Minimum Essential Requirements Research Articles

Essential requirements for the governance and management of data trusts, data repositories, and other data collaborations.

Around the world, many organisations are working on ways to increase the use, sharing, and reuse of person-level data for research, evaluation, planning, and innovation while ensuring that data are secure and privacy is protected. As a contribution to broader efforts to improve data governance and management, in 2020 members of our team published 12 minimum specification essential requirements (min specs) to provide practical guidance for organisations establishing or operating data trusts and other forms of data infrastructure. We convened an international team, consisting mostly of participants from Canada and the United States of America, to test and refine the original 12 min specs. Twenty-three (23) data-focused organisations and initiatives recorded the various ways they address the min specs. Sub-teams analysed the results, used the findings to make improvements to the min specs, and identified materials to support organisations/initiatives in addressing the min specs. Analyses and discussion led to an updated set of 15 min specs covering five categories: one min spec for Legal, five for Governance, four for Management, two for Data Users, and three for Stakeholder & Public Engagement. Multiple changes were made to make the min specs language more technically complete and precise. The updated set of 15 min specs has been integrated into a Canadian national standard that, to our knowledge, is the first to include requirements for public engagement and Indigenous Data Sovereignty. The testing and refinement of the min specs led to significant additions and improvements. The min specs helped the 23 organisations/initiatives involved in this project communicate and compare how they achieve responsible and trustworthy data governance and management. By extension, the min specs, and the Canadian national standard based on them, are likely to be useful for other data-focused organisations and initiatives.

Comparing Digital Library Job Requirements and Digital Library Course Curriculum: An Indian Perspective

The main purpose of the study is to compare the digital library job requirements and the curriculum offered in Indian LIS departments. Data were obtained from two sources: 180 job advertisements obtained through online job sites and course outlines obtained from the websites of 21 universities. The content analysis method was followed in the research for data analysis. The findings indicate that employers demand good communication skills and ability of working on digital library software, handling library management software, knowledge of basic computer skills, programming and markup languages. Job ads also indicate that a bachelors’ and masters’ degree programme in library and information science are the minimum essential requirements for employing digital library professionals. The study also found that there is no separate digital library programme offered whereas digital library course contents are integrated into BLIS & MLIS programmes. The digital library topics such as training students in using library management software, digital library software and content management systems; creating databases using MySql; website designing are offered at both bachelor’s and master’s degree levels. This paper compares what is demanded in the job market and what is offered by LIS departments and found that the curriculum does not fully address the needs of the job market, as certain topics such as troubleshooting and problem solving skills were seen missing from the Indian LIS curricula.

Global coalition to accelerate COVID-19 clinical research in resource-limited settings

Global coalition to accelerate COVID-19 clinical research in resource-limited settings

An exploration of medical education in central and southern China: measuring professional competence for future physicians

BackgroundThe professional competence of clinical undergraduates is an important topic of research, and no effective instrument to measure this competence exists. We aimed to construct a scale for clinical undergraduates to evaluate their professional competence and associated determinants. MethodsWe developed the competence scale on the basis of four medical education standards (Global Minimum Essential Requirements [GMER], World Federation for Medical Education [WFME] standards, WHO standards, and Chinese standards) and a literature review. We used focus group discussions to complete the scale. We selected 288 undergraduates from two typical medical colleges in central and southeastern China by multistage sampling. We used factor analysis, correlation analysis, and internal consistency reliability to verify the validity and reliability of the scale. FindingsFactor analysis showed a scale consisting of eight dimensions with a total of 51 items. These dimensions were essential medical knowledge, public health or social science, essential clinical skills, advanced clinical skills, communication skills, advanced study skills, critical thinking and adaptation, and professionalism. Cronbach's α coefficients among the eight dimensions were over 0·800, with mean scores of 1·76 for essential medical knowledge, 1·38 for public health or social science, 1·92 for essential clinical skills, 1·54 for advanced clinical skills, 1·77 for communication skills, 1·25 for advanced study skills, 1·60 for critical thinking and adaptation, and 2·34 for professionalism. Clinical undergraduates whose academic grade was over average level had a higher score in the dimension of essential clinical knowledge than did students at or below average level. Women would like to report better professionalism than men. InterpretationThe competence scale was shown with good reliability and validity. Results of factor analysis indicated a further optimisation is needed to medical education standards. Professional competence of the respondents was relatively poor. This study could be a reference for policymakers to modify medical education standards for clinical undergraduates in China and other countries with similar settings. FundingHuazhong University of Science and Technology (2015119) and Hubei Provincial Department of Education (2015042).

Safety of machines and technical devices

The article discusses the minimum requirements and essential requirements for machines and technical devices. The state of implementation of directives related to work safety was presented on the basis of inspections carried out by inspectors of the National Labor Inspectorate in 2010-2017 and analysis of data on occupational hazards, accidents and their causes in the processing industry..

Exploration and practice on the training of critical thinking in medical education

Critical thinking is one of the core professional competences for medical students. The ultimate goal of critical thinking is to combine the highly individualized experience and comprehension with the generally applicable scientific cognitive system. Therefore in medical education, the cultivation of critical thinking should embody the objective and the characteristics of critical thinking, such as rational restriction, dialectical thinking, empathy practice and scientific evaluation, and great attention to the principles and conditions of the application must be given. In the course of teaching design and implementation it's necessary to choose the appropriate point, to set up the teaching situation suitable for developing critical thinking, to optimize the structure of teaching content, to strengthen the practice of critical thinking methodology and to value asking questions and so on. Key words: Critical thinking; Medical education; global minimum essential requirements in medical education (GMER); Ability training; Medical humanity

Medical Students’ Disposition for Critical Thinking

Background: Global Minimum Essential Requirements (GMER) indicated critical thinking is an essential competency a medical graduate should possess. This study was to investigate the disposition for critical thinking that Chinese medical students possess and to explore the impact of current trends in medical education on the cultivation of these students’ critical thinking capabilities. Methods: We used Multistage Stratified Cluster Sampling to recruit a total of 1241 medical students, in five different years of training, from three different classes of the medical schools in China (Tongji, Shanghai; Soochow, Jiangsu; and Gannan, Jiangxi). The Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) was used to collect cross-sectional data. One hundred and twelve students underwent a scrutinized longitudinal study between their third and fourth years. Findings: The mean CTDI-CV score of the total population of 1241 was 287.04.729 (58.7%) received a 280 or higher. Statistically significant differences were found between schools, years of school attended, GPA, time spent learning after class, medical students’ attitude toward medicine, desire to be a doctor after graduation, and perception of critical thinking. Chinese students scored the highest on “Inquisitiveness” and the lowest on “Truth seeking” for CTDI-CV subscale. The 112 students in the longitudinal study had significantly lower CT subscale scores and percentage possesses positive CT disposition (>280) after one academic year. Interpretation: Even though Chinese medical students demonstrate a positive disposition for critical thinking in general, the Chinese system of medical education may not do enough to stimulate critical thinking skills in the students it cultivates. There exists a gap between current critical thinking abilities and the standard for which they should strive for. Chinese medical schools should institute reforms to their traditional curricula, teaching methods, and evaluation systems, as a means to bridge this gap and further develop critical thinking abilities within their medical students.

Growth performance and gene expression in gilthead sea bream (Sparus aurata) fed microdiets with high docosahexaenoic acid and antioxidant levels

This study aimed to determine the effects of increasing docosahexaenoic acid (DHA) levels in Sparus aurata diets supplemented with antioxidants vitamins (vitamins C and E). Six isoproteic and isolipidic formulated diets, which varied in the DHA content (38–78 g kg−1 TFA), were fed to 19 dph S. aurata larvae. No significant differences were found in survival rates or growth, which indicates that all the diets covered the minimum essential fatty acid requirements of this species. Stress resistance was not negatively affected by dietary DHA contents. In agreement, two biomarkers of the oxidative stress of the fish and the gene expression of superoxide dismutase and glutathione peroxidase were not affected by the elevation of dietary DHA, denoting that fish were sufficiently protected from oxidative damage even at high dietary DHA contents. The elevation of dietary DHA did affect neither the occurrence of skeletal malformations nor the expression of osteological markers such as run-related transcription factor 2 or alkaline phosphatase. The results of this study have confirmed that increase of the dietary DHA levels in gilthead sea bream diets does not negatively affect larval performance if the larvae are protected from peroxidation risks. Despite not being harmful, increase of DHA over the recommended requirements does not have any significant improvement in larval performance.

＇ Response to injury＇ teaching based on the concept of global minimum essential requirements

Taking global minimum essential requirements （ GMER ） as standard, school of basic medical science in Wuhan University paid more attention to the cultivation of students＇ professional skills, innovation ability and communication ability, ＇Response to injury＇ integrated course was carried out. Based on the immunology, this course involves pathology and pathophysiology and explores the mecha- nism of the diseases＇ diagnosis and treatment. It took small classes, bilingual education, literature read- ing, experiments and discussions in various forms. This reform aimed to improve the immunology, pathology and pathophysiology teaching and make our medical education meet the process of globalization. Key words: Global minimum essential requirements; Immunology; Pathology; Patho- physiology; Teaching reform

Pearls and pitfalls in experimental models of spreading depression

Spreading depression (SD) is the electrophysiological substrate of migraine aura and a potential trigger for headache. Since its discovery by Leão in 1944, SD has transformed from being viewed as an epiphenomenon into a therapeutic target relevant in the pathophysiology of migraine and brain injury. Despite decades of research, the underpinnings of SD are still poorly understood, hampering our efforts to selectively block its initiation and spread. Experimental models have nevertheless been useful to measure the likelihood of SD occurrence (i.e. SD susceptibility) and characterize genetic, physiological and pharmacological modulation of SD in search of potential therapies, such as in migraine prophylaxis and stroke. Here, I review experimental SD susceptibility endpoints and surrogates, and minimum essential model requirements to improve their utility in drug screening. A critical reappraisal of strengths and caveats of experimental models of SD susceptibility is needed to set standards and improve data quality, interpretation and reconciliation.

A Low-Cost Method for Performing a Curriculum Gap-Analysis in Developing Countries: Medical School Competencies in Ghana

Background: In this study, we undertook a comparison of the international, national, and local curricula of Ghanaian medical schools in order to identify any gaps. Purpose: To identify gaps in the Ghanaian medical school curriculum. Methods: The Ministry of Health and the two major sites for medical education in Ghana (UGMS, KNUST) participated using the only internationally accepted and validated set of outcome standards for medical education, the Global Minimum Essential Requirements. The competencies were reviewed by two U.S. consultants (DS, SR) and then edited, revised, and validated by individuals who are deeply involved in medical education in Ghana. Results: The KNUST team validated 6 gaps in their curriculum, and the team from UGMS identified 5. The standards were found by the U.S.-based consultants and validated by the Ghanaian team to have 6 gaps, many of which overlapped with those found in the Ghanaian medical school curricula. Conclusions: This analysis is a first step to determining physician training competency and an inexpensive method for identifying agreed-upon gaps in the current national requirements and local curriculum.

Semiotic Selection of Mutated or Misfolded Receptor Proteins

Receptor oligomerization plays a key role in maintaining genome stability and restricting protein mutagenesis. When properly folded, protein monomers assemble as oligomeric receptors and interact with environmental ligands. In a gene-centered view, the ligand specificity expressed by these receptors is assumed to be causally predetermined by the cell genome. However, this mechanism does not fully explain how differentiated cells have come to express specific receptor repertoires and which combinatorial codes have been explored to activate their associated signaling pathways. It is our contention that the plasma membrane acts as the locus where several contextual cues may be integrated. As such it allows the semiotic selection of those receptor configurations that provide cells with the minimum essential requirements for agency. The occurrence of protein misfolding makes it impossible for receptor monomers to assemble along the membrane and to sustain meaningful relationships with environmental ligands. How could a cell lineage deal with these loss-of-function mutations during evolution and restrain gene redundancy accordingly? In this paper, we will be arguing that the easiest way for bacteria clones to accomplish this goal is by getting rid of cells expressing mutated receptor proteins. The mechanism sustaining this cell selection is also occurring in many somatic tissues and its function is currently believed to counteract in vivo protein mutagenesis. Our discussion will be mainly focused on the significance and semiotic nature of the interplay between membrane receptors and the epigenetic control of gene expression, as mediated by the control of mismatched repairing and protein folding mechanisms.

The outcomes of global minimum essential requirements (GMER) pilot implementation in China

Defining global standards for medical education in the form of competencies and the methods to evaluate whether an individual student possesses these competencies at graduation has long been a dream of some medical educators. The development of such standards, the methods to assess their presence and the pilot test study of the standards in graduating students at eight medical schools in China, as well as the process for establishing student and school performance “cut points”, has been previously described. This paper reports on the performance of a single student who went through the assessment process, the performance of all students at one of the eight medical schools and the collective performance of all students at all eight medical schools. The actual quantitative data is presented, as is the conclusion of where the student, the school and all schools had strengths, where they were borderline in performance and/or where they need improvement. The results are serving as a blueprint for medical education reform in China. Implications of the pilot test and the entire process are discussed, as is the potential for global adoption of outcome based assessments.

Attitudes of Chinese Medical Students Towardthe Global Minimum Essential Requirements Established bythe Institute for International Medical Education

Background: The Institute for International Medical Education has published "Global Minimum Essential Requirements (GMERs) in Medical Education." Purpose: This study examined attitudes of a sample of Chinese medical students toward the GMERs. Methods: Matriculating and graduating West China School of Medicine Sichuan University medical students were administered parallel surveys during the 2001 to 2002 academic years. Results: Both cohorts produced similar response profiles. The majority in both groups rated the 7 GMER domains as either important or very important for their medical education. Matriculating students rated professional values, attitudes, behavior, and ethics as most important, whereas graduating students valued clinical skills highest. Population health and health systems received the lowest importance ratings from both groups. Please note that this study was conducted before the SARS outbreak. As a result of the SARS experience, attitudes toward population health and health systems might have changed. Conclusion: Although medical students ascribe importance to the GMERs, efforts are needed to increase the perceived importance of the population health and health systems domain.

Effective risk communication practice

Major public controversies over the management of health and environmental risks have been ongoing since the 1970s, starting with chemicals (pesticides and dioxins) and running through risks associated with many other industrial technologies. We can find in those controversies many common features, which cut across differences in both the technologies themselves and the types of risks they engender. This understanding also enables us to propose strategies to organizations to help them better respond to the public’s needs (and the public interest) when concerns over risks arise. Effective risk communication practices are among the most important responsibilities for industry and governments in this regard. Since its origins in the late 1980s, risk communication practice has achieved a better understanding both of its goals and of how to achieve them. We are now in a position to specify with some precision what the fundamental requirements of good risk communication are, and they fall into three basic areas: (1) undertaking “science translation,” (2) addressing uncertainties, and (3) dealing with the science/policy interface. Within these three areas there are a set of ten specific tasks, representing what may be called the minimum essential content requirements for every effective risk communication effort.

The assessment of global minimum essential requirements in medical education

Using an international network of experts in medical education, the Institute for International Medical Education (IIME) developed the Global Minimum Essential Requirements (GMER) as a set of competence-based outcomes for graduating students. To establish a set of tools to evaluate these competences, the IIME then convened a Task Force of international experts on assessment that reviewed the GMER. After screening 75 potential assessment tools, they identified three that could be used most effectively. Of the 60 competences envisaged in the GMER, 36 can be assessed using a 150-item multiple-choice question (MCQ) examination, 15 by using a 15-station objective structured clinical examination (OSCE), and 17 by using a 15-item faculty observation form. In cooperation with eight leading medical schools in China, the MCQ, OSCE and Faculty Observation Form were developed to be used in an assessment program that is scheduled to be given to all seven-year students in October 2003.

Global Minimum Essential Requirements: road to competence-oriented assessment of medical education programs

Global Minimum Essential Requirements: road to competence-oriented assessment of medical education programs

Global Minimum Essential Requirements: road to competence-oriented assessment of medical education programs

Global Minimum Essential Requirements: road to competence-oriented assessment of medical education programs

Global minimum essential requirements: a road towards competence-oriented medical education

With the growing globalization of medicine and the emerging concept of a 'global profession of physicians', the issue of the essential competences that all physicians must possess becomes sharply focused. If defined, these competences would help indicate what teachers are supposed to teach, what students are expected to learn and what educational experiences all physicians must have. The 'minimum essential competences' that all graduates must have if they wish to be called physicians were identified by the Institute for International Medical Education (IIME), sponsored by the China Medical Board of New York, through working groups of educational and health policy experts and representatives of major international medical education organizations. In the first phase of the project, seven domains have been identified that define the knowledge, skills, professional behavior and ethics that all physicians must have, regardless of where they received their general medical training. Appropriate tools to assess each of the domains have been identified. In the second phase of the project the 'global minimum essential requirements' (GMER) will be implemented experimentally in a number of Chinese medical schools. The aim of the third phase will be to share the outcomes of this educational experiment, aimed at improving the quality of medical education, with the global education community.

Global minimum essential requirements in medical education

The process of globalization is increasingly evident in medical education and makes the task of defining global essential competences required by 'global physicians' an urgent matter. This issue was addressed by the newly established Institute for International Medical Education (IIME). The IIME Core Committee developed the concept of 'global minimum essential requirements' ('GMER') and defined a set of global minimum learning outcomes that medical school students must demonstrate at graduation. The 'Essentials' are grouped under seven broad educational domains with a set of 60 learning objectives. Besides these 'global competences', medical schools should add national and local requirements. The focus on student competences as outcomes of medical education should have deep implications for curricular content as well as the educational processes of medical schools.