COVID-19/transmission* ; Communicable Disease Control/organization & administration* ; Education, Distance/organization & administration* ; Education, Medical/organization & administration* ; Humans ; Otolaryngology/organization & administration* ; Singapore/epidemiology* ; Telemedicine/organization & administration*

Betacoronavirus ; Coronavirus Infections ; epidemiology ; transmission ; Disease Transmission, Infectious ; prevention & control ; Education, Medical, Graduate ; organization & administration ; Humans ; Internship and Residency ; organization & administration ; Pandemics ; Pneumonia, Viral ; epidemiology ; transmission ; Quality Improvement

Computer Simulation ; Curriculum ; Education, Medical ; organization & administration ; trends ; Electronic Health Records ; Health Services Research ; Humans ; Interdisciplinary Communication ; Leadership ; Patient Care Team ; Public Health ; Schools, Medical ; Singapore

This study was conducted to recognize the role of Korean Council on Medical Education (KCME), which is composed of 12 medical organizations related to medical education, and its importance in Korean medical society. The historical background of the establishment of the KCME is reviewed, along with changes in medical education in Korea starting in the early 1960s. In 1971, the first organization for medical education in Korea, the Association of Korean Medical Colleges, was established by 14 deans of medical colleges. This organization sought to create a good environment for medical education, but because of conflict between deans and medical educators, in 1983 it was divided into two organizations : the Korean Society of Medical Education and the Korean Council of Deans of Medical Colleges. Neither was active until they co-organized a congress about medical education in 1994, and fortunately, they have continued to collaborate since. At that time, the Korean government aggressively tried to authorize 9 new medical colleges, which caused Korean organizations related to medical education to unite against this governmental policy by establishing the KCME. The KCME played an important role in monitoring policy changes and achieved some noteworthy results. However, recent changes, including the fourth industrial revolution and patterns of mutual influence among medical education, research and clinical practice, have spurred the KCME to change and broaden its activities. Therefore, the KCME should take the lead in launching a serious discussion reorganizing Korean medical societies so that academic medicine and practical medicine may flourish.
Capacity Building ; Education, Medical ; Korea ; Organization and Administration ; Organizational Policy ; Societies, Medical

Entrustable professional activities (EPAs) have become a popular topic within competency-based medical education programs in many countries and hundreds of publications within only a few years. This paper was written to introduce the ins and outs of EPAs. After a brief historical overview, the rational of EPAs, as a bridge between a competency framework and daily clinical practice, is explained. Next, entrustment decision-making as a form of assessment is elaborated and framework of levels of supervision is presented. For readers interested to apply the concept in practice a stepwise approach to curriculum development is proposed. The paper concludes with an overview of the state of the art of working with EPAs in across disciplines, professions and countries.
Curriculum ; Education, Medical ; Organization and Administration

Until 1st July 1997, Hong Kong was under the governance of the British Government; therefore, the British system of education was followed. After internship, 7 years of general surgical training is required to obtain registration and fellowship qualifications of the College of Surgeon of Hong Kong and Edinburg. After having become a specialist in general surgery, the surgeon could choose to specialize in colorectal surgery with an additional 3 to 5 years of specialist training in an accredited centre and 6 months of overseas training with subsidies. On the contrary, China has more than 600 medical schools, and students can enroll in different programs to become a medical practitioner. Despite a great discrepancy exists in the quality of teaching and supervision but there are comprehensive regulations governing the accreditation of hospitals, credentialing of operations, medical records, etc. to ensure medical and patient safety. Vast amounts of resources are being invested to strengthen the quality and to advance the technology used in patient care, not only by supporting basic and clinical research but also by providing extra resources to “import” experts and help develop services with clinical excellence. To accomplish this, the aim of the “three fames project” with a 5-year funding of 3 million United States dollar is to invite overseas experts to help build medical teams in specific areas. Due to its huge population (more than 1.3 billion people), China is a country full of potential for development in clinical research, collaboration, knowledge exchange, and the provision of premier medical services.
Accreditation ; China* ; Colorectal Surgery* ; Cooperative Behavior ; Credentialing ; Education ; Fellowships and Scholarships ; Financial Management ; Health Care Reform ; Hong Kong* ; Humans ; Internship and Residency ; Medical Records ; Organization and Administration ; Patient Care ; Patient Safety ; Schools, Medical ; Social Control, Formal ; Specialization ; United States

INTRODUCTION: Postgraduate medical education in Singapore underwent a major transition recently, from a British-style system and accreditation to a competency-based residency programme modelled after the American system. We aimed to identify the relative importance of factors influencing the choice of sponsoring institution (SI) for residency among medical students during this transition period. METHODS: A questionnaire-based cross-sectional study of Singapore undergraduate medical students across all years of study was performed in 2011. Participants rated the degree of importance of 45 factors (including research, academia and education, marketing, reputation of faculty, working conditions, posting experience and influence by peers/seniors) to their choice of SIs on a five-point Likert scale. Differences in gender and seniority were compared. RESULTS: 705 out of 1,274 students completed the survey (response rate 55.3%). The top five influencing factors were guidance by mentor (4.48 ± 0.74), reputation for good teaching (4.46 ± 0.76), personal overall experience in SI (4.41 ± 0.88), quality of mentorship and supervision (4.41 ± 0.75), and quality and quantity of teaching (4.37 ± 0.78). The five lowest-rated factors were social networking (2.91 ± 1.00), SI security (3.01 ± 1.07), open house impact (3.15 ± 0.96), advertising paraphernalia (3.17 ± 0.95) and research publications (3.21 ± 1.00). Female students attributed more importance to security and a positive working environment. Preclinical students rated research and marketing aspects more highly, while clinical students valued a positive working environment more. CONCLUSION Quality of education, mentorship, experiences during clerkship and a positive working environment were the most important factors influencing the choice of SI.
Accreditation ; Cross-Sectional Studies ; Curriculum ; Education, Medical, Graduate ; economics ; organization & administration ; Education, Medical, Undergraduate ; economics ; organization & administration ; Female ; Humans ; Internship and Residency ; Male ; Mentors ; Models, Organizational ; Schools, Medical ; Singapore ; Students, Medical ; statistics & numerical data ; Surveys and Questionnaires ; United States ; Universities

The Sustainable Development Goals (SDGs), officially known as ‘Transforming our world: the 2030 agenda for sustainable development’ has 17 “Global Goals” with 169 targets. This is the resolution by member countries as an intergovernmental agreement that acts as the Post 2015 Development Agenda (successor to the Millennium Development Goals). In conjunction with the United Nations SDG, World Health Organization published “The global strategy on human resources for health: workforce 2030”. It is primarily aimed at planners and policy-makers of WHO Member States and, its contents are of value to all relevant stake holders including medical education providers in the health workforce area. This article tried to explore the future direction of medical education to achieve the SDG in relation to Korean context.
Conservation of Natural Resources* ; Education, Medical* ; Health Manpower ; Humans ; Public Sector ; Social Control, Formal ; Social Skills ; United Nations ; World Health Organization

PURPOSE: The purpose of this study was to conduct a strengths, weaknesses, opportunities, and threats (SWOT) analysis of integrating the World Health Organization (WHO) patient safety curriculum into undergraduate medical education in Pakistan. METHODS: A qualitative interpretive case study was conducted at Riphah International University, Islamabad, from October 2016 to June 2017. The study included 9 faculty members and 1 expert on patient safety. The interviews were audiotaped, and a thematic analysis of the transcripts was performed using NVivo software. RESULTS: Four themes were derived based on the need analysis model. The sub-themes derived from the collected data were arranged under the themes of strengths, weaknesses, opportunities, and threats, in accordance with the principles of SWOT analysis. The strengths identified were the need for a formal patient safety curriculum and its early integration into the undergraduate program. The weaknesses were faculty awareness and participation in development programs. The opportunities were an ongoing effort to develop an appropriate curriculum, to improve the current culture of healthcare, and to use the WHO curricular resource guide. The threats were attitudes towards patient safety in Pakistani culture, resistance to implementation from different levels, and the role of regulatory authorities. CONCLUSION: The theme of patient safety needs to be incorporated early into the formal medical education curriculum, with the main goals of striving to do no harm and seeing mistakes as opportunities to learn. Faculty development activities need to be organized, and faculty members should to be encouraged to participate in them. The lack of a patient safety culture was identified as the primary reason for resistance to this initiative at many levels. The WHO curriculum, amended according to local institutional culture, can be implemented appropriately with support from the corresponding regulatory bodies.
Curriculum* ; Delivery of Health Care ; Education, Medical ; Education, Medical, Undergraduate* ; Global Health* ; Pakistan* ; Patient Safety ; World Health Organization*

The purpose of this study was to investigate Staphylococcus epidermidis contamination on hands of 20 dental hygienists and 140 equipment surface of 20 dental clinics in a local area, from July to August 2017. The degree of S. epidermidis contamination was measured using a hand plate and a rodac plate and then cultured at 35℃ for 24 hours. Based on hand plate criteria, hand contamination was classified into low, middle, and high groups. Analysis of the variance (ANOVA) of the contamination level of the hand parts of the group surface contamination level of the dental clinic equipment was descriptive statistics after clustering lock count. S. epidermidis contamination was moderate in 55% of the hands of dental hygienists. The area of contamination was 29.45 colony-forming units (CFU) on the palm, followed by the middle finger 7.8 CFU, ring finger 6.4 CFU, and thumb 6 CFU. Medical equipment surface contamination was showed that 3-way handle 4.45 CFU, computer mouse 3.37 CFU, mirror handle 1.60 CFU were higher than other areas. The group with high hand contamination had a high positive correlation with the S. epidermidis contamination of the hand. S. epidermidis contamination level was higher on hands than on the medical equipment surface contamination. Therefore, medical staff should recognize the importance of hand hygiene which should be practiced in the manner suggested by World Health Organization. In addition, the medical team needs to be responsible for performing infection control tasks, implementing infection management guidelines and providing systematic education on infectious disease management.
Animals ; Communicable Diseases ; Cross Infection ; Dental Clinics* ; Dental Hygienists* ; Education ; Fingers ; Hand Hygiene ; Hand* ; Humans ; Infection Control ; Medical Staff ; Mice ; Staphylococcus epidermidis* ; Staphylococcus* ; Stem Cells ; Thumb ; World Health Organization