ABSTRACT
BACKGROUND: Little is known about how medical educators perceive their own expertise, needs and challenges in relation to medical education. AIM: To survey an international community of medical educators with a focus on: (1) their expertise, (2) their need for training and (3) perceived challenges. METHODS: A web-based survey comprising closed and open free-text questions was sent to 2200 persons on the mailing list of the Association for Medical Education in Europe. RESULTS: Of the 2200 medical educators invited to participate, 860 (39%) from 76 different countries took part in the survey. In general, their reported areas of expertise mainly comprised principles of teaching, communication skills training, stimulation of students in self-directed learning and student assessment. Respondents most often indicated a need for training with respect to development in medical-education-research methodology, computer-based training, curriculum evaluation and curriculum development. In the qualitative analysis of 1836 free-text responses concerning the main challenges faced, respondents referred to a lack of academic recognition, funding, faculty development, time for medical education issues and institutional support. CONCLUSIONS: The results of this survey indicate that medical educators face several challenges, with a particular need for more academic recognition, funding and academic qualifications in medical education.
Subject(s)
Data Collection , Faculty, Medical , Internationality , Internet , Needs Assessment , Professional Competence , Self Efficacy , Europe , Female , Humans , Male , Schools, MedicalABSTRACT
BACKGROUND: Despite an increasing interest in undergraduate, postgraduate and continuing medical education, little is known about the training requirements, expertise and basic conditions of medical educators. Against this backdrop, we initiated a web-based survey amongst members of the "Gesellschaft für Medizinische Ausbildung" (German Section of the Association for Medical Education in Europe) e.V. (GMA). METHODS: We conducted a web-based survey designed to answer the following questions: How do medical educators judge (1) their training requirements, (2) their expertise and (3) basic conditions. 147 out of 373 members of the GMA e-mailing list responded to the questionnaire (overall response rate: 39%). RESULTS: The following were rated as high-priority training needs: development in medical education research methodology (56% of survey participants), student assessment (37%), supporting self-directed learning (35%), and computer-based training (32%). The highest level of expertise [Likert Scale: 1 = very low to 5 = very high] was perceived in: general teaching principles (3.76 +/- 0.74), curriculum development (3.74 +/- 0.95), student assessment (3.65 +/- 0.97] and evaluation of courses and curricula [3.65 +/- 0.9]. Regarding basic conditions, respondents noted a particular need for more funding in medical education [4.26 +/- 0.88] and more recognition of merits in medical education [4.20 +/- 0.92]. CONCLUSIONS: The survey respondents identified more training in research methodology and more academic recognition and funding as important challenges in the field of medical education.
Subject(s)
Education, Medical/standards , Faculty, Medical/standards , Adult , Female , Germany , Humans , Learning , Male , Middle AgedABSTRACT
BACKGROUND: Chronic transplant nephropathy remains a poorly defined inflammatory process that limits the survival rate of most renal transplants. We analyzed the gene profile of chronically rejected kidney transplants to identify candidate genes that characterize chronic transplant nephropathy. METHODS: To distinguish genes present in normal renal tissue or specific for end-stage renal failure, we compared the gene profiles of 13 chronically rejected kidney transplants with 16 normal kidneys and 12 end-stage polycystic kidneys using a 7K human cDNA microarray. After elimination of genes with signals close to background, 2190 genes were available for statistical analysis. RESULTS: More than 20% of the examined genes were significantly regulated when compared with the expression level of normal renal tissue (P<0.0003). Hierarchic clustering based on 571 genes differentiated normal and transplant tissue, and transplant and polycystic kidney tissue. Most of these genes encoded proteins involved in cellular metabolism, transport, signaling, transcriptional activation, adhesion, and the immune response. Notably, comprehensive gene profiling of chronically rejected kidneys revealed two distinct subsets of chronically rejected transplants. Neither clinical data nor histology could explain this genetic heterogeneity. CONCLUSIONS: Microarray analysis of rejected kidneys may help to define different entities of transplant nephropathy, reflecting the multifactorial cause of chronic rejection.
