Need For Postgraduate Education Research Articles

Current situation and future issues with Kampo medicine: A survey of Japanese physicians

AbstractAimWe aimed to elucidate the present clinical situation, future challenges, and potential need for diagnostic support software in Kampo medicine.MethodsWe conducted an online survey (comprising 28 questions) of Japanese physicians from the 23 to 24 January 2024 via MedPeer. The participants' responses were stratified according to their age distribution.ResultsWe evaluated data for 652 respondents. The most common respondent age groups were those in their 30s and 40s. The most common specialty of respondents was internal medicine (43.7%). Only 33.7% of respondents had received education on Kampo medicine at university. Most respondents (90.0%) were not licensed as certified physicians or members of the Japan Society for Oriental Medicine. Most respondents (86.7%) currently prescribed Kampo formulas (current users); only 3.8% had no experience in prescribing Kampo formulas. The conditions for which Kampo formulas were frequently prescribed were muscle cramps, constipation, medically unexplained symptoms/menopausal syndrome, appetite loss/malnutrition, and fatigue. However, 48.3% of current users did not use traditional Kampo patterns (sho). The most frequent issues reported by respondents were the lack of scientific evidence and standardization of diagnostic methods in Kampo medicine. Respondents indicated the need for postgraduate education and implementation of diagnostic support software for using Kampo patterns by non‐specialists in Kampo medicine.ConclusionThere was a discrepancy between the high frequency of Kampo formula prescriptions and the low use of traditional Kampo patterns in Japan. Diagnostic support software is likely to become a useful method of improving appropriate Kampo formula prescriptions by non‐specialists.

The Role of the Medical Association in the Postgraduate Training of Doctors in the Field of Clinical Algology

The development of medical science, the emergence of new technologies, specialties and areas significantly increase the need for postgraduate education. The main goal of postgraduate professional education is the preparation of a highly qualified medical specialist. The article discusses the problem of postgraduate education of doctors in clinical algology. The example of the Russian Independent Medical Association shows its role in the development of a separate medical specialty

Motivations, attitudes for choosing dental profession and preferred dental specialties amongst Turkish dental students.

The aim of the study was to investigate the influential factors for choosing dentistry, their thoughts about the profession, their expectations for the future and their thoughts about the specialisation of dental students from all grades in the School of Dentistry, Marmara University. Socio-demographic information, influential factors the choice of profession, thoughts and expectations about dentistry, and thoughts about the specialisation were evaluated in the questionnaire that included different question types in four separate sections. Chi-square test was used to assess the relationship between categorical variables, and multiple linear regression was performed to examine the combined effects of variables that influence the always dream of becoming a dentist. 462 of the 471 participants from all grades who agreed to participate in the study completed the questionnaire with a response rate of 98.1%. It was seen that the students' clinical experience made differences in almost half of their motivational sources for choosing dentistry and their views on future opinions and expectations (p<.05). In addition to clinical experience, gender also made a statistically significant differences in almost all answers in the students' opinions about specialisation (p<.05). From the results of the study, the majority of Turkish dental students were self-motivated compared to familial and environmental factors for choosing dentistry as a career. The career motivations of them seemed to be associated with the socioeconomic aspects of dentistry, whereas the perceptions regarding the future of dentistry seemed to be associated with the need for postgraduate education.

Knowledge of sepsis risk and management among dental professionals in Wales: a service evaluation.

Aims Sepsis is a significant medical condition. This service evaluation aimed to investigate the current level of knowledge, confidence and educational requirements regarding sepsis among dental professionals in Wales.Design A convenience-sampled, self-administered electronic questionnaire.Setting All chairside dental professionals registered with Health Education and Improvement Wales, all Local Dental Committees, district general hospitals, Cardiff University Dental Hospital and Community Dental Services throughout Wales.Materials and methods A questionnaire was distributed electronically to an estimated 3,716 dental professionals working in Wales in late 2019. Responses were descriptively and statistically analysed.Results In total, 357 responses were received (9.6%), which achieves a 95% confidence interval (CI) with a 5% margin of error. The majority of respondents reported lack of knowledge or confidence in sepsis recognition and management. Approximately two-fifths of respondents did not access equipment to measure oximetry, temperature or blood pressure. More than three-quarters of respondents had not been trained in sepsis recognition and management. The majority of respondents requested online/distance training (42%), local/national conferences (27%) and local study days (16%) as postgraduate educational format.Conclusion There is a clear need for postgraduate education for dental teams regarding the identification and management of individuals with potential sepsis in Wales.Introduction.

Postgraduate palliative care education and curricular issues in Central Asia, Eastern and South-Eastern Europe: Results from a quantitative study

Introduction. The WHO Europe Office, together with the European Association for Palliative Care, is supporting the development of an interdisciplinary core curriculum for health care professionals in the European Region, which is to be given to the countries as a recommendation. Material and methods. Between April and September 2018, a research journey to Central Asia, Eastern and South-Eastern Europe took place. It covered two main tasks: collecting quantitative data using a survey and collecting qualitative data by conducting on-site interviews. This article contains the quantitative part. Experts in palliative care education in 23 countries were invited to fill out a questionnaire. The data received from 23 questions were statistically evaluated by IBM SPSS Statistics 25. Results. 27 surveys received from 21 countries were evaluated. In one-third of the surveyed countries, there is still no postgraduate training in palliative care. The main barriers to the development of educational work are limited political interest, followed by limited educational structures, missing curricula, lack of trainers and the limited healthcare system. For 92.6% of all respondents, a WHO-recommended interdisciplinary postgraduate core curriculum would help promote palliative care in their country. Conclusion. There is a high need for postgraduate education in general and the intended core curriculum in particular. The results of the survey, along with those from the interviews in a later second part of the publication, are essential for the development of a core curriculum.

Subspecialisation in Emergency Radiology: Proposal for a harmonised European curriculum.

Introduction: Radiology plays a crucial role in the emergency care setting by delivering early and precise diagnoses under pressure of time, right at the beginning of patient treatment. Although there is a need for postgraduate education in emergency radiology, most of the national bodies responsible do not offer it in a uniform fashion and a general proof of qualification is missing in Europe. Therefore, the European Society of Radiology (ESR) has founded the (Sub-)Society of Emergency Radiology (ESER), prompting them to develop a European curriculum. This trend, which is currently also encouraged in many other non-radiological specialties which demand the highest professional qualifications, often lacks expertise in medical education.Goals: The goal of this article is the general description of the curricular planning process for a European postgraduate subspecialisation programme, using the example of Emergency Radiology (European Diploma in Emergency Radiology, EDER), including the utilisation of TOOLS and recommendations derived from comparable projects.Project description: The project was divided into partial steps: the timeline displayed in a GANTT chart, and tasks and responsibilities assigned in a RASCI matrix. The curriculum was iteratively developed using the KERN approach and steps were prioritised using the PARETO principle. Furthermore, the following TOOLS were used: limitations and needs assessment, SWOT analysis, formulating learning objectives and categorising them after MILLER and SCLO, and using BLOOM’s taxonomy for cognitive learning objectives and operationalising them according to MAGER. Psychomotoric and affective learning objectives were assigned to CANMEDS roles, grouped by topic using CLUSTERING, and then mapped by MATRIX analysis to appropriate learning and evaluation methods. Striving for continuous improvement, the curriculum was finally embedded in curricular quality management.Results: The standardisation of the EDER access, considering the different national conditions, the minimisation of European learners’ attendance phases, restricting expenses by best possible use of existing structures, respecting the requirements and retaining the support of the European umbrella society ESR, finishing the project by a specific deadline and the demands of continuous improvement were particular challenges. A curriculum with the eligibility of five years’ speciality training in general radiology has evolved on schedule. The subspeciality training lasts at least one year and is divided into webinars, workshops during congresses (e.g. the annual ESR and ESER congresses) and one year practical training at the individual learner’s corresponding local hospitals, which adhere to a catalogue of requirements, comparable to national educational policies. The curriculum is completed by passing a written and oral exam (diploma) and re-accreditation every five years.Conclusions: Despite complex requirements, the TOOLS utilised allowed an almost seamless, resource-minimised, professional, location-independent distributed development of a European subspeciality curriculum within one year. The definitive implementation is still due. If any deviations from the draft presented should become necessary in the future, the embedment in the curricular quality management will lead to a redirection in the right way and, furthermore, secure a continuous improvement in the best way possible.

Homeopathy in the field of teaching (homeopathy at universities) – Need for postgraduate education in homeopathy

To avoid a growing gap developing between what is possible educationally and what is delivered, it is clear that we need a new paradigm for postgraduate medical education. Vertical growth denotes an in-depth study involving subject specialization. This vertical growth symbolizes the postgraduate education. Homeopathy too as a branch of knowledge has to organize education at postgraduate level. As in any course, the purpose of postgraduate education in homeopathy should aim at elevating the basic and applied knowledge and skills of homeopathy. Need for postgraduate education in homeopathy is two-fold – to advance knowledge and skills for professional performance, and to produce human resources who can support academic structure. The rapidly expanding use of new learning technologies is a second major area where we will see significant changes in postgraduate medical education. Rapid development has taken place in e-learning. It has been suggested that ”Recent technological advances have laid the foundation for a learning revolution that will clearly take place in the years ahead”. The spread of the internet and new information and communication technologies has transformed the way people communicate, the way industries operate, the way governments interact with their citizens, and, significantly, the way people learn. Associated with a new professionalism in medical education is recognition of the need to move from opinion based to evidence based education. BEME is the implementation by teachers in their practice, of methods and approaches to education based on the best evidence available.

Career motivations, perceptions of the future of dentistry and preferred dental specialties among saudi dental students.

Aim:The purpose of this study was to determine the career motivations, perceptions of the future of dentistry and preferred postgraduate specialties of Saudi dental students. Methods:A pretested, self-administered, 16-item questionnaire was distributed to first- through fifth-year dental students at King Saud University in Saudi Arabia. Descriptive statistics were calculated, and the level of significance was set at 5%. Results:Of the 530 potential participants, 329 students (198 male and 131 female respondents) completed the questionnaire. High professional status (71.4%), a secure career (67.8%), a high income (78.1%), flexible working hours (54.4%), a wide range of career options after graduation (59.3%), opportunities for self-employment (69.3%) and good job opportunities abroad (65.3%) were endorsed to a great/considerable extent by the respondents. “It takes time to establish a practice” (62.3%), “Postgraduate education is a necessity” (72.4%) and “The increasing number of dental institutions is a threat to the profession” (59.3%) were endorsed to a great or considerable extent by the respondents. The most popular specialty among the male students was oral maxillofacial surgery (20.1%) and among female students was operative dentistry (23.4%). Conclusion: The career motivations of this group of dental students seemed to relate to socioeconomic aspects of dentistry and perceptions of the future of dentistry seemed to relate to the need for postgraduate education.

Paediatric radiography: is there a need for postgraduate education?

Objective: To determine whether there is a perceived need for postgraduate paediatric radiography education and identify specific areas of educational need and optimal delivery style for radiology departments.Methods: A questionnaire survey of radiology service managers/superintendents was used to obtain their opinions about the availability of paediatric radiography education and to determine whether departmental support would be available for radiographers wishing to undertake a postgraduate course in paediatric radiography. Data were collected from 201 departments throughout the U.K. (excluding Northern Ireland).Results: A response rate of 75.5% and completion rate of 73.3% were achieved. Eighty seven percent of respondents felt there was a need for specialized radiographic education in paediatric imaging and 66% of respondents felt that current education/training opportunities for radiographers were inadequate. Ninety seven percent of respondents were willing to support radiographic staff who wished to attend a programme of further education in paediatric radiography. Preferred methods of support and potential course delivery styles were identified.Conclusions: Paediatric radiography is identified as an area of radiographic practice in need of further educational support and specific areas of paediatric diagnostic imaging have been identified as appropriate for inclusion in a postgraduate programme of study.

Postgraduate education in clinical pharmacology and therapeutics.

I intend in this article to review the need for postgraduate education in Clinical Pharmacology and Therapeutics (CPT), to identify those who could benefit from it, to compare the value of different educational approaches, and to propose a plan for the future. I shall not discuss the training of specialists in CPT. Whereas my reading of the published literature suggests the subject has received attention worldwide, my awareness of unpublished data is confined to the United Kingdom. Although I have referred extensively to recent developments within the UK by way of illustration, this is not intended to deny the existence of parallel developments in other countries.

Residency Training and Continuing Medical Education in School Health

Children between the ages of 5 and 18 spend a significant amount of their time in school. School health is a vital part of pediatric practice and an important concern for pediatric graduate medical education. There are few substantiated data, however, to suggest that residents entering pediatric practice or academic medicine are exposed to school health in a significant way. Many pediatricians, upon entering practice, find that they are consulted by school systems and parents whose children have problems related to school. Pediatricians find themselves unprepared for this new role and express the need for postgraduate education in school health.1-4 The American Academy of Pediatrics Task Force on Pediatric Education5 and the most recent report from the Pediatric Residency Review Committee have both underscored the appropriateness and importance of education in school health as an important part of the residency curriculum.6 The American Academy of Pediatrics believes that education in school health should be an important part of graduate medical education for pediatric residents and of continuing medical education for practicing pediatricians. Many advances in pediatrics that affect the well-being of the child relate directly to the school setting. Increased attention to federal legislation (Section 504 of PL 93-112, the Rehabilitation Act of 1973; parts B and H of PL 102-119, the Individuals with Disabilities Education Act), health education including education about the prevention of drug and alcohol abuse and acquired immunodeficiency syndrome, new approaches to screening and health services in the schools, immunization requirements, physical fitness, and knowledge about the school environment—all are important aspects of school health and areas in which many residents and/or pediatricians have had little or no training or experience.

Starting from scratch.

The need for postgraduate education in an orthodontically undeveloped area is discussed with proposed methods of providing orthodontic instruction to practitioners and community dentists.