Roadmap for creating an accelerated three-year medical education program

Leong, Shou Ling; Cangiarella, Joan; Fancher, Tonya L.; Dodson, Lisa; Grochowski, Colleen OʼConnor; Harnik, Victoria; Hustedde, Carol; Jones, Betsy; Kelly, Christina; Macerollo, Allison; Reboli, Annette C.; Rosenfeld, Melvin G.; Rundell, Kristen; Thompson, Tina L.; Whyte, R. O.; Pusic, Martin

doi:10.1080/10872981.2017.1396172

Cited by 26 publications

(21 citation statements)

References 26 publications

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“…Some are taking the competency construct further by promoting time variable criteria for the granting of the medical degree as well as certification in medical specialties following a period of graduate training [57–62]. Others are promoting an accelerated three-year UME program [63].…”

Section: Discussionmentioning

confidence: 99%

Medical education today: all that glitters is not gold

2019

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Background The medical education system based on principles advocated by Flexner and Osler has produced generations of scientifically grounded and clinically skilled physicians whose collective experiences and contributions have served medicine and patients well. Yet sweeping changes launched around the turn of the millennium have constituted a revolution in medical education. In this article, a critique is presented of the new undergraduate medical education (UME) curricula in relationship to graduate medical education (GME) and clinical practice. Discussion Medical education has changed and will continue to change in response to scientific advances and societal needs. However, enthusiasm for reform needs to be tempered by a more measured approach to avoid unintended consequences. Movement from novice to master in medicine cannot be rushed. An argument is made for a shoring up of biomedical science in revised curricula with the beneficiaries being nascent practitioners, developing physician-scientists --and the public. Conclusion Unless there is further modification, the new integrated curricula are at risk of produce graduates deficient in the characteristics that have set physicians apart from other healthcare professionals, namely high-level clinical expertise based on a deep grounding in biomedical science and understanding of the pathologic basis of disease. The challenges for education of the best possible physicians are great but the benefits to medicine and society are enormous.

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Section: Discussionmentioning

confidence: 99%

Medical education today: all that glitters is not gold

2019

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“… Sher et al (2017) surveyed the entrepreneurial willingness of Pakistani agriculture-related graduates, and the results showed that the guidance of successful entrepreneurs and experts was very helpful in promoting student entrepreneurship activities. Leong et al (2017) studied the development path of entrepreneurship and innovation education in medical specialties, and the results showed that strengthening the innovation and integration of related courses could provide great help for the development of students. Asimakopoulos et al (2019) explored the relationship between entrepreneurship education, entrepreneurial intention, and entrepreneurial self-efficacy using engineering students as the research samples.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploration of Entrepreneurship Education by Linear Regression and Psychological Factor Analysis

Shi

et al. 2020

Front. Psychol.

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To study the improvement of the entrepreneurial performance of start-ups and achieve an organic combination of entrepreneurship education and entrepreneurial performance, the entrepreneurial group of college students was taken as the springboard to discuss the entrepreneurial performance of start-ups initiated by college students. First, through questionnaire design and scale selection, the results of the questionnaire survey and the reliability and validity of the scale tool were tested. Second, the variable of college students' entrepreneurial self-efficacy based on psychological factor analysis was introduced. The correlations among entrepreneurship education, entrepreneurial selfefficacy, and entrepreneurial performance were analyzed. Finally, the intermediary role of entrepreneurial self-efficacy was verified by using the hierarchical linear regression analysis method combined with the BARON three-part verification method. The results show that the response rate of the questionnaire is 92%, and the selection of research samples is scientific. The Cronbach's α reliability coefficients corresponding to each scale are all above 0.8, and the common factor variances are all above 0.7. Therefore, the reliability and validity of scale tools are good. Entrepreneurship education, entrepreneurial self-efficacy, and entrepreneurial performance are significantly correlated with each other. The college students' entrepreneurial self-efficacy has a good explanatory ability and plays an intermediary role; in the entrepreneurial innovation learning dimension, its corresponding β = 0.257; in the dimension of school organizational support, the corresponding β = 0.439; in the dimension of social interaction, the corresponding β = 0.238. The results have a reference value for studying entrepreneurship education and the improvement of entrepreneurial performance from a psychological level.

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“…Evidence suggests that long duration of medical programs does not result in better medical education or health care. 8–14 Furthermore, several medical schools in the United States and Canadian have had encouraging experience with developing accelerated medical programs with 3-year curricula. Experts in medical education now recommend the adoption of new medical educational model, which is based on the achievement of clearly defined competencies rather than the completion of a prescribed number of years of study.…”

Section: Introductionmentioning

confidence: 99%

“…Experts in medical education now recommend the adoption of new medical educational model, which is based on the achievement of clearly defined competencies rather than the completion of a prescribed number of years of study. 8–14 The history of establishing accelerated family medicine programs goes back to the late 1980s and early 1990s, where approximately 25 US medical schools established accelerated programs in family medicine. Such programs allowed students to start their residency training programs while still finishing their fourth year of the medical program.…”

Section: Introductionmentioning

confidence: 99%

“…Such programs allowed students to start their residency training programs while still finishing their fourth year of the medical program. 8–14 However, because of unresolved graduate medical education accreditation issues, these programs were eventually discontinued. Interestingly enough, several studies have shown that students in such accelerated programs perform similar to those in the traditional 4-year curricula in the following educational indices: standardized tests, initial resident characteristics, performance outcomes, practice choices, patient visit profiles, resident demographics, and graduate surveys.…”

Section: Introductionmentioning

confidence: 99%

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Establishment of an Accelerated Doctor of Family Medicine Program at Unaizah College of Medicine, Qassim University, Kingdom of Saudi Arabia

Al-Shafei

Al-Damegh

Almatham

et al. 2019

Journal of Medical Education and Curricular Development

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Primary health care is well known to be the cornerstone for the health of the society. Furthermore, efficient health care at the secondary and tertiary levels is entirely dependent on effective primary health care. The Kingdom of Saudi Arabia (KSA) is currently building up a rigorous primary health care system with a large number of well-equipped primary health care centers. However, there is an acute shortage of Saudi family physicians throughout the country; both in urban and rural areas. There is no evidence in the literature supporting the relatively long 7 years’ traditional duration of medical programs in the KSA. Rather, several US and Canadian medical schools have established accelerated programs in Internal Medicine and Family Medicine with graduates comparable with those of the traditional curricula in terms of standardized tests, initial resident characteristics, and performance outcomes. In response to the challenges the KSA is facing in primary health care, Unaizah College of Medicine at Qassim University is proposing to establish an accelerated Doctor of Family Medicine Program that would run for total duration of 6 years. Herein, we describe a concise outline of this program.

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Roadmap for creating an accelerated three-year medical education program

Cited by 26 publications

References 26 publications

Medical education today: all that glitters is not gold

Medical education today: all that glitters is not gold

Exploration of Entrepreneurship Education by Linear Regression and Psychological Factor Analysis

Establishment of an Accelerated Doctor of Family Medicine Program at Unaizah College of Medicine, Qassim University, Kingdom of Saudi Arabia

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