In Germany, future physicians have to pass a national licensing examination at the end of their medical studies. Passing this examination is the requirement for the license to practice medicine. The ...Masterplan Medizinstudium 2020 with its 41 measures aims to shift the paradigm in medical education and medical licensing examinations.The main goals of the Masterplan include the development towards competency-based and practical medical education and examination as well as the strengthening of general medicine. The healthcare policy takes into account social developments, which are very important for the medical education and licensing examination.Seven measures of the Masterplan relate to the realignment of the licensing examinations. Their function to drive learning should better support students in achieving the study goal defined in the German Medical Licensure Act: to educate a medical doctor scientifically and practically who is qualified for autonomous and independent professional practice, postgraduate education and continuous training.
Critical care ultrasound (CCUS) is an essential component of intensive care practice. Although existing international guidelines have focused on training principles and determining competency in ...CCUS, few countries have managed to operationalize this guidance into an accessible, well-structured programme for clinicians training in multidisciplinary intensive care. We seek to update and reaffirm appropriate CCUS scope so that it may be integrated into the international Competency-based Training in Intensive Care Medicine. The resulting recommendations offer the most contemporary and evolved set of core CCUS competencies for an intensive care clinician yet described. Importantly, we discuss the rationale for inclusion but also exclusion of competencies listed.
Critical care ultrasound (CCUS) is an essential component of intensive care practice. The purpose of this consensus document is to determine those CCUS competencies that should be a mandatory part of training in multidisciplinary intensive care.
A three-round Delphi method followed by face-to-face meeting among 32 CCUS experts nominated by the European Society of Intensive Care Medicine. Agreement of at least 90% of experts was needed in order to enlist a competency as mandatory.
The final list of competencies includes 15 echocardiographic, 5 thoracic, 4 abdominal, deep vein thrombosis diagnosis and central venous access aid.
The resulting recommendations offer the most contemporary and evolved set of core CCUS competencies for an intensive care clinician yet described.
Medical science is constantly evolving. Teaching and training must keep pace with these innovations and react in a flexible fashion to new requirements. Model medical education programs, which are ...governed by the provisions of Sect. 41 of the Regulations for the Licensing of Medical Practitioners (ÄAppO), permit the piloting of innovative teaching programs, which support the continuous development of medical training through incorporation into the standard curricula. This paper reports on the model study programs at the University Medical Centre Hamburg-Eppendorf (iMED) and Charité - University Medicine Berlin (MSM). It describes the reform objectives, the curricula and selected projects accompanying both models and concludes by exploring the significance of various training concepts for the development of medical education.
Journal clubs have typically been held within the walls of academic institutions and in medicine have served the dual purpose of fostering critical appraisal of literature and disseminating new ...findings. In the last decade and especially the last few years, online and virtual journal clubs have been started and are flourishing, especially those harnessing the advantages of social media tools and customs. This article reviews the history and recent innovations of journal clubs. In addition, the authors describe their experience developing and implementing NephJC, an online nephrology journal club conducted on Twitter.
Toward Competency-Based Medical Education Powell, Deborah E; Carraccio, Carol
The New England journal of medicine,
01/2018, Letnik:
378, Številka:
1
Journal Article
Recenzirano
Competency-based medical education holds the promise of producing a better-trained workforce — and for many physicians, this training could be accomplished within a shorter time frame.
All aspects of medical education were affected by the COVID-19 pandemic. Several challenges were experienced by trainees and programs alike, including economic repercussions of the pandemic; social ...distancing affecting the delivery of medical education, testing, and interviewing; the surge of patients affecting redeployment of personnel and potential compromises in core training; and the overall impact on the wellness and mental health of trainees and educators. The ability of medical teams and researchers to peer review, conduct clinical research, and keep up with literature was similarly challenged by the rapid growth in peer-reviewed and preprint literature. This article reviews these challenges and shares strategies that institutions, educators, and learners adopted, adapted, and developed to provide quality education during these unprecedented times.
This Viewpoint discusses the ways medical schools adapted to the coronavirus disease 2019 (COVID-19) pandemic, allowing students to be part of the public health response, adapting curricula to ...educational opportunities, and modernizing means of instruction without losing time or compromising standards.
For the first time in a single core textbook, the Association for the Study of Medical Education presents a complete and authoritative guide to medical education. Written by leading experts in the ...field, Understanding Medical Education provides a comprehensive resource of the theoretical and academic bases to modern medical education practice. This accessible and timely reference is designed to meet the needs of all those working in medical education from undergraduate education through postgraduate training to continuing professional development. As well as providing practical guidance for clinicians, teachers and researchers, Understanding Medical Education will prove an invaluable resource to those studying at certificate, diploma or masters level and a first 'port-of-call' for anyone engaged in medical education as an academic discipline. Exploring medical education in all its diversity and containing all you need in one place, Understanding Medical Education is the ideal reference not only for medical educators, but for anyone involved in the development of healthcare professionals, in whatever discipline wherever they are in the world. An on-line edition of the complete book, together with individual chapter downloads, are available at www.wileymedicaleducation.com Understanding Medical Education has been brought together and edited by Professor Tim Swanwick, Director of Professional Development in the London Deanery, Visiting Fellow at the Institute of Education and Visiting Professor of Medical Education at the University of Bedfordshire.
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