MyMedR

Many roads lead to Rome--is that true of the teaching and learning of pharmacology? Lessons from three medical schools in Malaysia

Sim SM, Achike FI, Geh SL

Med J Malaysia, 2005 Aug;60 Suppl D:41-7.

PMID: 16315623

In Malaysia many new medical schools (both public and private) have been set up in the last 12 years. As a result of global changes and local adjustments made in medical training, cross-breeds of different medical curricula have produced a wide spectrum of teaching-learning methods in these medical schools. In this paper, we have selected three medical schools--two public (Universiti Malaya and Universiti Putra Malaysia) and one private (International Medical University) to illustrate different approaches in the teaching-learning of pharmacology that exist in Malaysia. How do these different teaching-learning approaches affect the students' interest and ability to "master" pharmacology and in turn to develop a good prescribing practice?

Matched MeSH terms: Education, Medical/methods*

Innovative community-based teaching

Chan SC, Lee TW, Mathers NJ

Med Educ, 2004 May;38(5):553-4.

PMID: 15107099 DOI: 10.1111/j.1365-2929.2004.01860.x

Matched MeSH terms: Education, Medical/methods

Educating universal professionals or global physicians? A multi-centre study of international medical programmes design

Brouwer E, Driessen E, Mamat NH, Nadarajah VD, Somodi K, Frambach J

Med Teach, 2020 02;42(2):221-227.

PMID: 31630598 DOI: 10.1080/0142159X.2019.1676885

Introduction: Medical schools increasingly offer curricula that specifically aim to prepare students for an international medical career. This is challenging as well as controversial: curriculum designers must balance specific local healthcare requirements with global health competencies doctors need in our globalised world. By investigating how international medical programme designers experience this balancing act, this study aims to contribute insights to the debate on local versus global medical education.Methods: We conducted a multi-centre instrumental case study across three universities with international medical programmes in three countries. The study involved 26 semi-structured interviews with key curriculum designers recruited through purposive sampling. Additionally, we performed a curriculum document analysis. Data were thematically analysed within a multidisciplinary team.Results: Participants described two profiles of international medical programme graduates: 'a global physician', equipped with specific competencies for international practice, and 'a universal professional', an overall high-level graduate fit for future practice anywhere. These perspectives presented different curriculum design challenges.Conclusions: International medical programmes teach us how we can rethink graduate profiles in a globalising world. Yet, educational standardisation poses risks and securing equity in global health education is challenging, as is preparing students to be adaptable to the requirements of a rapidly changing future local healthcare context.

Matched MeSH terms: Education, Medical/methods*

Fulltext Teaching metacognition in clinical decision-making using a novel mnemonic checklist: an exploratory study

Chew KS, Durning SJ, van Merriënboer JJ

Singapore Med J, 2016 Dec;57(12):694-700.

PMID: 26778635 DOI: 10.11622/smedj.2016015

INTRODUCTION: Metacognition is a cognitive debiasing strategy that clinicians can use to deliberately detach themselves from the immediate context of a clinical decision, which allows them to reflect upon the thinking process. However, cognitive debiasing strategies are often most needed when the clinician cannot afford the time to use them. A mnemonic checklist known as TWED (T = threat, W = what else, E = evidence and D = dispositional factors) was recently created to facilitate metacognition. This study explores the hypothesis that the TWED checklist improves the ability of medical students to make better clinical decisions.

METHODS: Two groups of final-year medical students from Universiti Sains Malaysia, Malaysia, were recruited to participate in this quasi-experimental study. The intervention group (n = 21) received educational intervention that introduced the TWED checklist, while the control group (n = 19) received a tutorial on basic electrocardiography. Post-intervention, both groups received a similar assessment on clinical decision-making based on five case scenarios.

RESULTS: The mean score of the intervention group was significantly higher than that of the control group (18.50 ± 4.45 marks vs. 12.50 ± 2.84 marks, p < 0.001). In three of the five case scenarios, students in the intervention group obtained higher scores than those in the control group.

CONCLUSION: The results of this study support the use of the TWED checklist to facilitate metacognition in clinical decision-making.

Matched MeSH terms: Education, Medical/methods*

Twelve tips for effective lecturing in a PBL curriculum

Malik AS, Malik RH

Med Teach, 2012;34(3):198-204.

PMID: 22364451 DOI: 10.3109/0142159X.2011.588741

Retaining lectures in problem-based learning (PBL) curriculum places new demands on lecturers. In addition to subject knowledge, the lecturers must know the overall aims of the lectures, their context in the course, their relation to the subsequent examinations and the underlying educational philosophy.

Matched MeSH terms: Education, Medical/methods*

The Tzu Chi Silent Mentor Program: Application of Buddhist Ethics to Teach Student Physicians Empathy, Compassion, and Self-Sacrifice

Santibañez S, Boudreaux D, Tseng GF, Konkel K

J Relig Health, 2016 Oct;55(5):1483-94.

PMID: 26311054 DOI: 10.1007/s10943-015-0110-x

The Buddhist Tzu Chi Silent Mentor Program promotes the donation of one's body to science as a selfless act by appealing to the Buddhist ethics of compassion and self-sacrifice. Together, faculty, families, and donors help medical students to learn the technical, spiritual, emotional, and psychological aspects of medicine. Students assigned to each "Silent Mentor" visit the family to learn about the donor's life. They see photos and hear family members' stories. Afterwards, students write a brief biography of the donor which is posted on the program website, in the medical school, and on the dissection table. In this paper, we: (1) summarize the Silent Mentor Program; (2) describe findings from an assessment of medical students who recently completed a new version of the program in Malaysia; and (3) explore how healthcare settings could benefit from this innovative program.

Matched MeSH terms: Education, Medical/methods

Fulltext A cost-effectiveness analysis of blended versus face-to-face delivery of evidence-based medicine to medical students

Maloney S, Nicklen P, Rivers G, Foo J, Ooi YY, Reeves S, et al.

J Med Internet Res, 2015;17(7):e182.

PMID: 26197801 DOI: 10.2196/jmir.4346

Blended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear.

Matched MeSH terms: Education, Medical/methods*

Using Electronic Tools and Resources to Meet the Challenges of Anatomy Education in Sub-Saharan Africa

Gbolahan Balogun W

Anat Sci Educ, 2019 Jan;12(1):97-104.

PMID: 30255559 DOI: 10.1002/ase.1831

Anatomy education forms the foundation of a successful medical education. This has necessitated the development of innovative ideas to meet up with current realities. Despite these innovative ideas, there are challenges facing anatomy education, especially in sub-Saharan Africa. Problems such as inadequate teaching experts and outdated curricula have made anatomy education in sub-Saharan Africa uninviting and disinteresting. Several interventions have been suggested, such as the procurement of teaching tools and upgrading of teaching infrastructure. However, in this age of information technology; anatomy education, especially in sub-Saharan Africa could benefit from the integration of electronic tools and resources. This article explores the electronic tools and resources such as three-dimensional printing, educational games, and short videos that are readily available for the teaching of anatomy in sub-Saharan Africa. The author concludes by discussing how these electronic tools and resources can be used to address many of the challenges facing anatomy education in sub-Saharan Africa.

Matched MeSH terms: Education, Medical/methods*

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