ABSTRACT
Medical graduates face different postgraduate training options, but their priority is to obtain a primary medical specialty, defined as a specialty that does not derive from other. There are different specialty training programs in Chile, which can be dependent or independent of the Ministry of Health. The information about these programs is available in different Internet sites. However a centralized information service that groups and synthetize these programs is lacking, hampering graduate choice decisions. This article aims to review all specialization program modalities, providing a general vision of the institutional structure and implications that govern the specialization process in Chile.
Subject(s)
Humans , Specialization , Education, Medical, Continuing/classification , Students, Medical , Chile , MedicineABSTRACT
Medical graduates face different postgraduate training options, but their priority is to obtain a primary medical specialty, defined as a specialty that does not derive from other. There are different specialty training programs in Chile, which can be dependent or independent of the Ministry of Health. The information about these programs is available in different Internet sites. However a centralized information service that groups and synthetize these programs is lacking, hampering graduate choice decisions. This article aims to review all specialization program modalities, providing a general vision of the institutional structure and implications that govern the specialization process in Chile.
Subject(s)
Education, Medical, Continuing , Specialization , Chile , Education, Medical, Continuing/classification , Humans , Medicine , Students, MedicalSubject(s)
Certification/standards , Radiology, Interventional/standards , Clinical Competence/standards , Education, Medical, Continuing/classification , Education, Medical, Continuing/standards , Educational Measurement/methods , Humans , Patient Care/standards , Quality Assurance, Health Care , Radiology, Interventional/education , Self-Evaluation Programs , United StatesABSTRACT
No disponible
Subject(s)
Humans , Professional Review Organizations/classification , Professional Review Organizations/ethics , Education, Medical, Continuing/ethics , Education, Medical, Continuing/legislation & jurisprudence , Delivery of Health Care/ethics , Spain , Health Personnel/legislation & jurisprudence , Professional Review Organizations/legislation & jurisprudence , Professional Review Organizations/standards , Education, Medical, Continuing/classification , Education, Medical, Continuing/methods , Delivery of Health Care/legislation & jurisprudence , Spain/ethnology , Scientific and Educational Events , Health Personnel/ethicsABSTRACT
No disponible
Subject(s)
Education, Medical, Continuing/classification , Education, Medical, Continuing/methods , Education, Medical, Continuing/organization & administration , Education, Medical/methods , Education, Medical/standards , Accreditation/methods , Accreditation/standards , Certification , Professional Competence/standards , Ethics, Professional/education , Professional Practice , Professional Practice/trends , Education, Medical, Continuing , Education, Medical, Continuing/trends , Accreditation/organization & administration , Accreditation/trendsABSTRACT
En medicina, el rápido avance científico y tecnológico alerta sobre la importancia de que la formación médica sea continua para que el médico mantenga su competencia y categoría profesional. De esta consideración surgió en 1968 el Physician's Recognition Award (PRA) (premio de reconocimiento al médico), de la American Medical Association, el primer certificado y más ampliamente reconocido que acredita la consecución de Formación Médica Continuada (FMC) en Estados Unidos. Este artículo describe los logros y obstáculos para establecer un programa de certificación similar. Una de las contribuciones más relevantes de PRA ha sido desarrollar un modelo para cualificar el sistema de créditos de FMC. Este sistema tiene dos categorías de actividades: las designadas por instituciones acreditadas y las de autonotificación. Desde la creación del PRA, han ido introduciéndose modificaciones y ampliaciones y, paralelamente, han surgido certificaciones similares realizadas por otras organizaciones médicas. El programa PRA entraña consideraciones éticas de diversa índole, como la aceptación de aquellos obsequios procedentes de la industria farmacéutica que sean en beneficio de los pacientes o la veracidad del número de horas declaradas para ser acreditadas. Por otro lado, las difcultades en mantener el interés de los médicos en el programa y de medir la efectividad de la FMC constituyen obstáculos con los que ha topado el PRA. En el futuro este programa deberá seguir siendo dinámico y hallar un método para la acreditación de actividades de formación realizadas mediante las nuevas tecnologías. (AU)
Subject(s)
Certification/methods , Certification , Awards and Prizes , Education, Medical, Continuing/classification , Education, Medical, Continuing/methods , Education, Medical, Continuing/trends , Education/history , Education/methods , Education, Continuing/history , Memory , Ethics/classification , Ethics/history , Pattern Recognition, AutomatedABSTRACT
The continuing formation of the General Practitioners (GP) must stay in stride with the rapid evolution of society, technology, science and needs of the population. The Web allows on-line a rapid access to a pertinent and practical information whenever needed. PostDoc is a joint venture of the Universities of Aachen, Maastricht, Leuven and Diepenbeek. The Department of general medicine is associated with the Service of Technology of Education in this project. The interactivity of an Internet Website introduces a cooperative dimension in the work of the GP's centred on formation and discussion of problems encountered. This tool allows each GP to contribute to clinical cases and information.
Subject(s)
Education, Medical, Continuing , Family Practice/education , Internet , Multimedia , Belgium , Education, Medical, Continuing/classification , Education, Medical, Continuing/methods , Education, Medical, Continuing/trends , Educational Technology , Europe , Humans , Program DevelopmentSubject(s)
Education, Medical , European Union , Internship and Residency/trends , Neurosurgery/education , Quality Assurance, Health Care/trends , Specialization , Clinical Competence , Curriculum/trends , Education, Medical, Continuing/classification , Education, Medical, Continuing/trends , Europe , Forecasting , Humans , International Cooperation , Internship and Residency/classification , Medicine/classification , Neurosurgery/classification , Program EvaluationABSTRACT
Trata sobre el objetivo educacionales que constituye factores determinantes del proceso de planeamiento de la enseñnaza moderna
