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C hallenges of creating medical education in resource-constrained environments

C hallenges of creating medical education in resource-constrained environments. Wagdy Talaat , MD, PhD, FHPE Head, Medical Education Department Faculty of Medicine, Suez Canal University, Egypt FAIMER Faculty, Philadelphia, USA WHO Consultant.

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C hallenges of creating medical education in resource-constrained environments

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  1. Challenges of creating medical education in resource-constrained environments WagdyTalaat, MD, PhD, FHPEHead, Medical Education DepartmentFaculty of Medicine, Suez Canal University, EgyptFAIMER Faculty, Philadelphia, USAWHO Consultant

  2. Who are the Stake Holders of Medical Educationin Developing Countries? • Providers: Qualified health practitioners, but unqualified, and informally trained, as Faculty to practice education. • Receivers: Students coming directly from high schools without selection, and unprepared for learning by using their higher cognitive functions of their brains like analysis, synthesis, problem solving, and critical appraisal. • Beneficiaries: Communityunwilling to be abused as guinea pigs, and having traumatic experiences from previous mishandling of academia and researchers. Wagdy Talaat, SIMEC 2012

  3. Challenge • How to qualify Faculty and make a critical mass of formally trained faculty in each health professions education institution who can lead change and handle reform in their institutions? • How can we train students to become active learners in a permissive learning environment, and to be responsible for their own education in a students-centered education schools? • How to earn back the trust of the community through being truly socially accountable, and more community oriented? Wagdy Talaat, SIMEC 2012

  4. What kind of Medical Educational Programs do we usually offer in Developing Countries? • Teacher-Centered • Discipline-Based • Non-Integrated • No Electives • Hospital-Based • What’s left from the traditional extreme of the “Spices Model”? Wagdy Talaat, SIMEC 2012

  5. A step forward • To develop National Accreditation Standards that encourage health professions education institutions to induce real change in their curricula towards innovation in medical education. • To establish Medical Education Departments that produce ‘Medical Educationists” who can lead change in health professions education. • To encourage networking and free exchange of information among health professions education institutions and encouraging collaboration over competition. Wagdy Talaat, SIMEC 2012

  6. Final Word • Accreditation is not an aim by itself, but a means for continuous improvement and hard work to reach out for the stars Wagdy Talaat, SIMEC 2012

  7. Questions ??!! & Open Discussion Wagdy Talaat, SIMEC 2012

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