The 31st Seminar
| “In Pursuit of the Ideal Mix: the Medical Undergraduate Curriculum of Faculty of medicine, University of Colombo, Sri Lanka“ |
| Speaker: Gominda Ponnamperuma, MBBS, MMEd, PhD (Senior Lecturer, Medical Education Development and Research Centre Faculty of Medicine, University of Colombo, Sri Lanka / Visiting Associate Professor, IRCME) |
| Date: 23.2.2011 |
| Summary: Faculty of Medicine, University of Colombo, Sri Lanka is the second oldest medical school in South East Asia. For the most part of its 140-year history, the curriculum has been discipline-based, with didactic lectures being the predominant teaching and learning method. This was changed in a major curriculum reform in 1995. The traditional, discipline-based curriculum was converted to a horizontally and vertically integrated curriculum with the introduction of course modules based on body systems. The curriculum was organised into five streams: introductory basic sciences stream; applied sciences stream; clinical sciences stream; community stream; and behavioural sciences stream. The largely teacher-centred lectures paved way to the more student-centred small group discussions and problembased learning. The curriculum resulted in greater student participation in active learning, and learning in context. Also the students were offered opportunities to hone their skills in hither to less addressed aspects such as communication skills, research skills, ethics, attitudes and professionalism. Both the organisation and implementation of teaching / learning and assessment methods in the curriculum constituted a paradigm shift in many ways. Both the students and the teachers had to learn new skills and educational techniques such as problem-based learning. The organisation of the curriculum meant that the teachers were no longer responsible for individual subjects. Rather all the teachers taught in the entire curriculum. The curriculum successfully overcame these initial hurdles. However, the curriculum as it stands today is not without challenges. The streams that were developed to integrate the curriculum tend to function in isolation rather than in conjunction. The assessment needs to be streamlined more to achieve inter-stream integration and to reflect the curriculum outcomes in general. Hence, measures such as integrating the streams by using inter-stream activities, reorganising and integrating the assessment system, and the introduction of workplace-based assessment to counter the above challenges are currently being explored. How ideally these measures can be introduced and maintained to strike the ideal mix of educational strategies will be discussed during the session. |
| Documents: Poster、PDF |
The 30th Seminar
Available only in Japanese
The 29th Seminar
| “Optimizing Resident Education: Strategies and Evidence” |
| Speaker: Graham McMahon, MD, MMSc (Division of Endocrinology, Diabetes & Hypertension, Brigham and Womenʼs Hospital Assistant Professor of Medicine, Harvard Medical School / Visiting Associate Professor, IRCME) |
| Date: 3.12.2010 |
| Summary: Changes in clinical practice have rendered inadequate the century-old,inpatient based education model. Financial pressures on teaching hospitals have intensified, encouraging the pursuit of clinical and grant revenue at the expense of trainee education. Patients who are hospitalized today aremore complex than previously, less representative of the diversity of diseases seen in the community, require greater involvement of specialists, and stay for a shorter time. These changes have increasingly limited the participation of trainees and affected their therapeutic relationships with their patients and their supervisors. In the United States, regulations limiting resident duty hours and patient load have had the unintended consequence of worsening this situation. In focus groups and surveys, our trainees sought to reverse this decline, and sought greater bedside teaching, more attending time and supervision, greater feedback, and a reduction in workload. An experiment that addressed these concerns on one service and compared it to a standard service demonstrated that attention to quality education improved both resident and attending satisfaction, but also positively impacted the quality and safety of patient care. Redesign of training programs is greatly needed. The changes should prioritize education over service; emphasize quality, patient safety, and systems-based practice; and provide graded and greater supervision of our trainees. In this session we will review how redesign of the structure and format of post-graduate clinical |
| Documents: Poster、PDF |
The 28th Seminar
| “Assessing Clinical Competence: Lessons from the USMLE Clinical Skills Examination” |
| Speaker: Graham McMahon, MD, MMSc (Division of Endocrinology, Diabetes & Hypertension, Brigham and Womenʼs Hospital Assistant Professor of Medicine, Harvard Medical School / Visiting Associate Professor, IRCME) |
| Date: 12.11.2010 |
| Summary: The USMLE Step 2 Clinical Skills exam consists of a series of patient encounters in which the examinees must see 12 simulated patients over 8 hours of testing. All medical school graduates in the U.S., and all incoming foreign medical graduates must take the examination. Examinees take a history, do a physical examination, determine differential diagnoses, and then write a patient note based on their determinations. Examinees are expected to investigate the simulated patientʼs chief complaint, as well as obtain a thorough assessment of their past medical history, medications,allergies, social history, and family history. The introduction of the examination was very controversial, and many obstacles to the examination had to be overcome. Once introduced in 2004, the examination resulted in substantial changes to emphasis given to clinical skills in U.S. medical schools. Gradual but meaningful changes in examinee performance were detected over time, but there continues to be controversy about the strengths, weaknesses and costs of the program. As the Japanese medical community works to enhance its own assessment systems, it is hoped that this session will illuminate some of the positive and negative lessons learned from the USMLE experience. We will discuss metrics of clinical competence, the establishment of validity and reliability, and how a summative assessment could be usefully developed in Japan. |
| Documents: Poster、PDF |
The 27th Seminar
| “Health Professions Teacher Education for clinicians in Toronto, Canada/From Traditional to Outcome-based Medical Education Results of a Randomized Controlled Trial at the Ruhr-University Bochum, Germany / Teaching Modules in Pathology Education” |
| Speaker: Helen P. Batty Md, CCFP, M.ED, FCFP (Professor and Director, MScCH (HPTE) and Enhanced Clinical Felloship Program) Thorsten Shaefer （ Study Dean, Centre for Medical Education, University Bochum, Germany） Urs-Nikolaus Riede（Department of Pathology, University of Freiburg ） |
| Date: 7.10.2010 |
| Documents: Poster,PDF(Batty),PDF(Shaefer), PDF(Riede)、 |
The 26th – 22nd Seminars
Available only in Japanese