The Tuning Project for Medicine – learning outcomes for undergraduate medical education in Europe

Cumming, Allan D.; Ross, Michael

doi:10.1080/01421590701721721

Cited by 109 publications

(109 citation statements)

References 5 publications

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“…The Delphi method is a process for structuring group communication, allowing a group of individuals, as a whole, to deal with a complex problem. This approach has been used for the elaboration of a framework of competences for medical doctors by the consortium "Medical Education in Europe" (MEDINE) [5]. This EU-funded thematic network used a modified Delphi iterative process to produce a series of outcomes for medical education.…”

Section: Introductionmentioning

confidence: 99%

The Production of a Framework of Competences for Pharmacy Practice in the European Union

Atkinson¹,

Rombaut²,

Sánchez–Pozo

et al. 2014

Pharmacy

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Abstract:The goal of the PHAR-QA (quality assurance in European pharmacy education and training) project is the production of a European framework for a quality assurance system based on competences for pharmacy practice. The PHAR-QA framework will be European, consultative and will encompass the various aspects of pharmacy practice. In this review, we describe the methodology to be used in the project and the first stage in the development of this framework. Using the proposals for competences produced by our previous PHARMINE (Pharmacy education in Europe) project, together with those of other sources, three university professors of pharmacy (Authors 2 through 4) produced a list of three major competency domains that reflect the activities of practitioners: Patient Care Competences, Personal Competences and Management and Organizational Structure Competences. Each domain was subdivided into nine, nine and eight competencies, respectively, for a total of 27 major competencies that were further subdivided into an average of five supporting competences per major competence, giving a total of 140 proposals for competences for pharmacy practice. The 27 and 140 proposals were ranked by an expert panel of seven university professors of pharmacy (Authors 5 through 11). The panel also commented on the proposed competences. On the basis of the ranks and comments, a list of 68 proposals for competences was produced. This list was then examined by the expert panel and a new version based on their comments produced. The latter process was repeated twice based on Delphi methodology. This review presents this process and the 68 proposals. We invite the pharmacy community to participate in the second stage of the elaboration of the PHAR-QA competence framework for pharmacy practice by ranking the proposals and adding comments. It is anticipated that this survey will stimulate a productive discussion on pharmacy education and practice by the various stakeholders (department staff and students, community, hospital and industrial pharmacists, as well as pharmacists working in clinical biology and other branches, together with representatives of chambers and associations).

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Section: Introductionmentioning

confidence: 99%

The Production of a Framework of Competences for Pharmacy Practice in the European Union

Atkinson¹,

Rombaut²,

Sánchez–Pozo

et al. 2014

Pharmacy

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“…Sin embargo, otras áreas del quehacer docente que se relacionan con inter-profesionalismo, habilidades comunicacionales, diseño curricular o la conducción de procesos de acreditación de programas, son habitualmente ignoradas o poco desarrolladas 7 . En ese sentido, la capacitación docente debe incluir la transmisión de metodología apropiada para educar a los docentes en nuevos conceptos en educación médica, los que incluyen: el desarrollo curricular de programas de acuerdo a competencias 8,9 ; el uso de metodologías de enseñanza y aprendizaje independiente (portafolio) 10 ; simulación de procedimientos prácticos 11 ; enseñanza a distancia y en pequeños grupos; mentoría y retroalimentación efectiva; evaluación de programas docentes 12 ; la relevancia del ambiente educacional 13 ; y evaluación de conocimientos (pruebas escritas), destrezas clínicas (exámenes objetivos estructurados) 14 y destrezas en el sitio de trabajo (pautas de observación directa) 15 .…”

Section: Os Programas De Especialidades Médicasunclassified

Identificación de las necesidades de capacitación docente de los jefes de programa de especialización médica

et al. 2013

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“…Son parte de las competencias mínimas de un médico recién egresado descritas, tanto a nivel nacional como internacional (The Tuning Proyect 2,3 , programa MECESUP 4 ). Estas destrezas técnicas son tradicionalmente enseñadas a través del modelo tutorial, que consiste en realizar un procedimiento clínico bajo supervisión docente, por lo que no siempre es posible que su enseñanza sea estandarizada.…”

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Programa Pionero De Simulación en Sutura Para Estudiantes De Medicina De Pregrado

Alvarado

et al. 2015

Rev Chil Cir

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a pioneer simulation curriculum of suture technique training for medical students introduction: Simulation has demonstrated utility in suture skills training on surgical residents. Objective: Evaluate validity of a simulated training curriculum of basic suture skills for medical students. methods: Study conducted on 2013. Medical students were selected from the School of Medicine of Pontificia Universidad Católica de Chile (EMPUC). The program included four theoretical sessions and six practical sessions in order to training basic surgical tasks (five in total) on a simulated rubber model: one handed knot-tying, simple suture, vertical mattress suture, subcuticular interrupted suture and subcuticular running suture. A survey was applied to the participants to qualify each element of the program, on a scale of 1 to 7 (face-validity). One task (simple suture) was recorded on video, before and after training, to be evaluated by two experts on a blind fashion (content validity). Experts measure participant skills using an OSATS (Objective Structured Assessment of Technical Skills) and operative time. Statistical analysis for non-parametric variables, median and interquartile range, significant p-value < 0.05. results: Thirty-six medical students participated, with assistance percentage was over 80%. Students qualified the experience favorably: simulated bench-model 6.0 ; p < 0.001) after training in every participant. conclusion: This simulated curriculum delivers an alternative method for the development of technical competencies in medical students and could be incorporated on medical schools curricula.

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The Tuning Project for Medicine – learning outcomes for undergraduate medical education in Europe

Cited by 109 publications

References 5 publications

The Production of a Framework of Competences for Pharmacy Practice in the European Union

The Production of a Framework of Competences for Pharmacy Practice in the European Union

Identificación de las necesidades de capacitación docente de los jefes de programa de especialización médica

Programa Pionero De Simulación en Sutura Para Estudiantes De Medicina De Pregrado

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