Forty years of medical education through the eyes of Medical Teacher: From chrysalis to butterfly

Abstract

To mark the 40th Anniversary of Medical Teacher, issues this year will document changes in medical education that have taken place over the past 40 years in undergraduate, postgraduate and continuing education with regard to curriculum themes and approaches, teaching and learning methods, assessment techniques and management issues. Trends such as adaptive learning will be highlighted and one issue will look at the medical school of the future. An analysis of papers published in the journal has identified four general trends in medical education - increased collaboration, greater international interest, student engagement with the education process and a move to a more evidence-informed approach to medical education. These changes over the years have been dramatic.

Medical education in Italy: Challenges and opportunities

“…An important opportunity comes from the opening of the Italian community of medical educators to partnership and collaboration with other medical institutions in Europe and around the world. The support of a wider community of scholars, to share ideas and experiences and collaboration in research projects can be a fundamental driver for further development of medical education in Italy (Harden et al 2018;Harden 2018).…”

Capacity Building Indicators for Faculty Development Programs

“…The sustainability of (CoP) is depending upon the development of medical educator of same community. Filho et al in 2019 12 ; highlighted twelve tips of communities of practices such as specific task to unite members, invite members, gather innovative ideas , ensure institutional support to enhance community awareness and implement best practices in communities. Sense of communities can be enforced by using online technologies among faculty members.…”

“…Sense of communities can be enforced by using online technologies among faculty members. 12 This capacity building indicator for faculty development can support and nurture new faculties from the experiences of educators, teachers, researchers, administrators scholars and leaders worked in communities in sustainable programs. All of them work as a unit for academic development of medical education as a discipline.…”

“…The progress in this indictor has been evident from the literature in medical education as reported by Harden et al in 2018. 12 Unfortunately; this growth is not paralleled in faculty development programs. The reasons for this unparalleled growth may vary during the process of program design, implementation, policy development for certification and availability of scarce resources for research and scholarly activities.…”

Measuring the Quality of Clinical Skills Mobile Apps for Student Learning: Systematic Search, Analysis, and Comparison of Two Measurement Scales

“…To date, there have not been many studies to identify or evaluate apps to support medical student learning or any systematic app store searches to identify and evaluate the potential quality of apps aimed at medical students. Such studies would be useful for medical teachers in their role as resource curators [ 22 ] so that they can easily compare, identify, and direct students to content-relevant, high-quality apps to support learning. Medical students would also be consumers of such research to find apps that may support self-directed learning.…”