A Comparison of US and UK Medical Educators’ Views of Changes in Medical Education
This paper examines and compares the impact of changes within medical education in the accreditation and certification of medical faculty in the US and UK.
||Medical Education, Higher Education Institutions
The International Journal of Knowledge, Culture and Change Management, Volume 6, Issue 9, pp.25-32.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.978MB).
Dr. Kokotailo is a pediatrician and adolescent medicine specialist at the University of Wisconsin School of Medicine and Public Health and Visiting Professor, King’s Institute of Learning and Teaching, King’s College London. For 10 years she was the Director of Pediatric Medical Education at the University of Wisconsin, directing all medical student education programs in pediatrics. Currently she is the Principal Investigator for a federally funded, interdisciplinary, primary care faculty development grant at the University of Wisconsin. She is interested in evaluating faculty development, or “teaching the teachers”, and investigating change in teaching methodology as well as systems change in medical education.
Gill Nicholls is Professor of Education and Director of King’s Institute of Learning & Teaching at King’s College London. She is responsible for strategic planning and policies in learning and teaching across the college, inclusive of Guy’s, King’s and St Thomas’ Medical and Dental schools. Under her leadership King’s has developed a very successful Masters in Academic Practice for academics with King’s and the higher education community at large. There are currently over 125 registered on this programme. Professor Nicholls has extensive research experience and is widely published in the field of education with nine books which include ‘Professional Development in Higher Education’ (Kogan Page, 2002) and ‘Developing Teaching and Learning in Higher Education’ (Routledge Falmer, 2002). Her most recent book was published in 2004 and entitled ‘The Challenge to Scholarship’(Routledge Falmer). She has published many articles on professional development, the most recent being ‘The Scholarship of Teaching as a core professional value: What does this mean to the academic?’. Her consultancy work includes evaluating University Learning & Teaching Strategies and Learning & Teaching Research Strategies.
Mark A. Albanese, PhD, is professor of population health sciences at the University of Wisconsin School of Medicine and Public Health. He served as Director of the Office of Medical Education for over 15 years at Wisconsin and formerly at the University of Iowa. In 1998, Dr. Albanese received the John P. Hubbard Award from the National Board of Medical Examiners for significant contributions to the pursuit of excellence in the field of evaluation in medicine. Dr. Albanese is author or co-author of more than 100 articles in peer-reviewed journals. He serves on the editorial boards of four peer-reviewed professional journals and as deputy editor for North America of the journal Medical Education.
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