Establishing the Jockey Club Institute for Medical Education and Development (JCIMED): advancing postgraduate medical education in Hong Kong.

Актуальность. Эксперты ВОЗ отмечают, что сегодня в Европе не существует общепризнанного подхода к непрерывному медицинскому образованию, однако существует общее мнение, что качество медицинских услуг напрямую зависит от постоянного развития и оценки профессиональных компетенций врачей в процессе их повышения квалификации. Особое внимание всегда уделялось обеспечению (и постоянному совершенствованию) академического уровня поставщиков образовательных услуг или программ, на основе которых врачи согласовывают собственные планы по получению необходимых профессиональных знаний и навыков. Важнейшей предпосылкой обеспечения повышения квалификации является создание единой системы аккредитации поставщиков образовательных услуг или программ, а также "коллективная ответственность" всех участников медицинского образования. Цель: исследовать развитие системы последипломного и непрерывного образования в Украине на примере ведущего национального учреждения последипломного образования – Национальной медицинской академии последипломного образования имени П. Л. Шупика (НМАПО). Материалы и методы. Архивные материалы. В исследовании мы использовали общий (универсальный) метод, исторический и логический методы. Результаты. Согласно определению Всемирной федерации медицинского образования (WFME), последипломное медицинское образование – это фаза медицинского образования, на которой врачи развивают свои компетенции после завершения базовой медицинской квалификации. Этот этап обучения проводится в соответствии с определенными правилами и инструкциями. Последипломное медицинское образование включает подготовку к сертификации и/или лицензирования, производственную/профессиональную подготовку, специализацию и узкую специализацию, а также другие формализованные учебные программы для развития определенных экспертных функций. Будучи частью непрерывного медицинского образования, последипломное образование включается в непрерывное медицинское образование (НМО) или непрерывное профессиональное развитие (НПР). Согласно определению WFME, НПР касается подготовки врачей, которая начинается после окончания базового и последипломного медицинского образования и продолжается в дальнейшем в течение профессиональной жизни каждого врача. Сейчас развитие современной медицины происходит чрезвычайно быстрыми темпами, а навыки и знания врачей быстро устаревают. В статье прослеживается внедрение последипломной медицинской подготовки в Украине на примере НМАПО. Выводы. Внедрение последипломной подготовки врачей в Украине изучается на примере более 100-летней деятельности НМАПО, что позволяет утверждать, что сочетание исследований и инноваций, обучения и медицинской практики позволило учебному заведению стать примером для подражания в учебно-методической деятельности в условиях последипломного медицинского и фармацевтического образования.

Looking to the Future of Obstetrics and Gynaecology Training in Canada: A Resident's Perspective

This paper concludes five current medical education systems by investigating medical education status in both China and abroad. They are: 5+3 years British system, 6-year German system, 6-year Russian system, “4+4” years American system, and 5+3+3 years Chinese system. Based on the five systems, this paper analyzes the current situation of medical postgraduate student education of the Great Britain, Germany, U.S.A, France, and China. In the last part of this paper, a careful consideration on Chinese medical education is made. Authors of this paper suggest that China should gradually call off multi-level medical education; take 8-year, 5-year, and 5+4 years education as the principal modes of medical education. Students should be offered medical doctor’s degree and positioned as diplomates after the 8-year medical education. Students who finish the 5-year medical education will be awarded the bachelor’s degree and work as general practitioner. Students decide to receive another 4 years medical education after finishing the 5-year one will be granted medical doctor’s degree (diplomate or general practitioner). The 3-year medical postgraduate education should be gradually abolished. Key words: Medical education; Postgraduate education; Education system

11009 Background: Medical oncology and medical education have both expanded exponentially over the past 50 years; as such, it is important to understand the current status of postgraduate medical oncology education and develop ways to advance this field. This study undertakes a scoping review of medical education literature in medical oncology to inform future scholarship in this area. Methods: MEDLINE (Ovid), Embase (Ovid), ERIC (EBSCO), and Web of Science (UBC Core Collection) were searched to find peer-reviewed English language articles on Postgraduate Medical Education in Medical Oncology published between 2009 and 2020. The review was designed in accordance with updated methodological guidance for the conduct of scoping review. Articles were classified by learning specialty, learner training level, region of authorship, single or multi-institution, year of publication, whether the journal was an education journal, quantitative vs qualitative design, study methodology, and category or topic. A modified Kerns framework for curriculum development was used to assess the type of curriculum intervention, Boyer’s definition of scholarship was used to classify the type of scholarship, and the CanMEDS Framework was used to map the domains of physician competency each study aims to address. Results were interpreted using descriptive statistics and collated and summarized utilizing predetermined conceptual frameworks. Results: 2959 references were initially found across the 4 databases. After title and abstract screening, 305 articles remained; after full text review, a total of 144 articles were included in our final analysis. These data showed that postgraduate medical oncology graduate medical education scholarship is increasing and most commonly observed in the United States. Quantitative studies were most common with surveys used as the most popular study approach. In terms of CanMEDS framework, Professional and Medical Expert comprised the large majority of education focuses, while very few articles addressed Leader or Health Advocate. Curriculum development, professional development, and attitudinal skills (communication skills, ethics) were the dominant research themes, while no articles discussed teacher training. Conclusions: By investigating the body of current literature, this research identifies areas of highest priority in postgraduate medical oncology graduate medical education and opportunities for growth. Whereas areas like professionalism and attitudinal skills are well-studied, research is lacking in leadership, health advocacy and teaching training. This study provides guidance for future medical education scholarship in medical oncology and establishes a benchmark to examine changes in medical oncology educational scholarship over time.

Balance.

Medical oncology and medical education (ME) have both expanded exponentially over the past 50 years; thus, it is important to understand the current status of postgraduate medical oncology education and develop ways to advance this field. This study undertakes a scoping review of ME literature in medical oncology to inform future scholarship in this area. MEDLINE, Embase, ERIC, and Web of Science were searched to find peer-reviewed English language articles on postgraduate ME in medical oncology published from 2009 to 2020. Established scoping review methodologies were used in study design; articles were classified by specialty, learner training level, region of authorship, institution type, year of publication, journal type, study methodology, and research topic. Curriculum intervention, scholarship, and domain(s) of physician competency were also assessed. The results were interpreted using descriptive statistics and collated using predetermined conceptual frameworks. A total of 2,959 references were initially found across four databases. After title and abstract screening, 305 articles remained; after full-text review, 144 articles were included in final analysis. Postgraduate medical oncology education research is increasing, with the majority of articles published in North America. Quantitative studies were most common, primarily survey approaches. For physician competencies, professionalism and medical expertise comprised the large majority of article focuses, whereas very few articles addressed leadership or health advocacy. Curriculum development, professional development, and communication skills were dominant research themes while no articles discussed teacher training. Although areas such as professionalism and communication skills are well-studied, medical oncology ME research is lacking in leadership, health advocacy, and teacher training. This study provides valuable guidance for future ME research in medical oncology and establishes a benchmark to examine changes in educational scholarship over time.

Geriatric medical care can be viewed as general medical care for the elderly. We conducted a survey of members of the Japanese Society of General Medicine who belong to a university hospital, on their views of geriatric medicine/medical education. The questionnaires consisted of six categories of items about: (1) the physician's career; (2) whether the physician performs geriatric research in his/her laboratory; (3) whether the physician has an interest in geriatric medicine or medical education; (4) the physician's views on geriatric medicine or medical education; (5) of what pre- and post-graduate medical education on geriatric medicine should consist, from the physician's point of view: and (6) the physician's ideas about geriatric medicine/medical education in view of general medicine. Out of the 181 questionnaires sent, 96 (53%) people replied, of whom 51 (53.1%) were members of a Department of General Medicine, 57 (60%) were teaching staff, 46 (48.4%) had experience in home medical care such as home visits, and 17 (18.1%) belonged to the Japanese Society of Geriatric Medicine. Seventy-six respondents (85.4%) had an interest in geriatric medicine/medical education. Of the respondents, 96.8% recognized the need for pre- and post-graduate medical education concerning geriatrics. Some members of the Japanese Society of General Medicine who answered the questionnaire see geriatric medicine as entirely general medicine, and also that geriatric medicine is important, necessary and special. In addition, they see that the field of geriatric medicine is not yet developed in regard to geriatric medical care and education. Most respondents could not specify which section in a medical university is responsible for teaching the fields of basic and social medicine. This result shows that it may be difficult to incorporate pre-graduate geriatric medical education into the curriculum. As part of the pre-graduate curriculum of medical education on geriatrics, a practical exercise such as inspection of a geriatric hospital and geriatric home was considered most desirable by the respondents. Out of nine items, the top three most important aspects of post-graduate medical education on geriatrics for clinical and social medicine, were (1) studying the medical care and welfare of the elderly, (2) assessing the impaired life function of the elderly, and (3) studying pharmaco- therapy. Out of 6 items, the top three most important aspects of a practical exercise in post-graduate medical education in geriatrics were (1) providing general care to the elderly, (2) giving rehabilitation guidance and (3) providing psychological support for the elderly. Furthermore, 20 of the respondents (22.5%) have performed geriatric medical research on either the activities of daily life of the elderly or living wills, both of which seem to reflect the health and life of elderly people.

Medical and dental education share the common goal of preparing clinically competent and socially responsible health professionals. Despite this shared goal, the two disciplines have evolved as distinct academic fields, with limited empirical comparisons between them. Understanding their commonalities and differences can foster mutual development and cross-disciplinary collaboration. This study aims to compare research priorities in medical and dental education by analyzing author keywords from representative journals in each field. A bibliometric analysis was conducted using author keywords from two medical education journals (Advances in Health Sciences Education and BMC Medical Education) and two dental education journals (European Journal of Dental Education and Journal of Dental Education) over a 10-year period (2015-2024). Data were retrieved from the Web of Science database, including only original research articles and review articles. Frequency analysis of the top 10 author keywords was performed in 2-year intervals, and bump charts were created to visualize temporal ranking changes. In addition, co-occurrence network maps were constructed using all keywords appearing 10 or more times over the study period. Data processing and visualization were conducted using VOSviewer and Tableau software. A total of 9391 articles were analyzed, comprising 6806 articles from medical education journals and 2585 articles from dental education journals. Both fields consistently emphasized "students," "assessment," and "curriculum" as core research topics. However, medical education placed greater emphasis on "postgraduate medical education" and student mental health (e.g., empathy, resilience, and depression), whereas dental education focused more on "educational technology" and clinical skills development (e.g., simulation, virtual reality, and psychomotor skills). The keyword "covid-19" emerged prominently in both fields from 2019 to 2020 onward, reflecting the pandemic's transformative impact on education. "Interprofessional education" appeared as a shared emerging theme, suggesting growing recognition of collaborative practice needs. This study identifies both foundational commonalities and discipline-specific innovations in medical and dental education research over the past decade. These findings suggest that shared interests and distinctive priorities can lead to meaningful opportunities for collaborative educational development and joint research efforts across health professions education.

Developing research capacity.

Back to table of contents Previous article Next article Professional NewsFull AccessU.K. Doctors Want Industry out of Medical EducationJun YanJun YanSearch for more papers by this authorPublished Online:20 Mar 2009https://doi.org/10.1176/pn.44.6.0009Medical education and practice should minimize industry influence, and a government agency should become more actively involved in medical research and education, the Royal College of Physicians (RCP) in the United Kingdom recommended in a report issued February 4.The RCP is the oldest professional association for physicians in England, Wales, and Northern Ireland, chartered by King Henry VIII in 1518 and now boasting a membership of 22,000. In 2007 the RCP set up a working group of representatives from medicine, industry, and the National Health Service (NHS) to review the relationships among the NHS, academic medicine, and the pharmaceutical industry.The report produced by the group, titled “Innovating for Health: Patients, Physicians, the Pharmaceutical Industry, and the NHS,” contains 42 recommendations aimed at redefining the relationships among medicine, research, industry, and regulators with the goal of optimizing patient care.The group surveyed the Patient and Carer Network, a 75-member group of patients, caregivers, and members of the public who are directly involved in the RCP discussions, to obtain patients' concerns and opinions about health care services. The survey revealed that patients and their caregivers were concerned about whether all patients in the United Kingdom have equal access to the most effective medicines. They were also troubled about the relationship between their physicians and pharmaceutical companies; many believed that gifts and information from industry to physicians may affect their independence in making decisions about what treatment is in their patients' best interests.“Education is one of the most contentious areas between doctors, scientists, and industry,” the report noted. “Students ... need to be protected from undue pharmaceutical marketing.” The report also found that “continuing professional development programmes are too dependent on industry support.” The report called for reducing industry sponsorship for postgraduate medical education and increasing the role of the NHS.The report authors stopped short, however, of calling for a ban on industry's involvement with medical education and instead recommended that companies place their educational grants into a pooled fund to decouple funding from specific products.They also recommended that medical schools and institutions find alternative and sustainable sources for continuing medical education and that physicians should take “greater financial responsibility for their own postgraduate education.”The authors recommended that “all gifts to doctors, including food and travel,... should end.” Echoing a recent trend in the United States, they also called for establishment of a public database to report all honoraria or fees a physician receives from pharmaceutical companies.They cited controversies and debates currently raging in the U.S. medical community over the relationship between medicine and the pharmaceutical industry and its effect on patient care. They acknowledged similar concerns and criticisms in the United Kingdom from the media and the public despite important differences in the two countries' health care systems and policies.Meanwhile, the report authors emphasized that collaboration between medicine and industry, with more support and investment from the NHS, is necessary and beneficial to advancing medicine and improving the quality of patient care. Both industry and academic researchers in the United Kingdom complain about losing the vitality of clinical research to other countries because of government bureaucracy and common anti-industry suspicions.In an editorial in the February 7 The Lancet, Richard Horton, M.D., chair of the RCP working group and editor in chief of The Lancet, insisted that “all potentially adverse influences on doctors should be eliminated from the educational environment they train and work in.” ▪ ISSUES NewArchived

Over the past 35 years Iran had significant quantitative progress in postgraduate medical education; and growth in specialist's physician workforce supply. Health and medical education policy makers have struggled with many issues related to physician supply, such as determining the sufficient number of physicians workforce and the appropriate number to train; establishing new medical schools; the diversity of specialty programs; efforts to increase the supply of physicians in specialty level in remote and rural areas; and the growing number of female physicians and its impact on health services. After establishment of Ministry of Health and Medical Education (MoHME) in Iran, expansion of medical specialty education was a priority. Since then, great advances have been made in training of new specialty programs. Despite of these brilliant advances during the last decades in Iran, there has been no integrated and comprehensive documentation of previous and current growth trend, yet. To understand where Iranian physician supply and specialty training is headed, we examined the Iranian medical specialist's trends from 1979 to 2013 in a national study by support of Iranian academy of medicine. This paper documents the growth trend of medical specialist's workforce over the past 35 years. Examining the health manpower growth trends allow health and medical education policy makers to plan innovative strategies for the purposeful development of postgraduate medical education to ensure that in future there would be sufficient physicians supply, with the right skills, in the right places in response to population demands.

Medical EducationVolume 28, Issue s2 p. 3-4 Free Access Hospital Specialist Training: Implementing Calman * First published: Dec 1994 https://doi.org/10.1111/j.1365-2923.1994.tb04578.xAboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat The three phases of medical education: basic, postgraduate and continuing, are under intense scrutiny throughout the world (World Federation for Medical Education 1994). The reasons are not difficult to discern. Technological advances have made therapeutic interventions effective and expensive, leading to increasing proportions of gross domestic products being devoted to health care. This in turn has created frustrations because of perceived gaps between the potential and achieved health gains for populations, in spite of the increasing investment in health care. In medical education, there are tensions between the desire to develop technical expertise through specialist experience and the wish to provide whole person medicine, which requires breadth in training. As the rate of change in medical knowledge and therapeutic interventions increase, there is a recognition that reliance on the apprenticeship model for postgraduate education assessed through the traditional forms of examination is an inefficient and unreliable model for producing competent doctors capable of continuing their professional development throughout their careers. This is the background and context in which the Working Group chaired by the Chief Medical Officer, Dr Kenneth Calman, seized the opportunity provided by the European Commission Directive on Harmonization of Specialist Qualifications to propose radical changes in postgraduate training in the United Kingdom for hospital specialists. The Recommendations of the Working Group cover the duration of training and the need for assessment as part of the educational process. The United Kingdom Government, in accepting the Recommendations of the Working Group, set a tight schedule for implementation and set major challenges for the institutions with interests and responsibilities in this field: the General Medical Council, the Royal Colleges and Faculties, Postgraduate Medical Deans and universities as well as the health authorities and National Health Service Trusts. This Supplement contains the papers presented at a conference organized by the Association for the Study of Medical Education on the ‘Implementation of the Calman Working Group Recommendations' held on 13 April 1994 and reports the discussion which took place. Over 140 doctors and educationalists from all over the United Kingdom attended. The conference was intended as a working meeting in which the ideas and proposals from some of the Royal Colleges, the General Medical Council and the NHS Management Executive could be presented and discussed. The Association for the Study of Medical Education (ASME) as organizers of the conference appreciate the open and frank way in which the College Presidents and others responded to the invitation to participate. Their willingness to share ideas and expose proposals on curricula to critical scrutiny at an early stage in their formulation is a very positive sign of the continuing constructive debate about the structure, content and assessment of postgraduate education. We hope the publication of this Supplement will itself stimulate further discussion about the fundamental changes in the practice of medicine in the United Kingdom which flow from the recommendations of the Working Group. These changes have relevance beyond the National Health Service and beyond the United Kingdom. The National Health Service is unusual in world terms on several counts. In this context it has been remarkable in matching the number of doctors in higher specialist training with subsequent career opportunities. One of the major questions to emerge in the conference is whether the reforms in postgraduate medical education can be achieved at the same time as restructuring of the National Health Service which gives a greater autonomy in manpower planning to individual hospitals and units. Countries in Eastern Europe and elsewhere will be watching to see whether relaxation of central planning controls can still accommodate systems which produce well-trained doctors in appropriate numbers. Footnotes * Hospital Doctors: Training for the Future. Report of the Working Group on Specialist Medical Training (Calman Report). 1993. Department of Health, London. References World Federation for Medical Education (1994) Report of the World Summit on Medical Education. Medical Education 28 (Supplement 1). Volume28, Issues2Dec 1994Pages 3-4 ReferencesRelatedInformation

Postgraduate medical education is the highest level of medical education. The training quality of postgraduate medical education is not only the lifeline for the survival and development of medical schools, but also inextricably linked to people’s lives. Given the unique characteristics of medical education, the expanding scale of postgraduate medical education, and the increasingly diversified types of training, without any effective monitoring of the training process for medical postgraduates, both the quality of education and the development of the society will be affected. Master’s education in basic medicine is a crucial part of postgraduate medical education, but its training objectives are completely different from those of students with a master’s degree in clinic. Postgraduate education in basic medicine pays more attention to the mastery of knowledge and the cultivation of scientific and practical ability, showing greater foresight and individuality in its cultivation process. This paper discusses the postgraduate training mode in Wenzhou Medical University and creates an assessment system focusing on “literature reading ability,” “open literature transcription,” “distinctive academic report,” “multidisciplinary cross-opening,” “mid-term assessment with a blind review by an additional expert,” and “laboratory operation technique assessment.” Different assessments and evaluations are conducted at different stages to train postgraduates in mastering various experimental techniques and methods, while developing the ability to think independently, solve problems, and design research projects.

The concept of continuity in medical education reflects the progressive professional and personal development that physicians need in education. The aim of this study is investigating the views of the...

Surveys on the relationships between medical academia and the pharmaceutical industry have raised concerns over potential conflicts of interest. To address the issues, more medical schools are establishing policies and taking steps to limit the pharmaceutical industry's presence and influence on campus, though with different approaches. Email this article to a Colleague Similar articles in this journal Alert me to new issues of the journal Download to citation manager