation and quality medical education

2013 ◽  
pp. 70-71
Author(s):  
Pablo A. Pulido
Keyword(s):  
Medical Education ◽  
South America ◽  
Central America ◽  
Medical Schools ◽  
Caribbean Region ◽  
American Federation ◽  
The World ◽  
Pan American ◽  
The Caribbean ◽  
Academic Organization

The Pan American Federation of Associations of Faculties (Schools) of Medicine - FEPAFEM/PAFAMS - is a non-governmental, on-profit academic organization that joins the National Associations of Medical Schools for the Hemisphere. For some countries the growth in the number of schools and colleges has been explosive in recent decades to where now there are, in fact, about 706 medical schools in the Americas: 181 in North America, 190 in Central America and the Caribbean region and 335 in South America. This represents approximately 31% of the world total. Of these, 559 (79%) of the hemisphere´s medical schools are affiliated with FEPAFEM/PAFAMS.

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