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Articles 1 - 20 of 20
Full-Text Articles in Medicine and Health Sciences
Medical Educators Working Abroad: Who Are They?, Michelle Mclean, Anna Da Silva, Judy Mckimm, Stella Major
Medical Educators Working Abroad: Who Are They?, Michelle Mclean, Anna Da Silva, Judy Mckimm, Stella Major
Michelle McLean
Background: Medical education is an international activity. As students and educators travel across the globe to study and teach, both medical student populations and academic staff profiles are becoming increasingly multinational. Little is, however, known about medical educators who chose to work and live abroad. Methods: Following a pilot study in the Middle East, an online survey was adapted for an international audience. In addition to demographic data, information was collected about international medical educators’ countries of birth, where they had studied, their work history as well as their roles and responsibilities as medical educators. Results: The survey, completed by …
On Being An International Medical Educator, Michelle Mclean, Stella Major, Judy Mckimm
On Being An International Medical Educator, Michelle Mclean, Stella Major, Judy Mckimm
Michelle McLean
Hayden's (2006) article on the internationalisation of medical education set out a compelling vision of transnational medical education. A typical scenario would therefore be an international teacher with a class of international students, an international curriculum and instiutional collaboration across national boundaries. In today's shrinking global world of travel and communication, such a scenario is probably not as uncommon as one might imagine.
Medical Educators Working Abroad: A Pilot Study Of Educators' Experiences In The Middle East, Michelle Mclean, Judy Mckimm, Stella Major
Medical Educators Working Abroad: A Pilot Study Of Educators' Experiences In The Middle East, Michelle Mclean, Judy Mckimm, Stella Major
Michelle McLean
Medical education is now a global enterprise, with many medical educators working internationally, either for short or longer periods or even permanently. In parallel, many medical schools are now involved in collaborations and partnerships with schools in other countries. With this in mind, we set out to explore what motivates, supports and inhibits medical educators who wish to or might work outside their ‘‘home country’’. This article reports on the pilot stage (in specific organizational contexts in Middle East) of a longitudinal project aimed at canvassing medical educators on a broader global scale, using reflective accounts and a questionnaire survey. …
How We "Breathed Life" Into Problem-Based Learning Cases Using A Mobile Application, Michelle Mclean, Victoria Brazil, Patricia Johnson
How We "Breathed Life" Into Problem-Based Learning Cases Using A Mobile Application, Michelle Mclean, Victoria Brazil, Patricia Johnson
Michelle McLean
Background: Problem-based learning (PBL) has been widely adopted in medical education. Learners become bored with paper based cases as they progress through their studies. Aim: To breathe life (i.e. develop virtual patients) into paper-based PBL cases. Methods: The ‘‘patients’’ in paper-based PBL cases in one Year 2 were transformed into virtual patients by simulated patients roleplaying and the videos and associated patient data uploaded to Bond’s Virtual Hospital, a mobile Application. In unsupervised ‘‘clinical teams’’, second-year students undertook ‘‘ward rounds’’ twice a week, prompted by a virtual consultant and registered nurse. Immediately following the ‘‘ward rounds’’, they met with a …
Cracks In Problem Based Learning: What Is Your Action Plan?, Samy Azer, Michelle Mclean, Hirotaka Onishi, Masami Tagawa, Albert Scherpbier
Cracks In Problem Based Learning: What Is Your Action Plan?, Samy Azer, Michelle Mclean, Hirotaka Onishi, Masami Tagawa, Albert Scherpbier
Michelle McLean
Background: Problem-based learning (PBL) as an educational approach has been adopted by medical and health sciences faculties worldwide. Successful implementation of these curricula may, however, end a few years later with several problems reflecting cracks in curriculum maintenance. Aims: The aim of this article is to discuss these problems, their possible causes and what action can be taken to maintain effective curriculum delivery. Methods: We reviewed the current literature, recent Association for Medical Education in Europe conferences' sessions on PBL, explored curriculum design approaches and problems (cracks) identified in PBL programs that may occur a few years after successful implementation. …
On Becoming And Being An International Medical Educator, Michelle Mclean
On Becoming And Being An International Medical Educator, Michelle Mclean
Michelle McLean
No abstract provided.
Generic Skills Development In Undergraduate Medical Studies In A Pbl Programme, Michelle Mclean, Gary Hamlin, Linda Crane
Generic Skills Development In Undergraduate Medical Studies In A Pbl Programme, Michelle Mclean, Gary Hamlin, Linda Crane
Michelle McLean
No abstract provided.
Muslim Women's Physician Preference: Beyond Obstetrics And Gynecology, Michelle Mclean, Fatima Al Yahyaei, Muneera Al Mansoori, Mouza Al Ameri, Salma Al Ahbabi, Roos Bernsen
Muslim Women's Physician Preference: Beyond Obstetrics And Gynecology, Michelle Mclean, Fatima Al Yahyaei, Muneera Al Mansoori, Mouza Al Ameri, Salma Al Ahbabi, Roos Bernsen
Michelle McLean
When Emirati (Muslim) women (n = 218) were asked about their preferred physician (in terms of gender, religion, and nationality) for three personal clinical scenarios, a female was almost exclusively preferred for the gynecological (96.8%) and “stomach” (94.5%) scenarios, while ±46% of the women also preferred a female physician for the facial allergy scenario. Only 17% considered physician gender important for the prepubertal child scenario. Just over half of the women preferred a Muslim physician for personal examinations (vs. 37.6% for the child). Being less educated and having a lower literacy level were significant predictors of preferred physician religion for …
Medical Students Learning Communication Skills In A Second Language: Empathy And Expectations, Muhammad Hashim, Stella Major, Deen Mirza, Engela Prinsloo, Ossama Osman, Leena Amiri, Michelle Mclean
Medical Students Learning Communication Skills In A Second Language: Empathy And Expectations, Muhammad Hashim, Stella Major, Deen Mirza, Engela Prinsloo, Ossama Osman, Leena Amiri, Michelle Mclean
Michelle McLean
Objectives: Communications skills (CS) training for medical interviewing is increasingly being conducted in English at medical schools worldwide. In this study, we sought to identify whether Arabic-speaking medical students experienced difficulty with the different components of the CS training that were conducted in English. Methods: Individual third-year preclinical medical students (N = 45) were videotaped while interviewing simulated patients. Each student assessed his/her performance on a 13-item (5-point scale) assessment form, which was also completed by the tutor and other students in the group. Results: Of the 13 components of their CS training, tutors awarded the lowest marks for students’ …
Poor English Language Proficiency Hinders Generic Skills Development: A Qualitative Study Of The Perspectives Of First-Year Medical Students, Michelle Mclean, Deborah Murdoch-Eaton, Sami Shaban
Poor English Language Proficiency Hinders Generic Skills Development: A Qualitative Study Of The Perspectives Of First-Year Medical Students, Michelle Mclean, Deborah Murdoch-Eaton, Sami Shaban
Michelle McLean
A number of generic skills have been identified as outcomes of higher education, largely to prepare graduates for the unpredictability of their professional practice. Generic skills include – but are not limited to – information-handling, managing learning, communication and presentation, computer literacy, critical thinking and problem-solving. After completing a quantitative validated skills audit, three cohorts of new medical students at a Gulf university (English second language learners) were surveyed for their self-identified strengths and deficiencies in terms of these generic skills. A year later, again, after completing the skills audit, they were provided with their skills list from the previous …
Predicting Performance At Medical School: Can We Identify At-Risk Students?, Sami Shaban, Michelle Mclean
Predicting Performance At Medical School: Can We Identify At-Risk Students?, Sami Shaban, Michelle Mclean
Michelle McLean
Background: The purpose of this study was to examine the predictive potential of multiple indicators (eg, preadmission scores, unit, module and clerkship grades, course and examination scores) on academic performance at medical school, with a view to identifying students at risk. Methods: An analysis was undertaken of medical student grades in a 6-year medical school program at the Faculty of Medicine and Health Sciences, United Arab Emirates University, Al Ain, United Arab Emirates, over the past 14 years. Results: While high school scores were significantly (P < 0.001) correlated with the final integrated examination, predictability was only 6.8%. Scores for the …
Developing A Global Health Practitioner: Time To Act?, Judy Mckimm, Michelle Mclean
Developing A Global Health Practitioner: Time To Act?, Judy Mckimm, Michelle Mclean
Michelle McLean
Although many health issues transcend national boundaries and require international co-operation, global health is rarely an integral part of the medical curriculum. While medical schools have a social responsibility to train healthcare professionals to serve local communities, the internationalisation of medical education (e.g. international medical students, export of medical curricula or medical schools) makes it increasingly difficult to define it as ‘local’. It is therefore necessary to produce practitioners who can practice medicine in an ever-changing and unpredictable world. These practitioners must be clinically and culturally competent as well as able to use their global knowledge and experience to improve …
Creating Equal Opportunities: The Social Accountability Of Medical Education, Trevor Gibbs, Michelle Mclean
Creating Equal Opportunities: The Social Accountability Of Medical Education, Trevor Gibbs, Michelle Mclean
Michelle McLean
As new developments in medical education move inexorably forward, medical schools are being encouraged to revisit their curricula to ensure quality graduates and match their outcomes against defined standards. These standards may eventually be transferred into global accreditation standards, which allow ‘safe passage’ of graduates from one country to another [Educational Commission for Foreign Medical Graduates (ECFMG) 2010. Requiring medical school accreditation for ECFMG certification—moving accreditation forward. Available from: http://www.ecfmg.org/accreditation/rationale.pdf. Gaining much attention is the important standard of social accountability – ensuring that graduates’ competencies are shaped by the health and social needs of the local, national and even international …
Transferable Skills Of Incoming Medical Students And Their Development Over The First Academic Year: The United Arab Emirates Experience, Michelle Mclean, Sami Shaban, Deborah Murdoch-Eaton
Transferable Skills Of Incoming Medical Students And Their Development Over The First Academic Year: The United Arab Emirates Experience, Michelle Mclean, Sami Shaban, Deborah Murdoch-Eaton
Michelle McLean
Increasingly, it is being recognised in higher and medical education that learners should be adequately prepared for the unpredictable nature of professional practice. Several generic or transferable skills or capabilities (e.g., communication, information handling) that will enable graduates to function in an ever-changing professional world have been identified. Using a validated inventory comprising six categories of transferable skills, three cohorts of incoming male and female medical students at a Gulf university documented their level of practice and confidence for 31 skills. The exercise was repeated a year later. New medical students identified computer and organisational skills and the ability to …
How To Professionalise Your Practice As A Health Professions Educator, Michelle Mclean
How To Professionalise Your Practice As A Health Professions Educator, Michelle Mclean
Michelle McLean
No abstract provided.
Citizens For An Unknown Future: Developing Generic Skills And Capabilities In The Gulf Context, Michelle Mclean
Citizens For An Unknown Future: Developing Generic Skills And Capabilities In The Gulf Context, Michelle Mclean
Michelle McLean
Over the past 20 years or so, there has been a growing demand for Higher Education to more closely meet economic needs and employer requirements. HE in the UK and Australia, for example, has responded by identifying generic skills (UK) or generic graduate attributes (Australia) that are considered to improve students’ learning, develop their employability skills and prepare them for life-long learning. The Bologna agreement has also identified skills that graduates will require as future European Union citizens. These skills have also been called ‘key’, ‘core’ or ‘transferable’ skills and are “the skills, knowledge and abilities of university graduates, beyond …
Scholarship, Publication And Career Advancement In The Health Professions Education, Michelle Mclean
Scholarship, Publication And Career Advancement In The Health Professions Education, Michelle Mclean
Michelle McLean
No abstract provided.
Learner-Centred Medical Education: Improved Learning Or Increased Stress?, Michelle Mclean, T Gibbs
Learner-Centred Medical Education: Improved Learning Or Increased Stress?, Michelle Mclean, T Gibbs
Michelle McLean
Context: Globally, as medical education undergoes significant reform towards more "learner-centred" approaches, specific implications arise for medical educators and learners. Although this learner-centredness is grounded in educational theory, a point of discussion would be whether the application and practice of these new curricula alleviate or exacerbate student difficulties and levels of stress. Objectives: This commentary will argue that while this reform in medical education is laudable, with positive implications for learning, medical educators may not have understood or perhaps not embraced "learner-centredness" in its entirety. Discussion: During their training, medical students are expected to be "patient-centred". They are asked to …
Does Undergraduate Student Research Constitute Scholarship? Drawing On The Experiences Of One Medical Faculty, Michelle Mclean, F Howarth
Does Undergraduate Student Research Constitute Scholarship? Drawing On The Experiences Of One Medical Faculty, Michelle Mclean, F Howarth
Michelle McLean
While undergraduate research has been part of the learning culture in some disciplines for many years, it is only more recently that it is being included into mainstream medical curricula. Undergraduate medical students at the Faculty of Medicine and Health Sciences, United Arab Emirates University, have several opportunities to undertake research during their studies, both locally and abroad. Following a documentary analysis of curricular and extra-curricular research over the past five years, supervised undergraduate student research activities and outcomes were compared with published criteria for scholarship and were judged to meet the standards. Suggestions for improved productivity relating to student …
Faculty Development: Yesterday, Today And Tomorrow, Michelle Mclean, Francois Cilliers, Jacqueline Van Wyk
Faculty Development: Yesterday, Today And Tomorrow, Michelle Mclean, Francois Cilliers, Jacqueline Van Wyk
Michelle McLean
Medical education has evolved to become a discipline in its own right. With demands on medical faculties to be socially responsible and accountable, there is now increasing pressure for the professionalisation of teaching practice. Developing a cadre of professional and competent teachers, educators, researchers and leaders for their new roles and responsibilities in medical education requires faculty development. Faculty development is, however, not an easy task. It requires supportive institutional leadership, appropriate resource allocation and recognition for teaching excellence. This guide is designed to assist those charged with preparing faculty for their many new roles in teaching and education in …