Medical Education System Research Articles

Call for Reforms in the NEET-UG Examination (National Eligibility cum Entrance Test - Undergraduate): Addressing Human Resources in Health for India, the World’s Most Populous Country

ABSTRACT The National Eligibility cum Entrance Test for Undergraduate (NEET-UG) in India serves as a unified admission examination for undergraduate medical courses, aiming to standardize assessment across diverse educational backgrounds. Despite its goals, NEET-UG has faced criticism over fairness, excessive reliance on coaching, and its impact on students’ holistic development. The article reviews the limitations of the current NEET-UG format and proposes reforms, emphasizing the need to align the syllabus more closely with medical requirements by reducing physics and chemistry content and prioritizing biology. It suggests restructuring NEET-UG into a two-step examination to improve differentiation among candidates and reduce malpractice. Introducing a computer-based format, expanding the question pool, and adding interdisciplinary topics relevant to healthcare, such as Psychology, Nutrition, Physical Education, Cell biology, Genetics, public health and sociology, are also recommended. Additionally, the paper compares NEET-UG with global medical entrance exams, noting that broader subject assessments and critical thinking skills could enhance candidate evaluation. The Indian medical education system is the largest in the world. Given its vast capacities, it is crucial to reform the selection process to ensure that human resources in health can effectively address the pressing public health needs of India, the world’s most populated country. The proposed reforms aim to create a fairer, more comprehensive selection process that minimizes stress, encourages holistic education, and better meets medical education standards.

A Typology for Rural Residency Training

Abstract Until rural track program definitions were recently established in regulation and accreditation,1 there was no widely accepted classification system for rural graduate medical education (GME), making it difficult to conduct educational research, compare published results, or navigate the maze of options available to residency applicants. This typology for rural residency training, refined in use by rural medical educators, student applicants, and researchers2,3 over the past 2 decades, addresses varying degrees of required rurally located training, rural focus, and rural graduate placement outcomes. Acknowledging the range and differences across rural and frontier communities, this typology considers to be rural a geographic location that is rural by any 2 of the more than 75 federal definitions that exist (e.g., Core-Based Statistical Areas, Rural-Urban Commuting Area codes). For 8 common federal definitions, see RHIhub’s “Am I Rural?” Tool at https://www.ruralhealthinfo.org/am-i-rural.

History of Educational and Scientific Works in Andijan State Medical Institute

This article is devoted to the study of the history of the formation of the system of higher medical education in the Andijan region and the stages of its development. The Andijan Medical Institute and its importance in the training of medical personnel in the region are analyzed.

DEVELOPMENT OF HIGHER MEDICAL EDUCATION ABROAD IN THE STUDIES OF UKRAINIAN COMPARATIVISTS

The article presents a synthesized historiographical analysis of Ukrainian pedagogical comparativistsʼ works on the development of higher medical education in foreign countries, identifying trends, achievements, bottlenecks, and prospects for studying this problem. The presented sample of dissertations, monographs, and textbooks demonstrated their narrow country-specific vector and similarity in formulating the subject of research. Historiographical and comparative analysis revealed similar approaches of scientists to determining trends in the development and functioning of national systems of professional training for doctors. These concern the preservation and expansion of decentralization in higher medical education management; strengthening the interaction of its various links; shifting emphasis in determining the prerequisites for the development of national higher medical education systems from “traditional” factors (political, socio-economic, cultural situation of the country, etc.) to clarifying the influences of international medical organizations and documents in the field of healthcare that substantiate general strategies for training doctors in higher medical education institutions, etc. Scientists also propose original approaches to studying the functioning of national systems of higher medical education. These are manifested in the development of authors periodizations and classifications of the specified process; thorough characteristics of university environments for training future doctors in different countries; comprehensive understanding of the determinants of their formation and development, which, in addition to social, economic, and cultural factors of the country's development, relate to the level of education of the population, its multiculturalism, the specifics of educational systems, etc. In these perspectives, the analyzed studies mark two main country-specific vectors of research in higher medical education: “overseas” (USA and Canada) and “European” (mainly Great Britain, Poland, and German-speaking countries).

Mental Illnesses and Stigma among Medical Undergraduates in India.

The current Medical Education system of India, with its enormous workload and academic demands tend to cause the medical students stress. There is evidence showing medical students at a higher risk of depression, anxiety and burnout compared to other Indian students. Despite, the huge reported numbers, the proportion of students and doctors who seek help for their problems is alarmingly low. One of the reasons provided for the same is stigma towards mental health and an apprehension regarding labels and treatment history on the careers of the students. Increased awareness and with a National Health Programme catered towards mental health, there has been a boost in the utilization and provision of mental health services but it rarely translates into better mental health facilities for the healthcare providers. The special set of challenges faced by a medical students are gradually being recognized and efforts are being made to address them. Curriculum guidelines, teaching methods, student welfare centres and helplines have been the areas of intervention. There should also be changes in approaches towards the students who face problems and providing a safe environment for them to discuss their problems, including encouraging peer support. Thus, a fine balance needs to be present between ensuring the protection of the mental health of a medical student and ensuring a quality medical education for them. Further exploration to address stigma and building empathy among the students and evaluation of the intervention methods devised to address the same becomes very necessary to ensure fruitful interventions. It is the need of the hour to help Indian Medical students overcome their struggles with mental health.

HIGHER MEDICAL EDUCATION ABROAD IN THE HISTORIOGRAPHY OF UKRAINIAN PEDAGOGICAL COMPARATIVE STUDIES

The relevance of this research is driven by the need for a comprehensive understanding of foreign experiences in the functioning of national higher medical education systems within the context of Ukraine's complex and contradictory processes of integration into the European Higher Education Area. The article aims to conduct a comprehensive analysis of the historiography of Ukrainian pedagogical comparative studies on the development of higher medical education in foreign countries to identify trends, achievements, gaps, and prospects for studying this issue. The research methods include search-heuristic, analysis and synthesis, historiographic, hermeneutic, comparative, and phenomenological. As a result of search-heuristic and scientific research work, about 30 dissertations, monographs, and educational manuals on the issue were identified and analyzed. Based on this, their narrow country-specific focus and the similarity in the formulation of the research subject were identified, as well as the directions, trends, and features of research on the development of higher medical education abroad were outlined. It was shown that the historiography of domestic pedagogical comparative studies on this issue has a pronounced interdisciplinary profile-oriented character. Most of the authors involved in its formation, particularly degree candidates, were mainly professional medics, with their scientific supervisors and consultants being experienced scientist-pedagogues. When studying the body of work on the development of higher medical education abroad, it was found that a significant portion of the monographs, articles, and theses of scientific conferences dedicated to it were prepared based on dissertation materials. Therefore, the focus was on analyzing dissertations, as well as monographs and articles containing original scientific knowledge. The main vector of research related to the training of doctors in specialized higher education institutions in foreign countries was determined. Common and distinctive features of representative dissertations on its development in the USA and certain European countries (Great Britain, Poland, Germany, etc.), as well as on the development of continuous medical education abroad, the establishment of nursing education abroad, the formation of foreign systems of professional training for veterinary doctors, and foreign experience in the organization of military medical education were analyzed.

Core procedural skills in the MD curriculum: what students need to learn.

The medical education system in Vietnam is currently undergoing a significant transformation with the support of the Ministry of Education and Training (MOET) and the Ministry of Health (MOH). Alongside this shift, the emergence of new medical schools, including VinUniversity, reflects a growing enrollment trend in undergraduate medical programs (UME). During the curriculum development phase, a crucial gap in core procedural skills among medical graduates surfaced. In response, the Medical Doctor (MD) Education team launched a project aimed at establishing a consensus-based list of essential procedural skills and identifying optimal clinical placements for skill acquisition. A cross-sectional survey, based on this list, was distributed among physicians and residents in the VINMEC Healthcare system, asking them to rate skills using the Likert scale and specify suitable clinical placements or rotations for acquisition. With 207 respondents, a consensus list of 38 core procedural skills was generated and integrated into the curriculum. This adaptable list holds promise for adoption by medical schools nationwide, fostering standardization and enhancement of medical education quality.

Strategies to develop an efficient feedback system in medical education and its outcome – An interventional study

Objective The main aim of this study is to know the loopholes in the feedback system, strategies to remove these loopholes, and to measure the effects of an efficient feedback system in an institution. Methods This research has three stages. In the first stage, we tried to find out the flaws in the feedback system of the institution based on published benchmarks. Then we tried to remove these flaws with the collaboration of different stakeholders. In the last stage of the study, we tried to measure the effectiveness of these corrective procedures by certain key performance indicators (KPIs). Results After improvement strategies, there was a significant improvement in the KPIs like, the knowledge and attitude toward the feedback improved from 3.1 to 4.23 in students, and from 3.46 to 4.34 in faculty members, on a five-point scale, and the teaching standards improved as measured by students’ performance in different courses in terms of learning objectives achievement, for example in internal medicine from 70.8% to 75.3%. Similar improvement was recorded in other KPIs as well. Conclusion An efficient feedback system is the backbone of education and by adopting effective feedback, individuals and institutions can excel in the field of medical education.

Professionalitet: new horizons for the development of Tobolsk Medical College named after Volodya Soldatov

The article presents the experience of the Volodya Soldatov Tobolsk Medical College in implementing the Federal Project «Professionalitet» to solve the problems of a comprehensive reboot of the system of secondary vocational medical education.

Reflections on the Development and Reform of Medical Education Systems in China

Reflections on the Development and Reform of Medical Education Systems in China

Sharing Is Caring: Helping Institutions and Health Organizations Leverage Data for Educational Improvement.

Competency-based medical education (CBME) has produced large collections of data, which can provide valuable information about trainees and medical education systems. Many organizations continue to struggle with accessing, collecting, governing, analyzing, and visualizing their clinical and/or educational data. This hinders data sharing efforts within and across organizations, which are foundational in supporting system-wide improvements. Challenges to data sharing within medical education include variability in legislation, existing data policies, heterogeneity of data, inadequate data infrastructure, and various intended purposes or uses. In this eye opener, the authors describe four case studies to illustrate some of the aforementioned challenges and characterize the complexity of data sharing within medical education along two dimensions: organizational (single vs. multiple) and data type (clinical and/or educational). With the goal of better supporting data sharing initiatives, the authors introduce an action-oriented blueprint that includes a three-stage process (i.e., preparation, execution, and iteration) to highlight crucial aspects of data sharing. This evidence-informed model incorporates current best practices and aims to support data sharing initiatives within their own organizations and across multiple organizations. Finally, organizations can use this model to conceptually guide and track their progression throughout the data sharing process.

The Perceptions and Experiences of Medical Faculty on the Undergraduate Mentoring System.

Background and aims Mentoring programs for medical students in medical institutions are essential for the benefitof both mentors and mentees. The present study aimed to explore theperceptions and experiences of medical faculty regarding the effectiveness and challenges of the undergraduate mentoring system in medical education. Materials and methods A descriptive cross-sectional questionnaire-based study was conducted among 122 medical faculty members. Data were collected using a structured questionnaire consisting of 20 questions via Google Forms (Google, Mountain View, California) through e-mail and WhatsApp. The collected data were expressed as frequencies and proportions. Results Among 122 respondents, the percentage of female and male faculty members were 54.1% and 45.9%, respectively. The majority of respondents (78.7%) do not receive formal training for mentoring, highlighting a potential area for improvement in the program. Most respondents (67.2%) felt comfortable or very comfortable addressing personal issues, indicating a positive environment for personal discussions. Of the medical faculty, 77.9%felt that the mentorship program contributes to personal development, while 84.4% of medical faculty members believe the program helps academic development. Institutional support for the mentoring program has been perceived as good by 68.9% of medical faculty members. Conclusion This study concludes that enhancing the undergraduate mentoring system in medical education necessitates a collaborative effort from faculty, administration, and students. By acknowledging and addressing the challenges identified in this study, medical colleges can create a more robust mentoring framework that not only supports faculty development but also enriches the educational journey of medical students.

The Effect of Sudan's April 2023 War on Medical Education and Prospects for Recovery

Background: Sudan’s historical narrative is marked by enduring sociopolitical challenges and deep cultural divisions that have sparked numerous conflicts. A recent escalation in hostilities on 2023, April 15 has dangerously pushed the nation to the brink of a full-scale civil war with potential regional ramifications. The resultant humanitarian crisis involves over 9000 fatalities, 12,000 injuries, and the displacement of six million people, now grappling with dire conditions in their new settlements. The ongoing conflict in Sudan has had a profound impact on the nation’s already challenged medical education (ME) sector, resulting in the complete destruction of buildings and infrastructure, widespread looting in conflict zones, and a nationwide disruption of educational activities. This review sheds light on the urgent and still unfolding crisis in ME and explores potential solutions to enhance global understanding of crisis management.Methods: The review utilizes the crisis management framework and draws insights from diverse sources such as literature, student-led webinars, and discussions with Sudanese ME experts. We have examined pre-existing challenges, analyzed the war’s impact on ME, and proposed a path forward. Results: Despite the profound devastation, this crisis offers a unique opportunity to revamp Sudan’s struggling ME system, introducing a community-centric and socially accountable approach. Conclusion: Through collaborative efforts, Sudan’s ME system has the potential to serve as a model for similar nations, effectively addressing the needs of its populace and fostering sustainable development.

Mind matters: decoding mental health in medical students

This review synthesises current research on the prevalence and determinants of depressive and anxiety symptoms among medical students. It highlights significant mental health challenges faced by this group, emphasising the influence of various factors such as academic pressures, personality traits, and reluctance to seek professional help. The analysis also delves into the roles of gender and geographical variation, revealing how these factors contribute to differing rates of mental health issues among medical students globally. The findings reveal a concerning prevalence of depression and anxiety, with variation observed across different regions and genders, indicating the influence of cultural and societal norms on mental health. This review underscores the urgent need for enhanced mental health support and intervention strategies within medical education systems. The importance of incorporating psychological support programmes and mental health education into curricula is highlighted. By addressing these issues, there is a potential to significantly improve the well-being and academic success of medical students, ultimately contributing to their overall mental health and resilience in their future professional lives. The paper advocates for a multifaceted approach in tackling these challenges, suggesting that medical institutions should not only focus on academic excellence but also prioritise the mental health of their students, ensuring a more supportive and nurturing educational environment.

Competency Approach in Nurse Training

In the current conditions of market relations, especially in the context of reforming the medical education system, it is necessary to change the quality of training of specialists in order to train demanded and competitive graduates of secondary vocational educational institutions using a competency approach. The competence approach contributes to the orientation of the young specialist to obtain theoretical knowledge, increasing the level of practical knowledge that a graduate of a medical college should have and his ability to master in the labor market. The opinion of medical college students about the knowledge and practical skills required by the graduate is important. To this end, a questionnaire survey of 84 medical college students was conducted. First-year students do not yet have a clear idea of ​ ​ the competence approach in the learning process and the importance of not only theoretical knowledge, but also clinical disciplines, practical communication skills. Students of the 3rd year have already formed an opinion about the importance of all subjects and motivation for future professional training. The introduction of a competency approach in the training of nurses makes it possible to conduct the educational process at a qualitative level, contributing to the training of highly qualified, competitive specialists in the medical labor market.

Pre- and Postgraduate Training in Communication Skills: the Experience of the West Kazakhstan Marat Ospanov Medical University

In the modern system of medical education, the development of communicative competence is a prerequisite for the training of a qualified medical worker. Successful acquisition of communicative skills allows improving the quality of medical care provided to the population. For this, the learning process must be continuous: from student years to practical medical activity. M. Ospanov West Kazakhstan Medical University has extensive experience in teaching communicative skills, both at the pre-graduate and postgraduate levels of education.

The ravages of war: challenges and resilience in medical education in Sudan

The armed conflict between the Sudanese Armed Forces (SAF) and the Rapid Support Forces (RSF) beginning on April 15, 2023, has thrust Sudan into a worsening humanitarian crisis, severely affecting all aspects of Sudanese life, including medical education and healthcare systems. This commentary explores the current state of medical training in Sudan amidst this conflict and discusses potential strategies to address the challenges faced by both students and educators.Following a comprehensive literature review of articles using keywords, and published from 2015 to the present, 2024, the challenges were categorized into issues related to the curriculum, educational resources, wellbeing of students and educators, human resources, and oversight by governing bodies. The proposed solutions involve the government, humanitarian organizations, medical schools, and innovative curricular strategies. Partnerships and the involvement of the Sudanese diaspora are crucial for situational assessment and execution of culturally sensitive, contextualized solutions. Alliances with other medical schools can facilitate the relocation of students and faculty. Faculty development programs and student support are paramount during this phase.Deploying distant learning strategies combined with small group learning, such as e-learning, problem-based learning (PBL), team-based learning (TBL), and ambulatory teaching, can mitigate some adversities in the Sudanese educational experience during war. Implementing collaborative evaluations and solutions can help Sudan's educational system navigate the conflict, enhance resilience, promote healthcare, and facilitate planning for the post-conflict period.

Investigating the implementation challenges of the research doctoral program and providing related solutions: a qualitative study

BackgroundDoctoral programs have consistently garnered the attention of policymakers in medical education systems due to their significant impact on the socio-economic advancement of countries. Therefore, various doctoral programs have been implemented with diverse goals. In Iran, a research doctorate program, known as PhD by Research, was introduced primarily to engage in applied research related to healthcare needs. Nevertheless, the achievement of the program’s goals has been questioned. This study aimed to identify the implementation challenges of the Research Doctorate Program and its solutions in Iran.MethodThis descriptive qualitative study followed the Standards for Reporting Qualitative Research: A Synthesis of Recommendations and was conducted in two steps. Firstly, the challenges of the Iranian Ph.D. by research program were identified through the perspectives of the program’s students and graduates. In the second step, relevant solutions to these challenges were determined by focus groups of key informant experts. The transcripts were analyzed using qualitative content analysis.ResultsFive students and six graduates were interviewed in the first step and seven experts participated in the second one. The challenges and related solutions are explored in four main themes, including: (1) admission criteria, (2) program goals and expected outcomes, (3) curricula, and (4) financial and human resources. The study showed that various dimensions of the doctoral program are not aligned with each other and how to adapt the program in these dimensions.ConclusionThe study revealed the importance of a systematic approach in defining various dimensions of doctoral programs according to program goals and provided specific solutions for defining a research doctorate program in the context of a low- and middle-income country.

Perspectives of Female Physicians Who Lead in the Public Health Sector in India – A Qualitative Study

abstract Introduction: This qualitative, research studies female physicians in leadership roles to identify reasons for their underrepresentation. Materials and Methods: Fourteen female physicians in leadership positions in India’s federal and state ministries of health were purposively sampled and interviewed online. Results: Female physician face cultural, organisational and structural barriers. Familial expectations and imbibed, internalised responsibility to prioritise family hold them back. The rigid bureaucracy makes their workplaces non-inclusive. Microaggressions and implicit gender bias abound. A formalised training system and a performance-based reward system are absent. The enabling factors are family support, incidental learning, being emotionally intelligent and passion for their work. Conclusions: Action at the societal, medical education and public health system structural level can motivate female physicians to assume for leadership positions.

Research on the coupling measurement of medical education and health resource allocation under the background of healthy China

Objective To analyze the coupling and coordination level of medical education and health resource allocation in China, and to provide scientific basis for promoting the high-quality development of medical education and the efficient allocation of health resources.MethodsBased on the panel data from 2011 to 2021, the coupling coordination degree model was used to measure the coupling coordination index of medical education and health resources in China. The spatial auto-correlation model was used to analyze the development status and distribution characteristics of the coupling coordination degree of the two systems. The kernel density estimation method was used to analyze the dynamic evolution trend of the coupling coordination of the two systems. The QR quantile regression model was used to explore the key factors affecting the coupling coordination degree of the two systems.ResultsDuring the observation period, the coupling coordination degree of the two systems increased from 0.393 to 0.465, with a growth rate of 18.3%. The coupling coordination degree between regions gradually decreased in the eastern-central and eastern-western regions, and there were still large differences between the central and western regions. The coupling coordination degree of the two systems in the region was significantly different in the eastern and western regions, and the central region was relatively similar. There is a positive spatial correlation between the provinces, and 25.81% of the provinces have transitions. Finally, the number of points in the first and third quadrants is higher than that in the second and fourth quadrants. In the process of dynamic distribution, the degree of polarization of the coupling coordination degree curve of the two systems is gradually weakened. Per capita GDP, residents ' income difference and population size are the positive and significant factors driving the coupling and coordinated development of the two systems.ConclusionThe coupling and coordination degree of the two systems of medical education and health resource allocation showed a stable upward trend during the observation period, and the global spatial positive correlation also gradually increased, showing the spatial agglomeration characteristics of ' high-high agglomeration ' and ' low-low agglomeration '. The spatial difference of coupling coordination degree shows a shrinking trend and develops towards equalization. The coupling coordination degree of the two systems is affected by social, economic and demographic factors to varying degrees. Therefore, it is necessary to innovate the coordinated development mechanism of the two systems, promote the two-way flow of medical education and health resource allocation in talents, technology and other elements, and then promote the coupling and coordinated development of the two systems.