Faculty development in medical education may take different forms and approaches ranging from standalone workshops and short courses up to longitudinal programs and postgraduate qualifications, such as Certificates, Diplomas, Master's and PhD degrees in health professions education (HPE). Many places offer staff development opportunities to help people to learn how to teach health professional students more effectively. Yet higher degrees in HPE are expected not only to enable graduates to be better teachers or assessors but also to act on a strategic level to support institutional directions to advance teaching, learning, assessment and scholarship in HPE. This guide is for people who wish to develop programmes to provide a more systematic and deeper training for those people that see themselves as professional health professions educators and indeed, the leaders of the future. The guide discusses the rationale, plans, process of implementation and evaluation of postgraduate programs in HPE in ten phases. Different variables should be considered with respect to the local context, institutional support, readiness of expertise, availability of resources, alignment with the strategic plan of the college/university and methods to measure the impact of these PG programs.
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AMEE Guides are clear and contemporary accounts of concepts in health professions education, which are written by experts, to be read and understood by someone new to the field. Over the years, they have responded to the needs of educators and researchers as the knowledge and practice of health professions education has grown. The Guides cover all domains of medical and health professions education. Some Guides remain classical works in their own right, but all domains are re-visited, as they come into focus. A spreadsheet with the details of all Guides to the end of 2024 is included in the supplementary material.
Romania is a country in south-east Europe, which has experienced major changes in political, educational, and healthcare systems. At the time of writing this paper, there are thirteen accredited Faculties of Medicine, which offer students from all over the world the possibility of becoming doctors. Students in Romania follow a six-year program of activity and there are courses taught in Romanian, English, French, and Hungarian. In this paper, we outline the organization of Romanian medical education at undergraduate and postgraduate levels and we indicate the opportunities for curriculum development.
This paper first addresses the place of psychoanalysis in relation to certain other key bodies of knowledge: the thesis is that psychoanalysis is best understood as a highly specialized branch of human biology. Within this framework the main psychoanalytic ideas about depression in adults are described, giving particular attention to depression when it becomes a chronic, treatment-resistant state. Goldberg shows (pages 236–247 this issue) that the advances in genetics and neurobiology can be connected with those in developmental research (Murray & Hill, pages 185–199 & 200–212 this issue). This enables new light to be thrown upon the psychobiological diathesis which seems to underlie depression. This paper argues that an investigation of subjectivity and meaning is also necessary if our account of depression is to be complete. Without an understanding of meaningfulness, the function of the brain cannot be fully known. Finally, some clinical material shows why psychic reality has to be approached in its own terms.
Randomized controlled trials have reported psychoanalytic psychotherapy to improve longer-term post-treatment outcomes in patients with treatment-resistant depression. In this case study, we examine the therapy process of a female trial participant diagnosed with treatment-resistant depression. Structured clinical assessments indicated that the patient's level of depression remained unchanged during and after treatment. Over the course of the therapy, she repeatedly broke away from important others and finally also from the therapy itself, which we linked to the impact of earlier experiences of abandonment on her internal world. In the discussion, we present a variety of reflections that were put forward by the authors during a series of case discussion meetings. Some of these reflections relate to how the inner world of this patient might have triggered a negative therapeutic reaction and a destructive pattern of repetition. The interpretative stance, in which the therapist interpreted this reaction as indicative of a psychic conflict and linked this conflict to the therapeutic relationship, seemed to be experienced by the patient as unhelpful and persecutory. Other elements that were brought up include basic distrust, lack of symbolization and trauma in the patient, as well as the constraints of the research context.
This Guide discusses the considerable literature on the merits or shortcomings of Problem-based learning (PBL), and the factors that promote or inhibit it, when seen through the eyes of the student. It seems to be the case that PBL works best when students and faculty understand the various factors that influence learning and are aware of their roles; this Guide deals with each of the main issues in turn. One of the most important concepts to recognise is that students and Faculty share the responsibility for learning and there are several factors that can influence its success. They include student motivation for PBL and the various ways in which they respond to being immersed in the process. As faculty, we also need to consider the way in which the learning environment supports the students develop the habit of life-long learning, and the skills and attitudes that will help them become competent reflective practitioners. Each of these elements place responsibilities upon the student, but also upon the Faculty and learning community they are joining. Although all of the authors work in a European setting, where PBL is used extensively as a learning strategy in many medical schools, the lessons learned we suggest, apply more widely, and several of the important factors apply to any form of curriculum. This Guide follows on from a previous review in the AMEE Guides in Medical education series, which provided an overview of PBL and attempts to emphasise the key role that students have in mastering their subject through PBL. This should render the business of being a student a little less mystifying, and help faculty to see how they can help their students acquire the independence and mastery that they will need.
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