Year : 2004 | Volume
: 11 | Issue : 2 | Page : 43-
Why a journal section on medical education?
|How to cite this article:|
Bella H. Why a journal section on medical education?.J Fam Community Med 2004;11:43-43
|How to cite this URL:|
Bella H. Why a journal section on medical education?. J Fam Community Med [serial online] 2004 [cited 2021 Sep 16 ];11:43-43
Available from: https://www.jfcmonline.com/text.asp?2004/11/2/43/97716
Medical education has become the focus, concern and interest of many in the medical profession. This interest is no longer the monopoly of medical colleges or departments of medical education, but also of many physicians who run continuous medical education (CME) programs or those with interest in medical education. More conferences, workshops and symposiums on medical education than ever, are held in almost every country where there are active physicians. This is no wonder in view of the rapidly changing scenes in medical knowledge. Equal emphasis is now given not only to knowledge but also to the improvement of attitudes and skills of doctors. There is a need to understand the constructs of the change process and strategies to implement change in medical education.
Physicians today are challenged with the daunting task of keeping track of the exponentially growing amount of new and useful information. Today's physicians are not only care providers but also decision makers, community leaders and team members. People speak not only of the 'safe doctor' but of the 'five star doctor'. Medical educators should be concerned with training doctors who would deal with both current and envisage future problems, and consequently the essential elements of education of the future. This requires re-orienting undergraduate and graduate medical education.
It is essential that today's doctors in all specialties be familiar with many new terms and what they mean. An up-to-date doctor would be keen to know terms and abbreviations such as (EBM) 'evidence-based medicine', (PBL) problem-based learning, (BEME) best evidence medical education, (CAL) computer-assisted learning or e-learning, and more. This is the main reason for having a section on 'Medical Education' in our journal. Another reason is that the section would fill the current gap in medical journalism in our area for there are no specialized medical education journals.
In Saudi Arabia, it is auspicious that the creation of this section in our journal coincides with the establishment of a 'Saudi Medical Education Society." I hope this section would ably serve the newborn society by fulfilling some of their objectives. In this section, we aim to contribute to making medical education relevant to medical practice and to bridge the gap between curriculum development and the delivery of care.
The plan is to regularly publish in every issue of the journal, some useful teaching tips alongside original articles and research reports on medical education. The Editor-in-Chief would, therefore, welcome teaching tips and papers for publication. We start in this issue with 'teaching tips' on 'questioning' compiled by Professor Khalid Al-Umran, Chief of the Directorate of Medical Education at the College of Medicine, King Faisal University and an Arabic article on the 'crisis of medical education in Saudi Arabia' by Professor Fahd Al-Muhanna, former Dean of the same college. I look forward to receiving your contributions to this section which we hope - with a previously well established section on 'research tips' - would make the journal more relevant to the needs of the doctors in Saudi Arabia and other countries.