Medical education in Sudan: a recommendation to adopt competency-based medical education curricula for improving practices (SudaniMEDs)
الملخص
No Abstract
المراجع
[1] Haseeb, M. A. (1967). Medical education in the Sudan. Academic Medicine, vol. 42, no. 7, pp. 666–672.
[2] Fahal, A. H. (2007). Medical education in the Sudan: its strengths and weaknesses. Medical Teacher, vol. 29, no. 9, pp. 910–914.
[3] Ahmed, A. A. (2012). Medical education in Sudan: emerging issues and acute needs. Sudanese Journal of Public Health, vol. 7, no. 2, pp. 56–64.
[4] Ahmed, Y., Taha, M. H., Alneel, S., et al. (2018). Evaluation of the learning environment and the perceived weakness of the curriculum: student perspective. International Journal of Research in Medical Sciences, vol. 7, no. 1, p. 165.
[5] Tolsgaard, M. G. (2013). Clinical skills training in undergraduate medical education using a student-centered approach. Danish Medical Journal, vol. 60, no. 8, p. 14.
[6] Leach, D. C. and Philibert, I. (2006). High-quality learning for high-quality health care: getting it right. JAMA, vol. 296, no. 9, pp. 1132–1134.
[7] Taha, M. H., Ahmed, Y., Abdalla, M.E., et al. (2019). Exploring factors affecting the quality of postgraduate medical education in Sudan: residents perspective. International Journal of Research in Medical Sciences, vol. 6, no. 2, pp. 1–9.
[8] Harden, R. M. (2006). Trends and the future of postgraduate medical education. Emergency Medicine Journal, vol. 23, no. 10, pp. 798–802. Retrieved from: http: //emj.bmj.com/cgi/doi/10.1136/emj.2005.033738
[9] Frank, J. R., Snell, L. S., Ten, C. O., et al. (2010). Competency-based medical education: theory to practice. Medical Teacher, vol. 32, no. 8, pp. 638–645.
[10] Iobst, W. F., Sherbino, J., Cate, O. T., et al. (2010). Competency-based medical education in postgraduate medical education. Medical Teacher, vol. 34, no. 8, pp. 651–656.
[11] Rose, S. H. and Long, T. R. (2010). Accreditation council for graduate medical education (ACGME) annual anesthesiology residency and fellowship program review: a ”report card” model for continuous improvement. BMC Medical Education, vol. 10, no. 1, p. 13.
[12] Bandiera, G., Sherbino, J., and Frank, J. R. (2006). The CanMEDS assessment tools handbook: an introductory guide to assessment methods for the CanMEDS competencies. Royal College of Physicians and Surgeons of Canada.
[13] Committee GMCE. (1993). Tomorrow’s doctors: recommendations on undergraduate medical education. General Medical Council London.
[14] Ross, M. T., Macrae, C., Scott, J., et al. (2014). Core competencies in teaching and training for doctors in Scotland: a review of the literature and stakeholder survey. Medical Teacher, vol. 36, no. 6, pp. 527–538.
[15] Laan, R. F. J. M., Leunissen, R. R. M., and Van Herwaarden, C. L. A. (2010). The 2009 framework for undergraduate medical education in the Netherlands. Tijdschr voor Med Onderwijs, vol. 29, no. 1, pp. 10–15.
[16] Ahmed, Y., Taha, M. H., Al-Neel, S., et al. (2018). Students’ perception of the learning environment and its relation to their study year and performance in Sudan. International Journal of Medical Education, vol. 9, pp. 145–150.
[17] Hsu, C.-C. and Sandford, B. A. (2007). The Delphi technique: making sense ofconsensus. Practical Assessment, Research and Evaluation, vol. 12, no. 10, pp. 1–8.
[18] Zaini, R. G., Bin Abdulrahman, K. A., Al-Khotani, A. A., et al. (2011). Saudi Meds: a competence specification for Saudi medical graduates. Medical Teacher, vol. 33, no. 7, pp. 582–584.
[19] Frank, J. R., Snell, L., and Sherbino, J. (2014). The draft CanMEDS 2015 physician competency framework–series IV. Ottawa R Coll Physicians Surg Canada.
[2] Fahal, A. H. (2007). Medical education in the Sudan: its strengths and weaknesses. Medical Teacher, vol. 29, no. 9, pp. 910–914.
[3] Ahmed, A. A. (2012). Medical education in Sudan: emerging issues and acute needs. Sudanese Journal of Public Health, vol. 7, no. 2, pp. 56–64.
[4] Ahmed, Y., Taha, M. H., Alneel, S., et al. (2018). Evaluation of the learning environment and the perceived weakness of the curriculum: student perspective. International Journal of Research in Medical Sciences, vol. 7, no. 1, p. 165.
[5] Tolsgaard, M. G. (2013). Clinical skills training in undergraduate medical education using a student-centered approach. Danish Medical Journal, vol. 60, no. 8, p. 14.
[6] Leach, D. C. and Philibert, I. (2006). High-quality learning for high-quality health care: getting it right. JAMA, vol. 296, no. 9, pp. 1132–1134.
[7] Taha, M. H., Ahmed, Y., Abdalla, M.E., et al. (2019). Exploring factors affecting the quality of postgraduate medical education in Sudan: residents perspective. International Journal of Research in Medical Sciences, vol. 6, no. 2, pp. 1–9.
[8] Harden, R. M. (2006). Trends and the future of postgraduate medical education. Emergency Medicine Journal, vol. 23, no. 10, pp. 798–802. Retrieved from: http: //emj.bmj.com/cgi/doi/10.1136/emj.2005.033738
[9] Frank, J. R., Snell, L. S., Ten, C. O., et al. (2010). Competency-based medical education: theory to practice. Medical Teacher, vol. 32, no. 8, pp. 638–645.
[10] Iobst, W. F., Sherbino, J., Cate, O. T., et al. (2010). Competency-based medical education in postgraduate medical education. Medical Teacher, vol. 34, no. 8, pp. 651–656.
[11] Rose, S. H. and Long, T. R. (2010). Accreditation council for graduate medical education (ACGME) annual anesthesiology residency and fellowship program review: a ”report card” model for continuous improvement. BMC Medical Education, vol. 10, no. 1, p. 13.
[12] Bandiera, G., Sherbino, J., and Frank, J. R. (2006). The CanMEDS assessment tools handbook: an introductory guide to assessment methods for the CanMEDS competencies. Royal College of Physicians and Surgeons of Canada.
[13] Committee GMCE. (1993). Tomorrow’s doctors: recommendations on undergraduate medical education. General Medical Council London.
[14] Ross, M. T., Macrae, C., Scott, J., et al. (2014). Core competencies in teaching and training for doctors in Scotland: a review of the literature and stakeholder survey. Medical Teacher, vol. 36, no. 6, pp. 527–538.
[15] Laan, R. F. J. M., Leunissen, R. R. M., and Van Herwaarden, C. L. A. (2010). The 2009 framework for undergraduate medical education in the Netherlands. Tijdschr voor Med Onderwijs, vol. 29, no. 1, pp. 10–15.
[16] Ahmed, Y., Taha, M. H., Al-Neel, S., et al. (2018). Students’ perception of the learning environment and its relation to their study year and performance in Sudan. International Journal of Medical Education, vol. 9, pp. 145–150.
[17] Hsu, C.-C. and Sandford, B. A. (2007). The Delphi technique: making sense ofconsensus. Practical Assessment, Research and Evaluation, vol. 12, no. 10, pp. 1–8.
[18] Zaini, R. G., Bin Abdulrahman, K. A., Al-Khotani, A. A., et al. (2011). Saudi Meds: a competence specification for Saudi medical graduates. Medical Teacher, vol. 33, no. 7, pp. 582–584.
[19] Frank, J. R., Snell, L., and Sherbino, J. (2014). The draft CanMEDS 2015 physician competency framework–series IV. Ottawa R Coll Physicians Surg Canada.
منشور
2021-09-01
القسم
Original Articles
