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Med 501 Introduction To Medical Education

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Med 501 Introduction To Medical Education Questions 1. Please state what factors and features you would expect the MEU team to mention when describing the content and structure of their action plan.   2. The MEU team should take steps to ensure that their plan is appropriate to available and sustainable resources. What answers would you expect to each of the following aspects?   (i) Describe all the types of sustainable resource (with examples) that might be required for the proposed plan   (ii). How will the MEU team ensure that the required resources are available? Give examples   3. What factors would the Dean take into account when inviting a team of External Reviewers, and when planning the review process to look at the new arrangements once they are in place? Describe what should be considered and why it is important.   (i) Important things to consider when appointing the team, and reasons why they are important.   (ii) Important things to consider when planning the external review process, with reasons for your selection. Answers 1. As medical schools lack exposure for students to early clinical skills training, it is proposed to introduce a series of new field placements in primary care setting to improve basic clinical skills in students. To make this change possible, the following action plans has been proposed by the Medical Education Unit (MEU) team: Firstly, to maximize the effectiveness of early clinical skills training, skills labs will be established in medical schools. Specialized teaching methods will be adopted to enhance the quality of skill lab training for preclinical student (Upadhayay 2017). The early clinical skill education program will adopt a patient-centred care strategy so that student prepared for patient centred care. It will be ensured that the clinical skills educations program is interactive and learner centred so that students assimilate the program (Force 2008). Imparting clinical skills training through skill lab will be include in the medical course curriculum. The basic clinical skills that will be taught to students include auscultation techniques, breast examination, ear drum examination, breathing assessment and others. In addition, the procedural skills that will be included in the program include intubation, cardiopulmonary resuscitation, catheterization, ECG interpretation and other skills (Upadhayay 2017). 2. i. To introduce skill lab training for medical students, it is necessary to make arrangement for appropriate and sustainable resource that can be used by students. As certain skills cannot be practiced in real life situations and directly to patients or healthy individuals, the resource that will be required includes simulators, mannequins, medical equipments and appropriate teaching models to effectively mimic the clinical situation and facilitate learning process in students. The following are the learning opportunities from each resource: Standardized patients: Students can learn communication, physical examination and assessment skills. Mannequins: Medical students can learn cardiac, pulmonary and other clinical examination techniques. High fidelity stimulators- This will enhance team work skills and applying basic science to clinical problem solving process Task trainers- They may help to demonstrate basic clinical procedures like lumbar puncture and other clinical task. In addition, independent learning resource like audio and video recordings, online resources, written resources and discussion boards will be required (Force 2008).  ii. To make sure that the required equipments are available, the MEU team will Contact medical equipment suppliers and experience trainers to assist students in lab based training. The manufacturers of manikins will be contacted to ensure that appropriate manikins for each type of clinical skill development are available. Furthermore, medical simulation centres will be involved in the program so that contribute in mimicking medical environments for the purpose of clinical training and evaluation. Considering all these aspects will ensure that student adapt the correct resource and technique to develop desired proficiency in clinical practice (Burgess et al. 2014).   3. i. External reviewer is important while making arrangement for early clinical education in medical schools. This is because it will ensure the appropriate standards of clinical education and training is maintained. This team would work to validate the actions and judge the action implemented for developing early clinical education program (Keating 2014). The following will be considered when appointing external reviewer in clinical setting: They must have the knowledge and expertise related to process involved in early clinical education and skill based lab training. It will be ensured that external reviewer use specific clinical parameters to review the whole process and make recommendations accordingly. ii. When planning external review process, the following things will be considered: The focus of the external review process must be to permeate quality and safety in clinical setting. This is important because the basic clinical skills trainings will lay the foundation of proficiency in clinical practice for medical students. Therefore, quality and safety would be an important priority. It will necessary to evaluate role of  the quality assurance models to ensure that necessary accreditation process and regulatory requirement for procurement of medical equipment is met. To generate effective and favourable outcome through the early clinical education program, the external review process will be done according to Plan-Do-Study-Act (PDSA) model. This will facilitate cyclical improvement at each stage (Ouslander et al. 2014). Reference Force, A.T., 2008. Recommendations for clinical skills curricula for undergraduate medical education. Association of American Medical Colleges. Upadhayay, N., 2017. Clinical training in medical students during preclinical years in the skill lab. Advances in medical education and practice, 8, p.189. Burgess, A., McGregor, D. and Mellis, C., 2014. Medical students as peer tutors: a systematic review. 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., Herndon, L. and Shutes, J., 2014. The Interventions to Reduce Acute Care Transfers (INTERACT) quality improvement program: An overview for medical directors and primary care clinicians in long term care. Journal of the American Medical Directors Association, 15(3), pp.162-170.

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