Displaying all 6 publications

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  1. Tiong JJ, Mai CW, Yong AC
    Med Educ, 2015 Nov;49(11):1060-2.
    PMID: 26494059 DOI: 10.1111/medu.12828
    Matched MeSH terms: Faculty, Medical/standards*
  2. Yee HY, Radhakrishnan A, Ponnudurai G
    Med Teach, 2006 Sep;28(6):558-60.
    PMID: 17074705
    Students' perception of the role and characteristics of a good problem-based learning (PBL) facilitator were assessed in the same study in which students were exposed to the 'Flying a Kite Approach' to PBL. A pre-tested anonymous questionnaire addressed the good qualities of a facilitator as well as the negative aspects. Although faculty and students' perceptions of 'good 'and 'bad' attributes generally agreed, it is clear that students still prefer facilitators who talk more, i.e. explain unclear facts or correct them when their facts are wrong. Content experts are also preferred over non-content experts.
    Matched MeSH terms: Faculty, Medical/standards*
  3. Severyanova L, Lazarev A
    Med J Malaysia, 2005 Aug;60 Suppl D:71-4.
    PMID: 16315629
    The Russian Federation of higher medical institutions get State accreditation, if their activity conforms to criteria determined by the Ministry of Public Health and the Ministry of Education of the Russian Federation. Kursk State Medical University (KSMU) has a confirmed to requirement of accreditation by the Russian Federation, to conduct annually training of about 5000 students at 12 faculties. KSMU carries out pre-medical undergraduate and postgraduate training in the specialty "Doctor of medicine". For the first time in Russia KSMU was allowed to conduct a 6-year medical training with the use of English as an intermediary language by the Ministry of Public Health and the Ministry of Education. In this relation programmes of training teachers for conducting instruction with the use of an intermediary language (English) and training students Russian with the level necessary for free communication with Russian patients and staff of the clinics have been developed and realized.
    Matched MeSH terms: Faculty, Medical/standards
  4. Bury G
    Med J Malaysia, 2005 Aug;60 Suppl D:11-9.
    PMID: 16315617
    The Irish Medical Council has undertaken accreditation inspections of Irish medical schools on a regular basis since 1996. This document is a summary of the accreditation standards, a guide to the process for those involved and an overview of the complexity of the many elements involved in educating a doctor. It should be read in conjunction with previous Medical Council publications on medical education. It also provides the basis for the Evaluation System for Visitors 2003. The Medial Council's prime role is the protection of the public interest in relation to the practice of medicine. The Medical Council scrutinises medical schools. It has an important advocacy role with government, with the universities which operate medical schools and with the professionals involved to improve the standards and delivery of medical education.
    Matched MeSH terms: Faculty, Medical/standards
  5. Simpson I, Lockyer T, Walters T
    Med J Malaysia, 2005 Aug;60 Suppl D:20-3.
    PMID: 16315618
    The Australian Medical Council (AMC) accredits both Australian and New Zealand (NZ) medical courses and also college specialist training programmes. The common accreditation process allows mutual recognition of basic medical training and vocational training between Australia and New Zealand. The ultimate purpose of accreditation assure stakeholders including medical registration boards, health departments, students/trainees and the general community of the quality of the programs and the competence of those completing such training. AMC revised its own accreditation guidelines using the WFME standards as the model around which the new AMC standards were developed. The College Accreditation Process is similar to and builds on AMC experience in the medical school accreditation process. In conclusion, AMC accreditation has been successful in improving medical education in Australia and New Zealand and has been able to do so without the imposition of any exclusive educational model or philosophy.
    Matched MeSH terms: Faculty, Medical/standards
  6. Singh S, Pai DR, Sinha NK, Kaur A, Soe HH, Barua A
    BMC Med Educ, 2013;13:128.
    PMID: 24044727 DOI: 10.1186/1472-6920-13-128
    Effective teaching in medicine is essential to produce good quality doctors. A number of studies have attempted to identify the characteristics of an effective teacher. However, most of literature regarding an effective medical teacher includes student ratings or expert opinions. Furthermore, interdisciplinary studies for the same are even fewer. We did a cross-sectional study of the characteristics of effective teachers from their own perspective across medicine and dentistry disciplines.
    Matched MeSH terms: Faculty, Medical/standards*
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