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Evaluation of curricular integration between physiology and semiology:faculty point of view

We discuss the integration between two disciplines during the secon year of the medical course and the future impact into the course.  
Iêda Aleluia
almost 9 years ago
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31

The Enemy Within: Factors impacting on alienation and engagment in Pathology registrars

Education in South Africa is characterised by historical inequalities that may lead to poor learning experiences and performance, especially amongst groups that experience isolation and disaffection. The perspective of alienated and engaged experiences of learning, taking into account the student’s social and cultural context may be more valuable to study than only focusing on approaches to learning. Aims of project: To determine the factors that have an impact on a student’s perceptions of engagement and alienation in the postgraduate pathology environment at Stellenbosch University. A cross-sectional case study through semi-structured interviews, investigating 17 postgraduate students in Pathology selected by purposive sampling, were undertaken, exploring aspects of alienation and engagement. Conclusion Factors can change have been identified and support systems that may impact on students’ learning experiences and throughput can be developed. With a view to addressing the intellectual capacity and health care needs in the country, it is crucial that these issues be investigated and adressed.  
Juanita Bezuidenhout
almost 9 years ago
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Innovative Programme Elements Add Value to a FAIMER Regional Institute Faculty Development Fellowship Model in Southern Africa

The Foundation for the Advancement of Medical Education and Research (FAIMER) is a US-based non-profit organisation committed to improving health professions education to improve global health. FAIMER traditionally offers a two year fellowship programme; 2 residential and 3 distance learning sessions and an education innovation project in the fellow’s home institution. The focus is on education methods, leadership/management, scholarship and the development of an international community of health professions educators. During the past 5 years, FAIMER has expanded the programme and established regional institutes in India[3], Brazil[1] and Southern Africa (SAFRI)[1]. We implemented the programme in Africa in 2008, introducing 5 innovations to the generic programme. SAFRI was created as an independent voluntary association to reflect the multinational intent of the programme. Aim of project To understand the impact of the innovations in the structure and implementation of the programme on its quality and the experience of the participants in it. Conclusions Faculty development programmes can significantly enhance their impact: Be sensitive to the local political climate Demonstrate wide ownership Focus on developing a community of practice Work within the professional time constraints of Fellows and faculty Maximise learning opportunities by linking to other scholarly activities  
Juanita Bezuidenhout
almost 9 years ago
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Adolescent Medicine Curriculum at Faculty of Medicine, Universiti Teknologi MARA, Malaysia

This poster describes the process of the development of Adolescent Medicine curriculum at the Faculty of Medicine, Universiti Teknologi MARA, Malaysia.  
Alam Sher Malik
almost 9 years ago
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“Summative Assessment is a Waste of Time!” Students’ and Teachers’ Perceptions of an Assessment Programme

This is a qualitative research performed at King Saud Bin Abdulaziz university for Health Sciences, College of Medicine. Its objective is to understand how and why students differ in their approaches to learning, how assessment affects deep learning and which barriers stand in the way of good assessment and learning  
Hanan Al kadri
almost 9 years ago
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Video podcasting can supplement clinical skills teaching

In this powerpoint presentation the 'surgeryandmedicine.com' team outline why they think video podcasting is an attractive resource to aid the teaching of clinical skills.  
Rhys Clement
almost 9 years ago
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Teaching Evidence based medicine via the EBM-blog

 
Hathaitip Tumviriyakul
almost 9 years ago
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TEACHING RADIOLOGY USING PROBLEM BASED LEARNING

Undergraduate teaching of radiology has declined in many medical schools over the last decade as the competition for curriculum time has increased. However the demand by students for skills training in interpretation of radiological images is increasing. Problem based learning (PBL) is one method to stimulate a student’s interest in and knowledge of radiology.  
PETER CORR
almost 9 years ago
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6

A hydrid model in medicine and human biology degrees through an interdisciplinary subject

The Faculty of Health and Life sciences of University Pompeu Fabra (UPF) was born at 1998 with the aims to form professionals in biomedicine and health sciences. Four years ago, a pilot plan for the degree adaptation to the Bologna declaration was initiated. One of the initiatives was the introduction of problem based learning (PBL) method as a hybrid model. PBL was integrated as an interdisciplinary activity, involving all the subjects. The pilot results lead us to design a different hybrid PBL model for new Bologna degrees started this year: Human Biology and Medicine. PBL has been introduced to both new curricula as an interdisciplinary subject coursed during all the degree: Integrated Biomedicine (Human Biology degree) and Integrated Medicine (Medicine degree)  
Mar
almost 9 years ago
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Are teacher-training workshops effective?

 
Nadia Al Wardy
almost 9 years ago
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Progress and self-assessment in clinical practice in occupational therapy education in Japan

A purpose of this study is to investigate the change of the time progress of self-assessment that the students who were registered as " clinical clerkship" " clinical internship " and their education objects and practicing school year .  
chichiro sasaki
almost 9 years ago
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influence of national culture on curriculum innovation

poster at AMEE 2009  
Marielle Jippes
almost 9 years ago
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Teaching public health in medical schools: a case study in three universities in Paraná - Brazil

Historically, different concepts of Public Health have influenced the specific teaching of this field of knowledge as well as medical education. The objective of this paper is to study the teaching of Public Health in medical schools, focusing on its structure and implications in curriculum design in three universities in Paraná - Brazil: State University of Londrina (UEL), Federal University of Paraná (UFPR) and the Positivo University (UnicenP). The research questions focused on the content of Public Health selected in their respective curricula, the teaching-learning relationships, program emphasis and the partnerships established with public health services. Qualitative research data collection from the perspective of key informants was carried out based on the analysis of pedagogical projects and on how they were effectively experienced. Eleven managers and 18 teachers were interviewed and 4 focus groups with students were developed in the three universities. Outcomes showed the presence of between 5% to 20% of Public Health themes in the course syllabi, depending on the teaching strategies used. However, they always appeared associated with academic issues strongly linked to health services, which were strengthened by the local development of the Comprehensive Health Care System in the two cities, Curitiba and Londrina in which studies were carried out. Public Health is present and very relevant in the curriculum required for doctors’ qualification regardless of the characteristics of the university studied, the bureaucratic and academic course structures and the different methods for hiring teachers. Besides not being a main articulator axis in two of the medical courses studied, Public Health provides the necessary balance for the technical dimension of medical knowledge, represented by the awareness of the challenges and commitment to the reality. On the contrary, because of the complexity of medical education, the strong presence of Public Health in the other medical course studied not necessarily guarantees the ideal qualification of the medical professional.  
João Campos
almost 9 years ago
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New Health Practitioner Teacher Education Masters Degree: The First Year Outcomes

This professional degree program began officially September 2008. Curriculum designed based on BEME faculty development principles to be flexible, distance accessible with a five year part-time option. The goal is to support learners in achieving competence in all aspects of teaching, program design, evaluation, administration and educational technology. Activities feature small group, collaborative, and cooperative case-based learning. There is no thesis required; the emphasis is on practicum based reflective service learning.  
Helen Batty
almost 9 years ago