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Kusynová Z, van den Ham HA, Leufkens HGM, Mantel-Teeuwisse AK. Pharmaceutical Scientists' Perspectives on Capacity Building in Pharmaceutical Sciences. J Pharm Sci 2023; 112:1997-2003. [PMID: 37137440 DOI: 10.1016/j.xphs.2023.04.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 04/28/2023] [Accepted: 04/28/2023] [Indexed: 05/05/2023]
Abstract
With the anticipated health challenges brought by demographic and technological changes, ensuring capacity in underlying workforce in place is essential for addressing patients' needs. Therefore, a timely identification of important drivers facilitating capacity building is important for strategic decisions and workforce planning. In 2020, internationally renowned pharmaceutical scientists (N = 92), largely from the academia and pharmaceutical industry, with mostly pharmacy and pharmaceutical sciences educational background were approached (through a questionnaire) for their considerations on influencing drivers to facilitate meeting current capacity in pharmaceutical sciences research. From a global view, based on the results of the questionnaire, the top drivers were better alignment with patient needs as well as strengthening education - both through continuous learning and deeper specialisation. The study also showed that capacity building is more than simply increasing the influx of graduates. Pharmaceutical sciences are being influenced by other disciplines, and we can expect more diversity in scientific background and training. Capacity building of pharmaceutical scientists should allow flexibility for rapid change driven by the clinic and need for specialised science and it should be underpinned by lifelong learning.
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Affiliation(s)
- Z Kusynová
- Utrecht WHO Collaborating Centre for Pharmaceutical Policy and Regulation, Division of Pharmacoepidemiology and Clinical Pharmacology, Utrecht Institute for Pharmaceutical Sciences (UIPS), Utrecht University, Utrecht, the Netherlands; International Pharmaceutical Federation (FIP), The Hague, the Netherlands
| | - H A van den Ham
- Utrecht WHO Collaborating Centre for Pharmaceutical Policy and Regulation, Division of Pharmacoepidemiology and Clinical Pharmacology, Utrecht Institute for Pharmaceutical Sciences (UIPS), Utrecht University, Utrecht, the Netherlands.
| | - H G M Leufkens
- Utrecht WHO Collaborating Centre for Pharmaceutical Policy and Regulation, Division of Pharmacoepidemiology and Clinical Pharmacology, Utrecht Institute for Pharmaceutical Sciences (UIPS), Utrecht University, Utrecht, the Netherlands
| | - A K Mantel-Teeuwisse
- Utrecht WHO Collaborating Centre for Pharmaceutical Policy and Regulation, Division of Pharmacoepidemiology and Clinical Pharmacology, Utrecht Institute for Pharmaceutical Sciences (UIPS), Utrecht University, Utrecht, the Netherlands
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Warman SM, Cobb KA, Janicke HJ, Cake M, Bell M, Kelly S, Read E, Armitage-Chan E. Veterinary Curriculum Leaders: Motivators, Barriers, and Attributes. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023:e20220098. [PMID: 36927465 DOI: 10.3138/jvme-2022-0098] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Curriculum leaders (individuals with responsibility for an institution's veterinary curriculum) play a vital role in driving local curriculum priorities, development, and accreditation. This study aimed to describe the career paths of curriculum leaders, and identify what motivates them, the barriers they face, and the knowledge, skills, and attributes they perceive as essential for the role. Self-determination theory was used to identify tensions experienced within the role. An international online survey targeted at those identifying as curriculum leaders was completed by 45 participants. 91% of participants held a doctoral level qualification and/or clinical Boards; 82% had additional training in leadership; 38% had additional formal training in education. Motivators included a desire to make a difference, personal satisfaction with teaching and working with students, and social influences. Participants experienced barriers relating to self-development and achievement of their curriculum goals; participants described essential knowledge (of the profession, educational theory, and wider higher education context) and skills (leading teams, change management, and communication). Attributes considered important related both to self (open-minded, patient, resilient, able to see the big picture as well as detail) and relationships with others (approachable, listener, respectful and respected, supportive, credible). Tensions arose in participants' need for autonomy (experiencing barriers to achieving their goals), in their social relatedness (achieving curriculum goals while working with colleagues with conflicting priorities), and in perceptions of necessary competence (a need, but lack of opportunity, for advanced training in educational theory). The findings may help institutions more effectively support and train current and future curriculum leaders.
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Affiliation(s)
- Sheena M Warman
- Bristol Veterinary School, University of Bristol, Langford House, Langford, BS40 5DU UK
| | - Kate A Cobb
- School of Veterinary Medicine and Science, University of Nottingham, UK
| | - Heidi J Janicke
- School of Veterinary Medicine, St George's University, True Blue, Grenada, West Indies
| | - Martin Cake
- School of Veterinary Medicine, Murdoch University, Australia
| | - Melinda Bell
- School of Veterinary Medicine, Murdoch University, Australia
| | - Sarah Kelly
- Department of Educational Research, D48, County South College, Lancaster University, Lancaster, LA1 4YL UK
| | - Emma Read
- The Ohio State University College of Veterinary Medicine, Columbus, OH, USA
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Shah AP, Walker KA, Hawick L, Walker KG, Cleland J. Scratching beneath the surface: How organisational culture influences curricular reform. MEDICAL EDUCATION 2022. [PMID: 36458943 DOI: 10.1111/medu.14994] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Revised: 11/23/2022] [Accepted: 11/28/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION Curricular reform is often proposed as the means to improve medical education and training. However, reform itself may not lead to noticeable change, possibly because the influence of organisational culture on change is given insufficient attention. We used a national reform of early-years surgical training as a natural opportunity to examine the interplay between organisational culture and change in surgical education. Our specific research question was: in what ways did organisational culture influence the implementation of Improving Surgical Training (IST)? METHODS This is a qualitative study underpinned by social constructivism. Interviews were conducted with core surgical trainees (n = 46) and their supervising consultants (n = 25) across Scotland in 2020-2021. Data coding and analysis were initially inductive. The themes indicated the importance of many cultural factors as barriers or enablers to IST implementation. We therefore carried out a deductive, secondary data analysis using Johnson's (1988) cultural web model to identify and examine the different elements of organisational culture and their impact on IST. RESULTS The cultural web enabled a detailed understanding of how organisational culture influenced IST implementation as per Johnson's six elements-Rituals and Routines (e.g. departmental rotas), Stories (e.g. historical training norms and culture), Symbols (e.g. feedback mechanisms, visibility and value placed on education), Power Structures (e.g. who has the power in local contexts), Organisational Structures (e.g. relationships and accountability) and the Control System (e.g. consultant job plans and service targets)-and how these interact. However, it did not shed light on the influence of exogenous events on change. CONCLUSION Our data reveal cultural reasons why this curricular reform met with varying degrees of success across different hospital sites, reinforcing that curricular reform is not simply about putting recommendations into practice. Many different aspects of context must be considered when planning and evaluating change in medical education and training.
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Affiliation(s)
- Adarsh P Shah
- Centre for Healthcare Education Research and Innovation (CHERI), University of Aberdeen, Aberdeen, UK
| | - Kim A Walker
- Centre for Healthcare Education Research and Innovation (CHERI), University of Aberdeen, Aberdeen, UK
| | - Lorraine Hawick
- Centre for Healthcare Education Research and Innovation (CHERI), University of Aberdeen, Aberdeen, UK
| | - Kenneth G Walker
- NHS Education for Scotland, Centre for Health Science, Inverness, UK
| | - Jennifer Cleland
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore
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van Niekerk K, Jansen van Rensburg M. Middle Managers’ Strategising Practices to Effect Strategic Change. JOURNAL OF CHANGE MANAGEMENT 2022. [DOI: 10.1080/14697017.2022.2040572] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Kirstin van Niekerk
- Graduate School of Business Leadership, University of South Africa, Midrand, South Africa
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Family Medicine Education at a Rural Hospital in Japan: Impact on Institution and Trainees. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18116122. [PMID: 34204070 PMCID: PMC8201291 DOI: 10.3390/ijerph18116122] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/16/2021] [Revised: 05/21/2021] [Accepted: 06/04/2021] [Indexed: 11/21/2022]
Abstract
Family medicine is vital in Japan as its society ages, especially in rural areas. However, the implementation of family medicine educational systems has an impact on medical institutions and requires effective communication with stakeholders. This research—based on a mixed-method study—clarifies the changes in a rural hospital and its medical trainees achieved by implementing the family medicine educational curriculum. The quantitative aspect measured the scope of practice and the change in the clinical performance of family medicine trainees through their experience of cases—categorized according to the 10th revision of the International Statistical Classification of Disease and Related Health Problems. During the one-year training program, the trainees’ scope of practice expanded significantly in both outpatient and inpatient departments. The qualitative aspect used the grounded theory approach—observations, a focus group, and one-on-one interviews. Three themes emerged during the analysis—conflicts with the past, driving unlearning, and organizational change. Implementing family medicine education in rural community hospitals can improve trainees’ experiences as family physicians. To ensure the continuity of family medicine education, and to overcome conflicts caused by system and culture changes, methods for the moderation of conflicts and effective unlearning should be promoted in community hospitals.
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Parkinson TJ, Ryu PD. Veterinary Twinning Programs: A Ground-breaking Impetus for Veterinary Education Worldwide. JOURNAL OF VETERINARY MEDICAL EDUCATION 2020; 47:1-2. [PMID: 33074079 DOI: 10.3138/jvme-2020-0010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
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Steffens S, Paulmann V, Mecklenburg J, Büttner K, Behrends M. Perceived usability of the National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education by medical educators at the Hannover Medical School. GMS JOURNAL FOR MEDICAL EDUCATION 2018; 35:Doc16. [PMID: 29963606 PMCID: PMC6022585 DOI: 10.3205/zma001163] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 06/03/2017] [Revised: 01/23/2018] [Accepted: 03/04/2018] [Indexed: 05/31/2023]
Abstract
Background: The aim of this study was to assess usability and identify possible challenges in the implementation of the National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) among medical educators. Methods: A comprehensive survey among experienced medical educators (responsible for the teaching content and didactical development in their module/field) based on the System Usability Scale (SUS) was carried out focusing on the awareness, usability and challenges of the NKLM. Results: The questionnaire was completed by 52 of the 64 addressed educators. Most of the participants had 6-10 years of teaching experience. 30% of the educators were not familiar with the NKLM. During the evaluation of the NKLM, usability was rather poorly rated. However, 71.9% of medical educators agreed that the various aspects of the medical professions were well integrated in the NKLM with only 12,5% stating that they would not use the NKLM for teaching and lesson preparation. Conclusion: The awareness and promotion of the NKLM need to be improved. Furthermore, these data suggest that - although difficult to use - there is a solid acceptance of the content of the NKLM. Medical educators seem to be willing to use the NKLM. Therefore, further attempts to support colleagues with the handling of the NKLM seem to be inevitable to pave the way for a competency-based curricular change.
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Affiliation(s)
| | | | | | | | - Marianne Behrends
- Hannover Medical School, Peter L. Reichertz Institute for Medical Informatics, Hannover, Germany
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Katuli-Munyoro P, Mutula S. Awareness of, and Attitudes Towards the Paradigm Shifts Among Library and Information Science (LIS) Faculty Staff in Zimbabwe. JOURNAL OF ACADEMIC LIBRARIANSHIP 2018. [DOI: 10.1016/j.acalib.2017.12.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Stone EA, Reimann J, Greenhill LM, Dewey CE. Milestone Educational Planning Initiatives in Veterinary Medical Education: Progress and Pitfalls. JOURNAL OF VETERINARY MEDICAL EDUCATION 2017; 45:388-404. [PMID: 29185893 DOI: 10.3138/jvme.1116-181r1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Three milestone educational planning initiatives engaged the veterinary medical profession in the United States and Canada between 1987 and 2011, namely the Pew National Veterinary Education Program, the Foresight Project, and the North American Veterinary Medical Education Consortium. In a quantitative study, we investigated the impact of these initiatives on veterinary medical education through a survey of academic leaders (deans, previous deans, and associate deans for academics from veterinary medical schools that are members of the Association of American Veterinary Medical Colleges) to assess their perspectives on the initiatives and eight recommendations that were common to all three initiatives. Two of the recommendations have in effect been implemented: enable students to elect in-depth instruction and experience within a practice theme or discipline area (tracking), and increase the number of graduating veterinarians. For three of the recommendations, awareness of the issues has increased but substantial progress has not been made: promote diversity in the veterinary profession, develop a plan to reduce student debt, and develop a North American strategic plan. Lastly, three recommendations have not been accomplished: emphasize use of information more than fact recall, share educational resources to enable a cost-effective education, and standardize core admissions requirements. The educational planning initiatives did provide collaborative opportunities to discuss and determine what needs to change within veterinary medical education. Future initiatives should explore how to avoid and overcome obstacles to successful implementation.
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Affiliation(s)
- Elizabeth A Stone
- Emeritus Professor in the College of Veterinary Medicine, North Carolina State University, Raleigh, NC 27607 USA.
| | - Jessica Reimann
- PhD Candidate in the Department of Population Medicine, Ontario Veterinary College, University of Guelph, Guelph, ON N1G 2W1 Canada.
| | - Lisa M Greenhill
- Senior Director for Institutional Research and Diversity, Association of American Veterinary Colleges, Washington, DC 20001 USA.
| | - Cate E Dewey
- Professor of Epidemiology and Health Management in the Department of Population Medicine, Ontario Veterinary College, University of Guelph, Guelph, ON N1G 2W1 Canada.
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Neve H, Bull S, Lloyd H, Gilbert K, Mattick K. Evaluation of an innovative, evidence-guided, PBL approach. CLINICAL TEACHER 2017; 15:156-162. [DOI: 10.1111/tct.12656] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Hilary Neve
- Plymouth University Peninsula Schools of Medicine and Dentistry; Devon UK
| | | | - Helen Lloyd
- Plymouth University Peninsula Schools of Medicine and Dentistry; Devon UK
| | - Kerry Gilbert
- Plymouth University Peninsula Schools of Medicine and Dentistry; Devon UK
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Kim DH, Hwang J, Lee S, Shin JS. Institutional factors affecting participation in national faculty development programs: a nation-wide investigation of medical schools. BMC MEDICAL EDUCATION 2017; 17:48. [PMID: 28245868 PMCID: PMC5331658 DOI: 10.1186/s12909-017-0888-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2016] [Accepted: 02/20/2017] [Indexed: 06/06/2023]
Abstract
BACKGROUND Medical schools have used faculty development programs as an essential means to improve the instruction of faculty members. Thus far, however, participating in such programs has been largely voluntary for individuals even though a certain degree of participation is required to achieve practical effectiveness. In addition, the learning behaviors of faculty members are known to be influenced by organizational contexts such as a hidden curriculum. Therefore, this study explored the organizational characteristics of medical schools affecting attendance at faculty development programs. METHODS Forty medical schools in South Korea were included in this study. In total, 1,667 faculty members attended the faculty development programs at the National Teacher Training Center for Health Personnel between 2007 and 2015. For independent variables, information on the basic characteristics and the educational states was collected from all the medical schools. Themes were identified from their educational goals and objectives by inductive content analysis. RESULTS The number of nine-year cumulative attendees from medical schools ranged from 8 to 104. The basic characteristics of the medical schools had little influence on faculty development program attendance, while several themes in the educational goals and objectives, including "cooperation", "serving various societies", and "dealing with a changing future" showed a significant difference in participation. The number of full-time faculty showed a significant positive correlation when it was smaller than the median, and the proportion of alumni faculty showed a significant negative correlation when it was higher than 50%. CONCLUSIONS This study adds to existing knowledge on factors affecting attendance at faculty development programs by identifying related institutional factors that influence attendance. While the variations depending on the basic characteristics were minimal, the organizational environment surrounding medical education significantly contributed to attendance. Addressing institutional as well as individual factors could contribute to improving participation by faculty members in faculty development programs.
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Affiliation(s)
- Do-Hwan Kim
- Department of Medical Education, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul 03080 Republic of Korea
| | - Jinyoung Hwang
- Department of Educational Psychology, The University of Texas at Austin, 1 University Station, MS/D5800, Austin, TX 78712 USA
| | - Seunghee Lee
- Department of Medical Education, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul 03080 Republic of Korea
| | - Jwa-Seop Shin
- Department of Medical Education, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul 03080 Republic of Korea
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Lammerding-Koeppel M, Giesler M, Gornostayeva M, Narciss E, Wosnik A, Zipfel S, Griewatz J, Fritze O. Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part I: Conducive resources and structures. GMS JOURNAL FOR MEDICAL EDUCATION 2017; 34:Doc7. [PMID: 28293674 PMCID: PMC5327658 DOI: 10.3205/zma001084] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 05/16/2016] [Revised: 08/10/2016] [Accepted: 11/09/2016] [Indexed: 05/31/2023]
Abstract
Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MERLIN-database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process. Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews and discussions, guideline-supported individual interviews, informal surveys, evaluation of target agreements and protocols, openly discernible local, regional or over-regional structure-relevant events). Results: The following resources and structures support implementation of curriculum mapping at a faculty: Setting up a coordination agency (≥50% of a full position; support by student assistants), systematic project management, and development of organisation and communication structures with integration of the dean of study and teaching and pilot departments, as well as development of a user-friendly web-based mapping instrument. Acceptance of the mapping was increased particularly by visualisation of the results and early insight into indicative results relevant for the department. Conclusion: Successful NKLM curriculum mapping requires trained staff for coordination, resilient communication structures and a user-oriented mapping database. In alignment with literature, recommendations can be derived to support other faculties that want to map their curriculum.
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Affiliation(s)
- Maria Lammerding-Koeppel
- University of Tuebingen, Faculty of Medicine, Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Tuebingen, Germany
| | - Marianne Giesler
- University of Freiburg, Medical Faculty, Competency Centre for Evaluation in Medicine Baden-Wuerttemberg, Freiburg, Germany
| | - Maryna Gornostayeva
- University of Heidelberg, Medical Faculty, Center of Excellence for Assessment in Medicine - Baden-Wuerttemberg, Heidelberg, Germany
| | - Elisabeth Narciss
- University of Heidelberg, Medical Faculty Mannheim, Competence Centre of Final Year, Mannheim, Germany
| | - Annette Wosnik
- University of Tuebingen, Faculty of Medicine, Dean's Office of Student Affairs, Tuebingen, Germany
| | - Stephan Zipfel
- University of Tuebingen, Faculty of Medicine, Dean's Office of Student Affairs, Tuebingen, Germany
| | - Jan Griewatz
- University of Tuebingen, Faculty of Medicine, Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Tuebingen, Germany
| | - Olaf Fritze
- University of Tuebingen, Faculty of Medicine, Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Tuebingen, Germany
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Lammerding-Koeppel M, Giesler M, Gornostayeva M, Narciss E, Wosnik A, Zipfel S, Griewatz J, Fritze O. Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part II: Key factors for motivating the faculty during the process. GMS JOURNAL FOR MEDICAL EDUCATION 2017; 34:Doc6. [PMID: 28293673 PMCID: PMC5327657 DOI: 10.3205/zma001083] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 05/16/2016] [Revised: 10/12/2016] [Accepted: 11/09/2016] [Indexed: 05/31/2023]
Abstract
Objective: After adoption of the National Competency-based Learning Objectives Catalogue in Medicine [Nationaler Kompetenzbasierter Lernzielkatalog Medizin, NKLM], the German medical faculties are asked to test the learning obejctives recorded in it and evaluate them critically. The faculties require curricular transparency for competence-oriented transition of present curricula, which is best achieved by systematic curriculum mapping in comparison to the NKLM. Based on this inventory, curricula can be further developed target-oriented. Considerable resistance has to be expected when a complex existing curriculum is to be mapped for the first time and a faculty must be convinced of its usefulness. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen rose to this task. This two-part article analyses and summarises how NKLM curriculum mapping was successful at the locations despite resistance. Part I presented the resources and structures that supported implementation. Part II focuses on factors that motivate individuals and groups of persons to cooperate in the faculties. Method: Both parts used the same method. In short, the joint project was systematically planned following the steps of project and change management and adjusted in the course of the process. From the beginning of the project, a Grounded-Theory approach was used to systematically collect detailed information on measures and developments at the faculties, to continually analyse them and to draw final conclusions. Results: At all sites, faculties, teachers, students and administrative staff were not per se willing to deal with the NKLM and its contents, and even less to map their present curricula. Analysis of the development reflected a number of factors that had either a negative effect on the willingness to cooperate when missing, or a positive one when present. These were: clear top-down and bottom-up management; continuous information of the faculty; user-oriented support in the mapping process by reduction of the mapping categories, portioning and condensation of the NKLM via student pre-mapping (blueprint) and visibility of growing consent. Apart from that, there were a series of frequent questions, objections and concerns that could be countered strategically and by argumentation. They particularly referred to relevance, benefit, feasibility and effort of curriculum mapping. Conclusion: An overview of beneficial framework conditions, strategies and results from different points of view is achieved and interrelations are made visible. Based on literature results, the motivating factors as well as their implementation and effects in the faculties involved are critically reflected on. Recommendations can be derived that can support other faculties in practice.
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Affiliation(s)
- Maria Lammerding-Koeppel
- University of Tuebingen, Faculty of Medicine, Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Tuebingen, Germany
| | - Marianne Giesler
- University of Freiburg, Medical Faculty, Competency Centre for Evaluation in Medicine Baden-Wuerttemberg, Freiburg, Germany
| | - Maryna Gornostayeva
- University of Heidelberg, Medical Faculty, Center of Excellence for Assessment in Medicine - Baden-Wuerttemberg, Heidelberg, Germany
| | - Elisabeth Narciss
- University of Heidelberg, Medical Faculty Mannheim, Competence Centre of Final Year, Mannheim, Germany
| | - Annette Wosnik
- University of Tuebingen, Faculty of Medicine, Dean's Office of Student Affairs, Tuebingen, Germany
| | - Stephan Zipfel
- University of Tuebingen, Faculty of Medicine, Dean's Office of Student Affairs, Tuebingen, Germany
| | - Jan Griewatz
- University of Tuebingen, Faculty of Medicine, Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Tuebingen, Germany
| | - Olaf Fritze
- University of Tuebingen, Faculty of Medicine, Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Tuebingen, Germany
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Lane IF, Root Kustritz MV, Schoenfeld-Tacher RM. Veterinary Curricula Today: Curricular Management and Renewal at AAVMC Member Institutions. JOURNAL OF VETERINARY MEDICAL EDUCATION 2017; 44:381-439. [PMID: 28876984 DOI: 10.3138/jvme.0417.048] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Renewing a veterinary curriculum is challenging work and its impact is difficult to measure. Academic leaders are charged with regular review and updating of their curricula, but have few resources available to guide their efforts. Due to the paucity of published veterinary reports, most turn to colleagues at other veterinary schools for insider advice, while a few undertake the task of adapting information from the educational literature to suit the needs of the veterinary profession. In response to this paucity, we proposed a theme issue on curricular renewal and surveyed academic leaders regarding curricular challenges and major renewal efforts underway. We compiled the results of this survey (with respondents from 38 veterinary colleges) as well as publicly available information to create a digest of curricular activities at AAVMC member institutions. This introductory article summarizes the key survey findings, describes the methods used to create the curricular digest, and presents information about key aspects of selected programs. Our overarching research questions were as follows: (1) What was the extent and nature of curricular change at AAVMC-accredited veterinary colleges over the past 5 years? and (2) How are curricula and curricular changes managed at AAVMC accredited veterinary colleges? The appended curricular digests provide selected details of current DVM curricula at participating institutions. Additional articles in this issue report on institutional change efforts in more detail. It is our hope that this issue will help to pave the way for future curricular development, research, and peer-to-peer collaboration.
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Griewatz J, Wiechers S, Ben-Karacobanim H, Lammerding-Koeppel M. Medical teachers' perception of professional roles in the framework of the German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM)-A multicenter study. MEDICAL TEACHER 2016; 38:1157-1165. [PMID: 27075989 DOI: 10.3109/0142159x.2016.1170777] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
BACKGROUND Based on CanMEDS and others, the German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) were recently consented. International studies recommend integrating national and cultural context when transferring a professional roles framework in different countries. Teachers' misconceptions may establish barriers in role understanding and implementation. OBJECTIVES The aim is to analyze medical teachers' rating and perception of NKLM roles in order to reveal differences to official definitions. METHODS A two-step sequential mixed methods design was used including a survey and focus groups with N = 80 medical teachers from four German universities. RESULTS Most of the teachers highly valued the importance of the role "Medical Expert" and understood comprehensively. The Communicator and the Collaborator were rated fairly and perceived to a large extent. Other intrinsic roles like Health Advocate and Scholar showed more deficits in perception and less importance by the participants. This was seen generally problematic and should be considered carefully. Manager and professional showed one-sided weaknesses either in importance or perception. CONCLUSION Medical teachers considered NKLM roles relevant for medical practice, although their role perception differed considerably. The value and risk matrix visualizes the specific role profile and offers strategic implications for NKLM communication and handling, thus supporting change management.
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Affiliation(s)
- Jan Griewatz
- a Competence Centre for University Teaching in Medicine Baden-Wuerttemberg , University of Tuebingen , Tuebingen , Germany
| | - Steffen Wiechers
- b Department of General Paediatrics, Oncology and Haematology , University Children's Hospital, University of Tuebingen , Tuebingen , Germany
| | - Hadiye Ben-Karacobanim
- a Competence Centre for University Teaching in Medicine Baden-Wuerttemberg , University of Tuebingen , Tuebingen , Germany
| | - Maria Lammerding-Koeppel
- a Competence Centre for University Teaching in Medicine Baden-Wuerttemberg , University of Tuebingen , Tuebingen , Germany
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Quintero GA, Vergel J, Arredondo M, Ariza MC, Gómez P, Pinzon-Barrios AM. Integrated Medical Curriculum: Advantages and Disadvantages. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2016; 3:JMECD.S18920. [PMID: 29349303 PMCID: PMC5736212 DOI: 10.4137/jmecd.s18920] [Citation(s) in RCA: 48] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2016] [Revised: 09/13/2016] [Accepted: 09/15/2016] [Indexed: 05/10/2023]
Abstract
Most curricula for medical education have been integrated horizontally and vertically--vertically between basic and clinical sciences. The Flexnerian curriculum has disappeared to permit integration between basic sciences and clinical sciences, which are taught throughout the curriculum. We have proposed a different form of integration where the horizontal axis represents the defined learning outcomes and the vertical axis represents the teaching of the sciences throughout the courses. We believe that a mere integration of basic and clinical sciences is not enough because it is necessary to emphasize the importance of humanism as well as health population sciences in medicine. It is necessary to integrate basic and clinical sciences, humanism, and health population in the vertical axis, not only in the early years but also throughout the curriculum, presupposing the use of active teaching methods based on problems or cases in small groups.
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Affiliation(s)
- Gustavo A. Quintero
- School of Medicine and Health Sciences, Universidad del Rosario, Bogota, DC, Colombia
| | - John Vergel
- Universidad del Rosario, Bogota, DC, Colombia
| | - Martha Arredondo
- Facilitators of the Integrated-Systems Learning Activities at the School of Medicine and Health Sciences, Universidad del Rosario, Bogota, DC, Colombia
| | - María-Cristina Ariza
- Facilitators of the Integrated-Systems Learning Activities at the School of Medicine and Health Sciences, Universidad del Rosario, Bogota, DC, Colombia
| | - Paula Gómez
- Facilitators of the Integrated-Systems Learning Activities at the School of Medicine and Health Sciences, Universidad del Rosario, Bogota, DC, Colombia
| | - Ana-Maria Pinzon-Barrios
- Facilitators of the Integrated-Systems Learning Activities at the School of Medicine and Health Sciences, Universidad del Rosario, Bogota, DC, Colombia
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May SA, Silva-Fletcher A. Scaffolded Active Learning: Nine Pedagogical Principles for Building a Modern Veterinary Curriculum. JOURNAL OF VETERINARY MEDICAL EDUCATION 2015; 42:332-339. [PMID: 26421513 DOI: 10.3138/jvme.0415-063r] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Veterinary discipline experts unfamiliar with the broader educational literature can find the adoption of an evidence-based approach to curriculum development challenging. However, greater societal and professional demands for achieving and verifying Day One knowledge and skills, together with continued progress in information generation and technology, make it all the more important that the defined period for initial professional training be well used. This article presents and discusses nine pedagogical principles that have been used in modern curricular development in Australia, the United Kingdom, and the United States: (1) outcomes-based curriculum design; (2) valid and reliable assessments; (3) active learning; (4) integrated knowledge for action; (5) tightly controlled core curriculum; (6) "just-in-time" rather than "just-in-case" knowledge; (7) vertical integration, the spiral curriculum, and sequential skills development; (8) learning skills support; and (9) bridges from classroom to workplace. Crucial to effective educational progress is active learning that embraces the skills required by the modern professional, made possible by tight control of curricular content. In this information age, professionals' ability to source information on a "just-in-time" basis to support high quality reasoning and decision making is far more important than the memorization of large bodies of increasingly redundant information on a "just-in-case" basis. It is important that those with responsibility for veterinary curriculum design ensure that their programs fully equip the modern veterinary professional for confident entry into the variety of roles in which society needs their skills.
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Lammerding-Koeppel M, Ebert T, Goerlitz A, Karsten G, Nounla C, Schmidt S, Stosch C, Dieter P. German MedicalTeachingNetwork (MDN) implementing national standards for teacher training. MEDICAL TEACHER 2015; 38:378-84. [PMID: 26052882 DOI: 10.3109/0142159x.2015.1047752] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
BACKGROUND An increasing demand for proof of professionalism in higher education strives for quality assurance (QA) and improvement in medical education. A wide range of teacher trainings is available to medical staff in Germany. Cross-institutional approval of individual certificates is usually a difficult and time consuming task for institutions. In case of non-acceptance it may hinder medical teachers in their professional mobility. AIM The faculties of medicine aimed to develop a comprehensive national framework, to promote standards for formal faculty development programmes across institutions and to foster professionalization of medical teaching. METHODS AND RESULTS Addressing the above challenges in a joint approach, the faculties set up the national MedicalTeacherNetwork (MDN). Great importance is attributed to work out nationally concerted standards for faculty development and an agreed-upon quality control process across Germany. Medical teachers benefit from these advantages due to portability of faculty development credentials from one faculty of medicine to another within the MDN system. CONCLUSION The report outlines the process of setting up the MDN and the national faculty development programme in Germany. Success factors, strengths and limitations are discussed from an institutional, individual and general perspective. Faculties engaged in similar developments might be encouraged to transfer the MDN concept to their countries.
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Affiliation(s)
| | - T Ebert
- b Goethe University Frankfurt/Main , Germany
| | - A Goerlitz
- c Institut fuer Didaktik und Ausbildungsforschung in der Medizin am Klinikum der Universitaet Muenchen , Germany
| | | | - C Nounla
- e Technische Universitaet Braunschweig , Germany
| | - S Schmidt
- f Charité - University Medicine Berlin , Germany
| | - C Stosch
- g University of Cologne , Germany
| | - P Dieter
- h German Association of Medical Faculties , Germany
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Bitonte RA, DeSanto DJ. Mandatory physical exercise for the prevention of mental illness in medical students. Ment Illn 2014; 6:5549. [PMID: 25553235 PMCID: PMC4274459 DOI: 10.4081/mi.2014.5549] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2014] [Accepted: 08/15/2014] [Indexed: 12/03/2022] Open
Abstract
Medical students experience higher rates of mental illness than the general population. With competition rising for success in medical school, and residency, increasing incidence of distress are leading this population to experience higher rates of thoughts of dropping out of school, and even suicide. Since many stigmas deter medical students from receiving mental health counseling, such as the perceived inability to handle the stresses of medical school, and the potential lack of competitiveness for residencies if reported, prevention of mental illness may be a better course to take in reducing prevalence in this population. Regular exercise has demonstrated a positive effect on not only promoting physical health, but also mental health. Exercise encourages a healthy mood, positive self esteem, and better cognition, while decreasing the chances of depression, anxiety, and burnout. Implementing exercise time into medical school curriculums, just like the basic sciences, albeit for less time in the day, could provide a feasible way to ensure that all students are taking time to partake in this important activity for their well being. Though medical schools are rigid with attempts to make changes in their curriculum, thirty minutes a day, three to five times a week of exercise of the students’ choice not only is more cost effective than counseling, but it also reduces the chances that they will experience burnout, which if left untreated could transcend into a compromised training experience.
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Affiliation(s)
- Robert A Bitonte
- Department of Physical Medicine and Rehabilitation, University of California , Irvine Medical Center, Orange, CA, USA
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Vovides Y, Chale SB, Gadhula R, Kebaetse MB, Nigussie NA, Suleman F, Tibyampansha D, Ibrahim GR, Ntabaye M, Frehywot S, Nkomazana O. A systems approach to implementation of eLearning in medical education: five MEPI schools' journeys. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2014; 89:S102-S106. [PMID: 25072558 DOI: 10.1097/acm.0000000000000347] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
How should eLearning be implemented in resource-constrained settings? The introduction of eLearning at four African medical schools and one school of pharmacy, all part of the Medical Education Partnership Initiative (MEPI) eLearning Technical Working Group, highlighted the need for five factors essential for successful and sustainable implementation: institutional support; faculty engagement; student engagement; technical expertise; and infrastructure and support systems. All five MEPI schools reported strengthening technical expertise, infrastructure, and support systems; four schools indicated that they were also successful in developing student engagement; and three reported making good progress in building institutional support. Faculty engagement was the one core component that all five schools needed to enhance.
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Affiliation(s)
- Yianna Vovides
- Prof. Vovides is learning design and research specialist, Georgetown University, Washington, DC. Ms. Chale is research and communication specialist, George Washington University, Washington, DC. Ms. Gadhula is senior systems administrator, University of Zimbabwe, Harare, Zimbabwe. Prof. Kebaetse is distance learning specialist, University of Botswana School of Medicine, Gaborone, Botswana. Mr. Animut Nigussie is assistant program coordinator, Addis Ababa University, Addis Ababa, Ethiopia. Prof. Suleman is associate professor, University of KwaZulu-Natal, Durban, South Africa. Ms. Tibyampansha is learning management system specialist, Kilimanjaro Christian Medical University College, Moshi, Tanzania. Ms. Ibrahim is learning management system assistant, Kilimanjaro Christian Medical University College, Moshi, Tanzania. Prof. Ntabaye is executive director, Kilimanjaro Christian Medical University College, Moshi, Tanzania. Dr. Frehywot is associate research professor, George Washington University, Washington, DC. Dr. Nkomazana is associate program director, University of Botswana School of Medicine, Gaborone, Botswana
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White J, Paslawski T, Kearney R. 'Discovery learning': an account of rapid curriculum change in response to accreditation. MEDICAL TEACHER 2013; 35:e1319-e1326. [PMID: 23444887 DOI: 10.3109/0142159x.2013.770133] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
BACKGROUND/AIMS The purpose of this study was to explore the attitudes and experiences of leaders responsible for making rapid changes to a medical school curriculum in response to an adverse accreditation report. The new curriculum was based on the principles of problem-based learning ('Discovery Learning'), with changes to the way that students were assessed. METHODS We conducted semi-structured interviews with leaders responsible for education at the school two and a half years after the adoption of the new curriculum. We coded the resulting transcripts to identify major and minor themes expressed by participants. RESULTS Thirty-five senior leaders, administrators and course directors were invited for the interview; 14 (40%) were interviewed. Five main themes were noted in the data: (1) organization and control of the curriculum; (2) changes in the practices of teaching and learning; (3) effects on faculty members; (4) sources of resistance and (5) attitudes to curriculum change in general. CONCLUSION This study demonstrates that major curriculum change can be achieved successfully in a short period of time. This study also illustrates some of the problems associated with making rapid changes to the medical school curriculum, and highlights the importance of attitudes to change amongst the leadership of a medical school.
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Affiliation(s)
- J White
- University of Alberta, Edmonton, Alberta, Canada.
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Hillis DJ. Managing the complexity of change in postgraduate surgical education and training. ANZ J Surg 2009; 79:208-13. [DOI: 10.1111/j.1445-2197.2008.04840.x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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