Medical teacher
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Comparative Study
The Rural Clinical School Tracking Project: more IS better--confirming factors that influence early career entry into the rural medical workforce.
This longitudinal tracking project by the University of Queensland Rural Clinical School (UQRCS) provides data on the early career pathways of alumni since its inception in 2002. Specifically we report on; (1) perceptions of the UQRCS regarding its influence on current career choice, (2) current speciality choices, and (3) factors that influenced these choices. ⋯ Findings confirm that a longer rural clinical experience is more effective in eventual choice of workplace location and future interest in a rural career. This corroborates the positive impact of Australian rural clinical schools toward rural medical workforce improvement.
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This article reports the latest development in e-learning in Korean medical education. The Korean Consortium for e-Learning in Medical Education was formed for collaboration in providing quality online learning resources for medical schools around the nation. ⋯ The consortium also plans to share e-learning content with medical schools in other countries by engaging more medical schools in the consortium and also by sharing e-learning content developed by other institutions or consortiums. The consortium is also dedicated to the research and development of effective online learning strategies for medical education, including interactive virtual patient cases and other innovative pedagogies using Web 2.0 technologies.
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Third-year medical students' grades are a combination of faculty observations, National Board of Medical Examiners examinations, and other departmental specific course requirements. Faculty evaluations include assessment of students' clinical skills, and a global rating for potential as house officer. We wished to better understand the 'potential as house officer' and to understand if these competencies were shared across the third year or unique to a given discipline. ⋯ Our data suggest that the awarding of 'potential for house officer' reflects the student's ability to work as part of a health care team. Although there appear to be common elements among the house officer comments, we also observed discipline specific differences. Given the importance placed on house officer potential, more conversation is needed to develop a common language across the third-year courses.