Future Of Medical Education Research Articles

Medical Education During the Coronavirus Disease-2019 Pandemic: Learning From a Distance.

As paradigms of clinical care delivery have been significantly impacted by the novel coronavirus disease-2019 pandemic, so has the structure, delivery, and future of medical education. Both undergraduate and graduate medical education have seen disruptions ranging from fully virtual delivery of educational content and limited clinical care for medical students to increased clinical demands with redeployment for residents and fellows. Adherence to social distancing has led to the adoption and implementation of already available technologies in medical education, including video conferencing softwares and social media platforms. Efficient and effective use of these technologies requires an understanding not only of these platforms and their features but also of their inherent limitations. During a time of uncertainty and increased clinical demands, the approach to medical education must be thoughtful with attention to wellness of both the educator and learner. In this review, we discuss the influence of the pandemic on the existing medical education landscape, outline existing and proposed adaptations to social distancing, and describe challenges that lie ahead.

Novel Educational Responses to COVID-19: What is Here to Stay?

Novel Educational Responses to COVID-19: What is Here to Stay?

Past, present and future of medical education in Ireland

Medical education and training has evolved over the centuries. Ireland has a long history of leading on aspects of training that remain relevant today, focussing on the apprenticeship model coupled with a robust modern medical education framework. The practice of medicine is changing rapidly driven by expanding knowledge, advances in technology and use of artificial intelligence, demographic shifts and the expectations of patients and society. Medical training and education need to adapt to ensure that our current knowledge and future medical workforce is prepared for modern-day patient-centric practice. Ireland has emerged as a world leader in medical device technology, pharmaceutical research and development and social media technology support which offer the opportunity for the future of medical training. Knowledge, emotional intelligence, critical thinking, compassion, resilience and leadership are key attributes to which we as a profession aspire. There is an opportunity to leverage Ireland’s global position in technology and finance to train our modern-day medical workforce whilst retaining the attributes of the compassionate practice of the art of medicine. This paper explores the past, present and future of medical education and training in Ireland.

A vision of the use of technology in medical education after the COVID-19 pandemic.

This article was migrated. The article was marked as recommended. Medical education across the world has experienced a major disruptive change as a consequence of the COVID-19 pandemic and technology has been rapidly and innovatively used to maintain teaching and learning. The future of medical education is uncertain after the pandemic resolves but several potential future scenarios are discussed to inform current decision-making about the future provision of teaching and learning. The use of emergent technology for education, such as artificial intelligence for adaptive learning and virtual reality, are highly likely to be essential components of the transformative change and the future of medical education. The benefits and challenges of the use of technology in medical education are discussed with the intention of informing all providers on how the changes after the pandemic can have a positive impact on both educators and students across the world.

Health profession education course teaching to undergraduate medical and dental students for making consensus: A mix research method among medical educationist of Peshawar by using Delphi technique

This article was migrated. The article was not marked as recommended. Introduction:The future medical education demands newer strategies to enforce positive teaching change. The Pakistan Medical & Dental Council (PM&DC) has added outcomes such as leadership and management, professionalism, communication skills, and personal professional development. However, the level of difficulty and the importance of the contents need to be identified for the undergraduate medical and dental students. Methodology:This study was conducted at four institutions of Peshawar, Khyber College of Dentistry, Khyber Medical College, Khyber Girls Medical College and Khyber Teaching Hospital, the study was completed from April to December 2018, mix method study design of modified Delphi survey was used through a self-administered questionnaire. The study comprised of two iterative rounds of opinion seeking. The questionnaire included baseline data about the participants including instructions, consent form and name, teaching experience, professional degree, and institute. The first and second round of the questionnaire had 09 statements and 01 Likert scales ranging from strongly agree to strongly disagree. The data were analyzed by using SPSS version 21. Results:The analysis showed that out of 11 items, 07 items in the key contents of teaching medical education could not achieve consensus, while 04 items achieved consensus. The 40(67%) of respondents agreed to include medical education at the undergraduate level. Majority 32(53%)of the respondents agreed that medical education contents should be taught in the third year of MBBS and second-year BDS 43(72%). Conclusion: Key content areas of medical education to the undergraduate medical and dental students should be taught in the form of small group discussions. However, the consensus could not be developed on the assessment procedures for assessing medical education topics to the undergraduate medical and dental students.

Medical Teaching and Assessment in the Era of COVID-19.

The coronavirus pandemic has had a significant influence on medical education, most notably in terms of content delivery and provision of assessments. These unique times have facilitated the introduction of many new educational methods in medical schools globally each of which with potential merits and drawbacks. Importantly, the use of remote platforms to carry out online teaching has been especially vital in ensuring the continued training of doctors but other techniques such as telemedicine, online clinical case repositories and even virtual reality headsets are also being used to overcome these difficult circumstances. Some institutions also opted for open book written examinations raising issues surrounding this format’s legitimacy and potential benefits. Practical examinations are even harder to facilitate and although most were cancelled, this crisis may result in innovation which changes their future format. For example some may include audible clinical signs played online through a computer speaker to replace clinical examination. Overall, the COVID-19 pandemic has caused an overhaul of medical school orthodoxy that whilst disruptive, may serve to expose institutions to novel means of teaching and assessment which may ultimately improve medical education in future.

The Curriculum at the College of Medicine and Medical Sciences at Arabian Gulf University: A Way Forward to Meet the Future Medical Education Needs.

Arabian Gulf University (AGU) follows a curriculum based on Problem Based Learning (PBL). PBL is a learner-centered approach that empowers students for life-long learning. Students are taught through problems that are designed based on global health problems customized to the local needs. The classroom teaching is complemented through adjunct programs like community health activities and professional skills program. Medical education aims to meet the changing needs of society. Demographics, disease epidemiology and healthcare needs of the gulf countries have changed over 38 years since the inception of AGU. To keep pace with the changing demands, it is imperative that the curriculum is reviewed in the light of advances in technology and newer techniques of medical education.In the present article the curriculum at AGU is reviewed based on the predictors for future medical education and alternative teaching methods that can be integrated to optimize the student outputs are explored.

Internal Medicine Physicians and Social media: Knowledge, Skills, and Attitudes.

ObjectiveIncreasing adoption of social media have revolutionized communications between individuals, groups, and organizations This research study was designed to assess the knowledge, skills, and attitudes of internal medicine physicians’ awareness and engagement with social media (sometimes referred to as #SoMe) within the digital landscape of healthcare delivery.MethodsAn audience-response survey focused on social media “Social media in Healthcare: Physician Survey,” was administered during the “A Systematic Approach to Medically Unexplained Symptoms” continuing medical education conference. The Conference took place between August 22, 2019 and August 24, 2019. Data was collected on August 23, 2019. A range of 103 (59.5%) to 112 (64.7%) of the total 173 attendees participated in this cross-sectional audience-response survey, depending on the questions answered.ResultsMost responders were between the ages of 35 and 65 years (79.6%) and female (60.2%). A majority of responders were aware of social media terminology (88.7%), and many had used it personally (46.7%), but only 12% knew how to use social media to search medical topics, 18% used it to network professionally and most (68.9%) had a distrust of social media when it came to the protection of their privacy or their patients’ privacy. Overall, about 29.6% indicated an interest in future continued medical education focused on social media (and 27.4% were neutral).ConclusionsApproximately half of the responders used social media but far less engaged its platforms for professional use likely due to privacy related concerns. Distance from academic institutions, where professional social media use is more common likely, played a role in aversion. Awareness of social media’s role in healthcare has increased among physicians in practice, however their participation and knowledge of opportunities remains limited.

Developing future medical educators in an Australian medical program: supervisors’ reflections on the first four years of MD Professional Project implementation

ABSTRACT Background Increasingly, professional bodies expect doctors to not only provide patient care but also educate students, trainees and patients. Few medical students, however, receive formal tuition in terms of the theory and practice of medical education. A curriculum restructure from an MBBS to a Doctor of Medicine (MD) program provided an opportunity to develop three Masters streams: Clinical research, Capstones and educational Professional Projects. This submission describes how one Australian medical school is preparing some students for their future roles as medical educators through MD Professional Projects. Design Framed by the 12 roles of the medical ‘teacher’, most students undertaking these projects take on Resource Developer (including simulation) and Assessor roles. For those choosing resource development (excluding simulation) or assessment, the Association for Medical Education (AMEE) Student Essential Skills in Medical Education (ESME) Course is compulsory. For those choosing educational research, the ESME Course is optional. Outcomes By December 2020, four MD cohorts will have graduated with 69 students having undertaken educational MD Professional Projects, with fifty-one completing the ESME Course. MD students have created a range of resources for the curriculum, their colleagues and the local healthcare community. In addition to the expected learning we identified additional value-added outcomes for learners (e.g. skill development), the curriculum (e.g. areas of difficulty), academic supervisors’ roles (e.g. role-modelling) and for the health care community (e.g. as expert reviewers). Conclusions Engaging in scholarly activities such the ESME Course and developing learning resources not only provided MD students with a more in-depth theoretical knowledge in a range of clinical areas, but also developed skills that would prepare them for their future roles as medical educators. As supervisors, we identified the value these projects add to the broader health community as well as personal and professional benefits for ourselves.

Racjonalne modele rozumowania klinicznego

Debate regarding evidence based medicine in current state focuses on basic philosophical as-sumptions of paradigm announced in 1992 by EBM Working Group. One of the topic in this debate is clinical reasoning in light of medical decision-making. Polish literature still lacks of comprehensive presentation in this theoretical fi eld. In current article I present overview of models of clinical reasoning. I begin from the debate of rationality distinguishing two positions called meliorism and panglosianism. Next I proceed to elaboration of three models for clinical reasoning in context of meliorists position. It gives an opportunity to look closer for inferential rules of clinical decision-making and as a result may be precious perspective for future re-search and medical education.

Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review

BackgroundMedical education must adapt to different health care contexts, including digitalized health care systems and a digital generation of students in a hyper-connected world. The aims of this study are to identify and synthesize the values that medical educators need to implement in the curricula and to introduce representative educational programs.MethodsAn integrative review was conducted to combine data from various research designs. We searched for articles on PubMed, Scopus, Web of Science, and EBSCO ERIC between 2011 and 2017. Key search terms were “undergraduate medical education,” “future,” “twenty-first century,” “millennium,” “curriculum,” “teaching,” “learning,” and “assessment.” We screened and extracted them according to inclusion and exclusion criteria from titles and abstracts. All authors read the full texts and discussed them to reach a consensus about the themes and subthemes. Data appraisal was performed using a modified Hawker ‘s evaluation form.ResultsAmong the 7616 abstracts initially identified, 28 full-text articles were selected to reflect medical education trends and suggest suitable educational programs. The integrative themes and subthemes of future medical education are as follows: 1) a humanistic approach to patient safety that involves encouraging humanistic doctors and facilitating collaboration; 2) early experience and longitudinal integration by early exposure to patient-oriented integration and longitudinal integrated clerkships; 3) going beyond hospitals toward society by responding to changing community needs and showing respect for diversity; and 4) student-driven learning with advanced technology through active learning with individualization, social interaction, and resource accessibility.ConclusionsThis review integrated the trends in undergraduate medical education in readiness for the anticipated changes in medical environments. The detailed programs introduced in this study could be useful for medical educators in the development of curricula. Further research is required to integrate the educational trends into graduate and continuing medical education, and to investigate the status or effects of innovative educational programs in each medical school or environment.

Edgar Dale's Pyramid of Learning in medical education: Further expansion of the myth.

A mythical Pyramid of Learning, usually attributed to Edgar Dale (or the National Training Laboratories [NTL]) and giving student learning retention rates, has been cited in a wide range of educational literature. A 2013 literature review indicated that medical education literature similarly cites this Pyramid. It was hoped that highlighting this myth in that review would reduce references to the Pyramid in future medical education literature. This study aimed at determining what change in Pyramid citation has occurred in the past 5years. A documented literature review, following the same process as the original review, was conducted. The search dates were September 2012 to April 2018, and the databases were Academic Search Complete, CINAHL, Medline and Google Scholar. Sources were from peer-reviewed journals or conferences, in English. From an initial search result of 992 documents, 41 were found to match the criteria. Trends discovered are: the number of Pyramid citations in medical education literature is increasing dramatically, new sources of the Pyramid are now being used, refutations of the Pyramid are being used to support it, and even researchers who acknowledge the weakness of the Pyramid still cite it. In spite of the 2013 review, the situation has become worse. One possible reason is that refutations use too polite academic wording, and other researchers then consider the Pyramid to be merely "disputed" or "debated." To kill the myth of the Pyramid, it is necessary for this article's Abstract to state unequivocally: The Pyramid is rubbish, the statistics are rubbish, and they do not come from Edgar Dale. Until the NTL can provide details about the original research, their version must also be treated as rubbish.

Preparing Future Medical Educators: Development and Pilot Evaluation of a Student-Led Medical Education Elective.

Although all medical school graduates are expected to be educators as residents, and subsequently as faculty, most students receive no formal education on how to teach. At the Uniformed Services University (USU), no formal educational training previously existed for senior medial students as they prepared for residency. A novel Medical Education Elective for MS4s was developed and run by MS4s with faculty mentoring at USU with implementation between January and June 2018. The overall goal of the 4-week course was to provide a forum for MS4s to gain exposure to educational theories and teaching methods with an opportunity to practice learned skills in the underclass curriculum. The course's three core components were: didactics, observed teaching, and independent teaching. The course was evaluated via multiple methods including verbal and survey feedback from both first and fourth year medical students. The preliminary outcomes revealed the course had a positive impact on both first-year medical students (MS1s) and MS4s. As of May 2018, 100% (n = 59) of MS1s surveyed reported that having an MS4 teacher contributed positively to their learning experience. All MS4s surveyed (n = 12) agreed that the course enhanced their confidence in teaching. Medical education courses not only offer an opportunity for senior students to cultivate educational theoretical knowledge and teaching skills in preparation for residency but also contribute positively to the learning experiences of underclass students. Now that the elective has been piloted with initial data suggesting feasibility and benefit to both MS4 and MS1 students, the next steps are to focus on ensuring longevity of the course offering at USU and to consider working with senior students at other institutions that lack formal training in education to start similar student run medical education initiatives.

Medical Education in Future

Medical Education in Future

The future of medical education.

The future of medical education.

Medical Scribes in the Emergency Department: The Scribes' Point of View.

Background: Studies report the benefit of medical scribes in the emergency department on patient throughput, clinical documentation, patient outcomes, and provider and patient satisfaction. However, studies are silent on the benefits of being a scribe for premedical and medical students.Methods: The senior author interviewed 8 scribes who were applying for medical school and 9 medical students who had been scribes prior to medical school. Discussion was prompted on undergraduate education; scribe recruitment and training; career intentions; experience as a scribe; and the value of being a scribe to themselves, to the doctors with whom they worked, and to the hospital where they were employed.Results: The typical scribe had become a scribe to support his or her chances of entry into medical school. Those already in medical school were not convinced that this experience had actually made a difference in their acceptance. All 17 scribes were emphatic that the role had benefitted them in other ways, specifically, by learning medical terminology, observing communication between doctor and patient, and understanding the practice of medicine in an emergency department. For many scribes, the experience reinforced the desire to become a doctor. The scribes recognized their value in the areas of process and finance. They also recognized that many doctors, particularly those working in academic health centers, derived satisfaction from the training and mentoring that they offered.Conclusion: Scribes perceive the role of a scribe to be highly valuable in terms of their career decision making and future medical education.

The Future of Medical Education

The Future of Medical Education

A questionnaire based study to assess feedback on teaching methodology and evaluation methods in pharmacology

Background: The reviewing of teaching and evaluation methods by feedback from students and modification is very important for further development and restructuring of medical education in future. The curriculum that we follow needs to be assessed periodically as it highlights the strengths as well as points out the fallacies, which are required to improve the medical teaching.Methods: The present study was carried out at Sri Venkateshwaraa Medical College Hospital and Research Centre in a total of 100 third year MBBS students. Pre-validated questionnaire was used. Suggestions were also enquired regarding the modifications needed in pharmacology teaching methods.Results: Out of the topic of interest in pharmacology, CNS ranks first with 28%, followed by CVS with 20%. Regarding the topic to be added in regular Pharmacology teaching, 37% preferred on case study and treatment discussion, while 32% preferred group discussion and 16% for quiz. Among the students 54% preferred text books only for studying pharmacology. Regarding the special topics to be discussed in pharmacology, 31% opted for paediatric pharmacology. The students have also suggested for clinical based teaching.Conclusions: The results of present study can serve as positive feedback to make the teaching programme more interesting. A well designed and systematic prospective research needs to be carried out, so that students get updated every year. It can also pave way for a rational prescribing practice after acquiring a proper and updated knowledge about Pharmacology as part of the undergraduate teaching programme.

The Direct Economic and Opportunity Costs of the Medical College Admissions Test (MCAT) for Canadian Medical Students.

This article was migrated. The article was marked as recommended. Background The Association of Faculties of Medicine of Canada, Future of Medical Education in Canada report shared a collective vision to improve social accountability, including a review of admissions policies to enhance student diversity. This study explored if and how the Medical College Admissions Test (MCAT) might mediate the socioeconomic diversity of Canadian medical schools by quantifying the costs and other cost-related factors of preparing for the exam. Methods A 34-question anonymous and bilingual (English and French) online questionnaire was sent to the 2015 first-year cohort of Canadian medical students. Developed collaboratively, the survey content focused on MCAT preparation and completion activities, associated costs, and students' perceptions of MCAT costs. Findings The survey response rate was 32%. First-year medical students were more likely than the Canadian population to belong to high-income families (63% vs. 36%) and less likely to be from rural locations (4.5% vs. 19%). Use of MCAT preparation materials was reported by nearly every MCAT test-taker (95.3%): of those, 76.4% used free practice tests; 59.8% paid for practice tests; 45.1% registered for preparation courses; and 3.3% hired a private tutor. In terms of writing the MCAT, the total economic costs per respondent are estimated at $6,357 ($4,755-$7,958) and total direct costs per respondent are estimated at $2,970 ($1,882- $4,058). Opportunity costs represented the majority of economic costs, at $3,387 ($2,872 - $3,901), or 53.2%. MCAT preparation costs are estimated to be $2,372 ($1,373-$3,372), or 79.9% of total direct costs and 37.3% of economic costs. Most respondents agreed, 76%, that the MCAT posed a financial hardship. Conclusion The financial demands of preparing for and completing the MCAT quantified in this study highlight an admissions requirement that is likely contributing to the current student diversity challenges in Canadian medical schools. In the spirit of social accountability, perhaps it is time to prioritize equitable alternative for assessing applicants' academic readiness for medical school.

Future medical education: Preparing, priorities, possibilities

Introduction: As educators who are guiding the preparation of future health professionals, we must do what we can to recognize and meet the needs of those our graduates will serve. Fulfilling that goal depends on our responding to relevant changes in society and to evolving understanding of learning processes.Preparing: To have educational programs that evolve appropriately when preparing learners for the future, we too must evolve. We need to prepare by recognizing shifts in population health and other societal trends that bring implications for the kinds of clinicians needed. External trends can require changes in our thinking and practices so that we reform any outdated educational traditions.Priorities: Societal changes relevant to medical education and health care are happening so rapidly that we need to select from existing trends those that are most pressing and impactful. As we set our priorities, we need to understand the process of facilitating lasting changes in people and institutions.Possibilities: In addition to responding to the changes that are arriving, we need to be initiating additional changes. Here, I suggest some reforms needed in health professions education, if our students are to become the clinicians that their future patients deserve.