Untitled - South East Asian Journal of Medical Education

More documents

Recommendations

Info

Gracey, C.F., Haidet, P., Branch, W.T., Weissmann,P., Kern, D.E., Mitchell, G., Frankel, R. & Inui, T.(2005) Precepting humanism: strategies for fosteringthe human dimensions of care in ambulatory settings,Academic Medicine, 80, pp. 21-8.Hafferty, F. (2004) Toward the operationalization ofprofessionalism: a commentary, American Journal ofBioethics, 4(2), pp. 28-31.Hafferty, F.W. (2002) What medical students knowabout professionalism, Mount Sinai Journal ofMedicine, 69(6), pp. 385-97.Harden, R.M., Cosby, J.R. & Davis, M.H. (1999)AMEE Guide No. 14: Outcome-based education: Part1 - An introduction to outcome-based education,Medical Teacher, 21(1), pp. 7-14.Hester, D.M. & Kovach, K. (2004) Trumpingprofessionalism, American Journal of Bioethics, 4(2),pp. e51.Hilton, S.R. & Slotnick, H.B. (2005) Protoprofessionalism:how professionalisation occursacross the continuum of medical education, MedicalEducation, 39(1), pp. 58-65.Holmboe, E.S., Stephen, H., Chung, J., Norcini, J. &Hawkins, R.E. (2003) Construct validity of theMiniClinical Evaluation Exercise (MiniCEX),Academic Medicine, 78(8), pp. 826-30.Kalet, A., Krackov, S. & Rey, M. (2002) Mentoring fora new era, Academic Medicine, 77(11), pp. 1171-2.Ker, J.S. (2002) Thesis: The development of aninstrument to assess professionalism-the reflectiveability of medical students in an outcome basedcurriculum, University of Dundee.Kirk, L.M. (2007) Professionalism in medicine:definitions and considerations for teaching, BaylorHealth Care System, 20(1), pp. 13-6.Krackov, S.K., Levin, R.I., Catanese, V., Rey, M.,Aull, F., Blagev, D., Dreyer, B., Grieco, A.J., Hebert,C., Kalet, A., Lipkin, M. Jr., Lowenstein, J., Ofri, D. &Stevens, D. (2003) Medical humanities at New YorkUniversity School of Medicine: an array of richprograms in diverse settings, Academic Medicine,78(10), pp. 977-82.Kurlander, J.E., Morin, K. & Wynia, M.K. (2004) Thesocial-contract model of professionalism: baby orbath water? American Journal of Bioethics, 4(2), pp.e33.Lazarus, C.J., Chauvin, S.W., Rodenhauser, P. &Whitlock, R. (2000) The program for professionalvalues and ethics in medical education, Teachingand Learning in Medicine, 12(4), pp. 208-11.Leach, D.C. (2004) Professionalism: the formation ofphysicians, American Journal of Bioethics, 4(2), pp.e11.Lepp, M., Zorn, C.R., Duffy, P.R. & Dickson, R.J.(2003). International education and reflection:transition of Swedish and American nursing studentsto authenticity, Journal of Professional Nursing,19(3), pp. 164-72.Lypson, M.L. & Hauser, J.M. (2002) TalkingMedicine: a course in medical humanism--what dothird-year medical students think? AcademicMedicine, 77(11), pp. 1169-70.Norcini, J.J., Blank, L.L., Duffy, F. & Fortna, G.S.(2003) The mini-CEX : a method for assessingclinical skills, Annals of Internal Medicine,138(6), pp.476-81.Parker, M. (2006) Assessing professionalism: theoryand practice, Medical Teacher, 28(5), pp. 399- 403.Rhodes, R., Cohen, D., Friedman, E. & Muller, D.(2004). Professionalism in medical education,American Journal of Bioethics, 4(2), pp. e20.Richardson, B.K. (2004) Feedback, AcademicEmergency Medicine, 11(12), pp. e1-e5.Sarp, N., Yarpuzlu, A.A. & Mostame, F. (2005)Assessment of time management attitudes amonghealth managers, The Health Care Manager(Frederick), 24(3), pp. 228-32.Schon, D. (1983) The reflective practitioner: howprofessionals think in action (London, Basic Books).Sox, H.C. (2002) Editorial – Medical professionalismin the new millennium: a physician charter, Annals ofInternal Medicine, 136(3), pp. 243-6.Stern, D.T. (2003) Can professionalism be taught?Virtual Mentor: American Medical Association,Journal of Ethics. Available at: www.amaassn.org/ama/pub/category/11716.html(Accessed on9 August 2007).Stern, D.T. & Papadakis, M. (2006) Medicaleducation: the developing physician – becoming aprofessional, New England Journal of Medicine,355(17), pp. 1794-9.Surdyk, P.M. (2003) Education for professionalism:What counts? Who’s counting? Cambridge Quarterlyof Healthcare Ethics,12, pp. 155-60.Van de Camp, K., Vernooij-Dassen, M., Grol, R. &Bottema, B. (2005) Professionalism in generalpractice: development of an instrument to assessprofessional behaviour in general practitionertrainees, Medical Education, 40, pp. 43-50.Veloski, J.J., Fields, S.K., Boex, J.R. & Blank, L.L.(2005) Measuring professionalism: a review ofstudies with instruments reported in the literaturebetween 1982 and 2002, Academic Medicine, 8(4),pp. 366-70.Wear, D. & Kuczewski, M.G. (2004) TheProfessionalism Movement: can we pause?American Journal of Bioethics, 4(2), pp. e1.Wear, D. (1997) Professional development ofmedical students: problems and promises, AcademicMedicine, 72(12), pp. 1056-62.Whitcomb, M.E. (2002) Fostering and evaluatingprofessionalism in medical education – editorial,Academic Medicine, 77(6), pp. 473-4.Whitehouse, P.J. & Fishman, J.R. (2004) Justice andthe House of Medicine: the mortgaging of ecologyand economics, American Journal of Bioethics, 4(2),pp. e43.48South East Asian Journal of Medical EducationInaugural issue
Short communicationsA Step-by-step Primer for using the Internet for MedicalEducationSuptendra Nath SarbadhikariThis article intends to handhold individualsin exploring the Web judiciously, foreducational and / or research purposes, byfollowing some simple steps.There are certain ways to tackle the“information explosion” in the cyberspace.There are lots of excellent tutorialsavailable on the Internet and just by goingto Google, adding “tutorial” at the end ofthe query phrase retrieves very usefulresources.A simple way of finding any definition (onany subject) is to use the word “define:”before the term in question, e.g., “define:Internet” in the Google search bar. Thiswill retrieve all the definitions of “Internet”available on the World Wide Web.Another quick start is to go to Wikipediaand in the page on the queried topic; allthe relevant terms are hyperlinked. Also,there is a Section of “References” towardsthe end, and also a host of useful“External links” is listed at the end.Next is to retrieve useful resources from“Open Access” journals and repositories.Finally, confident users can becomeexperts in interacting actively throughWikis and Blogs.However, there are certain areas ofconcern in uploading materials in the wikisand blogs – that is the Copyright of thematerial. A cultural change in the mindsetis required to adopt the new technologiesusefully in our setup. Training andawareness in “Netiquette” is of utmostnecessity to have fruitful social interactionsand useful learning. Access, training(raising awareness) and support toappropriate information andcommunication technology (ICT) areessential.Keywords: World Wide Web; Tutorials;Open Access; Medical education andresearch;IntroductionOften the Internet and the World WideWeb (WWW) are alluded to as richsources of resource materials for anything,including information pertaining to medicaleducation and research. However, we arenot able to harness the resourcesoptimally because of being overawed bythe technology and easily getting lost inthe plethora of information provided! Thisshort communication intends to sensitizeindividuals in exploring the Web judiciouslyby following some simple steps.Correspondence:TIFAC-CORE in Biomedical Technology,AmritaVishwa Vidyapeetham, Amritapuri, And,Centre forDigital Health, Amrita Institute of Medical Sciencesand Research Centre, Kochi 682 026, INDIAEmail: supten@amrita.edu, supten@gmail.comSome ApplicationsThe rapid technological advent, reductionin web hosting charges and the steadyand incremental access to the entireInternet have paved the way(Sarbadhikari, 2007) for various “OpenAccess Journals” (Suber, 2004). Thereforeup to date research findings are availablefree of cost at the click of a mouse.There are also common Web-basedinteractive tools (so called Web 2.0applications) like,(a) Wikis (collaborative writing of highquality– the best example is Wikipedia[http://en.wikipedia.org])(b) Blogs (individual sites containingwritings and uploaded materials – onesuch example is[http://clinicalcases.blogspot.com/]),South East Asian Journal of Medical EducationInaugural issue49
Page 2 and 3:
SEAJMESOUTH EAST ASIAN JOURNAL OF M
Page 4 and 5: MessageMessage from President of SE
Page 6 and 7: Review paperMedical professionalism
Page 8 and 9: CommentaryRelevance of the WFME glo
Page 10 and 11: Specifying global standards in anyr
Page 12 and 13: The WHO/WFME guidelines areformulat
Page 14 and 15: CommentaryRole of Medical Education
Page 16 and 17: Original research papersEvaluation
Page 18 and 19: (2000) 12 roles of the teacher? The
Page 20 and 21: Table 3. Mean scores for involvemen
Page 22 and 23: highlighted the variety of contribu
Page 24 and 25: Original research papersPerceptions
Page 26 and 27: academic achievers and 28 wereacade
Page 28 and 29: Table 3: Mean (SD) DREEM items show
Page 30 and 31: Roff , S., McAleer, S., Harden, R.,
Page 32 and 33: IntroductionEducational experiences
Page 34 and 35: environment. Our results are discus
Page 36 and 37: Original research papersEffectivene
Page 38 and 39: In the study, a method was develope
Page 40 and 41: subjects were chosen for coordinati
Page 42 and 43: Table 2. Students’ perception of
Page 44 and 45: Original research papersAre PowerPo
Page 46 and 47: DiscussionMany topics in medicine r
Page 48 and 49: Review paperMedical professionalism
Page 50 and 51: integrated with the professional’
Page 52 and 53: prolonging contact with patients).
Page 56 and 57: (c) Podcasts (multimedia materialst
Page 58 and 59: Outside the boxEthicsArjuna Aluwiha
Page 60 and 61: Guidelines to authorsScopeSEJME is
Page 62: Join SEARAMESouth East Asian Region
show all

Untitled - South East Asian Journal of Medical Education

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?