Global Medical Education in Normal and Challenging Times

• Autore: Zaidi Shabih H
• Pubblicazione: Cham : , : Springer International Publishing AG, , 2024; ©2024
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (281 pages)
• Disciplina: 610.78
• Altri autori: HassanShahid BigdeliShoaleh ZehraTabassum
• Nota di contenuto: Intro -- Preface -- Prologue -- Preamble -- Contents -- Educational Concepts and Philosophies -- Philosophy in Medical Curriculum: Toward a Reflective Professional Practice -- Abstract -- 1 Introduction -- 2 Metaphysical Perspective -- 3 Mental Models About Reality -- 4 Reductionism Versus Emergentism: A Framework for Understanding Medicine -- 5 Causation -- 6 Application of Causality in Medicine -- 7 Philosophy of Medicine and Clinical Reasoning: Phronesis as a Paradigm -- 8 Conclusion -- References -- Empowering Students Learning -- Mentoring During Routine and Difficult Times -- Abstract -- 1 Introduction -- 2 Mentoring in Health Professions Education -- 3 Myths Regarding Mentoring -- 4 Mentoring in the Pre-Covid Period -- 5 Models of Mentoring -- 5.1 Models Based on Forms -- 5.2 Models Based on the Method of Delivery -- 5.3 Models Based on the Career Stage -- 6 Mentoring Relationship -- 7 Stages of Mentoring (Burgess et al. 2018) -- 8 Skills that a mentor needs to inculcate (McKimm et al. 2007 -- Modi & -- Singh 2013): -- 9 Responsibilities of mentees (Burgess et al. 2018 -- Henry-Noel et al. 2019 -- McKimm et al. 2007 -- Modi & -- Singh 2013): -- 10 Benefits to the Students and Faculty -- 11 Issues Related to Mentoring -- 12 Problems Experienced While Mentoring During the Pandemic -- 13 Responsibilities of Teachers as Mentors in the Pandemic -- 14 Experience at the Era University, India -- 15 Mentoring in the Post-COVID Era -- 16 Conclusion -- References -- Ready to Practice Graduate -- The Virtuous Physician -- Abstract -- 1 Introduction -- 2 Is Medicine a Science or an Art? -- 3 The Virtues an Ideal Physician Should Possess -- 4 The COVID-19 Highlighted the Hidden Virtues in Health Workers eg. -- 5 Social Contract -- 6 Philosophy of Medicine -- 7 Spirituality -- 8 Conclusion -- References. ; How to Enable Medical Students to Develop a Vision of Themselves as Future Role Models? -- Abstract -- 1 Introduction -- 2 Theories Underpinning Role Modeling -- 2.1 Social Cognitive Learning Theory -- 2.2 Critical and Transformative Reflective Learning -- 2.3 Reflective Thinking -- 2.4 Past Role Models -- 2.5 Present Role Models -- 2.6 Future Role Models -- 3 Conclusions -- References -- Interprofessional Education -- Interprofessional Education -- Abstract -- 1 Introduction -- 2 The Need of the Hour -- 3 Principles Involved in Interprofessional Education -- 4 Methods of Implementation -- 5 Facilitating Interprofessional Education -- 6 Assessment Methods -- 7 Challenges in Implementation -- References -- Implementation and Expansion of Interprofessional Education Initiatives -- Abstract -- 1 Significance of Including IPE in the Health Professions Curriculum -- 2 Interprofessional Competencies -- 3 Teaching Learning Methods -- 4 Assessment Approaches -- 5 Review of the Initiatives -- 6 Reflective Process for Refinement -- 7 Evaluation of Interprofessional Initiatives -- 8 Expansion of the Initiatives -- References -- Professionalism -- Toward Empowering Professionalism in Medical Education -- Abstract -- 1 The Definition and Meaning of Professionalism -- 2 Different Models/Frameworks of Professionalism -- 3 Integrating Professionalism in Different Educational Curricula -- 4 Challenges with Teaching and Learning Professionalism -- 5 The Assessment of Professionalism -- 6 Conclusion -- References -- Curriculum Development -- Competency-Based Clinical Supervision -- Abstract -- 1 Introduction -- 2 Definitions of Clinical Supervision -- 3 Clinical Supervision as a Goal -- 4 Clinical Supervision as a Process -- 5 Clinical Supervision as a Relationship -- 6 Competency-Based Clinical Supervision. ; 7 Competency-Based Clinical Supervision and the Theoretical Framework -- 8 Kolb' Experiential Learning Model -- 9 Gagne's Learning Theory -- 10 Skinner Operant Conditioning Theory -- 11 Transformational Learning -- 12 Issues in Competency-Based Clinical Supervision -- 13 Competency-Based Clinical Supervision Frameworks -- 14 Conclusion -- References -- Self-Directed Learning -- Abstract -- 1 Introduction -- 2 Self-Directed Learning-Models -- 3 Self-Directed Learning Instructional Model (Long 1989) -- 4 Self-Directed Learning Model (Candy 1991) -- 5 Personal Responsibility Orientation Model (Brockett and Hiemstra 1991) -- 6 Garrison's Model (1997) -- 7 Oswalt's Comprehensive Model (2003) -- 8 Implications of Self-Directed Learning Models -- 9 Self-Directed Learning: Process -- 10 Methods and Skills Required for SDL -- 11 Assessment of SDL -- 12 Myths Regarding SDL -- 13 Conclusion -- References -- Early Clinical Exposure for Undergraduate MBBS (Phase I) Students: Questions and Answers -- Abstract -- References -- Communication Skills in Medical Education -- Abstract -- 1 Introduction -- 2 The Magnitude of Communication Skills in Clinical Practice -- 3 The Essential Type of Skills for Communication Skills Learning -- 4 Communication Skills Teaching Models -- 5 Checklist Versus Global Ratings -- 6 Educational Strategies for Teaching Communication Skills (Table 15) -- 7 Constructing a Communication Skills Curriculum -- 8 Integrated Helical Curriculum -- 9 Curriculum Design at Various Levels of Medical Education -- 10 Assessment for Communication Skills Learners -- 11 Conclusion -- References -- Wealth Creation in the Third Generation of Medical Universities -- Abstract -- 1 Introduction -- 2 Wealth and Wealth Creation in the Universities of Medical Sciences -- 3 Wealth Creation in a University -- 4 Educational Wealth Creation in a University. ; 5 Personal Growth and Development Skills -- 6 Soft Skills -- 7 Entrepreneurial Skills -- References -- Assessment and Evaluation -- Setting Defensible and Credible Cut-Off Scores for Objective Structured Clinical Examinations: The Art and Science of Standard Setting -- Abstract -- 1 Introduction -- 1.1 Standard Setting and Its Significance -- 1.2 Standard Setting Methods for OSCEs -- 1.3 Norm-Referenced Standard Setting Methods -- 1.3.1 Mean Minus One Standard Deviation -- 1.3.2 Mean Minus One and Half Standard Deviation -- 1.3.3 Wijnen Method -- 1.3.4 Cohen Method -- 1.4 Criterion-Referenced Standard Setting Methods -- 1.4.1 Angoff Standard Setting Method -- 1.5 Borderline Methods -- 1.6 Borderline Group Method -- 1.7 Borderline Regression Method -- 1.8 Cluster Analysis -- 2 Conclusion -- References -- De Novo Reliability Synthesis in Assessment for Continuing Quality Improvement -- Abstract -- 1 Introduction -- 2 Reliability Measure of Assessment -- 3 Reliability Coefficient as Cronbach's Alpha -- 4 Reliability Coefficient as KR-20 for MCQ -- 5 Standard Error of Measurement (SEM) for Written Test of Knowledge -- 6 Component Matrix as Dimensionality (Reliability) -- 7 Some Robust Methods of Reliability Assessment in OSCE: SEE/RMSE/R2/IG -- 8 Other Reliability Measures at Item and Test Level -- 9 Reliability of Assignments as Assessment in Health Profession Education -- 10 Statistical Test Employed in Reliability of Assignment -- 11 Calibration of Rating Score in Assignment -- 12 Conclusion -- Take Home Exercise: Interactive Session Using Fictitious Data -- References -- Online Assessment -- Abstract -- 1 Introduction -- 2 Principles of Online Assessment -- 3 Advantages of Online Assessment -- 4 Online Assessment Tools -- 5 Steps in Setting up an Online Exam -- 6 Challenges of Online Assessment -- 7 Quality Assurance in Online Assessment. ; 8 Conclusion -- References -- Standard Setting in Medical Education: Standards, Methods, and Psychometrics -- Abstract -- 1 Standard Setting: Introduction -- 2 Standard Setting: Rationale -- 3 Standard Setting: Criteria and Standards -- 3.1 Standard 1 -- 3.2 Standard 2 -- 3.3 Standard 3 -- 4 Standard Setting: Psychometrics (Reliability and Validity) -- 5 Standard Setting: Methods -- 5.1 Angoff Method -- 5.2 Ebel Method -- 6 Advantages of Angoff and Ebel Methods -- 6.1 Nedelsky Method -- 6.2 Borderline Method -- 6.3 Contrasting Group Method (CGM) -- 6.4 Hoftsee Method -- 7 Steps of Borderline Regression Method -- 7.1 Definition: Borderline Regression Method (BRM) -- 7.2 Calculation of Cut-Off Score: Steps Using Scatterplot Option -- 8 Steps: -- 8.1 Calculation of Cut-Off Score: Steps Using ANOVA Option -- 8.2 What is R2 -- 8.3 What is Standard Error of Estimate (SEE) -- 9 Exercise (BRM): How to Calculate the Cut-Off Score -- 10 Task in This Exercise Using Fictitious Data -- 10.1 Recommended Steps -- References -- Tools of Formative Assessment -- Abstract -- 1 Formative Assessment: Key to Success -- 2 The Role of Formative Assessment in Student Engagement -- 3 Creative Formative Assessment Ideas to Use in E-Learning -- 3.1 Classroom Formative Assessment Tools and Their Modifications for E-Learning -- 4 General Steps to Have Successful Digital Formative Assessment -- 5 Conclusion -- 6 Digital Tools Links -- References -- Learning Resources and Technology in Medical Education -- The Impact of Open Education on Health Professional Training: From Open Educational Resources to MOOCs -- Abstract -- 1 From Open Education to Open Educational Resources -- 2 From OER to MOOCs -- 3 MOOCs Definition and Types -- 4 Universities' Trend Toward MOOCs -- 5 Some MOOCs Providers -- 6 MOOCs Impact on Higher Education -- 7 MOOCs and Health Profession Education. ; 8 MOOC Development.
• Titolo autorizzato: Global Medical Education in Normal and Challenging Times
• ISBN: 3-031-51244-8
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910865268703321
• Lo trovi qui: Univ. Federico II
• Serie: Advances in Science, Technology and Innovation Series