Topic number
4 . 2012
Editorial

Редакционная статья

Abstract
Announcements

Ежегодная конференция Ассоциации медицинских библиотекарей (MLA) США, Бостон, 3-8 мая 2013 г

Abstract
Events

Ереванская декларация о последовательном продвижении принципов доказательной медицины

Abstract
Congratulations

60-летний юбилей Павла Ивановича Сидорова

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Abstracts

Student preference for case studies: enhanced learning in a human physiology course

Abstract

A Unique Global Health Elective for Pre-Clinical Medical Students

Abstract

Laparoscopic or Open Surgery: The Educational Benefit to Medical Students

Abstract

Student Assessment of an Innovative Approach to Medical Education

Abstract
Professional Development

Международные требования к электронным учебным материалам для дистанционного персонифицированного обучения

Abstract

The good teacher is more than a lecturer – the twelve roles of the teacher (Russian version edited by prof. I.G. Nikitin)

Abstract

Teaching is demanding and complex task. This guide looks at teaching and what it involves. Implicit in the widely accepted and far-reaching changes in medical education is a changing role for the medical teacher. Twelve roles have been identified and these can be grouped in six areas in the model presented:

1. The information provider in the lecture, and in the clinical context

2. The role model on-the-job, and in more formal teaching settings

3. The facilitator as a mentor and learning facilitator

4. The student assessor and curriculum evaluator

5. The curriculum and course planner, and

6. The resource material creator, and study guide producer.

As presented in the model, some roles require more medical expertise and others more educational expertise. Some roles have more direct face-to-face contact with students and others less. The roles are presented in a ‘competing values’ framework – they may convey conflicting messages, egproviding information or encouraging independent learning, helping the student or examining their competence.

The role model framework is of use in the assessment of the needs for staff to implement a curriculum, in the appointment and promotion of teachers and in the organisation of a staff development programme.

Some teachers will have only one role. Most teachers will have several roles. All roles, however, need to be represented in an institution or teaching organisation. This has implications for the appointment of staff and for staff training. Where there are insufficient numbers of appropriately trained existing staff to meet a role requirement, staff must be reassigned to the role, where this is possible, and the necessary training provided. Alternatively if this is not possible or deemed desirable, additional staff need to be recruited for the specific purpose of fulfilling the role identified. A «role profile» needs to be negotiated and agreed with staff at the time of their appointment and this should be reviewed on a regular basis.

Continuing Medical Education in Republic of Armenia

Abstract
Continuing Medical Education (CME) development is the process by which health professionals keep updated to meet the needs of patients, the health service, and their own professional development. It includes the continuous acquisition of new knowledge, skills, and attitudes to enable competent practice. There is no sharp division between continuing medical education and continuing professional development, as during the past decade continuing medical education has come to include managerial, social, and personal skills, topics beyond the traditional clinical medical subjects. The term continuing professional development acknowledges not only the wide ranging competences needed to practice high quality medicine but also the multidisciplinary context of patient care. Internationally there is a move from continuing medical education (or clinical update) to continuing professional development, including medical, managerial, social, and personal skills Continuing professional development is a process of lifelong learning in practice. Although the international systems vary in detail, there are many common features of content and process that allow international mutual recognition of activities in professional development. Most systems are based on an hour’s related credits system. In this article we review and compare the system of CME in Armenia and EU.

Improvement of postgraduate training system for radiologists in modern conditions (discussion)

Abstract
Wide spread of modern diagnostic equipment and new radiology methods shows us the need of new approaches for radiologists studying. According to foreign and our own large pedagogical experience, we tried to develop new conception of primary study and professional development for radiologists.
Educational Technologies

Encouraging reflective practice in medical education (russian version edited by Z.Z. Balkizov)

Abstract

As busy clinicians and practitioners it becomes commonplace to look back over the day’s professional activities. All too often, and despite a preponderance of positive interactions, the reflective eye reviews the negative aspects of daily activity and interrupts the intended social relaxation. Hence reflection in medical care is often seen as a negative act, without purpose and rarely connected to any true educational outcome. In this article, we wish to present a positive picture of reflective practice and open the discussion of how it can become standard professional practice, leading to high quality care and encourage future learning.

«For they see in the eyes of others only a reflection of themselves».

Eric Hoffer (1902–1983), US Philosopher

Development of tests for assessment of knowledge of medical specialists

Abstract

Tests as the tool of an assessment of knowledge of specialists at all grade levels are widely used at most of countries of the world. Their development and use is based on researches in the field of psychology, sociology, pedagogic and other behavioral sciences and confirmed with numerous empirical researches. Tests aren't a universal remedy: borders of use of testing are rather wellknown, and it gives confidence that high-quality preparation and correct use of tests guarantees a qualitative and solid data about level of knowledge, corresponding to a real situation.

Certainly, the system of testing consists of many components: examination "designing", standardization of sets of test tasks, algorithm of check of "writing off" and other, but in this paper will be a question oh, perhaps, the most labor-consuming part of system – writing of tests.

All articles in our journal are distributed under the Creative Commons Attribution 4.0 International License (CC BY 4.0 license)

CHIEF EDITOR
CHIEF EDITOR
Balkizov Zalim Zamirovich
Secretary General of the Russian Society of Medical Education Specialists, Director of the Institute of Training of Medical Education Specialists of the Russian Medical Academy of Continuing Professional Education, 125993, Moscow, Russian Federation, Professor of the Department of Vocational Education and Educational Technologies of the N.I. Pirogov RNIMU of the MOH of Russia, CEO of GEOTAR-Med, Advisor President of the National Medical Chamber, Moscow, Russian Federation

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