Medical teacher
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Audience response systems (ARS) represent one approach to make classroom learning more active. Although ARS may have pedagogical value, their impact is still unclear. This systematic review aims to examine the effect of ARS on learning outcomes in health professions education. ⋯ This review provides some evidence to suggest the effectiveness of ARS in improving learning outcomes. These findings are more striking when ARS teaching is compared to non-interactive sessions and when non-randomised study designs are used. This review highlights the importance of having high quality studies with balanced comparators available to those making curricular decisions.
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Global health education (GHE) at undergraduate medical institutions has expanded significantly over the last 30 years, but many questions remain regarding the best practices for the development and implementation of global health programs. ⋯ Institutions developing or evaluating GHE programs should focus on these themes as they build their global health curricula.
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The mini-clinical evaluation exercise (mini-CEX) has been proposed as a method to address the deficiencies of in-training assessment for junior doctors. ⋯ There was a significant cost to the ED as a result of adding mini-CEX encounters to interns' performance assessment. No change in summative outcome occurred for this study cohort.
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The 1999 Bologna Agreement implies a European harmonization of higher education using three cycles: bachelor and master before doctorate. Undergraduate medical programmes were restructured in only seven of the 47 countries. ⋯ In 32 of the 442 medical schools in Bologna signatory countries, introducing a two-cycle model for basic medical education was successfully completed. However, harmonization of medical training in Europe requires further international collaboration.
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Comparative Study
Clinical assessment performance of graduate- and undergraduate-entry medical students.
Recent evidence suggests that graduate-entry medical students may have a marginal academic performance advantage over undergraduate entrants in a pre-clinical curriculum in both bioscience knowledge and clinical skills assessments. It is unclear whether this advantage is maintained in the clinical phase of medical training. ⋯ The findings of this study suggest that any academic performance advantage held by graduate-entry medical students is limited to the early years of the medical course, and is not evident during clinical training in the later years of the course.