Medical education is education related to the practice of being a medical practitioner; both initial training to become a doctor (ie, medical school and apprentice), or additional training thereafter (eg, residency, fellowship, and continuing medical education).
Medical education and training vary widely around the world. Various teaching methodologies have been used in medical education, which is an active area of ​​educational research.
Video Medical education
Early-level education
Beginner-level medical education programs are tertiary level programs conducted in medical schools. Depending on the jurisdiction and the university, this may be a bachelor's entry (most of Europe, Asia, South America and Oceania), or post-admission courses (mainly Australia, North America). Some jurisdictions and universities provide undergraduate admissions and postgraduate programs (Australia, South Korea).
In general, initial training is conducted in medical schools. Early traditional medical education is shared between the preclinical and clinical studies. The first consists of the basic sciences such as anatomy, physiology, biochemistry, pharmacology, pathology. The latter consists of teaching in various areas of clinical medicine such as internal medicine, pediatrics, obstetrics and gynecology, psychiatry, general practice and surgery. However, medical programs use system-based curricula where learning is integrated, and some institutions do this. In the United States, until recently, the requirements for the M.D. not including just one in human nutrition. Today, this omission has been fixed, at least as far as necessary.
There has been a proliferation program that combines medical training with research (MD/Ph.D.) or management programs (MD/MBA), although this has been criticized for the extended disorder for clinical studies has been shown to have adverse effects on major clinical knowledge.
Maps Medical education
Graduate education
After completing entry-level training, a newly graduated physician is often required to conduct a supervised practice period before full enrollment is given; this is most often a one-year duration and may be referred to as an "internship" or "temporary registration" or "residence".
Further training in certain medical fields can be done. In the US, further specialized training, completed after residency is referred to as "fellowship". In some jurisdictions, this begins as soon as the entry-level training is completed, while other jurisdictions require junior doctors to conduct generalist training for several years before starting specialization.
Educational theories themselves become an integral part of postgraduate medical training. Formal qualifications in education also become the norm for medical educators, as there has been a rapid increase in the number of postgraduate programs available in medical education.
Advanced medical education
In most countries, advanced medical education courses (CME) are required for advanced licensing. CME requirements vary by country and by country. In the US, accreditation is overseen by the Accreditation Council for Continuing Medical Education (ACCME). Doctors often attend special lectures, grand rounds, conferences, and performance improvement activities to meet their needs. In addition, clinicians are increasingly choosing to pursue further graduate level training in the formal study of medical education as a pathway for sustainable professional development.
Online learning
Medical education increasingly leverages online teaching, usually in a learning management system (LMS) or virtual learning environment (VLE). In addition, some medical schools have incorporated the use of integrated learning that incorporates the use of video and face-to-face training. A landmark review review published in 2018 shows that online teaching modalities are becoming increasingly prevalent in medical education, with high student satisfaction associated and improvements in knowledge tests. However, the use of evidence-based multimedia design principles in the development of online lectures is rarely reported, although they are known to be effective in the context of medical students.
Areas of research into online medical education include practical applications, including simulated patients and virtual medical records. When compared with no intervention, simulations in medical education training were associated with positive effects on knowledge, skills, and behavior and moderate effects for patient outcomes.
Sample medical education system
Currently, in the UK, a typical medical course at a university is 5 years or 4 years if the student already holds a degree. Among some institutions and for some students, maybe 6 years (including selection of interconnected BSc - take one year - at some point after pre-clinical studies). All courses lead to a Bachelor degree in Medicine and Surgery (abbreviated MBChB, MBBS, MBBCh, BM, etc.). This was followed by 2 years of subsequent clinical foundations, namely F1 and F2, similar to apprenticeship training. Students apply to the General Medical Council of England at the end of F1. At the end of F2, they can continue further studies. Systems in Australia are very similar, with enrollment by the Australian Medical Council (AMC).
In the US and Canada, a potential medical student must first complete a bachelor's degree in any subject before applying to a graduate medical school to pursue the program (M.D. or D.O.). US medical school is almost a four-year program. Some students opt for M.D./Ph.D that focus on research. double degree program, which is usually completed in 7-10 years. There are certain courses that are a prerequisite for admission to medical school, such as general chemistry, organic chemistry, physics, mathematics, biology, English, practice, etc. Special requirements vary by school.
In Australia, there are two paths to a medical degree. Students may choose to take a five or six year bachelor's degree in Medical Medicine/Bachelor of Surgery (MBBS or BMed) as a first tertiary degree immediately after high school graduation, or first complete a bachelor's degree (in three general years, usually in medical sciences) and later apply for a four-year Bachelor's degree in Medical/Sarjana Surgery (MBBS) program.
See:
Integration with health policy
As a stakeholder of medical professionals in the field of health care (ie entities that are integral to the health care system and affected by reform), medical practice (ie diagnosing, treating and monitoring disease) is directly affected by ongoing changes in both national and policies and local health economics.
There is a growing call for health professional training programs to not only adopt a healthier education policy education and leadership training, but to apply a broader lens to the concept of teaching and implementing health policies through health equality and social inequalities that greatly affect health and patient outcomes. Increased mortality and morbidity rates from birth to age 75, associated with medical care (access to insurance, quality of care), individual behavior (smoking, diet, exercise, medication (poverty, inequality, racial differences, segregation), and physical environment (housing, education, transportation, urban planning), social and economic factors (poverty, inequality, racial, segregation). The state health care system reflects "the basic values, tolerances, expectations, and the culture of the communities they serve", and medical professionals have a unique position to influence the opinions and policies of patients, health care administrators, & parliamentarian.
A 2010 survey of US medical school deans on health policy education initiatives found that of the accredited MD and DO 160 schools surveyed, 58% responded to reports that while 94% of them had "some form" of policy education, 74% were required. that education and only 24% have direct courses on health policy topics. 58% reported room for improvement, while 52% are currently in the process of adapting their policy curriculum. However, the average amount of time spent with health policy instructions is only 14 hours (SD 12 hours) during the four years of medical school training.
To truly integrate health policy matters to physicians and medical education, training should be started as early as possible - ideally during medical school or premedical courses - to build "basic knowledge and analytical skills" continuously throughout the residency and strengthened during clinical practice, such as skills or other core competencies. This source further recommends adopting a national standardized core health policy curriculum for medical schools and residencies to introduce this core foundation in this much-needed field, focusing on four major health care domains: (1) system and principles < (eg financing, payment, management model, information technology, physician workforce), (2) quality and safety (eg indicators of quality improvement, size and outcome, patient safety) (3) value and equity (eg medical economics, medical decision making, comparative effectiveness, health inequality), and (4) politics and law (eg history and the consequences of legislation major events, medical errors, and malpractices).
However the limitations to implement this health policy program mainly include the perceived time constraints of scheduling conflicts, the need for an interdisciplinary faculty team, and the lack of research/funding to determine what curriculum design might best suit the program objectives. Resistance in a pilot program is evident from program directors who do not see the relevance of the elective course and are limited by program training requirements limited by conflict scheduling and inadequate time for non-clinical activities. But for students in one medical school study, those who teach a higher intensity curriculum (vs lower intensity) are "three to four times more likely to see themselves as properly trained in the components of the health care system", and feel not taking it from getting worse training in other fields. In addition, recruiting and retaining a wide range of multidisciplinary instructors and policy or economic experts with adequate knowledge and training may be limited to community-based programs or schools without health policy or public health department or graduate program. Improvement efforts may include having online courses, off-site trips to the capital or health foundations, or special externships, but these have interactive constraints, costs, and time as well. Apart from these limitations, several programs in both medical schools and residency training have been initiated.
Lastly, more national support and research will be needed to not only build these programs, but to evaluate how both curriculum standardization and innovation in a flexible way with changes in health care and policy landscapes. In the United States, this will involve coordination with the ACGME (Board of Accreditation for Post-Graduate Education), a private NPO that sets education and training standards for US residencies and fellowships that determine funding and the ability to operate.
See also
- Doctor Becomes (occasional series on BBC television)
- INMED
- List of medical schools
- List of medical education agencies
- Structured Clinical Examination Objectives
- Progress test
- Validation of foreign studies and degrees
- Virtual Patients
- Academic Medical Sciences
- Perspective of Medical Education
References
External links
- Medical Educator Academy
Source of the article : Wikipedia
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