Routledge international handbook of medical education:
Gespeichert in:
| Weitere Verfasser: | , , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London
Routledge
2016
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| Schriftenreihe: | Routledge international handbooks
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Inhaltsverzeichnis Klappentext |
| Beschreibung: | xl, 377 Seiten Illustrationen |
| ISBN: | 9780415815734 |
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| 245 | 1 | 0 | |a Routledge international handbook of medical education |c edited by Khalid A. Bin Abdulrahman, Stewart Mennin, Ronald M. Harden and Catherine Kennedy |
| 246 | 1 | 3 | |a International handbook of medical education |
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Datensatz im Suchindex
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| adam_text | CONTENTS
Notes on contributors xvi
Preface XXX
Acknowledgements xxxiii
List of abbreviations xxxiv
PART 1
The mission of the medical school 1
1 Rethinking the mission of the medical school 3
Trevor Gibbs
Case study 1.1: The new mission of the Faculty of Medicine of
Tunis, Tunisia, Africa 4
Ahmed Maherzi
Case study 1.2: James Cook University School of Medicine, Australia 5
Sarah Larkins, Richard Murray; Tarun Sen Gupta, Simone Ross
and Robyn Preston
Case study 1.3: Northern Ontario School of Medicine, Canada 7
Roger Strasser
Case study 1.4: The Ateneo de Zamboanga University-School of Medicine
(ADZU-SOM), Philippines 8
Fortunato L. Cristobal
Case study 1.5: Lessons from eight medical schools in South Africa —
the CHEER collaboration 9
Stephen Reid
Contents
2 The role of the doctor and the competencies expected from
the doctor of the future 18
Stefan Lindgren and David Gordon
Case study 2.1: Easing the transition to clinical work — the role of
an internship orientation programme in India 20
Rita Sood
3 Why outcome-based education (OBE) is an important development
in medical education 27
Ronald M. Harden
Case study 3.1: An integrated and community-oriented curriculum at
the University of Geneva Faculty of Medicine, Switzerland 28
Anne Baroffio, Nu Viet Vu and Mathieu Nendaz
Case study 3.2: Implementing an outcome- or competency-based
approach in practice in Indonesia 31
Nancy Margarita Rehatta and Adrianta Surjadhana
Case study 3.3: Sharing learning outcomes across health disciplines
in Australia 32
Maree O’Keefe and Amanda Henderson
Case study 3.4:Towards a competency-based curriculum — the focus
of undergraduate medical education curriculum renewal at the
Université de Sherbrooke, Canada 33
Marianne Xhignesse, Denis Bedard, Ann Graillon, Sharon Hatcher,
Frédéric Bernier, Sylvie Houde, Daniel Gladu, Paul Chiasson and
Eve-Reine Gagné
Case study 3.5: Assessment of paediatric residents based on ACGME
competencies in the USA 35
J. Lindsey Lane, Jennifer Soep and M. Douglas Jones, Jr
Case study 3.6: Basic science integration into the whole curriculum
at the Faculty of Medicine, King Abdulaziz University, Saudi Arabia 39
Abdulmonem Al-Hayani
4 How many medical students? Matching the number and types of students
to a country s needs 43
Victor Lim, Abu Bakar Suleiman and Mei Ling Young
Case study 4.1: Malaysia 47
Kok LeongTan,Ankur Barua, SamiAbdo Radman Al-Dubai, HematramYadav
and John Arokiasamy
Case study 4.2:The Netherlands 48
Kok Leong Tan,Ankur Barua, SamiAbdo Radman Al-Dubai, HematramYadav
and John Arokiasamy
VI
Contents
Case study 4.3: South Africa 49
Kok LeongTan, Ankur Barua, SamiAbdo Radman Al-Dubai, Hematram
Yadav and John Arokiasamy
Case study 4.4: Saudi Arabia 50
Mohammad Yahya Al-Shehri
PART 2
The student 55
5 Should students be admitted to medical school directly from high
school or as university graduates? 57
Trudie Roberts and Tadahiko Kozu
Case study 5.1: Catering for the school-leaver, Bond University,
Gold Coast, Australia 58
Michelle McLean
Case study 5.2: Supporting transition to university study,
Austral University, Argentina 60
Angel Centeno
Case study 5.3: A 30-year history of graduate-entry medical education
programmes in Japan 61
Tadahiko Kozu
Case study 5.4:The experience of graduate entry into a medical
programme — the case of College of Medicine, King Saud Ben
Abdul-Aziz University for Health Sciences, Riyadh, Saudi Arabia 62
Alt I.Al Haqwi and Ibrahim A. Al Alwan
Case study 5.5: Graduate entry — the St George’s experience,
London, UK 63
Peter McCrorie
Case study 5.6: External influence in medical education, South Korea 65
DucksunAhn
6 How do we select students with the necessary abilities? 72
Jon Dowell
Case study 6.1: Selecting students with the necessary abilities,
Aga Khan University, Pakistan 73
Rukhsana W. Zuberi and Laila Akbarali
Case study 6.2: Assessing non-academic attributes for medical
and dental school admissions using a situational judgement
test, United Kingdom 75
Fiona Patterson, Emma Rowett, Maire Kerrin and Stuart Martin
vii
Contents
Case study 6.3: The true fairy tale of the Multiple Mini-Interview,
McMaster University, Canada 78
Harold I. Reiter and Kevin W. Eva
Case study 6.4: Consequences of‘selecting out’ in the Netherlands 82
Fred Tromp and Margit I. Vermeulen
7 The secret ingredient: the students’ role and how they can be
engaged with the curriculum 86
KhalidA. Bin Abdulrahman and Catherine Kennedy
Case study 7.1: Student engagement at the Faculty of Medicine
in Helsinki 91
Minna Kaila,Anna T. Heino, Kari Heinonen and Anne Pitkaranta
Case study 7.2: Student involvement — from scratch, over self-sustainabihty,
to the future, University of Maribor, Slovenia 94
Marko Zdravkovic, Kristijan Jejcic and Ivan Krajnc
Case study 7.3: Student mini-projects — celebrating World Health Day,
United Arab Emirates 97
Venkatramana Manda, IshtiyaqA. Shaafie and Kadayam G. Gomathi
Case study 7.4: Engaging students to take a global view of healthcare
through the global determinants of health and development course
in Trinity College Dublin 98
Katherine T. Gavin and Orla Hanratty
8 Student mobility: a problem and an opportunity 101
Athol Kent and Chivaugn Gordon
Case study 8.1: Humanity in the workplace — Department of Obstetrics
and Gynaecology, University of Cape Town, South Africa 103
Veronica MitchellAlexandra Muller and Chivaugn Gordon
Case study 8.2:The Cuban controversy — training South African medical
students in Cuba 105
Chivaugn Gordon
PART 3
The curriculum 111
9 Curriculum planning in the 21st century 113
Ronald M. Harden
Case study 9.1:The University of Dundee curriculum,
United Kingdom 114
Gary Mires and Claire MacRae
viii
Contents
Case study 9.2: Training competent doctors for sub-Saharan Africa -
experiences from an innovative curriculum in Mozambique 116
Janneke Frambach and Erik Driessen
Case study 9.3: Outcome-based curriculum in a new medical
school in Peru 118
Qraciela Risco de Dominguez
10 Authentic learning in health professions education: problem-based
learning, team-based learning, task-based learning, case-based learning
and the blend 128
Hossam Hamdy
Case study 10.1: Implementation of computer-assisted PBL sessions to
medical students at Faculty of Medicine, Suez Canal University, Egypt 132
Somaya Hosny and Yasser El- Wazir
Case study 10.2: Integrated assessment in problem-based learning
promotes integrated learning 134
Raja C. Bandaranayake
Case study 10.3: Authentic learning via problem-based learning —
reflections from a Malaysian medical school 135
William K. Lim
Case study 10.4: The effect of team-based learning on students’learning
in a basic science course at the Universidad Peruana de Ciencias
Aplicadas Medical School 137
Denisse Champin
Case study 10.5: Teaching and learning basic medical sciences in the
clinical environment using a task-based learning approach at the
University of Shaijah, United Arab Emirates 138
Hossam Hamdy
Case study 10.6: Improving students’ decision-making skills on the
surgical rotation 139
Jonas Nordquist
11 Introducing early clinical experience in the curriculum 144
Ruy Souza and Antonio Sansevero
Case study 11.1: The challenges of integrating early clinical experience
into the curriculum - Bond University, Australia 145
Richard Hays
Case study 11.2: Integrating early clinical experience in the curriculum -
experience from a teaching hospital in United Arab Emirates 146
Manda Venkatramana and Pankaj Lamba
IX
Contents
Case study 11.3: Early clinical exposure in graduate-entry medicine at Swansea
University — Learning Opportunities in the Clinical Setting (LOCS) 148
Paul Kneath Jones and Judy McKimtn
Case study 11.4: Integrating early clinical experience in the curriculum
of the pre-clinical years at the Faculty of Medicine, Suez Canal
University, Egypt 150
Somaya Hosny and Mirella YoussefTawfik
Case study 11.5: Student-run clinics provide authentic patient care
roles and activities for early learners, University of California,
San Francisco, USA 152
H. Carrie Chen
12 Benefits and challenges associated with introducing, managing,
integrating and sustaining community-based medical education 157
Regina Helena Petroni Mennin
Case study 12.1: Flinders University Parallel Rural Community
Curriculum 158
Jennene Greenhilt
Case study 12.2: Community-oriented education, Faculty of Medicine,
University of Airlangga, Indonesia 160
Nancy Margarita Rehatta andAdrianta Surjadhana
Case study 12.3: The Selectives Programme for undergraduate medical
students, Nelson R. Mandela School of Medicine, University of
KwaZulu-Natal, KwaZulu-Natal, South Africa 163
Stephen Knight and Jacqueline van Wyk
Case study 12.4: . . and my patient died happy and cured7, an experience
in Brazil 166
Ruy Souza
Case study 12.5: Beyond the hospital, Brazil, South America 167
Regina Helena Petroni Mennin
13 Integration of the sciences basic to medicine and the whole of
the curriculum 171
Stewart Mennin
Case study 13.1: Integration of simulation-based clinical correlation
pedagogy within an anatomy curriculum, Kuala Lumpur, Malaysia 176
Nicole Shilkofski and Carmen Coombs
Case study 13.2: Clinical odontologists teaching basic sciences for health,
integrating basic/clinic, different methodologies and disciplines in Argentina
at the National University of Rio Negro Dental School — why it works 178
Elena I. Barragán
x
Contents
Case study 13.3: Basic science integration into the whole curriculum
at the Faculty of Medicine, King Abdulaziz University, Saudi Arabia 179
Abdulmonem Al-Hayani
14 Implementing interprofessional education: what have we learned
from experience? 188
Dawn Forman and Betsy VanLeit
Case study 14.1: Weaving interprofessional education into the medical
curriculum at the University of Notre Dame, in Western Australia 191
Carole Steketee and Donna B. Mak
Case study 14.2: Developing community-engaged interprofessional
education in the Philippines 193
Elizabeth R. Paterno} Louricha A. Opina-Tan and Dawn Forman
Case study 14.3: COBES at Moi University, Faculty of Health Sciences,
Eldoret, Kenya 195
Simeon Mining and Dawn Forman
Case study 14.4: Interprofessional education in a rural clinical setting - a
quick-start innovation for final-year health professional students,
University of Otago, New Zealand 197
Sue Pullon, Eileen McKinlay} Peter Gallagher; Lesley Gray; Margot Skinner
and Patrick McHugh
Case study 14.5: Applying interprofessional education in primary care
facilities for fourth-year students at the Faculty of Medicine,
Suez Canal University, Egypt 198
Somaya Hosny and Mohamed H. Shehata
Case study 14.6: Interprofessional education to prepare health
professionals for rural practice in underserved New Mexico
communities, USA 199
Betsy VanLeit
PART 4
Teaching and learning 205
15 How can learning be made more effective in medical education? 207
Stewart Mennin
Case study 15.1: The Primary Care Curriculum at the University of
New Mexico School of Medicine 211
S. Scott Obenshain
Case study 15.2: Jacks dead and the boys have gone 213
Sweeney (2006: 3—4)
xi
Contents
Case study 15.3: Addressing the educational needs for the 21st century —
the Duke-National University of Singapore experience 215
Sandy Cook and Robert Kamei
16 New technologies can contribute to a successful educational programme 221
John Sandars
Case study 16.1: Digital story telling (DST) to enhance reflection on
service learning, University of Pretoria, South Africa 222
Jannie Hugo
Case study 16.2: Using blogs to engage students and teaching staff in a
medical school, University of Dundee, UK 223
Natalie Rafferty
Case study 16.3: Two models of decentralised medical education,
United States 225
Ruth Balhveg, David Talford and Jared Papa
Case study 16.4: Using communication technology for surgical skills
teaching in Uganda — a pilot study among intern doctors at Mulago
National Referral and Teaching Hospital 227
Josaphat Byamugisha, Yosam Nsubuga, Mark Muyingo, Amy Autry,
Sharon Knight, Felicia Lester; Gerald Dubowitz and Abner Korn
Case study 16.5: An online hyperlinked radiology case repository to
facilitate postgraduate training in diagnostic radiology, National
University of Singapore 228
Goh Poh Sun
Case study 16.6: Mobile devices for learning and assessment in
clinical settings, University of Leeds, UK 230
Gareth Frith
PART 5
Assessment 235
17 How to implement a meaningful assessment programme 237
Lambert Schuwirth
Case study 17.1: Assessment in family medicine rotation, College of
Medicine, King Saud University, Saudi Arabia 238
Eiad AlFaris, Hussain Saad Amin and Naghma Naeem
Case study 17.2: Implementing a meaningful assessment programme,
Medical University of Vienna, Austria 239
Michael Schmidts and Michaela Wagner-Menghin
Contents
Case study 17.3: Implementing a meaningful assessment programme,
St George’s University of London, UK 242
Jonathan Round
18 Written and computer-based approaches are valuable tools to assess a
learner’s competence 247
Reg Dennick
Case study 18.1: Computer-based testing - a paradigm shift in student
assessment in India 259
Bipin Batra
19 More attention is now paid to assessment of clinical competence and
on-the-job assessment 263
Vanessa C. Burch
Case study 19.1: The use of workplace-based assessment in the UK
Foundation Programme 265
Steve Capey and Richard Hays
Case study 19.2: Role of feedback for inference clarification during a
mini-CEX encounter at the Instituto Cardiovascular de Buenos
Aires, Argentina 268
Alberto Alves de Lima
Case study 19.3: Organising and running a simulation training workshop
for core surgical trainees in the United Kingdom 270
TJames Royle and Steve B. Pandey
Case study 19.4: How to assess trainees’ clinical competence performing
endoscopies in a postgraduate residency programme at the Pontificia
Universidad Catolica de Chile 271
Arnoldo Riquelme
Case study 19.5: Introducing workplace-based assessment in a
reformed, undergraduate curriculum at King Saud University,
Saudi Arabia 274
Hamza Abdulghani and Gominda Ponnamperuma
PART 6
The medical school 279
20 International and transnational models for delivering medical
education: the future for medical education 281
John Hamilton and Shajahan Vasin
xiii
Contents
Case study 20.1: Establishment of a branch campus medical
school - Newcastle University Medicine Malaysia 283
Philip Bradley
Case study 20.2: Establishment of Monash University s Jeffrey Cheah
School of Medicine and Health Sciences, Malaysia 284
Shajahan Yasin
Case study 20.3: The International Medical University, Kuala Lumpur,
Malaysia 289
Victor Lim
Case study 20.4: Transnational medical education between Australia
and the United States of America 290
David Wilkinson
21 Creating and sustaining medical schools for the 21st century 294
David Wilkinson
Case study 21.1: Mandatory versus curricular objective. Do we mean it
when we say it? Southern Illinois University School of Medicine 295
Debra L. Klamen
Case study 21.2: A tale of two medical schools in Australia 297
Ian Wilson
Case study 21.3: Developing a distributed model of medical education
to help meet the healthcare needs of the population of British
Columbia, Canada 299
David Snadden
22 Recognising leadership and management within the medical school 304
KhalidA. Bin Abdulrahman and Trevor Gibbs
Case study 22.1: Recognising leadership, management and other
responsibilities within the medical school — an example from Pakistan 308
Rukhsana W Zuberi and Farhat Abbas
Case study 22.2: Starting a new medical school in Southern Africa —
University of Namibia Medical School 311
Jonas Nordquist
Case study 22.3: Steps towards establishing a new medical college in
Saudi Arabia - an insight into medical education in the Kingdom 313
KhalidA. Bin Abdulrahman and Farid Saleh
23 How teaching expertise and scholarship can be developed, recognised
and rewarded 318
Deborah Simpson, Maryellen E. Gusic and M. Brownell Anderson
xiv
Contents
Case study 23.1: Dr Lasz Lo — clinician teacher (teaching
activity category) 321
Deborah Simpson, Hina Mahboob, Richard J. Battiola and John R. Brill
Case study 23.2: Supporting the continuum of faculty development
through a department for educational development, Aga Khan
University, Pakistan 323
Rukhsana W. Zuberi} Syeda K. All, Sheilla K. Pinjani, Shazia Sadaf and
Naveed Yousuf
Case study 23.3: Institution(alising) education in a healthcare system,
Singapore 325
Sandy Cook, Robert Kamei and Koo Wen Hsin
Case study 23.4: Aligning academic promotion with medical school
missions and faculty roles, Eastern Virginia Medical School,
United States 325
Elza My Iona, Aaron I. Vinik and Christine C. Matson
24 Accreditation and programme evaluation: ensuring the quality of
educational programmes 330
Dan Hunt, Ducksun Ahn} Barbara Barzansky and Donna Waechter
Case study 24.1 .-Accreditation standards as a tool to drive organisational
culture change, The University of California, Davis, United States 331
Mark Servis and Claire Pomeroy
Case study 24.2: Using medical education accreditation standards as the
foundation for creating Canada’s first new medical school in 30 years,
Northern Ontario School of Medicine, Canada 334
Joel H. Lanphear and Marie Matte
Case study 24.3: Overhauling the accreditation standards of the Taiwan
Medical Accreditation Council 336
Chi- Wan Lai, Keh-Min Liu Yan-Di Chang and Chyi-Her Lin
Case study 24.4: Developing an accreditation system from South Korea 338
Ducksun Ahn
Case study 24.5: Establishing a quality assurance system of medical
education in Indonesia 340
Puti Marzoeki
PART 7
The future of medical education
353
25 Looking toward the future of medical education: fit for purpose
Stewart Mennin
355
Index
361
XV
Twenty-first-century medical schools, postgraduate bodies and other medical education organisations are
responding to rapid advances in medicine, healthcare delivery, educational approaches and technology, and
globalisation. Differences in geography, culture, history and resources demand diversity amongst educational
systems. This important volume is designed to help medical educators working in today’s challenging
circumstances by providing an overview of best practices and research in medical education.
The Routledge International Handbook of Medical Education provides a practical guide to and theoretical
support for the major education challenges facing teachers, managers and policy makers around the
world. Highlighting how resources can be used to provide effective and sustainable responses to the key
issues facing medical educators, the handbook offers a truly international perspective of best practices with
contributing editors and authors from around the globe.
The Routledge International Handbook of Medical Education recognises the need to maintain established
best practices when appropriate and to respond adaptively to cultural differences and local conditions facing
medical education. This topical book deals with the key challenges facing medical education by the different
stakeholders, including;
• selection and admission of students to study medicine;
• competences necessary for graduates to enable them to recognise and address emerging health issues
and policies;
• teaching and learning processes that are necessary to meet tomorrow’s challenges;
• approaches to assessment, including the integration of assessment and learning;
• design and management of complex curricula that provide educational strategies to meet regional and
global problems.
A unique, diverse and illustrative resource of best practices in medical education, the handbook is stimulating
reading for all educators of present and future healthcare professionals.
|
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| id | DE-604.BV045113636 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T08:09:03Z |
| institution | BVB |
| isbn | 9780415815734 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-030503911 |
| oclc_num | 1050939032 |
| open_access_boolean | |
| owner | DE-384 |
| owner_facet | DE-384 |
| physical | xl, 377 Seiten Illustrationen |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | Routledge |
| record_format | marc |
| series2 | Routledge international handbooks |
| spelling | Routledge international handbook of medical education edited by Khalid A. Bin Abdulrahman, Stewart Mennin, Ronald M. Harden and Catherine Kennedy International handbook of medical education Handbook of medical education London Routledge 2016 xl, 377 Seiten Illustrationen txt rdacontent n rdamedia nc rdacarrier Routledge international handbooks Medizinische Ausbildung (DE-588)4169212-3 gnd rswk-swf Medizinische Ausbildung (DE-588)4169212-3 s DE-604 Abdulrahman, Khalid Bin edt Mennin, Stewart edt Harden, Ronald M. (DE-588)1116031485 edt Kennedy, Catherine edt Erscheint auch als Online-Ausgabe 978-0-203-06620-1 V:DE-605 application/pdf http://digitale-objekte.hbz-nrw.de/storage2/2015/09/03/file_4/6398215.pdf Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030503911&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030503911&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Routledge international handbook of medical education Medizinische Ausbildung (DE-588)4169212-3 gnd |
| subject_GND | (DE-588)4169212-3 |
| title | Routledge international handbook of medical education |
| title_alt | International handbook of medical education Handbook of medical education |
| title_auth | Routledge international handbook of medical education |
| title_exact_search | Routledge international handbook of medical education |
| title_full | Routledge international handbook of medical education edited by Khalid A. Bin Abdulrahman, Stewart Mennin, Ronald M. Harden and Catherine Kennedy |
| title_fullStr | Routledge international handbook of medical education edited by Khalid A. Bin Abdulrahman, Stewart Mennin, Ronald M. Harden and Catherine Kennedy |
| title_full_unstemmed | Routledge international handbook of medical education edited by Khalid A. Bin Abdulrahman, Stewart Mennin, Ronald M. Harden and Catherine Kennedy |
| title_short | Routledge international handbook of medical education |
| title_sort | routledge international handbook of medical education |
| topic | Medizinische Ausbildung (DE-588)4169212-3 gnd |
| topic_facet | Medizinische Ausbildung |
| url | http://digitale-objekte.hbz-nrw.de/storage2/2015/09/03/file_4/6398215.pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030503911&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030503911&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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Inhaltsverzeichnis