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He aligning the desired results of learning of postgraduate medical courses/ programs with clinical results is very important for health care professionals to develop qualifications. In direct words, what medical students learn in their training should be directly linked to the better care of patients. Fully understand the process, let yourself familiarize yourself with some of the basic concepts related to postgraduate medical training programs and trainers.
Generally, the main components of the medical curriculum include: goals, teaching methods and diagnosis. Provides a written curriculum framework. The curriculum taught includes lectures, group works and debates. Workshops are also an integral part of training. It is important to effectively deliver the written curriculum, it is important to properly deliver the three elements and regularly review the curriculum on the basis of student performance and feedback.
Key abilities that require a physician include communication skills, psychotother skills (physical movements and harmony), decision -making and solving the problem. Psychomotter’s skills include clinical examination and the ability to perform different procedures. These are directly evaluated as the observed procedure skills (DOPs). This is a form of workplace -based diagnosis (WPBA). Another type of WPBA is a case -based debate. This allows the trainee to improve the implementation of theoretical knowledge in a clinical order. Numerous qualifications can be estimated using this method.
Medical education has different methods of diagnosis. An objective form of diagnosis is a number of electoral questions (MCQ). A well -built MCQ can confirm the memory, analysis and interpretation of a candidate. A high -quality MCQ focuses on the same concept and has ‘understandable’ wrong powers. High quality MCQ development can be difficult and it requires faculty training.
Clinical diagnosis can be made through objective clinical examinations (OSCE). They have observed clinical skills at interactive or static stations and made a diagnosis based on unsafe stations or task. It is noteworthy that Tax College of Physicians and Surgeon is an initiative of Pakistan. The interaction between the candidate and the inspector in the toacs allows for a depth and widespread diagnosis. These methods allow for qualification through clinical landscapes with fake or real patients and inspectors. Faculty requires training for the development of challenging clinical landscapes. Recent research shows that learning with the help of peers can promote trust in students’ clinical practice and can improve learning in both skills and fields of knowledge, especially related to facing faculty.
When medical schools connect their education with real -world health care needs, students become better doctors and patients get high quality care.
Faculty also requires professional development. Diagnosis of students with regular training programs can be more effective to enhance the understanding of diagnosis methods.
Medical educators’ skills and knowledge can be enhanced through structural programs such as Medical Faculty Development and Train The Trainer Courses. Such programs have focused on educating procedures, learning techniques and engaging learning environments and promoting administrative and leadership skills for faculty. These courses provide support to the junior faculty through convenience and guidance, which in turn helps them to train doctors.
Structured training includes: Eligibility standards to enter the program, learning purposes according to the approved curriculum, trained people, diagnosis of midway and exit exams that lead to abilities. Training sites (hospitals, healthcare facilities) were approved for postgraduate medical training with eligible supervisors who monitor the training program for employment training on residential jobs.
Medical education results and clinical data can be available in non -connected database. The results of this integrated learning can make the patient’s consequences difficult. This disconnection means that medical schools often do not know that their graduate provides the best care of patients.
The diagnosis needs to be standardized to ensure justice and achieve better results. Less mistakes in handling patients. There is evidence that graduates with improved training programs face less complications in their clinical practice. The ultimate goal is to improve the safety of patients.
In a medical institution, teachers are not only responsible for improving their student learning results, but are also responsible for their own professional development. A well -equipped faculty is familiar with the teaching approach and expertise. It is also actively involved in research projects. When medical schools connect their education with real -world health care needs, students become better doctors and patients get high quality care.
The authors want to thank the Associate Professor Pediatrics, UCHS, Dr. Vajia Rizwan for providing invaluable information for this article.
Dr. Hina Javid is an associate professor at Family Medicine at the Health Services Academy in Islamabad.
Dr. Testaib Zulfifer is a research fellow at Australian National University, Canberra.
