Abstract:
:The opportunities given for medical staff to travel, work and remain in countries other than that of their domicile or graduation have led to the phenomenon of medical migration. This has been supported by ease of travel, improved technology and a drive to share good examples of medical education through improved communication. Whilst these opportunities create positive advantages to the individuals and countries involved, through the transfer of knowledge and medical management, the situation does not always lead to long term benefits, and clear disadvantages begin to emerge. The gulf between the developed and developing countries becomes pronounced, leading to a general drift of resources away from the areas where they are most needed and subsequent profound effects upon the indigenous population. This paper suggests that it is a responsibility of medical educators throughout the world to recognize this effect and create opportunities whereby the specialty of medical education positively effects medical migration to the benefit of the less fortunate areas of the world.
journal_name
Med Teachjournal_title
Medical teacherauthors
Bundred P,Gibbs Tdoi
10.1080/01421590701814278subject
Has Abstractpub_date
2007-11-01 00:00:00pages
893-6issue
9eissn
0142-159Xissn
1466-187Xpii
788867523journal_volume
29pub_type
杂志文章相关文献
MEDICAL TEACHER文献大全abstract::The expanding use of bedside ultrasonography in the practice of emergency medicine and other specialties is accompanied by the need to train medical students in its applications and interpretation of its results. In this article, the authors describe their successful design, launch, and management of the ultrasound el...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2014.975194
更新日期:2015-01-01 00:00:00
abstract:BACKGROUND:In problem-based learning (PBL), high-quality discussions are crucial for student learning. The quality of the discussion is affected by the quality of the contributions students make during PBL tutorials. AIM:This study investigated whether students are able to evaluate the activities of their peers in PBL...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2010.509766
更新日期:2011-01-01 00:00:00
abstract:BACKGROUND:An alumni study of graduates from the medical school in Uppsala, was performed to give input into an ongoing reform process. AIMS:This study aimed to investigate how medical interns view their undergraduate medical education and the extent to which they felt that the curriculum prepared them for their curre...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590802216266
更新日期:2009-05-01 00:00:00
abstract::Objectives: The extent of medical knowledge increases yearly, but the time available for students to learn is limited, leading to administrative pressures to revise and reconfigure medical school curricula. The goal of the present study is to determine whether the mixed reality platform HoloAnatomy represents an effec...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1762032
更新日期:2020-08-01 00:00:00
abstract::The first 10 years of career development pose unique challenges for MD- and PhD-trained faculty members working in medical education. These may include publishing peer-reviewed articles, winning grant funding, teaching, maintaining a clinical practice, and supporting professional communities both within and external t...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2015.1062084
更新日期:2016-01-01 00:00:00
abstract::Migrant and ethnic communities face several challenges within healthcare systems as patients, physicians and medical students. For health inequalities to be addressed, changes need to be made within our healthcare systems, starting from how the medical curriculum is taught to prospective clinicians. In this article, w...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1841129
更新日期:2020-11-02 00:00:00
abstract::The first major intake of medical students who studied the new GCSE occurred in Autumn 1990. These students have experienced a range of student-centred educational approaches to learning, but medical education in the UK remains committed to teacher-centred approaches. This mismatch of expectations is discussed. An inn...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421599109029029
更新日期:1991-01-01 00:00:00
abstract::Competency-based medical education (CBME), by definition, necessitates a robust and multifaceted assessment system. Assessment and the judgments or evaluations that arise from it are important at the level of the trainee, the program, and the public. When designing an assessment system for CBME, medical education lead...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2010.500704
更新日期:2010-01-01 00:00:00
abstract::Residents are essential teachers of students and interns, yet few opportunities exist for them to improve their teaching skills. The authors designed and implemented a longitudinal teaching skills curriculum for second-year categorical medicine residents on ambulatory block. This curriculum involves residents giving t...
journal_title:Medical teacher
pub_type: 杂志文章
doi:
更新日期:2005-09-01 00:00:00
abstract:BACKGROUND/PURPOSE:There is inadequate evidence of reported validity of the results of assessment instruments used to assess clinical competence. This study aimed at combining multiple lines of quantitative and qualitative evidence to support interpretation and use of assessment results. METHOD:This study is a mixed m...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2018.1465181
更新日期:2018-09-01 00:00:00
abstract::Peer-mentoring groups are purported to enhance faculty productivity and retention, but the literature about implementation is sparse. Nominal Group Sessions (n=5) with 66 faculty members in different tracks developed prioritized lists of unmet professional development needs and potential group activities. Common items...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.669084
更新日期:2012-01-01 00:00:00
abstract::Objectives: Teaching programmes within medicine focus primarily on pathways of a shorter length with little regard to teaching lasting longer than a month. This study is different from other studies as it examines the benefits of a nine month-long medical education degree programme and its impact beyond graduation. Th...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2019.1708290
更新日期:2020-05-01 00:00:00
abstract::The mission of medical schools underwent significant change in the post-Second World War period, which resulted in a de-evaluation of teaching, which in turn impacted on the type of assessment methods that emerged in the latter part of the twentieth century. Assessment based on direct observation did not receive the s...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590120036556
更新日期:2001-03-01 00:00:00
abstract::The study reported here examines student perceptions about the occurrence of critical incidents in tutorial groups across years of medical training. The study investigates the following research questions. (1) Which factors underlie the occurrence of critical incidents in the tutorial group? (2) How do students rate t...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159002005596
更新日期:2001-01-01 00:00:00
abstract::Experienced General Practitioners were asked about lasting value from GP Registrar training. Grounded theory was used to construct eight categories of training behaviours. In each category, dimensions spanned between learner-preferred behaviours and those the learners perceived as less helpful. Learners valued teachin...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590020031138
更新日期:2001-03-01 00:00:00
abstract::A study was carried out to obtain the view points of 186 graduate students regarding formative examination, it's frequency, weightage in certifying examination, feedback about progress made or lack of it and the planning of learning activities. Majority of students were of the opinion that the class tests and tutorial...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421599209079487
更新日期:1992-01-01 00:00:00
abstract:BACKGROUND:There has been increased interest in the factors influencing the career choice of doctors. Feminization of the medical workforce, changing health care needs, reform of training has ensured that this is an important issue for workforce planners and educationists. AIMS AND METHODS:Questionnaires were distribu...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701551755
更新日期:2007-10-01 00:00:00
abstract:BACKGROUND:This study investigated the effects of interactive instructional techniques in a web-based peripheral nervous system (PNS) component of a first year medical school human anatomy course. METHOD:Existing data from 9 years of instruction involving 856 students were used to determine (1) the effect of web-based...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701753518
更新日期:2008-02-01 00:00:00
abstract::The wounded healer remains easily hidden in a profession that implicitly, and at times actively, encourages a denial of illness. The wounded healer is, at the very least, less likely to encourage healthy habits in patients, and at the very worst, can become an impaired physician. In training, however, the wounded heal...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590801948034
更新日期:2008-01-01 00:00:00
abstract::Simulation! The deans talk about its use in medical education regularly. But how can it be used to teach the basic sciences to first- and second-year medical students? This article will help answer that question by providing information about various types of simulation activities being used in medical education and e...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590903049822
更新日期:2009-09-01 00:00:00
abstract:BACKGROUND:Continuous changes in undergraduate and postgraduate medical education require faculty to assume a variety of new leadership roles. While numerous faculty development programmes have been developed, there is little evidence about the specific practices of medical education leaders or their learning strategie...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.643835
更新日期:2012-01-01 00:00:00
abstract:BACKGROUND:Currently, there is no consensus on the core competencies required for emergency medicine (EM) clerkships in Canada. Existing EM curricula have been developed through informal consensus or local efforts. The Delphi process has been used extensively as a means for establishing consensus. AIM:The purpose of t...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.575903
更新日期:2011-01-01 00:00:00
abstract::It has become increasingly apparent that traditional medical education serves badly the need of many developing countries to provide effective health care for widely dispersed and often poor communities. This article describes a training programme developed in Iraq to provide final-year medical students with stimulati...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421598309146429
更新日期:1983-01-01 00:00:00
abstract::The General Medical Council of the United Kingdom has defined a set of standards for doctors dealing with patients, including respecting the diversity of lifestyles and beliefs of patients. These have been incorporated into Personal and Professional Development (PPD) course unit of the undergraduate medical curriculum...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159031000100346
更新日期:2003-05-01 00:00:00
abstract::Given the burden of HIV/AIDS in South Africa, there is a need to introduce students to the issues health professionals face about the disease. We developed an introductory peer-led workshop on HIV/AIDS for first year students covering a range of biomedical and social issues. To evaluate the workshops, volunteer studen...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590500312995
更新日期:2005-11-01 00:00:00
abstract::Purpose: Despite the adoption of competency-based education in some veterinary schools over the past 15 years, only recently has a concerted effort been directed toward this in veterinary education internationally.Methods: In 2015, educational leaders from the Association of American Veterinary Medical Colleges (AAVMC...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2019.1643834
更新日期:2019-12-01 00:00:00
abstract:BACKGROUND:Health care professions faculty/practitioners/students are at risk for stress and burnout, impacting well-being, and optimal patient care. AIMS:We conducted a unique intervention: an interprofessional, experiential, skills-based workshop (IESW) combining two approaches: mind-body medicine skills and interac...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2016.1150980
更新日期:2016-05-01 00:00:00
abstract::Cultural beliefs and practices impact heavily on health outcomes of patients. Doctors' ability to deal with such issues in clinical practice, i.e. cultural competence, is widely studied in the west. It has yet to be given due importance in non-western contexts. This study aimed to develop a valid and reliable measure ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1741530
更新日期:2020-04-06 00:00:00
abstract::The use of educational television requires special skills on the part of both teacher and student. The experience and research results of the Open University are used as a basis to describe some functions and associated pedagogical considerations of the use of television in medical education. Emphasis is placed on pre...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421598009071283
更新日期:1980-01-01 00:00:00
abstract::Purpose: Adopting CBME is challenging in medicine. It mandates a change in processes and approach, ultimately a change in institutional culture with stakeholders ideally embracing and valuing the new processes. Adopting the transformational change model, this study describes the shift in assessment culture by Academic...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2019.1584276
更新日期:2019-07-01 00:00:00