Title |
Promoting medical students’ reflection on competencies to advance a global health equities curriculum
|
---|---|
Published in |
BMC Medical Education, May 2014
|
DOI | 10.1186/1472-6920-14-91 |
Pubmed ID | |
Authors |
Patricia B Mullan, Joy Williams, Preeti N Malani, Michelle Riba, Andrew Haig, Julie Perry, Joseph C Kolars, Rajesh Mangrulkar, Brent Williams |
Abstract |
The move to frame medical education in terms of competencies - the extent to which trainees "can do" a professional responsibility - is congruent with calls for accountability in medical education. However, the focus on competencies might be a poor fit with curricula intended to prepare students for responsibilities not emphasized in traditional medical education. This study examines an innovative approach to the use of potential competency expectations related to advancing global health equity to promote students' reflections and to inform curriculum development. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
Spain | 2 | 67% |
Unknown | 1 | 33% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 2 | 67% |
Practitioners (doctors, other healthcare professionals) | 1 | 33% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 2 | 3% |
Unknown | 72 | 97% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Researcher | 7 | 9% |
Student > Doctoral Student | 6 | 8% |
Professor | 6 | 8% |
Librarian | 5 | 7% |
Other | 5 | 7% |
Other | 24 | 32% |
Unknown | 21 | 28% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 24 | 32% |
Social Sciences | 9 | 12% |
Nursing and Health Professions | 6 | 8% |
Economics, Econometrics and Finance | 2 | 3% |
Psychology | 2 | 3% |
Other | 6 | 8% |
Unknown | 25 | 34% |