Medical Education Perspective Research Articles

Assessment of psychiatrists' preparedness in managing disaster-related psychiatric disorders: a survey in Taiwan from post-graduate medical education perspective.

Disaster-related psychiatric disorders (DRPD) present a significant challenge to mental health professionals, yet there is a notable lack of emphasis on the preparedness of psychiatrists in managing these conditions within post-graduate medical education. This study utilized a questionnaire to collect data from psychiatrists, focusing on their prior involvement in managing DRPD, perceived competence, medication preferences, and factors influencing their experiences in handling such disorders. Analysis included distribution and ranking of variables, alongside cross-analysis examining associations between demographic factors (age, gender, hospital levels, years of practice, board certification) and treatment experiences, as well as readiness for in-hospital or outside-hospital mobilization in DRPD management. One hundred and three Taiwanese psychiatrists participated in the study, with the majority reporting involvement in managing DRPD (71.8%), particularly in post-traumatic stress disorder (PTSD) and depression. Antidepressants, specifically serotonin selective reuptake inhibitors, were commonly preferred for DRPD treatment, including PTSD and depression. Psychiatrists aged over 40, with more than 10 years of practice, and hold the board-certified status, showed greater experiences for outside- or inside- the hospital mobilization in DRPD management. Findings suggest that within post-graduate medical education, Taiwanese psychiatrists demonstrate significant experience, willingness, and capacity to effectively manage DRPD. However, there is a need to integrate comprehensive training on disaster psychiatry into post-graduate psychiatric education programs to further enhance preparedness and optimize outcomes in managing these challenging conditions.

Гликогеновая болезнь, IX тип у детей: клинические наблюдения

Orphan diseases are of increasing scientific and practical interest due to the difficulties of diagnosis which in its turn is caused by their rare occurrence and, accordingly, delayed actions aimed at improving the patient’s quality of life and in some situations the impossibility of preserving it. The clinical observations presented in this Article demonstrate emerging problem: many diseases have similar symptoms, and correct vision and interpretation of these symptoms and syndromes require time and specific diagnostic methods. Analyses of the observed clinical situations are useful from the perspective of medical education and alertness to rare genetic diseases. The Article presents clinical observations of a glycogen disease type IX case in siblings, of a familiar and hereditary nature. For the first time, hepatomegaly and increased transaminase levels were accidentally detected in an older boy at the age of 2 years old during an outpatient check-up. As a result of a thorough long-term examination of the child, a number of diseases accompanied by liver damage were excluded and a hereditary metabolic pathology was suggested. Molecular genetic research made it possible to establish a diagnosis by identifying a genetic defect when the child was 4 years and 3 months old. Similar complaints and clinical manifestations in the younger brother of the described patient prompted the disease, as a result of which an identical gene mutation was discovered. The study of the genotype of the children's mother made it possible to confirm both the familiar and the hereditary nature of transmission of the disease from a clinically healthy carrier-mother to her sons. The clinical observations of glycogen disease, type IX, presented in the Article attract attention due to the non-obviousness of the clinical diagnosis when detected in siblings. Timely examination and diagnostic research made it possible to verify the diagnosis and develop a rational diet that contributes to the achievement of the main life characteristics - its quality and expectancy. Thus, a prognostically favorable prognosis was ensured. Conclusion: a genetic defect may be hidden behind the nonspecific manifestations of almost any disease. From this perspective, it becomes obvious that it is necessary to inform physicians of all specialties, especially within the primary care healthcare system, about the possibility of medical genetic counseling, the increasing availability of molecular genetic examinations and biochemical tests aimed at identifying hereditary pathologies. Timely examination and treatment, early medical intervention helped changing the course of the disease in terms of minimizing symptoms and improving the quality of life, reducing the rate of progression of the pathology.

Weiterbildung Urologie in Deutschland, Österreich und der Schweiz (DACH-Raum) unter der Lupe

Specialist titles are mutually recognized in the DACH (Germany [D], Austria [A], and Switzerland [CH]) region. During continuing education, however, there are significant differences in structure, organization and content. Organization, formalities and responsibilities, as well as admission requirements for the final examinations, in particular the examination formats in the DACH countries will be examined. In addition, these will be critically examined from the perspective of modern medical education. Documents publicly available on the Internet from the responsible authorities for continuing medical education in the DACH region were analyzed. In addition, a narrative review of the literature in medical databases on the topic of continuing medical education in urology was performed. The minimum duration of residency is 5 (D) to 6years (A, CH). Basic (surgical) training is mandatory in Austria and Switzerland. In Switzerland, the training site must be changed at least once. Part-time training is possible in all countries. Research and participation in annual congresses are mandatory only in Switzerland. Formative examinations are only required in Switzerland. In all countries, at least one summative examination is required to obtain the specialist title. In Austria and Switzerland, the written part of the European Board of Urology (EBU) examination must be passed. From a medical education perspective, Switzerland currently offers and demands the most modern elements in specialist training. The certified structured continuing education modelled on the "Deutschen Gesellschaft für Urologie" (DGU; "Weiterbildungscurriculum Urologie", WECU) in Germany integrates modern approaches in Germany. With timely implementation of, for example, entrustable professional activities (EPAs), urology in German-speaking countries could be pioneering nations and disciplines internationally.

An international medical education perspective on training in child and adolescent psychiatry.

An international medical education perspective on training in child and adolescent psychiatry.

An international medical education perspective on training in child and adolescent psychiatry.

An international medical education perspective on training in child and adolescent psychiatry.

World experiences in preceptorship in medical undergraduate education: an integrative review

Abstract: Introduction: The preceptor, as the physician who facilitates the teaching-learning process in practice settings, is essential for in service-training in the undergraduate medical school. The importance of these professionals in the training of new physicians highlights the need to understand the preceptorship activity from a medical education perspective. Objective: To verify, in the scientific literature, global experiences in preceptorship in the undergraduate medical school. Method: Integrative literature review using standardized descriptors in the following databases: LILACS - Latin American and Caribbean Literature in Health Sciences, MEDLINE - Online System for Analysis and Recovery of Medical Literature and SciELO - Scientific Electronic Library Online, between 2009 to 2019. Analysis of the articles was carried out using the thematic category technique. Results: The search in the databases resulted in 274 studies, of which 23 were analyzed and discussed in full. Detailing of the global experiences in preceptorship was systematized into two categories: intrinsic and extrinsic aspects for the exercise of preceptorship and educational strategies used by the preceptor. Conclusions: The analysis of the articles indicates the importance of the students’ actions together with preceptors for the acquisition of professional skills. A critical factor for the success of monitoring students in professional practice is the preceptor’s ability to assume the role of educator, in order to see the students in their uniqueness and in their integral development. Therefore, the significance of the preceptors’ qualifications becomes more evident.

World experiences in preceptorship in medical undergraduate education: an integrative review

Abstract: Introduction: The preceptor, as the physician who facilitates the teaching-learning process in practice settings, is essential for in service-training in the undergraduate medical school. The importance of these professionals in the training of new physicians highlights the need to understand the preceptorship activity from a medical education perspective. Objective: To verify, in the scientific literature, global experiences in preceptorship in the undergraduate medical school. Method: Integrative literature review using standardized descriptors in the following databases: LILACS - Latin American and Caribbean Literature in Health Sciences, MEDLINE - Online System for Analysis and Recovery of Medical Literature and SciELO - Scientific Electronic Library Online, between 2009 to 2019. Analysis of the articles was carried out using the thematic category technique. Results: The search in the databases resulted in 274 studies, of which 23 were analyzed and discussed in full. Detailing of the global experiences in preceptorship was systematized into two categories: intrinsic and extrinsic aspects for the exercise of preceptorship and educational strategies used by the preceptor. Conclusions: The analysis of the articles indicates the importance of the students’ actions together with preceptors for the acquisition of professional skills. A critical factor for the success of monitoring students in professional practice is the preceptor’s ability to assume the role of educator, in order to see the students in their uniqueness and in their integral development. Therefore, the significance of the preceptors’ qualifications becomes more evident.

Progress, challenges and partnerships of teaching medical professionalism in medical schools in Sudan: the success story of Sudan Medical Council.

This paper highlights the historical perspective of medical education in Sudan and the context within which initiatives for teaching medical professionalism were implemented. It reflects upon the present-day situation of teaching professionalism in Sudan and identifies the challenges of teaching professionalism in the medical schools in the country. The cultural and social adaptation and professional implementation challenges within a poorly resourced health system will be discussed. The successful experience of the Sudan Medical Council in conducting the accreditation for medical schools and in commencing and maintaining partnerships with major concerned partners is shared.

O ensino de anatomia humana no contexto da educação médica: uma retrospectiva histórica

Este trabalho tem por objetivo refletir sobre o processo de evolução do ensino da anatomia humana e a inserção das novas tecnologias no contexto do ensino e aprendizagem na formação médica. Trata-se de um estudo teórico reflexivo. A busca e análise do arcabouço bibliográfico utilizado ocorreu por meio de uma revisão narrativa da literatura. A organização dos resultados foi feita por meio da Análise de Contexto. Os contextos utilizados foram: Novas tecnologias no ensino da anatomia como contexto imediato; Perspectivas atuais no ensino médico como contexto específico; Legislação e ética no uso de cadáveres como contexto geral; e Evolução histórica do estudo da anatomia como metacontexto. As competências esperadas pelo aluno de medicina perpassam por uma formação sólida em anatomia humana com o uso de diferentes metodologias. Ainda assim, ressalta-se a importância bem como os aspectos éticos envolvidos no uso de cadáveres.

Assessment and Evaluation- In Perspective of Medical Education

Assessment and Evaluation- In Perspective of Medical Education

A Significant Event Analysis of the Case of Unsuccessful Tracheal Extubation：Reflection from the Perspective of Medical Education

A Significant Event Analysis of the Case of Unsuccessful Tracheal Extubation：Reflection from the Perspective of Medical Education

Endoscopic submucosal dissection - a medical education perspective.

Endoscopic submucosal dissection - a medical education perspective.

Medical humanities: a closer look at learning

The inclusion of medical humanities with medical curricula is a question that has been the focus of attention for many within the evolving field. This study addressed the question from...

A Historical Perspective of Medical Education

Even though there are significant developments in recent years in medical education, physicians are still needed reform and innovation in order to prepare the information society. The spots in the forefront of medical education in recent years; holistic approach in all processes, including health education, evidence-based medicine and professionalism. Medical education; undergraduate, postgraduate and continuing medical education covering the period varies from country to country for the duration of this period. Increasing day pursuing the importance of medical education and student-centered education and is spread across the country as well as in blended learning model that includes educational centered education. Medical faculty, students and teaching staff should be informed about innovations and developments should offer opportunities for that matter, should support administrative and economic necessarily.

Human preservation techniques in anatomy: A 21st century medical education perspective.

Anatomy is the cornerstone of education for healthcare professionals with the use of human material providing an excellent teaching tool in the modern curricula. The ability and quality of preservation of human remains has enabled such use. The introduction of formaldehyde as a preservative in 1893 was an important step in the history of preservation. With the European Union directive on the use of formaldehyde and its expected banning, anatomists are trying to find a more convenient and safe substitute. In this review, we compare the different techniques used based on the need for embalming, fixative used, period of preservation and the features of the embalmed specimen. The fact that embalming is used in different disciplines, multiple purposes and described in different languages has led to the development of ambiguous interchangeable terminology. Overall, there is a lack of information specifically classifying, listing and comparing different embalming techniques, and this may be due to the fact that no internationally recognized experimental standards are adhered to in this field. Anatomists strive to find an embalming technique that allows the preserved specimen to accurately resemble the living tissue, preserve the body for a long period of time and reduces health risk concerns related to working with cadavers. There is a need for embalming to shift to an independent modern day science with well-founded research at the heart of it. While this may take time and agreement across nations, we feel that this review adds to the literature to provide a variety of different methods that can be employed for human tissue preservation depending on the desired outcome.

Mentorship for Residents in Psychiatry: a Competency-based Medical Education Perspective with Career Counseling Tools.

Mentorship for Residents in Psychiatry: a Competency-based Medical Education Perspective with Career Counseling Tools.

A critical review of the core medical training curriculum in the UK: A medical education perspective.

SummaryThis paper represents a systematic evaluation of the Core Medical Training Curriculum in the UK. The authors critically review the curriculum from a medical education perspective based mainly on the medical education literature as well as their personal experience of this curriculum. They conclude in practical recommendations and suggestions which, if adopted, could improve the design and implementation of this postgraduate curriculum. The systematic evaluation approach described in this paper is transferable to the evaluation of other undergraduate or postgraduate curricula, and could be a helpful guide for medical teachers involved in the delivery and evaluation of any medical curriculum

Perspectives in medical education: signposts to the future in educating respiratory specialists

“Prediction is very difficult, particularly about the future.” Niels Bohr (1885–1962). We are living in an exciting period due to current innovations and developments in science. As we learn more about the human gene, we try to cluster disorders and diseases in order to have a positive effect on medicine [1]. The Institute for Systems Biology (Seattle, WAS, USA) have developed the P4 medicine (or Predictive, Preventive, Personalised and Participatory medicine), in a move from traditional reactive medicine to proactive medicine. In the future, will the doctor actively search for the patient to predict and prevent a disease rather than wait? Will personalised and participatory care be given to all patients? [2]. There is no doubt that public health demand and research advances are pushing medicine into an era of transformation [3]. Fast moving societal, economical and technological changes are also reshaping the medical profession in general. The mobility of both patients and doctors within the European Union has focused even greater attention on the competency of doctors and their ability to practice medicine. Technological changes have introduced new concepts and challenges in how medical education is conducted, both by instruction and assessment. In this milieu of complex and ever-evolving healthcare systems, how does the physician develop? How does one set expectations, provide experiences and evaluate outcomes which are the basic actions for providing a comprehensive programme in developing the physician as a professional? [4]. These trends will particularly impact on the practice of respiratory medicine. Therefore, it is crucial that the profession keeps pace. This requires particular efforts on behalf of the medical education reforms that have become relevant. The European Respiratory Society (ERS) took the first step in taking on the challenge. The ERS School organised an educational research seminar …

Comparing gender awareness in Dutch and Swedish first-year medical students - results from a questionaire

BackgroundTo ascertain good and appropriate healthcare for both women and men implementation of gender perspectives in medical education is needed. For a successful implementation, knowledge about students' attitudes and beliefs about men, women, and gender is crucial. The aim of this study was to compare attitudes to gender and gender stereotyping among Dutch and Swedish male and female medical students.MethodsIn this cross-sectional study, we measured the attitudes and assumptions about gender among 1096 first year medical students (616 Dutch and 480 Swedish) with the validated Nijmegen Gender Awareness in Medicine Scale (N-GAMS). The response rate was 94% in the Netherlands and 93% in Sweden. Univariate analysis of variance (ANOVA) was used to compare the scores between Dutch and Swedish male and female students. Linear regressions were used to analyze the importance of the background variables.ResultsThere were significant differences in attitudes to gender between Dutch and Swedish students. The Swedish students expressed less stereotypical thinking about patients and doctors and the Dutch were more sensitive to gender differences. The students' sex mattered for gender stereotyping, with male students in both countries agreeing more with stereotypical statements. Students' age, father's birth country and mother's education level had some impact on the outcome.ConclusionsThere are differences between cultures as well as between men and women in gender awareness that need to be considered when implementing gender in medical education.This study suggests that to arouse the students' interest in gender issues and make them aware of the significance of gender in medical work, the examples used in discussions need to be relevant and challenging in the context of the specific country. Due to different levels of knowledge and different attitudes within the student population it is important to create a climate for dialogue where students feel permitted to disclose their ideas and attitudes in order to become aware of what these are as well as their possible consequences on interaction and decision-making in medical work.

Theoretical perspectives in medical education: past experience and future possibilities

Pedagogical practices reflect theoretical perspectives and beliefs that people hold about learning. Perspectives on learning are important because they influence almost all decisions about curriculum, teaching and assessment. Since Flexner's 1910 report on medical education, significant changes in perspective have been evident. Yet calls for major reform of medical education may require a broader conceptualisation of the educational process. Medical education has emerged as a complex transformative process of socialisation into the culture and profession of medicine. Theory and research, in medical education and other fields, have contributed important understanding. Learning theories arising from behaviourist, cognitivist, humanist and social learning traditions have guided improvements in curriculum design and instruction, understanding of memory, expertise and clinical decision making, and self-directed learning approaches. Although these remain useful, additional perspectives which recognise the complexity of education that effectively fosters the development of knowledge, skills and professional identity are needed. Socio-cultural learning theories, particularly situated learning, and communities of practice offer a useful theoretical perspective. They view learning as intimately tied to context and occurring through participation and active engagement in the activities of the community. Legitimate peripheral participation describes learners' entry into the community. As learners gain skill, they assume more responsibility and move more centrally. The community, and the people and artefacts within it, are all resources for learning. Learning is both collective and individual. Social cognitive theory offers a complementary perspective on individual learning. Situated learning allows the incorporation of other learning perspectives and includes workplace learning and experiential learning. Viewing medical education through the lens of situated learning suggests teaching and learning approaches that maximise participation and build on community processes to enhance both collective and individual learning.