Russian national medical education at reforming stage
Abstract
In this paper, on the basis of publications and their own data, the authors describe the features of professional continuous medical education in the modern conditions of higher education reform in Russia; describe the new role of the teacher of the medical school, which holds the professional competence and modern teaching technologies (educational modules, project learning methods, distant education, etc.). The system of continuous medical education based on its innovative nature as a tool of professional development should be a strategic objective in the implementation of the objectives for reforming professional medical education in Russia.
Teaching of innovative management for health care specialists in continuous medical education system
Abstract
Innovational management in the public health involves introduction of the modern scientific principles of the public health regulation to purposeful transformation of the public health organization structures. The latter aren’t yet widely applied being only used by the Board of Public Health Organization (the MONIKI Faculty of Post-graduate Medical Training) during continuous medical training of physicians engaged in public health organization of the Moscow Region.
Team-based learning: A practical guide: AMEE Guide No. 65
Abstract
Team-based learning TM (TBL) is an instructional strategy developed in the business school environment in the early 1990s by Dr. Michaelsen who wanted the benefits of small group learning within large classes. In 2001, a US federal granting agency awarded funds for educators in the health sciences to learn about and implement the strategy in their educational programs; TBL was put forward as one such strategy and as a result it is used in over 60 US and international health science professional schools. TBL is very different from problem-based learning (PBL) and other small group approaches in that there is no need for multiple faculties or rooms, students must come prepared to sessions, and individual and small groups of students (teams) are highly accountable for their contributions to team productivity. The instructor must be a contentexpert, but need not have any experience or expertise in group process to conduct a successful TBL session. Students do not need any specific instruction in teamwork since they learn how to be collaborative and productive in the process. TBL can replace or complement a lecture-based course or curriculum.