A practical guide to using the World Federation for Medical Education standards. WFME 2: educational program

Background  

Preparing a medical school for institutional review of all aspects of the school’s programs requires an understanding of the international standards being used and adequate preparation and planning (MacCarrick et al. in Med Teach 32(5):e227, 2010; MacCarrick in Ir J Med Sci, 2010). This series examines each of the nine standards developed by the World Federation for Medical Education (WFME) (World Federation for Medical Education in Basic medical education WFME global standards for quality improvement, WFME Office, University of Copenhagen, Denmark, 2003) with practical advice on their use in both self-review and independent accreditation processes.     

A practical guide to using the World Federation for Medical Education Standards. WFME 3: assessment of students

Background  

Preparing a medical school for institutional review of all aspects of a medical school’s programs requires an understanding of the international standards being used and adequate preparation and planning (MacCarrick et al. in Med Teach 32 (5):e227, 2010). This series examines each of the nine standards developed by the World Federation for Medical Education (World Federation for Medical Education Basic Medical Education WFME Global Standards for Quality Improvement. WFME Office: University of Copenhagen, Denmark, 2003) with practical advice on their use in both self-review and independent accreditation processes.     

《世界医学教育联合会本科医学教育全球标准》的修订及其启示

世界医学教育联合会（WFME）于2012年对2003年版的《世界医学教育联合会本科医学教育全球标准》进行了修订,在内容和表述形式上都有一定的调整,提高了标准的可读性和可操作性.我国《本科医学教育标准——临床医学专业（试行）》自2008年发布以来,逐渐被接受并得到了认证实践的检验.WFME医学教育标准的修订对于我国医学教育标准的完善具有重要的指导意义.     

医学教育国际标准的本土化研究与实践

针对《全球医学教育最基本要求》和《本科医学教育全球标准》试点研究中凸显的不足,充分借鉴医学教育国际标准,依托综合性大学优势,从课程体系、教学方法、师资培养、教学评价等方面着手,实施系列改革的研究与实践,取得了良好的效果。     

卫生系统科学——医学教育“第三支柱”：全球标准与国际进展

世界医学教育联合会发布《本科医学教育质量改进全球标准（2020版）》，共在课程内容指导中增加了设置卫生系统科学课程的要求。卫生系统科学是改善在医疗保健系统内为病人和群体提供医疗保健的质量、结果和成本的原则、方法和实践。进入21世纪以来，美国医学会与多所医学院校经过联合工作，提出为了适应越来越快的医疗服务需求变化、越来越复杂的体系，在医学教育中除了传统的基础医学、临床医学两大支柱课程外，还应当设计以卫生系统科学为主题的课程，并加以实践。以帮助医学生更全面地掌握临床工作所需的能力，培养并运用系统思维，更快地适应他们的专业工作要求，站在卫生系统之间相互关联的立场上，高效、广泛、低成本地完成工作任务。近年来，卫生系统科学被定义为医学教育的第三支柱，从结构角度，构筑和保障了医学教育成果的稳定性。本文介绍了卫生系统科学形成的结构、内容和进展。     

三套本科医学教育国际标准的比较

对由国际医学教育专门委员会(IIME)、世界卫生组织西太平洋地区办事处(WHO西太区)、世界医学教育联合会(WFME)等三个医学教育国际组织分别制定的在校医学教育的国际标准的目的、主要内容进行了简要比较。IIME“标准”包括7大领域60条标准,针对的是医学毕业生个体的基本能力,属于总结性个人评估。WHO西太区和WFME“标准”大体一致,包括医学院校教育的结构和过程的9大领域,针对医学院校,属于形成性评估。     

医学教育全球认证试点性评估的认识与实践

哈尔滨医科大学在国内首家进行了“医学教育全球认证试点性评估”,首次向世界医学教育联合会(WFME)全面展示和介绍了中国医学教育发展的情况。通过此次评估,研究和了解了医学教育全球认证标准、认证办法和基本程序;按照WFME“医学教育全球标准”的要求,在肯定本科教学质量的同时,了解和学习了国际医学教育的先进理念和思想,促进了教学改革。医学教育全球认证试点性评估实践,为推进我国医学教育认证制度提供了经验。     

Patterns of participation of patients in cancer clinical trials in Ireland

Background  In the United States the overall participation in cancer clinical trials (CCT) is less than 3% [Avis et al. in J Clin Oncol 24:1860–1867 (2006); Lara et al. in J Clin Oncol 19:1728–1733 (2001)]. In Europe there is little data on participation in such trials. Aim  We aim to gather information on factors influencing CCT enrolment in Ireland. Methods  From November 2005 to 28 February 2006 all consecutive patients considered for systemic therapy were assessed for eligibility re participation in available CCTs. Results  A total of 290 patients were included. Overall 2.4% of patients were recruited to one of the available CCTs. The main reasons for failure of trial recruit were: no trial for cancer type (60%), no trial for stage (21%), ineligible by trial criteria (16.1%), patient declined (0.3%), and physician discretion (2.6%). Only one patient, who was otherwise eligible, declined entry into a clinical trial. Conclusions  Irish patients with cancer are very willing to participate in CCTs. Current levels of recruitment compare favourably with international levels. Presented in part for a poster presentation at the 31st European Society of Medical Oncology (ESMO) congress. Poster number 619. Annals of Oncology 17 (Supplement 9): ix191, 2006. The Cancer Centre Beaumont Hospital is affiliated to NSABP, ECOG, ICORG, HRB.     

中澳合作的中国的医学院校认证

2008年,中国根据国际标准与指南建立了临床医学专业认证制度.截至2013年,中国已经认证20所院校,并计划至2020年认证所有137所医学院校.为了实现这一目标,中国的医学教育工作者与澳大利亚同行开展了合作.中国和澳大利亚同为世界医学教育联合会的区域性机构西太平洋地区医学教育协会的成员,双方的合作始于2000年区域性会议上的非正式讨论,之后主要开展了3个方面的合作：在中国为潜在的认证专家和准备接受认证的院校举办培训会;中国的认证专家赴澳大利亚访问,考察澳大利亚医学理事会开展的认证活动;澳大利亚专家参与中国医学院校的认证（本文中所用的“医学院校认证”等同于中国“本科临床医学专业认证”.本文中方作者注）.本文论述了在国际医学教育认证的大背景下,双方逐步开展合作,形成今天独特的双边合作模式.同时,本文对具有中国特色的标准和指南的制定、试点实施进行了说明.最后,讨论了迄今为止所取得的成果和面临的挑战。     

Pseudo ventricular tachycardia: a case report

Background  

Dramatic artifacts of pseudo flutter have been reported in the past secondary to various factors including tremor (Handwerker and Raptopoulos in N Engl J Med 356:503, 2007) and dialysis machines (Kostis et al. in J Electrocardiol 40(4):316–318, 2007).     

Educational programs in US medical schools, 2001-2002

Barbara Barzansky, PhD; Sylvia I. Etzel

JAMA. 2002;288:1067-1072.

We used data mainly from the 2001-2002 Liaison Committee on Medical Education Annual Medical School Questionnaire, which had a 100% response rate, to describe the status of US medical education programs. In 2001-2002, the number of full-time medical school faculty members was 104 949, a 2.4% increase from 1999-2000. The 34 859 applicants for the class entering in 2001 represented a 9.5% decrease from the number of applicants in 1999-2000. There were 2 applicants for every acceptance, and the academic qualifications of medical students entering in 2001 were unchanged from 1999. Women comprised 47.8% of entering students in 2001, and 13.1% were members of underrepresented minority groups. Of all first-year students, 67% were in-state residents. Most medical schools had mandatory required night call during at least some required clinical clerkships, but only 17 had formal policies on medical student work hours. In 74 schools (60%), medical students were required to pass Steps 1 and 2 of the United States Medical Licensing Examination to advance or graduate.

     

The General Medical Council and medical ethics.

Addressing an annual conference on the teaching of medical ethics sponsored by Britain's General Medical Council (GMC), the chairman of the GMC Education Committee describes how the Council--which has statutory responsibility for overseeing physician conduct and education--has undertaken to ensure minimum standards for the teaching of medical ethics. He highlights the sections of the Recommendations on Basic Medical Education (adopted by the GMC Education Committee in February 1980) that focus on training in ethics.     

国际医学模拟协会认证标准与启示

国际医学模拟协会作为全球规模最大、最权威的医学模拟教育协会,针对评估、研究、教育和体系整合4个领域接受申请认证。本文介绍了申请认证需要遵守的核心标准和规范,以及上述4个领域各自的标准和规范,分析了在我国开展国际医学模拟协会认证可能面临的问题,旨在推动我国医学模拟教育事业的发展。     

中美医学教育标准的比较

美国医学教育联络委员会采用《医学院职能与结构》作为医学教育标准对美国医学院校进行认证,其内容和表达形式与我国《本科医学教育标准——临床医学专业（试行）》存在诸多异同。文章比较了中美医学教育标准的制定历程和主要内容,对如何完善和修订我国医学教育标准进行了思考。     

高等医学院校留学生心血管内科的教学经验和体会

目前中国的医学教育已经进入了飞速前进的时代,高等医学教育需要与国际接轨并逐步采纳国际标准。医学类留学生的教育水平体现了高等医科院校的国际化水平。2009年至今,安徽医科大学国际教育学院招收了来自东南亚国家和非洲地区的留学生共计170多名。2012年起留学生已经陆续进入临床课程学习阶段,为提高国际医学类留学生教育的教学水平,笔者针对留学生特点和心血管内科学教学特点,就教学中面临的问题和如何改进教学水平进行阐述。     

Dolphin Project—Cooperative Regional Clinical System Centered on Clinical Information Center

In 2001, a system was created to improve patient service, improve the quality of medical care, and achieve efficient medical care. A Data Center was established to accumulate and manage clinical information in the regions and share clinical information safely and appropriately. The system has already been in operation for 3 years. Even though a patient may have been examined at multiple hospitals, his medical record information will be integrated at the Center. This ensures medical care continuity and enables the patient to view his own medical records at home. Its usefulness in obtaining informed consent has been demonstrated as well. XML instances established in the MML standards (MML (Medical Markup Language): http://www.medxml.net/E_mml30/mmlv3_E_index.htm Accessed July 2004; Jpn. J. Med. Informatics (JJMI) 17(3):203–207, 1997; J. Med. Syst. 24(3):195–211, 2000; J. Med. Syst. 27(4):357–366, 2003; J. Med. Syst. 28(6):523–533, 2004) are used for Electronic Medical Record System data exchange between the Data Center and each medical institution. The openness provided by XML makes it possible to connect diverse electronic medical records to the Center. As of the year 2004, over 10 types of electronic medical records have an MML interface, enabling connection to the Center.     

Effect of an Intensive Educational Program for Minority College Students and Recent Graduates on the Probability of Acceptance to Medical School

Context.— Increasing the number of minority physicians is a long-standing goal of professional associations and government. Objective.— To determine the effectiveness of an intensive summer educational program for minority college students and recent graduates on the probability of acceptance to medical school. Design.— Nonconcurrent prospective cohort study based on data from medical school applications, Medical College Admission Tests, and the Association of American Medical Colleges Student and Applicant Information Management System. Setting.— Eight US medical schools or consortia of medical schools. Participants.— Underrepresented minority (black, Mexican American, mainland Puerto Rican, and American Indian) applicants to US allopathic medical schools in 1997 (N=3830), 1996 (N=4654), and 1992 (N=3447). Intervention.— The Minority Medical Education Program (MMEP), a 6-week, residential summer educational program focused on training in the sciences and improvement of writing, verbal reasoning, studying, test taking, and presentation skills. Main Outcome Measure.— Probability of acceptance to at least 1 medical school. Results.— In the 1997 medical school application cohort, 223 (49.3%) of 452 MMEP participants were accepted compared with 1406 (41.6%) of 3378 minority nonparticipants (P=.002). Positive and significant program effects were also found in the 1996 (P=.01) and 1992 (P=.005) cohorts and in multivariate analysis after adjusting for nonprogrammatic factors likely to influence acceptance (P<.001). Program effects were also observed in students who participated in the MMEP early in college as well as those who participated later and among those with relatively high as well as low grades and test scores. Conclusions.— The MMEP enhanced the probability of medical school acceptance among its participants. Intensive summer education is a strategy that may help improve diversity in the physician workforce.      

全球医学教育最低基本要求:从梦想到现实

医学作为一种全球职业,必然有它共同的核心价值观、核心专业知识和技能。基于这样的认识,近年国外不少全国性或国际性医学教育组织对医学教育共同标准的设置进行了探讨。这些标准大体上可以规范为“过程标准”和“内容标准”,后者侧重于界定“结局评价”的结果,是更为本质的教育评价方法。1999年成立的国际医学教育专门委员会(IIME)致力于制定一套全世界医生都必须达到的“全球医学教育最低基本要求”(GMER),然后通过在一些国家的试验运行总结改进,最终达到向全球医学教育界推广,以确保医学教育质量。