Search results

1 – 10 of over 15000
Book part
Publication date: 11 December 2023

Danah AlThukair and Julie Rattray

In Saudi Arabia, quality management receives a significant amount of attention in higher education. In medical education, specifically, Saudi colleges have been fully engaged with…

Abstract

In Saudi Arabia, quality management receives a significant amount of attention in higher education. In medical education, specifically, Saudi colleges have been fully engaged with quality assurance and accreditation since 1992, under the supervision of the Saudi Council for Health Specialties. Along with the quality standards determined by accreditation agencies, the perspective of employers on the quality of learning and teaching needs to be acknowledged. The needs of medical employers can be translated into quality standards for medical education to help overcome the perceived deficiencies which lead to poorly equipped graduates. This chapter explores how employers conceptualize quality in medical education with an emphasis on learning and teaching and employers’ perspectives on the quality attributes of medical graduates. This chapter is based on interviews with 14 medical employers in Saudi Arabia. From the employers’ perspective, a high-quality medical education is marked by high quality educational systems, curricula, faculty members, and medical training. Additionally, medical graduates must attain a balance of soft skills, practical and clinical skills, and theoretical medical knowledge. Understanding employers’ perspectives on quality in medical education will complement our existing understanding of quality in medical education.

Details

Quality Assurance in Higher Education in the Middle East: Practices and Perspectives
Type: Book
ISBN: 978-1-80262-556-1

Keywords

Book part
Publication date: 27 December 2018

Pamela O’Callaghan, Maureen P. M. Hall, Laura N. Cobb and Melanie Jacobson

US citizens who attend international medical schools (US IMGs) are more likely to be of Hispanic, Black American, or Asian descent compared to US medical students. As physicians…

Abstract

US citizens who attend international medical schools (US IMGs) are more likely to be of Hispanic, Black American, or Asian descent compared to US medical students. As physicians, US IMGs contribute diversity to the health-care workforce; their experiences and perspectives have improved the health outcomes for populations typically underserved. To become a competent medical professional is a challenging experience, especially for IMGs who may have entered medical school with less than optimal academic histories. During this journey, some students develop academic and clinical deficiencies. Addressing these deficits through remediation interventions are critical to the student’s performance as a physician. This study measured the resiliency, self-efficacy, and self-compassion of IMGs who completed remediation while in medical school. Results indicate older students experienced failure more often and were found to have significantly higher levels of self-compassion compared to younger students. Males were assigned significantly more remedial interventions compared to the female participants. Finally, strong positive correlations suggested that the more remediation interventions students were provided, the more likely they were satisfied with their overall remediation experience. These findings indicate that by varying support strategies and encouraging student’s orientation to resiliency, self-efficacy, and self-compassion may assist them in overcoming their deficits.

Details

Perspectives on Diverse Student Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-053-6

Keywords

Open Access
Article
Publication date: 12 April 2018

Hooria Jazaieri

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

13065

Abstract

Purpose

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

Design/methodology/approach

First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).

Findings

While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.

Research limitations/implications

This is not a formal review or meta-analysis.

Practical implications

This paper will be a useful resource for teachers and those interested in PK-20 education.

Social implications

This paper highlights the problems and opportunities for bringing compassion into education settings.

Originality/value

To date, no review of compassion in PK-20 exists.

Details

Journal of Research in Innovative Teaching & Learning, vol. 11 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Book part
Publication date: 1 December 2009

Gregory Strayhorn

Prior to the 1970s, the enrollment of black students in U.S. medical schools was less than 3%. One-third of these students attended the three historically black medical schools…

Abstract

Prior to the 1970s, the enrollment of black students in U.S. medical schools was less than 3%. One-third of these students attended the three historically black medical schools that existed at that time. In 1970, the Association of American Medical Colleges (AAMC), representing the nation's medical schools, made a commitment for reaching parity of black medical student enrollment to that of the proportion of blacks in the U.S. population. The goal was that the enrollment of black students should reach 12% of total medical school enrollment. Within four years the enrollment of black students more than doubled to 7.5% by 1974. This greater than 100% enrollment increase was attributed to medical schools’ change in their commitment to affirmative action (Petersdorf, Turner, Nickens, & Ready, 1990; Cohen, Gabriel, & Terrell, 2002).

Details

Black American Males in Higher Education: Research, Programs and Academe
Type: Book
ISBN: 978-1-84950-643-4

Article
Publication date: 31 August 2021

Tessa Withorn, Jillian Eslami, Hannah Lee, Maggie Clarke, Carolyn Caffrey, Cristina Springfield, Dana Ospina, Anthony Andora, Amalia Castañeda, Alexandra Mitchell, Joanna Messer Kimmitt, Wendolyn Vermeer and Aric Haas

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of…

5253

Abstract

Purpose

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

Findings

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 49 no. 3/4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 28 January 2019

Xiangyun Du, Salah Eldin Kassab, Ayad M. Al-Moslih, Marwan Farouk Abu-Hijleh, Hossam Hamdy and Farhan Sachal Cyprian

The purpose of this paper is to identify essential profession-related competencies, clinical knowledge and skills that medical students should develop in the early stages of their…

Abstract

Purpose

The purpose of this paper is to identify essential profession-related competencies, clinical knowledge and skills that medical students should develop in the early stages of their education for future professional practice.

Design/methodology/approach

A literature review and workshop resulted in a list of 46 crucial profession-related competencies. The first round of the modified Delphi survey (feedback questionnaire) involved experts who identified 26 items (via a Likert scale). The second round of the modified Delphi survey by faculty members highlighted ten items. Statistical analysis yielded four domains with items clustered as follows: interpersonal competencies (communication and collaboration), cognitive skills (problem solving, critical thinking and reflectivity), work-related skills (planning and time management) and professionalism (integrity, sense of responsibility, respect and empathy).

Findings

In conclusion, the results of this study provide insights and implications surrounding the competencies that are essential for assessment and facilitation in the early stages of a medical curriculum. The study also predicts the challenges of facilitating and assessing these competencies, as pointed out in recent literature. In general, outcomes of the study suggest that instead of categorizing the competencies, it is more meaningful to take a holistic and integrated approach in order to conceptualize, facilitate and assess these competencies in context of the complexities of real-life situations.

Originality/value

Ten items were identified as essential profession-related competencies that should be incorporated during the early stages of medical education. Six out of the ten items were agreed upon by all participants of the study: collaboration, communication, problem solving, integrity, responsibility and respect. This list aligns with the existing literature and graduate attributes internationally. Items related to planning and time management, critical thinking and reflectivity were regarded as specifically lacking and important areas of improvement for Arabic students. Divergence on items of empathy and medical ethics were observed among international and local panels, with the main concern, raised by medical faculty, being how to facilitate and assess these items. The competencies identified mandate reforms in the medical school curricula in an attempt to implement essential skills early in medical student’s career.

Details

Journal of Applied Research in Higher Education, vol. 11 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

Content available
Book part
Publication date: 11 December 2023

Abstract

Details

Quality Assurance in Higher Education in the Middle East: Practices and Perspectives
Type: Book
ISBN: 978-1-80262-556-1

Article
Publication date: 27 September 2011

James Hess and Kayse Shrum

Medical education in the USA has historically been designed around social and economic conditions within the medical community, contributing to a fluctuating emphasis on the

Abstract

Purpose

Medical education in the USA has historically been designed around social and economic conditions within the medical community, contributing to a fluctuating emphasis on the number of medical schools, as well as the methods by which medicine has been taught, and ultimately leading to a shortage in the physician supply. This paper aims to describe the current status of medical education training, including the tracing of its origins, and to articulate the ability of new media to accelerate and restructure the physician preparation process.

Design/methodology/approach

The application of new media requires a rethinking of long‐held assumptions regarding the medical education process. Medical school faculty must be willing to develop new curriculum models, integrating new media technologies to facilitate varied learning modalities. Likewise, clinicians and basic scientists in medical schools must determine the most appropriate information needed by a practicing physician and make that information available via new media platforms.

Findings

The utilization of new media presents the opportunity to both accelerate and restructure the medical education and training process. The development of teaching and learning modalities via new media can positively impact the physician supply problem by transforming medical education to a competency and evidence‐based curriculum in an accelerated format.

Originality/value

The impending health consequences of a physician shortage have crystallized the need to begin immediately to expand the physician supply. In order to meet the health needs of a growing and aging population, it is imperative that the methods of medical education be altered to accelerate and improve the physician preparation process. This restructuring of the medical education curriculum is dependent on the utilization of new media to leverage the digital literacy of today's medical students.

Details

On the Horizon, vol. 19 no. 4
Type: Research Article
ISSN: 1074-8121

Keywords

Article
Publication date: 1 October 1995

Rene P. McEldowney and Arnold Berry

The rising cost of US health care has precipitated some closeexamination as to the supply, distribution, and specialty choice of thephysician workforce. It is an issue of…

655

Abstract

The rising cost of US health care has precipitated some close examination as to the supply, distribution, and specialty choice of the physician workforce. It is an issue of considerable concern as America struggles to control health‐care expenditures by shifting resources away from specialty medicine. Central to this problem are the various programmes and incentives which have encouraged an excess number of residency positions and specialty training. Examines the consequences of an unregulated medical school structure and provides an overview of current policy alternatives designed to increase the number of primary care physicians, correct the problems of physician maldistribution, and limit the overall number of medical school graduates.

Details

Journal of Management in Medicine, vol. 9 no. 5
Type: Research Article
ISSN: 0268-9235

Keywords

Article
Publication date: 4 July 2016

Lokke Gennissen, Lorette Stammen, Jolien Bueno-de-Mesquita, Sietse Wieringa and Jamiu Busari

It is assumed that the use of valid and reliable assessment methods can facilitate the development of medical residents’ management and leadership competencies. To justify this…

365

Abstract

Purpose

It is assumed that the use of valid and reliable assessment methods can facilitate the development of medical residents’ management and leadership competencies. To justify this assertion, the perceptions of an expert panel of health care leaders were explored on assessment methods used for evaluating care management (CM) development in Dutch residency programs. This paper aims to investigate how assessors and trainees value these methods and examine for any inherent benefits or shortcomings when they are applied in practice.

Design/methodology/approach

A Delphi survey was conducted among members of the platform for medical leadership in The Netherlands. This panel of experts was made up of clinical educators, practitioners and residents interested in CM education.

Findings

Of the respondents, 40 (55.6 per cent) and 31 (43 per cent) participated in the first and second rounds of the Delphi survey, respectively. The respondents agreed that assessment methods currently being used to measure residents’ CM competencies were weak, though feasible for use in many residency programs. Multi-source feedback (MSF, 92.1 per cent), portfolio/e-portfolio (86.8 per cent) and knowledge testing (76.3 per cent) were identified as the most commonly known assessment methods with familiarity rates exceeding 75 per cent.

Practical implications

The findings suggested that an “assessment framework” comprising MSF, portfolios, individual process improvement projects or self-reflections and observations in clinical practice should be used to measure CM competencies in residents.

Originality/value

This study reaffirms the need for objective methods to assess CM skills in post-graduate medical education, as there was not a single assessment method that stood out as the best instrument.

Details

Leadership in Health Services, vol. 29 no. 3
Type: Research Article
ISSN: 1751-1879

Keywords

1 – 10 of over 15000