CONTENTS

Notes on contributors

Preface

Acknowledgements

List of abbreviations

 

PART 1

The mission of the medical school

  1    Rethinking the mission of the medical school

Trevor Gibbs

Case study 1.1: The new mission of the Faculty of Medicine of Tunis, Tunisia, Africa

Ahmed Maherzi

Case study 1.2: James Cook University School of Medicine, Australia

Sarah Larkins, Richard Murray, Tarun Sen Gupta, Simone Ross and Robyn Preston

Case study 1.3: Northern Ontario School of Medicine, Canada

Roger Strasser

Case study 1.4: The Ateneo de Zamboanga University-School of Medicine (ADZU-SOM), Philippines

Fortunato L. Cristobal

Case study 1.5: Lessons from eight medical schools in South Africa – the CHEER collaboration

Stephen Reid

  2    The role of the doctor and the competencies expected from the doctor of the future

Stefan Lindgren and David Gordon

Case study 2.1: Easing the transition to clinical work – the role of an internship orientation programme in India

Rita Sood

  3    Why outcome-based education (OBE) is an important development in medical education

Ronald M. Harden

Case study 3.1: An integrated and community-oriented curriculum at the University of Geneva Faculty of Medicine, Switzerland

Anne Baroffio, Nu Viet Vu and Mathieu Nendaz

Case study 3.2: Implementing an outcome- or competency-based approach in practice in Indonesia

Nancy Margarita Rehatta and Adrianta Surjadhana

Case study 3.3: Sharing learning outcomes across health disciplines in Australia

Maree O’Keefe and Amanda Henderson

Case study 3.4: Towards a competency-based curriculum – the focus of undergraduate medical education curriculum renewal at the Université de Sherbrooke, Canada

Marianne Xhignesse, Denis Bédard, Ann Graillon, Sharon Hatcher, Frédéric Bernier, Sylvie Houde, Daniel Gladu, Paul Chiasson and Ève-Reine Gagné

Case study 3.5: Assessment of paediatric residents based on ACGME competencies in the USA

J. Lindsey Lane, Jennifer Soep and M. Douglas Jones, Jr

Case study 3.6: Basic science integration into the whole curriculum at the Faculty of Medicine, King Abdulaziz University, Saudi Arabia

Abdulmonem Al-Hayani

  4    How many medical students? Matching the number and types of students to a country’s needs

Victor Lim, Abu Bakar Suleiman and Mei Ling Young

Case study 4.1: Malaysia

Kok Leong Tan, Ankur Barua, Sami Abdo Radman Al-Dubai, Hematram Yadav and John Arokiasamy

Case study 4.2: The Netherlands

Kok Leong Tan, Ankur Barua, Sami Abdo Radman Al-Dubai, Hematram Yadav and John Arokiasamy

Case study 4.3: South Africa

Kok Leong Tan, Ankur Barua, Sami Abdo Radman Al-Dubai, Hematram Yadav and John Arokiasamy

Case study 4.4: Saudi Arabia

Mohammad Yahya Al-Shehri

 

PART 2

The student

  5    Should students be admitted to medical school directly from high school or as university graduates?

Trudie Roberts and Tadahiko Kozu

Case study 5.1: Catering for the school-leaver, Bond University, Gold Coast, Australia

Michelle McLean

Case study 5.2: Supporting transition to university study, Austral University, Argentina

Angel Centeno

Case study 5.3: A 30-year history of graduate-entry medical education programmes in Japan

Tadahiko Kozu

Case study 5.4: The experience of graduate entry into a medical programme – the case of College of Medicine, King Saud Ben Abdul-Aziz University for Health Sciences, Riyadh, Saudi Arabia

Ali I. Al Haqwi and Ibrahim A. Al Alwan

Case study 5.5: Graduate entry – the St George’s experience, London, UK

Peter McCrorie

Case study 5.6: External influence in medical education, South Korea

Ducksun Ahn

  6    How do we select students with the necessary abilities?

Jon Dowell

Case study 6.1: Selecting students with the necessary abilities, Aga Khan University, Pakistan

Rukhsana W. Zuberi and Laila Akbarali

Case study 6.2: Assessing non-academic attributes for medical and dental school admissions using a situational judgement test, United Kingdom

Fiona Patterson, Emma Rowett, Máire Kerrin and Stuart Martin

Case study 6.3: The true fairy tale of the Multiple Mini-Interview, McMaster University, Canada

Harold I. Reiter and Kevin W. Eva

Case study 6.4: Consequences of ‘selecting out’ in the Netherlands

Fred Tromp and Margit I. Vermeulen

  7    The secret ingredient: the students’ role and how they can be engaged with the curriculum

Khalid A. Bin Abdulrahman and Catherine Kennedy

Case study 7.1: Student engagement at the Faculty of Medicine in Helsinki

Minna Kaila, Anna T. Heino, Kari Heinonen and Anne Pitkäranta

Case study 7.2: Student involvement – from scratch, over self-sustainability, to the future, University of Maribor, Slovenia

Marko Zdravkovic, Kristijan Jejcic and Ivan Krajnc

Case study 7.3: Student mini-projects – celebrating World Health Day, United Arab Emirates

Venkatramana Manda, Ishtiyaq A. Shaafie and Kadayam G. Gomathi

Case study 7.4: Engaging students to take a global view of healthcare through the global determinants of health and development course in Trinity College Dublin

Katherine T. Gavin and Orla Hanratty

  8    Student mobility: a problem and an opportunity

Athol Kent and Chivaugn Gordon

Case study 8.1: Humanity in the workplace – Department of Obstetrics and Gynaecology, University of Cape Town, South Africa

Veronica Mitchell, Alexandra Muller and Chivaugn Gordon

Case study 8.2: The Cuban controversy – training South African medical students in Cuba

Chivaugn Gordon

 

PART 3

The curriculum

  9    Curriculum planning in the 21st century

Ronald M. Harden

Case study 9.1: The University of Dundee curriculum, United Kingdom

Gary Mires and Claire MacRae

Case study 9.2: Training competent doctors for sub-Saharan Africa – experiences from an innovative curriculum in Mozambique

Janneke Frambach and Erik Driessen

Case study 9.3: Outcome-based curriculum in a new medical school in Peru

Graciela Risco de Domínguez

10    Authentic learning in health professions education: problem-based learning, team-based learning, task-based learning, case-based learning and the blend

Hossam Hamdy

Case study 10.1: Implementation of computer-assisted PBL sessions to medical students at Faculty of Medicine, Suez Canal University, Egypt

Somaya Hosny and Yasser El-Wazir

Case study 10.2: Integrated assessment in problem-based learning promotes integrated learning

Raja C. Bandaranayake

Case study 10.3: Authentic learning via problem-based learning – reflections from a Malaysian medical school

William K. Lim

Case study 10.4: The effect of team-based learning on students’ learning in a basic science course at the Universidad Peruana de Ciencias Aplicadas Medical School

Denisse Champin

Case study 10.5: Teaching and learning basic medical sciences in the clinical environment using a task-based learning approach at the University of Sharjah, United Arab Emirates

Hossam Hamdy

Case study 10.6: Improving students’ decision-making skills on the surgical rotation

Jonas Nordquist

11    Introducing early clinical experience in the curriculum

Ruy Souza and Antonio Sansevero

Case study 11.1: The challenges of integrating early clinical experience into the curriculum – Bond University, Australia

Richard Hays

Case study 11.2: Integrating early clinical experience in the curriculum –experience from a teaching hospital in United Arab Emirates

Manda Venkatramana and Pankaj Lamba

Case study 11.3: Early clinical exposure in graduate-entry medicine at Swansea University – Learning Opportunities in the Clinical Setting (LOCS)

Paul Kneath Jones and Judy McKimm

Case study 11.4: Integrating early clinical experience in the curriculum of the pre-clinical years at the Faculty of Medicine, Suez Canal University, Egypt

Somaya Hosny and Mirella Youssef Tawfik

Case study 11.5: Student-run clinics provide authentic patient care roles and activities for early learners, University of California, San Francisco, USA

H. Carrie Chen

12    Benefits and challenges associated with introducing, managing, integrating and sustaining community-based medical education

Regina Helena Petroni Mennin

Case study 12.1: Flinders University Parallel Rural Community Curriculum

Jennene Greenhill

Case study 12.2: Community-oriented education, Faculty of Medicine, University of Airlangga, Indonesia

Nancy Margarita Rehatta and Adrianta Surjadhana

Case study 12.3: The Selectives Programme for undergraduate medical students, Nelson R. Mandela School of Medicine, University of KwaZulu-Natal, KwaZulu-Natal, South Africa

Stephen Knight and Jacqueline van Wyk

Case study 12.4: ‘. . . and my patient died happy and cured’, an experience in Brazil

Ruy Souza

Case study 12.5: Beyond the hospital, Brazil, South America

Regina Helena Petroni Mennin

13    Integration of the sciences basic to medicine and the whole of the curriculum

Stewart Mennin

Case study 13.1: Integration of simulation-based clinical correlation pedagogy within an anatomy curriculum, Kuala Lumpur, Malaysia

Nicole Shilkofski and Carmen Coombs

Case study 13.2: Clinical odontologists teaching basic sciences for health, integrating basic/clinic, different methodologies and disciplines in Argentina at the National University of Rio Negro Dental School – why it works

Elena I. Barragán

Case study 13.3: Basic science integration into the whole curriculum at the Faculty of Medicine, King Abdulaziz University, Saudi Arabia

Abdulmonem Al-Hayani

14    Implementing interprofessional education: what have we learned from experience?

Dawn Forman and Betsy VanLeit

Case study 14.1: Weaving interprofessional education into the medical curriculum at the University of Notre Dame, in Western Australia

Carole Steketee and Donna B. Mak

Case study 14.2: Developing community-engaged interprofessional education in the Philippines

Elizabeth R. Paterno, Louricha A. Opina-Tan and Dawn Forman

Case study 14.3: COBES at Moi University, Faculty of Health Sciences, Eldoret, Kenya

Simeon Mining and Dawn Forman

Case study 14.4: Interprofessional education in a rural clinical setting – a quick-start innovation for final-year health professional students, University of Otago, New Zealand

Sue Pullon, Eileen McKinlay, Peter Gallagher, Lesley Gray, Margot Skinner and Patrick McHugh

Case study 14.5: Applying interprofessional education in primary care facilities for fourth-year students at the Faculty of Medicine, Suez Canal University, Egypt

Somaya Hosny and Mohamed H. Shehata

Case study 14.6: Interprofessional education to prepare health professionals for rural practice in underserved New Mexico communities, USA

Betsy VanLeit

 

PART 4

Teaching and learning

15    How can learning be made more effective in medical education?

Stewart Mennin

Case study 15.1: The Primary Care Curriculum at the University of New Mexico School of Medicine

S. Scott Obenshain

Case study 15.2: Jack’s dead and the boys have gone

Sweeney (2006: 3–4)

Case study 15.3: Addressing the educational needs for the 21st century – the Duke-National University of Singapore experience

Sandy Cook and Robert Kamei

16    New technologies can contribute to a successful educational programme

John Sandars

Case study 16.1: Digital story telling (DST) to enhance reflection on service learning, University of Pretoria, South Africa

Jannie Hugo

Case study 16.2: Using blogs to engage students and teaching staff in a medical school, University of Dundee, UK

Natalie Lafferty

Case study 16.3: Two models of decentralised medical education, United States

Ruth Ballweg,David Talford and Jared Papa

Case study 16.4: Using communication technology for surgical skills teaching in Uganda – a pilot study among intern doctors at Mulago National Referral and Teaching Hospital

Josaphat Byamugisha, Yosam Nsubuga, Mark Muyingo, Amy Autry, Sharon Knight, Felicia Lester, Gerald Dubowitz and Abner Korn

Case study 16.5: An online hyperlinked radiology case repository to facilitate postgraduate training in diagnostic radiology, National University of Singapore

Goh Poh Sun

Case study 16.6: Mobile devices for learning and assessment in clinical settings, University of Leeds, UK

Gareth Frith

 

PART 5

Assessment

17    How to implement a meaningful assessment programme

Lambert Schuwirth

Case study 17.1: Assessment in family medicine rotation, College of Medicine, King Saud University, Saudi Arabia

Eiad AlFaris, Hussain Saad Amin and Naghma Naeem

Case study 17.2: Implementing a meaningful assessment programme, Medical University of Vienna, Austria

Michael Schmidts and Michaela Wagner-Menghin

Case study 17.3: Implementing a meaningful assessment programme, St George’s University of London, UK

Jonathan Round

18    Written and computer-based approaches are valuable tools to assess a learner’s competence

Reg Dennick

Case study 18.1: Computer-based testing – a paradigm shift in student assessment in India

Bipin Batra

19    More attention is now paid to assessment of clinical competence and on-the-job assessment

Vanessa C. Burch

Case study 19.1: The use of workplace-based assessment in the UK Foundation Programme

Steve Capey and Richard Hays

Case study 19.2: Role of feedback for inference clarification during a mini-CEX encounter at the Instituto Cardiovascular de Buenos Aires, Argentina

Alberto Alves de Lima

Case study 19.3: Organising and running a simulation training workshop for core surgical trainees in the United Kingdom

T. James Royle and Steve B. Pandey

Case study 19.4: How to assess trainees’ clinical competence performing endoscopies in a postgraduate residency programme at the Pontificia Universidad Católica de Chile

Arnoldo Riquelme

Case study 19.5: Introducing workplace-based assessment in a reformed, undergraduate curriculum at King Saud University, Saudi Arabia

Hamza Abdulghani and Gominda Ponnamperuma

 

PART 6

The medical school

20    International and transnational models for delivering medical education: the future for medical education

John Hamilton and Shajahan Yasin

Case study 20.1: Establishment of a branch campus medical school – Newcastle University Medicine Malaysia

Philip Bradley

Case study 20.2: Establishment of Monash University’s Jeffrey Cheah School of Medicine and Health Sciences, Malaysia

Shajahan Yasin

Case study 20.3: The International Medical University, Kuala Lumpur, Malaysia

Victor Lim

Case study 20.4: Transnational medical education between Australia and the United States of America

David Wilkinson

21    Creating and sustaining medical schools for the 21st century

David Wilkinson

Case study 21.1: Mandatory versus curricular objective. Do we mean it when we say it? Southern Illinois University School of Medicine

Debra L. Klamen

Case study 21.2: A tale of two medical schools in Australia

Ian Wilson

Case study 21.3: Developing a distributed model of medical education to help meet the healthcare needs of the population of British Columbia, Canada

David Snadden

22    Recognising leadership and management within the medical school

Khalid A. Bin Abdulrahman and Trevor Gibbs

Case study 22.1: Recognising leadership, management and other responsibilities within the medical school – an example from Pakistan

Rukhsana W. Zuberi and Farhat Abbas

Case study 22.2: Starting a new medical school in Southern Africa – University of Namibia Medical School

Jonas Nordquist

Case study 22.3: Steps towards establishing a new medical college in Saudi Arabia – an insight into medical education in the Kingdom

Khalid A. Bin Abdulrahman and Farid Saleh

23    How teaching expertise and scholarship can be developed, recognised and rewarded

Deborah Simpson, Maryellen E. Gusic and M. Brownell Anderson

Case study 23.1: Dr Lasz Lo – clinician teacher (teaching activity category)

Deborah Simpson, Hina Mahboob, Richard J. Battiola and John R. Brill

Case study 23.2: Supporting the continuum of faculty development through a department for educational development, Aga Khan University, Pakistan

Rukhsana W. Zuberi, Syeda K. Ali, Sheilla K. Pinjani, Shazia Sadaf and Naveed Yousuf

Case study 23.3: Institution(alising) education in a healthcare system, Singapore

Sandy Cook, Robert Kamei and Koo Wen Hsin

Case study 23.4: Aligning academic promotion with medical school missions and faculty roles, Eastern Virginia Medical School, United States

Elza Mylona, Aaron I. Vinik and Christine C. Matson

24    Accreditation and programme evaluation: ensuring the quality of educational programmes

Dan Hunt, Ducksun Ahn, Barbara Barzansky and Donna Waechter

Case study 24.1: Accreditation standards as a tool to drive organisational culture change, The University of California, Davis, United States

Mark Servis and Claire Pomeroy

Case study 24.2: Using medical education accreditation standards as the foundation for creating Canada’s first new medical school in 30 years, Northern Ontario School of Medicine, Canada

Joel H. Lanphear and Marie Matte

Case study 24.3: Overhauling the accreditation standards of the Taiwan Medical Accreditation Council

Chi-Wan Lai, Keh-Min Liu, Yan-Di Chang and Chyi-Her Lin

Case study 24.4: Developing an accreditation system from South Korea

Ducksun Ahn

Case study 24.5: Establishing a quality assurance system of medical education in Indonesia

Puti Marzoeki

 

PART 7

The future of medical education

25    Looking toward the future of medical education: fit for purpose

Stewart Mennin

Index