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PubMed1998

Old thoughts, new ideas: comparing traditional Talmudic education with today's medical education.

The authors compare innovative learning strategies in medical education today with the traditional educational methods of Jewish Talmudic study. These methods began to be developed in yeshivas (the highest Jewish educational institutions) in the third century BC and continue to be used in yeshivas today. The teaching in thousands of yeshivas of Talmudic study worldwide emphasizes student-centered, problem-based, small-group, and lifelong learning. Further, in the yeshivas rote memorization is discouraged; students are selected on the basis of merit rather than social status; and the teachers (particularly master teachers) are expected to act as role models for all aspects of living. Over the centuries, the yeshiva has been slightly modified and specialized, and the number of students has increased, but the institution has retained its basic instructional format. The authors briefly describe each aspect of Talmudic study and how it relates to current educational practices in medical schools. They argue that comparing these two educational institutions--the yeshiva and medical school--is valuable, in that the history of the yeshiva educational system, which has successfully produced generations of creative scholars, educators, and leaders, as well as an enormous body of literature, validates the innovative teaching approaches being used in medical schools today.

Education, Medical↗
PubMed2005

Aligning compensation with education: design and implementation of the Educational Value Unit (EVU) system in an academic internal medicine department.

The authors report the development of a new metric for distributing university funds to support faculty efforts in education in the department of internal medicine at the University of Kansas School of Medicine. In 2003, a committee defined the educational value unit (EVU), which describes and measures the specific types of educational work done by faculty members, such as core education, clinical teaching, and administration of educational programs. The specific work profile of each faculty member was delineated. A dollar value was calculated for each 0.1 EVU. The metric was prospectively applied and a faculty survey was performed to evaluate the faculty's perception of the metric. Application of the metric resulted in a decrease in university support for 34 faculty and an increase in funding for 23 faculty. Total realignment of funding was US$1.6 million, or an absolute value of US$29,072 +/- 38,320.00 in average shift of university salary support per faculty member. Survey results showed that understanding of the purpose of university funding was enhanced, and that faculty members perceived a more equitable alignment of teaching effort with funding. The EVU metric resulted in a dramatic realignment of university funding for educational efforts in the department of internal medicine. The metric was easily understood, quickly implemented, and perceived to be fair by the faculty. By aligning specific salary support with faculty's educational responsibilities, a foundation was created for applying mission-based incentive programs.

Capital Financing↗
PubMed1997

Aboriginal self-determination, education and health: towards a radical change in attitudes to education.

The establishment of community-controlled organisations as part of the Aboriginal self-determination movement in Australia has failed to deliver the expected social and health gains for the majority of indigenous people. Compared with that of indigenous people in New Zealand, The United States and Canada, Aboriginal health has shown little improvement over the past two decades. There is strong evidence to suggest that universal education is itself a tool for liberation and also that educational attainment translates directly into better health. Nevertheless, attempts to account for the continuing poor health of indigenous Australians has continued to overlook the role of education in explaining health status differentials. This is not an attempt to undervalue the significant achievements of the Aboriginal self-determination movement. Rather, it is an attempt to draw attention to lack of educational attainment as a contradiction in the indigenous struggle for self-determination and better health. Based on existing data, as well as personal observations and discussions, this preliminary investigation seeks to draw attention to the lack of formal education as a barrier to Aboriginal social and health improvement. Public health practitioners and policy makers are called on to consider working collaboratively with Aboriginal communities to ensure that formal education is not only popularised but also that governments are made accountable for their constitutional responsibilities towards Aboriginal education.

Adolescent↗
PubMed1998

Emergency medicine in undergraduate education. SAEM Education Committee, Undergraduate Subcommittee, Society for Academic Emergency Medicine.

Society has a right to expect that all physicians possess basic knowledge of emergency care and the skills to manage acute problems. Competency in the care of acutely ill and injured patients is one of the fundamental exit goals of most medical schools as mandated by the Liaison Committee on Medical Education. Several groups have called for strengthening the general components of undergraduate medical education, and surveys during the early years of the development of the field of emergency medicine (EM) showed that only a small percentage of schools required significant education in EM. This paper defines the goals and objectives of undergraduate EM education in order to help guide the development of curricular offerings as the role of EM in undergraduate medical school education increases. This paper was developed by the SAEM Education Committee and presents this committee's beliefs on what all graduating medical students should know about assessment and treatment of acutely sick and injured patients. It also suggests methods by which acquisition of this information can occur in medical school education.

Clinical Competence↗
PubMed1996

Levels of mortality, education, and social conditions in the 107 local education authority areas of England.

STUDY OBJECTIVE: To investigate the relationships between education, social conditions, and mortality. DESIGN: An ecological study relating several measures of mortality to local rates of educational attainment at age 15/16 years and scores on the Department of the Environment's index of local conditions. SETTING: England and its 107 local education authority areas in 1991. MAIN RESULTS: Educational attainment was closely associated with all cause, coronary, and infant mortality and strongly associated with the index of local conditions. This social index was also closely associated with all the measures of mortality. In multiple regression, the social index was the stronger correlate of all cause mortality but for coronary and infant mortality, educational attainment remained highly statistically significant. CONCLUSIONS: Area levels of both educational attainment and deprivation-affluence are strong correlates of local mortality rates in England. In these analyses educational attainment may be indexing the general cultural level of a community. Preliminary investigation with these ecological data suggests that deprivation-affluence has the stronger association but a surer assessment of their relative importance will require individual level information.

Adolescent↗
PubMedDate not supplied

How effective are your patient education materials? Guidelines for developing and evaluating written educational materials.

Written educational materials are an essential component of a comprehensive education program. To be effective and useful, educational materials must meet the specific needs of the target patient population. Many available educational materials may not meet the needs of your patients, therefore efforts to develop appropriate written educational tools may be necessary. Developing quality educational materials include several steps: conducting a needs assessment, establishing learning objectives, writing the text, and evaluating the piece. The quality of the text is often determined by readability. The text should be written on a level that is appropriate for the patient group. Content and style, layout, color, and illustrations all influence readability and quality. Most important, good quality educational materials help promote the relationship between the patient and the health care professional as well as enhance patient knowledge and self-care.

Humans↗
PubMed1988

Empowerment education: Freire's ideas adapted to health education.

Empowerment Education is proposed as an effective health education and prevention model that promotes health in all personal and social arenas. The model suggests that participation of people in group action and dialogue efforts directed at community targets enhances control and beliefs in ability to change people's own lives. The article is divided into three parts: a literature review demonstrating that powerlessness is linked to disease, and conversely, empowerment linked to health: an exposition of Brazilian educator Paulo Freire's empowering education theory with a comparison to traditional health education; and a case study of an empowering education substance abuse prevention project. The Alcohol and Substance Abuse Prevention (ASAP) Program is a University of New Mexico School of Medicine, Emergency Center, and community and school-based prevention project for adolescents. The case study will present ASAP's theoretical underpinnings and social practice, evaluation results, preliminary understandings of the stages for an empowering process, and future questions for practitioners interested in this approach. Empowerment education with its emphasis on organizing is recommended to be integrated into other prevention strategies of health promotion, disease prevention, and health policy.

Community Participation↗
PubMed2004

Cancer education and cancer prevention education for K-12 students and teachers.

BACKGROUND: A health science educational outreach program which began in 1991 and targets K-12 teachers and students has had 15,911 participants consume 60,069 hours of education as of the end of December 2003. The program is called the "Partners in Health Sciences" (PIHS) program. Many educational activities in the PIHS program contain information on both cancer biology and cancer prevention. METHODS: All of the cancer-related education offered and consumed in the history of the PIHS program was identified and quantified. RESULTS: In the PIHS program 984 K-12 teachers and 2,376 grade 7-12 students consumed 4,477 and 3,029 hours of cancer-related education, respectively. CONCLUSIONS: Cancer education encompasses much more than cancer prevention education and includes different aspects of cancer biology from the cell to the organism levels of biological organization. Selected topics in cancer biology can be used to motivate K-12 teachers and students to learn more about basic normal biology while simultaneously learning about cancer. In addition, the psychosocial impact of cancer on the individual, the family, and the community can be used to foster K-12 student interest in studying behavioral science.

Academic Medical Centers↗
PubMed1986

Educating today's students to practice pharmacy in the 21st century: reaction from the perspective of continuing education.

In summary, I have described changes which will occur within continuing education to better prepare the pharmacy school graduate to practice in the 21st century. One level of change deals with an attitude toward lifelong learning which in turn affects the efficiency of continuing education. Although some effort to address this issue currently takes place at the undergraduate level, students in the coming years will witness an increased effort recognizing the importance of lifelong learning with appropriate sensitization and nurturing of self-directed study skills to assist in the lifelong learning process. The second level of change focuses on sophistication within CE and involves a significant change, at least by some providers, in program content which will be more rigorous and tailor-made in the needs of individual practitioners. Through increased efficiency and sophistication, continuing education will be perceived differently in the 21st century. Rather than a current view of continuing education as one of many types of postgraduate education and training, continuing education will be viewed as a learning process which encompasses or includes all other types of postgraduate education and training.

Education, Pharmacy, Continuing↗
PubMed1999

[Surgical education in the 21st century: undergraduate education].

The purpose of medical education is to bring up good physicians with a high level of knowledge of science, art, and humanity. To achieve this goal, medical education should continue for life starting from the undergraduate period: surgical education should also be lifelong. Unlike the past when the education system was teacher driven, the new system should be student driven, and students must have the ability to question and solve problems. Themselves Bedside learning may offer undergraduates the best understanding of everyday surgical practice; therefore such learning programs should be devised. A nationwide standardized surgical education program is required, with specialized courses added by each medical school. Medical school staff including professors should recognize that their primary obligation is to impact education and spend more time on it. Surgical education for undergraduates is especially important since it influences their future careers as surgeons and should be revised as soon as possible.

Education, Medical, Undergraduate↗
PubMed2001

The Medical Education Commission report on trends in graduate medical education 2001.

The state of Louisiana Medical Education Commission offers the second publication in the Journal of Louisiana State Medical Society on Graduate Medical Education (GME) in Louisiana. The four previous annual reports of the Commission have provided data to focus on trends in size, status, proportions, and issues on GME. The Commission was established by Act 3 of the 1997 Louisiana Legislature. This summary report for 2001 provides the detailed and updated data on all GME residents and fellows in Louisiana for the last academic year. The presentation of data and trends poses three questions for analysis. First, what are the trends in Graduate Medical Education in Louisiana for total residents and fellows? Second, how do these trends relate to the size, status, and proportions of Graduate Medical Education in Louisiana and as compared to the United States? Third, where do these trends lead to the future in predictions and recommendations for Graduate Medical Education in Louisiana? The 4-year trend in the total number of Graduate Medical Education filled positions has been relatively consistent, with some recent increases in primary care residency positions, especially in Family Medicine and Medicine/Pediatrics. These increases will plateau as current trends on new program formation stabilize, requiring emphasis on recruitment and factors promoting recruitment for GME in the state of Louisiana. The state of Louisiana has participated proportionately relative to population in the growth of medical education in the last century and compares favorably with other states and the nation. Louisiana has exceeded national averages in the increases in primary care programs and residents and in the retention of trainees in practice sites in the state.

Education, Medical, Graduate↗
PubMed1992

Behavioral science education in family medicine: a survey of behavioral science educators and family physicians.

A mailed questionnaire was used to provide a profile of behavioral science educators in family practice residency programs, to examine some aspects of behavioral science curriculum development, and to compare the attitudes of behavioral science educators and family physicians regarding the proper level of involvement of family physicians in a variety of psychosocial problems. The study populations consisted of all 383 behavioral science coordinators of US family practice programs and a national sample of 400 residency-trained family physicians. Eighty percent of the behavioral science educators were familiar with the Core Competency Objectives in Behavioral Science Education, published by the Society of Teachers of Family Medicine, and 61% had used this document to aid in curriculum development. Both behavioral science educators and family physicians perceived that the training provided in the areas of physician-patient relationships, family awareness, and personal and professional relationships was quite effective. The physicians felt significantly less effectively trained in the areas of biopsychosocial assessment and management. A high level of concordance was found between the responses of physicians and educators regarding the appropriate level of involvement of family physicians in various psychosocial problems. One exception between the two groups involved the problems of family and social functioning, for which family physicians advocated a more active level of involvement than did behavioral science educators.

Adult↗
PubMedDate not supplied

Research in medical education, a challenge to enhance the quality of education and care.

Research in education assumes that every intuition regarding the improvement in the educational process is followed by justification and foundation. Creativeness and rigor with the relative implications in the context of both research and justification are the two main elements. Knowledge characteristic of the transition from a PHOG approach, that is, based on prejudice, hunches, opinions, guess, to evidence-based education is not easy to collect, document, and generalize. This approach is of even more difficult application in a highly complex context, hard to know, control and improve. To achieve high quality education, research is required for the extremely high cost of non-quality and its strong impact on medical care, social prevention and clinical research. At the university level, everyone carries out research within his/her own discipline, however all should be involved in education at large. This is particularly relevant in the medical school where education is a function of continuous improvement in health care as well as in prevention, to be implemented through health-centered educational projects.

Education, Medical↗
PubMed2005

Continuing medical education reform for competency-based education and assessment.

The development of competency-based education and evaluation for residents and practicing physicians by the Accreditation Council for Graduate Medical Education and the American Board of Medical Specialties (ABMS), respectively, includes the competency of practice-based learning and improvement. Efforts to implement this and the other competencies have been a powerful stimulus for continuing medical education (CME) reform, the goal of which is to improve the outcomes of care. The ABMS member boards and their counterpart specialty societies, members of the Council of Medical Specialty Societies (CMSS), have formed dyads to set standards and provide education to that end. Focused on the patient, the report of the Conjoint Committee on Continuing Medical Education contains the recommendations necessary to deliver competency-based continuing education to physicians. To implement them will be a major challenge. The CME community must consider the need to provide CME across the major health professions to address the fact that most care is delivered within systems composed of many health professionals. The use of microsystems as a model for the delivery, study, and validation of this interdisciplinary CME holds great promise.

Competency-Based Education↗
PubMed1995

The Educational Commission for Foreign Medical Graduates: global efforts in graduate medical education.

In addition to its certification programme, which assesses the readiness of foreign medical graduates to enter graduate medical education programmes in the USA, the Educational Commission for Foreign Medical Graduates (ECFMG) is involved in a number of other programmes in international medical education. These include: (1) continuing to provide sponsorship for exchange visitors in graduate medical education programmes in the USA; (2) the development of a clinical skills assessment that is currently being introduced in pilot projects in the USA and abroad and will eventually become a component of the ECFMG certification process; (3) funding and administration of two fellowship programmes that provide foreign scholars (clinicians and basic scientists) with the opportunity to spend up to one year in a US medical school; (4) collaboration with the World Health Organization on the upcoming revised edition of the World Directory of Medical Schools; and (5) co-sponsorship, with the World Health Organization, of a consultation on quality medical education oriented towards attaining a global consensus on the definition and the elements of quality in medical education and on the most appropriate ways to evaluate quality.

Education, Medical, Graduate↗
PubMed2005

Competency-based assessment and cultural compression in medical education: lessons from educational anthropology.

OBJECTIVE: This paper explores the thesis that medical education is the cultural transmission to learners of specific values, which are increasingly expressed as graduation competencies. As testing is a powerful way to transmit cultural values to learners in a brief period of time, competency-based assessments can be an instrument of cultural compression in medical education. METHODS: The author reviewed medical literature to illustrate the concepts from educational anthropology, led the process one medical school used to develop its list of graduation competencies, and conducted a citation search about competency domains. RESULTS: There is support in the literature for viewing medical education as an example of cultural transmission and compression and for the assertion that testing influences student behaviour. The graduation competency statements developed by the school reflect traditional and emergent values. The citation search data confirmed that some competency domains reflected traditional values, while others reflected more emergent values. CONCLUSION: Concepts from educational anthropology are relevant to medical education and provide perspectives for understanding contemporary issues such as competency-based assessments.

Anthropology, Cultural↗
PubMedDate not supplied

Education techniques for lifelong learning: writing multiple-choice questions for continuing medical education activities and self-assessment modules.

The multiple-choice question (MCQ) is the most commonly used type of test item in radiologic graduate medical and continuing medical education examinations. Now that radiologists are participating in the maintenance of certification process, there is an increased need for self-assessment modules that include MCQs and persons with test item-writing skills to develop such modules. Although principles of effective test item writing have been documented, violations of these principles are common in medical education. Guidelines for test construction are related to development of educational objectives, defining levels of learning for each objective, and writing effective MCQs that test that learning. Educational objectives should be written in observable, behavioral terms that allow for an accurate assessment of whether the learner has achieved the objectives. Learning occurs at many levels, from simple recall to problem solving. The educational objectives and the MCQs that accompany them should target all levels of learning appropriate for the given content. Characteristics of effective MCQs can be described in terms of the overall item, the stem, and the options. Flawed MCQs interfere with accurate and meaningful interpretation of test scores and negatively affect student pass rates. Therefore, to develop reliable and valid tests, items must be constructed that are free of such flaws. The article provides an overview of established guidelines for writing effective MCQs, a discussion of writing appropriate educational objectives and MCQs that match those objectives, and a brief review of item analysis.

Education, Continuing↗
PubMed2005

Impact of the Liaison Committee on Medical Education requirements for emergency medicine education at U.S. schools of medicine.

The Liaison Committee on Medical Education (LCME) accredits complete and independent medical education programs leading to the MD degree. The LCME standards for accreditation are described in the online document "Functions and Structure of a Medical School." There are ongoing minor and major changes to these standards. This article examines how the newest LCME requirements may affect emergency medicine (EM) rotations. The descriptions focus on 1) how the LCME requirements affect EM educational activities and 2) how the department of EM can help the school of medicine meet the LCME requirements. The recommendations focus on the general areas of the instructional setting, components of the educational program, resources for medical students, and faculty development. The department of EM can provide the students at the school of medicine with a number of key experiences and opportunities through its educational offerings and graduate medical education programs that will help satisfy the LCME standards. The new LCME standards will also have a significant impact on the way EM educators/clerkship directors develop curricula, assess students, provide feedback, and develop their own faculty/residents as teachers. The leadership of EM should recognize their increasingly important role within the school of medicine and be sensitive to additional requirements for faculty development and scholarship.

Accreditation↗