Differences between traditional foundation training and online modular education methods in general medical care
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Added on 2023/06/03
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This essay discusses the differences between traditional foundation training and online modular education methods in general medical care. It covers purpose, governance and strategic support, program of learning, program of assessment, and quality assurance and improvement.
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Running head: GENERAL MEDICAL CARE TOPIC: GENERAL MEDICAL CARE Name of the Student: Name of the University: Author Note:
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1GENERAL MEDICAL CARE The following essay focusses on the differences between the tradition foundations training and its implemented methods as well as online modular education methods. Purpose – According to traditional foundation programs, the main purpose is to ensure that doctors are effective in the deliver procedures and show effective treatment towards the patient. Proper supervision and management will enhance their professional and clinical skills for being ready for general practice training. Whereas,themainpurposeofonlinemodularcoursesontheotherhandis repurposing of content for creation of new resources and to properly align their pedagogy with the needs of the learners.A robust compendium inclusive of the assessment and structural materials is formed which allow teachers to concentrate on the performance of the learner and not simply on knowledge acquisition (Ramaswamyet al.2015). Governance and strategic support- The governance strategies of traditional foundation programs show that the doctors should exhibit integrity and honesty while designing, organizing various works. Moreover, it is compulsory to check the insurance or indemnity so that the patients will not be in disadvantage when they claim the clinical care which has been provided to them in UK thus strategically supporting the patients in need. On the other hand online module learning involves a long term governance and a strategy. The first step is planning where various articles are written for planning whom to includeineducationalplanningthroughvariousinteractivesessionsthroughonline seminars, conferences (Picciano2015). Governance regarding the use of website and online study materials is required for online courses. Program of learning – According to traditional programs, every clinical experience reflects the strong interaction between the trainer and founder doctor through various supervised learning events or SLEs. Moreover, practice based learning programs are
2GENERAL MEDICAL CARE encouraged which are included by regular feedbacks and rejections during practice based assessment. Learning programs focus on the ability to take responsibility and work within the limitations of their competence. Online modular training include e-Portfolios where the progress of a training doctor and the therapeutic relationship is recorded over the past years. Program of assessment-For traditional methods programs of assessments include reporting of performance towards the need of placement by clinical supervisor for checking the traineesprogress similarreportsare also requiredby the educational supervisor and assessment of the team behavior is also made and performance of the proceduralcapabilitiesisalsoassessed.Anassessmentsurveyisconductedfor construction of e learning module using a pre-test, post-test along with a feedback questionnaire (Williams 2014).For online education through module e-portfolio is a measure of recording the feedback and assessment of the trainees. Quality assurance and improvement - For traditional foundation training, there is a quality control system which approves the various deaneries and foundation schools for foundation training. Moreover, it helps in maintaining an evidence based information and checkswhetherthefoundationtrainingisinalignmentwithpostgraduateand undergraduate institutions. Improvements involve the increases in healthy interaction between the doctor and the patient. On the other hand quality assurance strategies is to increases the policy at national as well as institutional levels, development of potential resources and finally building the capacity of individuals as well as institutions in implementing the quality assurance (Mishra and Kanwar 2015). Improvements can be made in the accessibility of the online materials.
3GENERAL MEDICAL CARE
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4GENERAL MEDICAL CARE References Mishra, S. and Kanwar, A., 2015. Quality assurance for open educational resources.MOOCs and open education around the world, p.119. Picciano,A.G.,2015.PlanningforOnlineEducation:ASystemsModel.Online Learning,19(5), pp.142-158. Ramaswamy, R., Leipzig, R.M., Howe, C.L., Sauvigne, K., Usiak, C. and Soriano, R.P., 2015. The Portal of Geriatrics Online Education: A 21st‐Century Resource for Teaching Geriatrics.Journal of the American Geriatrics Society,63(2), pp.335-340. Williams, J.G., 2014. Are online learning modules an effective way to deliver hand trauma management continuing medical education to emergency physicians?.Plastic Surgery,22(2), pp.75-78.