BACKGROUND AND OBJECTIVES

The COVID-19 pandemic forced academic institutions to suspend face-to-face activities, causing a drastic shift to a remote and online setting for learning and teaching. While necessary, the sudden change created a lasting effect on the constituents of medical schools whose curriculum relied on lectures, clinical skills, and hospital experience in teaching its students. This study aims to describe the effect of the rapid digitalization on the medical faculty at the St. Luke’s Medical Center College of Medicine-William H. Quasha Memorial (SLMCCM) in Metro Manila, Philippines.

METHODS

Members of the medical faculty of the college were invited to participate in focus group discussions (FGDs) where four frames were discussed, namely content, pedagogy, technology, and mindset. Responses taken in the FGDs underwent thematic analysis to find commonalities and patterns among the concerns and comments of the faculty.

RESULTS

Analysis of faculty feedback regarding the four frames revealed a spectrum of responses, encompassing both positive and negative sentiments. Content-related feedback predominantly focused on strategies for effectively segmenting and synthesizing information within the online environment. Pedagogical concerns are primarily centered on adapting teaching methods and delivery styles to the online format. Technological feedback highlighted the perceived advantages and limitations of online platforms and tools, as well as the role of technological support in facilitating the transition to online instruction. Finally, a significant portion of the feedback addressed the psychological effects of the pandemic on faculty members as medical educators, with responses ranging from expressions of fear to statements of confidence.

CONCLUSION

In the context of the evolving educational landscape, particularly the accelerated adoption of online and hybrid learning models in medical education, faculty recognition of the necessity of digitalization is paramount. Despite the inherent challenges of this transition, the faculty's demonstrated openness to change and innovation presents a significant opportunity for institutional growth. By continuing to invest in these technologies, institutions can not only enhance the medical curriculum but also prepare future physicians for the increasingly digital nature of healthcare delivery.

Faculty ; Education, Medical ; Technology

Background and Objectives: The COVID-19 pandemic forced academic institutions to suspend face-to-face activities, causing a drastic shift to a remote and online setting for learning and teaching. While necessary, the sudden change created a lasting effect on the constituents of medical schools whose curriculum relied on lectures, clinical skills, and hospital experience in teaching its students. This study aims to describe the effect of the rapid digitalization on the medical faculty at the St. Luke’s Medical Center College of Medicine-William H. Quasha Memorial (SLMCCM) in Metro Manila, Philippines. Methods: Members of the medical faculty of the college were invited to participate in focus group discussions (FGDs) where four frames were discussed, namely content, pedagogy, technology, and mindset. Responses taken in the FGDs underwent thematic analysis to find commonalities and patterns among the concerns and comments of the faculty. Results: Analysis of faculty feedback regarding the four frames revealed a spectrum of responses, encompassing both positive and negative sentiments. Content-related feedback predominantly focused on strategies for effectively segmenting and synthesizing information within the online environment. Pedagogical concerns are primarily centered on adapting teaching methods and delivery styles to the online format. Technological feedback highlighted the perceived advantages and limitations of online platforms and tools, as well as the role of technological support in facilitating the transition to online instruction. Finally, a significant portion of the feedback addressed the psychological effects of the pandemic on faculty members as medical educators, with responses ranging from expressions of fear to statements of confidence. Conclusion In the context of the evolving educational landscape, particularly the accelerated adoption of online and hybrid learning models in medical education, faculty recognition of the necessity of digitalization is paramount. Despite the inherent challenges of this transition, the faculty's demonstrated openness to change and innovation presents a significant opportunity for institutional growth. By continuing to invest in these technologies, institutions can not only enhance the medical curriculum but also prepare future physicians for the increasingly digital nature of healthcare delivery
faculty ; education, medical ; technology

PURPOSE: We aimed to explore medical students’ online learning patterns and needs by analyzing data obtained from an e-learning portal of Korean medical schools. METHODS: Data were obtained from learning resources and registered users of the e-learning portal by the consortium of 36 Korean medical schools, e-MedEdu (www.mededu.or.kr) over a period of 10 years. Data analytics were performed of its contents and usage patterns using descriptive statistics. RESULTS: The website currently has over 1,600 resources, which have almost tripled over the past decade, and 28,000 registered users. Two hundred and twenty medical faculty have contributed the resources; a majority of them were clinical cases and video clips, which accounted for 30% and 27% of all resources, respectively. The website has received increasing hits over the past decade; annual website hits increased from 80,000 in 2009 to over 300,000 in 2018. The number of hits on resources varied across resource types and subjects; 90% of all website hits were on online videos, and 28% of them originated from mobile devices. Among the online videos, those on procedural skills received more hits than those on patient encounters and video lectures. CONCLUSION: Our findings demonstrate the increasing use of e-learning in medical education in Korea over the past decade. Our study also shows a wide disparity in the frequency of use in learning resources across resource types and subjects, which have implications for improvements in the design and development of learning resources to better meet medical students’ curricular needs and their learning styles.
Education, Medical ; Faculty, Medical ; Humans ; Korea ; Learning ; Lectures ; Schools, Medical

The aim of this study is to analyze the current status and performance evaluation systems of faculty in Korean medical colleges and professional graduate medical schools (called medical schools). We developed a research tool based on previous studies and distributed it to 40 medical schools from July to October 2017. The response rate was 100%. We calculated the number of faculty members and analyzed the faculty evaluation systems and awareness according to national and private medical schools. As of 2017, the number of medical faculty in Korea was 11,111 (4,973 faculty were employed by their alma mater, which is 44.76% of the total), with non-medical doctor faculty accounting for 754 of the total. The medical schools reflect research achievements as most important for re-appointment and screening to promote faculty, and the area of education is secondary excepting clinical faculty of private medical schools. However, important issues in the faculty evaluation deal with the relevance of research achievement and the need for qualitative assessment. Some medical schools revised or have been revising the faculty evaluation system in areas such as minimum standards of education for promotion and separation of promotion and tenure review. Opening non-tenure track lines for faculty show positive effects such as increasing the number of positions for hire and easing the financial burdens of medical schools. Downfalls include inconsistencies between the responsibilities and actual practices of tenure not being available and the instability of faculty's status. In conclusion, medical schools need to prepare a faculty evaluation system that fits the position of faculty members and attempt to establish a reasonable compensation system.
Compensation and Redress ; Education ; Faculty, Medical ; Health Personnel ; Humans ; Korea ; Mass Screening ; Reward ; Schools, Medical ; Social Responsibility

This paper is aimed at finding if there was a change of correlation between the written test score and tutors' performance test scores in the assessment of medical students during a problem-based learning (PBL) course in Malaysia. This is a cross-sectional observational study, conducted among 264 medical students in two groups from November 2010 to November 2012. The first group's tutors did not receive tutor training; while the second group's tutors were trained in the PBL process. Each group was divided into high, middle and low achievers based on their end-of-semester exam scores. PBL scores were taken which included written test scores and tutors' performance test scores. Pearson correlation coefficient was calculated between the two kinds of scores in each group. The correlation coefficient between the written scores and tutors' scores in group 1 was 0.099 (p<0.001) and for group 2 was 0.305 (p<0.001). The higher correlation coefficient in the group where tutors received the PBL training reinforces the importance of tutor training before their participation in the PBL course.
*Achievement ; Cross-Sectional Studies ; *Curriculum ; *Education, Medical, Undergraduate ; *Educational Measurement ; Faculty, Medical/*education ; Humans ; Malaysia ; *Problem-Based Learning ; *Students, Medical

The study aimed at evaluating the personal and professional development (PPD) module in the undergraduate medical curriculum in Melaka Manipal Medical College, India. PPD hours were incorporated in the curriculum. A team of faculty members and a faculty coordinator identified relevant topics and students were introduced to topics such as medical humanities, leadership skills, communication skills, ethics, professional behavior, and patient narratives. The module was evaluated using a prevalidated course feedback questionnaire which was administered to three consecutive batches of students from March 2011 to March 2013. To analyze faculty perspectives, one to one in-depth interviews and focus group discussions were conducted by the coordinators with faculty members who conducted the PPD classes. Analysis of the course feedback form revealed that majority (80%) of students agreed that the module was well prepared and was "highly relevant" to the profession. Faculty found the topics new and interdisciplinary and there was a sense of sharing responsibility and workload by the faculty. PPD modules are necessary components of the curriculum and help to mould students while they are still acquiescent as they assume their roles as doctors of the future.
*Attitude of Health Personnel ; Communication ; *Curriculum ; *Education, Medical, Undergraduate ; Ethics, Medical ; *Faculty, Medical ; Focus Groups ; Humanities ; Humans ; India ; Leadership ; Physician-Patient Relations ; *Professionalism ; *Schools, Medical ; *Students, Medical ; Surveys and Questionnaires

In order to improve teaching lever and explore teaching approach, the feasibility study on the combination of the problembased learning method CPBL) and the lecture-based learning method (LBL) was conducted in the teaching of Acupuncture and Moxibustion. The 2010 undergraduates in the major of clinical integrated Chinese and western medicine of five years were randomized into a PBL and LBL group and a LEL group. In the first semester, according to the basic teaching requirement, LBL was used to accomplish the teaching of basic theory. In the internship teaching section, the different teaching method was applied. In the PBL and LEL group, PEL was used, and in the LBL group, LBL was given. At the end of semester, the examination results of the theory learning and medical cases learning were evaluated. The questionnaire was summarized in the teachers and students. The final examination result of theory learning was not different significantly between the two groups (P >0. 05), but the result of medical cases learning in the PEL and LEL group was better than that in LEL group (84. 47±10. 72 vs 76. 00±9. 97, P<0. 05). The questionnaire for the students and teachers indicated that the result of PEL and LEL combined method was higher than that of LEL method (86. 27±8. 36 vs 56. 00±14. 59, P< 0. 01; 45. 89±3. 68 vs 36. 61±6. 41, P<0. 0l), indicating that the combined method of PBL and LEL is feasible in teaching of Acupuncture and Moxibustion and the teaching outcome is superior to the simple LBL, which provides the new approach to the teaching reform.
Acupuncture ; education ; Acupuncture Therapy ; methods ; Adolescent ; Education, Medical ; Faculty ; Female ; Humans ; Male ; Moxibustion ; methods ; Problem-Based Learning ; Students, Medical ; psychology ; Surveys and Questionnaires ; Teaching ; methods ; Young Adult

INTRODUCTIONThe Academic Medicine Education Institute (AM∙EI), jointly established by Duke-NUS Graduate Medical School (Duke-NUS) and Singapore Healthcare Services (SingHealth), is a newly formed health professions education academy designed to cultivate best education practices and create a community of health professions educators. To achieve the aims of AM∙EI, the needs of SingHealth educators have to be understood. Therefore, this study was carried out to assess educators' perceptions towards the current education climate and their academic needs.

MATERIALS AND METHODSA 28-item questionnaire consisting of free-response, Likert-type and ranking questions was developed. The questionnaire was electronically distributed to 200 medical and nursing educators, and made available to attendees of the 2012 Singhealth Duke-NUS Scientific Congress through hardcopies.

RESULTSA total of 150 completed questionnaires were received (94 from electronic survey and 56 from Congress). Five themes emerged from the analysis of responses to free-response questions: 1) faculty development, 2) development of a community of educators, 3) recognition for educational efforts, 4) institutional support, and 5) better communication about SingHealth educational activities. Respondents were in highest agreement with the statements (rating of 3.7 out of 5): "The SingHealth education programmes are high quality", "New learning or teaching methods are welcomed in this institution/hospital", and "An academic appointment is important to me". The competencies that respondents felt to be the most important were facilitating discussions, presentation skills, and providing feedback (respective means = 5.1, 5, 5 of 7).

CONCLUSIONThis needs assessment provided us with important insights regarding SingHealth medical educators' perceptions of their education environment and established key priorities for the AM∙EI's programming efforts.

Academies and Institutes ; Attitude of Health Personnel ; Education, Medical ; organization & administration ; Education, Nursing ; organization & administration ; Faculty, Medical ; organization & administration ; Faculty, Nursing ; organization & administration ; Humans ; International Cooperation ; Needs Assessment ; North Carolina ; Organizational Culture ; Schools, Medical ; organization & administration ; Singapore ; Surveys and Questionnaires

In response to the demands of an ageing nation, the postgraduate medical education in Singapore is currently in the early stage of transition into the American-styled residency programme. This study assessed the expectations of both radiology trainees and faculty on their ideal clinical learning environment (CLE) which facilitates the programme development. A modified 23-item questionnaire was administered to both trainees and faculty at a local training hospital. All items were scored according to their envisioned level of importance and categorised into 5 main CLE domains-supervision, formal training programme, work-based learning, social atmosphere and workload. 'Supervision' was identified as the most important domain of the CLE by both trainees and faculty, followed by 'formal training programmes', 'work-based learning' and 'social atmosphere'. 'Workload' was rated as the least important domain. For all domains, the reported expectation between both trainees and faculty respondents did not differ significantly. Intragroup comparison also showed no significant difference within each group of respondents. This study has provided valuable insights on both respondents' expectations on their ideal CLE that can best train competency in future radiologists. Various approaches to address these concerns were also discussed. The similarities in findings between ours and previous studies suggest that the 'supervision', 'formal training programmes' and 'work-based learning' domains are crucial for the success of a postgraduate medical training and should be emphasised in future curriculum. 'Workload' remains a challenge in postgraduate medical training, but attempts to address this will have an impact in future radiology training.
Attitude of Health Personnel ; Competency-Based Education ; Curriculum ; Education, Medical, Graduate ; methods ; organization & administration ; Faculty, Medical ; Female ; Humans ; Internship and Residency ; methods ; organization & administration ; Male ; Radiology ; education ; Singapore ; Students, Medical ; psychology ; Surveys and Questionnaires ; Workload

PURPOSE: The purpose of this study was to examine the validity of student ratings of instruction by analyzing their relationships with several variables, including gender, academic rank, specialty, teaching time, and teaching method, at a medical school. METHODS: This study analyzed the student ratings of 297 courses at Ajou University School of Medicine in 2013. SPSS version 12.0 was used to analyze the data and statistics by t-test, analysis of variance, and Scheffe test. RESULTS: There were no statistically significant differences in student ratings between gender, rank, and specialty. However, student ratings were significantly influenced by teaching times and methods (p<0.05). Student ratings were high for teaching times of 10 hours or more and small-group learning, compared with lectures. There was relatively mean differences in students ratings by teaching times, specialty and rank, although the difference in ratings was not statistically significant. CONCLUSION: Student ratings can be classified by teaching time and method for summative purposes. To apply student ratings to the evaluation of the performance of faculty, further studies are needed to analyze the variables that influence student ratings.
*Attitude ; *Curriculum ; *Education, Medical, Undergraduate ; Faculty/standards ; Female ; Humans ; *Learning ; Male ; *Schools, Medical ; *Students, Medical ; Surveys and Questionnaires ; Teaching/*standards