ABSTRACT
Introducción y objetivo: La inteligencia artificial se halla plenamente presente en nuestras vidas. En educación las posibilidades de su uso son infinitas, tanto para alumnos como para docentes. Material y métodos: Se ha explorado la capacidad de ChatGPT a la hora de resolver preguntas tipo test a partir del examen de la asignatura Procedimientos Diagnósticos y Terapéuticos Anatomopatológicos de la primera convocatoria del curso 2022-2023. Además de comparar su resultado con el del resto de alumnos presentados, se han evaluado las posibles causas de las respuestas incorrectas. Finalmente, se ha evaluado su capacidad para realizar preguntas de test nuevas a partir de instrucciones específicas. Resultados: ChatGPT ha acertado 47 de las 68 preguntas planteadas, obteniendo una nota superior a la de la media y mediana del curso. La mayor parte de preguntas falladas presentan enunciados negativos, utilizando las palabras «no», «falsa» o «incorrecta» en su enunciado. Tras interactuar con él, el programa es capaz de darse cuenta de su error y cambiar su respuesta inicial por la correcta. Finalmente, ChatGPT sabe elaborar nuevas preguntas a partir de un supuesto teórico o bien de una simulación clínica determinada. Conclusiones: Como docentes estamos obligados a explorar las utilidades de la inteligencia artificial, e intentar usarla en nuestro beneficio. La realización de tareas que suponen un consumo de tipo importante, como puede ser la elaboración de preguntas tipo test para evaluación de contenidos, es un buen ejemplo. (AU)
Introduction and objective: Artificial intelligence is fully present in our lives. In education, the possibilities of its use are endless, both for students and teachers. Material and methods: The capacity of ChatGPT has been explored when solving multiple choice questions based on the exam of the subject «Anatomopathological Diagnostic and Therapeutic Procedures» of the first call of the 2022-23 academic year. In addition, to comparing their results with those of the rest of the students presented the probable causes of incorrect answers have been evaluated. Finally, its ability to formulate new test questions based on specific instructions has been evaluated. Results: ChatGPT correctly answered 47 out of 68 questions, achieving a grade higher than the course average and median. Most failed questions present negative statements, using the words «no», «false» or «incorrect» in their statement. After interacting with it, the program can realize its mistake and change its initial response to the correct answer. Finally, ChatGPT can develop new questions based on a theoretical assumption or a specific clinical simulation. Conclusions: As teachers we are obliged to explore the uses of artificial intelligence and try to use it to our benefit. Carrying out tasks that involve significant consumption, such as preparing multiple-choice questions for content evaluation, is a good example. (AU)
Subject(s)
Humans , Pathology , Artificial Intelligence , Teaching , Education , Faculty, Medical , StudentsABSTRACT
INTRODUCTION AND OBJECTIVE: Artificial intelligence is fully present in our lives. In education, the possibilities of its use are endless, both for students and teachers. MATERIAL AND METHODS: The capacity of ChatGPT has been explored when solving multiple choice questions based on the exam of the subject «Anatomopathological Diagnostic and Therapeutic Procedures¼ of the first call of the 2022-23 academic year. In addition, to comparing their results with those of the rest of the students presented the probable causes of incorrect answers have been evaluated. Finally, its ability to formulate new test questions based on specific instructions has been evaluated. RESULTS: ChatGPT correctly answered 47 out of 68 questions, achieving a grade higher than the course average and median. Most failed questions present negative statements, using the words «no¼, «false¼ or «incorrect¼ in their statement. After interacting with it, the program can realize its mistake and change its initial response to the correct answer. Finally, ChatGPT can develop new questions based on a theoretical assumption or a specific clinical simulation. CONCLUSIONS: As teachers we are obliged to explore the uses of artificial intelligence and try to use it to our benefit. Carrying out tasks that involve significant consumption, such as preparing multiple-choice questions for content evaluation, is a good example.
Subject(s)
Artificial Intelligence , Faculty , Humans , Students , Teaching Materials , ProbabilityABSTRACT
The international literature on university teaching, has insisted on the need to combine a double component in the professional profile of teachers: content knowledge and pedagogical content knowledge. Regarding the content, the area of knowledge of radiology and physical medicine is made up of different medical specialties, among which are radiodiagnosis, nuclear medicine, radiation oncology, physical medicine and rehabilitation. On the other hand, the pedagogical content knowledge is framed by framework that the Bologna Declaration (1999). Focusing on radiodiagnosis, the ideal candidates must be professionals in this medical specialty, vocational teachers and people who find in the undergraduate teaching process an opportunity to transmit their knowledge, experiences and values in an entertaining and understandable way for students who are incorporated into medical knowledge.
Subject(s)
Radiology , Students , Humans , Radiology/educationABSTRACT
La literatura internacional plantea un doble componente en el perfil profesional del profesor universitario: el conocimiento del contenido (content knowledge) y el conocimiento didáctico del contenido (pedagogical content knowledge). En cuanto al contenido, el área de conocimiento de radiología y medicina física está compuesta por diferentes especialidades médicas entre las que se encuentran radiodiagnóstico, medicina nuclear, oncología radioterápica, medicina física y rehabilitación. Por su parte, el conocimiento didáctico del contenido está enmarcado por todo lo que ha significado la Declaración de Bolonia (1999). Centrándonos en el radiodiagnóstico, los candidatos idóneos deben ser profesionales de esta especialidad médica, vocacionales y que hallen en el proceso docente de pregrado una oportunidad de transmitir sus conocimientos, experiencias y valores de una forma amena y comprensible para alumnos que se incorporan al conocimiento médico.(AU)
The international literature on university teaching, has insisted on the need to combine a double component in the professional profile of teachers: content knowledge and pedagogical content knowledge. Regarding the content, the area of knowledge of Radiology and Physical Medicine is made up of different medical specialties, among which are Radiodiagnosis, Nuclear Medicine, Radiation Oncology, Physical Medicine and Rehabilitation. On the other hand, the pedagogical content knowledge is framed by framework that the Bologna Declaration (1999). Focusing on Radiodiagnosis, the ideal candidates must be professionals in this medical specialty, vocational teachers and people who find in the undergraduate teaching process an opportunity to transmit their knowledge, experiences and values in an entertaining and understandable way for students who are incorporated into medical knowledge.(AU)
Subject(s)
Humans , Male , Female , Faculty/classification , Radiology/education , Radiology Department, HospitalABSTRACT
PURPOSE: The study aims to assess ChatGPT performance on the Residency Admission National Exam to evaluate ChatGPT's level of medical knowledge compared to graduate medical doctors in Italy. METHODS: ChatGPT3 was used in June 2023 to undertake the 2022 Italian Residency Admission National Exam-a 140 multiple choice questions computer-based exam taken by all Italian medical graduates yearly, used to assess basic science and applied medical knowledge. The exam was scored using the same criteria defined by the national educational governing body. The performance of ChatGPT was compared to the performance of the 15,869 medical graduates who took the exam in July 2022. Lastly, the integrity and quality of ChatGPT's responses were evaluated. RESULTS: ChatGPT answered correctly 122 out of 140 questions. The score ranked in the top 98.8th percentile among 15,869 medical graduates. Among the 18 incorrect answers, 10 were evaluating direct questions on basic science medical knowledge, while 8 were evaluating candidates' applied clinical knowledge and reasoning under the form of case presentation. Errors were logical (2 incorrect answers) and informational in nature (16 incorrect answers). Explanations to the correct answers were all evaluated as "appropriate." Comparison to national statistics related to the minimal score needed to match into each specialty, demonstrated that the performance of ChatGPT would have granted the candidate a match into any specialty. CONCLUSION: ChatGPT proved to be proficient in basic science medical knowledge and applied clinical knowledge. Future research should assess the impact and reliability of ChatGPT in clinical practice.
Subject(s)
Internship and Residency , Humans , Reproducibility of Results , ItalyABSTRACT
PROBLEM: Despite the implementation of holistic review in the medical school application process, there is little information about how this can be utilized in Combined Baccalaureate/Medical Degree pipeline programs, especially since many programs offer reserved spots to their students in the medical school. Implementing holistic review in a Combined Baccalaureate/Medical Degree program and intentionally structuring it to align with the medical school mission and admissions practices and processes, can improve the diversification of the physician workforce, contribute to more primary care doctors, and promote in-state practice. INTERVENTION: Utilizing the medical school admissions by-laws, committee structure, shared training, and educational processes, we successfully engrained in our committee members the values and mission alignment to select the best applicants to fulfill the medical school mission using holistic review. To our knowledge, no other program has written about how holistic review is used in Combined Baccalaureate/Medical Degree programs and how it contributes to program outcomes. CONTEXT: The Combined Baccalaureate/Medical Degree Program is a partnership between the undergraduate College of Arts and Sciences and the School of Medicine. The Combined Baccalaureate/Medical Degree admissions committee is a subcommittee of the School of Medicine admissions committee but has a separate membership. Hence, the holistic admissions process for the program mirrors the School of Medicine admissions process. To determine the outcome of this process, we analyzed practice specialty, practice location, gender, race and ethnicity of program alumni. IMPACT: To date, the Combined Baccalaureate/Medical Degree holistic admissions processes have supported the medical school mission, " To meet the physician workforce needs of the state by selection of students who are likely to train in specialty areas of need and to remain in or return to the areas of our state needing physicians." This implementation has resulted in 75% (37/49) of our practicing alumni selecting a primary care specialty, and 69% (34/49) practicing in the state. In addition, 55% (27/49) identify as Underrepresented in Medicine. LESSONS LEARNED: We observed that having an intentional structured alignment in place allowed for implementation of holistic practices in the Combined Baccalaureate/Medical Degree admissions process. The high retention rates and specialty of graduates from the Combined Baccalaureate/Medical Degree Program support our intentional efforts to diversify our admissions committees and align the Combined Baccalaureate/Medical Degree program's holistic review admissions process with our School of Medicine mission and admissions practices and processes, as key strategies to reach our diversity-related goals.
Subject(s)
Medicine , Physicians , Humans , Students , Workforce , Schools, MedicalABSTRACT
Physicianâscientists have made countless discoveries, and their dwindling numbers are a significant concern. Although dermatology has become an increasingly popular destination for physicianâscientist trainees, the proportion of trainees who pursue scientific research careers after training is among the lowest of all medical specialties. To investigate this problem, we surveyed a national cohort of dermatology educators, physicianâscientist track program directors, and National Institute of Arthritis and Musculoskeletal and Skin Diseases T32 directors for opinions regarding physicianâscientist training in dermatology. On the basis of these findings and to help address the issue, we propose a training practicum and provide a resource for funding opportunities to help guide trainees and institutions interested in supporting investigative dermatologists. We also discuss the important roles of department chairs and institutions in fashioning an environment conducive to physicianâscientist training. The information and recommendations provided in this paper may help to improve the recruitment, training, development, and retention of investigative dermatologists and future leaders in this field.
ABSTRACT
Objective:To further improve the quality of doctoral dissertations in clinical medicine and stomatology.Methods:Taking the 1 122 experts' comments on the 2016-2018 clinical/stomatological doctoral dissertations of a university, the paper made a statistical analysis from such aspects as the source of topic selection, the type of topic selection, the literature review, paper innovation, writing standards, etc. SPSS 20.0 was used for statistical analysis.Results:The results showed that 61.0% (614/1006) dissertations were selected from applied research and 30% (302/1006) from non project research; 83.9% (941/1122) dissertations were evaluated as good and excellent, and the first three items with poor evaluation were: innovation (3.3%, 37/1122), content (2.2%, 25/1122) and writing standard (0.9%, 10/1122).Conclusion:It is suggested that the school and tutors should make clear the training orientation of clinical/stomatological doctoral graduate students, strengthen the training of their scientific research ability and thesis writing ability, and pay attention to clinical practice training without reducing their academic requirements.
ABSTRACT
BACKGROUND: Higher education training in Medicine has considerably evolved in recent years. One of its main goals has been to ensure the training of students as future adequately qualified general practitioners (GPs). Tools need to be developed to evaluate and improve the teaching of Urology at the undergraduate level. Our objective is to identify the knowledge and skills needed in Urology for the real clinical practice of GPs. METHODS: An anonymous self-administered survey was carried out among GPs of Primary Care and Emergencies which sought to evaluate urological knowledge and necessary urological skills. The results of the survey were exported and descriptive statistics were performed using IBM SPSS Statistics version 19.0. RESULTS AND LIMITATIONS: A total of 127 answers were obtained, in which 'Urological infections', 'Renal colic', 'PSA levels and screening for prostate cancer', 'Benign prostatic hyperplasia', 'Hematuria', 'Scrotal pain', 'Prostate cancer diagnosis', 'Bladder cancer diagnosis', 'Urinary incontinence', and 'Erectile dysfunction' were rated as Very high or High formative requirements (>75%). Regarding urological skills, 'Abdominal examination', 'Interpretation of urinalysis', 'Digital rectal examination', 'Genital examination', and 'Transurethral catheterization' were assessed as needing Very high or High training in more than 80% of the surveys. The relevance of urological pathology in clinical practice was viewed as Very high or High in more than 80% of the responses. CONCLUSIONS: This study has shown helpful results to establish a differentiated prioritization of urological knowledge and skills in Primary Care and Emergencies. Efforts should be aimed at optimizing the teaching in Urology within the Degree of Medicine which consistently ensures patients' proper care by future GPs.
Subject(s)
General Practitioners , Urology , Clinical Competence , Humans , Male , Prospective Studies , Students , Urology/educationABSTRACT
Digitalization in medicine is transforming the everyday work and the environment of current and future physicians - and thereby brings new competencies required by the medical profession. The necessity for a curricular integration of related digital medicine and, in more general, digital health topics is mostly undisputed; however, few specific concepts and experience reports are available. Therefore, the present article reports on the aims, the implementation, and the initial experiences of the integration of the topic Digital Health as a longitudinal elective course (2nd track) into the integrated medical degree program iMED in Hamburg.
Subject(s)
Curriculum , Digital Technology , Education, Medical , Interdisciplinary Studies , Curriculum/trends , Education, Medical/methods , Education, Medical/trends , Germany , Interdisciplinary Studies/trendsABSTRACT
BACKGROUND: Under Ohio Medical Marijuana Control Program rules, Ohio physicians that recommend medical marijuana (MMJ) to patients must possess a Certificate to Recommend (CTR) from the State Medical Board. Although a pre-program state survey indicated that more than a quarter of Ohio physicians were likely to recommend MMJ, only 473 physicians obtained CTRs in the first year of the program, amounting to just 1.39% of the physician workforce. The purpose of this study is to evaluate demographic factors that influence a physician's decision to obtain the CTR. METHOD: Using physician demographic data extracted from Ohio's databases of medical licensees and CTR holders, as well as the American Medical Association Physician Masterfile, prevalence ratios for CTR holders were calculated for specialty, medical degree (Doctor of Medicine, MD, vs. Doctor of Osteopathy, DO), age and gender. A multivariate model was implemented to generate adjusted prevalence ratios (aPRs) reflecting the independent effects of specialty, degree, and age. To assess temporal variations in CTR acquisition, per-specialty CTR counts were also plotted as a function of program month. RESULTS: The best-represented specialties among CTR holders were Family Medicine (29.11%), Internal Medicine and its subspecialties (22.57%), and Anesthesiology (9.07%). Expressed as an adjusted per-specialty prevalence ratio in reference to Family Medicine, the dominant specialty was Physical Medicine and Rehabilitation (aPR 2.08, 95% CI 1.34-3.24), with the lowest measurable prevalence ratios found in Pediatrics (aPR 0.17, 95% CI 0.10-0.30) and Surgery (aPR 0.33, 95% CI 0.22-0.50). DOs were more likely to obtain CTRs than MDs (aPR 1.72, 95% CI 1.39-2.15). The mean age of CTR holders was 54.03 +/- 11.43, vs. 51.13 +/- 13.38 for non-CTR holders (p < .0001). Although gender could not be included in the multivariate model, males were more likely than females to obtain a CTR (PR 1.54, 95%CI 1.26-1.89). A plot of per-month CTR acquisition by specialty demonstrated a fairly consistent specialty distribution of CTRs in the first year, as well as variations in overall CTR acquisition that may correspond to program-operational events. CONCLUSION: Specialty, type of medical degree, and age all correlate independently with the likelihood of registering to recommend medical marijuana in Ohio. Specialty distribution of CTRs remained fairly consistent in the program's first year, although overall CTR acquisition may be sensitive to program-operational events such as delays in dispensary opening or product availability.
ABSTRACT
The integrated medical degree program (iMED) was established in winter semester 2012/2013 at the Faculty of Medicine of Universität Hamburg with the aim of improving medical education. The main features of the iMED medical degree program include the close integration of theoretical knowledge and practical skills, scientific orientation and the teaching of psychosocial and communication skills. All these features are commonly found in the modular compulsory core curriculum and elective courses ("2nd Tracks"): The compulsory core curriculum comprises 19 modules which are arranged thematically in seven module groups and cover three stages of a "learning spiral". By comprehensively coordinating the teaching content and the learning objectives of the participating theoretical and clinical subjects, theoretical content is taught on the basis of real patient's medical histories from the first stage of the learning spiral. The elective courses enable students to learn and apply scientific work in a structured curriculum according to their own interests. Relevant practical skills for students future professional routines are taught in the longitudinal training course "Clinical Examination Methods plus Communication" (KUMplusKOM), which runs through the entire curriculum up to the final practical year. Accompanying, extra-curricular projects such as crash courses in the natural sciences or using the iMED Textbook as an online learning platform increase the attractiveness of the iMED degree program. Results of the evaluation show that the introduction and the accompanying optimization of iMED were very successful.
Subject(s)
Curriculum/standards , Education, Medical, Undergraduate/methods , Education, Medical, Undergraduate/standards , Curriculum/trends , Education, Medical, Undergraduate/trends , Humans , Learning , Preceptorship/methods , Schools, Medical/organization & administration , Schools, Medical/trendsABSTRACT
Medical education is undergoing significant transformation. Many medical schools are moving away from the concept of seat time to competency-based education and introducing flexibility in the curriculum that allows individualization. In response to rising student debt and the anticipated physician shortage, 35% of US medical schools are considering the development of accelerated pathways. The roadmap described in this paper is grounded in the experiences of the Consortium of Accelerated Medical Pathway Programs (CAMPP) members in the development, implementation, and evaluation of one type of accelerated pathway: the three-year MD program. Strategies include developing a mission that guides curricular development - meeting regulatory requirements, attaining institutional buy-in and resources necessary to support the programs, including student assessment and mentoring - and program evaluation. Accelerated programs offer opportunities to innovate and integrate a mission benefitting students and the public. ABBREVIATIONS: CAMPP: Consortium of accelerated medical pathway programs; GME: Graduate medical education; LCME: Liaison committee on medical education; NRMP: National residency matching program; UME: Undergraduate medical education.
Subject(s)
Education, Medical/organization & administration , Schools, Medical/organization & administration , Humans , Mentors , Organizational Innovation , Policy , Program Evaluation , School Admission CriteriaABSTRACT
A global review of veterinary medical education (VME) programmes shows that, of 194 countries, 111 (57%) have 597 veterinary medical academic institutions (VMAIs) with 15 different names, which offer veterinary degrees with 54 different titles. The highest number of universities (n = 148; 25%), in 27 (14%) countries, award a veterinary medical degree (Doctor of Veterinary Medicine [DVM]), followed by the science degree (Bachelor of Veterinary Science [BVSc]) awarded by 28 (5%) universities in 9 (5%) countries. In addition to three original Universities of Veterinary Medicine, 23 veterinary-related universities have been established with titles such as 'Veterinary, Animal and Fishery Sciences', which do not reflect the VME programmes. The award of Bachelor of Science (BSc) degrees in Animal Husbandry (AH), Poultry Science and Dairy Technology created confusion and increased competition with veterinary graduates for positions in the dairy and poultry industries. Some countries, including Japan and Australia, have changed from the British single degree system to the American dual degree system. The American Veterinary Medical Association Council on Education has classified the 597 VMAIs into 'accredited' (n = 49; 8.2%), 'listed' (n = 468; 78.4%) and 'unlisted' (n = 80; 13.4%) categories. The diversity of nomenclature of VMAIs, degrees, curricula and training status of veterinary graduates may affect the globalisation of VME according to the 'One Health' concept. Veterinary medical professionals and international organisations must think creatively about the future of global VME, especially with regard to the standardisation of the nomenclature of institutions, degrees, professional associations and core curricula, to contribute effectively to biomedical sciences and One Health at the national and global levels.
Il ressort d'une étude sur les programmes d'enseignement de la médecine vétérinaire dans le monde que cet enseignement est dispensé dans 111 pays sur les 194 étudiés (soit 57 %), par 597 établissements d'enseignement vétérinaire qui ont 15 dénominations différentes et délivrent 54 diplômes différents. La catégorie la plus importante (25 %) est celle des 148 facultés de médecine vétérinaire réparties dans 27 pays (14 %), qui délivrent un diplôme de médecine vétérinaire de niveau doctorat (DVM) ; viennent ensuite les 28 universités (5 %) réparties dans 9 pays délivrant un diplôme scientifique de niveau licence (BVSc). Outre les trois facultés de médecine vétérinaire historiques, 23 autres facultés ont été créées dans le domaine vétérinaire, qui délivrent des diplômes en « sciences vétérinaires, animales et halieutiques ¼, ce qui ne correspond pas au contenu d'un programme d'enseignement de la médecine vétérinaire. La création de diplômes scientifiques de niveau licence (BSc) en zootechnie, sciences avicoles ou technologie des productions laitières a créé une confusion et exacerbé la concurrence avec les vétérinaires diplômés pour les postes du secteur laitier ou avicole. Certains pays, dont le Japon et l'Australie ont abandonné le système britannique d'un diplôme unique et adopté le système américain du double diplôme. Le Conseil d'éducation de l'Association américaine des médecins vétérinaires a mis en place un classement des 597 établissements d'enseignement de la médecine vétérinaire dans le monde, suivant qu'ils sont accrédités (n = 49 ; 8,2 %), listés (n = 468 ; 78,4 %) ou non listés (n = 80 ; 13,4 %). La diversité des intitulés des titres et diplômes, des programmes d'enseignement et des niveaux de qualification en médecine vétérinaire risque d'affecter la mondialisation de cet enseignement dans une perspective « Une seule santé ¼. Les organisations professionnelles et internationales dédiées à la médecine vétérinaire doivent réfléchir de manière créative à l'avenir de son enseignement dans le monde, en particulier à la l'harmonisation de la nomenclature des institutions, des titres et diplômes, des associations professionnelles et des programmes de formation initiale, afin de contribuer au développement des sciences médicales et du concept Une seule santé à l'échelle nationale et mondiale.
Del estudio mundial de los programas de enseñanza de medicina veterinaria se desprende que, de un total de 194 países, en 111 (57%) hay 597 establecimientos de enseñanza de medicina veterinaria con 15 denominaciones distintas, que dispensan 54 titulaciones diferentes en veterinaria. La mayor parte de las universidades (n = 148; 25%), sitas en 27 (14%) países, otorgan títulos en medicina veterinaria. Siguen las titulaciones científicas que dispensan 28 (5%) universidades de 9 (5%) países. Además de tres facultades originales de medicina veterinaria, se han creado 23 facultades relacionadas de uno u otro modo con la veterinaria cuyos programas de estudios, con títulos como «Ciencia veterinaria, animal y pesquera¼, no se corresponden con los programas de enseñanza de medicina veterinaria. La concesión de títulos de licenciatura en «Zootecnia¼, «Ciencia avícola¼ o «Tecnología de la producción lechera¼ suscitó confusión e incrementó la competencia con los titulados en veterinaria por los puestos de trabajo en los sectores lechero y avícola. Algunos países, como el Japón y Australia, han sustituido el sistema británico de titulaciones únicas por el sistema americano de titulaciones duales. El Consejo sobre Enseñanza de la Asociación Americana de Medicina Veterinaria ha clasificado los 597 establecimientos de enseñanza de medicina veterinaria en tres categorías: «homologados¼ (n = 49; 8,2%), «referenciados¼ (n = 468; 78,4%) y «no referenciados¼ (n = 80; 13,4%). La heterogeneidad reinante en la nomenclatura de establecimientos de enseñanza, titulaciones, planes de estudios y nivel de formación de los titulados en veterinaria puede obstaculizar la mundialización de la enseñanza de la medicina veterinaria con arreglo al concepto de «Una sola salud¼. Para contribuir eficazmente a las ciencias biomédicas y a la aplicación de los principios de «Una sola salud¼ a escala nacional y mundial, los profesionales de la medicina veterinaria y las organizaciones internacionales competentes deben reflexionar creativamente sobre el futuro de la enseñanza de la medicina veterinaria en el mundo, sobre todo por lo que respecta a la normalización de la nomenclatura de establecimientos, titulaciones, colegios profesionales y planes troncales de estudios.
Subject(s)
Education, Veterinary/standards , Internationality , One Health , Animals , Humans , Schools, Veterinary/classification , Schools, Veterinary/standardsABSTRACT
The study used questionnaires to investigate clinical TCM master degree students who enrolled in the year of 2011 and 2012 about the implementation effect of training plan before and after standardization of resident training. The results showed that a lot of students in the year 2011 and 2012 were satisfied with their training plan and training mode. However, the ability of clinical skills and academic research improved much higher after standardization of resident training among the students in 2012. The study showed that our education training plan met the training goal and reflected achievements in the cultivation of medical master degree of TCM. The training plan and training mode were higher satisfied for the students in the year 2011 and 2012. The conception of tutor, training target, the relationship between clinical skills and scientific research should be improved in future.
ABSTRACT
BACKGROUND: We studied the scientific yield of the medical PhD program at all Danish Universities. METHODS: We undertook a retrospective observational study. Three PhD schools in Denmark were included in order to evaluate the postdoctoral research production over more than 18 years through individual publications accessed by PubMed. RESULTS: A total of 2686 PhD-graduates (1995-2013) with a medical background were included according to registries from all PhD schools in Denmark. They had a median age of 35 years (interquartile range (IQR), 32-38) and 53 % were women at the time of graduation. Scientific activity over time was assessed independently of author-rank and inactivity was measured relative to the date of graduation. Factors associated with inactivity were identified using multivariable logistic regression. 88.6 % of the PhD theses were conducted in internal medicine vs. 11.4 % in surgery. During follow-up (median 6.9 years, IQR 3.0-11.7), PubMed data searches identified that 87 (3.4 %) of the PhD graduates had no publication after they graduated from the PhD program, 40 % had 5 or less, and 90 % had 30 or less. The median number of publications per year after PhD graduation was 1.12 (IQR 0.61-1.99) papers per year. About 2/3 of the graduates became inactive after 1 year and approximately 21 % of the graduates remained active during the whole follow-up. Female gender was associated with inactivity: adjusted odds ratio 1.59 (95 % confidence interval 1.24-2.05). CONCLUSIONS: The scientific production of Danish medic PhD-graduates was mainly produced around the time of PhD-graduation. After obtaining the PhD-degree the scientific production declines suggesting that scientific advance fails and resources are not harnessed.
Subject(s)
Biomedical Research/statistics & numerical data , Education, Graduate/statistics & numerical data , Physicians/statistics & numerical data , Students, Medical/statistics & numerical data , Adult , Denmark , Education, Graduate/standards , Efficiency , Female , Humans , Internship and Residency , Male , Peer Review, Research , Registries , Retrospective StudiesABSTRACT
Actualmente el trabajo educativo y las acciones de extensión no estimulan la apreciación estética y el disfrute del arte como parte de los conocimientos y habilidades específicas en los estudiantes, con lo que se articularían dos procesos centrales de la gestión universitaria. Se presenta un modelo para incorporar la apreciación artística en las asignaturas de la carrera de Medicina como complemento del proceso enseñanza-aprendizaje. A partir de los programas de las principales asignaturas de esta carrera y de acuerdo con los contenidos, se seleccionaron obras de arte que pueden ser utilizados como ejemplos para incorporarlas en el proceso enseñanza-aprendizaje sirviendo de elementos para la motivación y el aprendizaje, conjugando las funciones docentes con las extensionistas. Las obras de arte se ajustan a las asignaturas del ciclo básico, preclínico y clínico como es el caso de la Morfofisiología, Agentes Biológicos, Anatomía Patológica, Psicología, Medicina Interna, Cirugía, Pediatría, Ginecobstetricia, Ortopedia, Otorrinolaringología, y Medicina Legal entre otras. Se estimula a los profesores a seleccionar sus propias obras, a orientar trabajos independientes por asignaturas que sean presentados en jornadas estudiantiles y de extensión universitaria y a trabajar sus nexos con los contenidos. La inclusión de obras de arte en el proceso enseñanza-aprendizaje favorecería el rescate de la formación cultural y el gusto por el arte en los estudiantes y profesores de la carrera de medicina.
Nowadays educative work and university extension do not stimulate aesthetic appreciation and artistic enjoyment as a part of knowledge and specific cleverness in students, to coordinate two central processes of university management. There is a model to incorporate the encouragement of artistic appreciation in medical subjects as a complement of teaching-learning process. They were revised programs of main subjects of medical career, selecting works of art as example according contents of each one, to incorporate them in teaching-learning process, useful for motivation and combining teaching and extension functions. They were show works of art for basic, preclinic and clinic lectures as Morphophysiology, Microbiology, Pathology, Psychology, Internal Medicine, Surgery, Pediatrics, Gynecology and Obstetrics, Orthopedic, Otorhinolaryngology, and Legal Medicine among others, encouraging teachers to choose their preferred works of arts, to give students guidance for extra class works to be present in scientific and university extension conferences. Including works of arts in teaching-learning process will help recovery cultural education and pleasure for the enjoyment of art in students and professors of medicine career.
Subject(s)
Art , Education, Medical/methods , Teaching Materials/standardsABSTRACT
PURPOSE: To obtain the German Medical Degree "Dr.med." candidates are required to write a scientific thesis which is usually accomplished during Medical school education. This extra work load for the students amongst a lack of standardization and an M.D. awarded upon graduation in other European and Anglo-Saxon countries leads repeatedly to criticism of the German system. However, a systematic survey on the perception and acceptance of the German doctoral thesis among those affected is overdue. METHODS: Using an online questionnaire, medical students as well as licensed doctors were asked for the status of their medical degree, their motivation, personal benefit, time and effort, scientific output, its meaningfulness and alternatives concerning their thesis. Patients were asked, how important they value their general practitioner's title "Dr. med.". The resulting data were evaluated performing basic statistic analyses. RESULTS AND CONCLUSIONS: The title "Dr. med." does not seem to be obsolete, but there is room for improvement. The scientific output is good and only a mere 15.1% of the candidates do not publish their results at all. Moreover, while at an early stage motivation, appreciation and recognition of personal benefits from the medical degree are considered as independent aspects, they merge to a general view at later stages. The current practice is considered most meaningful by the ones who have already finished their thesis. However, there are discrepancies between the expected and the actual length as well as the type of the thesis indicating that mentoring and educational advertising need improvement. As for the patients, their educational level seems to correlate with the significance attributed to the title "Dr. med." held by their physician.
Subject(s)
Academic Dissertations as Topic , Attitude of Health Personnel , Cross-Cultural Comparison , Education, Medical , Clinical Competence , Cohort Studies , Cross-Sectional Studies , Germany , Humans , Physician-Patient Relations , Statistics as Topic , Surveys and QuestionnairesABSTRACT
CONTEXT: The Chinese government launched a comprehensive healthcare reform to tackle challenges to health equities. Medical education will become the key for successful healthcare reform. PURPOSE: We describe the current status of the Chinese medical degree system and its evolution over the last 80 years. CONTENT: Progress has been uneven, historically punctuated most dramatically by the Cultural Revolution. There is a great regional disparity. Doctors with limited tertiary education may be licensed to practice, whereas medical graduates with advanced doctorates may have limited clinical skills. There are undefined relationships between competing tertiary training streams, the academic professional degree, and the clinical residency training programme (RTP). The perceived quality of training in both streams varies widely across China. As the degrees of master or doctor of academic medicine is seen as instrumental in career advancement, including employability in urban hospitals, attainment of this degree is sought after, yet is often unrelated to a role in health care, or is seen as superior to clinical experience. Meanwhile, the practical experience gained in some prestigious academic institutions is deprecated by the RTP and must be repeated before accreditation for clinical practice. This complexity is confusing both for students seeking the most appropriate training, and also for clinics, hospitals and universities seeking to recruit the most appropriate applicants. CONCLUSION: The future education reforms might include: 1) a domestic system of 'credits' that gives weight to quality clinical experience vs. academic publications in career advancement, enhanced harmonisation between the competing streams of the professional degree and the RTP, and promotion of mobility of staff between areas of excellence and areas of need; 2) International - a mutual professional and academic recognition between China and other countries by reference to the Bologna Accord, setting up a system of easily comparable and well-understood medical degrees.
Subject(s)
Education, Medical/organization & administration , China , Clinical Competence , Education, Medical/standards , Health Care Reform , Humans , Internship and Residency/organization & administration , Politics , Program EvaluationABSTRACT
The feminization of the medical profession, demographic change with an impending shortage of physicians, Generation Y - these issues are new challenges for medical schools in terms of their social responsibility and the training of the next generation of highly qualified scientists. This study, conducted by the University Hospital of Ulm throughout Baden-Württemberg via an online survey provides a valuable data basis which can be used to optimise support activities. A disproportionately high percentage of students with children in Tübingen must, as an additional challenge, cope with a lower than average monthly income. Students with children need organisational support in this doubly challenging situation. The Dean's Office can provide valuable assistance as an advocate (contact with the departments/institutions), provide organisational help (course guidance, individual support) and infrastructure (childcare/changing rooms, etc.). In Tübingen, high intrinsic motivation (willingness to engage in self-managed care networks) is also found amongst students, something that needs to be integrated into the development of the existing support networks.
