摘要:

SUMMARYHealth professions development is an integral part of national health plans. It is influenced by various factors and should be continuously updated to meet the changing health situation and related disciplines of the country. There are three forms of establishing a health manpower development plan: a market‐oriented form, a goal‐achievement form and a normative form. A combination of all forms is best if carried out by a community‐oriented team of academic health professions and health care providers. Although countries of the Eastern Mediterranean Region share many demographic, geographic, and sociocultural characterisitics, there are marked differences in resources, health manpower structure and availability in health services. Health professional development plans should be formulated according to existing situations. Other factors influencing health manpower development in the future include political, social and economic trends, changes in morality and disease patterns, industrialization, availability of health services and academic institutions. Perspectives guiding planning for the development of various categories of health professionals are pres

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02896.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYThe central premise of this paper is that medical education today is being driven by intellectual and social imperatives to make fundamental changes in the way it prepares students to be the doctors of tomorrow. Fully aware that over the past 50 years at least eight major national commissions in the USA alone have made similar claims, the present reality is such that the pressure for change has greater force than at any time since the beginning of the century, when the overall form of modern medical education was set. The new science base of medicine requires the activation of its students. Although medical educators have recognized for at least half a century that active student learning is preferable to the passive student roles of didactic methods, we no longer have a choice. Not only is the activated student a requisite for learning that is intrinsic to the new intellectual paradigm, it is necessary for its application in clinical practice. At the same time, it is important to recognize that the social organization of medical education is structured to resist the kinds of changes that are inherent to the basic knowledge and practice requirements of contemporary medicine. The modern medical centre contains vested bureaucratic and financial interests, shared by both scientists and practitioners, which form a highly resistent structural barrier to change.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02897.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYDuring 1991–1992 a confidential questionnaire was administered to a sample of United Kingdom medical students to determine if undergraduate education improved students' perceived competence at eight practical procedures. Of 2521 students given questionnaires, 1483 (58.8%) replied; 948 (65.5%) had had some obstetric and 866 (60.8%) some neonatal education. Such education did improve students' perceived competence (P<0.001) on self‐assessed Likert scales, but most still believe themselves not to be competent when they have completed their obstetric and neonatal education. Regression models were able to explain much (38.7–65.1%) of the variability in perceived competence at obstetric procedures: obstetric education, performing practical procedures, and witnessing deliveries in a general practitioner unit were all associated with higher competence; but less (4.8–20.8%) of the variability in perceived neonatal competence. It is suggested that undergraduate experience should be congruent with the aims and objectives of obstetric and neonatal education, and that these need to be reviewed in the light of the recent General Medical Council proposed changes to medical ed

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02806.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYProgress in implementing the World Federation for Medical Education Edinburgh Recommendations in all three phases of education — undergraduate, postgraduate and continuing — is dependent upon recognition of the need to manage dissatisfaction with the present, to have appropriate visions for the future, to have a management strategy for implementing change and to be cost‐effective. The extent to which progress can be anticipated is reflected in the formula:Change = (Dissatisfaction × Vision × Process)>CostWe have to aim for a curriculum that will be more convenient, relevant, individualized to the need of each student or trainee, diagnostic — emphasizing self‐assessment, interesting — taking account of motivation of students and doctors, systematic or planned and allowing for speculation and a consideration of the grey areas or uncertainties of medicine as well as th

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02898.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYThe World Federation for Medical Education Summit in Edinburgh in 1993 called for bold, clear, attractive and feasible strategies to equip doctors with the skills for the future of health care. There was special emphasis on skills for problem‐solving, ethical and evidence‐based medicine, effective communication, health promotion and illness prevention, and to educate and be educated. There were also skills for the shaping of the future of health services to form partnerships with other professionals and communities, to promote primary health care and to respond to culture and context. Strategies for effective training for skills include linking them to knowledge and attitude, selection of students of aptitude and motivation, training through practice with feedback, training teachers and assessors, and the reinforcement of skills after graduation. This presentation describes practical examples of these strategies in action to address each of the identified skills, all of them based on experience in the real world in Australia and Nige

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02899.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYLittle is known about the audit activity taking place among general practitioners as part of their vocational training. All 155 trainers and their trainees in the West of Scotland were asked about their attitudes to and their experiences of audit. Two hundred and thirty‐five replies were received from 310 questionnaires sent, giving an 85% response from trainers and 67% from trainees. Both trainers and trainees had positive attitudes to audit with regard to its use: for assessing work (87% of trainers, 97% trainees); as an appropriate use of resources (92% of trainers, 78% of trainees); as an appropriate use of time (91% trainers, 76% trainees); in improving patient care (96% of trainers, 76% of trainees). Most trainers (90%) and 52% of trainees had started collecting data with a view to starting an audit, 56% of trainers and 23% of trainees had personally set a standard and 54% of trainers but only 12% of trainees had completed a cycle of audit. Despite very positive attitudes to audit there is a problem completing a cycle of audit, particularly among trainees. They will thus be denied the benefit of negotiating and evaluating change as part of their training, skills which will be necessary to ensure a lifelong awareness of the quality of care they are providin

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02807.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02900.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02901.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02902.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYSpecialist training must be reshaped to meet the challenges of new systems for the delivery of health care and rapid expansion in biomedical knowledge. An adequate and affordable supply of trained specialists and generalists able to deal with the health problems of populations served, is the responsibility of governments and policymakers that fund and those who deliver graduate education. Clearly defined objectives for specialist training are needed, linked to planning for the medical workforce size. A balance between numbers of specialists and generalists is essential, although flexibility in programmes should allow individuals to change. Curricula for all specialties should be published. Strategies and methods for delivery of graduate education and training must be coherent with those of medical schools. Training should be planned and sequenced to meet the identified needs of individuals. Those who teach should themselves learn how to train and assess trainees. The location for training should reflect present and future clinical practice if disfunction between medical education and the health of populations served and their need is to be avoided. Specialist training should form the basis for continuing education by encouraging lifelong, evidence‐based learning. Any reshaping of specialist training must be consistent with the continuum of medical education. Instruments for assessment of specialists in training have to be refined, based on action research. Ensuring mastery in the competencies of each component of the curriculum is essential. Those competencies will change in consequence of altered societal needs plus advances in technology and biomedical knowledg

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02903.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID