Progress In Medical Education Research Articles

Professor Nikolaos Louros, a concerned scientist in twentieth-century Athens

The personal papers of Nikolaos Louros present an invaluable source of information on Louros’s place in the medical, social, cultural and political history of twentieth-century Greece. A royalist, liberal and keen observer of scientific and social developments, he participated actively in the shaping of the country’s post-war progress in medical education, institutions and ideas.

Interactive digital platform and cyber-physical systems in medical education

Relevance. The success and progress of medical education are inherently linked to the achievements of fundamental and applied sciences and depend on the degree of curriculum fulfilment with advanced digital technology effectiveness. The article considers new forms of learning organization based on digital platforms. Information and communication technologies (platforms) allow effective distant coordination of the academic paths for large numbers of students and strict unbiased control over the implementation of assigned tasks. The article considers the specific features of medical digital platforms, algorithmic management forms, necessity and importance of cyber-physical systems, and gives examples of single robotic element implementation used in learning platf orms.Materials and Methods. The publication selection criteria were: papers published after 2000; relevance to the keywords "Education", "Medical Education", and "Patient Simulation"; publications included in the databases "ScienceDirect" (Scopus), "IEEE", or "NCBI".Results. Twenty-seven scientific publications were selected by the inclusion and exclusion criteria.Conclusion. The online learning platform formed by a set of transformed traditional curricula allows for a full access of students to learning resources and can stimulate the teaching staff competencies, which is, in general, a relevant and promising direction for improving the effectiveness of the learning process.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ІНСТРУМЕНТИ ВИКЛАДАЧА ПРИРОДНИЧИХ ДИСЦИПЛІН ПРИ ПІДГОТОВЦІ ЗДОБУВАЧА ВИЩОЇ МЕДИЧНОЇ ОСВІТИ

The article considers the main psychological and pedagogical tools of the teacher in the field of fundamental training of applicants for higher medical education in the discipline “Medical and Biological Physics”. The role of the teacher of the cycle of fundamental training in medical education and the pedagogical tools he or she uses deserve special attention. The stimulating influence and effect on the internal (why the student should do it) and external (in what conditions the student will do it) motivation of the student by the teacher is very important. The contemporary teacher must also restructure his/her activities because of new challenges in the education system and deviate from traditional methods, pursue permanent selfimprovement, adapt to the way of thinking of students, understand and analyze it to be able to moderate the educational process, more widely use interactive methods and creative, individual approach focused on students, be practically oriented, innovative, etc. The modern medicine has made a great step forward thanks to the development of new technologies based on the achievements of information, mathematical and natural sciences. Therefore, it is important for the future physician to know the basic laws of nature, including physical laws, which are basic for the disciplines of the clinical cycle. The discipline «Medical and Biological Physics» was formed at the intersection of physics, biology, chemistry and medicine and is one of the most important in the preparation of future physicians. The historical progress of medical education in our country gives convincing information about the close relationship between natural sciences and clinical departments, which is a guarantee of quality in fundamental training of graduates. Today’s medicine widely uses the results of theoretical and experimental achievements in the field of physics, so the study of biological physics is important in the professional development and growth of the future competitive specialist, in the development of his/her personality. If the motivation to study other disciplines of natural sciences is sometimes present, so to speak, “by default”, and an additional stimulus for such studies is their inclusion into the structure of licensed exams, the discipline “Medical and Biological Physics” requires additional stimuli and pedagogical tools, namely: – clear, logical structuring of the lesson to systematize the material; – modeling of problem situations; – moderation of the educational process; – encouragement of independent and in-depth study of some issues, and others. Finding and using effective incentives to motivate students is the key to improving their academic performance, which in turn is reflected in the future in their professional competence development. The main role in this process undoubtedly belongs to the teacher and well-chosen pedagogical tools. The additional stimuli and pedagogical tools described in the article increase the motivation to study biological physics and understand its importance. Often the students’ argument against studying this discipline is the lack of time, and this is another problem of first year students which needs to be addressed – their irrationality in planning their time.

Evidence That Female Urologists and Urology Trainees Tend to Underrate Surgical Skills on Self-Assessment

BackgroundHistorically low, the proportion of female urology residents now exceeds 25% in recent years. Self-assessment is a widely used tool to track progress in medical education. However, the validity of its results and gender differences may influence interpretation. Simulation of surgical skills is increasingly common in modern residency training and standardizes certain objective tasks and skills. The objective of this study was to identify gender differences in self-assessment of surgeons and trainees when using simulation of surgical skills. MethodsMedical students, residents, and attending and retired surgeons completed simple interrupted suturing. Assessment was self-rated using previously tested visual analog motion scales. Tasks were video recorded and rated by blinded expert surgeons using identical motion scales. Computer vision motion tracking software was used to objectively analyze the kinematics of surgical tasks. ResultsProportion of female (n = 17) and male (n = 20) participants did not differ significantly by the level of training, P = 0.76. Five expert surgeons evaluated 84 video segments of simple interrupted suturing tasks (mean 3.0 segments per task per participant). Self-assessment correlated well overall with expert rating for motion economy (Pearson correlation coefficient 0.61, P < 0.001) and motion fluidity (0.55, P = 0.002).Women underrated their performance in accordance with mean individual difference of self-assessment and expert assessment scores (Δ SAS-EAS) for both economy of motion (mean ± SEM −1.1 ± 0.38, P = 0.01) and fluidity of motion (−1.3 ± 0.39, P < 0.01). On the same measures, men tended to rate themselves in accordance with experts (−0.16 ± 0.36, P = 0.63; −0.09 ± 0.41, P = 0.82, respectively). Δ SAS-EAS did not differ significantly on any rating scale across levels of training. Expert ratings did not differ significantly by gender for any domain. ConclusionsFemale surgeons and trainees underrate some technical skills on self-assessment when compared with expert ratings, whereas male surgeon and trainee self-ratings and expert ratings were similar. Further work is needed to determine if these differences are accentuated across increasingly difficult tasks.

Internet use behaviors, internet addiction and psychological distress among medical college students: A multi centre study from South India.

Internet Addiction (IA) among medical students and its association with psychological distress can impact their academic progress and long term career goals. IA would also indirectly impact community of health care professionals and the society. Thus, there is a need to investigate the IA among medical students. This study was a first such attempt to explore internet use behavior's, IA, among a large group of medical students across multiple centers and its association with psychological distress primarily depression. 1763 medical students aged 18 to 21 years, pursuing Bachelor of Medicine; Bachelor of Surgery (MBBS) from three south Indian cities of Bangalore, Mangalore and Trissur participated in the study. The socio-educational and internet use behaviors data sheet was used to gather demographic information and patterns of internet use, IA Test (IAT) was utilized to assess IA and Self-Report Questionnaire (SRQ-20) assessed psychological distress primarily depression. Among the total N = 1763, 27% of medical students met criterion for mild addictive internet use, 10.4% for moderate addictive internet use, and 0.8% for severe addiction to internet. IA was higher among medical students who were male, staying in rented accommodations, accessed internet several times a day, spent more than 3 h per day on internet and had psychological distress. Age, gender, duration of use, time spent per day, frequency of internet use and psychological distress (depression) predicted IA. A substantial proportion of medical students have IA which can be detrimental for their medical education progress and long term career goals. Early identification and management of IA and psychological distress among medical students is crucial.

La educación en nuestro tiempo: ¿competencia o aptitud? El caso de la medicina. Parte II

Part II is focused on participatory education (PE), a distinctive way to understand and practice education in contrast to passive education. The core of PE is to develop everyone's own cognitive potentialities frequently mutilated, neglected or ignored.Epistemological and experiential basis of PE are defined: the concept of incisive and creative criticism, the idea of knowledge as each person's own construct and life experience as the main focus of reflection and cognition. The PE aims towards individuals with unprecedented cognitive and creative faculties, capable of approaching a more inclusive and hospitable world.The last part criticizes the fact that medical education has remained among the passive education paradigm. The key role of cognitive aptitudes, both methodological and practical (clinical aptitude), in the progress of medical education and practice is emphasized. As a conclusion, the knowhow of education is discussed, aiming towards a better world away from human and planetary degradation.

The attractiveness of family medicine among Polish medical students

Background: In many developed countries tuning supply and demand of medical doctors is a continuous challenge to meet the ever changing needs of community and individual patients. The long study period for medical doctors creates the opportunity to observe the current career preferences of medical students and evolution in time.Objectives: To investigate the career choices of Polish students in different stages of their medical education.Methods: Medical students at five Polish medical universities were questioned about their career aspirations in the first, third and sixth year.Results: A total of 2020 students were recruited for the survey. Among first year students 17% preferred family medicine as final career option, compared to 20% in the third year, and 30% in the sixth year (significant trend, P < 0.0001). In particular, female students prefer family medicine: 71% women versus 62% women in the group with a preference for a non-family medicine orientation (P = 0.008). Medical students rejecting a career as a family doctor stated that the impossibility to work in a hospital environment was the determining factor.Conclusion: The opportunity for professional development seems to be an important determining factor in the choice of a medical specialty in Poland. The proportion of Polish students choosing family medicine increases during their progress in medical education, with one third of students interested in a career in family medicine by year six.

“Biomedical Research A Pursuit Without Boundaries” Nobel Prizes in Physiology and Medicine and Chemistry 2012

It has happened before several times. In over a century of Nobel prize awards, the distinction in physiology and Medicine mainly and in chemistry to some extent, have been conferred on scientists who are physicians and also on chemists, biologists / molecular biologists or cell biologists, geneticists etc., in their basic or primary interest and pursuit. In other words, “Physiology and Medicine” has the unique distinction of deserving of Nobel prizes by outstanding non-physicians more frequently, than any other discipline. Also noteworthy is the fact that prizes in chemistry have been conferred upon physicians, microbiologists and biological chemists. In fact, the prizes have revealed a phenomenon that medicine has no boundaries among chemical, biological, physical disciplines and has been enriched by discoveries on the chemical basis of life processes. In fact, the great biochemist of the last century Arthur Kornberg himself, a physician scientist and the discoverer of DNA synthesizing enzymes never missed an opportunity to confirm his conviction that chemistry is the language of life (read medical sciences). All this to say that science in general, and medicine and medical sciences in particular have no boundaries. For progress in medical education, research and applications in health care this is a vital ideology. Nobel prizes in 2012 for physiology and medicine and for chemistry provide yet another striking evidence, to such an inherent characteristic of medical/biomedical science and its progress.

Competency and professionalism in medicine

In this article some definitions of competency and professionalism will be discussed, and an overview of existing methods that assess competency and professionalism in anaesthesia resident doctors (residents) is provided. In addition, we will discuss how progression to professionalism, education in anaesthesiology and other medical specialties may be improved using the adult skill acquisition model. The goal of this paper is to refine the definitions of professionalism and competency, and to propose a new approach to medical education. The terms professionalism and competency are both used in the context of education, sometimes interchangeably, adding to the confusion surrounding their definitions and application. Competency, from our point of view, is the ability to perform a certain task required for a work situation. Professionalism includes competencies in addition to the specific behaviours required to successfully perform in a certain specialty. Areas in which progress in medical education may be achieved include: resident selection; teaching and testing of programs (e-education); better use of simulation for skills assessment; and teaching and assessment of non-technical skills during residency. Medical schools and teaching hospitals should work continuously on creating and maintaining a high level of professional culture. Medical knowledge, manual skills and non-technical skills should be used for the assessment of professionalism in medical specialties. The necessity to improve on the quality of medical care calls for changes in medical education.

Broad church or bunfight? Possibilities for progress in medical education

Broad church or bunfight? Possibilities for progress in medical education

An education that pierces what the knife cannot: A student perspective

If personalized medicine is the way of the future, and the physician's approach to each patient becomes more individualized and team-based, so must the professors' approach to the medical student experience. Mayo Medical School has an innovative curriculum designed to respect and enhance the individual interests of its students. A former educator herself, and now a medical student, the author advocates for further creative curriculum design to enhance healthy student attitude learning in medical school. In her personal testimony to the healing power of art and story, she cautions institutions that ignore integrating humanities into their curriculum that their student physicians will build self-protective barriers without self-reflection. She argues students must have more avenues to express their emotions during difficult transitions and ethical dilemmas. This commentary describes extracurricular student projects during anatomy, and includes an example of student reflective writing in anatomy. The author suggests that narrative medicine as an emerging discipline would be an effective educational strategy when applied to any aspect of the medical curriculum, and should be considered by more medical schools for further progress in medical education.

チュートリアル 新しいテュートリアル：東京女子医科大学の取り組み

Problem-based learning tutorial became a popular educational modality in health care educations. However, some institutes are confronted with difficulties and confusions in the practice. Often they are associated with a lack of understanding concept and purpose of problem-based learning. Tokyo Women's Medical University adopted problem-based leaning in 1990, and has been continuously improved the system. Tokyo Women's Medical University introduced unique 4 year problem-based learning course. The graduates who underwent problem-based learning curriculum are now teaching through problem-based learning in the medical school. This review covers our concept and purpose of problem-based learning, and new innovations of the practice. An “incremental problem-based leaning” and a “problem-based learning containing human relations” are explained as the recent advances in the methods of problem-based learning. Our history signifies the importance of innovation after educational revolution and continuing devotion by the teachers in the progress of medical education.

Are we making progress in medical education?

Scholarship in medical education consists of a rich compilation of studies and innovations designed to enhance our understanding of the process and content of education, contributing to and enhancing the training of physicians and their practice of high-quality patient care. Viewed through the lens of the Society of General Internal Medicine (SGIM) Residency Reform Task Force Report,1 the 29 reports in this issue advance our understanding of the educational mission and vision for a broad range of topics.

An Estimable Legacy

The MEDICAL EDUCATION ISSUE of JAMA was initially published 89 years ago, on September 21, 1901. It was also the first time thatThe Journalreported medical education statistical data, with information from 154 medical schools, 26 417 medical students, and 5958 medical school teachers. The editorial in that 1901 issue might well have been written today. The progress of medical education in the United States is one of the most remarkable phases of modern culture that has been observed during the past 15 years. For the motives of this progress we are obliged to look in various directions: to the enormous increase in wealth that has marked our mastery over the physical resources of the earth through modern machinery, to the equally unexpected increase in our knowledge of diseases through the general scientific advancement, and, lastly, to the coincident revival of a science and art of pedagogy. These general

Medicine in the USA: historical vignettes. VII. The painfully slow progress in medical education

Medicine in the USA: historical vignettes. VII. The painfully slow progress in medical education

PROGRESS in medical education.

PROGRESS in medical education.

Estate planning for physicians. 1. The business side of the physician's life.

The physician, like most other men, is a many-sided person. In his practice of medicine he is engaged in a highly skilled calling, is a member of one of the most respected professions, and is usually self-employed. With the great progress in medical education in the past few decades, there is no doubt that the present day medical school graduate has received a satisfactory technical education. Probably no other profession can claim that its members enter practice better equipped by technical training and experience to perform their daily tasks. In these articles another aspect of the life of the physician that is not directly related to his practice of medicine will be examined. Perhaps it can best be described as "the business side of the physician's life." The scope of the articles may be somewhat boader than that phrase indicates. The physician's life and work as a citizen, businessman, property owner, taxpayer, and head of a family group dependent on him will be surveyed. When the physician's life is analyzed from these viewpoints, it becomes

IMPEDIMENTS TO PROGRESS IN MEDICAL EDUCATION

IMPEDIMENTS TO PROGRESS IN MEDICAL EDUCATION

Some Responsibilities of Medical Education

TO DELIVER the Annual Oration of the Massachusetts Medical Society is an honorable privilege, for which I am grateful.For almost fourteen years, as dean of the Faculty of Medicine, I have had the chief responsibility for the administration of the Harvard Medical School. This experience is the reason for my choice of subject and presumably the basis of the Society's choice of an orator. The organization and progress of medical education have been my chief preoccupation for these fourteen years, and I welcome the opportunity to place on record my faith and my optimism regarding it. As I have . . .

The Future of Medical Education

The major recommendations and chapters of The Future of Moral Education can be divided into three categories: expansion of medical education's scope and responsibilities, basic conditions for progress in medical education, and medial education and the nation's health. The contributors all recognize their obligation to medical education's future as a societal endeavor to serve America's health needs.