Routledge International Handbook of Medical Education by Abdulrahman, Khalid A. Bin -- Read -- Imperial Library of Trantor

Index

Cover Page Routledge International Handbook of Medical Education Title Copyright 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

Why Social Accountability? Case Study 1.1: The New Mission of the Faculty of Medicine of Tunis, Tunisia, Africa Case Study 1.2: James Cook University School of Medicine, Australia Case Study 1.3: Northern Ontario School of Medicine, Canada Case Study 1.4: The Ateneo de Zamboanga University-School of Medicine (ADZU-SOM), Philippines Case Study 1.5: Lessons from Eight Medical Schools in South Africa – the CHEER Collaboration What is Social Accountability? Organisational Management Educational Policy Research Collaboration with Mommunity Agencies and Service Providers Assessing the Effectiveness of a Socially Accountable Medical School Conclusion Take-Home Messages Bibliography

2 The Role of the Doctor and the Competencies Expected from the Doctor of the Future

Medical Education must Prepare Students for the Needs of the World of Tomorrow What do we Mean by Professionalism in Medicine? Case Study 2.1: Easing the Transition to Clinical Work – the Role of an Internship Orientation Programme in India The Needs of Society from the Doctor of the Future Promotion of Health The Global View Lifelong Learning Medical Education for the Future Global Role of the Doctor Take-Home Messages Bibliography

3 Why Outcome-Based Education (OBE) is an Important Development in Medical Education

The Importance of Outcome-Based Education Case study 3.1: An Integrated and Community-Oriented Curriculum at the University of Geneva Faculty of Medicine, Switzerland OBE and New Approaches to Medical Education Benefits of OBE Case Study 3.2: Implementing an Outcome- or Competency-Based Approach in Practice in Indonesia Case Study 3.3: Sharing Learning Outcomes across Health Disciplines in Australia Case Study 3.4: Towards a Competency-Based Curriculum – the Focus of Undergraduate Medical Education Curriculum Renewal at the Université de Sherbrooke, Canada Case Study 3.5: Assessment of Paediatric Residents Based on ACGME Competencies in the USA The Challenges of OBE Implementation of OBE Case Study 3.6: Basic Science Integration into the Whole Curriculum at the Faculty of Medicine, King Abdulaziz University, Saudi Arabia Take-Home Messages Bibliography

4 How Many Medical Students? Matching the Number and Types of Students to a Country’s Needs

Number of Doctors Required Tools for Forecasting Physician Supply Case Study 4.1: Malaysia Case Study 4.2: The Netherlands Case Study 4.3: South Africa Case Study 4.4: Saudi Arabia Some Proposals for an Approach to Determining Future Number of Medical Students Take-Home Messages Bibliography

Part 2: The Student

5 Should Students be Admitted to Medical School Directly from High School or as University Graduates?

Definitions Case Study 5.1: Catering for the School-Leaver, Bond University, Gold Coast, Australia A move from SEP to GEP Case Study 5.2: Supporting Transition to University Study, Austral University, Argentina Case Study 5.3: A 30-year History of Raduate-Entry Medical Education Programmes in Japan 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 Case Study 5.5: Graduate Entry – the St George’s Experience, London, UK Case Study 5.6: External Influence in Medical Education, South Korea Comparing SEP and GEP: Students and Performance Summary and Suggestions for Future Studies Take-Home Messages Bibliography

6 How do We Select Students with the Necessary Abilities?

Case Study 6.1: Selecting Students with the Necessary Abilities, Aga Khan University, Pakistan Context Case Study 6.2: Assessing Non-Academic Attributes for Medical and Dental School Admissions using a Situational Judgement Test, United Kingdom Academic Ability Non-Academic Attributes Case Study 6.3: The True Fairy Tale of the Multiple Mini-Interview, McMaster University, Canada The Bigger Picture A Framework for Selection Case Study 6.4: Consequences of ‘Selecting Out’ in the Netherlands Ranking and Selecting Out Assessing Success Take-Home Messages Bibliography

7 The Secret Ingredient: The Students’ Role and How They can be Engaged with the Curriculum

What is ‘Student Engagement’? Benefits of Student Engagement Challenges and Constraints Frameworks for Engagement Operationalising Student Engagement Case Study 7.1: Student Engagement at the Faculty of Medicine in Helsinki Case Study 7.2: Student Involvement – from Scratch, over Self-Sustainability, to the Future, University of Maribor, Slovenia Case Study 7.3: Student Mini-Projects – Celebrating World Health Day, United Arab Emirates 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 Summary Take-Home Messages Bibliography

8 Student Mobility: A Problem and an Opportunity

Mobility and Diversity Case Study 8.1: Humanity in the Workplace – Department of Obstetrics and Gynaecology, University of Cape Town, South Africa Mobility from Campus to Community Whole-Course Mobility Case Study 8.2: The Cuban Controversy – Training South African Medical Students in Cuba International Mobility: Electives Attributes which may be Enhanced by National or International Mobility The Challenges of Mobility Take-Home Messages Bibliography

Part 3: The Curriculum

9 Curriculum Planning in the 21st Century

The Changing Concept of a Curriculum The Authentic Curriculum Case Study 9.1: The University of Dundee Curriculum, United Kingdom Case Study 9.2: Training Competent Doctors for Sub-Saharan Africa – Experiences from an Innovative Curriculum in Mozambique The Curriculum as A Collaborative Activity Case Study 9.3: Outcome-Based Curriculum in a New Medical School in Peru The Student and the Curriculum The Teacher and the Curriculum Take-Home Messages Bibliography

10 Authentic Learning in Health Professions Education: Problem-Based Learning, Team-Based Learning, Task-Based Learning, Case-Based Learning and the Blend

Educational Theories Underpinning Authentic Learning Problem-Based Learning Case Study 10.1: Implementation of Computer-Assisted PBL Sessions to Medical Students at Faculty of Medicine, Suez Canal University, Egypt Case Study 10.2: Integrated Assessment in Problem-Based Learning Promotes Integrated Learning Case Study 10.3: Authentic Learning via Problem-Based Learning – Reflections from a Malaysian Medical School Team-Based Learning 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 Task-Based Learning 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 Case-Based Learning Case Study 10.6: Improving Students’ Decision-Making Skills on the Surgical Rotation Take-Home Messages Bibliography

11 Introducing Early Clinical Experience in the Curriculum

Case Study 11.1: The Challenges of Integrating Early Clinical Experience into the Curriculum – Bond University, Australia Case Study 11.2: Integrating Early Clinical Experience in the Curriculum – Experience from a Teaching Hospital in United Arab Emirates Bridging the Great Divide Case Study 11.3: Early Clinical Exposure in Graduate-Entry Medicine at Swansea University – Learning Opportunities in the Clinical Setting (LOCS) Meeting the Community Health Needs 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 Authenticity is Key Case Study 11.5: Student-Run Clinics Provide Authentic Patient Care Roles and Activities for Early Learners, University of California, San Francisco, USA Conclusions Take-Home Messages Bibliography

12 Benefits and Challenges Associated with Introducing, Managing, Integrating and Sustaining Community-Based Medical Education

Case Study 12.1: Flinders University Parallel Rural Community Curriculum Benefits of CBME Case Study 12.2: Community-Oriented Education, Faculty of Medicine, University of Airlangga, Indonesia 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 Challenges for Implementing CBME that Works Cultural Competencies Case Study 12.4: ‘. . . And my Patient Died Happy and Cured’, An Experience in Brazil Case Study 12.5: Beyond the Hospital, Brazil, South America CBME: What Works? Take-Home Messages Bibliography

13 Integration of the Sciences Basic to Medicine and the Whole of the Curriculum

Integration: Where are We and how did we get Here? The Landscape of Curriculum Integration The Sciences Basic to Medicine: Day-to-Day Integration within a Phase of a Curriculum Case Study 13.1: Integration of Simulation-Based Clinical Correlation Pedagogy within an Anatomy Curriculum, Kuala Lumpur, Malaysia 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 Case Study 13.3: Basic Science Integration into the Whole Curriculum at the Faculty of Medicine, King Abdulaziz University, Saudi Arabia Assessment and Integration of the Sciences Basic to Medicine Take-Home Messages Note Bibliography

14 Implementing Interprofessional Education: What have we Learned from Experience?

Part 4: Teaching and Learning

15 How can Learning be Made More Effective in Medical Education?

Practice and Theory: A Praxis for Learning Learning as a Complex Adaptive Process: For Whom and for What? Case Study 15.1: The Primary Care Curriculum at the University of New Mexico School of Medicine Practice with Understanding, Simple Rules Learning: Matching Dimensions, Praxis and Causality in Medical Education Case Study 15.2: Jack’s Dead and the Boys have gone Praxis at an International Level Case Study 15.3: Addressing the Educational Needs for the 21st Century – the Duke-National University of Singapore Experience Take-Home Messages Acknowledgements Bibliography

16 New Technologies can Contribute to a Successful Educational Programme

Responding to the Needs of the Learner Case Study 16.1: Digital Story Telling (DST) to Enhance Reflection on Service Learning, University of Pretoria, South Africa Case Study 16.2: Using Blogs to Engage Students and Teaching Staff in a Medical School, University of Dundee, UK Responding to the Needs of the Community Case Study 16.3: Two Models of Decentralised Medical Education, United States 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 The Opportunities Offered by New Technologies Case Study 16.5: An Online Hyperlinked Radiology Case Repository to Facilitate Postgraduate Training in Diagnostic Radiology, National University of Singapore The Context of the use of New Technologies Case Study 16.6: Mobile Devices for Learning and Assessment in Clinical Settings, University of Leeds, UK How to Ensure the Potential for Teaching and Learning Take-Home Messages Bibliography

Part 5: Assessment

17 How to Implement a Meaningful Assessment Programme

Case Study 17.1: Assessment in Family Medicine Rotation, College of Medicine, King Saud University, Saudi Arabia Case Study 17.2: Implementing a Meaningful Assessment Programme, Medical University of Vienna, Austria Case Study 17.3: Implementing a Meaningful Assessment Programme, St George’s University of London, UK Take-Home Messages Bibliography

18 Written and Computer-Based Approaches are Valuable Tools to Assess a Learner’s Competence

Aims and Objectives Range of Assessments Writing Questions Standard Setting, External Examining and Online Feedback Psychometric Analysis Computer-Based Testing in Practice Case Study 18.1: Computer-Based Testing – a Paradigm Shift in Student Assessment in India Technical Issues Take-Home Messages Bibliography

19 More Attention is Now Paid to Assessment of Clinical Competence and On-The-Job Assessment

Tools used to Assess Clinical Competence Designing an Assessment System Case Study 19.1: The Use of Workplace-Based Assessment in the UK Foundation Programme Selecting an Assessment Tool Successes and Challenges of Achieving ‘Best Practices’ in Local Contexts Case Study 19.2: Role of Feedback for Inference Clarification During a Mini - CEX Encounter at the Instituto Cardiovascular de Buenos Aires, Argentina Case Study 19.3: Organising and Running a Simulation Training Workshop for Core Surgical Trainees in the United Kingdom Case Study 19.4: How to Assess Trainees’ Clinical Competence Performing Endoscopies in a Postgraduate Residency Programme at the Pontificia Universidad Católica de Chile The Educational Impact of Workplace-Based Assessment Case Study 19.5: Introducing Workplace-Based Assessment in a Reformed, Undergraduate Curriculum at King Saud University, Saudi Arabia The Future of Assessment on a Global Scale Take-Home Messages Bibliography

Part 6: The Medical School

20 International and Transnational Models for Delivering Medical Education: The Future for Medical Education

Case Study 20.1: Establishment of a Branch Campus Medical School – Newcastle University Medicine Malaysia Case Study 20.2: Establishment of Monash University’s Jeffrey Cheah School of Medicine and Health Sciences, Malaysia Staffing Language and Clinical Learning Accreditation Collaboration and ‘Positioning’ Equivalence Contextualisation Case Study 20.3: The International Medical University, Kuala Lumpur, Malaysia Case Study 20.4: Transnational Medical Education between Australia and the United States of America Intercultural Competence Transnational Education and the ‘Washback Effect’ Conclusion Take-Home Message Bibliography

21 Creating and Sustaining Medical Schools for the 21st Century

Case Study 21.1: Mandatory Versus Curricular Objective. Do we mean it when we say it? Southern Illinois University School of Medicine Paradoxical Medical Education: Medical School, Medical Degree, Medical Graduate Case Study 21.2: A Tale of two Medical Schools in Australia Clarity of Language What the 21st Century Demands of Doctors Case Study 21.3: Developing a Distributed Model of Medical Education to help meet the Healthcare Needs of the Population of British Columbia, Canada Medical Schools, Medical Graduates and a Mission for the 21st Century Linking Mission with Social Accountability, with Curriculum Defining and Documenting Outcomes and Attributes Take-Home Messages Bibliography

22 Recognising Leadership and Management within the Medical School

The What and Why of Leadership From Theory to Practice Case Study 22.1: Recognising Leadership, Management and other Responsibilities within the Medical School – An Example from Pakistan Case Study 22.2: Starting a New Medical school in Southern Africa – University of Namibia Medical School Case Study 22.3: Steps Towards Establishing a new Medical College in Saudi Arabia – an Insight into Medical Education in the Kingdom Take-Home Messages Bibliography

23 How Teaching Expertise and Scholarship can be Developed, Recognised and Rewarded

How do We Begin? Illustration of Scholar Approach in four case Studies Case Study 23.1: Dr Lasz Lo – Clinician Teacher (Teaching Activity Category) Providing Guidance to Educators Case Study 23.2: Supporting the Continuum of Faculty Development through a Department for Educational Development, Aga Khan University, Pakistan Addressing Needs for Faculty Development Creates Academic Educator Career Path(s) Case Study 23.3: Institution(alising) Education in a Healthcare System, Singapore Case Study 23.4: Aligning Academic Promotion with Medical School Missions and Faculty Roles, Eastern Virginia Medical School, United States Resolving Incongruities between Teacher Roles and Organisational Expectations and Recognition Reflective Critique and Summary Take-Home Messages Bibliography

24 Accreditation and Programme Evaluation: Ensuring the Quality of Educational Programmes

Definition, Purpose and Need for Accreditation Programme Evaluation: Five Case Studies Case Study 24.1: Accreditation Standards as a tool to Drive Organisational Culture Change, The University of California, Davis, United States 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 Case Study 24.3: Overhauling the Accreditation Standards of the Taiwan Medical Accreditation Council Case Study 24.4: Developing an Accreditation System from South Korea Case Study 24.5: Establishing a Quality Assurance System of Medical Education in Indonesia External Evaluation: Accreditation Programme Evaluation to Support Accreditation and Quality Assurance Take-Home Messages Bibliography

Part 7: The Future of Medical Education

25 Looking Toward the Future of Medical Education: Fit for Purpose

Inquiry in the Present Tense (Tension) Students are the Future: Whose Future? When? The Future of Medical Education and Technology Teaching, Assessing and Curriculum in, of and for the Future of Medical Education Collaboration and the Sustainability of Medical Education Leadership for and in the Future Take-Home Messages Bibliography

Index

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