Home About us Contact
|
Home About us Contact | ||
|
|
||
Postgraduate Medical Education (postgraduate + medical_education)
Selected AbstractsComments on the Present Status and Future Directions of Postgraduate Medical EducationJOURNAL OF CLINICAL HYPERTENSION, Issue 10 2005Marvin Moser MD Editor in Chief No abstract is available for this article. [source] Initial evaluation of the first year of the Foundation Assessment ProgrammeMEDICAL EDUCATION, Issue 1 2009Helena Davies Objectives, This study represents an initial evaluation of the first year (F1) of the Foundation Assessment Programme (FAP), in line with Postgraduate Medical Education and Training Board (PMETB) assessment principles. Methods, Descriptive analyses were undertaken for total number of encounters, assessors and trainees, mean number of assessments per trainee, mean number of assessments per assessor, time taken for the assessments, mean score and standard deviation for each method. Reliability was estimated using generalisability coefficients. Pearson correlations were used to explore relationships between instruments. The study sample included 3640 F1 trainees from 10 English deaneries. Results, A total of 2929 trainees submitted at least one of all four methods. A mean of 16.6 case-focused assessments were submitted per F1 trainee. Based on a return per trainee of six of each of the case-focused assessments, and eight assessors for multi-source feedback, 95% confidence intervals (CIs) ranged between 0.4 and 0.48. The estimated time required for this is 9 hours per trainee per year. Scores increased over time for all instruments and correlations between methods were in keeping with their intended focus of assessment, providing evidence of validity. Conclusions, The FAP is feasible and achieves acceptable reliability. There is some evidence to support its validity. Collated assessment data should form part of the evidence considered for selection and career progression decisions although work is needed to further develop the FAP. It is in any case of critical importance for the profession's accountability to the public. [source] How residents learn: qualitative evidence for the pivotal role of clinical activitiesMEDICAL EDUCATION, Issue 8 2007P W Teunissen Objectives, Medical councils worldwide have outlined new standards for postgraduate medical education. This means that residency programmes will have to integrate modern educational views into the clinical workplace. Postgraduate medical education is often characterised as a process of learning from experience. However, empirical evidence regarding the learning processes of residents in the clinical workplace is lacking. This qualitative study sought insight into the intricate process of how residents learn in the clinical workplace. Methods, We carried out a qualitative study using focus groups. A grounded theory approach was used to analyse the transcribed tape recordings. A total of 51 obstetrics and gynaecology residents from teaching hospitals and affiliated general hospitals participated in 7 focus group discussions. Participants discussed how they learn and what factors influence their learning. Results, An underlying theoretical framework emerged from the data, which clarified what happens when residents learn by doing in the clinical workplace. This framework shows that work-related activities are the starting point for learning. The subsequent processes of ,interpretation' and ,construction of meaning' lead to refinement and expansion of residents' knowledge and skills. Interaction plays an important role in the learning process. This is in line with both cognitivist and sociocultural views on learning. Conclusions, The presented theoretical framework of residents' learning provides much needed empirical evidence for the actual learning processes of residents in the clinical workplace. The insights it offers can be used to exploit the full educational potential of the clinical workplace. [source] Medical education in the new millenniumJOURNAL OF INTERNAL MEDICINE, Issue 2 2000L. H. Rees Abstract. Rees LH (Royal College of Physicians, London, UK). Medical education in the new millennium (Internal Medicine in the 21st Century). J Intern Med 2000; 248: 95,101. This article reviews current trends in undergraduate and postgraduate medical education and speculates on the future in the new millennium. [source] How residents learn: qualitative evidence for the pivotal role of clinical activitiesMEDICAL EDUCATION, Issue 8 2007P W Teunissen Objectives, Medical councils worldwide have outlined new standards for postgraduate medical education. This means that residency programmes will have to integrate modern educational views into the clinical workplace. Postgraduate medical education is often characterised as a process of learning from experience. However, empirical evidence regarding the learning processes of residents in the clinical workplace is lacking. This qualitative study sought insight into the intricate process of how residents learn in the clinical workplace. Methods, We carried out a qualitative study using focus groups. A grounded theory approach was used to analyse the transcribed tape recordings. A total of 51 obstetrics and gynaecology residents from teaching hospitals and affiliated general hospitals participated in 7 focus group discussions. Participants discussed how they learn and what factors influence their learning. Results, An underlying theoretical framework emerged from the data, which clarified what happens when residents learn by doing in the clinical workplace. This framework shows that work-related activities are the starting point for learning. The subsequent processes of ,interpretation' and ,construction of meaning' lead to refinement and expansion of residents' knowledge and skills. Interaction plays an important role in the learning process. This is in line with both cognitivist and sociocultural views on learning. Conclusions, The presented theoretical framework of residents' learning provides much needed empirical evidence for the actual learning processes of residents in the clinical workplace. The insights it offers can be used to exploit the full educational potential of the clinical workplace. [source] Academic recognition of critical appraisal and systematic reviews in British postgraduate medical educationMEDICAL EDUCATION, Issue 4 2003Phil Alderson No abstract is available for this article. [source] Making and sharing decisions about management with patients: the views and experiences of pre-registration house officers in general practice and hospitalMEDICAL EDUCATION, Issue 1 2002J E Thistlethwaite Objectives To explore the views and experiences of pre-registration house officers (PRHOs) in general practice and hospital settings regarding the concept of patient partnership and their experience of involving patients in management decisions. Design The 12 PRHOs who had graduated from British universities and who were working within the Yorkshire Deanery were interviewed towards the end of their four-month general practice attachments. The interviews were semi-structured and analysed qualitatively. Results Three major themes emerged. The PRHOs perceived differences in approach between consultations carried out in hospital and primary care settings, with general practitioners being more likely to share information and decisions with patients. As medical students, the PRHOs had little opportunity to practise sharing information and management decisions with patients, and variable experience of this after graduation. On the whole they were favourable to the concept of patient partnership. Conclusions Medical students and PRHOs lack training and opportunities to decide on management and discuss this with patients and yet, particularly in general practice settings, they have to practise these skills. The PRHOs had begun to develop strategies to decide how much information to give to patients and to what extent to involve patients in management decisions. This is an area that needs further consideration when planning both undergraduate and postgraduate medical education. [source] The Business of Emergency Medicine: A Nonclinical Curriculum Proposal for Emergency Medicine Residency ProgramsACADEMIC EMERGENCY MEDICINE, Issue 9 2009Thomas Falvo DO Abstract Over the course of their postgraduate medical education, physicians are expected not only to acquire an extensive knowledge of clinical medicine and sound procedural skills, but also to develop competence in their other professional roles as communicator, collaborator, mediator, manager, teacher, and patient advocate. Although the need for physicians to develop stronger service delivery skills is well recognized, residency programs may underemphasize formal training in nonclinical proficiencies. As a result, graduates can begin their professional careers with an incomplete understanding of the operation of health care systems and how to utilize system resources in the manner best suited to their patients' needs. This article proposes the content, educational strategy, and needs assessment for an academic program entitled The Business of Emergency Medicine (BOEM). Developed as an adjunct to the (predominantly) clinical content of traditional emergency medicine (EM) training programs, BOEM is designed to enhance the existing academic curricula with additional learning opportunities by which EM residents can acquire a fundamental understanding of the nonclinical skills of their specialty. [source] | ||||||||||