Med 501 Introduction To Medical Education


Please describe the contents and structure of your action plan.2.

The MEU Team should take measures to ensure their plan is suitable for available and sustainable resource.

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What would your answers be to each one of the following questions?

(ii) Describe each type of sustainable resource (with some examples) that could be required for the proposed strategy(ii).

What will the MEU team do to ensure that the resources required are available? Give examples3.

What considerations should the Dean make when inviting external reviewers? How can the Dean plan the review process to evaluate the new arrangements once they’re in place?

Define what should be considered, and why.

(iii) Some important points to keep in mind when you appoint the team.

(iii). The important points to remember when planning the external review process.

Answer to Question: Med 501 Introduction To Medical Education

In order to enhance basic clinical skills in medical students, it is proposed to offer a variety of new field placements in the primary care setting.

The Medical Education Unit’s (MEU) team has developed the following action plan to help make this happen:

In medical schools, there will be skills labs to help maximize the efficiency of clinical skills training.

Specialized teaching methods will also be used to improve the quality and safety of skill lab training for preclinical students (Upadhayay 2017,).

So that students can be ready for patient-centred healthcare, the early clinical skill education program will adopt an approach of patient-centred medicine.

Force 2008 ensures that the clinical skills educations program remains interactive and learner-centered, so students can assimilate it.

Medical course curriculum will also include skills lab training to teach clinical skills.

Basic skills in clinical practice will be taught to students, including breast examination, eardrum examination, breathing assessment, and auscultation techniques.

Program includes intubation techniques, cardiopulmonary and resuscitation, catheterizations, ECG interpretations, and other procedural skills (Upadhayay 2017).2. i.

2. i.

Because some skills are difficult to apply in real-life situations or directly to patients, it is necessary to have the appropriate resource. This includes simulators, mannequins medical equipments and teaching models that can effectively replicate the clinical environment for students.

Below are the learning opportunities offered by each resource.

Students can learn assessment, communication, and physical examination skills for standardized patients.

Mannequins can be used by medical students to learn cardiac, respiratory and other clinical examination methods.

High fidelity stimulators – This will enhance teamwork skills and application of basic science to clinical problem solving processes

Task trainers- These individuals can be used to show basic clinical procedures, like lumbar puncture.

Additionally, an independent learning resource such as audio and/or video recordings, online materials and discussion boards will be required. Force 2008ii.

MEU Team will ensure that equipment is readily available.

Contact equipment suppliers to help students with lab-based training.

We will contact the manikin manufacturers to make sure that the appropriate manikins are available for each type.

Additionally, the program will include the participation of medical simulation centres to create realistic medical environments for clinical evaluation and training.

This will ensure that students have the ability to use the appropriate resource and techniques to become proficient in clinical practice (Burgess und al. 2014).3. i.

An external reviewer is necessary when arranging early clinical education in medical school.

This will ensure that training and clinical education standards are maintained.

This team would be responsible for validating and evaluating the actions taken in order to create an early clinical education curriculum (Keating 2014).

This is what you should consider when appointing a clinical reviewer:

They must be able to communicate with the public about early clinical education, skill-based lab training, and other related topics.

It is important that an external reviewer uses specific clinical parameters for the review of the whole process, and makes recommendations accordingly.ii.

These things should be taken into consideration when planning an externe review process

The objective of the external review must be to ensure safety and quality in the clinical setting.

This is essential because the fundamental clinical skills trainings will set the foundation for clinical practice proficiency for medical students.

This would make safety and quality a top priority.

It will be necessary for the Quality Assurance Models to be evaluated in order to make sure that the regulatory requirements for medical equipment purchase and accreditation are met.

An external review process will be conducted according to Plan-Do-Study-Act, in order to generate a favorable and effective outcome from the early clinical educational program.

This will encourage cyclical improvement in each stage (Ouslander. 2014).

ReferenceForce, A.T., 2008.

Recommendations concerning the clinical skills curriculum for undergraduate medical education.

Association of American Medical Colleges.Upadhayay, N., 2017.

Medical students receive clinical training during their preclinical years at the skill laboratory.

Advances and practices in medical education, 8, p.189.

Burgess A. McGregor D. McGregor C. Mellis C.

A systematic review on medical students working as peer tutors.

BMC Medical Education, 14(1), P.115.Keating, S.B., 2014.

Curriculum development and evaluation in Nursing.

Springer Publishing Company.

Ouslander J.G. Bonner A. Bonner L. Herndon J. Shutes J.

The Interventions to Reduce Acute Care Transfers(INTERACT) quality improvement program: A guide for primary care clinicians and medical directors.

Journal of the American Medical Directors Association. 15(3). pp. 162-170.

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