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Year : 2016  |  Volume : 29  |  Issue : 1  |  Page : 1-2

Co-Editors' notes 29:1

1 Co-Editor, Education for Health, University of Illinois, Rockford, Illinois, USA
2 Co-Editor, Education for Health, University of North Carolina, Chapel Hill, North Carolina, USA

Date of Web Publication18-Mar-2016

Correspondence Address:
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/1357-6283.178933

How to cite this article:
Glasser M, Pathman D. Co-Editors' notes 29:1. Educ Health 2016;29:1-2

How to cite this URL:
Glasser M, Pathman D. Co-Editors' notes 29:1. Educ Health [serial online] 2016 [cited 2022 Jan 27];29:1-2. Available from:

We are excited to publish this issue of Education for Health. We remain optimistic, and challenged, about the quantity and quality of papers submitted to the journal. It is a good challenge to receive introspective and translational research articles and perspectives that apply on a global level. In this issue, we have insightful contributions from across the world that describe existing health professions education programs as well as offer ideas for new programs and initiatives – from university to community-based initiatives.

In “Preparing the Health Workforce in Ethiopia: A Cross-sectional Study of Competence of Anesthesia Graduating Students,” Kibwana et al. report on a study looking at critical shortages of anesthesia professionals in Ethiopia. They found that less than 10% of students felt that skills labs available to them had adequate staff and resources. The authors conclude that while Ethiopia has expanded higher education for anesthetists, there is still a need to improve the quality of training and the assessment of learners to ensure mastery of skills and provision of safe services.

Langlois and colleagues, in “Learning Professional Ethics: Student Experiences in a Health Mentor Program,” examined the experiences and learning of heath professions students participating in an ethics module as part of the Health Mentor Program at the University of Toronto. Themes that emerged from their analysis were patient autonomy, patient advocacy, and patients' perspectives on improving clinical practice. The study found that health mentor narratives facilitated students' critical reflection related to understanding of healthcare ethics.

Mogre et al., in “Psychometric Properties of the DREEM in a Sample of Ghanian Medical Students,” look at the psychometric properties of the Dundee Ready Educational Measure in Ghanian students following a problem-based curriculum. They found the internal consistency of or the DREEM to be excellent but the original five-factor structure of instrument was not confirmed with these students. The researchers conclude that is the first study to assess the learning environment in a Ghanian medical school and promote the use of the instrument in identifying issues and challenges from the perspective of medical students.

In “Intersecting Gender, Evaluations, and Examinations; Averting Gender Bias in an Obstetrics and Gynecology Clerkship in the United States,” Jacques et al. examined whether gender bias was present in the third-year obstetrics/gynecology performance of medical students assessed by faculty and resident physicians. Nearly 2,000 student records were analyzed. Overall, women had higher scores on both subject examination and clinical evaluation scores. There was no gender bias detected in the faculty's evaluations of students. Good news.

From the United States, Horney et al., in “EpiAssist: Service-Learning in Public Health Education,” assessed the benefits of a service learning program, 'EpiAssist,' for both graduate level public health students and state and staff of local public health agencies. They conclude that elements of service-learning programs like EpiAssist, which include reciprocity and a focus on civic engagement, offer a benefit to students that other required field experiences do not. They also found that community partners indicated strong support for EpiAssist.

In “Evaluation of a Training DVD on Pneumococcal Conjugate Vaccine for Kenyan EPI Healthcare Workers,” Dochez and colleagues describe implementation of a successful public health strategy. They introduced and found acceptance of a DVD for training on handling and storage of the PCV-10 vaccine. While electricity remains a challenge in rural areas of Kenya, the application of the DVD educational approach is highly valued and expected to make an impact in the performance of Kenyan healthcare workers.

Sharma et al. in “India's Foreign Medical Graduates: An Opportunity to Correct India's Physician Shortage,” suggest a 'roadmap' to better utilize the resource pool of physicians. The authors address the issue of physicians leaving the country but then returning to home and wanting to practice, but having to first pass a qualification exam that most fail. Upon review of the literature and looking at data from 2002 to 2014, the authors conclude that returning 'foreign medical graduates' are an important potential resource pool to correct India's physician shortage, and mechanisms should be created to facilitate the reintroduction of these FMGs to address the healthcare needs of India.

Also from the United States, Mains et al., in “Medical Education Resources Initiative for Teens (MERIT) Program in Baltimore: A Model Pipeline Program Built on Four Pillars,” describe a program to guide high school students into health careers over seven consecutive years. Since 2011, the program has supported 51 students. Going forward, MERIT has three priorities: Creating a sustainable and thriving organization; increasing the number of scholars the program supports; and exporting MERIT to other sites.

In “What Do Faculty Feel about Teaching in This School: Assessment of Medical Education Environment by Teachers,” Long et al. assessed medical educators' evaluations of their educational environment at the College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. The educational environment was generally perceived as positive. Findings from the study can be used to inform future faculty development programs.

We receive many insightful Letters to the Editor. In this issue to start with, Patel et al., who are medical students in the United Kingdom, in “Getting Undergraduate Medical Students Involved in Research,” point to the importance of developing opportunities for medical students to be involved in research projects. Kaliyadan and Khan, from Saudi Arabia, contribute “Candy Lectures – Can Incentive Improve the Quality of Student Preparation in Clinical Lectures,” in which sweets are successfully used to promote learning in the classroom. Muthukamar et al., in “Use of Geographic Information System (GIS) in Health Assessment: An Experience in Medical Undergraduate Teaching in India,” describe the use of GIS as a learning tool for students as they better understand public health in rural villages. From Malaysia, Jaffar et al., in “Patient Perceptions of Participation in Educational Home Visits,” summarize a qualitative study where patients express their altruistic desire to work with students in contributing to their education. Finally, also from India, Rajaratnam and D'cruz, in “Learning Styles and Learning Approaches – Are They Different?” shed light on the distinction and advocate for use of learning approaches. They state that students' learning approaches do give useful information to teachers and 'learning approaches' need to get the credit for that!

As always, we welcome your feedback and input into Education for Health.


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