This article emphasizes a holistic definition of health. It then introduces the concept of Medical social sciences, and drawing from the literature, argues for the inevitability of social sciences in medical education, especially in the health systems of developing countries including the Kingdom of Saudi Arabia (KSA). This is followed by a brief history of medical education in KSA, and an exa...

BACKGROUND AND OBJECTIVES Professional boundaries help to establish and maintain the foundation of the doctor-patient relationship. Our objective was to measure physicians' level of awareness in recognizing a boundary limit, their intention to change their behavior regarding boundaries, and their self-reported changes in behavior after participation in an educational workshop, "The Right Distan...

It is increasingly agreed that ethics has a place in undergraduate medical education. There is, however, debate about how it should be taught, and by whom. We present our experience of teaching ethics in a general practice module over six years. During this period there has been a shift from a teacher-centred to a student-centred approach in which students choose ethical issues to explore withi...

BACKGROUND There has been minimal research into continuing medical education (CME) and its association with burnout among GPs. AIM The aim of this study was to investigate the association between participating in CME and experiencing burnout in a sample of Danish GPs. DESIGN OF STUDY Cross-sectional questionnaire study. SETTING All 458 active GPs in 2004, in the County of Aarhus, Denmark ...

The teaching and cultivation of professionalism have long been part of medical education and have had recent special emphasis because professionalism has been identified as a core competency by the Accreditation Council for Graduate Medical Education. The author focuses on two complementary teaching initiatives that contribute to the development of professionalism in the academic environment: a...

***TBD*** The University Of Vermont College Of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The University of Vermont designates this live activity for a maximum of 1.25 AMA PRA Category 1 Credits. Physicians should claim only the credit commensurate with the extent of their participation in the acti...

Workplace learning is becoming increasingly important in all fields. While workplace learning in medicine, also called practice-based learning and improvement (PBLI) is not new, understanding how it works and how it fits with an individual physician's continuing professional development is new. In this article, we describe seven issues associated with PBLI and then pose questions for reflection...

OBJECTIVE This study was carried out to determine the place of lecture as a mode of instruction in undergraduate medical education by examining the views of the students about some selected aspects of the lecturing sessions and their ability to recall the varying percentages of the content of the delivered lecture after a specified period of time. METHODS An observational cross sectional stud...