Appraisal on Bangladeshi Medical Didactic approaches, Implementation of Reread Medical Education Curriculum Design, and Suggesting Pharmacology and Therapeutics Discipline throughout the Clinical Years of Graduation epoch.
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| id | 7944 |
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| internalnotes | 1. Boon K., Turner J. Ethical and professional conduct of medical students: review of current assessment measures and controversies. J Med Ethics; 30; 2004: 221–226. doi: 10.1136/jme.2002.002618. 2. Kellough RD and Kellough NG. Secondary School Teaching: A Guide to Methods and Resources; Planning for Competence. Prentice Hill, Upper Saddle River, New Jersey. 1999. 3. Program Directors Committee of the American Board of Pediatrics. Assessment in Graduate Medical Education: A Primer for Pediatric Program Directors. 2011, American Board of Pediatrics, 111 Silver Cedar Court, Chapel Hill, NC, 27514. 4. Howley Ld. Performance Assessment In Medical Education. Where we’ve Been And Where We’re Going. Evaluation and The Health Professions, 27(3); 2004: 285-303. doi: 10.1177/0163278704267044 5. Undergraduate Medical Curriculum. 1988. Centre for Medical Education, Mohakhali, Dhaka 1212, Bangladesh. 6. R M Harden. An Educational Series. Trends and the future of postgraduate medical education. Emerg Med J. 23; 2006:798– 802. doi: 10.1136/emj.2005.033738 7. Cooke M, Irby DM, Sullivan W, and Ludmerer KM. American Medical Education 100 Years after the Flexner Report. N Engl J Med 355; 2006:1339-44. doi: 10.1056/NEJMra055445 8. Personal Communication. Professor Dr Md Sayedur Rahman. Registrar and Professor of Pharmacology. Bangabandhu Sheikh Mujib Medical University (BSMMU). Shahbag, Dhaka 1000. Bangladesh. 9. Patel V, Vaidya R, Naik D, and Borker P. Irrational Drug Use in India: A Prescription Survey from Goa. J Postgrad Med 51(1); 2005: 9-12. 10. Media Centre. Promoting rational use of medicines saves lives and money, WHO experts say. 29 March 2004 | Geneva. Available from: URL: http://www.who.int/mediacentre/ news/notes/2004/np9/en/ 11. Workshop on Educational Methodology: Revisiting the Pharmacology Course Teaching Strategies and Evaluation Techniques. Organized by Center for Medical Education (CME), Mohakhali, Dhaka, held in Dhaka Medical College MEU Conference Room on 09 – 12 September 2001. 12. Workshop on Orientation Program on New MBBS Curriculum and Assessment (Pharmacology). Organized by Center for Medical Education (CME), sponsored by under WHO BAN OSD 001-HRD program, held in the IPH Conference Room (1st Floor), IPH Building, Mohakhali, Dhaka, on 13th to 15th October 2003. 13. Workshop for “Pharmacology in the Undergraduate Medical Curriculum, 2002: Review and Update”. Pharmacology for Rational Prescribing, Strategies for Teaching and Learning. Organized by Bangladesh Pharmacological Society; Sponsored by Directorate General of Health Services; held in the Seminar Hall of Ibrahim Medical College, Shahbag, Dhaka; date: 14th to 15th June 2009; time: 08:30 AM-02.00PM. 14. Workshop for “Pharmacology in the Undergraduate Medical Curriculum, 2002: Review and Update”. Pharmacology for Rational Prescribing, Strategies for Teaching and Learning. Organized by Bangladesh Pharmacological Society; Sponsored by Directorate General of Health Services; held in the Seminar Hall of Ibrahim Medical College, Shahbag, Dhaka; date: 16th to 17th June 2009; time: 08:30 AM-02.00PM 15. Curriculum for Under-graduate Medical Education in Bangladesh 2002. Centre for Medical Education. Mohakhali, Dhaka 1212, Bangladesh. 16. Anecdotal Evidences. 17. Boisaubin EV, Levine RE. Identifying and assisting the impaired physician. Am J Med Sci 322; 2001: 31–6. 18. Bloom BS. Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. 1956. 19. Brown S and Knight P. Assessing Learners in Higher Education. London: Kogan Page. 1994. 20. Ramsden P. Learning to Teach in Higher Education. London: Routledge. 1992. 21. Brown G. Assessing Student Learning in Higher Education. London: Routledge. 1997. 22. Biggs J. and Tang C. Teaching for Quality Learning at University. Maidenhead, Open University Press. 2007. 23. Dunn L., Morgan C., O'Reilly M. and Parry S. The Student Assessment Handbook New Directions in Traditional and Online Assessment London, Routledge. 2004. 24. Ramsden, P. Learning to Teach in Higher Education. London, Routledge. 2004. 25. Johnson NW. The Ten Commandments for Curriculum Development. Southport, Australia: Griffith University. 2005. 26. Roberts C, Newble D, and Rourrke AJ. Portfolio-based Assessment in Medical Education: are They Valid and Reliable for Summative Purposes? Medical Education 36(10) 2002: 899- 900. doi: 10.1046/j. 1365-2923.2002. 01288. x 27. Panduan Prasiswazah. Sesi Akademik 2010/2011. Fakulti Perubatan dan Sains Kesihatan. Universiti Sultan Zainal Abidin. 2010. 28. Shumway JM and Harden RM. AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician. Medical Teacher. 25(6); 2003: 569–584. doi: 10.1080/0142159032000151907 29. Dochy F, Segers M and Sluijsmans D (1999). ‘The Use of Self-, Peer- and Co-assessment in Higher Education: A Review’, Studies in Higher Education 24(3); 1999: 331–51. 30. Segers M, Dochy F and Cascallar E. The Era of Assessment Engineering: Changing Perspectives on Teaching and Learning and the Role of New Modes of Assessment. in M. Segers, F. Dochy and E. Cascallar (eds) Optimising New Modes of Assessment: In Search of Qualities and Standards, pp. 1–12. Dordrecht, The Netherlands: Kluwer Academic Publishers, (2003). 31. Birenbaum M and Dochy F Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge. Boston, MA: Kluwer Academic Publishers, 1996. 32. Gulikers J, Bastiens T and Kirschner P ‘A Five-Dimensional Framework for Authentic Assessment’, Educational Technology Research and Development 52(3); 2004: 67–86. 33. Alkot M, Shaheen H and Hathout H. Prescribing Patterns and Errors in Family Practice; a Retrospective Study of Prescribing Records. Journal of American Science. 7(11); 2011: 186-190. (ISSN: 1545-1003). http://www.americanscience.org 34. Vijayakumar D., Sathyavati D. and Subhashini A. Assessment of Prescribing Trends and Rationality of Drug Prescribing. International Journal of Pharmacology. 7(1); 2011: 140-143. 35. Alanis A. Resistance to antibiotics: Are we in the post-antibiotic era? Arch.Med.Res. 36(6); 2005: 97-705. 36. Quick J, Hogerzeil H, Velasquez G and Rago l. Twenty five years of essential medicines. Bulletin WHO. 80; 2002: 913-914. 37. De Varies TPGM, Henninng HV, Bapna JS, Bero L., Kafle KK, and others. Impact of a short course in pharmacotherapy for undergraduate medical students: an international randomised controlled study. The Lancet 346 (8988); 1995: 1454-1457. doi:10.1016/S0140-6736(95)92472-8 38. Wass V, Van der Vleuten C, Shatzer J, Jones R. Assessment of clinical competence. The Lancet. 357(9260); 2001: 945–9. doi:10.1016/S0140-6736(00)04221-5 39. Miller GE. The assessment of clinical skills/competence/ performance. Acad Med 65(9 Suppl); 1990:s63–s67. 40. Jolly B. Innovative assessment. Presentation at 13th Ottawa International Conference on Clinical Competence, March 5–8, 2008, Melbourne, Australia. |
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| spelling | 7944 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=7944 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal application/pdf 5 1.6 Adobe Acrobat Pro DC 20 Paper Capture Plug-in User user USER UsEr 2012-11-17 19:56:14 3743-01-FH02-FP-15-04225.pdf UniSZA Private Access Appraisal on Bangladeshi Medical Didactic approaches, Implementation of Reread Medical Education Curriculum Design, and Suggesting Pharmacology and Therapeutics Discipline throughout the Clinical Years of Graduation epoch. Research Journal of Pharmacy and Technology To assess the medical educational attitudes, and revised education environment in Bangladeshi medical schools. Statistics: Bangladesh has presently twenty-two (22) state-owned medical college and fifty-four (54) private medical colleges. Total 8700 students are admitted each academic year in theses colleges. In government colleges, intake is around 2900 students and in private, around 5800. Survey: Medical education should be always moving like a river otherwise it will not progress to cope with upcoming health challenges. State-owned college’s tuition fees are very meagre amount but in private charges are exorbitant. Both categories are under Public Universities. Suggestion: Right now country is reviewing the national curriculum for medical education. As pharmacology and therapeutics deals with the proper selection of medicine, thus the same should be taught all the clinical years along with internship. Moreover Bangladesh must consider having some modification in the curriculum to have a definite change in long viva-voce system and saving enormous teaching hours. Oral exam should be only for those students’ borderline fail and distinction. Thus to make better prescribers for the country, we must adopt such measures. Conclusion: Thus implementing these measures can ensure to be doctors’ fitness, for practice while adhering to higher standards of care for common Bangladeshi society. 5 11 1428-1432 1. Boon K., Turner J. Ethical and professional conduct of medical students: review of current assessment measures and controversies. J Med Ethics; 30; 2004: 221–226. doi: 10.1136/jme.2002.002618. 2. Kellough RD and Kellough NG. Secondary School Teaching: A Guide to Methods and Resources; Planning for Competence. Prentice Hill, Upper Saddle River, New Jersey. 1999. 3. Program Directors Committee of the American Board of Pediatrics. Assessment in Graduate Medical Education: A Primer for Pediatric Program Directors. 2011, American Board of Pediatrics, 111 Silver Cedar Court, Chapel Hill, NC, 27514. 4. Howley Ld. Performance Assessment In Medical Education. Where we’ve Been And Where We’re Going. Evaluation and The Health Professions, 27(3); 2004: 285-303. doi: 10.1177/0163278704267044 5. Undergraduate Medical Curriculum. 1988. Centre for Medical Education, Mohakhali, Dhaka 1212, Bangladesh. 6. R M Harden. An Educational Series. Trends and the future of postgraduate medical education. Emerg Med J. 23; 2006:798– 802. doi: 10.1136/emj.2005.033738 7. Cooke M, Irby DM, Sullivan W, and Ludmerer KM. American Medical Education 100 Years after the Flexner Report. N Engl J Med 355; 2006:1339-44. doi: 10.1056/NEJMra055445 8. Personal Communication. Professor Dr Md Sayedur Rahman. Registrar and Professor of Pharmacology. Bangabandhu Sheikh Mujib Medical University (BSMMU). Shahbag, Dhaka 1000. Bangladesh. 9. Patel V, Vaidya R, Naik D, and Borker P. Irrational Drug Use in India: A Prescription Survey from Goa. J Postgrad Med 51(1); 2005: 9-12. 10. Media Centre. Promoting rational use of medicines saves lives and money, WHO experts say. 29 March 2004 | Geneva. Available from: URL: http://www.who.int/mediacentre/ news/notes/2004/np9/en/ 11. Workshop on Educational Methodology: Revisiting the Pharmacology Course Teaching Strategies and Evaluation Techniques. Organized by Center for Medical Education (CME), Mohakhali, Dhaka, held in Dhaka Medical College MEU Conference Room on 09 – 12 September 2001. 12. Workshop on Orientation Program on New MBBS Curriculum and Assessment (Pharmacology). Organized by Center for Medical Education (CME), sponsored by under WHO BAN OSD 001-HRD program, held in the IPH Conference Room (1st Floor), IPH Building, Mohakhali, Dhaka, on 13th to 15th October 2003. 13. Workshop for “Pharmacology in the Undergraduate Medical Curriculum, 2002: Review and Update”. Pharmacology for Rational Prescribing, Strategies for Teaching and Learning. Organized by Bangladesh Pharmacological Society; Sponsored by Directorate General of Health Services; held in the Seminar Hall of Ibrahim Medical College, Shahbag, Dhaka; date: 14th to 15th June 2009; time: 08:30 AM-02.00PM. 14. Workshop for “Pharmacology in the Undergraduate Medical Curriculum, 2002: Review and Update”. Pharmacology for Rational Prescribing, Strategies for Teaching and Learning. Organized by Bangladesh Pharmacological Society; Sponsored by Directorate General of Health Services; held in the Seminar Hall of Ibrahim Medical College, Shahbag, Dhaka; date: 16th to 17th June 2009; time: 08:30 AM-02.00PM 15. Curriculum for Under-graduate Medical Education in Bangladesh 2002. Centre for Medical Education. Mohakhali, Dhaka 1212, Bangladesh. 16. Anecdotal Evidences. 17. Boisaubin EV, Levine RE. Identifying and assisting the impaired physician. Am J Med Sci 322; 2001: 31–6. 18. Bloom BS. Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. 1956. 19. Brown S and Knight P. Assessing Learners in Higher Education. London: Kogan Page. 1994. 20. Ramsden P. Learning to Teach in Higher Education. London: Routledge. 1992. 21. Brown G. Assessing Student Learning in Higher Education. London: Routledge. 1997. 22. Biggs J. and Tang C. Teaching for Quality Learning at University. Maidenhead, Open University Press. 2007. 23. Dunn L., Morgan C., O'Reilly M. and Parry S. The Student Assessment Handbook New Directions in Traditional and Online Assessment London, Routledge. 2004. 24. Ramsden, P. Learning to Teach in Higher Education. London, Routledge. 2004. 25. Johnson NW. The Ten Commandments for Curriculum Development. Southport, Australia: Griffith University. 2005. 26. Roberts C, Newble D, and Rourrke AJ. Portfolio-based Assessment in Medical Education: are They Valid and Reliable for Summative Purposes? Medical Education 36(10) 2002: 899- 900. doi: 10.1046/j. 1365-2923.2002. 01288. x 27. Panduan Prasiswazah. Sesi Akademik 2010/2011. Fakulti Perubatan dan Sains Kesihatan. Universiti Sultan Zainal Abidin. 2010. 28. Shumway JM and Harden RM. AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician. Medical Teacher. 25(6); 2003: 569–584. doi: 10.1080/0142159032000151907 29. Dochy F, Segers M and Sluijsmans D (1999). ‘The Use of Self-, Peer- and Co-assessment in Higher Education: A Review’, Studies in Higher Education 24(3); 1999: 331–51. 30. Segers M, Dochy F and Cascallar E. The Era of Assessment Engineering: Changing Perspectives on Teaching and Learning and the Role of New Modes of Assessment. in M. Segers, F. Dochy and E. Cascallar (eds) Optimising New Modes of Assessment: In Search of Qualities and Standards, pp. 1–12. Dordrecht, The Netherlands: Kluwer Academic Publishers, (2003). 31. Birenbaum M and Dochy F Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge. Boston, MA: Kluwer Academic Publishers, 1996. 32. Gulikers J, Bastiens T and Kirschner P ‘A Five-Dimensional Framework for Authentic Assessment’, Educational Technology Research and Development 52(3); 2004: 67–86. 33. Alkot M, Shaheen H and Hathout H. Prescribing Patterns and Errors in Family Practice; a Retrospective Study of Prescribing Records. Journal of American Science. 7(11); 2011: 186-190. (ISSN: 1545-1003). http://www.americanscience.org 34. Vijayakumar D., Sathyavati D. and Subhashini A. Assessment of Prescribing Trends and Rationality of Drug Prescribing. International Journal of Pharmacology. 7(1); 2011: 140-143. 35. Alanis A. Resistance to antibiotics: Are we in the post-antibiotic era? Arch.Med.Res. 36(6); 2005: 97-705. 36. Quick J, Hogerzeil H, Velasquez G and Rago l. Twenty five years of essential medicines. Bulletin WHO. 80; 2002: 913-914. 37. De Varies TPGM, Henninng HV, Bapna JS, Bero L., Kafle KK, and others. Impact of a short course in pharmacotherapy for undergraduate medical students: an international randomised controlled study. The Lancet 346 (8988); 1995: 1454-1457. doi:10.1016/S0140-6736(95)92472-8 38. Wass V, Van der Vleuten C, Shatzer J, Jones R. Assessment of clinical competence. The Lancet. 357(9260); 2001: 945–9. doi:10.1016/S0140-6736(00)04221-5 39. Miller GE. The assessment of clinical skills/competence/ performance. Acad Med 65(9 Suppl); 1990:s63–s67. 40. Jolly B. Innovative assessment. Presentation at 13th Ottawa International Conference on Clinical Competence, March 5–8, 2008, Melbourne, Australia. |
| spellingShingle | Appraisal on Bangladeshi Medical Didactic approaches, Implementation of Reread Medical Education Curriculum Design, and Suggesting Pharmacology and Therapeutics Discipline throughout the Clinical Years of Graduation epoch. |
| summary | To assess the medical educational attitudes, and revised education environment in Bangladeshi medical schools. Statistics: Bangladesh has presently twenty-two (22) state-owned medical college and fifty-four (54) private medical colleges. Total 8700 students are admitted each academic year in theses colleges. In government colleges, intake is around 2900 students and in private, around 5800. Survey: Medical education should be always moving like a river otherwise it will not progress to cope with upcoming health challenges. State-owned college’s tuition fees are very meagre amount but in private charges are exorbitant. Both categories are under Public Universities. Suggestion: Right now country is reviewing the national curriculum for medical education. As pharmacology and therapeutics deals with the proper selection of medicine, thus the same should be taught all the clinical years along with internship. Moreover Bangladesh must consider having some modification in the curriculum to have a definite change in long viva-voce system and saving enormous teaching hours. Oral exam should be only for those students’ borderline fail and distinction. Thus to make better prescribers for the country, we must adopt such measures. Conclusion: Thus implementing these measures can ensure to be doctors’ fitness, for practice while adhering to higher standards of care for common Bangladeshi society. |
| title | Appraisal on Bangladeshi Medical Didactic approaches, Implementation of Reread Medical Education Curriculum Design, and Suggesting Pharmacology and Therapeutics Discipline throughout the Clinical Years of Graduation epoch. |
| title_full | Appraisal on Bangladeshi Medical Didactic approaches, Implementation of Reread Medical Education Curriculum Design, and Suggesting Pharmacology and Therapeutics Discipline throughout the Clinical Years of Graduation epoch. |
| title_fullStr | Appraisal on Bangladeshi Medical Didactic approaches, Implementation of Reread Medical Education Curriculum Design, and Suggesting Pharmacology and Therapeutics Discipline throughout the Clinical Years of Graduation epoch. |
| title_full_unstemmed | Appraisal on Bangladeshi Medical Didactic approaches, Implementation of Reread Medical Education Curriculum Design, and Suggesting Pharmacology and Therapeutics Discipline throughout the Clinical Years of Graduation epoch. |
| title_short | Appraisal on Bangladeshi Medical Didactic approaches, Implementation of Reread Medical Education Curriculum Design, and Suggesting Pharmacology and Therapeutics Discipline throughout the Clinical Years of Graduation epoch. |
| title_sort | appraisal on bangladeshi medical didactic approaches, implementation of reread medical education curriculum design, and suggesting pharmacology and therapeutics discipline throughout the clinical years of graduation epoch. |