How can inhabited institutionalism inform the analysis of medical education?

Medical Education, Год журнала: 2021, Номер 55(12), С. 1363 - 1368

Опубликована: Июнь 27, 2021

Abstract Context Medical schools are complex organisations existing at the intersection of higher education and healthcare services. This complexity is compounded by many competing pressures drivers from professional regulatory bodies, wider political environment public expectations, producing a range challenges for those involved in all stages medical education. There established approaches that have been used to address research questions related these challenges; some focus on organisational structures, characteristics performance; others interactions take place particular setting. Less common integrate data macro‐level structures with micro‐level people who inhabit structures. Looking interaction macro micro opens up possibilities new insights. Framework We propose using an approach roots social theory—Inhabited Institutionalism (II)—that largely unexplored II has described as Janus‐faced, looking both outwards, broader context education, inwards, ways which meanings constructed re‐constructed participants within Methods After describing theoretical framework II, we explain how it can be understand subject societal (the level) between level), well as—crucially—their mutual influence. Conclusion offers opportunity combine macro‐ perspectives, leading more expansive understanding operation sees its form function neither entirely determined nor construction individuals engaged it. In doing so, potentially valuable way considering intractable problem successfully manage change, offering combined top‐down bottom‐up perspective.

Язык: Английский

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Inpatient teaching with a clinical review game

The Clinical Teacher, Год журнала: 2022, Номер 19(6)

Опубликована: Авг. 21, 2022

Abstract Background Shortened preclinical curricula, social distancing policies and the fast‐paced nature of inpatient medicine make clinical education challenging. Crowdsourced learning a review game derived from real‐time patient cases can offer an engaging solution for teaching. Approach We implemented with 67 participants (10 physician instructors, 40 residents 17 medical students) rotating through adult service at academic centre July 2018 2020. During 2‐week rotations, identified shareable teaching points about their patients on rounds. Teaching were compiled by instructor into 30‐minute end‐of‐rotation formatted free gameshow‐based PowerPoint template. After was completed, learners then asked to complete evaluations. Evaluation Learners surveyed educational experience, point submissions studied. eight 39 (39/67 = 58.2% response rate) submitted total 268 points, nearly half which ( n 131 [48.9%]). In game, 35 students participated correctly answered 80% questions. Learner evaluations highlighted activity strengths including self‐directed learning, peer primary literature warm, collaborative environment. Implications Our crowdsourced approach helped highlight clinically relevant content rounds, build culture across trainee levels encourage self‐study trainees stay informed current evidence‐based practice, even during pandemic restrictions.

Язык: Английский

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Daha Gerçekçi Bir Tıp Eğitimi Mümkün: Türkiye İçin Yeni Bir Model

Tıp Eğitimi Dünyası, Год журнала: 2022, Номер 21(65), С. 56 - 70

Опубликована: Дек. 22, 2022

Amaç: Bu çalışma, Türkiye’deki mevcut hekim sayısı ve çeşitliliği ile ilgili sorunları analiz ederek ihtiyaçlara yönelik yetiştirebilmek maksadıyla tıp eğitimindeki stratejik hedeflerin yeniden tartışılmasını sağlamak ülke ihtiyaçlarına yeni bir eğitim modeli ortaya koymak amacıyla planlanmıştır.Yöntem: tanımlayıcı tipte metodolojik araştırmadır. Araştırmanın verileri literatür taraması, Türkiye Cumhuriyeti Sağlık Bakanlığı istatistik yıllıkları, Dünya Örgütü Yüksek Öğretim Kurumu verilerinden elde edilmiştir. Elde edilen veriler, tablolaştırılarak gruplar halinde sunulmuştur. Önerilen eğitimi şemalaştırılarak sunulmuştur.Bulgular: Ülkemizde 2020-2021 öğretim yılında fakültelerine 19.151 öğrenci kayıt yaptırmıştır 103.170 eğitimine devam etmektedir. Uzmanlık yönelme, birinci basamakta (özellikle aile hekimi işyeri hekimi) açığını da artırmaktadır. Türkiye’de 2020 yılı itibariyle 49.760’ı pratisyen, 88.127’si uzman 33.372’si asistan olmak üzere toplam 171.259 bulunmaktadır. Son 11 yıllık süre içerisinde yaklaşık %40 oranında artmıştır. Ancak bu artışta hekimlerin pratisyen hekimlere oranla 2 kat daha fazla Pratisyen bazı yıllarda artmak yana azalmıştır. Uzman sayımız giderek artarken basamak sağlık hizmetlerini sunacak olan yeterli değildir. Tıp 6 bölüm (aile hekimliği, toplum dahili tıp, cerrahi acil temel tıp) sürdürülmeli, 4 lisans eğitiminin üzerine yıl uygulamalı (yüksek lisans) her bölümde etkin yetkin yetiştirilmelidir. Ayrıca eğitimini tamamlamış olanlara “hekim yardımcısı” unvanı verilerek alanında hem aktif olarak çalışmalı (ücretli-kadrolu) de etmelidir. Böylece hizmet üretimi sağlanırken usta-çırak yöntemi uygulama gerçekleştirilmiş olacaktır. hekimler isterlerse, kendi alanlarında uzmanlık alıp olabilirler. şekildeki kısa sürede etkili şekilde yapılabilecektir.Sonuç: eğitimi, tek sadece yetiştirmeye odaklandıkça ihtiyacı karşılanamayacağı gibi artacaktır. nedenle; verilmeli bölümlerin kontenjanları üniversitenin yetiştirme kapasitesine göre ayrı belirlenmelidir. değişimi önceden gören uygulayan ülkeler diğerlerinden önde olacaklardır. Bölümler yapılacak sonucunda yardımcısı, şeklinde hiyerarşik yapıyla verimli kaliteli sunmak mümkün

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Examining the nexus between medical education and complexity: a systematic review to inform practice and research.

Research Square (Research Square), Год журнала: 2023, Номер unknown

Опубликована: Июнь 21, 2023

Abstract Background: Medical education is a multifarious endeavour integrating range of pedagogies and philosophies. Complexity as science or theory (‘complexity’) signals move away from reductionist paradigm to one which appreciates that interactions in multi-component systems, such healthcare can result adaptive emergent outcomes. This examination the nexus between medical complexity aims discover ways inform research. Methods: A structured literature review was conducted examine complexity; 5 databases were searched using relevant terms. Papers included if they engaged fully with significantly focused on education. All types papers included, including conceptual (e.g. opinion theoretical discussions), case studies, program evaluations empirical narrative thematic synthesis undertaken create deep understanding use Results: Eighty-three included; majority papers. The context underpinnings for identified. Bibliographic temporal observations noted regarding entry into relied upon framework studies covering variety elements within including: knowledge learning theories; curricular, faculty development; evaluation research; assessment admissions; professionalism leadership; about systems systems. Discussion: There call greater by educators. established, although not widespread. Individualistic cultures medicine comfort epistemologies challenges its introduction. However, found be useful across areas limited number authors increasingly used educators researchers. has further conceptualized how being support Conclusion: assist their own practice.

Язык: Английский

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Advancing collaboration in Health Professions Education in the General Practice domain, developing a national research agenda

Research Square (Research Square), Год журнала: 2023, Номер unknown

Опубликована: Авг. 23, 2023

Abstract Background Health professions education (HPE) research in the general practice domain (GP-HPE) is vital for high-quality healthcare. Collaboration among GP-HPE researchers crucial but challenging. Formulating a agenda, involving stakeholders, and fostering inter-institutional collaboration can address these challenges connect educational practice. Methods We used Q-methodology to explore participants' perspectives from all Dutch postgraduate GP training institutes on research. Participants individually sorted statements based relevance of future Data analysis comprised inverted factor analysis, rotation, interpretation. The National Meeting Educational Research took participatory approach that was decision-making aligning results. Results included 73 participants with diverse involvement identified five distinct perspectives, each representing focus area developing innovating education: clinician scientist, socially engaged GP, specific identity, as an entrepreneur, lifelong learning. Discussion resulting align hallmarks. facilitated consensus stakeholders. Successful requires common goal, neutral leadership, participant commitment, regular meetings, audit trail support, process transparency, reflexivity. Future should addressing evidence gaps within perspectives. Conclusion In Netherlands, we developed national agenda using Q-methodology, focusing collaboration, which provides potential model HPE worldwide.

Язык: Английский

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