scholarly journals Implementation of PBL curriculum involving multiple disciplines in undergraduate medical education programme

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Srikumar Chakravarthi ◽  
Nagaraja Haleagrahara
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Education Programme ◽  
Medical Education Programme

scholarly journals Undergraduate medical education programme renewal: a longitudinal context, input, process and product evaluation study

2016 ◽  
Vol 5 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Azim Mirzazadeh ◽  
Roghayeh Gandomkar ◽  
Sara Mortaz Hejri ◽  
Gholamreza Hassanzadeh ◽  
Hamid Emadi Koochak ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Product Evaluation ◽  
Education Programme ◽  
Evaluation Study ◽  
Input Process ◽  
Medical Education Programme

The influence of evaluation in higher education

2007 ◽  
Vol 7 (2) ◽  
pp. 25-30 ◽  
Author(s):  
Mona Fjellström
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Undergraduate Medical Education ◽  
Evaluation Process ◽  
Education Programme ◽  
Quality Enhancement ◽  
Education Development ◽  
Evaluation Strategy ◽  
Medical Education Programme ◽  
Education Culture

The increasingly ritualized and instrumental evaluation of higher education, initiated mainly from above, has resulted in little consideration of what is needed if evaluation is truly to support the development of higher education. Strategies for quality enhancement and accountability rarely consider the distinctive features of higher education development. This article describes the influence of an evaluation strategy that was locally initiated and deliberately involved stakeholders in the process. The evaluation was designed to support the development of an undergraduate medical education programme in Sweden. Based on experiences from the case, I argue that evaluations should, in the context of higher education, be made the responsibility of the teachers. Making the teachers responsible should develop both their ability to work with educational development and to a greater extent enable definitions of educational quality specific to education. The case describes an evaluation strategy that distinctly emanated from the need for knowledge by those who were responsible for the development of an undergraduate medical education programme in Sweden. The programme board established a dialogue with 10 of the stakeholders. The core aim was to learn more about the stakeholders’ expectations and views about the programme, but also to identify important areas for programme development. The dialogue with the stakeholders contributed to the creation of a qualified and nuanced development process and illuminated an evaluation process more associated with learning than quality enhancement. The commitment to cooperation, dialogue and enlightenment was, however, constantly threatened by a higher education culture that is increasingly characterized by productivity and efficiency.

Quality trumps face-to-face presence when delivering lectures in a distributed multi-site medical education programme

2008 ◽  
Vol 42 (2) ◽  
pp. 225-225 ◽  
Author(s):  
Niamh Kelly ◽  
Kathy Gaul ◽  
Hanh Huynh ◽  
Gilat Linn Grunau ◽  
Caroline Murphy
Keyword(s):  
Medical Education ◽  
Education Programme ◽  
Face To Face ◽  
Medical Education Programme

scholarly journals Blueprinting for assessment in undergraduate medical physiology curriculum

2021 ◽  
Vol 65 ◽  
pp. 60-65
Author(s):  
Manjinder Kaur ◽  
Naren Kurmi ◽  
Sangita Chauhan ◽  
Anish Singhal ◽  
Suman Sharma ◽  
...  
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Education Programme ◽  
Medical Council ◽  
Competency Based Medical Education ◽  
Medical Education Programme ◽  
Competency Based ◽  
Amount Of Knowledge ◽  
Written Questions

Since long, physiology teaching has been monotonous, teacher centric, didactic type and its assessment primarily focussed on the amount of knowledge recalled by means of stereotyped written questions. A blueprint specifies weightage to various mapped topics (also known as competencies) in the syllabus. For this study, IEC approval was obtained. We aimed to prepare a blueprint for assessment in the undergraduate physiology curriculum and thereby test its utility. We found that blueprinting not only establishes a balance between teaching and learning but also improves validity, reliability and acceptability of assessments. Thus, blueprinting of undergraduate medical curriculum can help in actual execution of the Medical Council of India’s Competency-Based Medical Education programme.

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