Accessible and Adaptable Faculty Development to Support Curriculum Reform in Medical Education

Schaik, Sandrijn M. van

doi:10.1097/acm.0000000000003804

Cited by 11 publications

(6 citation statements)

References 36 publications

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“…Therefore, the majority of the responses dealt with the wide-ranging theme of curriculum improvement. Nonetheless, the experts did not overlook the importance of faculty development, which is an essential part of any curriculum development [ 13 ]. Role modeling and mentoring are also of substantial importance; in particular, role modeling could be the most potent teaching strategy in changing students' perceptions or developing attitudes or behaviors [ 14 ].…”

Section: Discussionmentioning

confidence: 99%

Definition of character for medical education based on expert opinions in Korea

Hur

2021

J Educ Eval Health Prof

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Purpose: As a follow-up study, it focused on 3 overarching questions: first, what kind of keywords can be extracted from the experts’ definitions of character?; second, what is the operational definition of character for medical students?; and third, what are the possible solutions suggested to the issues of character education that were found in the previous study? Methods: Sixty-three medical education experts through expert sampling method and an addition of 19 non-medical education experts through snowball sampling method answered the questionnaire. It consisted of 3 major questions of the study. The responses were analyzed for descriptive statistics with supplementary keyword extraction tools including Cortical and Monkey keyword extractor. Results: A total of 93 statements of definition were counted, and a total of 138 keyword terms were extracted. The top 5 keyword terms mentioned by the medical education experts were 'patient', 'empathy', 'qualities', 'attitude', and 'ability'. These keyword terms were quite different from the keywords mentioned by the non-medical education expert group. Based on the extracted keywords, an operational definition of character education by the medical education expert group was presented as follows: The basic qualities and ability to empathize with the patient's illness based on respect for patients and others. Various methods were proposed to solve the issue of character education, and many of them pointed to curriculum development, such as improvement of teaching and learning methods and evaluation methods, including role modeling.Conclusion: A clear statement of the concept of character education is the start to resolve issues of character education. Character education improvements will be possible at the institutional level according to the above results.

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Section: Discussionmentioning

confidence: 99%

Definition of character for medical education based on expert opinions in Korea

Hur

2021

J Educ Eval Health Prof

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“…The success of curriculum reform is determined by both the quality of the reform and the extent to which faculty support change and incorporate change into their teaching. Demands on faculty are significant given the rate of advancements in medicine, the persistent challenge on curricular change, and demands on their professional practice and time for research ( 47 ). A population health framework has the capacity to increase efficiency of content delivery while creating a common language that can facilitate faculty support and commitment to the curriculum.…”

Section: Challenges To Implementationmentioning

confidence: 99%

“…Population health provides a framework to start capturing the breadth of health and wellbeing and the many disciplines that contribute to understanding while not compromising depth where this is required. Faculty development will involve a clear blueprint to support this curriculum reform ( 47 ). There is faculty support for the population health model as it has efficiency in delivery and captures a cross-discipline commitment to a common model of health and wellbeing.…”

Section: Challenges To Implementationmentioning

confidence: 99%

Medical education and population health—A framework in the design of a new undergraduate program

Armstrong

Mantel

Walraven

et al. 2022

Front. Public Health

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Health sciences curricular planners are challenged to add new content to established education programs. There is increasing pressure for content in public health, health systems, global health, and planetary health. These important areas often compete for curricular time. What is needed is a convergence model that builds a common framework within which students can integrate areas and better align this knowledge to the individual client or patient who they have responsibility to support. A population health framework is proposed for health sciences education programs that supports a common conceptual understanding of population health. The framework links five thematic areas that have influence on health and wellbeing and a sixth element that defines the range of methodologies essential to understanding health and wellbeing, from the individual to the population. The five areas providing convergence are: (1) the biopsychosocial development of the individual, (2) the socioeconomic factors that influence health and wellbeing, (3) the physical natural and built environment including climate, (4) the continuum of public health and health care systems, and (5) the nation state and global relationships. Using this framework, students are encouraged to think and understand individual health and wellbeing in context to the population and to utilize the appropriate methodological tools to explore these relationships. Planning for a new undergraduate medicine program illustrates the curricular elements that will be used to support student learning with foundation knowledge applied and tracked throughout the program. The proposed framework has application across health sciences disciplines and serves to build a common understanding that supports cross professional communication and collaboration.

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“…Support may also be provided for curriculum planning, such as “curriculum implementation support program” (CISP). [ 47 48 ] The faculty should be encouraged to enrol for medical education courses such as Advanced Course in Medical Education conducted by the National Medical Council. This is a course of 1-year duration (combined offline and online mode) conducted at designated nodal centers.…”

Section: Challengesmentioning

confidence: 99%

Implementing competency-based medical education in post-graduate ophthalmology training: Understanding key concepts and methodologies and overcoming challenges

Sud

Khanduja

2022

Indian Journal of Ophthalmology

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The National Medical Council (NMC) has mandated that all post-graduate training shall be competency-based, following the principles of Competency. Based Medical Education (CBME). This aims to serve the dual purpose of standardizing ophthalmology post-graduate training and to overcome the shortcomings of the traditional curriculum by employing innovative and interactive teaching–learning and assessment techniques to produce competent ophthalmologists well equipped with clinical, surgical, and professional skills relevant to current times. CBME marks a paradigm shift from traditional curriculum methodologies and involves the introduction of several new concepts. This article aims to highlight the key principles of CBME and the various teaching–learning and assessment technique methodologies which can be employed for post-graduate training. It also highlights the various challenges that are likely to be faced in its implementation and measures to overcome them.

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Accessible and Adaptable Faculty Development to Support Curriculum Reform in Medical Education

Cited by 11 publications

References 36 publications

Definition of character for medical education based on expert opinions in Korea

Definition of character for medical education based on expert opinions in Korea

Medical education and population health—A framework in the design of a new undergraduate program

Implementing competency-based medical education in post-graduate ophthalmology training: Understanding key concepts and methodologies and overcoming challenges

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