Muhammad Qasim Hamamd

Political Science

29^th March 2020

( This context was written for a client named Abdul Aziz for his class assignment which he later rejected for no reasons)

Justification of the Challenges and Competition in Medical Education

            The idea of medical education tends to be unique to its context, and this initiative seeks to demonstrate the necessity for continuing education in the field of medicine. I have shown that all people endorse and promote the value of medical training.

Medical training aims to create doctors who are mindful of the need to pursue their schooling and who are responsive to the medical needs of their societies. Therefore, the schooling plan, the medical program in all areas need not be similar. While the basics may be related to all, the specifics should differ. In every type, it is preferably versatile enough to enable adjustments as conditions shift, medical awareness grows, and requires reform (Edward Lewis, Turner, et al. 2014).       

It is indispensable to pursue medical education. Sadly, we are struggling with the coronavirus at this moment. Day and night physicians operate on a vaccine or injection to avoid the epidemic circulating. Such problems cannot be resolved without pursuing professional education.

Literature Review

            Owing to its rarity in comparison to other areas, medical education has continued to gain publicity. The educational cycle is not finished with academic learning, and instead, the profession is continuously trained. Professional training involves multiple ways of learning from the philosophy to bedside teaching, in which medical students prepare to treat patients in reality. Bedside instruction includes contributions from different places to ensure the pupils can exercise the skills learned through academic training in a completely safe setting. Within this area, students have also seen this as a threat to the lengthy and constant cycle of professional school. Many internal and external problems often come up with medical education. The inherent difficulties are that physicians ought to identify the patients accurately to treat the illness. The lengthy and continuous cycle of professional research requires potential obstacles. As such, it is crucial to examine if continuing medical education is needed. The study findings will add to the discussion as to how continuing medical education is warranted.

To be workable, the study paper comprises of various parts. A summary of the topic and its importance is given in the introduction portion. The study paper discusses instead the strategies for collecting and acquiring knowledge. Work is motivated by the claim that ongoing academic training is needed in the readiness of medical students for various sector aspects.  The study goals involve defining the obstacles encountered by medical students and the advantages of professional school and finally showing that continuing clinical education is warranted. The work is essential as it provides students who want to enter the medical field knowledge about why continuing medical training does not bother them.

            Many researchers discussed the issue of higher education and its scientific importance. Gregg et al. suggest that continuing preparation is the way doctors ensure their existing problems are revised. Continued schooling in medicine typically requires classes and training, which means the doctors are educated on current scientific innovations. In Swanson's view, suppliers of healthcare need continuing professional preparation to provide the highest quality treatment for patients. The author says that CME is relevant as it encourages doctors to continue to think about how to change the health sector as the environment is evolving. This report argues that CME has a vital technical function to play in ensuring that health practitioners will improve their abilities to fulfill the demands of the industry. Work has also shown that trained physicians are typically liable for educating themselves (Holm, 621). These articles demonstrate the value of CME. Furthermore, the American Osteopathic Organization provides CME certification for osteopathic health hospitals and services (Swanson, 2014).

This work should concentrate on previous findings based on the CME. In the earlier papers, the various writers also took different positions on the topic. Moreover, prior posts can be used to consider the different views on the value of professional education. This secondary knowledge is gathered from several publications on the topic, for example, journal papers and magazines. The study would also perform interviews with many specialists concerning earlier studies. The surveys should be used to obtain essential knowledge of maintaining medical education evidence. I will involve many doctors in gathering feedback and expertise with the CME. This exponential development is theoretically advantageous in certain countries, such as India, Pakistan, China, and Brazil, to growing medical research and addressing public needs (Rizwan et al., 2018).

The findings of this inquiry should lead to the debate on the importance and the significance of comprehensive medical education. The work would help academics looking to understand the function of CME, as well as medical students. Some may consider that CME is not justifiable because it attempts at rendering medical students 'issues prolonging. This work, though, is aimed at finding facts and proof regarding the value of CME and how it helps form the field of medicine. This shows that work is vital in numerous ways.

Methodology:

Google became the dominant search engine. Many might argue that Google is not as secure as any other website. Most of the websites were well-known sites connected to wellbeing. When assessing the information, it has been found that specific reports have no prejudice or peculiar motion or focus towards a particular subject. The terms used are 'continuing medical education' and 'justification for continuing medical education.' These are from accessible fitness pages, too. Additionally, I compared all those resources to my knowledge and that available on the internet and only selected the best results.

Using research sites also proved to be fruitful in evaluating the issue as they provided much-needed information about the concerned topic. They dove deep into the matter at hand to provide all the details to write this paper. Most of the time, those papers were skimmed through to extract vital information only and leave out the extra data. The documents provided with a neutral viewpoint enabled us to judge the scenarios based on our knowledge, which proved very helpful in writing this paper.

 Furthermore, a survey was carried out to analyze the advantages of CME by interviewing some of the renowned professionals in this field. Their responses were recorded and compared to the studies I performed to conclude our final research, whether CME is useful or not.

Medical Care and AHCs

The advancement of medical training as public confidence and social system between medical schools and community was a crucial component in the accomplishment of medical schools in the twentieth century. In-depth analyses of medical education culture have, however, revealed a link with healthcare providers and more extensive societal standards. UME and other GMEs housed in accredited centers of health (AHC), function in the medical world, exposed to the challenges of the related health services (Ludmerer, 2011).

Requirements for Practice

The doctor does not often authorize graduation from medical school and postgraduate research. In every nation, licenses get supervised by medical practice licensing boards in the US. The Boards investigate and review candidates who work within the State and evaluate the qualifications of those wishing to obtain permits issued in foreign jurisdictions instead of testing them.  The National Board of Medical Examiners carries out tests that are suitable for other regional bodies. The United States was not required to pass legislation governing medical conduct. The Medical Board of Canada of Ontario tests and recognizes qualified applicants on the National professional registry, which are primarily certification standards for local governments. Throughout Europe, the General Medical Council oversees the regulatory boards, manages the professional registry, and also allows unregistered activity to a certain extent. Graduation from a state-controlled University or a medical school acts as a certificate to practice in certain Asian countries, as is the case in Japan (Edward Lewis, Turner, et al. 2014).       

Results:

Regulatory and legislative problems in the medical profession need more professional study. Continuing learning further increases operational efficiency, stays pace with new information and innovations, and eventually enhances customer satisfaction. After performing detailed research on this topic, a conclusion can be reached that not everyone agrees with this system and still manage to find some flaws with the system.

 On the other hand, many professionals applauded the efforts to implement the system of CME, which can further enhance the efficiency and productivity of future doctors. Furthermore, this type of education can help doctors to stay tuned to the modern practices of the medical world and notice the advancements in the health care sector.

 A medical professional doesn't rest when their degree is completed; in fact, that is when their learning starts when they step into the professional field. CME aims at providing that experience and knowledge which is required to cope with the changing conditions of the world. With the ever-expanding world and the discovery of new types of diseases, the doctors need to be ready at all times to deal with all sorts of emergencies, and there is no better way to make them prepared than the use of this system.

Discussion

The work is motivated by the idea that pursuing a medical education is acceptable because medical students are trained for various facets of the profession. The work seeks to recognize the obstacles faced by medical graduates, the advantages of medical education, and ultimately to show that pursuing medical training is warranted. The work is relevant as it advises students that they wish to enter the medical profession as to why continuing medical education does not bother them. Many people in the change movement claim, though, that although it is essential, pedagogical change makes a pair with real reform to improve the required skills of prospective medical practitioners. As a consequence, a popular trend towards a drastically revamped path gets established (Schwartzstein and Roberts, 2017).

Complexity and Approaches Suggested

            Intellectuals argue that developments in the educational environment and professional procedure at the clinics and universities go well beyond those at school, with the current program being obsolete and the increasing desire for a fundamental change in schooling in the field of medicine. Two obstacles have been established by introducing proof-based education reform. First, a review of the program must be carried out within a particular period, thereby rendering it a zero amount. Second, the move from a handful of fundamental scientists to a vast range of small clusters who also include a clinical staff to complete classes substantially raises the need for knowledge for both staff and, in particular, students (Buja, 2019).

Curriculum Principles and Discipline

A key objective of the current program is to build comprehensive, humane physicians with strong leadership capabilities focused on decency and respect for patients. Such aims are not modern but are built into the values that are implicit in the code of ethics of the medical profession. Competence and professional preparation are recognized as core aspects of health training (Buja, 2019).

A theoretical or functional framework has, however, not emerged for incorporating technical education into the program. However, role modeling and internal evaluation are commonly deemed the most successful methods to improve expertise.  Another critical phenomenon is Inter-Professional Schooling, which is better handled when a biomedical science base has been established.

I don't accept that there is an information limit. I might question physicians and teachers to see how they function about the continued education program if I had the resources. I learn a lot about this subject every day.

Conclusion

Continuing professional research is a common idea explained as a means to strengthen the workings of the medical sector. To push for changes in standards and regulations and standardization to ensure that all doctors provide proper quality treatment, that enables the health training sector to address individual health requirements and sustain the public interest, recognizing changing modalities in medical school creation and mobility for students will become crucial (Rizwan et al., 2018).

A more pragmatic and practical strategy will balance the desire for change. Without regulation, the current program risks cultivating deprived doctors, namely, advanced medical knowledge focused on a comprehensive understanding of the medicinal sciences and pathobiology of illness, that is, an attribute that separates doctors from other medical practitioners. Doctors must remain the leading physicians who rely heavily on simple processes, especially in tough circumstances.

Medical science is a sector in which individuals who want to have influence will be mobilized to enhance patient care. Having been encouraged by promoting the brightest, including best medical students, throughout the century today, proper professional training has advanced. The professional difficulties of the best doctors are high, but the clinical and social gains are massive (Buja, 2019).

The idea remains contentious as some think continuous medical training is time-consuming and wasteful, whereas others see it as a way to enhance results in the profession. CME should go beyond the mere information learning and even seek improvements in doctors 'education, mind-set and career. The program needs to be wisely established. There is a need to evaluate current learning criteria (both through the doctors 'self-assessment and an appraisal of specific requirements by the organising body), define learning goals in practical terms and modify the curriculum structure to fulfil instructional criteria (VanNieuwenborg et al., 2016)

Work Cited

Buja, L. Maximilian. “Medical Education Today: All That Glitters Is Not Gold.” BMC Medical Education, vol. 19, no. 1, 16 Apr. 2019, 10.1186/s12909-019-1535-9. Accessed 30 July 2019.

Edward Lewis, Turner, et al, et al. “Medical Education.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 19 Oct. 2014, www.britannica.com/science/medical-education.

Holm, Hans Asbjørn. “Quality Issues in Continuing Medical Education.” BMJ: British Medical Journal, vol. 316, no. 7131, 14 Feb. 1998, pp. 621–624, www.ncbi.nlm.nih.gov/pmc/articles/PMC1112642/. Accessed 7 Apr. 2020.

Ludmerer, Kenneth M. Time to Heal: American Medical Education from the Turn of the Century to the Era of Managed Care. Profiles.Wustl.Edu, Oxford University Press, 3 Oct. 2011, profiles.wustl.edu/en/publications/time-to-heal-american-medical-education-from-the-turn-of-the-cent. Accessed 29 Mar. 2020.

Ludmerer, Muhammad, et al. “Opportunities and Challenges in the Current Era of Global Medical Education.” International Journal of Medical Education, vol. 9, 27 Apr. 2018, pp. 111–112, www.ncbi.nlm.nih.gov/pmc/articles/PMC5951777/, 10.5116/ijme.5ad1.ce9a. Accessed 30 Mar. 2020.

Schwartzstein, Richard M., and David H. Roberts. “Saying Goodbye to Lectures in Medical School — Paradigm Shift or Passing Fad?” New England Journal of Medicine, vol. 377, no. 7, 17 Aug. 2017, pp. 605–607, www.nejm.org/doi/full/10.1056/NEJMp1706474, 10.1056/nejmp1706474. Accessed 12 Nov. 2019.

Swanson, Ashleigh. “The Importance of Continuing Medical Education | Lockton Health.” Lockton Health Professional Liability Insurance, 13 May, 2014, locktonmedicalliabilityinsurance.com/importance-continuing-medical-education/.

VanNieuwenborg, Lena, et al. “Continuing Medical Education for General Practitioners: A Practice Format.” Postgraduate Medical Journal, vol. 92, no. 1086, 5 Feb. 2016, pp. 217–222, www.ncbi.nlm.nih.gov/pmc/articles/PMC4819632/, 10.1136/postgradmedj-2015-133662. Accessed 7 Apr. 2020.

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