The Continuum of Education in the Healthcare Professions
The Association for Medical Education in Europe (AMEE) is a worldwide organisation with members in 90 countries on five continents. Members include educators, researchers, administrators, curriculum developers, assessors and students in medicine and the healthcare professions.
AMEE organises an annual conference and delivers courses on teaching, assessment, simulation, computer-enhanced learning, research and leadership skills for teachers in medicine and the healthcare professions. AMEE produces the journal Medical Teacher, a series of education guides, occasional papers and Best Evidence Medical Education guides.
History and Structure
AMEE was founded in 1972 in Copenhagen, to foster communication among medical educators and to help promote national associations for medical education throughout Europe. AMEE is the European regional association of the World Federation for Medical Education and a member of the WFME Executive Council. Several European national medical education associations are corporate members of AMEE. Over the past decade AMEE has developed steadily both in size and in the sphere of its activities and is now a worldwide association with members and contacts in over 90 countries. In 2000 AMEE became recognised as a Scottish Charity.
AMEE Essential Skills in Medical Education Courses
The need for doctors, scientists and others involved with teaching in the healthcare professions to have training in teaching is widely recognized. The AMEE Essential Skills in Medical Education (ESME) courses have been designed to meet this need. A selection of courses is available covering basic skills in medical education, research in medical education, assessment, simulation and technology.
The courses address the basic skills required by teachers in the healthcare professions and have the following unique features:
- The courses are organised around a major educational conference including a pre-conference workshop, recommended conference sessions and a post-conference workshop;
- The courses are led by international experts and personalised tutorial support is provided during the conference;
- The course format is interactive and engaging;
- A useful set of resource material is provided to support the course;
- There are opportunities for discussion with other course participants before, during and after the conference sessions;
- The ESME courses are accredited by AMEE and approved by an International Advisory Board. A certificate of attendance is provided and there is an opportunity to work towards an ESME Certificate in Medical Education. The ESME Certificate is recognised as stage one of the International Association of Medical Science Educators (IAMSE) Fellowship Award;
- The courses are organised in different parts of the world;
The courses have now been running for several years and are widely acclaimed by course participants.
The AMEE-ESME courses have a different focus:
Face-to-face AMEE-ESME courses are offered at AMEE conferences and selected courses are available at other conferences including the Asia Pacific Medical Education Conference (APMEC) in Singapore, and the International Association of Medical Science Educators (IAMSE) meetings. You can choose the course that best meets your needs at a conference that suits you. Some participants start with the general ESME Course and follow this up with a more specialised course. ESME courses may also be individually designed to meet the needs of specific target audiences.
2012 sees the introduction of a new face-to-face course - Essential Skills in Computer-Enhanced Learning (ESCEL) Course and two online courses - ESME Online and ESME Leadership.
(Student Feedback on OSPE: An Experience of a New Medical School in Saudi Arabia)
Objective Structured Practical Examination (OSPE) is widely used in the assessment for medical students' practical skills. OSPE was introduced to the Faculty of Medicine of King Fahad Medical City in September 2008. The aim of this study is to investigate the medical students' feedback on OSPE. Third year female medical students (n=38) enrolled in Respiratory, Gastrointestinal, Urogenital systems blocks were included. A questionnaire was distributed to assess students' evaluation of the OSPE. Grades of the students in these exams were also evaluated. The results of this study showed that, OSPE has been accepted by most of the students as a fair, reliable, effective and useful assessment tool. 63.2% of the students felt stressed during OSPE of Respiratory block and 57.9% reported the need of more time at the stations of this block. There was statistical difference between the grades of each of the Respiratory and Urogenital systems versus the Gastrointestinal system blocks (p=.001). However, the statistical difference between the grades of the Respiratory and Urogenital system blocks was with p value =0.01. In conclusion: students viewed OSPE as a useful assessment tool and they offered a constructive feedback which will be used for further development, improvement and standardization of OSPE.
Medical Science Educator. – 2012. – Vol. 22 (1). – P. 10–16.
Medical Students as Teaching Assistants in an Undergraduate Anatomy Course
The recruitment of medical students to assist in teaching an undergraduate anatomy course at the University of Michigan Medical School is one of an array of innovative teaching measures introduced to the undergraduate anatomy course since 2002. Student surveys and final test scores suggest the introduction of teaching assistants has improved student performance in the course.
The Effects of First Year Medical Students’ Gender and Career Interest on Educational Gains from Longitudinal Cases
There is little research to date regarding the effectiveness of longitudinal case-based assignments in the education of first year medical students. Such assignments were recently added to the curriculum of the Anatomy and Pathology courses at Mayo Medical School in order to increase students’ understanding of the clinical relevance of information they learned in didactics. This study was designed to assess whether certain subpopulations of students achieved greater benefit from the use of these assignments. Longitudinal cases that focused on clinical aspects of disease (patient presentation, assessment, differential diagnosis, treatment options, and psychosocial issues) were assigned weekly during Anatomy and Pathology. Following these courses, students were surveyed regarding perceived benefit of the assignments in helping them to understand the didactic information they were learning from a clinical perspective. Survey responses and student assignment grades were analyzed based on groupings by career interest and gender. Survey response differences were striking when grouped by general career interests. Students undecided about their future career interests perceived significantly less benefit from the longitudinal assignments than their peers who were interested in a particular field of medicine in terms of gathering clinical information, developing diagnoses and treatment plans, integrating didactic information with clinical knowledge, and overall value of the assignments. Students with no specific career interest also had significantly lower assignment grades than those who had a specific field of interest. Survey responses did not differ significantly across gender. Comparison of students’ grades when grouped by gender demonstrated a trend toward significance, with females outperforming males on these assignments. In summary, students with no specified career preference perceived markedly less benefit and performed poorer on longitudinal case-based assignments than students with a specified career interest, while gender differences displayed no significant associations.
Medical Science Educator. – 2012. – Vol. 22 (1). – P. 2–9.
21st Century Learning in Medicine:
Trad it iona l Teach ing ver sus Team-base d L ear n ing
The learning strategy developed by Duke-NUS educators, called TeamLEAD, incorporates Team-Based Learning principles. Lectures, readings and e-learning on a given topic are completed before class; in-class activity focuses on assuring understanding, applying principles, and solving problems within student teams facilitated by faculty. The study compared Duke-NUS students' results on the National Board of Medical Examiners Comprehensive Basic Science Examination (CBSE) and United States Medical Licensing Examination (USMLE) Step 1 with those of US medical students. The Duke and Duke-NUS curriculum is unique in that the basic science foundation is taught in one year, typically half the time devoted at other US medical schools. At the end of their basic science instruction, the first three student cohorts from Duke-NUS performed comparably to US students on the CBSE At the end of their second year (devoted to clinical work), the Duke-NUS students scored significantly higher than the US students (66.5�7.8 vs. 61.0�11.0) (p<.0.05; 95% CI [65.1 to 67.9]). The first two years of Duke-NUS student also scored significantly higher than US students on the USMLE Step 1 (228.4�20.7 vs. 222�24) (p<.028; 95% CI [223.5 to 233.3]). In less curricular time, Duke-NUS students achieved the standards of basic science knowledge achieved by US medical students. Duke-NUS students at the end of their second (clinical) year, performed significantly higher than the US students.
Module of paper lists as account basis of medical school scientific production
Module of paper lists of corporate information system of V.F. Voyno-Yasenezkiy Krasnoyarsk State Medical University and regional medical portal «Mirror» is described in article. Article is of interest for heads of the medical schools, which are responsible for organization of scientific work, and for the experts developing information technologies in medical education.
AMEE Guide 32: e-Learning in medical education. Part 3: Technology, manage¬ment and designt (Russian version edited by Z.Z. Balkizov)
With e-learning now part of the medical education mainstream, both educational and practical technical and informatics skills have become an essential part of the medical teacher’s portfolio. The Guide is intended to help teachers develop their skills in working in the new online educational environments, and to ensure that they appreciate the wider changes and developments that accompany this ‘information revolution’. The Guide is divided into two parts, of which this is the second. The first part introduced the basic concepts of e-learning, e-teaching, and e-assessment, the day-to-day issues of e-learning, looking both at theoretical concepts and practical implementation issues. This second part covers topics such as practical knowledge of the forms of technology used in e-learning, the behaviours of teachers and learners in online environments and the design of e-learning content and activities. It also deals with broader concepts of the politics and psychology of e-learning, as well as many of its ethical, legal and economical dimensions, and it ends with a review of emerging forms and directions in e-learning in medical education.
Tendencies of competencies assessment system development on profile medical specialties disciplines at higher education
The Federal State Educational Standard on medical specialties displaced accents from a knowledge’s approach on behavioral aspect in education – at practical skills, which the graduate of medical school should possess. The competency building approach began formation of modular disciplines. Modules of disciplines form group of related compe-tenceis, which provide formation of the specialist, capable to construct new knowledge according to new conditions. Development of the higher education demands modern approaches in assessment system of competences. Some new tendencies in formation of such assessment system of competenceis are covered in this article.
The relationship between education & training and the development of competency (Russian version edited by Z.Z. Balkizov)
The essence of modern medical education lies in the ability of defining and developing its terminology, which all too often is used in a less than thoughtful and inappropriate manner. Educationalists place emphasis upon the concept of learning rather than teaching; learning which is specifically student-centered and student-directed learning rather than teacher-centred didactic teaching. However within this change environment we still prefer to use the word training, as in vocational training for a specific specialty, to describe a specific programme and aspire to levels of competency that hopefully match the learning outcomes of the programme. This article opens the debate on whether the satisfactory completion of a learning programme is sufficient (cf completion of a specific vocational training scheme) or whether we should be assessing the learner through levels of defined competency relevant to their professional career.
“Personally I am always ready to learn, although I do not always like to be taught”.
Sir Winston Churchill