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Curriculum Development for Medical Education : A Six-Step Approach
Based on a proven six-step model and including examples and questions to guide application of those timeless principles, Curriculum Development for Medical Education is a practical guidebook for all faculty members and administrators responsible for the educational experiences of medical students, residents, fellows, and clinical practitioners.Incorporating revisions driven by calls for reform and innovations in medical education that challenge established teaching models, the third edition includes an awareness of new accreditation standards and regulatory guidelines.The authors have expanded their discussion of survey methodology for needs assessment and stress the importance of writing competency-based goals and objectives that incorporate milestones, entrustable professional activities, and observable practice activities.With updated examples focusing on interprofessional education, collaborative practice, and educational technology, they describe educational strategies that incorporate the new science of learning.A completely new chapter presents the unique challenges of curriculum development for large, long, and integrated curricula.
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Researching Medical Education
RESEARCHING MEDICAL EDUCATION Researching Medical Education is an authoritative guide to excellence in educational research within the healthcare professions presented by the Association for the Study of Medical Education and AMEE.This text provides readers with key foundational knowledge, while introducing a range of theories and how to use them, illustrating a diversity of methods and their use, and giving guidance on practical researcher development.By linking theory, design, and methods across the spectrum of health professions education research, the text supports the improvement of quality, capacity building, and knowledge generation. Researching Medical Education includes contributions from experts and emerging researchers from five continents.The text includes information on: Developing yourself and your practice as a health professions education researcher Methods and methodologies including ethnography/digital ethnography, visual methods, critical discourse analysis, functional and corpus linguistics, critical pedagogy, critical race theory and participatory action research, and educational neuroscience methods Theories including those where relationships between context, environment, people and things matter (e.g., complexity theory, activity theory, sociomateriality, social cognitive theories and participatory practice) and those which are more individually focused (e.g., health behaviour theories, emotions in learning, instructional design, cognitive load theory and deliberate practice) Includes 10 brand new chapters Researching Medical Education is the ideal resource for anyone researching health professions education, from medical school to postgraduate training to continuing professional development. “This is an extraordinary text that combines theory and practice in medical education research.The authors represent the who’s who of medical education research, and their wisdom and insights will help guide novice and experienced researchers alike.” —David M.Irby, Professor Emeritus of Medicine, University of California, San Francisco, USA “Research in health professions education is maturing.This is clearly evidenced by the second edition of Researching Medical Education.In 30 chapters this book takes you on an exciting voyage on research theories and research methodologies.This book is a comprehensive resource for anyone engaging in research in health professions education.” — Cees van der Vleuten, former Director of the School of Health Professions Education, Maastricht University, The Netherlands
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Advances in Medical Education
About 550 registrants from 51 different countries attended the Seventh Ottawa Conference on Medical Education and Assessment in Maastricht.We received 525 abstracts for the conference, divided in thematic poster sessions and platform presentations. Organising the conference was an honour and we tried to meet the high standards of a friendly and relaxed atmosphere which has characterized previous Ottawa conferences.During and after the conference about 250 papers were submitted for publication in the conference proceedings, leaving us little time for a post-conference depression.Despite the large number of papers, the editors have attempted to review and edit the papers as care fully as possible.Occasionally, however, correspondence exceeded reasonable deadlines, preventing careful editing of a small number of the papers.Although we felt that our editorial task was not quite finished, we nevertheless decided to include these papers.We thank the many authors for their enthusiastic and prompt response to - occasionally tedious - editorial suggestions and requests.We are sure that this collective effort has resulted in a book that will make an important contribution to the field of medical education.The editors want to thank Jocelyn Flippo-Berger whose expertise with desk top publishing and perseverance was a great help.
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Medical Humanities and Medical Education : How the medical humanities can shape better doctors
The field of the medical humanities is developing rapidly, however, there has also been parallel concern from sceptics that the value of medical humanities educational interventions should be open to scrutiny and evidence.Just what is the impact of medical humanities provision upon the education of medical students?In an era of limited resources, is such provision worth the investment?This innovative text addresses these pressing questions, describes the contemporary territory comprising the medical humanities in medical education, and explains how this field may be developed as a key medical education component for the future. Bleakley, a driving force of the international movement to establish the medical humanities as a core and integrated provision in the medical curriculum, proposes a model that requires collaboration between patients, artists, humanities scholars, doctors and other health professionals, in developing medical students’ sensibility (clinical acumen based on close noticing) and sensitivity (ethical, professional and humane practice).In particular, this text focuses upon how medical humanities input into the curriculum can help to shape the identities of medical students as future doctors who are humane, caring, expressive and creative – whose work will be technically sound but considerably enhanced by their abilities to communicate well with patients and colleagues, to empathise, to be adaptive and innovative, and to act as ‘medical citizens’ in shaping a future medical culture as a model democracy where social justice is a key aspect of medicine. Making sense of the new wave of medical humanities in medical education scholarship that calls for a ‘critical medical humanities’, Medical Humanities and Medical Education incorporates a range of case studies and illustrative and practical examples to aid integrating medical humanities into the medical curriculum.It will be important reading for medical educators and others working with the medical education community, and all those interested in the medical humanities.
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Is medical progress good or bad?
Medical progress is generally considered to be a positive development as it leads to improved treatments, better outcomes, and increased quality of life for patients. Advances in medicine have helped to extend life expectancy, reduce mortality rates, and alleviate suffering from various diseases. However, there can also be negative consequences such as rising healthcare costs, over-reliance on pharmaceuticals, and ethical dilemmas surrounding new technologies. Overall, the benefits of medical progress outweigh the drawbacks, but it is important to carefully consider and address any potential negative impacts.
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How does the medical studies progress?
Medical studies progress through a combination of research, clinical trials, and collaboration among scientists, doctors, and other healthcare professionals. Researchers conduct studies to better understand diseases, develop new treatments, and improve patient care. Clinical trials are then conducted to test the safety and effectiveness of new treatments or interventions. The results of these studies are published in medical journals, shared at conferences, and used to inform medical practice and policy. This ongoing cycle of research, testing, and dissemination of findings drives the progress of medical studies.
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What is the highest non-medical education?
The highest non-medical education is typically a doctoral degree, such as a Ph.D. (Doctor of Philosophy) or an Ed.D. (Doctor of Education). These degrees are the highest level of academic achievement and are typically earned after completing a master's degree. Doctoral degrees are often pursued by individuals seeking to advance their knowledge and expertise in a specific field, conduct original research, or pursue careers in academia or research.
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What development opportunities are there for emergency medical technicians?
Emergency medical technicians (EMTs) have various development opportunities available to them. They can pursue advanced certifications, such as becoming a paramedic or obtaining specialized training in areas such as pediatric or wilderness medicine. EMTs can also seek opportunities for career advancement, such as becoming a supervisor or manager within their organization. Additionally, they can pursue higher education, such as a bachelor's degree in emergency medical services or a related field, to open up opportunities for leadership roles or teaching positions. Continuous training and professional development are also important for EMTs to stay current with the latest medical advancements and best practices in the field.
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Oxford Textbook of Medical Education
Providing a comprehensive and evidence-based reference guide for those who have a strong and scholarly interest in medical education, the Oxford Textbook of Medical Education contains everything the medical educator needs to know in order to deliver the knowledge, skills, and behaviour that doctors need.The book explicitly states what constitutes best practice and gives an account of the evidence base that corroborates this.Describing the theoretical educational principles that lay the foundations of best practice in medical education, the book gives readers a through grounding in all aspects of this discipline.Contributors to this book come from a variety of different backgrounds, disciplines and continents, producing a book that is truly original and international.
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Written Assessment in Medical Education
This book is an indispensable yet simple reference for the daily use of a medical teacher.It addresses the needs of medical teachers interested in providing instruction and assessment in writing and written language, offering detailed guidance in simple and straightforward language.The book goes beyond mere description; it provides many practical examples, valuable materials that can be utilized in training workshops and medical educator professional development courses.The book will be of interest to novice and experienced teachers in medical schools, in addition to university teachers in other health professions, such as dentistry, pharmacy, nursing, medical laboratory, physiotherapy, biomedical engineering and veterinary medicine.
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Teachers Learning : Professional Development and Education
A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education. Teachers Learning focuses on continuing teacher's professional development through accounts of recent enquiries.From presenting evidence and arguments about the teacher's role and profession, knowledge and knowledge creation, other organisations in the educational landscape, issues of power, status and development, this book highlights the crucial importance and effectiveness of teachers' learning benefitting pupils and classroom learning.
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The Mental Health of Medical Students : Supporting Wellbeing in Medical Education
Medical students are the medical workforce of the future, responsible for both individual and population health.With an ageing global population, changes brought about by the COVID-19 pandemic, and the increased computerisation and roboticization of medicine, doctors will require ever more flexibility, foresight, and courage going forward.It is crucial that their training equips them for the challenges ahead.However, recent research has found worryingly high levels of stress and burnout amongst these individuals, leading to more students dropping out or leaving the profession early.This volume presents research findings on the rates of burnout in medical students from around the world and provides ideas for a model of care to help educators and individuals take steps towards better student wellbeing.The first section covers the development of medical teaching, likely future directions of healthcare and the role of doctors, the current global situation in high-, middle-, and low- income countries, and how we measure and define burnout.The second section analyses case studies from countries across the globe, reviewing regional themes of burnout, mental health symptoms, and stressors.The third section hears from the medical students themselves, considers circumstances such as studying abroad, or studying with health conditions, and looks at potential interventions and good practice for the future, including the role of the universities and institutions, and advice to medical students on how to look after themselves. A truly international collaboration with a focus on medical student mental health and wellbeing, this book will be of interest to medical education professionals, occupational health physicians, and medical practitioners, as well as researchers, medical students, and trainees.
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What is the difference between medical education, nursing education, and health education?
Medical education focuses on training individuals to become physicians and surgeons, with a strong emphasis on diagnosing and treating medical conditions. Nursing education, on the other hand, is geared towards preparing individuals to become registered nurses or nurse practitioners, with a focus on providing direct patient care and promoting health and wellness. Health education, meanwhile, is a broader field that encompasses teaching individuals and communities about healthy behaviors, disease prevention, and overall well-being, often through public health initiatives and community outreach programs. While all three fields are related to healthcare, they each have distinct focuses and training requirements.
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Can medical education be credited towards a degree?
Yes, medical education can be credited towards a degree. Many medical professionals pursue advanced degrees such as a Master's or Doctorate in a specialized field of medicine, which requires completing additional coursework and training beyond their initial medical education. These advanced degrees can enhance their knowledge and skills in a specific area of medicine and may lead to career advancement opportunities. Additionally, some medical schools offer joint degree programs where students can earn both a medical degree and another degree, such as an MBA or MPH, concurrently.
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How can medical education be improved through training?
Medical education can be improved through training by incorporating more hands-on clinical experience for students. This can include opportunities for students to work directly with patients under the supervision of experienced healthcare professionals. Additionally, incorporating simulation training can provide students with realistic scenarios to practice their skills and decision-making in a safe environment. Furthermore, integrating interprofessional education can help students learn to work effectively in healthcare teams, preparing them for the collaborative nature of healthcare delivery. Overall, a well-rounded training program that emphasizes practical experience, simulation, and interprofessional collaboration can greatly enhance the quality of medical education.
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Can I do my medical education in Dubai?
Yes, you can pursue your medical education in Dubai. There are several medical schools and universities in Dubai that offer undergraduate and postgraduate medical programs. These institutions are recognized and accredited, providing high-quality medical education and training. Additionally, Dubai is a growing hub for healthcare and medical research, offering students the opportunity to gain practical experience and exposure to a diverse patient population. However, it is important to research and ensure that the medical program and institution you choose are recognized and accredited by relevant medical authorities.
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