Introducing a Structured Blended Medical Educational Program to Family Medicine Physicians in Sudan Medical Specialization Board (SMSB)-Sudan-2019

Abstract

Introduction: This project is a learning program; medical teaching-learning and innovation (MTLI). MTLI is a spirited, dynamic, innovative, and up to date educational process depending on the advanced technology and learner’s preference. One of the requirements of this course to write a medical education project. Continuing medical education (CME) is any activity that serves to preserve, boost, or raise the knowledge, skillfulness and professional performance and relationships that physicians use to supply services to all patients. Continuing professional development (CPD) is the central part of requirements for recertification, earning and renovation of a license of practice in several countries. Purposes: We observe the current methods of learning are deficient because of misunderstanding and misuse of technology, the time factors of learners, lack of flexibility and simplicity of learning tools and the lack of communication between the educator and students thereby. The main issue is the learning to assess the Sudanese family physicians’ learning needs in SMSB, to meet the learning needs, to earn new knowledge, approaching the diagnosis, new laboratory tests, medicine, skills, and procedure by discussing the major/professional, governmental agencies and associations/societies and case base problem. The overall objective to cover the professional practice gap. Perspectives: Enhancing critical thinking of physicians for the up-to-date major/professional, governmental agencies and associations/societies through introducing a structured blended-learning program, self-directed education plus group discussion of family medicine physicians to improve clinician knowledge, strengthen clinician skills, best clinician performance, and perfect clinical outcomes. The potential impact of the project: The combination of different methods of teaching is something each professional teacher should not only know but also implement in their classroom so, we need to use multiple methods of learning for the best learning effectiveness to serve as a resource for all health professionals responsible for providing primary care to patients, especially those who may not have been adequately trained in the large variety of areas that make up comprehensive primary care for the organization, patients and physicians’ benefits. Conclusion: A single method of medical teaching and learning has a little impact, it is not enough to get benefits so, teaching should encompass multimedia, multiple instructional techniques, and numerous exposures whenever possible.