Medical Teacher最新文献_第4页

Response to: 'Concerns regarding inter-school variations in OSCE scoring'. 回应对 "校际 OSCE 评分差异的关注 "的答复。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-10-12 DOI: 10.1080/0142159X.2024.2413333

引用次数: 0

The challenge of transfer to clinical practice: The illusion of learning and illusion of teaching. 转入临床实践的挑战：学习的幻觉和教学的幻觉。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-03-09 DOI: 10.1080/0142159X.2024.2323243

Dario Cecilio-Fernandes, Naomi Steenhof, John Sandars

引用次数: 0

Going beyond competencies: Building blocks for a patient- and population-centered medical curriculum. 超越能力：以病人和人群为中心的医学课程的基石。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-10-31 DOI: 10.1080/0142159X.2024.2412786

Mohi Eldin Magzoub, Mohammed Hassan Taha, Susan Waller, Awad Mansour Al Eissa, Hossam Hamdy, John Norcini, Saeeda Al Marzooqi, Sami Shaban, Mohammed Elhassan Abdalla, Henk Schmidt

{"title":"Going beyond competencies: Building blocks for a patient- and population-centered medical curriculum.","authors":"Mohi Eldin Magzoub, Mohammed Hassan Taha, Susan Waller, Awad Mansour Al Eissa, Hossam Hamdy, John Norcini, Saeeda Al Marzooqi, Sami Shaban, Mohammed Elhassan Abdalla, Henk Schmidt","doi":"10.1080/0142159X.2024.2412786","DOIUrl":"10.1080/0142159X.2024.2412786","url":null,"abstract":"Introduction: Changing health care requires changing medical education. In this position paper it is suggested that subsequent innovations in medical education each had their specific strengths and shortcomings. What they have, however, in common is that they place the medical student and their competencies at their center. Innovation in medical education is inward looking.Discussion: The authors propose a perspective on the medical curriculum in which the patient, their family, and the surrounding community take center stage. They argue that present medical education cannot adequately respond to the great challenges to population health: an aging population, the obesity epidemic, and future pandemics of new diseases due to population growth, urbanization, and antimicrobial resistance, particularly because these challenges cannot be dealt with by the medical sciences alone but need deep understanding of the social sciences as well. In addition, the practice of health care is changing: effective health care demands a close partnership between the health care system and the medical school which is mostly lacking, cooperation with other health professions is becoming more and more necessary in response to the increasing complexity of health care, patients and their families are required to play a more active role in their health, medical error threatening patient safety is becoming to be seen as a huge problem, and the emergence of artificial intelligence in education and practice, all requiring transformation of medical education.Conclusion: The present contribution suggests eight such transformations necessary to create a truly patient- and population-centered medical curriculum.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1568-1574"},"PeriodicalIF":3.3,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142558225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of Somaliland national harmonised medical curriculum. 制定索马里兰全国统一医学课程。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-01-25 DOI: 10.1080/0142159X.2023.2289841

Abhishikth Chennupati, Jinaw Qalib, Abdirahman Mohamed Jama, Yusuf Ahmed Ali, Abdirahman Mohamed Abib, Nura Aided Ibrahim, John Rees, Cathy Read, Don Bradley, Leena Patel

{"title":"Development of Somaliland national harmonised medical curriculum.","authors":"Abhishikth Chennupati, Jinaw Qalib, Abdirahman Mohamed Jama, Yusuf Ahmed Ali, Abdirahman Mohamed Abib, Nura Aided Ibrahim, John Rees, Cathy Read, Don Bradley, Leena Patel","doi":"10.1080/0142159X.2023.2289841","DOIUrl":"10.1080/0142159X.2023.2289841","url":null,"abstract":"Background and objectives: The rational for the Somaliland national harmonised curriculum (NHC) was driven by shared concern about the quality of medical education.Process: The Ministry of Education and Science and the Ministry of Health Development produced a Medical Education Policy 2018. Policy objectives included the development of the NHC and accreditation for medical schools that met the standards of the World Federation for Medical Education (WFME). Two bodies were asked to oversee these aims: the National Health Professions' Commission (NHPC) and the National Commission of Higher Education (NCHE). Between 2018 and 2020, a collaborative approach between the Somaliland government, medical school stakeholders, King's Global Health Partnership's (KGHP) volunteers and the Tropical Health Education Trust (THET) team was used to design the 6-years NHC. The NHC structure, content and delivery were grounded by WFME standards, health needs of the local population, student focused and active learning methods, and feasibility of implementation in medical schools.Outcomes: The NHC comprises details about the educational outcomes, curriculum model and framework, educational principles, instructional and learning methods, core as well as optional content, and assessment strategy.Conclusions: The approach used to develop the NHC ensured it is bespoken for Somaliland. Ongoing evaluation of patient and population needs, each medical school's review of programme implementation and outcomes will inform continuous revision and renewal.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1589-1592"},"PeriodicalIF":3.3,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139546852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

If instruments could talk: Trace-based communication and its implications in the curriculum for trainee-supervisor interactions. 如果仪器会说话：基于轨迹的交流及其对学员与导师互动课程的影响。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-10-31 DOI: 10.1080/0142159X.2024.2412794

Sayra Cristancho, Natashia Seemann, Taryn Taylor

引用次数: 0

Curriculum is the road to success in medical education. 课程是医学教育的成功之路。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-11-02 DOI: 10.1080/0142159X.2024.2374512

James Rourke

引用次数: 0

Medical Teacher in ten minutes.

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-12-02 DOI: 10.1080/0142159X.2024.2422152

引用次数: 0

Medical Teacher Reviewers in 2024.

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-12-02 DOI: 10.1080/0142159X.2024.2418213

引用次数: 0

Maximizing learner engagement in live-streamed clinical experiences: Insights and reflections. 最大限度地提高学习者在直播临床经验中的参与度：见解与反思。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-08-21 DOI: 10.1080/0142159X.2024.2393787

Ashley V Simpson, Lachlan Dick, Katy Letham, Ben Pearson-Stuttard

引用次数: 0

Using artificial intelligence to provide a 'flipped assessment' approach to medical education learning opportunities.

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 DOI: 10.1080/0142159X.2024.2434101

Samuel Birks, James Gray, Claire Darling-Pomranz

{"title":"Using artificial intelligence to provide a 'flipped assessment' approach to medical education learning opportunities.","authors":"Samuel Birks, James Gray, Claire Darling-Pomranz","doi":"10.1080/0142159X.2024.2434101","DOIUrl":"https://doi.org/10.1080/0142159X.2024.2434101","url":null,"abstract":"Purpose of the article: Generative AI can potentially streamline the creation of practice exam questions. This study sought to evaluate medical students' confidence using generative AI for this purpose, and overall attitudes towards its use.Materials and methods: The study used a mixed-methods approach with a pre-post intervention design. 68 medical and physician associate students were recruited to attend a workshop where they were shown how to use Google Bard (now Gemini) to write exam questions before being encouraged to do this themselves with guidance. A survey was completed before and after. Seven students also participated in a follow-up focus group.Results: The results showed an increase in participants' confidence in using AI to write practice exam questions (p < 0.001) after the workshop. Qualitative feedback highlighted pros and cons of using generative AI to write exam questions, alongside some concerns about its implementation. Students noted other positive uses in the curriculum and expressed a desire for institutional clarity on appropriate AI use.Conclusions: While increased confidence is positive, rigorous evaluation of AI-generated question quality is needed to confirm accuracy. Teaching students to use generative AI to create and critique practice questions represents a means of encouraging appropriate AI use.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-8"},"PeriodicalIF":3.3,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142770539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0