Reflections
The AMEE MedEdWorld Reflections area is a space in which AMEE Members can share their thoughts on medical education practices and their experiences of recently attended conferences, courses and workshops.
If you would like to add your own reflection to this area, please use the 'Add Content' option at the top of the page. Only Current AMEE members may add content, however Registered MededWorld users and browsers to the site can view all entries here.
*Please note that we are currently in the process of moving content to this area. Older reflections can be found under Harden's Blog until they have been moved over.
Curriculum Mapping As a stimulus for organization and Planning
Mar 14, 2018
Leadership and coordinated efforts, expertise and technical support by each of Academic , faculty development,medical education departments -can be considered as once in a life time investment
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Technology to Transform Learning
Mar 01, 2018
Technology can be used to not only support (by blending, traditional with online), enhance, and augment learning, but potentially, and increasingly modify, and transform learning and training.
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Clinical reasoning
Feb 17, 2018
The role of critical thinking ability training in achieving better clinical reasoning skills of medical undergraduate students
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Medicine through music - a millennial's perspective
Jan 19, 2018
Dr Neel Sharma
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Medicine through music – a millennial’s perspective
Jan 11, 2018
Dr Neel Sharma
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Medicine through music – a millennial’s perspective
Dec 13, 2017
Dr Neel Sharma
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Medicine through music – a millennial’s perspective
Nov 12, 2017
Dr Neel Sharma
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Transdisciplinary medical education: Lifeworld system thinking approach
Sep 03, 2017
While moves towards Problem based education programme for medical and health care professionals become a pattern rather than just an event, the underlying paradigm that making this shift possible is rarely stated. I will demonstrate that thinking at the level of the paradigm can ensure transformative, sustainable reform which is compatible with the demands of 21st century skills and challenges. The paradigm that make integration of curriculum and Problem based learning methodology possible is complexity system thinking paradigm which manifested as transdisciplinary approach. Hence speaking about integration as a ladder is not possible if we take into consideration that integration is synthetic thinking, which is grounded in a different ontology and epistemology from that of the analytical thinking. Consequently, we have two ladders to practice science, linear, analytical ladder which disintegrate the parts from the whole and second one is non-linear, lifeworld system thinking ladder which is a vertical experience, lived as a bird or helicopter view in which the whole seen in the parts.
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