M. Roy Schwarz

Bio: M. Roy Schwarz is an academic researcher from China Medical Board. The author has contributed to research in topics: Competence (human resources) & Objective structured clinical examination. The author has an hindex of 8, co-authored 10 publications receiving 442 citations.

Global minimum essential requirements: a road towards competence-oriented medical education.

Abstract: With the growing globalization of medicine and the emerging concept of a 'global profession of physicians', the issue of the essential competences that all physicians must possess becomes sharply focused. If defined, these competences would help indicate what teachers are supposed to teach, what students are expected to learn and what educational experiences all physicians must have. The 'minimum essential competences' that all graduates must have if they wish to be called physicians were identified by the Institute for International Medical Education (IIME), sponsored by the China Medical Board of New York, through working groups of educational and health policy experts and representatives of major international medical education organizations. In the first phase of the project, seven domains have been identified that define the knowledge, skills, professional behavior and ethics that all physicians must have, regardless of where they received their general medical training. Appropriate tools to assess each of the domains have been identified. In the second phase of the project the 'global minimum essential requirements' (GMER) will be implemented experimentally in a number of Chinese medical schools. The aim of the third phase will be to share the outcomes of this educational experiment, aimed at improving the quality of medical education, with the global education community.

Minimum essential requirements and standards in medical education.

Abstract: Increasing globalization of medicine and worldwide migration of physicians call for urgent definition of a set of global standards and requirements to guide medical education curricula. This article reviews the definition of standards in general, and proposes a definition of standards and global minimum essential requirements for use in medical education. They may serve as a tool for the improvement of quality and international comparisons of basic medical programs. Reviewing the use of medical standards worldwide, the China Medical Board established the Institute for International Medical Education (IIME). The IIME project is aimed at defining 'global minimum essential requirements' comprising sciences basic to medicine, clinical knowledge and skills, professional values, behavior and ethics of universal value. They represent only a portion of requirements since the curriculum of each country and medical school has to address its unique health and social needs. Finally, existing impediments and hesitation in use of international standards in medical education are presented.

The assessment of Global Minimum Essential Requirements in medical education.

Abstract: Using an international network of experts in medical education, the Institute for International Medical Education (IIME) developed the Global Minimum Essential Requirements (GMER) as a set of competence-based outcomes for graduating students. To establish a set of tools to evaluate these competences, the IIME then convened a Task Force of international experts on assessment that reviewed the GMER. After screening 75 potential assessment tools, they identified three that could be used most effectively. Of the 60 competences envisaged in the GMER, 36 can be assessed using a 150-item multiple-choice question (MCQ) examination, 15 by using a 15-station objective structured clinical examination (OSCE), and 17 by using a 15-item faculty observation form. In cooperation with eight leading medical schools in China, the MCQ, OSCE and Faculty Observation Form were developed to be used in an assessment program that is scheduled to be given to all seven-year students in October 2003.

Medical education in China's leading medical schools.

Abstract: This article gives a general overview of the evolution and present state of the undergraduate medical education system, programs, evaluation methods and conferred degrees in contemporary China. The publication is based on the information collected from on-site visits to the eight (8) leading medical universities, medical education conferences, visits to Ministries of Health and Education and their staff, and the contribution of Chinese medical education experts. As the Ministry of Education of the People's Republic of China (PRC) approves all tracks and strives for uniformity of educational programs as a cornerstone of quality, this overview reflects the general content of all five- and seven-year medical education programs that have provided the great majority of physicians since the founding of the People's Republic of China.

Globalization and medical education.

Abstract: Few would argue with the statement that we now live in a global village. While there have been protests against the expected outcomes of the globalization process such as rich countries exploiting poor countries, setting aside labor regulations designed to protect workers and/or environmental exploitation, these protests have not, in the main, opposed the reality of the village or the process leading to its emergence. Watching this phenomenon evolve may lead one to ask: ‘What has created this global village and what forces are driving its formation?’ The answer is primarily four processes as follows:

Tuning Educational Structures in Europe

Abstract: The Bologna Declaration The Bologna Declaration of June 1999 calls for the establishment by 2010 of a coherent, compatible and competitive European Higher Educatio n Area, attractive for European students and for students and scholars from other c ontinents. The European Education Ministers identified six action lines in Bologna an d they have added three more in Prague in May 2001 and one more in Berlin in September 2003:

The Scottish doctor--learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners

Abstract: This paper describes a set of learning outcomes that clearly define the abilities of medical graduates from any of the five Scottish medical schools. The outcomes are divided into 12 domains that fit into one of three essential elements for the competent and reflective medical practitioner.

Faculty development: Yesterday, today and tomorrow

Abstract: Medical education has evolved to become a discipline in its own right. With demands on medical faculties to be socially responsible and accountable, there is now increasing pressure for the professionalisation of teaching practice. Developing a cadre of professional and competent teachers, educators, researchers and leaders for their new roles and responsibilities in medical education requires faculty development. Faculty development is, however, not an easy task. It requires supportive institutional leadership, appropriate resource allocation and recognition for teaching excellence. This guide is designed to assist those charged with preparing faculty for their many new roles in teaching and education in both medical and allied health science education. It provides a historical perspective of faculty development and draws on the medical, health science and higher education literature to provide a number of frameworks that may be useful for designing tailored faculty development programmes. These frameworks can be used by faculty developers to systematically plan, implement and evaluate their staff development programmes. This guide concludes with some of the major trends and driving forces in medical education that we believe will shape future faculty development.

Learning outcomes and instructional objectives: is there a difference?

Abstract: Learning outcomes are broad statements of what is achieved and assessed at the end of a course of study. The concept of learning outcomes and outcome-based education is high on today's education agenda. The idea has features in common with the move to instructional objectives which became fashionable in the 1960s, but which never had the impact on education practice that it merited. Five important differences between learning outcomes and instructional objectives can be recognized: (1) Learning outcomes, if set out appropriately, are intuitive and user friendly. They can be used easily in curriculum planning, in teaching and learning and in assessment. (2) Learning outcomes are broad statements and are usually designed round a framework of 8-12 higher order outcomes. (3) The outcomes recognize the authentic interaction and integration in clinical practice of knowledge, skills and attitudes and the artificiality of separating these. (4) Learning outcomes represent what is achieved and assessed at the end of a course of study and not only the aspirations or what is intended to be achieved. (5) A design-down approach encourages ownership of the outcomes by teachers and students.

Developments in outcome-based education

Abstract: (2002). Developments in outcome-based education. Medical Teacher: Vol. 24, No. 2, pp. 117-120.