Medical teacher
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The goal of global equity in health care requires that the training of health-care professionals be better tuned to meet the needs of the communities they serve. In fact medical education is being driven into isolated communities by factors including workforce undersupply, education pedagogy, medical practice and research needs. Rural and remote medical education (RRME) happens in rural hospitals and rural general practices, singly or in combination, generally for periods of 4 to 40 weeks. ⋯ Blending learning approaches as much as technology and local culture allow is central to achieving student learning outcomes and professional development of local medical teachers. RRME harnesses the rich learning environment of communities such that students rapidly achieve competence and confidence in a primary care/generalist setting. Longer programmes with an integrated (generalist) approach based in the immersion learning paradigm appear successful in returning graduates to rural practice and a career track with a quality lifestyle.
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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.