Stages and transitions in medical education around the world: Clarifying structures and terminology

Wijnen-Meijer, Marjo; Burdick, William; Alofs, Lonneke; Burgers, Chantalle; Cate, Olle ten

doi:10.3109/0142159x.2012.746449

Cited by 80 publications

(61 citation statements)

References 26 publications

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“…En una nueva revisión realizada por Querido, et al 3 se retoma dicho modelo con énfasis en el tipo de escuela de medicina y en las diferencias entre países, pues en el nuevo modelo se incluyen una clasificación de las escuelas de medicina y los requisitos de acceso a la educación de posgrado por país 4 . En México, el tipo de escuela es menos determinante para la decisión por las características particulares de la educación pública o privada, a diferencia de otros países, en los que se requiere un financiamiento para pagar la escuela de medicina, como en los EE.UU.…”

Section: Introductionunclassified

Factores relacionados con la elección de una especialidad en médicos residentes mexicanos

Gutiérrez-Cirlos

Naveja

Leenen³

et al. 2017

GMM

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Section: Introductionunclassified

Factores relacionados con la elección de una especialidad en médicos residentes mexicanos

Gutiérrez-Cirlos

Naveja

Leenen³

et al. 2017

GMM

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“…The continuum of medical education to independent practice is among the longest tracks in higher education, spanning over 10 to 15 years in most jurisdictions [1]. This significant investment in training the medical workforce is not paralleled by the training of their educators in the skills of teaching and coaching.…”

Section: Introductionmentioning

confidence: 99%

How a teaching rotation in medical school affects graduates’ subsequent careers

2016

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IntroductionTeaching opportunities and teacher courses for medical students are increasingly offered by medical schools but little has been investigated about their long-term effect. The aim of our study was to investigate the long-term career effect of an intensive elective teaching experience for final year medical students.MethodsWe approached UMC Utrecht medical graduates who had taken a final year, 6‑week full time student teaching rotation (STR) elective, 6 to 9 years after graduation, with an online survey to ask about their educational activities and obtained teaching certificates, their current roles related to education, and their appreciation of the rotation, even if this was a long time ago. In addition, we surveyed control groups of students who had not taken the STR, divided into those who had expressed interest in the STR but had not been placed and those who had not expressed such interest.ResultsWe received responses from 50 STR graduates and 88 non-STR graduates (11 with interest and 77 without interest in the STR). STR graduates were more educationally active, had obtained more university teaching certificates and were more enthusiastic teachers. However, we could not exclude confounding, caused by a general interest in education even before the STR.ConclusionsOur findings indicate a high appreciation of the student teaching rotation and a likely but not proven long-term association between STR participation and building an educational career.

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“…Until the shift to CBME around the turn of the 21st century, the education and training of physicians in the United States and Canada generally followed the Flexnerian tradition 17 for undergraduate medical education (UME), in which two years of basic science immersion were followed by two years of clinical experience; other countries used similar structures. 18 Experts within specialties likewise formulated blueprints for graduate medical education (GME). The deficiencies that resulted from this education and training experience were explicitly brought to light by reports on quality gaps and medical errors.…”

Section: Fundamental Principlesmentioning

confidence: 99%

Advancing Competency-Based Medical Education: A Charter for Clinician–Educators

et al. 2016

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The International Competency-Based Medical Education (ICBME) Collaborators have been working since 2009 to promote understanding of competency-based medical education (CBME) and accelerate its uptake worldwide. This article presents a charter, supported by a literature-based rationale, which is meant to provide a shared mental model of CBME that will serve as a path forward in its widespread implementation.At a 2013 summit, the ICBME Collaborators laid the groundwork for this charter. Here, the fundamental principles of CBME and professional responsibilities of medical educators in its implementation process are described. The authors outline three fundamental principles: (1) Medical education must be based on the health needs of the populations served; (2) the primary focus of education and training should be the desired outcomes for learners rather than the structure and process of the educational system; and (3) the formation of a physician should be seamless across the continuum of education, training, and practice.Building on these principles, medical educators must demonstrate commitment to teaching, assessing, and role modeling the range of identified competencies. In the clinical setting, they must provide supervision that balances patient safety with the professional development of learners, being transparent with stakeholders about level of supervision needed. They must use effective and efficient assessment strategies and tools for basing transition decisions on competence rather than time in training, empowering learners to be active participants in their learning and assessment. Finally, advancing CBME requires program evaluation and research, faculty development, and a collaborative approach to realize its full potential.

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Stages and transitions in medical education around the world: Clarifying structures and terminology

Abstract: The results of this questionnaire study lead to the conclusion that while there are many differences between countries, there appear to be six dominant models. The models vary in structure and length of medical training, point of full registration and degrees that are granted.

Cited by 80 publications

References 26 publications

Factores relacionados con la elección de una especialidad en médicos residentes mexicanos

Factores relacionados con la elección de una especialidad en médicos residentes mexicanos

How a teaching rotation in medical school affects graduates’ subsequent careers

Advancing Competency-Based Medical Education: A Charter for Clinician–Educators

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Stages and transitions in medical education around the world: Clarifying structures and terminology

Abstract: The results of this questionnaire study lead to the conclusion that while there are many differences between countries, there appear to be six dominant models. The models vary in structure and length of medical training, point of full registration and degrees that are granted.

Cited by 80 publications

References 26 publications

Factores relacionados con la elección de una especialidad en médicos residentes mexicanos

Factores relacionados con la elección de una especialidad en médicos residentes mexicanos

How a&nbsp;teaching rotation in medical school affects graduates’ subsequent careers

Advancing Competency-Based Medical Education: A Charter for Clinician–Educators

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How a teaching rotation in medical school affects graduates’ subsequent careers