Medical Education Case Study

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Figure 1. 3 Convergence of Interest Model [Modified from Saxton et. al.] (Saxton, 2009).

According to the educational experts from over 16 top pharmaceutical companies in Germany, the industry engagement in medical education can be grouped into four categories.
a) Industry-provided product specific training
b) Industry-provided professional development and medical disease education
c) Collaborative partnerships
d) Support to third party provided medical education

a) Industry-provided product specific training
The pharmaceutical companies know the importance of keeping the health care professionals updated with the knowledge about medicinal products in order to make rational clinical decisions. This above-mentioned category
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The educational programmes are fully controlled by third-party medical education providers and these programmes follow regulations, code of conduct and quality standards in medical education as set out by a recognized accrediting body. (Allen, et al., 2017)
2.8 Quality Principles for Medical Education

Elements

Description

Ethical, transparent and responsible engagement · Transparency regarding funding
· Transparency regarding roles and responsibilities
· No disguised promotion
· No attempt to influence expert committee or faculty decisions
· Compliance with EFPIA and local codes of practice,
· Adherence to data privacy legislation
· Compliance with research ethics requirements, data protection legislation and copyright arrangements
· Compliance with anti-bribery and corruption policies

Needs based, up-to-date, balanced and objective content · Needs based; i.e. validation by literature, programme scientific committee or a dedicated educational needs assessment
· Provision of scientifically balanced
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As adults have special needs and requirements as learners, the process of learning can be quite complex. The different characteristics of adult learners recognised by Malcom Knowles are:
• Adults are autonomous and self-directed
Adults need to be steered by themselves towards any learning process. The best practice from the teachers should be being facilitators and involving the adult participants in their learning process. The needs and interests of the learners are very important here and the whole process should be designed accordingly to meet their expectations in order to best reflect the results.
• Adults have life experiences and knowledge
Through the process of growing up, adults will have a great foundation for life experiences and acquired skills that may be from on - job experience, roles and responsibilities from family, social responsibilities and also from their educational background. A connecting thread has to be found between learning and this knowledge/experience, in order to be best effective. Special care must be given to relate theories and concepts to the participants ‘perceptions and recognize the value of life experiences in the process of

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