scholarly journals The Effects of COVID 19 in Medical Education in Nepal

2021 ◽  
Vol 4 (1) ◽  
pp. 81-83
Author(s):  
Vikash Paudel ◽  
Deepa Chudal
Keyword(s):  
Medical Education ◽  
Learning Environments ◽  
Learning Processes ◽  
Current Status ◽  
The Future ◽  
Education Theory ◽  
Scientific Learning

The Coronavirus Disease 2019 (COVID-19) pandemic has caused an unparalleled disruption in all forms of the scientific learning processes including medical education.  The disease has caused deaths and serious comorbidities and presents challenges for all scientists, educators and students. This viewpoint discusses the current status of medical education in Nepal, describes how COVID-19 have affected medical education, theory and practical classes and internship learning environments, and explores potential implications of COVID-19 for the future of medical education.

scholarly journals Future Challenges in Medical Education

1970 ◽  
Vol 9 (1) ◽  
pp. 4-13 ◽  
Author(s):  
Abdul Latiff Mohamed
Keyword(s):  
Information Technology ◽  
Medical Education ◽  
Learning Environment ◽  
Learning Processes ◽  
Learning System ◽  
Main Trend ◽  
Main Question ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Future

There have been many models proposed in the past decade on the best practices in teaching and learning processes, especially in medical education. The main trend is a major shift from tutor-centered system to student-centered learning processes with the aid of information technology and communications, more often called e-learning. The introduction of problem-based learning (PBL) and student centered team based learning SCTL) in the early 80's became a trend which spread like wildfire in most modern medical schools. The acceptance of these new methodology received different reactions, mainly from the tutors, most of whom were split on whether the need of change was really necessary, asking the main question of "what is wrong with the traditional methods" or "have we produced inefficient doctors through the years of traditional system teachings". It seemed for some time that a significant number of older generation tutors were much more comfortable with the methods they were used to. Considerable curricular changes were made by many medical institutes to implement the student centered learning system. This approach, however, necessitated the training of tutors and the creation of a learning environment, which was later found not to be too easy. The major consideration of a shift in techniques of teaching learning processes is the understanding of the trends in the younger generation of the Y2K century. A generation which prefers to express rather than listen, to research and find rather than being spoon-fed and a generation where knowledge is always available whenever they are connected to the internet. Hence the change of the role of tutors to be facilitators rather than content providers was seen to be more acceptable to the new generation of students. The advancing information technology (IT) has been able to provide the necessary tools to achieve that objective. The students may be granted the opportunity to have more freedom in selecting their learning material and to enjoy a degree of distance-learning. The consequence of applying IT in medical institutes would, probably, enforce the trend towards moving to a student-centered learning environment, inducing hesitant tutors to become more compliant with the change. The future medical curriculum is anticipated to be more student-centered, more modular, more integrated, more PBL or SCTL-oriented and more inter-institutionalized, with less memorizing and with more learning about learning. In addition, medical education as a whole at least in part, would be, performed at distance. The future medical tutor may have to be more PBL-oriented, more qualified in learning strategies, competent in small group (probably single-student) learning, more of a 'mentor' or a 'facilitator' than of a 'teacher', able to train students at higher cognitive levels rather than being an 'authority' in its field. He has no choice but to be fluent in IT, and interactive with learning via other learning-collaborating institutions. Key Words: Medical education. DOI:10.3329/bjms.v9i1.5226 Bangladesh Journal of Medical Science Vol.09 No.1 Jan 2010 4-13

scholarly journals The Challenges of COVID-19 in Medical Education in Nepal

2021 ◽  
Vol 19 (1) ◽  
pp. 1-2
Author(s):  
Vikash Paudel ◽  
Saraswoti Neupane
Keyword(s):  
Medical Education ◽  
Learning Process ◽  
Medical Curriculum ◽  
The Past ◽  
The Future ◽  
Scientific Learning

The Coronavirus Disease-2019 (COVID-19) pandemic has caused an unparalleled disruption in all forms of scientific learning process including medical education. It has presented a challenge for scientists, educators, and students.Widespread interruptions to medical education, scientific discussions, conference, and seminars have also been seen at times of major conflicts and pandemics in the past as well, which resulted in major changes in medical curriculum.  This editorial discusses the medical education and how COVID-19 has affected medical education in Nepal. Besides, it also explores the potential implications of COVID-19 for the future of medical education.

Medical education at the crossroads. How to step into the future of medicine and medicine of the future?

2018 ◽  
Vol XII (4) ◽  
pp. 91-96
Author(s):  
A.P. Kiyasov ◽  
R.V. Deev ◽  
E.V. Kiyasova ◽  
A.A. Gumerova
Keyword(s):  
Medical Education ◽  
The Future

Nonmuscle-Invasive Bladder Cancer: What's Changing and What has Changed

2017 ◽  
Vol 84 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Ramanitharan Manikandan ◽  
Oscar Rodriguez ◽  
Rubén Parada ◽  
Joan Palou Redorta
Keyword(s):  
Bladder Cancer ◽  
Best Practice ◽  
Disease Recurrence ◽  
Invasive Bladder Cancer ◽  
Current Status ◽  
Optimal Care ◽  
Medline Search ◽  
Select Group ◽  
The Future ◽  
Nonmuscle Invasive Bladder Cancer

Purpose Nonmuscle-invasive bladder cancer (NMIBC) is a challenging disease to manage primarily due to its varied clinical course. The management of NMIBC has witnessed a widespread change with respect to its diagnosis and treatment. Although transurethral resection (TUR) and adjuvant bacillus Calmette–Guerin (BCG) stills remain the cornerstone, newer protocols has come into vogue to achieve optimal care. On the basis of a literature review, we aimed to establish ‘what changes has already occurred and what is expected in the future’ in NMIBC. Methods A Medline search was performed to identify the published literature with respect to diagnosis, treatment and future perspectives on NMIBC. Particular emphasis was directed to determinants such as the quality of TUR and the newer modifications, Re-TUR, current status of newer macroscopic and microscopic imaging, role of urinary biomarkers, clinical, histologic and molecular predictors of high-risk disease, administration of intravesical agents, salvage therapy in BCG recurrence and the current best practice guidelines were analyzed. Results and Conclusions Optimal TUR, restaging in select group, incorporation of newer endoscopic imaging and judicious administration of intravesical chemo-immunotherapeutic agents can contribute to better patient care. Although there is a plethora of urinary markers, there is insufficient evidence for their use in isolation. The future probably lies in identification of genetic markers to determine disease recurrence, nonresponders to standard treatment and early institution of alternative/targeted therapy.

The future of simulation based medical education: Adaptive simulation utilizing a deep multitask neural network

2021 ◽  
Author(s):  
Aaron J. Ruberto ◽  
Dirk Rodenburg ◽  
Kyle Ross ◽  
Pritam Sarkar ◽  
Paul C. Hungler ◽  
...  
Keyword(s):  
Neural Network ◽  
Medical Education ◽  
Adaptive Simulation ◽  
Simulation Based ◽  
The Future

scholarly journals Medical Education and Training Within Congenital Cardiology: Current Global Status and Future Directions in A Post COVID-19 World

2021 ◽  
pp. 1-40
Author(s):  
Colin J. McMahon ◽  
Justin T. Tretter ◽  
Andrew N. Redington ◽  
Frances Bu’Lock ◽  
Liesl Zühlke ◽  
...  
Keyword(s):  
Medical Education ◽  
Vital Role ◽  
Current Status ◽  
Technology Enhanced Learning ◽  
Middle Income ◽  
Critical Reasoning ◽  
Professional Activities ◽  
Competency Frameworks ◽  
Medical Education And Training ◽  
Global Status

Abstract Despite enormous strides in our field with respect to patient care, there has been surprisingly limited dialogue on how to train and educate the next generation of congenital cardiologists. This paper reviews the current status of training and evolving developments in medical education pertinent to congenital cardiology. The adoption of competency-based medical education has been lauded as a robust framework for contemporary medical education over the last two decades. However, inconsistencies in frameworks across different jurisdictions remain, and bridging gaps between competency frameworks and clinical practice has proved challenging. Entrustable professional activities have been proposed as a solution but integration of such activities into busy clinical cardiology practices will present its own challenges. Consequently, this pivot toward a more structured approach to medical education necessitates the widespread availability of appropriately trained medical educationalists; a development that will better inform curriculum development, instructional design, and assessment. Differentiation between superficial and deep learning, the vital role of rich formative feedback and coaching, should guide our trainees to become self-regulated learners, capable of critical reasoning yet retaining an awareness of uncertainty and ambiguity. Furthermore, disruptive innovations such as ‘technology enhanced learning’ may be leveraged to improve education, especially for trainees from low- and middle-income countries. Each of these initiatives will require resources, widespread advocacy and raised awareness, and publication of supporting data, and so it is especially gratifying that Cardiology in The Young has fostered a progressive approach, agreeing to publish one or two articles in each journal issue in this domain.

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