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Medical Education - Science topic

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Questions related to Medical Education
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I am here to suggest to include patients stories in medical curriculum. Case studies are already included, but data. It lacks the realistic picture and imagination of real patients and settings. These stories would reflect the humanistic side and develops empathy and sympathy, values and sincerity in dealing with patients. Technical attitudes are controlling medical professions. Stories are there on media, but the suggestion here is to be a part of medical studies and exams. It can be an art and a science that needs to develop over the coming years. To be useful it should follow rules and plans and to be away from distraction and fiction. I am inviting for a discussion, in case you think it is relevant and useful.
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Another very good example with the very important advantage of being unbiased or promotional.
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Dear Colleagues,
A quick survey is underway to gather feedback from scholarly authors on their current research on COVID-19. This google form should take no longer than 3 minutes to complete. In appreciation of your time, we will donate $2 for each completed questionnaire for vaccination in low-income countries. And also, respondents will be rewarded with the option to enter a competition to win a $500 Amazon gift card (value in USD).
It would be great if you complete this 3-minute survey on your views. The survey will be open until 20th February, 2022 at 23:45 BST.
Click on the link below:
or copy and paste the following into your browser:
With thanks for your time and consideration.
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The best survey are those from reference organization like:
WHO
CDC
OIE
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I am interested in the scoring guide for the ASKME (Assessing Sleep Knowledge in Medical Education) survey. In addition to the correct answers, I am also interested in how the different questions are divided into the categories. Thanks!
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I need an article that explains magnetotactic bacteria production in detail
and tools that I need
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Kaplan books, text books, first asid?
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Many students report great pace and success rate with Boards and Beyond + Pathoma + Sketchy + First Aid + UWorld for Step 1, while most of them reserve Kaplan for Step 2 CK.
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Applications of bioinformatics in medicine is a key factor in technological advancement in the field of modern medical technologies.
In which areas of medical technology are the technological achievements of bioinformatics used?
What are the applications of bioinformatics in medicine?
Please reply
I invite you to the discussion
Thank you very much
Best wishes
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Please have look on our(Eminent Biosciences (EMBS)) collaborations.. and let me know if interested to associate with us
Our recent publications In collaborations with industries and academia in India and world wide.
Our Lab EMBS's Publication In collaboration with Universidad Tecnológica Metropolitana, Santiago, Chile. Publication Link: https://pubmed.ncbi.nlm.nih.gov/33397265/
Our Lab EMBS's Publication In collaboration with Moscow State University , Russia. Publication Link: https://pubmed.ncbi.nlm.nih.gov/32967475/
Our Lab EMBS's Publication In collaboration with Icahn Institute of Genomics and Multiscale Biology,, Mount Sinai Health System, Manhattan, NY, USA. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/29199918
Our Lab EMBS's Publication In collaboration with University of Missouri, St. Louis, MO, USA. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30457050
Our Lab EMBS's Publication In collaboration with Virginia Commonwealth University, Richmond, Virginia, USA. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27852211
Our Lab EMBS's Publication In collaboration with ICMR- NIN(National Institute of Nutrition), Hyderabad Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/23030611
Our Lab EMBS's Publication In collaboration with University of Minnesota Duluth, Duluth MN 55811 USA. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27852211
Our Lab EMBS's Publication In collaboration with University of Yaounde I, PO Box 812, Yaoundé, Cameroon. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30950335
Our Lab EMBS's Publication In collaboration with Federal University of Paraíba, João Pessoa, PB, Brazil. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30693065
Our Lab EMBS's Publication In collaboration with collaboration with University of Yaoundé I, Yaoundé, Cameroon. Publication Link: https://pubmed.ncbi.nlm.nih.gov/31210847/
Our Lab EMBS's Publication In collaboration with University of the Basque Country UPV/EHU, 48080, Leioa, Spain. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27852204
Our Lab EMBS's Publication In collaboration with King Saud University, Riyadh, Saudi Arabia. Publication Link: http://www.eurekaselect.com/135585
Our Lab EMBS's Publication In collaboration with NIPER , Hyderabad, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/29053759
Our Lab EMBS's Publication In collaboration with Alagappa University, Tamil Nadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30950335
Our Lab EMBS's Publication In collaboration with Jawaharlal Nehru Technological University, Hyderabad , India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/28472910
Our Lab EMBS's Publication In collaboration with C.S.I.R – CRISAT, Karaikudi, Tamil Nadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30237676
Our Lab EMBS's Publication In collaboration with Karpagam academy of higher education, Eachinary, Coimbatore , Tamil Nadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30237672
Our Lab EMBS's Publication In collaboration with Ballets Olaeta Kalea, 4, 48014 Bilbao, Bizkaia, Spain. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/29199918
Our Lab EMBS's Publication In collaboration with Hospital for Genetic Diseases, Osmania University, Hyderabad - 500 016, Telangana, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/28472910
Our Lab EMBS's Publication In collaboration with School of Ocean Science and Technology, Kerala University of Fisheries and Ocean Studies, Panangad-682 506, Cochin, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27964704
Our Lab EMBS's Publication In collaboration with CODEWEL Nireekshana-ACET, Hyderabad, Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/26770024
Our Lab EMBS's Publication In collaboration with Bharathiyar University, Coimbatore-641046, Tamilnadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27919211
Our Lab EMBS's Publication In collaboration with LPU University, Phagwara, Punjab, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/31030499
Our Lab EMBS's Publication In collaboration with Department of Bioinformatics, Kerala University, Kerala. Publication Link: http://www.eurekaselect.com/135585
Our Lab EMBS's Publication In collaboration with Gandhi Medical College and Osmania Medical College, Hyderabad 500 038, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27450915
Our Lab EMBS's Publication In collaboration with National College (Affiliated to Bharathidasan University), Tiruchirapalli, 620 001 Tamil Nadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27266485
Our Lab EMBS's Publication In collaboration with University of Calicut - 673635, Kerala, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/23030611
Our Lab EMBS's Publication In collaboration with NIPER, Hyderabad, India. ) Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/29053759
Our Lab EMBS's Publication In collaboration with King George's Medical University, (Erstwhile C.S.M. Medical University), Lucknow-226 003, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/25579575
Our Lab EMBS's Publication In collaboration with School of Chemical & Biotechnology, SASTRA University, Thanjavur, India Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/25579569
Our Lab EMBS's Publication In collaboration with Safi center for scientific research, Malappuram, Kerala, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30237672
Our Lab EMBS's Publication In collaboration with Dept of Genetics, Osmania University, Hyderabad Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/25248957
Our Lab EMBS's Publication In collaboration with Institute of Genetics and Hospital for Genetic Diseases, Osmania University, Hyderabad Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/26229292
Sincerely,
Dr. Anuraj Nayarisseri
Principal Scientist & Director,
Eminent Biosciences.
Mob :+91 97522 95342
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What are different avenues and scopes of qualitative research in medical education?
What can be the potential area of qualitative research in medical education technology?
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Qualitative research has a huge scope for both medical education and the related technologies. You may read the following research articles for a preliminary understanding.
Smith III, A. C., & Noblit, G. W. (1989). The idea of qualitative research in medical education. Teaching and Learning in Medicine: An International Journal, 1(2), 101-108.
Cristancho, S. M., Goldszmidt, M., Lingard, L., & Watling, C. (2018). Qualitative research essentials for medical education. Singapore medical journal, 59(12), 622.
Farghaly, A. (2018). Comparing and Contrasting Quantitative and Qualitative Research Approaches in Education: The Peculiar Situation of Medical Education. Education in Medicine Journal, 10(1).
Sawatsky, A. P., Ratelle, J. T., & Beckman, T. J. (2019). Qualitative research methods in medical education. Anesthesiology, 131(1), 14-22.
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I'm just starting my medical school, and I'm wondering where could I'm able to get free and genuine medical journals online? Anyone could share links? :)
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List of Free Medical Journals in 2021
Neurological Sciences and Neurophysiology
Published by Wolters Kluwer Medknow Publications in India Medicine: Internal medicine: Neurosciences. Biological psychiatry. Neuropsychiatry: Neurology. Diseases of the nervous system
Bali Journal of Anesthesiology
Published by Wolters Kluwer Medknow Publications in India Medicine: Surgery: Anesthesiology
Avicenna Journal of Medical Biochemistry
Published by Hamadan University of Medical Sciences in Iran Medicine: Medicine (General): Medical technology
Indian Journal of Psychological Medicine
Published by SAGE Publishing in India Medicine: Internal medicine: Neurosciences. Biological psychiatry. Neuropsychiatry: Neurology. Diseases of the nervous system: Psychiatry
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suggest some indexed journals with low publication charges that publish medical education related research projects
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List of journals
1.Journal of Education and Health Promotion
2.Journal of Medical Education and Curricular Development
3.Perspectives on Medical Education
4.International Journal of Medical Research & Health Sciences
5.Advances in Medical education and practice journal
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Besides Hyperreflective Foci (HRF), there are some dots are known as hard exudates or lipid-laden macrophages (especially in DME) in OCT images. How can we find out which dots are just HRF?
For instance, I attached one DME image.
Thanks
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HF are well circumscribed, discrete lesions having similar reflectivity as that of rpe layer. Unlike hard exudates they can be present in any layer of retina. Overlaying a colour fundus image on the oct scan containing the HF can help you in ruling out hard exudates.
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I am looking for guidelines and recommendations for the construction and implementation of OSPE (Objective Structured Practical Examination) for assessing students' practical knowledge/Skills in Pharmacognosy, Phytochemistry, and related pharmacy courses
Could you provide any suggestions, references, or any manual, please
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According to Dawson and colleagues (2007), some surgical faculty identified some shortcoming of knowledge and skills. Example of these include the choice of catheter, balloon , and stent size. Adequate placing of the sheath was also identified as an issue in training residents.
What do vascular surgical residents struggle most with in their surgical education and training? Do vascular surgical residents and attendings believe that their medical education should be changed from the current standards?
Dawson and colleagues (2007)
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Please, share your experience. Thank you
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First, avoid delaying preliminary and general examinations. Second, keep up with your entry cohort of PhD students. Third, your dissertation is not your life's work. Find a research topic that is relevant to the profession but one that is well-defined and can be completed within a reasonable time period, say, a year. Fourth, check the track record of potential dissertation advisors. Choose one who has advised many successful recent PhD recipients who found employment at attractive institutions. Fifth, try to finish your PhD requirements before accepting your first full-time job. If this is not possible, be sure to keep up progress on your dissertation and maintain contact with your dissertation advisor and keep your completion of your degree among your top priorities.
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I am searching for studies that developed validated tools (e.g questionnaire) to assess the effectiveness of online mentoring program. I am interested in studies that developed questionnaire to assess the mentors and students experience and satisfaction.
I am open also for any studies for evaluation of distance learning experience.
Thank you
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Very interesting topic.
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The journal of "Health Professions Education" is published by Elsevier and is a leading journal in the field. The journal is peer-reviewed under the responsibility of AMEEMR: the Association for Medical Education in the Eastern Mediterranean Region. The journal aims to be an open forum for sharing new empirical findings and new ideas in the emerging field of health professions education. In addition, it focuses on three areas that are underdeveloped in this field. The journal's editor-In-Chief is Professor Henk Schmidt. Read recently published articles https://www.journals.elsevier.com/health-professions-education
If you have questions about submitting your work, check the author's guidelines or place your question in this discussion.
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Dear Prof Azer,
We recently prepared a research article for submission but found that Elsevier are no longer processing articles for consideration. They informed me that the journal is changing Publisher? I tried to email the editor too, just wondering whether the journal will be accepting submissions again early 2021 and if free open access will continue? Many thanks for any advice offered and Happy New Year!
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What is eigenfactor score? Please discuss it...
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A young patient attempted suicide by taking 63 tabs of carbamazepine 200 mg. she was managed with CRRT - CVVH and discharged 10 days later well and couscous.
data supporting the use of hemodialysis in managing carbamazepine poisoning is increasing, so I am not sure if it is worth publishing or not ( if it has a chance to get accepted for publishing)
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you must publish your findings
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These days, people are discussing about pro-environmental and protective notions in their life all over the world. It seems this level of consideration should be navigated to a sustainable path. What do you think about it?
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Totally agree to that, However sustaining sensitivity towards these issues after the pandemic remains to be seen...
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The plagiarism which we are checking with the help of Turnitin software counts the similarity of usual English words even helping verbs and proverbs. If the similarity of specific terminology is counted instead of the entire usual English Sentences?
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These rules of plagiarism are more than enough. Otherwise, we couldn't write anything new.
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Since technology has seemed to extensively pervade virtually every facet of medicine, do you feel that students of medicine (MD or MBBS) should be better equipped with knowledge and skills in mathematics, physics, biomedical image processing (to better process medical images for diagnostics and surgical planning), biomedical signal processing (for better analysis of bioelectrical signals, e.g. EEG, EKG, EMG), and basic computer science?
Care to discuss?
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Myles Joshua Toledo Tan dear, I don't think medical students need to study math or physics as they already has to acquire a good basics on them to qualify for the admission test. In MBBS level they have to cover a vast and extensive curriculum. If you want to add something to them you can add--English language, Behavioral science and Psychology.
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Can someone explain cohen's d test, in a simple way, please?
It is kindly requested to elaborate it for medical students in simple words.
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Cohen's d isn't a test. It is a measure of effect size.
It allows you to express the difference between two groups in terms of the naturally-occurring variation in the thing you are measuring. The variation is measured by using information from both groups and pooling it as the pooled standard deviation.
The trouble with Cohen's d is that people tend to convert it to tee-shirt sizes – small, medium, large. This seems very vague when you go to the bother of doing all those calculations, somehow. And studies looking at typical values of d in different research areas suggest that it's not appropriate to have the same definitions of small, medium and large for all disciplines. I have a reference somewhere that I can post if I locate it!
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Hello dear researchers
I have an opportunity to have a series of interview with great Iranian scientists from all over the world on my social media account.
I am listing the possible questions that I can ask!
If you were me, what were the questions that you wanted to ask!?
Please help me with your nice ideas!
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There are no G-d scientists, although G-d is the greatest scientist. As earthlings, with respect to your question, the development of our genius, e.g. the full healing potential of physicians and the medical profession, is bound to step over certain rules of one or more disciplines. It is my informed guess, that the new global economic growth engine of the 21st century will be human health, in holistic terms. We will gain a more sacred or higher understanding of the humany body and our biological condition on this planet, also in terms of practical ethics and health. Concerning the medical sciences, profiteering-from-disease is no future model. Wishing you good luck with all your interviews and much progress in your field !!!
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At least one semester has passed since the Covid-9 pandemia appeared worldwide. Many residency programs have stopped or reduced significantly their clinical and surgical training activities due to the known risks of exposure and contagion with SARS-CoV-2 virus. What has happened and what is going to happen to specialties medical education?
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Virtual patient technology can not replace real life interactions with patients but it does offer advantage in form of constructivist theory where arranging information can facilitate learning with added advantage of avoiding errors
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I'm currently looking for a tool to do a quantitative study that measures the relationship between the entrepreneur's characteristics and medical education. The tool might be on the teacher perspective or student perspective. I'm looking for a validated tool that I could use (preferably free) in this study.
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Rizqy Rahmatyah Good topic. Want to know about it.
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Various models like Apprenticeship model, BID model, Koen's Model, One Minute Preceptor (OMP), 4C/ID model etc have been previously utilized for surgical resident's training. Dynamics of student learning and resident learning, however, in operating room are significantly different. Which models of learning are appropriate for medical student's learning in Operating Room and why?
We are trying to establish the role of structured learning process of a medical graduate in Operating Room (OR) setting and trying to analyze the potential role of various models being currently used for surgical resident training in OR-based learning of a medical student.
You can also record your response in this survey below:
This can take your time but eventually it would be productive one.
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There is a huge gap between medical expectations and engineering delivery, what you say?
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First of all, I would appreciate the point raised. Can not agree more than 100% on this point that "yes there is a gap". Purpose of education is no more a learning to 'solving day to day issues to make life simpler'. And since education is not even near by the 'learning' how it can be applied in the real context. Moreover there is lack of interactions of various domains, like I am a radiologist and needs a simple reporting software but can not have one customised to my requirements and you know cost is a big factor in govt set up like ours.
More interaction among people with different specialisations is required and in this big univarsity campuses may play an important role.
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For example immunology and allergy and infectious diseases.
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Yes. You can added five or all. OK. man.
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How should the Performance Evaluation in Medical Education be?
Can a Guideline be prepared in Performance Evaluation in Medical Education?
The assessment of clinical competence is becoming increasingly complex. Increased faculty workload, discontent with traditional methods of clinical skill assessment have led to the formation of new models of performance assessments.
Based on the changes, we need to documented guidelines.
  1. What do you think should be the basic values ​​to be used in performance evaluation?
  2. What do you think should the guidelines include to be used in performance evaluation?
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I assume by performance evaluation you mean evaluation of the educator's performance by the audience. That process should include three major performance domains:1- Professional skills: Skills related to the performer's experience in the related training topic, 2- Teaching skills: skills related to performer's ability to deliver clear message and attract the attention of the audience during the session, and 3- Communication skills: skills related to performer's ability to build a continuity with audience after the end of the session by providing them with online references and access point to answer their questions after the end of the teaching session. Each skill has its own achievement guidelines. The performance evaluation process should be done at the end of each training session, in the form of a Likert scale, evaluating each of the 3 domains with a space left for comments at the end of the evaluation form.
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We developed a checklist to assess videos of team training and I want to calculate interrater-reliability.
But I can't find any literature with recommendations for the best count of raters and best count of (in my case) videos.
Currently, we use 6 raters and 9 videos.
Are there any recommendations? Thnx
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For Inter-rater Reliability, I want to find the sample size for the following problem: No. of rater =3, No. of variables each rater is evaluating = 39, confidence level = 95%. Can you help me with a formula,.
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Is it obvious that VR can help medical education? Yes.
Then why are so many academic institutions resistant to implement this technology?
I would like to personally extend an offer to demonstrate hands on to any medical school interested and give a live demo opportunity to anyone in this sphere to learn about this technology.
I will travel anywhere in the world to promote this know how. It’s a rising tides float all boats equation. The VR community is in its diapers stage.
lets collaborate! Please see our progress on www.vral.ca and email me hmaresky@vral.ca
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Would you like to participate in the "Assessment and Evaluation in Medical Education" book writing project by contributing a chapter?
The chapters list is shown below. The yellow coloured chapters are already written by experts in the field.
If you have anything to write from this list, you can reply here. Also, you can suggest different chapters. This is a non-profit project that will share your expertise and make important contributions to medical science.
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Thank you very much Dr. Omer Tontus for the book writing invitation. I will keep following this thread.
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We - an international consortium - are currently working on an EC-funded project to develop a longitudinal curriculum for clinical reasoning. Therefore, we are interested in how clinical reasoning is taught at the moment and how you think it could be done in an ideal world.
More information about the project at www.did-act.eu
Thanks for sharing your experience and ideas!
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Inga Hege - Thank you for your question. In a medical curriculum that aims at competence, clinical reasoning and justification should be clearly defined in the curriculum and teaching/learning activities. This emphasis should be shown throughout the academic years. For example, in the early preclinical years, PBL should be designed to include in the template of cases, clinical reasoning, justification, interpretation of findings, weighing evidence for a hypothesis etc. In the clinical years, clinical reasoning could be taught in clinical simulation sessions and clinical skills, in case-based learning, in e-cases such as DXR, in case discussion and case presentation.
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My focus is teacher preparation, primarily at the K12 level, but I have recently been thrust into a curriculum development position with a college of veterinary medicine. I am looking for seminal works dealing with classroom practices, teaching philosophies, etc. at the graduate and professional school level.
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Dan Moreno, I think your question is a base line for one health approaches that we have to aware the next generation through seminal work and collaborative approaches in this way it will depends on the skills of academician that it cover all aspect of veterinary and medical perspectives, at the same time motivation, encouragement and appreciation in class's are high priority for current generation. also search teaching and research methodologies for undergraduate and postgraduate students.
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There have been improvements in 3-D rendering and augmented reality systems for gaming. Are these applicable to or feasible for online learning and medical training? The only part lacking is haptic feedback for which there was already a project completed at MIT for a virtual keyboard (I'm still waiting on that open source promise).
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Quite a lot of interesting literature recommended by Davoren A Chick. However, if we talk about "serious games", i.e. games with a pedagogical purpose, in medical education I would also like to mention a recent review on this hot topic by Gorbanev et al.:
Gorbanev, I., Agudelo-Londoño, S., González, R. A., Cortes, A., Pomares, A., Delgadillo, V., … Muñoz, Ó. (2018). A systematic review of serious games in medical education: quality of evidence and pedagogical strategy. Medical education online, 23(1), 1438718. doi:10.1080/10872981.2018.1438718
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Although it is widely accepted that early involvement in research has many advantages for medical students, there is a controversy regarding whether students are actually getting enough research opportunities. Which are the main barriers towards conducting research for an undergraduate student and how could the involvement rates be improved?
I would like to open this discussion and kindly invite you to make comments reflecting your opinion on this topic.
Thank you for your consideration,
Best regards,
Eleftherios
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My view is that although the curricula are hectic there should contained more research opportunities. The other barrier I think is the individual and their willingness to be involved which not also the case especially for students perhaps because they don't have time.
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How can we improve the academic qualification after PhD? are there any major degree options? if yes then what kind and what are possible prospects?
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There is no degree superior to a PhD. However you can go on to do a post-doctoral research or even get more PhDs. But you only need one PhD to prove that you are capable of doing original, significant research.
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Problem-based learning (PBL) is the most significant innovation in education for the profession for many years . Some argue that it is the most important development since the move of professional training into educational institutions
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The best curriculum is the curriculum that addresses the local needs of each country i.e contextual, and should also satisfy the professional needs and the learners' needs.
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How to apply test of significance of differences of percentages? There are some online calculators available, but are they reliable?
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McNemar test used for pre post in SPSS.
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What is the difference between public health and population health sciences? Please don't share links in reply. Comments in your own words will be appreciated.
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Kindig and Stoddart (2003), define population health as “an approach [that] focuses on interrelated conditions and factors that influence the health of populations over the life course, identifies systematic variations in their patterns of occurrence, and applies the resulting knowledge to develop and implement policies and actions to improve the health and well-being of those populations.”
They propose that population health is concerned with both the definition of measurement of health outcomes and the pattern of determinants. Determinants include medical care, public health interventions, genetics, and individual behavior, along with components of the social (e.g., income, education, employment, culture) and physical (e.g., urban design, clean air, water) environments.
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Please state its steps or introduce a good article if you know
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I have been doing research on social entrepreneurs, and among them very accomplished physicians. I found in those excellent medical doctors very strong soft skills like empathy, and also, a strong sense of willingness to understand and appreciate the patient's culture. There is a lot to be done in 1. Teaching Empathy , 2. Teaching cultural sensitivity.
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In most contexts, the terms alternative medicine, complementary medicine, integrative medicine, holistic medicine, natural medicine, and unconventional medicine are almost synonymous.
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Everyday more patients seek non conventional approaches to their non resolved medical problems. Many of these approaches are safe and recommended by credited physicians. At the same time, conventional medicine discredits this therapies because of lack of demonstrative clinical studies.
I believe many non conventional therapies should be includes after judicious consideration, and serious clinical studies should be performed when a positive balance between (good) efficacy and (low) risk is perceived.
In this way, many today’s innocuous, non conventional therapies could precede more aggressive mainstream therapeutical approaches.
Two main factual problems should be taken in consideration:
First the lack of clinical studies comes from huge imbalance between private pharmaceutical funding and that of non conventional therapies. This brings up the ethical question: Is clinical research really at patient´s service or at the service of pharmacology?
Secondly, I believe that not only "scientifically" proven medicine acceptable. Good clinical sense should always come first, based when necessary but never exclusively on clinical studies. In this sense, we must remember that most of our conventional practice is based on "accepted" opinions and not in the so called "science”. Many of the cases because of obvious reasons ... nobody is refraining from performing CPR to a arrested patient, or ventilate a patient in critical respiratory failure just because no randomized, double blind, controlled studies were made to demonstrate its efficacy in that particular situation.
As a consequence my position is to approach non conventional medicines as an opportunity rather than as a problem.
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Interprofessional education is important for healthcare system as it is a team work. Looking for ideas / methods which are effective in improving interprofessional skills in healthcare education.
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This is a wonderful question. I typically use focused mentoring within an inter professional team. The interprofessional team research provides a setting where students, fellows, and other trainees gain first hand experience in needed skills such as building and engaging team members, holding colleagues accountable for promised work, negotiating roles and responsibilities on a project, presentation, or paper, and handling disciplinary differences in academic support for team science, culture and communication patterns, and measures of success, .
As challenges emerge, I try to provide opportunities for discussion of both the rewards and challenges of interprofessional team work. More recently, I have been interested in developing resources for trainees in the most important skills needed for interprofessional teams.
Looking for suggestions on resouces for interprofessional training, including any curriculum development on training in interprofessional team research and any program that involve explicit training in the important knowledge and skill domains needed for interprofessional team research.
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Hi all dear researchers
I like to share with you a Ted talk, Rishi Manchanda: What makes us get sick? Look upstream http://go.ted.com/mCVXmw .
I want to know your concerns and your solution for such issues as first line responsive, as a producer of knowledge,... .
I know that you are doing your best.
With best wishes.
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It is possible cooperation in the field of research and share experiences scientific
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- I am currently doing a research that mainly tests the influence of problem-based learning system on self-directed learning readiness of medical students. Two groups of medical students (PBL, nonPBL) will be identified and their SDLR will be measured. I think that unpaired t-test is most appropriate for such issue, am I right?
Also, in the same research, I am going to correlate SDLR to the academic year of the participants, and in this case, three groups (year 1, 3, 5) will be identified. I think that ANOVA and post hoc are most appropriate, am I right?
Also, I am going to correlate SDLR with academic performance (grades), but I'm not sure which is most appropriate, Pearson's r maybe?
hopefully someone answers soon.
Thanks in advance.
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Yes, if the distributions of your scores are all nornal, all the tests you considered are suitable.
However, as the scores of your sample may not be normally distributed nor you can assume the scores of your population are normally distributed, I would suggest you to report both the results of the parametric tests (i.e. the ones you considered) and the non-parametric tests (i.e. Mann–Whitney U, Kruskal–Wallis test and Spearman r).
If the p-values of both parametric and non-parametic tests (say, t-test and Mann–Whitney U) are on the same side (say, both <0.05), you can give a definite answer. However, if they are inconsitant, you should give a conservative answer. However, what is "the conservative answer" is sistuational, it idoes not always mean "not significant".
Anyway, you are on the right track, no need to worry at the moment.
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The Critical Incident Technique (or CIT) is a set of procedures used for collecting direct observations of human behavior that have critical significance and meet methodically defined criteria. These observations are then kept track of as incidents, which are then used to solve practical problems and develop broad psychological principles. A critical incident can be described as one that makes a contribution—either positively or negatively—to an activity or phenomenon. Critical incidents can be gathered in various ways, but typically respondents are asked to tell a story about an experience they have had.
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On a mundane and national level, I think you may have a problem with this definition of critical incident in any UK based research, as our national health service has adopted this term to describe any adverse event that affects patient care. Following the identification of a critical incident/event we use an investigatory approach similar to systems analysis to identify areas for procedural or clinical team improvements.
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I would like to know the process of establishing new high diploma health programs? Ex health education, quality Management etc.?
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I shall tell you the story of an experienced scholar who was assigned the task of designing/establishing a new academic bachelor of science program in a 3rd world country in the 1990s.
He spent 3 years in gathering information from various universities who had similar programs after which he selected the most appropriate courses that will be included in the study plan. He numbered & gave each course a description in the native language & in English. His efforts were crowned when the ministry of higher education approved the program in the late 1990s after which the program was implemented & saved a department from downfall.
Just after commencing the new program, a new university administration was appointed with a dictator taking over the top position. This new management did not thank the scholar by words nor did it appreciate his efforts. In fact, he was subjected to incessant witch-hunt & harassment and that included deductions from his monthly salary plus deductions from his overtime work. Of course, he was not given extension after retirement but many other persons were given that.
There are, currently, places in some 3rd world countries in which "real" talent is fought by adversary elements who work hard to keep this nation down while their "false" propaganda claims that their institutions are at the top frontiers of knowledge. In reality, these institutions are expected to become kindergartens very soon.
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I am planning to do a research project to determine the cerebral hemisphere preferences for information processing during learning among pre-clinical medical students. what is the best questionnaire/instrument to determine it? during literature search i found SOLAT (style of learning and thinking tool) being used for determining the hemispheric preferences. i want some useful input from the scholars.
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Dear Raed
It is very interesting area of study. I suggest sharing with neurophysiologist to make use of EEG study to figure out the cerebral hemisphere activity of certain areas when processing information during learning. Regards
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Asking for a friend ;)
(That friend is me, I'm talking about my research as a clinician (nursing) scientist)
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In the Western world, many of the lectures for medical students and trainee doctors are conducted online. Are we excluding certain important aspects of face to face medical education by adhering to this? What is the appropriate balance between face to face and online training?
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I do not see how clinical teaching (as I understand the term) could be effectively done online, with the possible exception of learning to read imaging studies (which are more and more being read by machines in any event).  "Clinical teaching" is meant to have the student learn how to observe and interact in a physical way with a patient, in order to come to some conclusion about the patient's condition and potential treatment.  This involves physical interaction through touch (e.g., palpation, clamminess, patient's reaction to motion or touch), sound (e.g., interpreting the sounds from a stethoscope placed at the correct locations, patient's verbal cues), sight (e.g., capillary refill, pallor, patient's body language), and more.  Teaching a student *might* eventually be done (likely at great expense and with efficacy yet to be proven) with simulators (that are not yet developed to the level needed to develop our future physician's skills to the level I'd want *my* doctor to have!  ;). 
Even assuming on-line interaction at places with advanced simulators, that still leaves the problem of evaluation of the student's development of the needed clinical skills.  This involves very close observation of the student by the teacher to be able to assess "soft skills" such as effective communication and empathy.  In theory, multiple cameras could observe an interaction (as in current day OSCEs) and a teacher could assess the session asynchronously, but it still comes down to one teacher per student event in something that probably cannot be adequately automated. 
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Many people use lenses in order to experience different eye color & also instead of glasses and etc.
It is important to bring lenses out of the eye ,daily otherwise side effects happen like dry eye disease.
So these lenses can be useful.
Is it possible?
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For therapeutic purpose, why not?
Same principle as biodegradable materials.
Site and desgin: as that of the ICL (different material and different purpose)
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Does rote learning establish a better foundation for medical student education than case scenarios from the beginning?
Students often complain of lack of context in case scenario learning. They say it often only becomes clearer in later years.
Is there still an initial role for rote learning, to set a foundation and then to move to case studies?
What do colleagues think?
Regards
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The basic facts can be e-programmed for self-testing. For every medical student, it is essential to see patients from the 'first hour'; real world learning is only possible by field work. Very important is the special teaching of scientific methodology (internal and external validation tools) for the medical profession (medical epistemology), where I do see a great lack of practical application and preparation. In addition, people skills are paramount.
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Dear all,
I am developing a learning module and next is to work on the validation. I've seen some works that use Content Validity Index (i think it's more utilized in questionnaire validation) to measure content validity, but I wonder is there a specific index for module?
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Intra class correlation is another method for content validation.
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During clinical consultation doctors and nurses interview patients about their medical history. But, patients are usually not prepared for the clinical consultation. In theory, if patients administer their medical history on a computer/tablet before their appointment with the doctor or nurse, then they should be prompted and prepared for the medical history interview. This is one of the hypothetical advantages of patient-administered computerized history taking systems/automated medical history taking systems. What quantitative and/or qualitative factors measures exist that would assess if patients are prepared for the medical history interview?
I'm actually interested in identifying doctor-patient communication and non-communication measures that would determine if a group of patients who took an electronic medical history questionnaire were more prepared for a clinical consultation compared to a group that didn't take the electronic history questionnaire.
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There isnt any
I am just authoring
How to get the best from your GP practice to try to fill this gap!
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Is the duration of Residency training of Nigerian doctors adequate, prolonged or inadequate?
Any studies to prove that long duration of training correlate with a higher quality of the resultant specialists ?
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Duration of residency is specialty dependent and varies by the scope of the competencies expected from the specialist after the training. I think the shortest residency duration may be 4 years.
I am not aware of any study that had tested the effect of duration of training on the quality of the trainee; such study promises to be very revealing, if well designed.
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According to Kuhn, a paradigm change in science, that means an epistemological change, requests the agreement of the scientific community, like it is arrived with the institution of quantum physics. In medicine a new paradigm of Medical Science has been proposed and applied in Medical Education in 1998 at the Milan School of Medicine , with the introduction of Person Centered Clinical Method and after the presentation of the new person centered interactionist and teleological health paradigm in 2005 ,presented at WHO (by invitation) in 2011 along with Person Centered Medicine, Medical Education change the paradigm change has been formalized on 13-14-15 October in Milan along with the presentation of “La Charte Mondiale de la Santé-the World Health Charter”.
The person-centered paradigm change of Medicine,Health, Medical Education and research corresponds to re-birth of clinics like a discipline addressed to discover the individuality of the patient in a disease and not the opposite, reducing him/her to an abstract theory. To date it is impossible because the same basic sciences , neurobiology, physiology, psycho-neuro- immune-endocrinology (PNEI) , already at experimental level, evidenced the end of a mechanistic , deterministic paradigm in Medical Science and the birth o f a person centered one (Person Centered Medicine) , that discriminates biological reactions, whose variability is determined by the person’s existential choices (life style and quality) from biological constants , responsible of biological life, according the Relativity Theory of Biological Reactions (1996)
I invite you to read the e-book “ Medical Science and Health Paradigm Change” and to give your “YES or NOT” about this paradigm change determinant for the destiny of Medicine , Medical Science and Medical Education, reformulating in a new way the epistemological principles of medicine, clinical method and clinical supervision
You can download the e-book from Research Gate:
And , if you agree ,to fulfill the agreement form or download it from www.healthparadigmchange.it sending it to secretariat@healthparadigmchange.it
And to read some other info on Person Centered Medicine on www.unambro.it
Thank you
Giuseppe R.Brera
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In the 21st century a revision needs on our medical science. A medical research cursory attention by either device or molecule is ultimately wrong and being violated the medical ethics.
A 20 years after the real medical research negligence and its consequences may affect to the innocent patients. They buried their valued life by the wrong medical treatment. We must follow basic science, but what is basic science?. Can we retrieve one ampule injection once used from the blood?.
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How much you know about biomedical waste? Is it not necessary to include this in Environmental Science subject which is a compulsory subject in most of universities at graduate level study.
Is it not a good idea to include practical in EVS or project like plantation of tress and other contributions of students for controlling environmental pollution. This will create a sense of responsibility towards environment.
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In India, biomedical waste management system is not leak proof.
Many used medical items come to the market after just washing in the water. The waste gather in the private nursing homes AMD laboratories are just thrown in the garbage without any treatment. The overall hyginic condition is also very poor. You can get actual picture by collecting the single data:
How many nursing homes/ laboratories/ doctor's chambers/ dentist chamber are equipped with Autoclave and Hot air oven machine?
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Hi,
I'm doing a preliminary research on the use of design thinking methods in medical education. So far, I have found the following design track offered by Sidney Kimmel Medical College: http://www.jefferson.edu/university/jmc/students/college_within_college/design.html
Does anyone know any other practical cases or research studies on this matter?
Many thanks
Baki
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The following project could illustrate how DT is currently used to improve education in genera:
D-Think: Design Thinking Applied to Education and Training is an initiative of 7 partners from 6 different European countries that has the support of the Erasmus+ Programme of the European Commission.
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According to psychological research, permanent anxiety with adrenaline secretion damages DNA and causes abnormalities. Can this be scientifically verifiable?
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thank you for your answer,
How Does Stress Affect Cancer? Can we control the spread of cancer by controlling stress?
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Dear colleagues,
I am working on a project regarding psychiatric education.
I would be very grateful if anyone can recommend me articles on psychiatric education and/or psychiatric training in South America.
Many thanks in advance.
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Julio:
I recommend you.
Renato D. Alarcón, Manuel Suarez- Richards, Silvana Sarabia.
"Educación Psiquiátrica y componentes culturales en la formación del médico: Perspectivas Latinoamericanas".
Revista Peruana de Medicina Experimental y Salud Pública
(Peruvian Journal of Experimental Medicine and Public Health)
2014 Vol 31 (3).
Best wishes.
Diana from Perú.
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There has been a growing concern about the significant shortage of the number of young physician-scientists, who can contribute to the development of basic medicine with the objective of patient-oriented medicine.1-3 This fact holds true of Japan as well as US.1,2 As Armstrong et al. have pointed out,3 early exposure as a medical student or a resident to the challenging clinical cases is crucial for the patient-driven scientific inquiry as to the underlying pathophysiology of the as-yet-unrecognized disorders. In Japan, the establishment of the new medical-internship program and the specialist physician system has made increasingly difficult for young doctors to have enough time to realize the importance of patient-based scientific inquiry. Not a few medical schools in Japan introduced the medical scientist training program also referred to as MD-PhD program, while PhD researchers take the place of physician-scientists in the field of basic research.4 Therefore, it seems to be essential to emphasize the value of the collaboration between PhD scientists with the superior technique in the lab and physician-scientists with the clinical point of view.
[References]
1: Koike S, Ide H, Imamura T. Physician-scientists in Japan: attrition, retention, and implications for the future. Acad Med. 2012;87:662–7.
2: Yamazaki Y, Uka T, Shimizu H, Miyahira A, Sakai T, Marui E. Japanese medical students’ interest in basic sciences: a questionnaire survey of a medical school in Japan. Tohoku J Exp Med. 2013;229:129–36.
3: Armstrong K, Ranganathan R, Fishman M. Toward a Culture of Scientific Inquiry - The Role of Medical Teaching Services. N Engl J Med. 2018;378:1-3.
4: Yaginuma H, Matsumura G, Mori C, et al. Results of a questionnaire on efforts to increase research-oriented doctors. Kaibogaku Zasshi. 2013;88:3-8.
***
I am deeply appreciated if you would give me some comments and opinions as to how medical education should be improved in terms of the shortage of the number of young physician-scientists.
Sincerely
Go J. Yoshida MD,PhD.
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The best medical system also educate students that
  1. The health care is for both rich and financial disadvantage system.
  2. Do not use patients as your white mouse. Test on self first. If a researcher or the doctor do not want to take the drug or therapy, do not give to the patient. Like MDs prefer natural die without chemotherapy or surgery, why ask cancer patients to do those treatments?
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sometime it becomes very confusing to manage the scenario in which student found to be sleeping in the middle of the class; and he/she has the reason for it but not actually to be valid to consider for his deed, like viewing TV shows for late night or viewing foot ball for late night. should i take disciplinary action against him/her or let him sleep there or send him to his room to sleep?
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I see this differently. Human brains are changing, affected by technology, exposure to voluminous screen time, multiple inputs. I hate to be the one to say it to this group, but the talking head is dead. Even highly educated adults, in voluntary situations, cannot stand to sit for hours on end anymore. Class should be more focused on the higher end of the learning pyramid: towards analysis, synthesis, and this often the best use of class time, not lecturing on what can be read outside of class. The world needs the skills of collaborative thinking, design thinking, not ability to rehash and regurgitate. Tolerance for this is long gone, and I fear many of us have failed to retool. Rethink, retool, reboot our schools (or class)!
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a. Allow them to transfer into DR.
b. Make them finish their IR residency commitment first.
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Ask them what about IR is less appealing to them; what has deflated their interest in IR; many times a particular instructor or professor can be harder than the IR resident anticipated. Getting to the basis of their thought process regarding seeing themselves in IR often will be a key to helping them in their decision making.
Dennis
Dennis Mazur
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IR residency will be challenged by being one of the most specialized residencies in the NRMP match and yet not having a required clerkship in the medical school curriculum. How do you plan on ensuring that students have adequate exposure to IR prior to making their career decisions?
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A good lecture session for half a day or one day should be informative.
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a. Heavily. We will likely recruit at least one resident per year on the Independent Pathway.
b. Sporadically. We will likely use it only to fill in gaps every few years.
c. Seldomly. We will likely never use that pathway to recruit.
d. We haven’t thought about this.
e. We won’t have an IR residency.
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e. We won’t have an IR residency.
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Do you currently participate in any of the following activities to improve medical student exposure to IR:
a. IR Student Interest Group
b. IR Sub-Internship
c. IR Electives
d. Participation in an IR Medical Student Symposium
e. IR faculty teaching in the M1-M3 medical school curriculum
f. Encourage student engagement in the SIR RFS
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A medical or surgical rotation should include students on rounds with the team to see all radiographs (interventional or non-interventional) taken on each day of the medical student rotation on any service where radiographs are taken.
The radiologist should begin questioning of the interpretation of the radiographs with the medical student going first.
Dennis
Dennis Mazur
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I have a 4-point scale to evaluate measures (poor to excellent). Can I extend the point scale by a "0" for "not-performed", or do I need an extra binary coding (checkbox)?
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It is generally good advice to avoid using any numerical value to avoid inadvertent use of that value in any analysis. Depending on what format you are doing this in (paper vs electronic. If electronic, which programming language is used) there would be different mechanisms to handle.
A checkbox also ensure a positive record when 'not performed' avoiding trusting that all incomplete answers were not performed (e.g. the question may have been inadvertently missed but the ). This means that blank answers would be captured as 'missing' and differentiated from 'not performed'. This is important as choosing not to perform something is a direct consequence of choices based on various factors and so it has a meaning.
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Has anyone used the Honey and Mumford tool to define students learning style? 
I know it is used in Medical Education in the UK but have found little use in Africa or other Health Professionals.how did you use the results in practice.
How did you use the results in practice?.
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Dear Gulzar
Thank you for your response. I attach a conference paper which may be of interest to your student as I see you are in Public Health. 
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Does anyone have a well-summarized source for medical teaching methodology?
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Among others, this book is a humorous source of medical speaking. I was especially amused that during a lecture one should not go back and forth before the listeners like a wild animal in cage.
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I am looking for opportunities as a research fellow in institutions doing research in
1.clinical areas eg  evidence based medicine,  reproductive health,  population control,  infectious disease (HIV/AIDS, malaria,  tuberculosis etc) , noncommunicable diseases
2.public health ( health economics, health equity)  especially in developing countries 
3.Medical education ( quality and satisfaction measurements and improvements) 
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Public health activities in developing countries are mostly government supported.I think you should think about join in Nigerian Govt. Public Health wing first.
You can also follow the below link:
 Wish your success!!
Regards,
Dr.Munzur-E-Murshid
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Thank you for your sharing the website of your journal.
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I'm researching the observer role in simulation training for healthcare professionals, part of this includes analysing approaches expert faculty have used but that haven't been published.
We're interested in how you developed these approaches, and what you learnt. Full information about the study can be found at the attached link.
If you think you can help contribute, please complete get in touch!
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I think well structured debriefing is so far the best
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The California Educational Code section 78907 states, “The use by any person, including a student, of any electronic listening or recording device in any classroom without the prior consent of the instructor is prohibited.
Must a student receive a prior consent before he records his lectures?
The ban on the recording, is it not a form of cowardice on the part of the teacher?
The American Association of University Professors has long opposed unauthorized recording and public posting of what professors say in classrooms.
What may be the reason for this, is that they fear having what they say being exposed to the general public?
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I don´t know how this applies to the US, but in Germany this is also a matter of copyright. You are allowed to present articles and figures and imagesfrom others  for educational purpose only to a limitied number of students. These are not meant for use elsewhere.
Here, lectures are recorded from the university itself- with the permission fo the lecturer- and acces to the video is limited to the students of that module. So copyright is respected but students who may want to repeator or watch the lecture they missed because they were ill (or slept too long) can access it, but not the public.
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Please share different methods employed by academicians globally to make the students have a keen interest towards research at incipient years of their study at a dental school / medical school.
Thanks in advance
Regards
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Another possibility is show them pratical examples that have arisen from research projects.