			Home About us Contact

Curricular Elements (curricular + element)

Distribution by Scientific Domains

Medical Sciences	60%

Selected Abstracts

Core Curricular Elements for Fellowship Training in International Emergency Medicine

ACADEMIC EMERGENCY MEDICINE, Issue 7 2010
Jamil Bayram MD
ACADEMIC EMERGENCY MEDICINE 2010; 17:748,757 © 2010 by the Society for Academic Emergency Medicine Abstract Objectives:, The objective was to describe the common educational goals, curricular elements, and methods of evaluation used in international emergency medicine (IEM) fellowship training programs currently. IEM fellowship programs have been developed to provide formal training for emergency physicians (EPs) interested in pursuing careers in IEM. Those fellowships are variable in scope, objectives, and duration. Previously published articles have suggested a general curriculum structure for IEM fellowships. Methods:, A search of MEDLINE, EMBASE, and CINAHL databases from 1950 to June 2008 was performed, combining the terms international, emergency medicine, and fellowship. Online curricula and descriptive materials from IEM fellowships listed by the Society for Academic Emergency Medicine (SAEM) were reviewed. Knowledge and skill areas common to multiple programs were organized in discrete categories. IEM fellowship directors were contacted for input and feedback. Results:, Eight articles on IEM fellowships were identified. Two articles described a general structure for fellowship curriculum. Sixteen of 20 IEM fellowship programs had descriptive materials posted online. These information sources, plus input from seven fellowship program directors, yielded the following seven discrete knowledge and skill areas: 1) emergency medicine systems development, 2) humanitarian relief, 3) disaster management, 4) public health, 5) travel and field medicine, 6) program administration, and 7) academic skills. Conclusions:, While IEM fellowships vary with regard to objectives and structure, this article presents an overview of the current focus of IEM fellowship training curricula that could serve as a resource for IEM curriculum development at individual institutions. [source]

Follow the patient: process and outcome evaluation of medical students' educational experiences accompanying outpatients

MEDICAL EDUCATION, Issue 2 2006
Kei Mukohara
Background, To instil patient-centred attitudes in medical students, several medical schools in Japan have recently started to offer educational experiences in which medical students accompany outpatients throughout entire visits to hospitals. Objective, To evaluate the processes and outcomes of the educational experience of Year 5 medical students accompanying outpatients at Nagoya University Hospital. Methods, An integrated, multimethod approach was adopted using a written survey with open-ended questions for students, focus groups with students, and a written evaluation survey for patients. In all, 99 students completed the survey, 19 students participated in 3 focus groups, and 46 patients participated in the evaluation. Results, Many students were sceptical about the objectives of the exercise. We were able to gain insight into student perceptions about facets of the exercise such as the ratio of students to patients and whether or not students should wear white coats. In particular, there was consensus among students about the importance of the debriefing session after the experience. Students achieved different learning outcomes depending on their particular individual experiences. In the student survey, 49% were satisfied with this experience, 6% were dissatisfied, and 43% were neither. In contrast, patients were highly satisfied with the experience (mean score 4.2 out of 5.0 on a Likert scale). Some students expressed concern about being a burden to patients, while many patients reported feeling emotionally supported by being accompanied by students. Conclusion, An integrated approach to programme evaluation, using quantitative and qualitative methods, was useful in the process and outcome evaluation of this new educational experience. The results have been taken into consideration for quality improvement of this curricular element. [source]

The "Best Place" Debate: A Comparison of Graduate Education Programs for Nonprofit Managers

PUBLIC ADMINISTRATION REVIEW, Issue 3 2000
Roseanne M. Mirabella
This article presents a critical examination of the curricular elements of nonprofit management degree programs in colleges of business, public administration, and social work. What are the major curricular elements in each type of program? How do the curricular elements of these programs compare with generic management degree programs? What are the central challenges facing managers of nonprofit organizations, and how are these challenges addressed in each program? Based on the curricular review, is one setting more favorable for students of nonprofit management? What are the views of stakeholders regarding the "best place" to educate managers? Data collected from focus groups and surveys of stakeholders in each of these academic settings are presented. The paper concludes with a discussion of the implications of these findings for the future of nonprofit management education in the United States. [source]