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 Table of Contents  
EDITORIAL
Year : 2019  |  Volume : 32  |  Issue : 3  |  Page : 111-112

Co-editors' notes


1 Foundation for Advancement of International Medical Education and Research, Philadelphia, Pennsylvania, Netherlands
2 KIT Royal Tropical Institute, Amsterdam, Netherlands
3 University of Illinois, Rockford, Illinois, USA

Date of Web Publication18-Apr-2020

Correspondence Address:
Danette McKinley
Foundation for Advancement of International Medical Education and Research, Philadelphia
Netherlands
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/efh.EfH_88_20


How to cite this article:
McKinley D, Flinkenflögel M, Glasser M. Co-editors' notes. Educ Health 2019;32:111-2

How to cite this URL:
McKinley D, Flinkenflögel M, Glasser M. Co-editors' notes. Educ Health [serial online] 2019 [cited 2020 Jun 1];32:111-2. Available from: http://www.educationforhealth.net/text.asp?2019/32/3/111/282882



We are pleased to publish this issue of Education for Health. Contents include original research, brief communication, personal view, practical advice, and letters to the editors from worldwide. In this issue, there are contributions from Brazil, Egypt, India, South Africa, Thailand, and the United States. The topics covered include community medicine instruction with undergraduate students, a comparison of recruitment and retention models for rural areas, student assessment using concept maps and practical advice in implementing community-based instruction to a variety of students.

In their article on students' application of theoretical knowledge in community settings, Sable and Chowdary describe use of the “flipped classroom.” The authors evaluated whether presentation of theoretical information through the use of PowerPoint, a pretest and forum for queries followed by in-class discussion would prepare students for their work with families. Students worked with families evaluating children's nutrition and growth. A posttest was given to evaluate students' knowledge gain. The study is of interest in that this was implemented as part of student placement in the community. While gains in knowledge were reported, another significant finding was that attendance improved.

Techakehakij and Arora evaluated policy changes to improve recruitment and retention of doctors in rural areas in Thailand. While the collaborative partnership program started in 1994 did retain more physicians than the traditional national program, another government initiative was started in 2005. The program, called one district one doctor, was intended to improve recruitment from rural areas and subsidize education in return for extended compulsory service in rural and remote areas. While the program had some success, there were challenges as well. The authors detail the implementation of a third program in 2017, and discuss the features of the program intended to meet the challenges of ensuring an adequate number of physicians in rural and remote areas. It is hoped that this discussion will assist others developing workforce policies to improve physician distribution.

It can be challenging to determine student learning during their clinical attachments in the final years of medical school. Ezequiel and her co-authors describe the use of concept maps to assess medical students problem-solving skills as part of their case presentations during their clerkships. This novel application of concept maps as an assessment tool was of particular interest as the researchers were able to analyze collaborative concept maps at two time periods. Proposition units, hierarchy, and cross-linksfrom the first week of the clerkship were significantly different from those in the past week of the clerkship. This approach to assessment not only provides a method of measuring clinical problem-solving, but promotes team collaboration.

In his personal view, Aziz reflects on the important role that The Network: Towards Unity for Health (TUFH) and the Foundation for Advancement for International Medical Education and Research (FAIMER) Fellowship Program played in his professional life.

There are two letters to the editor from Canada and India. In “Balancing Health Disparities Through Socially Accountable Medical Education,” the writer concurs with an article published in Education for Health that emphasizes the importance of community-based placements in undergraduate medical education. In the other letter, “Time to Re-consider Our Obsession with Statistical Significance”, we are asked to consider the importance of publishing and disseminating negative findings rather than reporting findings for which statistical significance has been reached.

We are pleased to continue our celebration of the 40th anniversary of The Network: TUFH with practical advice articles that focus on a FAIMER initiative. The Projects That Work annual global competition was introduced in 2013 to recognize, reward and provide opportunities to disseminate excellent projects in health professions education and community health that have succeeded beyond initial implementation and have had a significant impact on health, the community, or the school over 3 or more years. Winners from each year have been invited to present their projects at the annual conference of The Network: TUFH. In this issue, we include four articles authored by competition winners. Ralf Graves, guest editor for this section, discusses the features of each of the projects in her editorial.

We believe that these articles meet the goals of the journal to disseminate work about health professions education that leads to improved health and health-care delivery. Please let us know whether these articles help you in your own educational and scholarship efforts.






 

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