***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...

PURPOSE The purpose of this study was to assess the effectiveness of high-fidelity simulation for teaching root cause analysis (RCA) in graduate medical education. METHODS Thirty clinical anesthesiology-1 through clinical anesthesiology-3 residents were randomly assigned to 2 groups: group A participants received a 10-minute lecture on RCA and participated in a simulation exercise where a med...

A radical primary health care-oriented reform of the medical services in Albania is now under way, calling for adequate revision in medical education. The reform has started in 1994. In January 1997, the Department of Family Medicine at the Faculty of Medicine, University of Tirana, was established for the development of general practice and family medicine, and with it a new era in medical edu...

INTRODUCTION The purpose of this study was to evaluate the relative and absolute importance of individual standards used by accreditation agencies throughout the world. METHOD We developed a 150-item survey that consisted of all World Federation for Medical Education standards, supplemented with additional standards used around the world. International accreditation experts rated the standard...

Curriculum integration is the "process of experiencing and understanding connections and, because of this, seeing things as a whole". In the domain of medicine it involves combining basic and clinical sciences to provide a holistic rather than a fragmented or segregated approach to learning. Problem-based learning, on the other hand is a student centered pedagogical technique used in integrated...

Problem-based learning (PBL) is a proven method to learn medicine during the first years of studies. In the clinical phase the active, self-directive student may experience difficulties in adapting to the life of professionals in health care units, where students usually have to attend and work according to preplanned timetables. Task-based learning (TBL) can serve as an intermediary in the mee...