Quality assurance in transnational higher education : a case study of the tropEd network

Transnational or cross-border higher education has rapidly expanded since the 1980s. Together with that expansion issues on quality assurance came to the forefront. This article aims to identify key issues regarding quality assurance of transnational higher education and discusses the quality assurance of the tropEd Network for International Health in Higher Education in relation to these key issues.; Literature review and review of documents.; From the literature the following key issues regarding transnational quality assurance were identified and explored: comparability of quality assurance frameworks, true collaboration versus erosion of national education sovereignty, accreditation agencies and transparency. The tropEd network developed a transnational quality assurance framework for the network. The network accredits modules through a rigorous process which has been accepted by major stakeholders. This process was a participatory learning process and at the same time the process worked positive for the relations between the institutions.; The development of the quality assurance framework and the process provides a potential example for others

Supporting medical students’ workplace learning: Experience-based learning (ExBL)

Dornan, T., Scherpbier, A. J. J. A., & Boshuizen, H. P. A. (2009). Supporting medical students’ workplace learning: Experience-based learning (ExBL). The Clinical Teacher, 6(3), 167-171.This article describes levels of participation of students in contacts with real patients and how teachers can accelerate progression by creating conditions for students to participate at higher levels. Another role of clinical teachers is to open up opportunities for participation. Practical and emotional learning are mutually reinforcing, and reinforce the ability of students to participate

Change Management Support in Postgraduate Medical Education: A Change for the Better

Curriculum change is inevitably a part of postgraduate medical education (PGME) due to a necessity to rapidly adapt to changes in societal needs, educational philosophy and technological advances. Initiating, adopting as well as sustaining successful change can be very challenging especially in complex and time-constrained environments such as healthcare and PGME. Indeed, research has shown that educational changes do not always lead to the desired adjustments in practice. Surprisingly, implementation processes in healthcare and, more particularly, those in medical education are rarely supported by change management principles despite the scale and implications of curriculum reforms that justify guidance of such implementation processes. Insights from a change management perspective could help to smoothen the transition from theory to practice by guiding implementation processes and provide support in routinizing innovations in standard practice. A thorough description about change from an educational as well as a change management perspective is made, followed by the experiences with introducing change management principles into PGME. Lastly, the potential of change management principles for future changes in medical education, and their practical implications, is presented

Are patient-centered care values as reflected in teaching scenarios really being taught when implemented by teaching faculty? A discourse analysis on an Indonesian medical school's curriculum

<p>Abstract</p> <p>Background</p> <p>According to The Indonesian Medical Council, 2006, Indonesian competence-based medical curriculum should be oriented towards family medicine. We aimed to find out if the educational goal of patient-centered care within family medicine (comprehensive care and continuous care) were adequately transferred from the expected curriculum to implemented curriculum and teaching process.</p> <p>Methods</p> <p>Discourse analysis was done by 3 general practitioners of scenarios and learning objectives of an Indonesian undergraduate medical curriculum. The coders categorized those sentences into two groups: met or unmet the educational goal of patient-centered care.</p> <p>Results</p> <p>Text analysis showed gaps in patient-centered care training between the scenarios and the learning objectives which were developed by both curriculum committee and the block planning groups and the way in which the material was taught. Most sentences in the scenarios were more relevant to patient-centered care while most sentences in the learning objectives were more inclined towards disease-perspectives.</p> <p>Conclusions</p> <p>There is currently a discrepancy between expected patient-centered care values in the scenario and instructional materials that are being used.</p

Comparison of expectations and beliefs about good teaching in an academic day release medical education program: a qualitative study

BACKGROUND In a professional learner-centered(ness) educational environment, communication and alignment of expectations about teaching are indispensable. Professional education of residents could benefit from an analysis and comparison of teachers' and residents' educational expectations and beliefs. Our purpose is to identify success factors and barriers related to aligning expectations and beliefs and building a supportive professional learner-centered educational environment. METHODS We conducted semi-structured individual interviews with teachers and semi-structured focus groups with residents. A single interview format was used to make it possible to compare the results. Data were analysed using a qualitative software package (AtlasTi). Data analysis steps were followed by the author team, which identified four domains of good teaching: personal traits, knowledge, relationships and teaching qualities. RESULTS Teachers and residents agreed about the importance of personal professional characteristics like being a role model and having an open and enthusiastic attitude. They all thought that having a specific knowledge base was essential for teaching. Approaching residents as adult learners was found to be an important element of the learner-centred environment and it was agreed that teachers should take practical experiences to a higher level. However, teachers and residents had different expectations about the practical consequences of being a role model, adult learning, coaching and openness, and the type of knowledge that was needed in the professional development program. Communication about different expectations appeared to be difficult. CONCLUSIONS Teachers and residents agreed on a conceptual level about expectations and beliefs regarding good teaching, but disagreed on an executive level. According to the residents, the disagreement about good teaching was not the biggest barrier to creating alignment and a supportive professional relationship; instead, it was the absence of a proper dialogue regarding issues about expectations and beliefs

A realist synthesis of educational interventions to improve nutrition care competencies and delivery by doctors and other healthcare professionals

Objective: To determine what, how, for whom, why, and in what circumstances educational interventions improve the delivery of nutrition care by doctors and other healthcare professionals work. Design: Realist synthesis following a published protocol and reported following Realist and Meta-narrative Evidence Synthesis: Evolving Standards (RAMESES) guidelines. A multidisciplinary team searched MEDLINE, CINAHL, ERIC, EMBASE, PsyINFO, Sociological Abstracts, Web of Science, Google Scholar and Science Direct for published and unpublished (grey) literature. The team identified studies with varied designs; appraised their ability to answer the review question; identified relationships between contexts, mechanisms and outcomes (CMOs); and entered them into a spreadsheet configured for the purpose. The final synthesis identified commonalities across CMO configurations. Results: Over half of the 46 studies from which we extracted data originated from the USA. Interventions that improved the delivery of nutrition care improved skills and attitudes rather than just knowledge; provided opportunities for superiors to model nutrition care; removed barriers to nutrition care in health systems; provided participants with local, practically relevant tools and messages; and incorporated non-traditional, innovative teaching strategies. Operating in contexts where student and qualified healthcare professionals provided nutrition care in developed and developing countries, these interventions yielded health outcomes by triggering a range of mechanisms, which included feeling competent, feeling confident and comfortable, having greater self-efficacy, being less inhibited by barriers in healthcare systems and feeling that nutrition care was accepted and recognised. Conclusions: These findings show how important it is to move education for nutrition care beyond the simple acquisition of knowledge. They show how educational interventions embedded within systems of healthcare can improve patients’ health by helping health students and professionals to appreciate the importance of delivering nutrition care and feel competent to deliver it

Диагностика и коррекция оптических аберраций глаза

Показаны основные современные направления и методы исследования, коррекции оптических аберраций глаза и перспективы их развития.Main contemporary directions and methods of study and correction of optic aberrations of the eye as well as the prospects of their development are presented

Preparing health professionals to support patient decision-making in inter-professional context: where is the theory?

Inter-professional collaboration is important in the process of supporting patient decision-making. Studies showed that health professionals were not adequately prepared to face the strong hierarchical relation in collaboration as one practiced in the Asian context. This systematic review aimed to gather evidence about educational interventions to prepare health professionals in supporting patient decision-making in an inter-professional contex

Patients decision-making in the informed consent process in a hierarchical and communal culture

To investigate patients’ decision-making in the informed consent process in a hierarchical and communal culture. Methods: This qualitative study took place in an Indonesian hospital and was conducted in line with the Grounded Theory approach. Fifteen patients and twelve family members were interviewed to understand the patients’ decision-making process and factors that contributed to this process. Interview transcripts were analysed using the constant comparison method. Results: Patients used information to develop an explanation of their illness and treatment. They consented to a medical procedure if information from their physicians matched their own explanation. An increasing severity of the disease urged patients to decide, even when a satisfying explanation had not been developed. A hierarchical relationship between physicians and patients hampered patients’ discussing concerns or sharing emotions with their physicians. To maintain a harmonious relation with their physicians, patients accepted that some questions remained unanswered even after a decision had been made. Conclusion: The strong hierarchical and communal context added to the complexity in the physician-patient relationship and consequently influenced patients’ decision-making. In addition to strengthening physicians’ communication skills, involving other health professionals as patient advocates or mediators is recommended to ensure patients make voluntary and informed decisions