South East Asia has 8% of world population, but only has 2% of the total number of neurologists in the world. Seven of the 11 countries in South East Asia have training programmes in Neurology. Brunei, Laos, Malaysia, Myanmar and Singapore require prior training and certification in Internal Medicine before admission to training to Neurology. Most training programmes are 3 years in duration, inclusive of mandatory rotation to clinical neurophysiology. Assessment and certification processes are vigorous in most countries. Mature age, lack of funding, inadequate direct clinical responsibilities, and poor literacy in English are other issues in some of the countries. There is need to improve the quality as well as quantity in the training of neurologists in the region.
Training ; Certification ; Asia, Southeastern ; Clinical ; Training Programs

Background: Training community-oriented general practitioners with the aims to provide the medical knowledge and skills of working in the community for medical students is appropriate with the socioeconomic context in Vietnam. Objectives: To evaluate the acceptance of the community in two districts Kim Bang (Ha Nam province) and Dong Hy (Thai Nguyen province) on field training for medical students. Subjects and method: The cross - sectional study was carried out on 300 households that were chosen randomly from 2 rural districts on April 2006. The heads of households were interviewed by open - ended questionnaires. Another 120 key informants from these two districts were invited to participate in a focus group discussion. Results: 81% of households voluntarily participated in the organization of field training for the medical students. More than 97% households paid attention to the medical students\u2019 information about health care and environmental hygiene. With medical community-based education, the people from communities receives\u2019 improvement in their knowledge of child care and personal hygiene in order to prevent diseases. Conclusion: Being exposed to health problems in communities, medical students can enhance their working and communication skills. People in the communities had a chance to improve their knowledge of disease preventions.
medical field training

Background and Objective: Peer-assisted learning (PAL) is an established concept in which students obtain mutual benefits by teaching and learning from each other. In the clinical environment, this often occurs intentionally or unintentionally in various formats such as same level or cross level peer tutoring, peer mentoring, cooperative learning and the like. This study determined the effectiveness of Peer Assisted Learning in achieving identified program outcomes in the curriculum for clerks and postgraduate interns rotating in Otorhinolaryngology specialty. Methodology: Study has 2 parts. Part 1 was a one-group pre-test and post-test design that involved teaching training of 16 PGI to be peer tutors in Otorhinolaryngology Physical Examination (ORL PE) to clerks. Video recorded pre-training baseline and post-training actual skills demonstrations of the PGI were rated. Scores were compared using Wilcoxon Signed Ranks test with p value at 5% level of significance. Part 2 was a randomized controlled single-blind trial of Peer-Led vs. Expert Faculty-Led ORL PE training of 55 clerks. Tutees performed a post training video-recorded skills demonstration assessed by a faculty rater who was blinded as to who among the clerks underwent the PAL-Led or Expert Faculty-Led training. Scores of the tutees in the 2 models of instruction were compared using the Mann-Whitney U-test at 5% level of significance. Results: Part 1 results showed significant improvement in the post-training scores of the 16 PGI in the identified micro skills and ORL PE skills. For Part 2, 33 and 22 clerks underwent PAL-Led and Expert Faculty-Led instruction respectively. Comparison of performance scores of the clerks in the 2 models of instruction showed no significant difference. Conclusion Teaching training for PGI improved their knowledge, skills and attitude in teaching ORL PE skills to clerks. There was no significant difference in the performance outcomes between clerks that underwent PALLed and Expert Faculty-Led model of instruction.
Teacher Training ; Peer Group

Objective: Neurosurgical boot camps allow trainees to hone practical skills in a risk-free environment, but the models and simulators used are relatively costly. In developing countries like the Philippines, low-cost alternatives have to be devised. The authors aimed to demonstrate the feasibility of using local, readily available, and inexpensive tropical fruits as surrogate models for basic neurosurgical skills training during a neurosurgical boot camp. Methods: Locally available tropical fruits were used to teach basic neurosurgical skills to trainees. Coconut, pomelo, and watermelon were used as models for head clamp application, scalp and dural suturing, and ventriculostomy, respectively. Feedback was obtained from the participants after the boot camp. Results: All eight residents thought that the boot camp was useful in learning new skills, and that the fruit models served their purpose. The trainees favored the fruit models that catered to the skill sets required according to level of training. The use of tropical fruits in the boot camp also provided an informal atmosphere that was conducive to learning. Conclusion The novel use of tropical fruits as surrogate models in basic neurosurgical skills training was a feasible and affordable alternative in resource-limited settings, although the activity was perceived to be more useful to junior than to senior residents. The informal atmosphere generated by the use of the fruits contributed to an improved learning experience for the trainee.
Teaching ; Simulation Training ;

Inservice Training ; Otolaryngology ; education ; Physicians

Media <2> ; Education and training ; Health

Background: The pandemic has reshaped the lives of everyone, including the way learning is delivered. Online learning in Physical Education (OLPE) is a form of distance learning where fundamental concepts of physical fitness are conducted remotely through the aid of technology. Objectives: The study aimed to explore students' lived experiences in OLPE through the reflective narratives and photos generated from digital diary entries they made every other day for three weeks. The specific objective includes describing the students' feelings, processes, and realizations. Methodology: Eight health professions students participated in this hermeneutic phenomenological study. The reflective accounts were analyzed following the interpretive phenomenological analysis (IPA) approach and revealed super-ordinate themes clustered into three categories: feelings, processes, and realizations. Results: The first category is feelings evoked with super-ordinate themes, namely optimism with the course, appreciation of the teachers' attitude, empathy towards others, and desperation for a better set-up. The second category is processes experienced with super-ordinate themes, namely self-directed learning, awareness of the body, and dealing with heavy academic requirements. The third category is realizations with super-ordinate themes, namely experience of OLPE was a rollercoaster ride of successes and challenges, an experience that led to desires for improving self and the course, and finally, an opportunity for reflective learning. Conclusion Reflective accounts of feelings, processes, and realizations as students experience the sudden shift to OLPE are crucial in improving curricular policies and instructional designs for achieving quality outcomes.
Education, Distance ; Physical Education and Training

Objective: The purpose of this study was to describe the perceptions and satisfaction of the graduates and trainees of the fellowship programs of the Philippine General Hospital - Department of Ophthalmology and Visual Sciences (PGH DOVS). Methods: A uniform survey was conducted among all graduates and ongoing trainees of the External Disease and Cornea, Medical and Surgical Vitreo-Retina, Glaucoma, Orbit and Oculoplastics, and Pediatric Ophthalmology and Strabismus fellowship programs. The survey link was emailed to all the participants. Results: Response rate was 74%. Majority of graduates were clustered in the National Capital Region (NCR) (56.4%), and Luzon excluding NCR (46.4%). Majority of the graduates perceived that the objectives of their fellowship program were met (60%). Overall, 65.4% of the fellows assessed their training as completely adequate. Strengths identified were volume of patients, level of independence, and consultant supervision. Weaknesses identified were the lack of specialized instruments, lack of inter-department exposures, and difficulties in the conduct of research. Conclusion Majority were satisfied with their training and would recommend their training program to others despite the difficulties and deficiencies identified. Some of the perceived weaknesses observed by the graduates have been addressed since their graduation from their program. This is the first attempt to assess post-residency fellowship programs in ophthalmology in the Philippines.
fellowship ; training ; ophthalmology ; evaluation ; assessment

Introduction: Vietnam medical universities have one-step at a time developed a community-based education system to assist medical students in improving their knowledge and practical skills in providing public health services through internships. It is, therefore, necessary to evaluate the role of commune and district health staff, as well as authorities to learning and teaching activities.\r\n', u"Objectives: This study aims to assess the acceptance of health staff and authorities regarding the teaching/learning process of medical students in Dong Hy District, Thai Nguyen Province and Kim Bang District, Ha Nam Province. Subjects and Methods: Surveyed participants, whom were selected by 'purpose sampling' technique, includes health staff at district and commune levels, and representatives of local authorities.\r\n", u'Results: The local authorities at district and commune levels played a significant role in the students\u2019 internship in the community: arranging accommodations, appointing health staffs to help students, introducing practices. Almost all of local health staffs were satisfied with the students.\r\n', u"Conclusion: These findings indicate that the students' internship in the community together with their social activities was highly accepted by the local people. Their supports ensure good achievements.\r\n", u'
Acceptance of community ; Field training of medical student

Inservice Training ; Occupational Health Services ; organization & administration