BASIC PRINCIPLES OF ORGANIZATION OF POST-GRADUATE MEDICAL EDUCATION DEVELOPMENT: EUROPEAN CONTEXT
DOI:
https://doi.org/10.11603/m.2414-5998.2022.3.13424Keywords:
postgraduate medical education, standards of medical education, professional development, provision of medical careAbstract
The article states that postgraduate medical education is determined by international standards, which have general application. These standards take into account differences in the content and process of medical education in countries through the prism of peculiarities in traditions of education, culture, socio-economic conditions, health and disease spectrum and in different forms of medical care system. The standards of post-graduate medical education, which are guided by: basic medical education, post-graduate medical education and continuous professional development are analyzed. It has been established that the scientific basis of medicine and the desire to base evidence for clinical practice are universal indicators, and the task of medical education is to provide medical care.
References
Vorona, I.I., & Kitura, H.Ya. (2021). Profesiino-komunikatyvna kultura maibutnikh likariv kriz pryzmu fakhovoi osvity [Professional and communicative culture of future doctors through the prism of professional education]. Medychna osvita – Medical Education, 3, 81-86 [in Ukrainian].
Pavlyshyn, H.Ya., & Prokop, I.A. (2015). Spetsyfika navchannia inshomovnoho profesiino oriientovanoho movlennia u paradyhmi infotekhnolohii [The specifics of teaching foreign language professionally oriented speech in the paradigm of information technologies]. Naukovyi visnyk Uzhhorodskoho natsionalnoho universytetu. Seriia «Pedahohika. Sotsialna robota» – Scientific Bulletin of the Uzhhorod National University. Series “Pedagogy. Social work”, 126-129 [in Ukrainian].
(1999). Accreditation Council for Graduate Medical Education (ACGME) and American Board of Medical Specialties (ABMS). ABMS/ACGMECore Competencies.
Fedchyshyn, N., Kvas, O., Sultanova, N., Humenna, I., & Bilavych, H. (2020). A Model of Forming the Health Culture of Future Physicians Using Health-Saving Technologies. International Journal of Applied Exercise Physiology, 9(11), 126-134. DOI 10.26655/IJAEP.2020.11.1.
(1993). Commission of the European Communities. Directive 93/16/EEC. Brussels.
Vykhrushch, A., Khvalyboha, T., Fedchyshyn, N., Bagriy, M., Fedoniuk, L., Protsyk, H., & Hnatyshyn, S. (2021). Development of Medical Students Creativity as a Priority of Modern Higher Education. Wiadomości lekarskie, LXXІV (12), 3204-3213. DOI 10.36740/WLek202112115.
(1993). European Union of Medical Specialists. Charter on Training of Medical Specialists in the European Community. UEMS.
(2001). General Medical Council. Good Medical Practice. (3rd Edition). London. Retrieved from: http://www.gmc-uk.org.
Prokop, I.A., & Vorona, I.I. (2020). Professional culture in the context of future doctor training. Medical Education, 1, 117-121.
Fedchyshyn, N., Bilovus, L., Mysyk, O., Yablonska, N., & Pemiakova, O. (2021). Prospective Doctors Professional Preparation. Journal of Research in Medical and Dental Science, 9(7), 29-37.
Fedchyshyn, N., Romanchuk, O., Bilovus, L., Mysyk, O., Nazaruk, V., Yablonska, N., & Pantyuk, T. (2021). The health culture of future doctors through the prism of the health-preserving competence formation. Wadomości lekarskie, LXXIV(8), 1931-1938. DOI 10.36740/WLek202108127.
(2003). World Federation for Medical Education. Basic Medical Education. WFME Global Standards for Quality Improvement. Copenhagen: WFME.
(1994). World Federation for Medical Education. Proceedings of the World Summit on Medical Education. Medical Education, 28(1).
(1988). World Federation for Medical Education. The Edinburgh Declaration. Lancet, 8068, 464.
World Health Assembly. WHA Resolution 42.38. Geneva: WHO.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Medical Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
