The Successful, Rapid Transition to a New Model of Graduate Medical Education in Singapore

Huggan, Paul; Samarasekara, Dujeepa D; Archuleta, Sophia; Khoo, See Meng; Sim, Joshua Dao Wei; Sin, Clara Siew Ping; Ooi, Shirley Beng Suat

doi:10.1097/acm.0b013e3182621aec

Cited by 44 publications

(37 citation statements)

References 46 publications

(56 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…‘the fundamental and universal principles and values of professionalism’ ), with other countries adopting similar ideas accordingly. For example, the Accreditation Council for Graduate Medical Education, International Division (ACGME‐I), facilitated the introduction of Western standards, including guidelines for professionalism, into residency programmes in Singapore . Other Asian countries (including Taiwan) have also referenced ACGME documents in establishing their own domestic accreditation criteria in postgraduate training programmes .…”

Section: Introductionmentioning

confidence: 99%

Taiwanese and Sri Lankan students’ dimensions and discourses of professionalism

et al. 2017

View full text Add to dashboard Cite

ContextThe definition of medical professionalism poses a challenge to global medical educators. This is especially pronounced in settings where professionalism frameworks developed in the west are transferred into different cultures. Building upon our previous study across Western contexts, we examine Taiwanese and Sri Lankan medical students’ conceptualisations of professionalism in terms of what professionalism comprises (i.e. dimensions) and how it is linguistically framed (i.e. discourses).MethodsA qualitative group interview study was undertaken comprising 26 group interviews with 135 participants from one Taiwanese (n = 64; Years 4–7) and one Sri Lankan medical school (n = 71; Years 2–5). Through thematic framework analysis we examined the data for explicit dimensions of professionalism. Through discourse analysis we identified how participants constructed professionalism linguistically (discourses).ResultsThirteen common dimensions across Taiwanese and Sri Lankan talk were identified, with the dimensions (contextual, integration and internalised self) being identified only in Sri Lankan data. Professionalism as knowledge and patient‐centredness were dominant dimensions in Taiwan; in Sri Lanka, attributes of the individual and rules were dominant dimensions. Participants in both countries used four types of discourses previously identified in the literature. Individual and interpersonal discourses were dominant in Taiwanese talk; the collective discourse was dominant in Sri Lankan talk. Findings were compared with our previous data collected in Western contexts.ConclusionsDespite some overlap in the dimensions and discourses identified across both this and Western studies, Taiwanese and Sri Lankan students’ dominant dimensions and discourses were distinct. We therefore encourage global medical educators to look beyond a one‐size‐fits‐all approach to professionalism, and to recognise the significance of context and culture in conceptualisations of professionalism.

show abstract

Section: Introductionmentioning

confidence: 99%

Taiwanese and Sri Lankan students’ dimensions and discourses of professionalism

et al. 2017

View full text Add to dashboard Cite

show abstract

“…(1,2) It is modelled after the American residency system and replaces the old specialty training programme, which involved rotating apprenticeships of varying duration with different governing bodies for employment, accreditation and evaluation of training. The need to generate specialists at a faster rate to meet the rising demand for healthcare services in Singapore served as another driver for transition to the residency programme system.…”

Section: Introductionmentioning

confidence: 99%

Factors influencing the decision to pursue emergency medicine as a career among medical students in Singapore

Chew

Ibrahim

Yong³

et al. 2018

smedj

View full text Add to dashboard Cite

INTRODUCTIONThe emergency medicine (EM) residency programme was introduced in Singapore in 2010 as part of a nationwide effort by the Ministry of Health Holdings (MOHH) to improve existing postgraduate training systems across all medical and surgical specialties.(1,2) It is modelled after the American residency system and replaces the old specialty training programme, which involved rotating apprenticeships of varying duration with different governing bodies for employment, accreditation and evaluation of training. The need to generate specialists at a faster rate to meet the rising demand for healthcare services in Singapore served as another driver for transition to the residency programme system. The EM residency programme achieves this by means of a seamless progression structure and earlier enrolment into specialist training, by allowing medical students to apply for a residency programme in their graduating year.For EM residency programme directors, it is challenging to select residents from a pool of medical students with whom they have limited interaction. It is difficult to gauge applicants' aptitude, attitude and work ethos without direct observation of their work experience. Medical school test results are not always reliable indicators of future success in EM.(3) By denying medical student applicants and restricting resident recruitment to older medical officers who have rotated to the EM department, they may risk losing top performing graduating students to other training specialties. For graduating medical students, choosing and applying for a residency can often result in considerable anxiety, as application for a residency programme is competitive and unpredictable, and requires a significant investment of time and commitment. (4,5) This demanding situation is compounded by the shorter exposure to EM in the residency programme as compared to the old system, in which applicants typically had six months to two years of work experience in EM. The introduction of the residency programme meant that the duration of training will be shortened, the pace of knowledge acquisition will be accelerated, and EM trainees consequently become consultants at a younger age and with less experience. As such, careful selection of EM applicants is important to the future development of EM in Singapore. (3,5) Our study team aimed to determine the interest levels and motivating factors for pursuing EM as a career among medical students in Singapore.

show abstract

“…In 2009, Singapore initiated a wide-scale government-mandated implementation of the ACGME-I accreditation system 7 10 11. Subsequently, Qatar and the United Arab Emirates (UAE) engaged in a phased realignment to the requirements of the ACGME-I 12 13.…”

Section: Introductionmentioning

confidence: 99%

Clinician-educators in emerging graduate medical education systems: description, roles and perceptions

Ibrahim

Stadler

Archuleta

et al. 2015

Postgraduate Medical Journal

Self Cite

View full text Add to dashboard Cite

In the GME systems studied, CEs, regardless of country or programme, report working in environments that value clinical productivity over educational efforts. CEs feel competent and prepared for many aspects of their roles, have positive attitudes towards teaching, and report overall job satisfaction, with most likely to remain in academic medicine. As medical training advances internationally, the impact on and by CEs requires ongoing attention.

show abstract

The Successful, Rapid Transition to a New Model of Graduate Medical Education in Singapore

Cited by 44 publications

References 46 publications

Taiwanese and Sri Lankan students’ dimensions and discourses of professionalism

Taiwanese and Sri Lankan students’ dimensions and discourses of professionalism

Factors influencing the decision to pursue emergency medicine as a career among medical students in Singapore

Clinician-educators in emerging graduate medical education systems: description, roles and perceptions

Contact Info

Product

Resources

About