Medical Teacher
ISSN: 0142-159X (Print) 1466-187X (Online) Journal homepage: http://www.tandfonline.com/loi/imte20
2
The use of Q engage model (EQ2) for educational scholarship in Shiraz University of Medical Sciences (SUMS) Javad Kojuri, Farnaz Takmil, Mitra Amini & Parissa Nabeiei To cite this article: Javad Kojuri, Farnaz Takmil, Mitra Amini & Parissa Nabeiei (2015) The use 2
of Q engage model (EQ2) for educational scholarship in Shiraz University of Medical Sciences (SUMS), Medical Teacher, 37:9, 885-886, DOI: 10.3109/0142159X.2014.1001348 To link to this article: http://dx.doi.org/10.3109/0142159X.2014.1001348
Published online: 05 Feb 2015.
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Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=imte20 Download by: [York University Libraries]
Date: 06 November 2015, At: 04:06
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Letters to the Editor
for the qualified general practitioners, the National Health and Family Planning Commission of China (NHFPC) recently introduced a series of documents on standards of residency training which is the most critical step to turn the medical graduates into qualified practitioners. Accordingly, the national resident standardization training will start in 2015 and all the medical graduates are required to receive mandatory training from 2020. The primary model is a five-year course in a medical school plus three years of residency training. However, it still faces significant challenges. Firstly, in comparison with the USA’s 22,000 medical graduates in 2012, China has a large and diverse group of 144,000 graduates. Sixtyseven thousand are 5-year medical students, 34,000 are master or doctoral level graduates and 63,000 graduates have only 3 years of medical education (Hou et al. 2014). The inconsistency across previous educational backgrounds is a challenge when implementing residency training objectives and contents. Secondly, the resident standardization training contents issued by NHFPC (Hou et al. 2014) are heavily focused on medical technology, with little content about humanities, ethics, communication skills and public health. As one of the earliest authorized residency training bases, Xiangya’s three affiliated hospitals, with collaboration with the Yale School of Medicine, researched and established a comprehensive model of residency education from 2007. We set six core competencies as the training goals: professional skill, professionalism, patient safety, medical ethics, team spirit, innovation and self-development. Under each competency, detailed requirements are provided. This Xiangya’s training model may be copied nationwide. Thirdly, many medical graduates have lost their enthusiasm in pursuing their career because of insufficient salaries, heavy workloads and patient–doctor tensions (Zeng et al. 2013). An additional 3 years of residency training with inadequate income may prevent more talented graduates from going into this field. How residency training develops in the years ahead will be a key determinant influencing the healthcare reform in China. Efforts should focus on several aspects: a more detailed framework for differently educated individuals; more humanistic and pragmatic training content and acceptable salaries which will attract higher enrollment. Zhenzhen Cao, Department of Gynecologic Oncology, The Affiliated Tumor Hospital of Xiangya Medical School, Central South University, Changsha, Hunan, China Long Wang, Department of Urology, Xiangya Hospital, Central South University, Changsha, Hunan, China. E-mail: [email protected]
Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.
References Hou J, Michaud C, Li Z, Dong Z, Sun B, Zhang J, Cao D, Wan X, Zeng C, Wei B, et al. 2014. Transformation of the education of health
professionals in China: Progress and challenges. Lancet 384(9945):819–827. Zeng J, Zeng XX, Tu Q. 2013. A gloomy future for medical students in China. Lancet 382(9908):1878.
The use of Q2 engage model (EQ2) for educational scholarship in Shiraz University of Medical Sciences (SUMS) Dear Sir Nowadays with the higher demand for more effective medical educators, developing a scholarship culture has become high on the priority lists of many universities. Medical faculties mostly focus on their clinical skills rather than teaching abilities. Although necessary, having good clinical skills is not sufficient for academic citizenship and certainly does not make a person scholar. For academic excellence, faculties must also acquire teaching abilities and scholar engagement. Therefore, measures must be taken to motivate them to put quality teaching on their agenda. In SUMS, the EQ2 has become a criterion for academic promotion.Through this model, the quality and quantity of the members’ educational activities as well as their engagement is evaluated in four categories which include: Teaching, Advising and mentoring, Curriculum development and Learner assessment (Simpson et al. 2007). In each category, the members can get up to 5, 10 and 10 points respectively for quantity, quality and engagement. An educational Index will then be produced by summing up the scores achieved in all the categories (Maximum ¼ 100). For academic citizenship 70 points per year is the minimum acceptable level. This index will then affect the income and reward system for faculties’ activities. The quality is measured through the student or peer evaluations, curriculum presentations and the use of any new teaching methods. For this purpose a direct observation of faculty’s lecture or round may also be conducted. The quantity is measured by the number of prote´ge´s one has or the frequency of courses and other educational activities. In short we investigate how much, how often and with whom the educational activities are conducted. And last, the engagement is evaluated through their contribution to advancement of their filed as well as their attempt to remedy the global educational problems, whether it is: An original innovation (like introducing a more effective curriculum) or even service activities that are specifically tied to their field of expertise (such as serving in a committee or evaluating articles for journals). Presenting a work with exceptional values which would be recognized and rewarded globally would be defiantly the hall mark of educational engagement. The Educators seeking academic promotion must present evidence for all these categories.
885
Letters to the Editor
Kojuri, Javad; Shiraz University of Medical Sciences, Education Development Center, Quality Improvement in Clinical Education Research Center, Shiraz, Iran Takmil, Farnaz; Shiraz University of Medical Sciences, Education Development Center, Quality Improvement in Clinical Education Research Center, Shiraz, Iran Amini, Mitra; Shiraz University of Medical Sciences, Education Development Center, Quality Improvement in Clinical Education Research Center, Shiraz, Iran Nabeiei, Parissa; Shiraz University of Medical Sciences, Education Development Center, Quality Improvement in Clinical Education Research Center, Shiraz, Iran
intercalated degree status (yes n ¼ 75, no n ¼ 70, p ¼ 0.80). Not randomising the candidates is indeed a possible entry point for selection bias, however, analysis of previous OSCE performance demonstrated an insignificant difference (Wilcox rank sum test, p ¼ 0.11). This work is, to the authors’ knowledge, the first attempt to objectively demonstrate improvement in OSCE-assessed clinical skill after a peer-led mock-OSCE. If demonstrated more robustly, it would advocate a peer-led mock OSCE as a viable educational avenue for teaching clinical skills that does not strain faculty resources. I would be very interested to read further articles objectively analysing the educational value of a peer-led mock-OSCE.
Downloaded by [York University Libraries] at 04:06 06 November 2015
Alexander Fletcher and Richard Day, University of Dundee, Dundee, Scotland. E-mail: [email protected] Declaration of interest: The authors report no conflicts of interest. Declaration of interest: The authors report no conflicts of interest.
Reference Simpson DE, Fincher RU, Hafler JA, Irby DA, Richards BO, Rosenfeld GA, Viggiano TH. 2007. Advancing educators and education by defining the components and evidence associated with educational scholarship. Med Educ 41(10):1002–1009.
A peer-led mock OSCE improves subsequent performance: What about objectivity?
References AMEE. Abstract book. An International Association for Medical Education, 2014, 01/08/2014 Milan. Young I, Montgomery K, Kearns P, Hayward S, Mellanby E. 2014. The benefits of a peer-assisted mock OSCE. Clin Teach 11: 214–218.
On quality control and the importance of European postgraduate medical specialty assessments
Dear Sir The peer-led teaching of clinical skills is a popular research subject, with nine presentations specifically reporting on the topic at the recent AMEE Conference in Milan, 2014 (AMEE 2014). An increasingly common peer-led construct for improving students’ clinical skills is the mock-OSCE; a formative OSCE facilitated by near-peers that simulates the institution’s summative OSCE. There is some subjective evidence that a peerled mock-OSCE prepares candidates for summative OSCEs, but little objective evidence that it improves subsequent OSCE performance (Young et al. 2014). Our group, an undergraduate medical education society, designed a study that attempts to address this previously unanswered question. In 2013 we designed, wrote and co-ordinated the medical school’s first year 4 mock-OSCE, the subject of this study. We offered places on a first come, first serve basis 11 weeks before the summative OSCE in 2013. We provided each candidate with personalised written feedback as well as the marking schemes to use as reflection tools. Multiple regression analysis demonstrated that there was a significant relationship between change in percentile rank between year 3 and year 4 (n ¼ 145) and mock-OSCE (yes n ¼ 63, no n ¼ 82, p50.009) but no significant relationship with gender (male n ¼ 61, female n ¼ 84, p ¼ 0.27) or 886
Dear Sir A careful literature review on postgraduate medical assessment methods has revealed that little seems to be published (Calcagni 2013; Mathysen et al. 2013). Nevertheless, European postgraduate medical assessments are currently gaining popularity. The Council for European Medical Specialty Assessments (UEMS-CESMA) was created by the European Union of Medical Specialists (UEMS) in 2007 as a discussion platform between the various European Boards and Sections organising such European postgraduate medical assessments (currently UEMS-CESMA counts 50 affiliations, of which the majority of assessments allow recognised specialists and/or residentsin-training). These European postgraduate medical assessments are considered as excellence labels demonstrating that the candidate meets the European discipline-related standards (details in the UEMS-curriculum and training requirements). Given their high quality, many assessments are adopted by various European countries as being (partially) equivalent to or part of national final assessments in several specialties (still ongoing process). Harmonization of assessment
ISSN: 0142-159X (Print) 1466-187X (Online) Journal homepage: http://www.tandfonline.com/loi/imte20
2
The use of Q engage model (EQ2) for educational scholarship in Shiraz University of Medical Sciences (SUMS) Javad Kojuri, Farnaz Takmil, Mitra Amini & Parissa Nabeiei To cite this article: Javad Kojuri, Farnaz Takmil, Mitra Amini & Parissa Nabeiei (2015) The use 2
of Q engage model (EQ2) for educational scholarship in Shiraz University of Medical Sciences (SUMS), Medical Teacher, 37:9, 885-886, DOI: 10.3109/0142159X.2014.1001348 To link to this article: http://dx.doi.org/10.3109/0142159X.2014.1001348
Published online: 05 Feb 2015.
Submit your article to this journal
Article views: 86
View related articles
View Crossmark data
Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=imte20 Download by: [York University Libraries]
Date: 06 November 2015, At: 04:06
Downloaded by [York University Libraries] at 04:06 06 November 2015
Letters to the Editor
for the qualified general practitioners, the National Health and Family Planning Commission of China (NHFPC) recently introduced a series of documents on standards of residency training which is the most critical step to turn the medical graduates into qualified practitioners. Accordingly, the national resident standardization training will start in 2015 and all the medical graduates are required to receive mandatory training from 2020. The primary model is a five-year course in a medical school plus three years of residency training. However, it still faces significant challenges. Firstly, in comparison with the USA’s 22,000 medical graduates in 2012, China has a large and diverse group of 144,000 graduates. Sixtyseven thousand are 5-year medical students, 34,000 are master or doctoral level graduates and 63,000 graduates have only 3 years of medical education (Hou et al. 2014). The inconsistency across previous educational backgrounds is a challenge when implementing residency training objectives and contents. Secondly, the resident standardization training contents issued by NHFPC (Hou et al. 2014) are heavily focused on medical technology, with little content about humanities, ethics, communication skills and public health. As one of the earliest authorized residency training bases, Xiangya’s three affiliated hospitals, with collaboration with the Yale School of Medicine, researched and established a comprehensive model of residency education from 2007. We set six core competencies as the training goals: professional skill, professionalism, patient safety, medical ethics, team spirit, innovation and self-development. Under each competency, detailed requirements are provided. This Xiangya’s training model may be copied nationwide. Thirdly, many medical graduates have lost their enthusiasm in pursuing their career because of insufficient salaries, heavy workloads and patient–doctor tensions (Zeng et al. 2013). An additional 3 years of residency training with inadequate income may prevent more talented graduates from going into this field. How residency training develops in the years ahead will be a key determinant influencing the healthcare reform in China. Efforts should focus on several aspects: a more detailed framework for differently educated individuals; more humanistic and pragmatic training content and acceptable salaries which will attract higher enrollment. Zhenzhen Cao, Department of Gynecologic Oncology, The Affiliated Tumor Hospital of Xiangya Medical School, Central South University, Changsha, Hunan, China Long Wang, Department of Urology, Xiangya Hospital, Central South University, Changsha, Hunan, China. E-mail: [email protected]
Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.
References Hou J, Michaud C, Li Z, Dong Z, Sun B, Zhang J, Cao D, Wan X, Zeng C, Wei B, et al. 2014. Transformation of the education of health
professionals in China: Progress and challenges. Lancet 384(9945):819–827. Zeng J, Zeng XX, Tu Q. 2013. A gloomy future for medical students in China. Lancet 382(9908):1878.
The use of Q2 engage model (EQ2) for educational scholarship in Shiraz University of Medical Sciences (SUMS) Dear Sir Nowadays with the higher demand for more effective medical educators, developing a scholarship culture has become high on the priority lists of many universities. Medical faculties mostly focus on their clinical skills rather than teaching abilities. Although necessary, having good clinical skills is not sufficient for academic citizenship and certainly does not make a person scholar. For academic excellence, faculties must also acquire teaching abilities and scholar engagement. Therefore, measures must be taken to motivate them to put quality teaching on their agenda. In SUMS, the EQ2 has become a criterion for academic promotion.Through this model, the quality and quantity of the members’ educational activities as well as their engagement is evaluated in four categories which include: Teaching, Advising and mentoring, Curriculum development and Learner assessment (Simpson et al. 2007). In each category, the members can get up to 5, 10 and 10 points respectively for quantity, quality and engagement. An educational Index will then be produced by summing up the scores achieved in all the categories (Maximum ¼ 100). For academic citizenship 70 points per year is the minimum acceptable level. This index will then affect the income and reward system for faculties’ activities. The quality is measured through the student or peer evaluations, curriculum presentations and the use of any new teaching methods. For this purpose a direct observation of faculty’s lecture or round may also be conducted. The quantity is measured by the number of prote´ge´s one has or the frequency of courses and other educational activities. In short we investigate how much, how often and with whom the educational activities are conducted. And last, the engagement is evaluated through their contribution to advancement of their filed as well as their attempt to remedy the global educational problems, whether it is: An original innovation (like introducing a more effective curriculum) or even service activities that are specifically tied to their field of expertise (such as serving in a committee or evaluating articles for journals). Presenting a work with exceptional values which would be recognized and rewarded globally would be defiantly the hall mark of educational engagement. The Educators seeking academic promotion must present evidence for all these categories.
885
Letters to the Editor
Kojuri, Javad; Shiraz University of Medical Sciences, Education Development Center, Quality Improvement in Clinical Education Research Center, Shiraz, Iran Takmil, Farnaz; Shiraz University of Medical Sciences, Education Development Center, Quality Improvement in Clinical Education Research Center, Shiraz, Iran Amini, Mitra; Shiraz University of Medical Sciences, Education Development Center, Quality Improvement in Clinical Education Research Center, Shiraz, Iran Nabeiei, Parissa; Shiraz University of Medical Sciences, Education Development Center, Quality Improvement in Clinical Education Research Center, Shiraz, Iran
intercalated degree status (yes n ¼ 75, no n ¼ 70, p ¼ 0.80). Not randomising the candidates is indeed a possible entry point for selection bias, however, analysis of previous OSCE performance demonstrated an insignificant difference (Wilcox rank sum test, p ¼ 0.11). This work is, to the authors’ knowledge, the first attempt to objectively demonstrate improvement in OSCE-assessed clinical skill after a peer-led mock-OSCE. If demonstrated more robustly, it would advocate a peer-led mock OSCE as a viable educational avenue for teaching clinical skills that does not strain faculty resources. I would be very interested to read further articles objectively analysing the educational value of a peer-led mock-OSCE.
Downloaded by [York University Libraries] at 04:06 06 November 2015
Alexander Fletcher and Richard Day, University of Dundee, Dundee, Scotland. E-mail: [email protected] Declaration of interest: The authors report no conflicts of interest. Declaration of interest: The authors report no conflicts of interest.
Reference Simpson DE, Fincher RU, Hafler JA, Irby DA, Richards BO, Rosenfeld GA, Viggiano TH. 2007. Advancing educators and education by defining the components and evidence associated with educational scholarship. Med Educ 41(10):1002–1009.
A peer-led mock OSCE improves subsequent performance: What about objectivity?
References AMEE. Abstract book. An International Association for Medical Education, 2014, 01/08/2014 Milan. Young I, Montgomery K, Kearns P, Hayward S, Mellanby E. 2014. The benefits of a peer-assisted mock OSCE. Clin Teach 11: 214–218.
On quality control and the importance of European postgraduate medical specialty assessments
Dear Sir The peer-led teaching of clinical skills is a popular research subject, with nine presentations specifically reporting on the topic at the recent AMEE Conference in Milan, 2014 (AMEE 2014). An increasingly common peer-led construct for improving students’ clinical skills is the mock-OSCE; a formative OSCE facilitated by near-peers that simulates the institution’s summative OSCE. There is some subjective evidence that a peerled mock-OSCE prepares candidates for summative OSCEs, but little objective evidence that it improves subsequent OSCE performance (Young et al. 2014). Our group, an undergraduate medical education society, designed a study that attempts to address this previously unanswered question. In 2013 we designed, wrote and co-ordinated the medical school’s first year 4 mock-OSCE, the subject of this study. We offered places on a first come, first serve basis 11 weeks before the summative OSCE in 2013. We provided each candidate with personalised written feedback as well as the marking schemes to use as reflection tools. Multiple regression analysis demonstrated that there was a significant relationship between change in percentile rank between year 3 and year 4 (n ¼ 145) and mock-OSCE (yes n ¼ 63, no n ¼ 82, p50.009) but no significant relationship with gender (male n ¼ 61, female n ¼ 84, p ¼ 0.27) or 886
Dear Sir A careful literature review on postgraduate medical assessment methods has revealed that little seems to be published (Calcagni 2013; Mathysen et al. 2013). Nevertheless, European postgraduate medical assessments are currently gaining popularity. The Council for European Medical Specialty Assessments (UEMS-CESMA) was created by the European Union of Medical Specialists (UEMS) in 2007 as a discussion platform between the various European Boards and Sections organising such European postgraduate medical assessments (currently UEMS-CESMA counts 50 affiliations, of which the majority of assessments allow recognised specialists and/or residentsin-training). These European postgraduate medical assessments are considered as excellence labels demonstrating that the candidate meets the European discipline-related standards (details in the UEMS-curriculum and training requirements). Given their high quality, many assessments are adopted by various European countries as being (partially) equivalent to or part of national final assessments in several specialties (still ongoing process). Harmonization of assessment
