Questions related to Medical & Health Profession Education
More and more the number of people requiring university education is growing but without commensurate growth in number of institutions and expansion of facilities. As a result it seems that mass production of graduates is taking over scholarship.
CoVID-19 has affected teaching and migration to an online platform is inevitable. What are the ways to do so and what makes it a smooth transition?
Are there any specific laws that dictate the format of a medical prescription? Is using abbrevation such as bd, t.i.d, o.d, a legal requirement?
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.
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.
We found significantly improved research outcomes subsequent to a curricular change at the Mayo Medical School that permitted pre-clinical flexible time for students.
How to apply test of significance of differences of percentages? There are some online calculators available, but are they reliable?
I just learnt that some people are already Professors without having the highest degree which is PhD. How possible for someone to become a Prof without obtaining a PhD degree ? What are the criteria for such appointment if possible? Can someone become a Professor with a Master's or Bachelor's Degree ? Kindly give an instance if possible . Thanks
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.
Chronic pain is difficult to treat
Acetaminophen is usually inadequate
Non-steroidal agents have long term toxicities- renal and cardiac and annual bleeding risks
Opioids are available in all countries [Oxycontin, Vicodin, Tramadol, Tramacet, etc] and prescribing at low doses invariably lead to higher doses/more powerful opioids and then addiction.
So the BIG question is: how to treat chronic pain conditions effectively, without causing addiction?
The software would for example model the effects of changes in blood pressure, heart rate and rhythm, skin colour change, in response to various interventions such a drug administration, change in posture, blood loss etc...
Universities usually put a premium on research outputs[PhD frenzy], but seem to give little emphasis to teachers and teaching.
Students are also the bread and butter of any institution, so this does seem odd.
There should be more standardized courses for the teachers/tutors [ train the trainer courses], more testing and validation of teachers and more incentives for teachers.
How many universities have standardized validation and evaluation of their teachers?
Are we disrespecting our teachers? How do we better value them and retain them?
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.
In many universities, teachers are also expected to be involved in research as a result of which teaching suffers. I have tried looking for evidence but would also like to know what others feel about this widely debated issue.
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?
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?
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.
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
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)
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!
my project considers collection and analysis of administrative quality and patient safety data from particular hospital to identify trends in quality and safety and to identify evidence of missed nursing care and its association with nurse staffing and skill mix.
please any one has suggestions on the data that should be collected for this purpose from the hospital and the way of analysing it.
Health promotion in theory and in practice is two different notions, theoretical knowledge can be extracted from the may standard textbooks for the same, but that would be different approaches that can be utilized for imparting practical knowledge?
Dental research is of paramount importance in order to improve mankind's ability to preserve and conserve humanity's oral health.India being a nation of more than a billion people has both the challenge to keep dentistry affordable and reachable and the opportunity to contribute immensely to global research in a meaningful manner.
The number of colleges that our country has along with the thousands of postgraduate students actively doing their dissertations makes it a fertile ground for us to translate this into a research powerhouse. But is that it, Why is dental research still not getting its due importance here and what can be done to bring it out from the shadows into the limelight.
There is a wealth of research and information in relation to waste medication in primary care but appears to be limited when related to secondary care (hospitals). I am interested in how health professionals view medication waste and the impact this has upon health services. Additionally I wish to look at the root causes of medication waste within secondary care.
For example, medication errors in surgery alone should be done or DUE along with medication errors can be done? please suggest alone or a combination is better?
Now, The role of evidence-based medicine in the medical sciences is growing. I'm interested to know how can write an excellent Systematic Review. I want to know:
1. What steps is a systematic review?
2. What is the standard of a good systematic review?
3. What steps must be followed at each stage?
Please introduce to me articles, books and related sites that can answer my questions.
Thanks a lot and wish all the best for you
In the on call duty, a patient presented to the ER. Retrospectively there was suspected major medical negligence and near miss, who is legally responsible; the attendant physician was a junior resident in hospital. The on call rota includes a resident + a specialist and a consultant. In the case of legal complaint who is responsible if the specialist and the consultant were not informed about the case and if they were informed and have not seen the patient.
second question; who should be responsible for admission of cases; junior resident, senior resident, specialist or consultant?
We would like to implement SBAR communication in a German Hospital. We are thankful for all advices, hints or literature tips: What are the main obstacles? What structures do we need for successful implementation? How should a SBAR training look like? How should we evaluate the effects of SBAR? etc.
Literature, names of experts, special interest for instruments that have been validated / evaluated
I need it for my masters research and couldnt find a validated one.Does anyone know about questionnaires to identify faculty perception about roles and expectations from the medical education department?
There are a number of non profit organizations in developing countries seeking to bring solutions for problems in health care These organizations often come with well trained practitioners with specialized skills and knowledge. With sustainability and longevity in mind, how do the local health care practitioners interact with their visiting colleagues? Does a transfer of knowledge occur? Are local practitioners often inspired to seek to acquire more knowledge in these specializations or perhaps alter their current methods of diagnosis andtreatment? Or do the benefits of the visiting practitioner's skills and knowledge lost, or abandoned when the visitors leave?
My classmates and I researching the knowledge, skills, and disposition required to open a private practice as an occupational therapist. Our research team is investigating many different health professions who have opened a private practice to find gaps in education to allow new graduates to feel more confidant about opening a private practice.
We would appreciate any advice or article you might deem helpful because this is our first research project.
Constant change in health environment impact nursing practice and education and creates gap. Change demands Graduate education to adapt and innovate to bridge the gap to maintain the balance between education and industry and promote quality health care.
In a study published in 2011 by the Journal of Royal Society of Medicine (JRSM) entitled "The answer is 17 years, what is the question: understanding time lags in translational research"; the authors estimated that we need up to 17 years to transfer the outcome of many studies into clinical guidelines and clinical practice?
First; do you agree that we are already wasting a lot of time in this process of transfer? Second, do you suggest effective strategies to tackle this issue?
Our School district has an opportunity to establish a new model for School Nursing/Health Services. Historically we have had a RN Administrator; for the past 1.5 yrs we have had a non-nurse Administrator and we recently added a Lead Nurse position (.4 FTE). There is discussion around the need for a return to a Nurse Administrator for the department.
Literature reviews indicate that expert clinical RNs who transition from acute care settings are not educated to teach in the clinical setting.
I am interested in why some students can score better on MCQ exams than other forms of assessment while others underperform. It seems to me that a think-aloud protocol (cognitive lab) might cast some light on the test-taking strategies.
There seems to be a lot of work around reading comprehension, but I'm having trouble finding anything in health professions education, which is my are of interest.
In the UK and some universities in the US and Canada, palliative care was not included as a subject in the medical curricula undergraduate courses. Now more and more schools of medicine are incorporating it. A specific tool, validated or not, could be useful to me and others.
I'm working on a research proposal, dealing with labor migration in the health and care sector. Interested in the situation in Japan, because it should be hit hard by the effects of demographic change. Any recommendations on literature?
For teaching, lecture, small group teaching, clinical demonstrations and laboratory exercises are used very effectively. Theory exam consisting of essay type questions, various type of MCQs are good tools for assessment. For practical exams, OSPE, OSCE Viva and practical performance are tools used for the purpose.
But for skills like communication, interpersonal skills, leadership qualities, research interest, working as team member etc, no significant emphasis is given and no tool is available to judge such abilities in a graduating student.
Patients are reporting issues such as poor access to care, availability of socio-economic resources and time; knowledge; and emotional and physical energy. (Bee et al. 2014)
The work patients must do to care for their health; problem-focused strategies and tools to facilitate the work of self-care; and factors that exacerbate the burden felt (Eton et al 2014)
Capacity, responsibility, and motivation: a critical qualitative evaluation of patient and practitioner views about barriers to self-management in people with multimorbidity. BMC Health Services Research (Impact Factor: 1.77). 11/2014; 14::536. DOI: 10.1186/s12913-014-0536-y
Building a measurement framework of burden of treatment in complex patients with chronic conditions: a qualitative study. Patient Related Outcome Measures 2012:3 39–49 http://dx.doi.org/10.2147/PROM.S34681
As I read over the articles and general makeup of this website's literature, I am finding an inordinate number of typos througout. Although I enjoy the articles and sharing of information, I do have one concern.
Over the years, I have found that one of the quickest ways to lose all credibility as a writer and/or publisher is to send out the final product with even one typo within the body of literature. I would ask that greater time and effort be spent in looking into this issue.
P.S. I sure hope you don't find any typos in this critique. :)
Larry Johannessen, Ph.D., LCSW, MSW, MDiv
I think we can't use general self-efficacy scale for measuring the effect of a specific Intervention on self efficacy. For example I doubt on the accuracy of following article because they measured general self-efficacy by GES 10:
"The Effect of Teaching through Demonstration on Midwifery Student's Self-efficacy in Delivery Management".
Any suggestions are welcome.
I am searching for an instrument to be used to track possible improvements in quality of life for participants in an Alzheimer day program - a therapeutic garden intervention compared to activities as usual. Ideally, the instrument would measure QoL before, during, immediately after, and 6 months out from the intervention (the garden), to see if quality of life (however measured) is improved, and sustained over time.
Could anyone point me towards any papers investigating research/audit capacity in resource poor settings (low and middle income countries)?
I'm interested in looking at work being undertaken in this area, but it seems to be rather neglected and I haven't turned up much on PubMed or Google Scholar. Audit in particular is an essential component of local quality improvement, yet from my recent experience of working in the Republic of Congo and Rwanda, this is an area in need of considerable development.
The study of health sciences is often compartmentalized: human diseases, live-stock diseases, wild animal diseases. Some of us grew up thinking that doctors were responsible for human health, and vets for animal health.
But for the past decade, we have had severe diseases that involve both human and animal hosts. In Malaysia, we had the fear of H1N1 or swine flu.
What is being done in your country or institution concerning this compartmentalization of health science studies? What innovative collaborations are being put in place to control diseases that involve human and animal hosts?
When we say PhD do we understand each other? Is anyone, with some expert experience, interested in working on such standards. In 2004 in Zagreb, Croatia we held one meeting on harmonisation of PhD programs in Europe. As a consequence, we made organisation called ORPHEUS which today has over 88 institutions as a members. In collaboration with Association of Medical School in EUROPE (AMSE) and World Federation of Medical Education we developed European standards. Please visit our web site http://orpheus-med.org/index.php
Evidence is mounting that sugar is the primary factor causing not just obesity, but also Non-communicable disease.
There is no doubt that excess sugar can be toxic to your body, and it's only a matter of time before it will be commonly accepted as a causative factor of most cancers, in the same way as we accept that smoking and alcohol abuse are direct causes of lung cancer and cirrhosis of the liver.
I quote from Dr Mercola " Fructose elevates uric acid, which decreases nitric oxide, raises angiotensin, and causes your smooth muscle cells to contract, thereby raising your blood pressure and potentially damaging your kidneys. Increased uric acid also leads to chronic, low-level inflammation, which has far-reaching consequences for your health. For example, chronically inflamed blood vessels lead to heart attacks and strokes; also, a good deal of evidence exists that some cancers are caused by chronic inflammation".
As the field of medicine becomes more competitive some people may feel that research is becoming a compulsory component of their training and it may become a 'tick-box' on the CV. Many are of the opinion that certain people who want to do research should be focused on doing high-quality original research and others should focus on other areas of their career which they wish to specialise in. Should everyone do research in their career at some stage or should it be left up to those who wish to pursue academia only; should academia be left only to the academics?
There are reasons to believe that interprofessional education may be cost effective but I am interested to know if there is any hard evidence to back this up.
There is a high bar for introducing a new intervention (social/behavioral, drug, device, etc). However, I suspect that many interventions, treatments, and decisions in medicine do not have a high level of evidence base (i.e. no formal trials, decisions are based on experience, practice, etc). Have there been studies that estimate what proportion of medicine is evidence-based?
Your study is just the kind that I was looking for. Only yesterday we were discussing the matter of challenges presented to frontline health providers when different organizations or initiatives introduce quality improvement with different names. We did not discuss it from the perspective of conflict of interest, rather one of confusion, but now I am thinking that in the confusion conflict of interest can arise. Kenya is in process of developing a quality improvement policy supported by development partners with passionate interest in improving health service delivery and are convinced that one strategy for addressing confusion is harmonization or standardization. It is just as well to start thinking about conflict of interest as well. It would be useful to read some more work dealing with conflict of interest as well as misunderstandings. This will facilitate the design of appropriate continuing education, support and mentorship.
I found HCG has role in Angiogenesis but mainly in cancer. I want to know if this is true for a normal Angiogenesis relationship.
I've argued for over a decade now that it is 'essential' that the terms health promotion and health education are delineated and separated out. Many health practitioners use the terms interchangeably to mean the same thing. Many of those practitioners might view the 'difference' between them as semantics; as not important - especially those working in healthcare and health service-based settings. I, however, have suggested that the only way that health professionals can be seen to be credible with the wider health promotion community, is if we all fully use the exact language and context of health promotion and health education and apply this to clinical practice and other health arenas. Do you agree - or have a differing view?
In the clinical training courses, dental students are supposed to treat their first patients under supervision of the clinical assistants (teachers). How do you give feedback on the students' performance? Do you observe every step the student undertakes during treatment, including communication and hygiene?
The first two years of undergraduate teaching in Nepal involves basic concepts related to health and disease. How ethical is it not to train them equally in the area of basic sciences? Is there a need to harmonize or not?
The quantitative analysis is basically descriptive in nature of a database which has been built from patient records having a specific illness.
Amidst the plurality of values, ethical collision arises when the values of individual health professionals are dissonant with the expressed requests of patients, the common practice amongst colleagues, or the directives from regulatory and political authorities. When health providers disagree with their patients, colleagues, or regulatory professional bodies about the suitability of specific types of care, there are conflicting views on whether such health providers should be forced to violate their conscience, or punished if they refuse to do so.