Medical teacher
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Not many set up a new medical school, so those that do usually do it only once. Thus most have no personal previous experience to guide them. ⋯ It is hoped that these suggestions will be widely applicable to different contexts and assist those in the exciting task of setting up a new school.
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Recent changes in postgraduate medical training curricula usually encompass a shift towards more formative assessment, or assessment for learning. However, though theoretically well suited to postgraduate training, evidence is emerging that engaging in formative assessment in daily clinical practice is complex. ⋯ Engaging in formative assessment with a genuine impact on learning is complex and quite a challenge to both trainees and supervisors. Individual perspectives on feedback, a supportive learning environment and credibility of feedback are all important in this process. Every one of these should be taken into account when the utility of formative assessment in postgraduate medical training is evaluated.
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The advent of new medical education (ME) journals makes evident the growth of the field of ME. However, the nature and context of growth is undefined. ⋯ The increase in the number of ME publications and in the number of journals publishing ME articles suggests a supportive environment for a growing field; but variation in journals' foci has implications for readers, editors and authors.