Professionalism; how to match the general medical council recommendations in undergraduate medical curriculum?

This paper describes a practical and valid technique for curriculum audit of professionalism theme of an MBChB programme in a UK medical school. The objective was to match the learning outcomes of professionalism covered in an MBChB course, with the guidelines laid by the GMC in Tomorrows Doctors 2003. The benefit being to determine the issues that needs to be addressed in response to the GMC Tomorrows Doctors 2009. A qualitative study design. 2011. University of Glasgow. To analyse the learning outcomes set out in the curriculum documents. All the statements from the explicit curriculum, and the GMC recommendations in Tomorrow's Doctors [2[nd] and 3[rd] Editions] were noted and the individual statements were entered into the NVivo software. A purposive sampling procedure was undertaken to identify "professionalism" in the Year 1 and 2 MBChB curricula and the Tomorrows Doctors, and a comparative content analysis completed. The coverage of learning outcomes related to professionalism was between 10-20%, scattered throughout the course in different domains of the MBChB, giving a balanced weight to each outcome. The professionalism theme of the MBChB course has covered all the learning outcomes of the Tomorrows Doctors in almost exactly the same frequency as suggested by the GMC according to the course requirements of Year 1 and 2. However, the MBChB course needs to be slightly modified to align it with the new guidelines by the GMC

How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory / 보건의료교육평가

PURPOSE: Internalization of students' motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. METHODS: Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. RESULTS: Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students' basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more 'human centred' teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. CONCLUSION: This review identified actions that clinical teachers could implement in their daily work to support students' self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery.

Assessment of professionalism in integrated curriculum: the faculty's perspective

To analyse and interpret the role of faculty members in assessing professionalism in a well-established medical school in the UK. A qualitative study. School of Medicine, University of Glasgow, UK, from February to July 2011. Used a constructivist approach, a purposive sampling technique was applied to interview those faculty members who were associated with the assessment of professionalism. A total of eight faculty members were interviewed, and the data was analysed thematically. The learning outcomes are assessed in both formative and summative examinations but the focus is mainly on formative assessments. Both objective and subjective assessment instruments are used, although qualitative assessment instruments evaluate the topic with greater validity. Some of the assessment instruments are used formatively as well as summatively. The assessment of professionalism is a multidimensional activity. Both formative and summative assessments together with an 'assessment for learning' strategy can be used with great effect. Here the role of formative assessment and 'assessment for learning' are more significant as they are a continuous process and their frequency and feedback will make a profound impression on students.

Simulated patient programs at 5 Scottish medical schools: Report of site visits in Scotland / 医学教育

1) We visited 5 Scottish universities (the Universities of Aberdeen, St Andrews, Dundee, Glasgow, and Edinburgh) to observe and learn about simulated-patient programs and communication-skills training.<BR>2) Each medical school has developed its own approach for using simulated patients in training and for giving feedback to medical students.<BR>3) In Scotland, where all medical schools adhere to“Tomorrow's Doctors”and“the Scottish Doctor Curriculum Outcomes, ”curriculum styles vary greatly, but the differences are celebrated.The simulated-patient programs are integrated into each program in a way unique to each school.

"Beyond Competence", Assessment for Capability / 医学教育

1) Outcomes have been adopted in preference to competences in medical education because it promotes a higher order of professional capability.<BR>2) New assessment instruments have been introduced to examine a student's capability in both undergraduate and postgraduate phases.<BR>3) The principle of preparing students to be'capable doctors'is international.Leading medical educators around the world are introducing changes to traditional courses to achieve this.

"Beyond Competence", Why Should Outcomes be Adopted in Favour of Competences? / 医学教育

1) A person with a medical qualification should be a capable practitioner at the start of their career and capable of adapting to future challenges.<BR>2) Teaching models based on'competence'teach technical accuracy, but do not necessarily prepare students to be capable of making sound clinical judgements or of adapting to new developments.<BR>3) ‘Outcomes’based curricula include technical accuracy and prepare students to make good clinical judgements and to continue to adapt to improve the quality of professional practice and performance.