Medical teacher
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Despite growing recognition of the need to increase cultural diversity undergraduate education in the UK, the US and Canada, there is a lack of cohesion in the development and delivery of cultural diversity teaching in medical schools in these three countries. This article highlights 12 tips for developing cultural diversity education in undergraduate medical programmes by integrating it in institutional policies, curriculum content, faculty development and assessment. These tips can be used to help ensure that students gain needed knowledge, skills and attitudes consistent with a view of patients as complex individuals with unique needs.
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Mentoring is widely acknowledged as being crucial for portfolio learning. The aim of this study is to examine how mentoring portfolio use has been implemented in undergraduate and postgraduate settings. ⋯ This study provides a variety of practical insights into implementing mentoring processes in portfolio programmes.
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Learning in a socio-cultural context, in contrast to an individual context, has been highlighted in recent years. The 3-hour meeting concept presents a socio-cultural framework for collaborative educational opportunities; it has run successfully for 6 years at 129 meetings for junior doctors (JDs) in an 850-bed Danish university hospital. ⋯ The junior doctors' increased engagement in education reinforced educational relationships with senior doctors and management, and this collaboration markedly improved the educational environment and the number of educational activities. Therefore, the 3-hour meeting concept supported the socio-cultural perception of education in the hospital.
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The role of knowledge in postgraduate medical education has often been discussed. However, recent insights from cognitive psychology and the study of deliberate practice recognize that expert problem solving requires a well-organized knowledge database. This implies that postgraduate assessment should include knowledge testing. Longitudinal assessment, like progress testing, seems a promising approach for postgraduate progress knowledge assessment. ⋯ Validity and reliability of the current progress test in postgraduate Obstetrics and Gynaecology training is unsatisfactory. Suggestions for improvement of both test construct and test content are provided.