Topic number
4 . 2011
Editorial

Editorial

Abstract
Announcements

Всероссийская научно-педагогическая конференция с международным участием «Актуальные проблемы и перспективы развития российского и международного медицинского образования»

Abstract

Ежегодная конференция Ассоциации медицинских библиотекарей (MLA) США, Сиэтл, 18–23 мая 2012 г.

Abstract
Abstracts

Pre-clerkship Preparation from Live Patient Practice Pelvic Examination

Abstract

Our previous survey found students perceived live patient practice pelvic examinations (PPE) helpful for clinical rotations. Therefore, we wanted to follow up after Obstetrics and Gynecology (Ob/Gyn) rotations to determine if the experience was truly preparatory. This study tested the hypothesis that practice pelvic examinations on a live teaching patient during the pre-clinical medical school curriculum increases students’ knowledge, confidence and comfort during the clinical years Ob/Gyn clerkships. Questionnaires were emailed to third and fourth year medical students. Sixteen questions were asked related to demographics, pelvic examination experience, and perceptions regarding experience during Ob/Gyn clerkship. Data were collected and descriptive statistics generated. Ninety-seven students (28%) completed the survey (36 male, 61 female). As a result of the PPE experience with a live teaching patient, 96% students felt prepared for their first pelvic examination during rotations. During rotations, 91% students felt more confident/comfortable performing their first examination; 92% indicated knowing what (and how) to tell the patient about the examination; 92% knew how to hold a speculum; 91% knew how to bimanually locate the cervix. Additionally, 92% students would feel confident/capable performing a pelvic examination, without physician assistance. Furthermore, 95% students agreed/strongly agreed that the teaching patient pelvic examination experience during pre-clinical medical school curriculum helped prepare them for clinical rotations. Results indicate that PPEs, utilizing a live teaching patient, improve medical student confidence and comfort during this examination in clinical clerkships. By alleviating anxiety during sensitive examinations, this experience will improve the clinical experience of medical students, physicians, and patients.

Med Sci Educ 2011; 21(4): 320-325

The Cost of Education: Medical Student Stress during Clerkships

Abstract

Abstract

Introduction: Physicians and physicians-in-training experience sustained stress, leading to increased rates of burnout, anxiety, depression, and suicide. This study explored stress patterns in third year students during clerkships at a U.S. medical school.

Methods: Students completed an anonymous modified mental health professional stress survey during three successive clerkships and rated six stress factors on a Likert-type scale, from 0 to 3. Statistical analysis included descriptive statistics and linear mixed-effects regression models. Results: Twenty nine survey responses were collected. Overall, stress due to workload, professional self-doubt, and home-work conflicts was significantly higher than stress associated with patient-related difficulties, organizational structure, and difficulties with other healthcare workers (all p values < 0.05). On Internal Medicine and Surgery, more than 75% of students worked over 60 hours/week and reported the highest level of home-work conflicts. Women had significantly lower work-related interpersonal stress scores than men (p = 0.04).

Conclusion: Medical students encounter complex stressors during clerkships. Potential strategies to help improve the learning climate are discussed, such as duty hour limits, reduced workload, teaching time management skills, fostering emotional intelligence qualities, and team-building exercises involving all learners.

 

Med Sci Educ 2011; 21(4): 360-366

The Funding of Graduate Medical Education in the American Healthcare System

Abstract

Hospitals that provide post-graduate medical education have a unique role in the American healthcare system. These hospitals provide a large portion of healthcare for populations that are poor and chronically ill. With few exceptions, these institutions are responsible for training all physicians who practice in the United States. Teaching hospitals receive funding for providing graduate medical education through the Medicare program, Medicaid program, Health and Human Services, the Veterans Administration, Department of Defense, and private funding from individual hospitals. Payment for training of postgraduate physicians consists of direct costs for maintaining residency training programs and indirect medical expenses related to the increased costs associated with having residency training programs in a hospital. Funding for individual residency training programs is determined by complex formulas which are reviewed.

Med Sci Educ 2011; 21(4): 367-374.
 

Engaging Students with Clickers in a Distributed Environment – Lessons Learned

Abstract

Abstract

This study explored the effectiveness of using clickers in remote locations and investigated the impact of using clickers on the teaching and learning techniques that must be employed within a distributed multi-classroom setting. Participants (N=24) synchronously participated in a clicker incorporated seminar either face-to-face, remotely in a group or in remote individual offices. Post-seminar surveys, interviews, and focus groups were conducted to examine student, instructor, and information technology (IT) perspectives. Students perceived clickers to be easy to use and reported that clickers helped them feel more engaged. The instructor reported that preparation time was increased due to the use of clickers, and that her awareness of remote students increased delivery time. IT personnel indicated that using clickers was feasible and estimated that it would take more time initially, but having dedicated technical support would decrease the ongoing time involved. Clickers can serve as a tool for engaging students in remote sites. Although clickers are easy to use by students, the effective use of this technology in remote educational settings is more complex and time-consuming. It is vital to remember that the technology utilized is only a tool, and that learning that occurs and learners should be in the forefront.

 

Med Sci Educ 2011; 21(4): 336-346

Educational Technologies

AMEE Guide 32: e-Learning in medical education. Part 1: Learning, teaching and assessment (russian version edited by Z.Z. Balkizov)

Abstract

In just a few years, e-learning has become part of the main stream in medical education. While e-learning means many things to many people, at its heart it is concerned with the educational use soft technology. For the purposes of this guide, we consider the many ways that the information revolution has affected and remediated the practice of health care teaching and learning.

Deploying of e-learning introduces tensions. Some wish to use it merely to perform pre–existing activities more efficiently or faster. Others pursue new ways of thinking and working that the use of such technology affords them. Medical Education, as with most fields, is grappling with these tensions; the AMEE Guide to e-Learning in Medical Education hopes to help the reader, whether novice or expert, navigate them.

This Guide is presented both as an introduction to the novice, and as are source to more experienced practitioners. Each section is concluded with a brief «Take Home Message», which serves as a short summary of the section. The Guide is divided into two parts. The first part introduces the basic concepts of e-learning, e teaching, and e-assessment, and then focuses on the day-to-day issues of e-learning, looking both at theoretical concepts and at practical implementation issues. The second part examines technical, management, social, design and other broader issues in e-learning, and it ends with are view of emerging forms and di-rections in e-learning in medical education.

The importance of assessment and evaluation in medical education (russian version edited by Z.Z. Balkizov)

Abstract

Previous discussion has focused upon the educational process, specifically, the basis for “good” medical education, the methods of learning and teaching used and the relationship between undergraduate, postgraduate and life-long learning; continuing professional development. All these would appear to be, in the first instance, linear processes, with a beginning that commences with a specific teaching and learning activity and an end, often an end-point examination, hopefully testing how much we remember, apply and use. As part of any educational programme, assessment and evaluation feature frequently. The purpose of this article is to not only equip the reader with an understanding of the terminology used in assessment and evaluation, but to demonstrate that, as for many other aspects of medical education, the processes of assessment and evaluation bring cyclical and dynamic actions which can be used and built upon to improve the efficiency of the training model and even oneself.

«Examinations, sir, are pure humbug from beginning to end. If a man is a gentleman, he knows quite enough, and if he is not a gentleman, whatever he knows is bad for him.»

Oscar Wilde, «The Picture of Dorian Gray», 1891

 

The basics of evidence based medicine (EBM): teaching experience in Kyrgyzstan

Abstract

The evidence based medicine takes an important place in formation of the future doctors. She allows using the skills received during training in the subsequent medical practice. The I.K. Akhunbaev Kyrgyz State Medical Academy had been developed the curriculum on the evidence based medicine which main objective consists in training of students to knowledge and practical skills with which help it is possible to estimate independently qua­lity of the medical information and to make the decision on its applicability in practical activities. For an estimation of the curriculum anonymous questioning of students before its passage has been spent. By its results, interest of students in similar training has been revealed because the principles of evidence based medicine allow not only to estimate any information, but also inde­pendently to organize and pursue qualitative up-to-date research.


Professional Development

The Union of European Medical Specialists

Abstract

The Union of European Medical Specialists (UEMS) was established in 1958, following the signing of the Treaty of Rome in 1957. In the Treaty of Rome harmonisation and mutual recognition of diplomas is foreseen. The objective of the UEMS has always been bringing together the medical specialists of the member states and reaching consensus on content and quality of medical specialist training and practice. The outcome of this process was meant to serve as foundation for EU legislation.

Healthy Life Style

On the characteristics of the graduate medical university (survey results)

Abstract

In this article you can look at the results from students’ questionnaire: their opinion about medicine, future specialization and health. Questionnaire is an important and informa­tive method investigating the student’s health. It is recommended to improve the quality of student’s examination.


Management

Quality management system in medical higher education establishments

Abstract

The article discusses the need to implement of the quality management system (QMS) in higher educational establishments. The organizational structure, target indica­tors of quality of preparation of graduates are described. In KSMU the QMS is introduced in 2005, and over the 6 years the experience of its application were amassed, and also development path and system perfection were outlined. The positive influence of QMS to the quality of education of KSMU gradu­ates is noted.


Abstracts

Interview with Gerald J. Perry, MLA president

Abstract

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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