Medical teacher
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Not many set up a new medical school, so those that do usually do it only once. Thus most have no personal previous experience to guide them. ⋯ It is hoped that these suggestions will be widely applicable to different contexts and assist those in the exciting task of setting up a new school.
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Recent changes in postgraduate medical training curricula usually encompass a shift towards more formative assessment, or assessment for learning. However, though theoretically well suited to postgraduate training, evidence is emerging that engaging in formative assessment in daily clinical practice is complex. ⋯ Engaging in formative assessment with a genuine impact on learning is complex and quite a challenge to both trainees and supervisors. Individual perspectives on feedback, a supportive learning environment and credibility of feedback are all important in this process. Every one of these should be taken into account when the utility of formative assessment in postgraduate medical training is evaluated.
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The advent of new medical education (ME) journals makes evident the growth of the field of ME. However, the nature and context of growth is undefined. ⋯ The increase in the number of ME publications and in the number of journals publishing ME articles suggests a supportive environment for a growing field; but variation in journals' foci has implications for readers, editors and authors.
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Both undergraduate and postgraduate medical education in Poland are currently undergoing a significant reform, based on new national educational standards, arising from European Union recommendations. This article describes the previous system and the new approach to medical curriculum, draws a picture of the current situation and discusses the impact of this educational change on the quality of future graduates.
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There is a lack of consensus regarding the qualities possessed by the ideal doctor, and very limited research regarding the views of medical students on these qualities. ⋯ Medical students identified a range of desirable personal qualities of a doctor which varied according to student characteristics, including their prior educational experience. Future research aiming to define such desirable qualities should include a broader range of stakeholders, including students at different training levels and institutions.