- Title
- A medical school elective can promote an interest in and an exposure to the scope of oral and maxillofacial surgery: education, exemplars, and electives
- Creator
- Hoffman, Gary Russell; Sasidharan, Prashanth
- Relation
- Journal of Oral and Maxillofacial Surgery Vol. 74, Issue 4, p. 665-667
- Publisher Link
- http://dx.doi.org/10.1016/j.joms.2015.11.005
- Publisher
- Elsevier
- Resource Type
- journal article
- Date
- 2016
- Description
- Medical education is the pursuit of a specific course of study that is geared toward the imparting of the necessary knowledge, skills, and attributes that are required by an individual to facilitate registration as a medical practitioner. The historical medical education models that developed and prevailed into the 19th century were founded on the principles of preceptorship. The limited healing skills that were acquired by this method were developed initially by ‘‘reading with the doctor’’ and subsequently by ‘‘riding with the doctor.’’ This methodology gave way to the institution of clinical clerkships that progressively evolved throughout the 20th century into factual (didactic) teaching-centered learning programs. The core structure of medical education during that time was based on 3 preclinical years of knowledge in basic sciences, followed by the acquisition of 3 years of sequentially applied, vertically integrated clinical skills. This has been the mainstay of medical education for more than 100 years since the commissioning and release of the Flexner report in 1910. It has been claimed that health care systems are becoming more data driven, evidence based, patient centered, and value orientated. This has fostered the introduction of innovative educational paradigms to facilitate the delivery of health science teaching. At the forefront of much change has been the widespread introduction of contextual models of medical education, variously based on the McMaster University School of Medicine program introduced in 1969 and colloquially called ‘‘problem-based learning.’’ This has been aided and abetted by its more global counterparts of ‘‘enquiry-based learning’’ and ‘‘case-based learning,’’ although the latter perhaps has not been as widely adopted. There have been several reports in the literature that have focused on investigating the value of offering electives to educate medical students and prepare them for the rigors of internship. Given the benefit of such programs, in 2012 the senior author (G.R.H.) designed and implemented a 2-week elective in oral and maxillofacial surgery (OMS). Then, the authors undertook a study to consider the impact that the introduction of this elective had within a medical school curriculum. Ethical and statistical considerations were appropriately sought for this study and deemed not necessary in this instance. To document their research findings, the authors used the format proposed by Eva and Anderson. They aimed to encourage medical education researchers to share the unique and meaningful insights that they gained through their implementation of innovative and adaptive educational strategies. Their construct proposed 3 key points: What problem was addressed? What was tried? What lessons were learned?
- Subject
- oral and maxillofacial surgery (OMS); oral surgery; medical education; elective subject
- Identifier
- http://hdl.handle.net/1959.13/1347518
- Identifier
- uon:30054
- Identifier
- ISSN:0278-2391
- Language
- eng
- Reviewed
- Hits: 1074
- Visitors: 1033
- Downloads: 0
| Thumbnail | File | Description | Size | Format |
|---|