Teaching quality improvement in family medicine

2020

The family physician has a specific task and responsibility as the first contact physician. Therefore his/her education needs to be highly specific, oriented towards independent work in real time and evidencebased medical principles. The most important role in educating a family physician belongs to physician practitioners, individuals who work in clinics and need (as much as possible) to transfer knowledge, skills and experiences from their own specific conditions and a wide variety of work methods. Therefore the experience and suggestions of teachers in practical training are considered to be the most significant contribution to improving the quality of teaching. The most important suggestions pertain to reducing the size of seminar groups, including family medicine courses in the fourth and fifth year of studies, and increasing the possibilities for students to do independent work, with supervision by their mentors. For good preparation of future physicians for independent work i...

The proposal for European Specifications in Medical Education presented in this document is an adaptation of global standards in medical education to the European Region. The proposal covers all three phases of medical education: basic medical education; postgraduate medical education; and continuing professional development. It was developed by an international Task Force set up by the Thematic Network on Medical Education in Europe (MEDINE), chaired jointly by the World Federation for Medical Education (WFME) and the Association of Medical Schools in Europe (AMSE) and sponsored by the Commission of the European Union. The World Health Organization (WHO) Regional Office for Europe, as part of its commitment to ensure quality of health care in Europe, and in the framework of the WHO-WFME Strategic Partnership to Improve Medical Education, has facilitated publication and dissemination of the booklet. In publishing these specifications, MEDINE intends to provide a tool for reform proc...

Saudi medical journal, 2012

Clinical teachers have high qualifications in their specialty, but some of them do not have training, or proficiency in teaching, and education. Therefore, they may face the challenge of effective teaching in their daily practice. The objective of this study is to present some basic guiding principles for novices and expert academic health professionals. An overview from the perspective of the authors on critical fields in education was conducted. Seventeen principles (supported by one or more relevant examples) are discussed. To improve the quality of their teaching practice, academic health professionals need to study the pedagogy of education, and to seek feedback from colleagues who have already studied and practiced the principles of learning and teaching.

Student learning is an active and constructive process. The role of a teacher is to provide an environment in which students are able to actively engage with subject matter in order to learn it. This article examines the principal features of good curriculum, course and lesson design and discusses ways in which doctors, in their roles as teachers of medical students and medical trainees can ensure that their teaching prompts learners' engagement in the learning process.

Health Policy and Education, 1983

The increase in scientific knowledge has led inexorably to the fragmentation of medicine and medical education. Doctors are trained to work and teach within their discipline. Managing the process of planning, implementing and evaluating teaching among the disciplines requires knowledge and skills in organization and management. The tasks are at the levels of the individual teachers, the department and the faculty, and of the committees they generate. The challenge for the individual teacher and of the organization is to coordinate their cooperative activities in the interest of the students and the promotion of health. Since no individual teacher is responsible for the whole organization, the central responsibility for this centripetal management lies with the Dean.

Journal of Contemporary Medical Education, 2016

The role of a university professor is multifaceted; as teacher, facilitator, assessor, evaluator, models of learning themselves as self-directed learners, addressing several key competencies for the effective teacher. It is not only about the transmission of knowledge, facts and skills but also about understanding how a student learns and being able to adapt and differentiate the delivery to personalise the learning. Appropriate questioning to assess prior knowledge and testing or challenging the understanding of the student learning is also a skill for the professor. Being able to access and use a variety of resources is important to deepen the understanding of student learning, including current IT skills. The relationship between learner and mentor is essential, developing trust and confidence. The development of appropriate medical and basic science language is an important element to the learning process. The professor's collaboration and collegiate practices in a learning community enrich the learning experience, where best practice can be shared and communicated. It is important to be able to measure the impact of the teaching through assessment (formative and summative) and evaluation, which drives continued improvement in the learning experience. The innovative use of resources and environment that supports student and patient-centred learning and effectively engages with the students must be contextually and clinically relevant to the student's experience.

BMC Medical Education, 2015

Little is known about the state of education research within family medicine. As family medicine education models develop, it is important to develop an understanding of the current state of this research and develop ways to advance the field. Methods: We conducted a scoping review of family medicine education research to describe 1) research topic areas and 2) the methodologies and methods used to study these topics. MEDLINE, Social Sciences Abstracts and ERIC electronic databases were searched. 817 full text articles from 2002 to 2012 were screened; 624 articles were included in the review. Results: The following research topic areas were identified: continuing education, curriculum development, undergraduate education, teaching methods, assessment techniques, selection of entrants, non-clinical skills, professional and faculty development, clinical decision-making and resident well-being. Quantitative studies comprised the large majority of research approaches; overall minimal methodological details were provided. Conclusions: Our review highlights an overall need for increased sophisticated in methodological approaches to education research in family medicine, a problem that could be ameliorated by multiple strategies including better engagement of methodologists throughout the research process. The results provide guidance for future family medicine education research programs.

Journal of General Internal Medicine, 2008