Selecting the right postgraduate course in medical education

Ghataoura, Rashpal; Acharya, Vikas

doi:10.1136/bmj.h6883

Cited by 2 publications

(2 citation statements)

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“…Educational training is becoming a feature of consultant interviews and of specialty training selection criteria. Medical educators are now more likely to see themselves as ‘professional experts’ and ‘enthusiasts’, and to belong to a community of practice (Ghataoura and Acharya, 2016; Nikendei et al., 2015; Sethi et al., 2015). Nevertheless, some scepticism persists about this training.…”

Section: Introductionmentioning

confidence: 99%

Becoming an accredited medical teacher in the UK

Flynn

Eves

Rashid

2022

InnovAiT: Education and inspiration for general practice

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Teaching and training are integral to the different, core roles of a trainee. Therefore, there is a shift in the medical profession towards credentialing teaching and training skills. Postgraduate qualifications in medical education are likely to be more important for professional development. In recent years, the number of medical education awards and training programmes has increased rapidly. This pluralism, however, may become a source of confusion for those considering enrolment on such programmes. This article summarises the nomenclature, awarding bodies, levels of qualification, programmes and positions available for those wishing to advance their educational practice. The article will focus on opportunities available to UK-based doctors and particularly for doctors in training.

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Section: Introductionmentioning

confidence: 99%

Becoming an accredited medical teacher in the UK

Flynn

Eves

Rashid

2022

InnovAiT: Education and inspiration for general practice

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“…In adopting this framework, we raise three broad questions. First, if the object of faculty development is to be conceptualised as either identity‐based or identity‐focused, how likely is that to be achieved on a part‐time, distance‐learning and teaching‐certificate basis, where instruction itself is often limited to episodic, peer‐to‐peer micro‐teaching? 8 Yes, academia is structured around a status climb from assistant to associate to full professor (including corollary status demarcations such as adjunct and part‐time) that is tied to having met highly specific and formalised achievement markers in a particular field. These criteria, however, are neither formal nor fundamental to identity.…”

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confidence: 99%