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Graduates from a reformed undergraduate medical curriculum based on Tomorrow's Doctors evaluate the effectiveness of their curriculum 6 years after graduation through interviews
Simon D Watmough, Helen O'Sullivan, David CM Taylor
BMC Medical Education , 2010, DOI: 10.1186/1472-6920-10-65
Abstract: Between 2007 and 2009 45 interviews took place with doctors from the first two cohorts to graduate from the reformed curriculum.The interviewees felt like they had been clinically well prepared to work as doctors and in particular had graduated with good clinical and communication skills and had a good knowledge of what the role of doctor entailed. They also felt they had good self directed learning and research skills. They did feel their basic science knowledge level was weaker than traditional graduates and perceived they had to work harder to pass postgraduate exams. Whilst many had enjoyed the curriculum and in particular the clinical skills resource centre and the clinical exposure of the final year including the "shadowing" and A & E attachment they would have liked more "structure" alongside the PBL when learning the basic sciences.According to the graduates themselves many of the aims of curriculum reform have been met by the reformed curriculum and they were well prepared clinically to work as doctors. However, further reforms may be needed to give confidence to science knowledge acquisition.There has been widespread reform around the world in undergraduate medical curricula in recent years [1]. In the United Kingdom (UK) medical schools have introduced radical changes to the content of curricula due to recommendations contained in Tomorrow's Doctors [2-4] by the General Medical Council (GMC) which reflected world wide trends in medical education. The GMC called for an end to factual overload with integration of basic and clinical sciences and a move away from didactic teaching to encourage problem solving, critical thinking and life-long learning. Due to the changing expectations of patients the GMC also recommended the introduction of communication skills tuition and to reflect modern health care an increase in community based medical education. Despite this, and the fact curriculum reform has continued at pace around the world [5] there have been few st
A Draft Ethics Curriculum Based on Ethical Issues Experienced by Family Doctors in Düzce  [PDF]
Akp?nar A et al.
Konuralp Tip Dergisi , 2013,
Abstract: Aim: To determine ethical issues experienced by family doctors in Düzce, the pilot province for implementation of the primary health care reform 'Transformation in Health' in Turkey in 2005.Method: We conducted this study between May and June 2007 in Düzce. A self-administered-questionnaire prepared by the researchers included 13 ethical issues inquiring about physicians' frequency of encounter, difficulty in managing the problem, and learning needs in ethical topics. Results: Fifty-seven percent of family doctors who were practicing in Düzce (56/98) took part in the study. Most of them (89.3%) were in practice over a year, had more than 3000 registered patients (80.4%) with homogenous distribution (67.9%). Physicians reported to encounter ethical dilemmas related to informed consent (72.7%), conflict of self-interest and altruism (44.6%), determining competency (41.8%), claims of alternative therapy (41.0%), relationship with representatives of drug companies (39.2%), truth-telling (28.6%), and resource allocation (27.3%) at least once a month. Participants were experienced difficulties when solving dilemmas related to determining competency in patients, reporting incompetency of a colleague, informed consent, best interest of the child, truth-telling, conflict of self-interest and altruism, respectively. Best interest of the child, truth-telling, determining competency in patients, protecting others' interest and gaining informed consent were prioritized topics for education. Conclusion: Our results implied that family doctors experienced difficulties in ethical conduct during daily clinical practice. The most frequently mentioned ethical issues were evaluated with respect to expressed learning needs which served to develop a draft ethics curriculum.
Radiology teaching for junior doctors: their expectations, preferences and suggestions for improvement
Christiane M. Nyhsen,Cathy Lawson,Jim Higginson
Insights into Imaging , 2011, DOI: 10.1007/s13244-010-0052-5
Abstract: Interactive elements in radiology teaching are important. Online electronic teaching modules can be integrated into the teaching curriculum, but they must be of high quality to be acceptable and face-to-face interaction is still important. Junior doctors would like more guidance from radiologists.
The training of doctors today. Challenges and realities  [cached]
Patrícia Rosado Pinto
Sísifo : Educational Sciences Journal , 2008,
Abstract: Having closely monitored the need for doctors to adapt to new situations and address the changes under way in the health sector, faculties of medicine have begun to renew their curricula. The new curriculum and pedagogical innovations introduced have, nonetheless, instigated some resistance. Part of the solution to this problem may lie in the pedagogical training of the teachers to support them in their choice and use of a variety of flexible pedagogical approaches. As far as the teachers of faculties of medicine are concerned, the of the education departments as an instrument of support during this period of change has come to be broadly acknowledged.This article reflects on this issue and is structured around three main conceptual strands: the need to provide future doctors with a type of training that will address the new challenges of modern society; the main concepts of current faculties of medicine curricula, particularly in Europe and America; the contribution of medical education departments (MED) to this renovation process within medical schools, based on our experience in the MED of the Faculdade de Ciências Médicas da Universidade Nova de Lisboa (FCM) and our work there.
Curriculum Design of
Osman YILDIRIM,Olcay S?NAN,Burcu GüNG?R
Journal of Kirsehir Education Faculty , 2005,
Abstract: Teachers in schools are the conductors of the educational programs. As the educational programs are essential guides for teachers, it is important to build and rebuild these programs according to developing educational perspectives. With this point of view, as a curriculum design, a chapter named “Basic Components of Life” for a high school first grade biology course was analyzed and its graduality relationship was prepared. For this purpose, the content of the chapter was determined according to the curriculum of the Ministry of National Education. Then the objectives of the chapter from knowledge level through application level based on Bloom’s Total Learning Model were determined. Finally the table for the graduality relationship between these objectives, and the indicator table used as an evaluation tool were prepared.
Doctors – paradoxes and possibilities  [PDF]
Moyez Jiwa
Australasian Medical Journal , 2012,
Abstract: The role of ‘doctor’ has many possibilities to benefit mankind.Medicine can be a rewarding and fulfilling career. However,although much has been achieved by doctors, there is also thescope for them to do harm. In this review the author exploresthe five key roles that may be attributed to doctors: to relievesymptoms; to protect against pathogens; to guard againstthose who may be dangerous; to root out charlatans and tosupport the social order. The review serves to highlight thegood that is done by medical practitioners but it also identifiescertain acts of omission or commission by which doctors canharm the very people their profession is sworn to serve. Foranyone involved in healthcare this review raises issues thatare seldom discussed in print.
Doctors and nurses benefit from interprofessional online education in dermatology
Thomas Schopf, Vibeke Flytkj?r
BMC Medical Education , 2011, DOI: 10.1186/1472-6920-11-84
Abstract: Enrolled doctors and nurses had access to the curriculum for 8 weeks. After the course learners completed a questionnaire. Two dermatologists rated the quality of the submitted homework assignments. Based on data from the project's budget and the Norwegian Medical Association, we estimated the saved travel expenses.Eighty-eight learners (46 doctors) registered for the course. We received 55 questionnaires (response rate 63%). Twenty-seven learners (31%; 16 doctors, 11 nurses; χ2 = 0.03; P = 0.87) used the discussion forum. We found no significant differences in the total questionnaire scores between doctors and nurses. The homework assignments were given an average score of 3.6 for doctors and 3.5 for nurses (P = 0.8) by rater 1. Rater 2 scored 3.9 and 3.6 for doctors and nurses respectively (P = 0.2). The break-even between travel/hotel expenses and course development costs occurred at 135 saved travel refund applications.Doctors and nurses were equally satisfied with a joint web-based course on atopic eczema. The use of an online discussion forum was limited but similar between doctors and nurses. There were no significant differences in the quality of submitted homework assignments. The cost of developing the course was 716 841 NOK and the first 86 learners saved 455 198 NOK in travel expenses.Atopic eczema (AE) is a common chronic skin disease in children and has a considerable impact on the quality of life of the entire family [1]. The key role of nurses in the management of AE patients has been demonstrated [2-4]. In the nurse-led consultation model nurses are responsible for teaching patients basic treatment techniques while doctors mainly focus on diagnosis and selection of treatment. Because of the high prevalence of AE in Northern Europe and the concomitant lack of specialists, only a minority of patients will see a dermatologist or paediatrician [5]. As a consequence, most AE patients consult general practitioners (GPs) and/or community nurses when seekin
The Hidden Curriculum
Onatra Amparo,Pe?a Mireya
Profile Issues in Teachers` Professional Development , 2004,
Abstract: This article shows the way hidden curriculum goes farther than just being the conscious and unconscious setting within the formal instruction context. It also shapes students personality and assigns to each individual the role they are supposed to play in society. In this process, interaction with the teacher is crucial since he/she is the one who directly moulds and cultivates the singularity of students according to the specific demands of the social class to which they belong. This phenomenon is well described in research conducted by Jane Anyon (1980) which is referred to in this paper as an example of the influence of the hidden curriculum on school life. Key words: Hidden Curriculum, Unconscious Setting, Teacher’s Role, Singularity, Society Este artículo muestra cómo el currículo oculto va más allá de ser simplemente el escenario consciente e inconsciente en el que se desarrolla la instrucción formal. El currículo oculto define la personalidad del estudiante y asigna a cada uno el papel que se supone debe ocupar en la sociedad. En este proceso, la interacción directa con el docente es decisiva ya que es éste quien directamente moldea y cultiva la singularidad de los estudiantes según las exigencias específicas de la clase social a la que pertenecen. Dicho fenómeno se describe muy bien en la investigación adelantada por Jane Anyon (1980), a la cual se hace referencia en este escrito, como ejemplo de la influencia del currículo oculto en la vida escolar. Palabras claves: Currículo Oculto, Escenario Inconsciente, Rol del Docente, Singularidad, Sociedad
MB ChB curriculum modernisation in South Africa – growing doctors for Africa
JL Seggie
African Journal of Health Professions Education , 2010,
Abstract:
Revista Spanish Doctors  [PDF]
Isabel García Gimeno
Panace@ : Revista de Medicina, Lenguaje y Traducción , 2010,
Abstract: El programa Spanish Doctors , consistente en una revista impresa mensual con componente online de audio y evaluación, es un instrumento a la vez flexible y consistente para aprender o perfeccionar el inglés médico, dirigido fundamentalmente a médicos de todas las especialidades y niveles de inglés, pero del que se pueden beneficiar también otros profesionales de la salud, del lenguaje o la comunicación en salud. Está elaborado por la organización Spandoc (), que aporta el trabajo de médicos bilingües, los únicos que pueden ofrecer una ense anza realmente específica y totalmente a la medida de los médicos de habla espa ola. ------------------------------------------------- Spanish Doctors magazine. The Spanish Doctors program, consisting of a printed monthly magazine with an online component for audio and assessment tests, is both a flexible and solid tool to learn medical English or to improve its knowledge and practice. Targeted essentially to physicians in all medical specialties and English levels, it can also benefit other professionals involved in healthcare or medical language and communication. It is developed by Spandoc (), an organization that compiles the work of bilingual physicians, the only professionals who can tailor their teaching to suit the needs of Spanish-speaking doctors.
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