Search PubMed⌕ Search
Home/Archive/PubMed

PubMed · 15718669

Comparative educational systems.

J Mantas
View original source ↗Export metadata ↓

Abstract

During recent years Europe has been engaged in an educational reform that tends to change the whole educational system concerning higher education. The main issues of this reform are related to the free movement of labour and students across the member states. Hence, the need of comparative educational systems, levels, and degrees. The European Union and its executive bodies the European Council and European Commission have issued a series of declarations that are amalgamated in this chapter. The ideas behind these declarations formulate the framework of comparative educational systems that can have a significant impact on the global health informatics education.

Explore related subjects

AccreditationEducation, ProfessionalEducational MeasurementEmigration and ImmigrationEuropean UnionInternational CooperationQuality ControlUniversitiesJournal Article

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

J Mantas. 2004. Comparative educational systems.. https://pubmed.ncbi.nlm.nih.gov/15718669/

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2005

External audit of clinical practice and medical decision making in a new Asian oncology center: results and implications for both developing and developed nations.

PURPOSE: The external audit of oncologist clinical practice is increasingly important because of the incorporation of audits into national maintenance of certification (MOC) programs. However, there are few reports of external audits of oncology practice or decision making. Our institution (The Cancer Institute, Singapore) was asked to externally audit an oncology department in a developing Asian nation, providing a unique opportunity to explore the feasibility of such a process. METHODS AND MATERIALS: We audited 100 randomly selected patients simulated for radiotherapy in 2003, using a previously reported audit instrument assessing clinical documentation/quality assurance and medical decision making. RESULTS: Clinical documentation/quality assurance, decision making, and overall performance criteria were adequate 74.4%, 88.3%, and 80.2% of the time, respectively. Overall 52.0% of cases received suboptimal management. Multivariate analysis revealed palliative intent was associated with improved documentation/clinical quality assurance (p = 0.07), decision making (p = 0.007), overall performance (p = 0.003), and optimal treatment rates (p = 0.07); non-small-cell lung cancer or central nervous system primary sites were associated with better decision making (p = 0.001), overall performance (p = 0.03), and optimal treatment rates (p = 0.002). CONCLUSIONS: Despite the poor results, the external audit had several benefits. It identified learning needs for future targeting, and the auditor provided facilitating feedback to address systematic errors identified. Our experience was also helpful in refining our national revalidation audit instrument. The feasibility of the external audit supports the consideration of including audit in national MOC programs.

Accreditation↗
PubMed2005

The Rural Physician Associate Program: new directions in education for competency.

The Rural Physician Associate Program (RPAP) has 34 years experience in training 1097 medical students as independent distance learners in a 36 week, community-based continuity primary care experience. This program has been successful in preparing competitive students who select primary care residencies and return to rural practice. The RPAP program has been based on traditional apprentice-style clinical teaching with the support of computer-based resources to enhance distance learning. However while the clinical exposure and development of medical skills was strong, there were weaknesses in evidence-based medicine and managing healthcare, and inconsistencies in community or population health learning. New directions in the educational program for RPAP are described that have been or are being developed to address the competencies as outlined by the Accreditation Council on Graduate Medical Education. They include online and other resources, preceptor education and support, interactive journaling and cases, electronic portfolios, community projects, observed structured clinical exams and examinations. Ongoing challenges to competency-based education include developing meaningful measures and tools to assess competence for areas such as professionalism or systems-based practice; providing faculty development toward being able to practice, teach and evaluate students with an understanding of the competencies; and to build in ways of practicing, learning and improving care that involve effective teams of health-care professionals.

Accreditation↗