In July 2010, the Board of Governors of the Medical Council of India (MCI) convened two Working Groups, one each on undergraduate (UG) and postgraduate (PG) medical education, in an effort to develop a roadmap for achieving targets set forth in its “Vision 2015” statement on improving medical education. The Working Groups were tasked with assessing the present status of medical education, comparing the current situation with global trends and needs, and developing appropriate strategies for achieving reforms in both education and practice. Medical educationists from throughout India with the “vision and expertise” to address these issues were invited to participate, including FAIMER faculty members Payal Bansal (PHIL 2007) and Rita Sood (PHIL 2005), and Director of the GSMC-FAIMER Regional Institute Avinash Supe (PHIL 2002). Dr. Bansal served on the UG Working Group; Drs. Sood and Supe served on the PG Working Group.
The groups met over the course of three weekends, taking part in day-long meetings that included much intense discussion and brainstorming. Each group prepared a report, submitted to MCI for review and implementation, with recommendations for both short- and long-term reform and restructuring within an overall timeframe of 10 years. Areas addressed in the reports included admissions, curriculum, examinations, the supply of and demand for doctors, and continuing professional development. Dr. Supe indicated that FAIMER principles and methods were useful in developing ideas proposed in the groups’ recommendations. He added that the meetings were a great experience and a welcome opportunity to contribute to the improvement of medical education in his country.
More than 100 health professions educators from across Chile gathered in Santiago to attend a two-day course on simulation, held July 22-23, 2010, at the Universidad del Desarrollo. The course was the culmination of nearly a year’s worth of planning, development, and coordination among FAIMER Fellows, FAIMER faculty, the university, and members of the FAIMER Regional Initiative in Latin America (FRILA). Janet Bloomfield (PHIL 2009) and Astrid Valenzuela (PHIL 2007), both members of FRILA and the Universidad del Desarrollo faculty, spearheaded the project.
The two-day course included plenary sessions on developing simulation scenarios with standardized patients, assessing the clinical performance of students in these scenarios, and basic psychometrics. Workshops focused on standard setting and the development of scoring tools to assess clinical performance. John R. Boulet, Ph.D., Associate Vice President for Research and Data Resources at FAIMER, and Tony Errichetti, Ph.D., Chief of Virtual Medicine at the New York College of Osteopathic Medicine, led several sessions on the application of simulation for the training and assessment of students and health care providers. FAIMER sponsored FRILA members Ivan Solarte (PHIL 2007) from Pontificia Universidad Javeriana in Colombia and Andrea Dávila-Cervantes (PHIL 2009) from Universidad Nacional Autónoma de México to attend the course and make presentations based on their respective simulation activities. Dr. Bloomfield, Dr. Valenzuela, and Ricardo Ronco (PHIL 2005) also presented on the simulation work being done at the Universidad del Desarrollo.
Participants provided positive feedback, and Dr. Valenzuela saw success beyond the immediate faculty development benefits, saying “This course was a very important activity in terms of raising awareness about FAIMER and FRILA, and it was a significant step toward increasing interaction and organization among the different South American countries.” Plans for additional courses are already under discussion.
To learn more about FRILA and its mission to build a network to improve health professions education throughout Latin America, please visit the FRILA website (note: this is a Spanish language website).
The Second International Seminar “Frontiers of Medical Education: Relevant Research Issues in Postgraduate Medical Education” took place May 28-30, 2010, at Instituto de Medicina Integral Prof. Fernando Figueira in Recife, Brazil. The seminar focused on reflection, change, and the systemization of scientific experiments in medical education between national and international research centers, and included multiple workshops, panel discussions, and poster presentations. In attendance at the seminar were FAIMER President and CEO John J. Norcini, Ph.D., FAIMER faculty member Stewart P. Mennin, Ph.D., and several FAIMER Fellows. FAIMER-Brasil was among the seminar’s sponsoring organizations.
Presented by the Association for the Study of Medical Education (ASME), Understanding Medical Education: Evidence, Theory and Practice is a new, comprehensive textbook on medical education scheduled to be available from Wiley-Blackwell publishers in August 2010. Edited by Tim Swanwick, Director of Professional Development in the London Deanery, Visiting Fellow at the Institute of Education, and Visiting Professor of Medical Education at the University of Bedfordshire, the book is designed to be an accessible reference for students and practitioners of medical education at all levels: from undergraduates to those pursuing continuing professional development.
Understanding Medical Education includes chapters on teaching and learning, problem-based learning, personal development, e-learning, mentoring, group encounters, simulation, test design, research, assessment, and leadership, among others. Also included are three chapters contributed by FAIMER staff and faculty:
“Principles of Curriculum Design” Janet Grant (Professor of Education in Medicine at The Open University, FAIMER faculty member)
“Workplace Assessment” John Norcini (FAIMER President and Chief Executive Officer)
“Structured Assessments of Clinical Competence”
Kathy Boursicot, Trudie Roberts, and Bill Burdick (FAIMER Associate Vice President for Education and Co-Director of the FAIMER Institute)
The May 2010 issue of Medical Education contains the latest collection of “Really Good Stuff,” a peer-reviewed compilation of short, structured reports, published semiannually, on new ideas in medical education, including curriculum design, teaching practice, and assessment. Included in the current issue are eight reports on the innovation projects of 2008 FAIMER Institute Fellows. Following are all reports by FAIMER Fellows (bold blue font) and faculty (bold black font):
“Teaching Anatomy with Digital Self-learning Modules” Ashwini C. Appaji (PSG 2008), Roopa Kulkarni, Anupama Poojar, Kalaivani Vinayagam
“Needs Assessment as a Strategic Planning Tool” Payal K. Bansal (PHIL 2007), Savita Marathe (GSMC 2008), Prakash M. Shere, Mrudula A. Phadke
“Developing a Web-based Multiple-choice Question Item Bank” S. Ayhan Çaliskan (PHIL 2008), H. Ibrahim Durak, S Elif Törün, Ö. Sürel Karabilgin
“Epidemiology Training Needs Assessment in Vietnam” An T. M. Dao (PHIL 2008), Le T. Huong, Huy V. Nguyen, Luu N. Hoat
“Mentored Student Project for Inculcating Research Skills”
Vasudha Devi, Reem R. Abraham (PSG 2007), Sachidananda Adiga, Ramnarayan Komattil
“Optimising Feedback Using the Mini-CEX during the Final Semester Programme” Sari P. Dewi (PHIL 2008), Tri H. Achmad
“Structuring an Internship Programme for Enhanced Learning” Harpreet Kapoor (CMCL 2006, PHIL 2008), Ara Tekian, Stewart Mennin
“Student Learning Experiences in a Diversified Academic Environment” Dianne Manning (PHIL 2008), Danette McKinley, Shalote Chipamaunga
“Utilising Assessment as a Drive for Changing Teaching”
Valéria G. F. Pinheiro, Elcineide S. Castro, Luiz E. A. Troncon
“Academic Counselling for Undergraduate Medical Students of Pharmacology” Anupama Sukhlecha (CMCL 2008)
“Improving Assessment of Evidence-based Medicine Skills in Medical Students” John Tumbo (PHIL 2008)
“Using Positive Deviance to Improve Student Performance” Zareen Zaidi (PHIL 2008), Tara Jaffery (PHIL 2005), Shaheen Moin
The Open University (OU) in the United Kingdom has been awarded funding to work with the Distance Learning Medical Centre (DLMC) program in Ethiopia. The program, led by FAIMER international faculty member Professor Janet Grant (Director of the Centre for Education in Medicine at OU) and Professor Mike Stewart (OU Faculty of Science), will train doctors specifically for practice in areas of the country that currently have limited medical provision.
Ethiopia has a severe shortage of doctors. Currently around 95% of medical students emigrate after qualifying, leaving fewer than 700 doctors in the public sector to serve the country’s population of 80 million. The DLMC will assist the Ethiopian government to achieve its target of producing 11,000 additional doctors. Funding has been generously provided by The Open University alumni and by Ethiopiaid, a charitable organization dedicated to improving conditions in Ethiopia by fighting poverty and poor health, and by improving education. The funding will enable the development of a distance learning component to support the existing integrated curriculum at St. Paul’s Millennium Medical School in Addis Ababa, which opened in 2008.
The DLMC program includes basic science and clinical training, as well as community experience. It will produce doctors with the competence to practice without supervision in a rural setting. Students studying the program have been selected not only for their academic ability but also for their motivation to remain in Ethiopia once they qualify.
Open education and distance learning have enormous potential to allow Ethiopia to expand its medical training rapidly despite a shortage of trainers. It also offers a cost-effective and efficient way of delivering a high-quality medical curriculum that meets World Federation for Medical Education (WFME) Global Standards for medical schools. This model of learning can also be used to support skills development and further the training of medical staff already working in the field in remote and rural areas.
The DLMC program is designed to develop distance learning systems and materials that can also be applied to other schools in similar situations. Dr. Grant hopes that FAIMER Fellows from other parts of Africa will be involved in the project.
FAIMER Institute faculty member Ara Tekian, Ph.D., M.H.P.E., has been appointed Associate Dean, International Affairs for the College of Medicine, University of Illinois at Chicago. In this role, Dr. Tekian will lead all activities for the International Affairs Office at the College of Medicine and serve as the university spokesperson for the College of Medicine in the international community. His responsibilities include expanding opportunities for health professions students to study abroad, building international collaborations, and tracking international projects conducted by faculty. Concurrently, Dr. Tekian will continue in his responsibilities as Associate Professor of Medical Education and Director of International Affairs in the Department of Medical Education, which he joined in 1992.
Faculty from the CMCL-FAIMER Regional Institute (CMCL-FRI) conducted a four-day faculty development workshop during the first week of September at Christian Medical College, Ludhiana, India.
CMCL-FRI Director Tejinder Singh (PHIL 2003), CMCL-FRI Secretary Dinesh Badyal (CMCL 2007, PHIL 2009), Jugesh Chhatwal (PHIL 2007), Sheena Singh (CMCL 2006), Harpreet Kapoor (CMCL 2006, PHIL 2008), and Gagandeep Kwatra (CMCL 2006) led the workshop, which showcased interactive educational methodologies.
The first day of this event aimed specifically to develop the skills of Medical Education Unit (MEU) coordinators. Participants were taught how to effectively plan and deliver their own educational workshops. The session also emphasized organizational and planning tools, such as Gantt charts and backwards planning to illustrate project schedules, and faculty guides, syllabi, and other learning resource materials. A variety of program evaluation tools was also highlighted.
The first of its kind to target MEUs in India, this workshop generated a good deal of enthusiasm and positive feedback from the 32 participants, who came from various medical schools across the north of India. Some participants expressed excitement that the skills they were learning could be applied in everyday classroom teaching as well as in workshop planning. A three-day training session in basic educational methods followed the workshop and demonstrated many of the techniques in actual practice.
CMCL-FRI devised this workshop in support of MCI’s nationwide faculty development program to advance health professions education at Indian medical colleges. As part of this national program, MCI has designated eight schools, including two that are home to FAIMER Regional Institutes, as resource centers for other schools. CMCL-FRI will focus on the educational development needs of 31 regional schools from the states of Punjab, Haryana, Uttarakhand, Uttar Pradesh, and West Bengal. For further information on MCI’s nationwide faculty development program, click here.
The planning and logistics of this CMCL-FRI event were sent to MCI so it could be replicated by other regional centers.
Approximately 2,200 health professionals from more than 80 countries attended the 2009 Association for Medical Education in Europe (AMEE) conference, held August 29 – September 2 in Málaga, Spain. The conference was organized in collaboration with the Sociedad Española de Educación Médica (SEDEM). The program consisted of a variety of session formats, including workshops, specialized courses, short communications, and posters, including various symposia and workshops conducted in Spanish. FAIMER staff, faculty, and Fellows served as session leaders, workshop organizers, course faculty, presenters, and discussants throughout the conference (see below for a complete listing of staff, faculty, and Fellow contributions).
Alwyn Louw (SAFRI 2008) of the Centre for Health Sciences Education, Stellenbosch University in Tygerberg, South Africa, was awarded the first-place Medical Teacher Poster Prize for his poster entitled “Refinement of the interdisciplinary foundation phase in an undergraduate health sciences curriculum based on initial perspectives of students and lectures.” Dr. Louw’s poster was developed in collaboration with Juanita Bezuidenhout (PHIL 2005), Ben van Heerden (PHIL 2006), and M. van Heusden, all from Stellenbosch University.
Dr. James Hallock, President Emeritus of the Educational Commission for Foreign Medical Graduates (ECFMG) and FAIMER Senior Scholar, delivered the SEDEM Miriam Friedman Memorial Lecture. In his talk, entitled “Evolution of Clinical Skills Assessment: Miriam would be proud!” Dr. Hallock reflected on the evolution of clinical skills assessment and Dr. Friedman’s contributions to the field. On the broader subject of Dr. Friedman’s commitment to improving medical education standards worldwide, he highlighted the contributions of FAIMER Fellows as something of which she would be especially proud. For his own contributions to the field of medical education, Dr. Hallock was the recipient of an AMEE Lifetime Achievement Award.
Dr. Hallock also took part in the Festschrift Symposium for Dr. Hans Karle along with Sekelani Banda (PHIL 2003) and Director of the PSG-FAIMER Regional Institute Thomas Chacko (PHIL 2004). Dr. Hans Karle is the former president of the World Federation for Medical Education (WFME), and the symposium was conducted immediately following the AMEE conference as a tribute from his colleagues in recognition of his achievements. The topic of the symposium was “Global Standards in Medical Education.” Dr. Hallock spoke on “International Recognition of Medical Education.” Drs. Banda and Chacko took part in a panel discussion on “Applying WFME Global Standards: An Overview and Case Studies.” Dr. Banda presented on the “Use of Standards in Self-Evaluation in a Resource-poor Environment.” Dr. Chacko presented on “Global Standards in Health Professions Education – Visions.”
As part of a symposium on International Collaboration, FAIMER President and CEO John Norcini, Brazil-FAIMER Regional Institute Co-Director Eliana Amaral (PHIL 2003), GSMC-FAIMER Regional Institute Director Avinash Supe (PHIL 2002), and Southern Africa-FAIMER Regional Institute Co-Director Gboyega Ogunbanjo (PHIL 2007) gave presentations on the growth and current status of FAIMER Regional Institutes. During the closing plenary session of the conference, in his Spotlight presentation entitled “Some Surprises at AMEE 2009!” Athol Kent of the University of Cape Town in South Africa commended FAIMER for its record of social responsibility in medical education.
Following is a list of activities in which FAIMER staff and/or faculty (bold purple font) and FAIMER Fellows (bold blue font) participated.
Simulation and gaming Ara Tekian
Moral panic, political imperative and what the profession knows about developing its new generations Janet Grant
SEDEM Miriam Friedman Memorial Lecture: Evolution of Clinical Skills Assessment: Miriam would be proud! James A. Hallock
Essential Skills in Medical Education Assessment (ESMEA) Course: A course aimed at participants new to assessment who wish to gain a general understanding and basic skills in assessment
Kathy Boursicot and Trudie Roberts (Course Directors), M. Brownell Anderson, William Burdick, Richard Fuller, Andy Hassell, Sydney Smee
Fundamentals of Assessment in Medical Education (FAME): A course directed at those with responsibility for assessing undergraduate medical students, graduate trainees, and practicing doctors
Ann King, Jack Boulet (Course Co-Directors); Dale Dauphinee, Lesley Southgate, David Swanson, Ingrid Philibert, André de Champlain, Tony LaDuca
Essential Skills in Medical Education (ESME) Course: An introductory teaching qualification for doctors Stewart Mennin and Ruy Souza
Tools for supporting the international community of medical educators M. Brownell Anderson, John J. Norcini
Young medical educator workshop: The write stuff: guidelines for getting published Stewart Mennin, Soren Huwendiek, Monica van de Ridder, Regina Petroni-Mennin
Assessing the written communication skills of medical school graduates
Thomas Rebbecchi, John Boulet
Teaching or Assessment? Adapting standardized patient cases for either use
Colette L. Scott, Ann Jobe
Session on FAIMER Regional Institutes John Norcini, Eliana Amaral, Avinash Supe, Gboyega Ogunbanjo
What makes a curriculum model and what difference does it make? Ara Tekian (Chair), Janet Grant, Ronald Harden, David Prideaux
Moodle platform supporting student assessment and program evaluation in internship
Waldir Grec, Jose Lucio Martins Machado, Valéria Menezes Peixeiro Machado, Valdes Roberto Bollela, Aníbal A. Matias Junior
Assessment: The OSCE John Boulet (Opening Discussant)
International Medical Education William Burdick (Opening Discussant)
Acupuncture insertion into the medical course: point of view from students and faculty
Manoela Suzane de Alencar Rodrigues, Alexandre Henriques Librantz, Paulo Marcondes Carvalho Júnior, Cristina Helena Lima Delambert, Thaciana Mie Barbieri Sakamoto
Best evidence medical education (BEME) Dale Dauphinee (Chair)
Professional accomplishments among graduates of the FAIMER fellowship program Stacey R. Friedman, Deborah Diserens, Summers Kalishman, Renee Quintana, Elizabeth Hatch, Page S. Morahan, William P. Burdick
A Simplified MCQs interpretation guide for faculty: a Pakistani School’s experience Mobeen Iqbal, Sadia Akram, Sabir Tabassum, Syed Alamdar Shah
Assessment: Final Exam Ann Jobe (Chair)
Incorporating Bioethics teaching in undergraduate medical curriculum of a Pakistani School
Bushra Khizar, Mobeen Iqbal, Tara Jaffery
Student diversity and self-directed learning in a PBL curriculum Dianne Manning
A multidisciplinary, multimedia approach for teaching human embryology: Development and evaluation of a methodology S.G. Moraes, L.A. Pereira
An Innovative matrix approach to multiprofessional curriculum change in preventive medicine Regina Petroni-Mennin, Stewart Mennin, Eliana Tiemi Hayama, Mariangela Cainelli de Oliveira Prado, Francisco Antonio de Castro Lacaz, Ana Lucia Pereira, Luiz Roberto Ramos
Assessment: Workplace-based assessment John J. Norcini(Chair)
Application of a theoretical framework to the utility of workplace based assessment tools – a qualitative study
Z. Setna, V. Jha, J. Higham, K. Boursicot, J. Bodle, S.K. Kaufmann, J.J. Norcini, T.E. Roberts
How prepared are our medical students to take on prescribing responsibilities upon graduation? Si Mui Sim, Chirk Jenn Ng, Wan Yuen Choo, Siew Siang Chua, Siew Mei Lai, Francis Ifejika Achike
Understanding the functionality of dysfunctional groups S.V. Singaram, D.H.J.M. Dolmans, C.P.M. van der Vleuten
Mentoring consultation skills through a structured assessment – students’ experience and the impact it had on their learning Marietjie van Rooyen, Jannie Hugo, David Cameron
Accreditation of medical education programs in countries that supply physicians to the United States Marta van Zanten, John R. Boulet, Frank A. Simon
Progress Test Gerald Whelan (Chair)
Use of web based scenarios for medical acculturation Gerald Whelan
Bring a web-based LMS to the small screen for US and India: lessons learned and next steps Anand Zachariah, Rashmi Vyas, Susan Albright, Mary Lee
Evaluation of curricular integration between physiology and semiology: faculty point of view Iêda Aleluia, Luiz Soares, Marta Menezes
Humanization in undergraduate medical education from the student’s perspective in the Federal University of Rio Grande do Norte, Brazil
Ano Alves, S.N.T. Moreira, G.D. Azevedo, V.M. Rocha, M.J. Vilar
Stakeholder-based needs assessment as an effective tool for prioritization and strategic planning of medical education programmes Payal K. Bansal, Savita Marathe, Prakash M. Shere, William P. Burdick, Mrudula A. Phadke
Stress coping strategies among medical students of a Federal University from southern Brazil
Greice Suellen Batista, Antônio Mazzei Santana, Suely Grosseman, Laura Berton Eidt, Fernando César Wehrmeister, Valdes Bollela
Learning pediatric health supervision: transferring the class to the simulator and to student
Carla Benaglio, Astrid Valenzuela, Janet Bloomfield
Factors impacting on alienation and engagement in pathology registrars J. Bezuidenhout, M. van Heusden, F. Cilliers, E. Wasserman, V. Burch
Bridging the gap in the internship Valdes Roberto Bollela, José Lucio Martins Machado, Valéria Peixeiro Machado, Joaquim Edson Vieira
Innovative programme elements add value to FAIMER faculty development model in Southern Africa Vanessa Burch, Ralf Graves, Juanita Bezuidenhout
Alignment of health professions education and health system needs: initial outcomes of the Brazil FAIMER Regional Institute (FAIMER-BR) H.H. Campos, E. Amaral , A.E. Haddad, V.R. Bollela, P.M. Carvalho Jr., M.G.F. Ribeiro, M.N.T.A. Araujo, S. Mennin, P. Morahan
Internship of the Medical School Of Federal University Of Goiás: new horizons Vardeli Alves de Moraes, Edna Regina Silva Pereira, Nilce Maria da Silva Campos Costa, Denis Masashi Sugita, Karine Borges de Medeiros, André Moreira Lemes
Integrated assessment: a methodological proposal Maria Viviane Lisboa de Vasconcelos, Renato Santos Rodarte, Célia Maria Silva Pedrosa
Impact of a student support initiative for medical students in their clinical years
Marietjie de Villiers, Martie van Heusden, Ben van Heerden
Comparison of the FAIMER Regional Institute programs D. Diserens, S. Friedman, E. Amaral, V. Burch, H. Campos, T. Chacko, G. Ogunbanjo, A. Supe, T. Singh, S. Kalishman, R. Quintana, E. Hatch, R. Graves, W. Burdick
Role of different methods on a multidisciplinary primary care-based clerkship
Rosângela Curvo-Leite Domingues, Eliana Amaral, Angélica Bicudo-Zeferino
Learning endocrinology and reproduction in an integrated modular curriculum
Sameena Ghayur, Mobeen Iqbal, Shahid Rafi
Structured internship orientation program is perceived helpful by undergraduate students in smooth transition to practicing doctors
Ashish Goel, R. Venkat, A. Kumar, B.V. Adkoli, Rita Sood
Are nurses in South Africa prescribing medicines judiciously? Enoch N. Kwizera
Use of on-line role play as a teaching learning strategy in health professionals’ education Z. Ladhani, J. Chhatwal, D. Diserens, C.P.L. Tan, M. Iqbal, R. Vyas, I. Shaikh
Refinement of the interdisciplinary foundation phase in an undergraduate health sciences curriculum based on initial perspectives of students and lecturers A.J. Louw, J. Bezuidenhout, B.B. van Heerden, M. van Heusden
Health problems of population as a guide for developing problem based learning (PBL) modules
José Lúcio Martins Machado, Valéria Menezes Peixeiro Machado, Joaquim Edson Vieira
Competences in Community Health Integration Program: different appreciations Valéria Menezes Peixeiro Machado, Alba Lúcia Dias dos Santos, Valdes Bollela, José Lúcio Martins Machado, Neile Torres
Progress testing in a traditional medical school
C.M.L. Maffei, L.E.A. Troncon
An electronic tool for hybrid case-based learning applied to undergraduate students Marta Silva Menezes, Marília Menezes Gusmão, Maria de Lourdes Lima, Iêda Barbosa Aleluia, Ana Verônica Batista, Rosalita Gusmão, Ana Tereza Gomes, Pedro Flávio Motta, Mário Rocha
Faculty development program directed to faculty members’ needs Edna Regina Silva Pereira, Vardeli Alves de Moraes, Heitor Rosa, Denis Masashi Sugita, Karine Borges de Medeiros, Nilce Campos Costa
Quality control of cognitive assessment for medical residents admission
C.M. Peres, R.C. Cavalli, M.L.V. Rodrigues, C.G. Carlotti Jr., M. Kfouri, M.F.A. Colares, R.C.M. Mamede, L.E.A. Troncon
From intern to generalist – Basic surgical skills training and competency Frank Peters
Program Evaluation – a necessity: an example from Pakistan
Zubia Razaq, Zareen Zaidi, Saadat Ali Khan, Shaheen Moin
The importance of community activities in the opinion of Brazilian medical teachers
M.L.V. Rodrigues, C.E. Piccinato, A.D.C. Passos, L.E.A. Troncon, M.F.A. Colares, C.M. Peres, J.F.C. Figueiredo
Integrated Learning: An experience with renal module
Riffat Shafi, Waseem Ahmed, Nayer Mahmud, K.H.M. Quadri, Mobeen Iqbal
Stress in Pakistan: working towards student well being
Afshan Shahid, Zareen Zaidi, Mahmood Ahmed
Group dynamics and social interaction in an online learning forum Tejinder Singh, Anshu, Monika Sharma, William Burdick
Change through Curriculum Innovation Projects – Sharing FAIMER Regional Institutes experience in India Avinash Supe, Tejinder Singh, Thomas Chacko
Impact of an undergraduate patient-centred programme on postgraduate student’s clinical practice C.P.L. Tan, S.A.A. Aizura
Development and validation of a questionnaire of quality of life of medical students Patricia Tempski, Bruno Perotta, Regina A. Possi, Patricia L. Bellodi, Joaquim E. Vieira, Lilia B. Schraiber, Milton A. Martins
Student stress in standardized patient structured clinical examinations Luiz E.A. Troncon, Fernando T.V. Amaral
Assessment – the engine that drives learning: a case study of the Nelson R Mandela School of Medicine (NRMSM) Jacqueline van Wyk
Preparing medical students through service learning to provide social justice
Nosheen Zaidi, Zareen Zaidi, Mehmood Ahmad
Uncovering secrets of success in medical students through positive deviance inquiry Zareen Zaidi, Tara Jaffery, Shaheen Moin, Umair Pervaiz, William Burdick
Migration for undergraduate medical education: performance data of applicants to ECFMG Danette W. McKinley, James A. Hallock, Amy Opalek, John R. Boulet
Psychosocial factors, motivation for learning and academic performance – a study with first year medical students
Vanessa F. Machado, Fernando P. Valerio, Mariana M. Madisson, Tamara L. Resende, Luiz E.A. Troncon, Cristina Marta Del-Ben
Fifteen Directors and faculty of FAIMER’s Regional Institutes (FRIs) and five staff members from FAIMER’s Education department gathered August 26–28, 2009, in Malaga, Spain, for the 3rd annual DAFFRI meeting. This year’s site was chosen to provide the attendees with an opportunity to participate in the Association for Medical Education in Europe’s (AMEE) 2009 international conference for medical educators, which took place immediately after the meeting. A large majority of the DAFFRI participants also contributed to AMEE 2009 with poster presentations, short communications, or as panel discussants.
The theme of the DAFFRI meeting, “FAIMER Regional Institutes: Progress, Growth, and Innovation,” was chosen to highlight the substantial developments that have occurred since the first FRI was introduced in Mumbai, India, in 2005, and to give each of the five current programs a forum for sharing creative ideas and lessons learned.
The distinctive situation, character, and accomplishments of each FRI were highlighted in initial presentations by the Directors, which led, in turn, to the identification of common successes and challenges. Day 1 featured topical discussions in small groups to address these common issues. All of the FRIs were represented in each group. Day 2 included work in teams organized by geographical area to create five-year visions for the FRI programs in Africa, India, and Latin America. Following up on all this work, the final afternoon was devoted to convening interest groups on cross-cutting ideas in areas with high potential for future collaboration and cross-fertilization among the programs, such as research, scholarship, evaluation, and faculty development.