scholarly journals Comparative Analysis of Junior and Senior Clinician Educator Evaluation of Relevant Articles Within Medical Education

Cureus ◽  
2018 ◽  
Author(s):  
Michael Gottlieb ◽  
Kevin Lam ◽  
Saif Shamshoon ◽  
Teresa M Chan
Keyword(s):  
Medical Education ◽  
Comparative Analysis ◽  
Educator Evaluation ◽  
Clinician Educator ◽  
Senior Clinician

Medical education — a new cycle under new rules: a note to the accountant

2021 ◽  
pp. 55-65
Author(s):  
V.A. Lebedev ◽  
E.I. Lebedeva
Keyword(s):  
Medical Education ◽  
Comparative Analysis ◽  
Russian Federation ◽  
Educational Institutions ◽  
Educational Services ◽  
The Russian Federation ◽  
The Government

The changes in the procedure for providing paid educational services by budget educational institutions, approved by the decree of the Government of the Russian Federation No. 1441 of September 15, 2020 for the period up to December 31, 2026, which entered into force on January 1, 2021, are considered. A comparative analysis of the previously valid and newly approved rules for the provision of paid educational services, which should be guided by medical educational institutions in the next five years, is carried out. The article analyzes the procedure for obtaining targeted education, its implementation in medical educational institutions, and the features of further employment of graduates.

scholarly journals Comparative Analysis of Effectiveness Between Flipped Classroom and Lecture-Based Classroom in Undergraduate Medical Education at Alfaisal University

Cureus ◽  
2020 ◽  
Author(s):  
Muhammad Sajid ◽  
Abdul Ahad Shaikh ◽  
Muhammad Faisal Ikram ◽  
Peter Cahusac ◽  
Ahmed Yaqinuddin ◽  
...  
Keyword(s):  
Medical Education ◽  
Comparative Analysis ◽  
Undergraduate Medical Education ◽  
Flipped Classroom

scholarly journals P016: Junior and senior clinician educators rank key medical education articles differently depending on topic

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S62-S62
Author(s):  
K. Lam ◽  
T.M. Chan ◽  
M. Gottlieb ◽  
S. Shamshoon
Keyword(s):  
Medical Education ◽  
Multilevel Regression ◽  
Diverse Range ◽  
Clinical Educators ◽  
Clinician Educators ◽  
Building Process ◽  
Senior Clinician ◽  
Significant Difference ◽  
Significant Divergence ◽  
Selection Of

Introduction: Medical education includes a diverse range of topics and disciplines. For junior clinician educators, it may be difficult to get a grasp of pertinent literature. Our study aims to retrospectively identify whether senior clinician educators (SCEs) and junior clinician educators (JCEs) differ in their selection of what they perceive as key medical education articles. Methods: As a part of the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program, we developed a series of primer articles for JCEs over the preceding year, designed to enhance their educational growth by identifying and discussing key articles within specific medical education arenas. Each set of articles within the primer series were selected based on data collected from JCEs and SCEs, who ranked the specific articles with respect to their perceived relevancy to the JCEs. ANOVA analysis was performed for each of the nine primer series to determine whether there was a statistically significant difference between senior and junior CEs ratings of articles. Results: 216 total articles were evaluated within the nine different primer topics. Through a multilevel regression analysis of the data, no statistically significant difference was found between the rankings of papers by SCEs and JCEs (95%CI: -0.27, 0.40). However, a subgroup analysis of the data found that 3 of the 9 primers showed statistically significant divergence based on seniority (p<0.05). Conclusion: Based on this data, involvement of JCEs in the consensus-building process was important in identifying divergence in views between JCEs and SCEs in one-third of cases. To our knowledge, no other group have compared whether junior and senior clinical educators may have divergent opinions about the relevance of medical education literature. Our findings suggest that it may be important to involve JCEs in selecting articles that are worthwhile for their learning, since SCEs may not fully understand their needs.

Empirical evidence for symbiotic medical education: a comparative analysis of community and tertiary-based programmes

2006 ◽  
Vol 40 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Paul Worley ◽  
David Prideaux ◽  
Roger Strasser ◽  
Anne Magarey ◽  
Robyn March
Keyword(s):  
Medical Education ◽  
Comparative Analysis ◽  
Empirical Evidence

scholarly journals Medical Education Interest, Exposure, and Career Planning in Subspecialty Trainees

2020 ◽  
Author(s):  
Ariela L Marshall ◽  
Carrie A. Thompson ◽  
Michael W. Cullen ◽  
Laura E. Raffals ◽  
Amy S. Oxentenko
Keyword(s):  
Medical Education ◽  
Academic Medicine ◽  
Career Planning ◽  
Training Programs ◽  
Formal Training ◽  
Subspecialty Training ◽  
Educational Training ◽  
Career Plans ◽  
Clinician Educator ◽  
And Training

Abstract Background Medical education encompasses many activities (e.g., teaching, supervision, mentorship, and administration). Little research has explored what the term "medical education" means to trainees or assessed the importance postgraduate medical trainees place on education as part of their career plans. Methods We conducted a survey of fellows in all subspecialty training programs at a three-site academic institution. We asked multiple choice and Likert scale questions to characterize fellows’ perception of, interest and training in medical education. Results One hundred sixty-nine of 530 (31.9%) fellows responded. Fellows were training in subspecialties of internal medicine (49.7%) and surgery (13.0%), among others. Most fellows planned careers in academic medicine (38.5% clinician-educator, 22.5% clinician-investigator, 17.2% academic clinician). Fellows reported that their conception of medical education involved supervising trainees in a clinical capacity (93.5%), teaching in the classroom (89.3%), and providing mentorship for trainees (87.6%). Respondents identified “being an educator” as extremely (43.8%) or moderately (43.2%) important for their future careers. Only 30.2% had received formal training in medical education, but 61.5% felt that formal training should be required for those pursuing careers with strong educational components. Conclusions Most subspecialty fellows surveyed planned careers in academics and felt that medical education was important to their professional future. While less than a third received formal training in education, almost two thirds felt that such training should be required for a career as an educator. This study provides evidence for the creation and promotion of educational training programs for trainees interested in careers involving medical education.

The clinician educator career in oncology.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 11022-11022
Author(s):  
Meredith Elana Giuliani ◽  
Nishin Bhadkamkar ◽  
Sam Joseph Lubner ◽  
Michal Tibbits ◽  
Jennifer Tseng ◽  
...  
Keyword(s):  
Medical Education ◽  
Formal Education ◽  
Clinical Laboratory ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Academic Promotion ◽  
Discovery Research ◽  
Oncology Education ◽  
Clinician Educator ◽  
Education Training

11022 Background: There has been progress in both the definition of the work of a clinician educator (CE) and the skillset required. The CE career pathway has not been studied in oncology. Our aim is to study the current state of oncologists’ identification as a CE and their perceptions of the barriers and enablers for a CE career. Methods: A 27-item cross-sectional survey was completed by ASCO program directors (PDs) and associate/assistant PDs (APDs). The survey asked about their current career and perceptions about CE careers including barriers/enablers. Prior to distribution, the survey was reviewed by experts in oncology education and approved by the ASCO Education Council. Frequency statistics are presented. Results: Eighty-eight of 297 PDs/APDs responded (30%). 70 (80%) perceived CE as a viable career track, 48 (55%) had a CE track available to faculty at their institution and 72 (82%) considered themselves as a CE. Most PDs/APDs (59; 67%) reported no formal medical education training for their trainees and the majority (67; 76%) did not have a CE track for their fellows. While medical education responsibilities are perceived to be common amongst graduates (39% reporting >50% of graduates), 59 (67%) of PDs/APDs reported <10% of their trainees pursue medical education as a research focus. Compared to clinical, laboratory or discovery research, 71 (81%) of PDs/APDs felt their fellows were less or significantly less prepared for a career in education research. Table highlights the perceived barriers/enablers to a CE career. Conclusions: Many PDs/APDs perceive themselves as clinician educators. However, little to no formal education training currently exists to identify and nurture trainees into careers in education. Identification of training milestones in education and establishing guidelines for academic promotion for CEs in oncology are needed.[Table: see text]

Continuing Medical Education in six European countries: A comparative analysis

Health Policy ◽  
2010 ◽  
Vol 94 (3) ◽  
pp. 246-254 ◽  
Author(s):  
Livio Garattini ◽  
Sara Gritti ◽  
Paola De Compadri ◽  
Gianluigi Casadei
Keyword(s):  
Medical Education ◽  
Comparative Analysis ◽  
Continuing Medical Education ◽  
European Countries

scholarly journals Comparative Analysis of Medical Workers

2020 ◽  
Author(s):  
Marija Lugonjić
Keyword(s):  
European Union ◽  
Medical Education ◽  
Comparative Analysis ◽  
Russian Federation ◽  
Healthcare Professionals ◽  
Continuous Medical Education ◽  
Minimum Condition ◽  
The European Union ◽  
Institutional Settings ◽  
Official Gazette

Continuous Medical Education (CME) is becoming a minimum condition for adapting to today's changes and achieving success in professional and personal fields.The aim of this paper is a comparative analysis of CME in Serbia, the European Union, and the United Kingdom; US, Russian Federation and Iran. The aim of this comparative study was to assess the main countryspecific institutional settings applied by governments. Methods: A common scheme of analysis was applied to investigate the following variables: CME institutional framework; benefits and/or penalties to participants; types of CME activities and system of credits; accreditation of CME providers and events; CME funding and sponsorship. The analysis involved reviewing the literature on CME policy. Results: The US system has clear KME boundaries because it is implemented solely by credentialed institutions that organize dedicated meetings with the clear purpose of educating medical professionals.The European Union has not yet been able to reconcile the differences it has inherited from its members. Only "general" conditions are defined. Continuing medical education cannot be arbitrary, like any other organizational process. Everything has to be controlled in advance. Education in the Russian Federation is regulated by the law, Art. 2 and must be viewed as a whole. Doctors and healthcare professionals and their associates earn points through accredited continuing education programs for obtaining and renewing licenses of the Serbian Medical Chamber and KMSZTS - Chamber of Nurses and Health Technicians of Serbia. The Ordinance establishes the conditions for issuing, renewing and revoking the license for independent work, ie. License to Healthcare Professionals. (RS Official Gazette 102/2015) Conclusin: This comparative exercise provides an overview of the CME policies adopted by analyzed countries to regulate both demand and supply. The substantial variability in the organization and accreditation of schemes indicates that much could be done to improve effectiveness. Although further analysis is needed to assess the results of these policies in practice, lessons drawn from this study may help clarify the weaknesses and strengths of single domestic policies in the perspective.

Current status of clinician-educator tracks in internal medicine residency programmes

2020 ◽  
Vol 97 (1143) ◽  
pp. 29-33
Author(s):  
Yazan Daaboul ◽  
Amy Lin ◽  
Kelly Vitale ◽  
Laura K Snydman
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Curriculum Development ◽  
Small Group ◽  
Internal Medicine Residency ◽  
Current Status ◽  
Small Group Teaching ◽  
Curricular Content ◽  
Clinician Educator ◽  
The Usa

BackgroundResidents in internal medicine programmes lack formal training in leadership, curriculum development and clinical teaching. Residency programmes created clinician-educator tracks (CETs) to formally teach residents to become effective educators and to involve them in the science of medical education. However, the curricula in these tracks are often locally developed and remain at the discretion of the individual programmes.MethodsThis survey evaluates the frequency of CETs in internal medicine residency programmes in the USA and descriptively analyses their logistical and curricular content. During the academic year 2017–2018, directors of all Accreditation Council for Graduate Medical Education (ACGME) accredited internal medicine residency programmes in the USA were invited to participate in this survey (n=420). We developed a web-based 22-question survey to assess the logistics and curricular content of CET programmes.ResultsA total of 150 programmes responded to the survey invitation (response rate=35.7%). Only 24% (n=36) of programmes offered a CET, the majority of which have been available for only 5 years or less. The track is most frequently offered to postgraduate year (PGY)-2 and PGY-3 residents. Only a minority of participating faculty (27.8%) have protected time to fulfil their CET role. Bedside teaching, feedback, small group teaching and curriculum development are the most commonly taught topics, and faculty mentorship and small group teaching methods are the most commonly used types of instruction.ConclusionsCETs are offered in only 24% of internal medicine residency programmes in the USA. The curricula of these tracks vary across programmes, and their success is often countered by logistic and financial challenges.

Sign in / Sign up

Export Citation Format

Share Document