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Reforms have concentrated on integrated learning of the basic science subjects and underlining their importance in the practice of medicine. I was specially intrigued by the colonial influence on medical education in Asia. Nepal initially developed a different system of education with inputs from different regions. However with opening of private schools and recruitment of a large number of faculties from India the Indian and the old British influence has begun to be felt if not in theory at least in practice.

The book has been divided into ten sections starting from 'A bird's eye view of medical education' and ending with 'Evaluation of impact. Educational philosophies are not easily understood by many educators and the authors have explained in a simple manner the difference between the instructivist and the constructivist philosophy of education. Constructivism is the basis of modern education philosophy and encourages self-learning and prepares learners for life long learning. In South Asia learning styles of students are influenced by the system of assessment which stresses rote learning and reproduction of information.

I had previously studied learning styles among students and found most use a strategic learning style using both deep and surface learning according to requirements. In our institution we conduct regular teacher's training workshops and I conduct the session on adult learning which is based on constructivism and self-learning philosophies. The authors define a curriculum and mention that the first step is to identify the institution's mission and its objectives.

I feel this step is often not done in South Asia where the curriculum is handed down by the medical council or the university. The problem is the same university has a diversity of medical schools with different stakeholders and objectives. Having been involved in innovations in medical education the section on strategies for implementation of educational innovations was of special interest.

Educational objectives are important and we start our training workshops with a session on writing learning objectives. The three domains of Bloom's taxonomy have been well described by the authors. The affective domain receives less emphasis in traditional curricula and modern innovations like learning medical humanities emphasize this neglected domain. The list of action verbs which can be used while framing objectives will be very useful to the teacher.

Medical education today: all that glitters is not gold

Lectures continue to be a dominant method of teaching due to large class sizes and other reasons and the chapter on making lectures more effective will be helpful. Periodic pause and review, carefully crafted questions and answers, immediate test and activities are mentioned. We have been using some of these methods in our lectures. I have been using small group activity-based learning in pharmacology practical sessions and in the Medical Humanities module and had learned about this during my fellowship at Foundation for Advancement of International Medical Education and Research.

The chapter on understanding small groups presented the needed information in a simple and effective manner. Teaching Communication in Conventional Ways. Communication is a Learnable Skill. Historical Overview. Objectives and Outcomes of PBL. Asian Medical Schools.

FAIMER | Useful Links | Teaching/Learning/Evaluation Tools for Health Professions Educators

Deficiencies of the System. Call for Reforms. Role of Medical Education Units. Teaching and Learning Concepts. LearnerCentered Learning. Surface versus Deep Learning. Experiential Learning.

The Common Themes. Understanding the Learner. Conceptual Underpinning. Implication of Learning Principles. Building the Skills of Learning. Concepts of Metacognition. Curriculum Design and Implementation. Strategies for Implementation of Curriculum Innovations. Reference and Further Reading. Classification of Educational Objectives.

Cognitive Domain. Psychomotor Domain. Affective Domain. Writing Educational Objectives.


The Purpose of Educational Objectives. Characteristics of Good Educational Objectives. Components of Educational Objectives. Pitfalls to Avoid.

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Overview of Teaching and Learning Methods. Educational Effectiveness of Teaching and Learning Methods. Organization of Chapters. Making Lecture Effective. Limitations and Concerns. Understanding Small Group. Challenges for Small Group. Life Cycle of a Group. Role and Responsibilities of Tutors in Small Groups. CaseBased Teaching.

Educational Rationale. Concerns for CaseBased Teaching.

Ongoing training needed to maintain license and certification

Variations of Cases for Teaching. Preparing the Case for Teaching. Implementation Considerations. Counseling Focused. Clinical Skill Practice. Questions and Questioning Technique. Many healthcare employers will reimburse all or some of these costs, as they are required for you to fulfill your clinical role for your employer. Additionally, some employers may provide additional paid time off above and beyond your vacation time, to complete CME requirements. Depending on the employer or organization, you may need to request funding or reimbursement in advance of the training.

For example, many Veterans Affairs medical centers require application in advance for tuition and travel for CME and may not grant funding if applied for after the fact. In addition, if your license or certification lapse due to lack of CME, your job may be terminated as you cannot legally practice.

As a result, they can easily access their CME transcripts. Other professional associations may provide similar tools, or you must keep your own records. Get tips on how to better manage your health practice. More in Healthcare Professionals. Was this page helpful? Thanks for your feedback! Sign Up.