1
|
Hothersall EJ. Modernizing undergraduate medical education by bringing public health into focus. Front Public Health 2024; 12:1451155. [PMID: 39324156 PMCID: PMC11422133 DOI: 10.3389/fpubh.2024.1451155] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2024] [Accepted: 08/26/2024] [Indexed: 09/27/2024] Open
Abstract
Healthcare and healthcare education are changing rapidly, being pulled in a number of directions by political, economic, environmental and technological imperatives. At the University of Dundee Medical School a curriculum review during the Covid-19 pandemic has allowed opportunities to reframe aspects of the program to emphasize themes linking public health and social determinants of health to the wider curriculum, while also bringing a shared understanding of the core outcomes of the program. This brings some adaptability into the structure and content of the course, helping graduates and staff to be "future proof."
Collapse
|
2
|
Kirubakaran S, Kumar K, Worley P, Pimlott J, Greenhill J. How to establish a new medical school? A scoping review of the key considerations. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024:10.1007/s10459-024-10370-y. [PMID: 39230847 DOI: 10.1007/s10459-024-10370-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/14/2024] [Accepted: 08/26/2024] [Indexed: 09/05/2024]
Abstract
Establishing new medical schools in medically under-served regions is suggested as part of the solution to the problem of doctor shortages and maldistributions. Establishing a new medical school is, however, a complex undertaking with high financial and political stakes. Critically, the evidence-base for this significant activity has not previously been elucidated. This paper presents the first scoping review on this vitally important, yet under-researched aspect of medical education and health workforce planning. To better understand the process of new medical school establishment, this review posed two research questions: (1) What is the nature of the available literature on establishing a new medical school?; (2) What are the key factors to be considered when establishing a new medical school? Five databases and grey literature were searched in 2015 and 2021 for English-language articles, using search terms related to new medical schools and their establishment. Inclusion and exclusion criteria were based on relevance and suitability in answering the research questions. Seventy-eight articles were analysed both structurally and thematically to understand the nature of the literature and the key considerations involved. Structurally, most articles were descriptive pieces outlining personal and institutional experiences and did not make use of research methodologies nor theory. Thematically, thirteen key considerations were identified including reasons for establishment; location choices; leadership and governance; costs and funding; partnerships; staffing; student numbers; student recruitment; curriculum design and implementation; clinical training sites; buildings and facilities; information and technology resources; and accreditation. Significant gaps in the literature included how to obtain the initial permission from governing authorities and the personal costs and burnout experienced by founding leaders and staff. Although, the literature on new medical school establishment is empirically and theoretically under-developed, it is still useful and reveals a number of important considerations that could assist founding leaders and teams to maximise the outcomes and impact of their establishment efforts. Critically, the evidence-base underpinning this complex undertaking needs to be better informed by theory and research.
Collapse
Affiliation(s)
- Sneha Kirubakaran
- University of Queensland, Rockhampton, QLD, Australia.
- Flinders University College of Medicine and Public Health, Adelaide, SA, Australia.
| | - Koshila Kumar
- Academic Development, Division of Learning and Teaching, Charles Sturt University, Bathurst, NSW, Australia
- Flinders University College of Medicine and Public Health, Adelaide, SA, Australia
| | - Paul Worley
- Flinders University College of Medicine and Public Health, Adelaide, SA, Australia
- Riverland Mallee Coorong Local Health Network, Murray Bridge, Australia
| | - Joanne Pimlott
- School of Management, University of South Australia, Adelaide, SA, Australia
- College of Business, Government and Law, Flinders University, Adelaide, SA, Australia
| | - Jennene Greenhill
- Flinders University College of Medicine and Public Health, Adelaide, SA, Australia
- Faculty of Health, Southern Cross University, Gold Coast, QLD, Australia
| |
Collapse
|
3
|
Dolmans DHJM. How theory and design-based research can mature PBL practice and research. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2019; 24:879-891. [PMID: 31720879 PMCID: PMC6908548 DOI: 10.1007/s10459-019-09940-2] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2019] [Accepted: 10/25/2019] [Indexed: 05/17/2023]
Abstract
Many educational institutions in higher education switched to problem-based learning (PBL) in the last 5 decades. Despite its' successful implementation worldwide, many institutions still encounter problems in their daily teaching practices that limit deep learning in students. This raises the question: How else can we look at PBL practice and research? The main argument of this reflective paper is to better align PBL practice with the theories or principles of contextual, constructive, self-directed and collaborative learning. This paper explains what these principles or theories are. In addition, it discusses a new way to bridge theory and practice: design-based research (DBR), which combines redesigning theory-based teaching practices with investigating these practices in close collaboration with various stakeholders. There is no one-size-fits-all solution to address the problems encountered in PBL. We should be very careful in drawing conclusions about which PBL approach works best. No single solution works optimally under all conditions. At most, DBR can help us gain better insight into why PBL with certain characteristics, preferably based on theory, might work in a specific context with particular goals in mind.
Collapse
Affiliation(s)
- Diana H J M Dolmans
- Maastricht University, School of Health Professions Education (SHE), Maastricht, The Netherlands.
| |
Collapse
|
4
|
Rourke J. What does the future hold? No one knows for sure…. MEDICAL TEACHER 2018; 40:980-981. [PMID: 30444164 DOI: 10.1080/0142159x.2018.1506417] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Affiliation(s)
- James Rourke
- a Faculty of Medicine, Centre for Rural Health Studies , Memorial University of Newfoundland , St. John's , Canada
| |
Collapse
|