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APPLICATION OF MEDICAL INFORMATION SYSTEMS IN EDUCATION AND RESEARCH IN MEDICINE
Dragan Jankovi?,Petar Rajkovi?,Tatjana Stankovi?,Aleksandar Milenkovi?
Acta Medica Medianae , 2012,
Abstract: This paper presents medical information systems (MIS) as a powerful source for education and research in modern medicine. Paper gives an overview of functionalities of MIS system, emphasizing reporting and data analysis techniques as basic knowledge extracting methods. These two are considered as the most important functionalities for successful use of data from medical information systems in medical education and research processes. Also, general remarks on other possible usage of MIS in education and research in medicine are presented here and illustrated with examples from MEDIS. NET information system, developed in Laboratory for Medical Informatics of Faculty of Electronic Engineering in Ni .
Simulation in Medical School Education: Review for Emergency Medicine  [cached]
Bharath Chakravarthy,Elizabeth ter Haar,Srinidhi Subraya Bhat,Christopher Erik McCoy
Western Journal of Emergency Medicine : Integrating Emergency Care with Population Health , 2011,
Abstract: Medical education is rapidly evolving. With the paradigm shift to small-group didactic sessions and focus on clinically oriented case-based scenarios, simulation training has provided educators a novel way to deliver medical education in the 21st century. The field continues to expand in scope and practice and is being incorporated into medical school clerkship education, and specifically in emergency medicine (EM). The use of medical simulation in graduate medical education is well documented. Our aim in this article is to perform a retrospective review of the current literature, studying simulation use in EM medical student clerkships. Studies have demonstrated the effectiveness of simulation in teaching basic science, clinical knowledge, procedural skills, teamwork, and communication skills. As simulation becomes increasingly prevalent in medical school curricula, more studies are needed to assess whether simulation training improves patient-related outcomes.
Possibilities of family medicine in medical education  [cached]
Igor ?vab
Acta Medica Academica , 2012,
Abstract: Family medicine is a discipline that has only recently joined the academic arena. Because of this, the academic contribution of this discipline to universities has not been clarified yet. On the other hand, the medical schools suffer from well-known challenges, that havebeen largely known in the discussions about the crisis of academicmedicine. The article explores the possibilities of mutual cooperationbetween family medicine and the universities. In order to profit fromthe qualities of academic medicine and family medicine, a partnershipbetween the two needs to be established. It should be built on acceptance of differences and adaptation of family medicine to the rules of the academia, which should be done without sacrificing its principles. The author describes three potential scenarios how family medicine can be introduced in the undergraduate curriculum: a) as a subject at the end of the curriculum, b) as collaboration in early patient contact and teaching clinical skills and c) as part of the integrated curriculum. The author concludes that both family medicine and the medical school have a lot to benefit from mutual cooperation. This requires compromises that are not always easy.
Comparative medicine - with some thoughts about the integration of medical and veterinary education
Ian McConnell
Italian Journal of Public Health , 2012, DOI: 10.2427/6339
Abstract: The common pool of knowledge between veterinary and medical medicine has been frequently exploited to provide insights into basic biomedical science and its application in such areas as vaccine development, therapeutics and diagnostics. In this paper the essential interplay between the disciplines of medicine and veterinary medicine is discussed and illustrated in detail in such areas as prion diseases, zoonotic infectious diseases and genetic diseases of dogs.Considerations are also made about the integration of medical and veterinary education, with indications of the critical needs for maximizing the opportunities for “One Medicine" both in medical and veterinary education and for research.The essential and fascinating interplay between medicine, veterinary medicine and basic biomedical sciences can do more to advance knowledge in both medicine and veterinary medicine than either can achieve on their own....
International Federation for Emergency Medicine Model Curriculum for Medical Student Education in Emergency Medicine  [PDF]
Cherri HOBGOOD,Venkataraman ANANTHARAMAN,Glen BANDIERA,Peter CAMERON
Turkish Journal of Emergency Medicine , 2009,
Abstract: There is a critical and growing need for emergency physicians and emergency medicine resources worldwide. To meet this need, physicians must be trained to deliver time-sensitive interventions and life-saving emergency care. Currently, there is no internationally recognized, standard curriculum that defines the basic minimum standards for emergency medicine education. To address this lack, the International Federation for Emergency Medicine (IFEM) convened a committee of international physicians, health professionals and other experts in emergency medicine and international emergency medicine development, to outline a curriculum for foundation training of medical students in emergency medicine. This curriculum document represents the consensus of recommendations by this committee. The curriculum is designed with a focus on the basic minimum emergency medicine educational content that any medical school should be delivering to its students during their undergraduate years of training. It is designed, not to be prescriptive, but to assist educators and emergency medicine leadership in advancing physician education in basic emergency medicine content. The content would be relevant, not just for communities with mature emergency medicine systems, but also for developing nations or for nations seeking to expand emergency medicine within current educational structures. We anticipate that there will be wide variability in how this curriculum is implemented and taught, reflecting the existing educational milieu, the resources available, and the goals of the institutions’ educational leadership.
Evidence Based Medicine Teaching in Undergraduate Medical Education: A Literature Review  [cached]
Misa Mi
Evidence Based Library and Information Practice , 2012,
Abstract: Objectives – To determine the year when evidence based medicine (EBM) wasintroduced and the extent to which medical students were exposed to EBM inundergraduate medical education and to investigate how EBM interventions weredesigned, developed, implemented, and evaluated in the medical curriculum. Methods – A qualitative review of the literature on EBM interventions was conductedto synthesize results of studies published from January 1997 to December 2011. Acomprehensive search was performed on PubMed, CINAHL, Web of Science,Cochrane Library, ProQuest Dissertations & Theses, PsycINFO, and ERIC. Articleswere selected if the studies involved some form of quantitative and qualitativeresearch design. Articles were excluded if they studied EBM interventions in medicalschools outside the United States or if they examined EBM interventions for alliedhealth profession education or at the levels of graduate medical education andcontinuing medical education. Thirteen studies which met the selection criteria wereidentified and reviewed. Information was abstracted including study design, year andsetting of EBM intervention, instructional method, instruction delivery format,outcome measured, and evaluation method. Results – EBM was introduced to preclinical years in three studies, integrated intoclinical clerkship rotations in primary care settings in eight studies, and spannedpreclinical and clinical curricula in two studies. The duration of EBM interventionsdiffered, ranging from a workshop of three student contact hours to a curriculum of 30 student contact hours. Five studies incorporated interactive and clinically integrated teaching and learning activities to support student learning. Diverse research designs, EBM interventions, and evaluation methods resulted in heterogeneity in results across the 13 studies. Conclusions – The review reveals wide variations in duration of EBM interventions, instructional methods, delivery formats for EBM instruction, implementation of an EBM intervention, outcomes measured, and evaluation methods, all of which remain relevant issues for further research. It is important for medical educators and health sciences librarians to attend to these issues in designing and delivering a successful EBM intervention in the undergraduate medical curriculum.
Comparison of Medical Education between Germany and Poland Considering Internal Medicine, General Medicine, and Anaesthesia  [PDF]
Monika Kolodziej, Ursula Gresser, Barbara M. Richartz
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.715203
Abstract: With the continuing shortage of physicians in Germany, healthcare is increasingly being sustained by foreign physicians. The present paper addresses the comparability of medical education curricula in Germany and Poland and the qualification of physicians having Polish exams and specialist medical training for clinics and practices in Germany. The Medical Licensing Act and the Model Specialty Training Regulation of the German Medical Association were compared to the respective Polish regulations for medical education. In orienting surveys, physicians with Polish exams were questioned and they provided information regarding their current situation in German healthcare. Based on educational criteria, physicians with Polish exams and specialist training are well suited to work in medicine in Germany. They receive theoretical education comparable to that of German physicians; practical education during specialist medical training is more extensive in Germany. The survey could yield that Germany, as a job market, is very appealing for physicians with Polish exams. The primary reasons for this are better opportunities for training as well as better compensation. The solicitation of physicians equates to an economic loss for Poland. Nevertheless, the solicited physicians benefit from working in Germany. The European Union lacks common, detailed European standards for medical education.
Complementary and Alternative Medicine Education for Medical Profession: Systematic Review
Nana K. Quartey,Polly H. X. Ma,Vincent C. H. Chung,Sian M. Griffiths
Evidence-Based Complementary and Alternative Medicine , 2012, DOI: 10.1155/2012/656812
Abstract: Purpose. To help integrate traditional, complementary and alternative medicine (TCAM) into health systems, efforts are being made to educate biomedical doctors (BMD) and medical students on TCAM. We systematically evaluated the effect of TCAM education on BMD and medical students' attitude, knowledge, and behavior towards TCAM utilization and integration with biomedical medicine. Methods. Evaluative studies were identified from four databases. Methodological quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI). Study outcomes were classified using Kirkpatrick's hierarchy. Results. 3122 studies were identified and 12 studies of mediocre quality met inclusion criteria. Qualitative synthesis showed usage of diverse approaches including didactic, experiential learning, varying length, teacher background and intensity of exposure. More positive attitudes and improved knowledge after intervention were noted especially when teachers were BM trained. However, few studies assessed behavior change objectively. Finally, longer-term objective outcomes such as impact on patient care were not assessed. Conclusions. Lack of use of objective and reliable instruments preclude firm conclusion on the effect of TCAM education on study participants. However, positive changes, although mostly subjectively reported, were noted in most studies. Future evaluation should use validated or objective outcome assessments, and the value of using dual trained instructors.
Simulation in Medical Student Education: Survey of the Clerkship Directors in Emergency Medicine  [cached]
Corey Heitz,Raymond Ten Eyck,Michael Smith,Michael Fitch
Western Journal of Emergency Medicine : Integrating Emergency Care with Population Health , 2011,
Abstract: Introduction: The objective of this study is to identify (1) the current role of simulation in medical student emergency medicine (EM) education; (2) the challenges to initiating and sustaining simulationbased programs; and (3) educational advances to meet these challenges. Methods: We solicited members of the Clerkship Directors in Emergency Medicine (CDEM) e-mail list to complete a Web-based survey addressing the use of simulation in both EM clerkships and preclinical EM curricula. Survey elements addressed the nature of the undergraduate EM clerkship and utilization of simulation, types of technology, and barriers to increased use in each setting. Results: CDEM members representing 60 EM programs on the list (80%) responded. Sixty-seven percent of EM clerkships are in the fourth year of medical school only and 45% are required. Fewer than 25% of clerkship core curriculum hours incorporate simulation. The simulation modalities used most frequently were high-fidelity models (79%), task trainers (55%), and low-fidelity models (30%). Respondents identified limited faculty time (88.7%) and clerkship hours (47.2%) as the main barriers to implementing simulation training in EM clerkships. Financial resources, faculty time, and the volume of students were the main barriers to additional simulation in preclinical years. Conclusion: A focused, stepwise application of simulation to medical student EM curricula can help optimize the ratio of student benefit to faculty time. Limited time in the curriculum can be addressed by replacing existing material with simulation-based modules for those subjects better suited to simulation. Faculty can use hybrid approaches in the preclinical years to combine simulation with classroom settings for either small or large groups to more actively engage learners while minimizing identified barriers.
The Exclusion of Indigenous Traditional Knowledge in the Higher Education: The Case of Traditional Medicine and the Mexican Medical Education  [PDF]
Susana Carolina Guzmán-Rosas, Mina Kleiche-Dray, Carlos Zolla, Ernesto Suaste-Gómez
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.69089
Abstract: This paper analyzes the level of inclusion of indigenous traditional knowledge about traditional medicine in Mexican medical training, showing an angle of the place that maintains cultural diversity in higher education nationally. Using a quantitative, cross-sectional, exploratory and descriptive design, instruments were applied to survey the 85 institutions registered with the Mexican Association of Colleges and Schools of Medicine (known by its Spanish acronym AMFEM); the data were analyzed quantitatively and qualitatively. Of these institutions, only 27.05% include teaching about traditional medicine in 36 subjects related to the topic, 50% of which is optional, 41.66% of short duration, 52.62% with few credit hours and, in some cases, with a pejorative orientation. It is noted that the area of the Mexican medical education reflects a broader political problem of asymmetry and inequality between stakeholders and their knowledge, so that the rejection of indigenous traditional knowledge in the Mexican medical education is only a reflection of the many other places where these groups, and their knowledge, have been excluded before.
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