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Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group, Background: COVID-19 has fundamentally altered how education is delivered. Gordon et al. previously conducted a review of medical education developments in response to COVID-19; however, the field has rapidly evolved in the ensuing months. This scoping review aims to map the extent, range and nature of subsequent developments, summarizing the expanding evidence base and identifying areas for future research. Methods: The authors followed the five stages of a scoping review outlined by Arskey and O'Malley. Four online databases and MedEdPublish were searched. Two authors independently screened titles, abstracts and full texts. Included articles described developments in medical education deployed in response to COVID-19 and reported outcomes. Data extraction was completed by two authors and synthesized into a variety of maps and charts. Results: One hundred twenty-seven articles were included: 104 were from North America, Asia and Europe; 51 were undergraduate, 41 graduate, 22 continuing medical education, and 13 mixed; 35 were implemented by universities, 75 by academic hospitals, and 17 by organizations or collaborations. The focus of developments included pivoting to online learning (n = 58), simulation (n = 24), assessment (n = 11), well-being (n = 8), telehealth (n = 5), clinical service reconfigurations (n = 4), interviews (n = 4), service provision (n = 2), faculty development (n = 2) and other (n = 9). The most common Kirkpatrick outcome reported was Level 1, however, a number of studies reported 2a or 2b. A few described Levels 3, 4a, 4b or other outcomes (e.g. quality improvement). Conclusions: This scoping review mapped the available literature on developments in medical education in response to COVID-19, summarizing developments and outcomes to serve as a guide for future work. The review highlighted areas of relative strength, as well as several gaps. Numerous articles have been written about remote learning and simulation and these areas are ripe for full systematic reviews. Telehealth, interviews and faculty development were lacking and need urgent attention.

Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group, Background: The novel coronavirus disease (COVID-19) was declared a pandemic in March 2020. This rapid systematic review synthesised published reports of medical educational developments in response to the pandemic, considering descriptions of interventions, evaluation data and lessons learned. Methods: The authors systematically searched four online databases and hand searched MedEdPublish up to 24 May 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction and assessed risk of bias for included articles. Discrepancies were resolved by a third author. A descriptive synthesis and outcomes were reported. Results: Forty-nine articles were included. The majority were from North America, Asia and Europe. Sixteen studies described Kirkpatrick’s outcomes, with one study describing levels 1–3. A few papers were of exceptional quality, though the risk of bias framework generally revealed capricious reporting of underpinning theory, resources, setting, educational methods, and content. Key developments were pivoting educational delivery from classroom-based learning to virtual spaces, replacing clinical placement based learning with alternate approaches, and supporting direct patient contact with mitigated risk. Training for treating patients with COVID-19, service reconfiguration, assessment, well-being, faculty development, and admissions were all addressed, with the latter categories receiving the least attention. Conclusions: This review highlights several areas of educational response in the immediate aftermath of the COVID-19 pandemic and identifies a few articles of exceptional quality that can serve as models for future developments and educational reporting. There was often a lack of practical detail to support the educational community in enactment of novel interventions, as well as limited evaluation data. However, the range of options deployed offers much guidance for the medical education community moving forward and there was an indication that outcome data and greater detail will be reported in the future.

Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group, The exponential growth of the systematic review methodology within health has been mirrored within medical education, allowing large numbers of publications on a topic to be synthesized to guide researchers and teachers. The robust, transparent and reproducible search methodologies employed offer scholarly rigor. The scope and scale of many reviews in education have only been matched by the size of the commitment needed to complete them and occasional lack of utility of reports. As such, we have noticed a growth in reviews across journals in the field that have questions that are more focused in scope. The authors propose 12 tips for performing a focused review in the right settings for the right reasons and discuss why such “focused reviews” may be more beneficial in those circumstances. Focused reviews allow researchers to formulate answers to specific local issues that have explicit utility of findings. Such reviews are equipped to identify what works for specific groups in specific circumstances and even question how and why this may occur. An additional impact of a focused approach can be a rapid turnaround. This article explains the purpose and benefits of focused review and provides guidance on how to produce them.

Purpose: To determine the morphometric parameters of filtration blebs of a valved aqueous humor drainage device. Materials and methods: Orbital magnetic resonances imaging (MRI) was taken after implantation of an Ahmed valve (FP7 model). Outcomes of the analysis were intraocular pressure (IOP) and the bleb’s morphometric analysis (volume, height, major and minor axis). Associations between IOP and the imaging-related study variables were explored by Spearman’s correlation test. Results: Eleven patients underwent orbital MRI examination. Recordings were taken after a mean of 2.7 months (1-6 months) after surgery. IOP was significantly lower than its preoperative values (17.6 ± 6.4 mm Hg vs 36.1 ± 6.4 mm Hg, p < 0.01). Mean bleb volume was 856.9 ± 261 mm3 and its height, major and minor axis were 5.77 ± 1.9, 14.8 ± 2.9 and 8.14 ± 3.6 mm, respectively. A positive correlation was detected between IOP and mean height (r = 0.77, p = 0.048) and major axis (r = 0.83, p = 0.03). Interestingly, the overall bleb volume was related to IOP levels immediately prior to surgery (r = 0.75, p < 0.01). Additionally, the posterior part of the plate was found to be displaced from the scleral surface in five cases (45%). Conclusion: Ahmed valve’s bleb morphology seems to correlate with both the pre- and postoperative IOP, which might suggest a clinical benefit of administering aqueous suppressants pre- as well as postoperatively. The plate of the device may show a significant dislocation from its initial surgical implantation site. How to cite this article: Ferreira J, Fernandes F, Patricio M, Brás A, Rios C, Stalmans I, Pinto LA. Magnetic Resonance Imaging Study on Blebs Morphology of Ahmed Valves. J Curr Glaucoma Pract 2015;9(1):1-5.

For anyone who reads the health education literature regularly, journal sections that focus on “reviews” are common, yet the use of the term “systematic” to describe these reviews is sporadic. Further, we believe this term is used in a manner in the field that does not accurately reflect the methodological implications of the term in this context. There are examples of “systematic” works that simply don’t describe themselves in that way, despite a clear alignment with many of the principles of “systematic reviewing”. Conversely, there are reviews that are clearly not systematic, yet describe themselves as such. In this piece, we discuss how this difficulty with methodological nomenclature has occurred and the distinct and important meaning of the term “systematic” in relation to health education reviews.

© 2013 Informa UK Ltd., Background: The Objective Structured Clinical Examination (OSCE) was introduced by Harden et al. (1975) trying to answer the problems regarding the assessment of clinical competencies. Despite increasingly widespread use of OSCEs, debate continues with arguments as ‘why using such a demanding format if other methods are available?’ Aim: To review and synthesize evidence on technical and economic feasibility of OSCE in undergraduate medical studies. Methods: Best Evidence Medical Education methodology was applied by two independent coders to 1083 studies identified by literature search from 1975 until the end of 2008. Key findings: The OSCE is a feasible approach to the assessment of clinical competence for use in different cultural and geographical contexts; to assess a wide range of learning outcomes; in different specialties and disciplines; for formative and summative purposes; to assess students a curriculum or an educational intervention; in the different phases of education including the early and later years of the undergraduate curriculum; and in different health care professions. Conclusion: Despite being an expensive test format, evidence suggests that the use of OSCE produces reliable results. The study also suggests that one reason for the wide-scale adoption of the OSCE and the feasibility of its use in different contexts and situations is its inherent flexibility in terms of the number of students that can be assessed, the number of examiners included, the type of patients represented and the format of the examination itself, including the length of the examination, the number and duration of stations.

As complicações tromboembólicas são as mais frequentemente reportadas durante a terapêutica endovascular de aneurismas intracranianos com espiras metálicas. A frequência deste tipo de complicação varia na literatura, contudo autores referem uma incidência entre 2,5 e 28%. Diversos mecanismos poderão estar envolvidos na formação e migração do trombo: pode ser já preexistente no interior do aneurisma a tratar e deslocar-se para o vaso portador; pode formar-se de novo na superfície das espiras ou dos cateteres utilizados; ou ainda no eventual colo residual se o grau de oclusão não for completo. Estudos demonstraram maior incidência de complicações tromboembólicas em aneurismas de colo largo. Neste trabalho discutimos a importância e justificação de medidas utilizadas na prevenção de complicações tromboembólicas durante e após a terapêutica endovascular de aneurismas rotos intra-cranianos. Referem-se ainda as opções e estratégias a adoptar na eventualidade de uma oclusão vascular ser detectada durante o procedimento, como a administração de inibidores da glicoproteina IIb/IIIa ou mesmo a libertação de stents intra-cranianos. Diversos casos exemplificativos são exibidos. A prevenção de complicações tromboembólicas e a rápida actuação perante a oclusão vascular são essenciais para a melhoria do prognóstico dos doentes submetidos a terapêutica endovascular de aneurismas rotos. O conhecimento profundo das opções disponíveis é essencial para a persecução desse objectivo.

Copyright © 2015 Taylor & Francis, Early this year, a Massachusetts Institute of Technology professor of philosophy presented a new theory of time that caught our interest. One of the key concepts that Professor Skow presented is the "moving spotlight" theory. As Skow asserts, the experiences had a year ago or 10 years ago are still just as real, they're just "inaccessible" because they are now in a different part of spacetime. This was felt to be an elegant notion to inform this 'spotlight' piece on BEME ( www.bemecollaboration.org ).

Copyright © Ordem dos Médicos 2016 Submitted by André Silva (andresilva@medicina.ulisboa.pt) on 2018-03-27T09:10:23Z No. of bitstreams: 1 Formacao_medica_continua.pdf: 220050 bytes, checksum: 08f38dca9bb82ec1d0b405b9330483be (MD5) Made available in DSpace on 2018-04-02T10:51:43Z (GMT). No. of bitstreams: 1 Formacao_medica_continua.pdf: 220050 bytes, checksum: 08f38dca9bb82ec1d0b405b9330483be (MD5) Previous issue date: 2016 info:eu-repo/semantics/publishedVersion

Davis (2010) highlights in his Commentary in this issue of Medical Teacher , the Bologna Process with its aims of putting in place a system of easily readable and comparable degrees, a two/three-cycle qualification system, a credit transfer and accumulation mechanism, student mobility, quality assurance, a comprehensive system of lifelong learning, wider access and equality of opportunity and measures to promote the attractiveness of European higher education. The Bologna Process envisages a first or Bachelor cycle anticipated as usually of 2–3 years duration and a second or Master cycle, again of 2–3 years duration. ‘A beautiful futility’, however, was the term used by Gordon et al. (2009) to describe the twocycle model and the Bologna Process. Problems and disagreements over the Bachelor Master two-cycle model, regrettably they believe, have dominated the discussions about the implementation of the Bologna Process in Medicine and have distracted from other important aspects of the process. They argue that the two-cycle model is ‘irrelevant, backward looking and arbitrary’ and has been ‘a regrettable waste of time and other resources’. They believe that this results from the fact that the needs of medical education have not been fully taken into account in the development of the Bologna Process. This, however, is a misunderstanding of the Bologna Process. It is not that Medicine has been excluded but rather that the Bologna action lines have been defined at a system level independent of academic discipline, as described by Davis (2010). Gordon and co-authors are concerned that the two-cycle model imposes an arbitrary divide or partition in medical education courses that do not need to be divided. In an article in this issue of Medical Teacher , Cumming (2010) argues a contrary view – that the two- or three-cycle Bologna system adopted in medical education can bring clarity to what is a historically confused area and can encourage the integration of clinical learning with medical sciences at all stages of the student’s journey. The idea that the two-cycle model is in some way a retrograde step returning medical education to the basic science/clinical divide is one of the common myths about the Bologna Process refuted by Patro´cio and Harden (2010) in a further article in this issue. They argue that the two-cycle model, rather than partitioning the medical curriculum, presents an opportunity to develop a spiral curriculum (Harden & Stamper 1999) that reflects the students’ progression as they pass through the different phases of the undergraduate education programme, increasing their mastery and capabilities as they pass from the first to the second phase, with the basic sciences and clinical medicine closely integrated and appropriate learning outcomes described for each curricular cycle or phase. The Bologna Process envisages that students on the completion of the first cycle may choose to leave their studies and seek employment in another field. Gordon et al. (2009) believe that the employment opportunities in other sectors following completion of the first cycle are illusory. Experience, however, in Switzerland has shown that this is not the case and that, for the small number of students who choose to leave their studies after the completion of the first or Bachelor cycle, job opportunities can exist in areas such as medical communication systems, medico-legal work, the pharmaceutical industry and other health-related occupations. Gordon and co-authors also raise thespectre of a cadreof ‘barefoot doctors’. This is a second myth about the Bologna Process highlighted by Patro´cio and Harden (2010). There is no expectation inherent in the twocyclemodelthatstudentsleavingafterthefirstcyclewillpractise as some sort of second-rate doctor.

© 2015 Informa UK Ltd. Submitted by André Silva (andresilva@medicina.ulisboa.pt) on 2018-04-16T12:30:38Z No. of bitstreams: 1 Enhancing_BEME.pdf: 323022 bytes, checksum: ee9c6742020fd615162d10a8ce01bb1c (MD5) Made available in DSpace on 2018-04-16T14:12:31Z (GMT). No. of bitstreams: 1 Enhancing_BEME.pdf: 323022 bytes, checksum: ee9c6742020fd615162d10a8ce01bb1c (MD5) Previous issue date: 2015-05-29 info:eu-repo/semantics/publishedVersion

Background: The 1999 Bologna Agreement implies a European harmonization of higher education using three cycles: bachelor and master before doctorate. Undergraduate medical programmes were restructured in only seven of the 47 countries. Aim: Given the debate about a two-cycle system in undergraduate medical education, providing an overview of experiences in medical schools that applied this structure was the purpose of this investigation. Methods: In 2009, an AMEE-MEDINE2 survey was carried out among all the 32 medical schools that applied the two-cycle system in medicine. At the end of 2011, a member-check validation using a draft manuscript was carried out to complete an accurate up-to-date impression. Results: All the 32 schools responded initially; 26 schools responded to the second round. All schools had implemented the two-cycle system (all but one in a 3 + 3 year model) with hardly any problems. All reported smaller or larger curriculum improvements, often triggered, but not caused, by the two-cycle system. No school reported that introducing the system interfered with any desired curriculum development, particularly horizontal or vertical integration. Conclusion: In 32 of the 442 medical schools in Bologna signatory countries, introducing a two-cycle model for basic medical education was successfully completed. However, harmonization of medical training in Europe requires further international collaboration.

What has become known as the Bologna Process has evolved over a series of ministerial conferences with the last meeting in Leuven and Louvain-la-Neuve in 2009. There has been a move towards recognition of the benefits to be gained from greater transparency, a general recognition of degrees across Europe, cooperation with regard to quality assurance, an emphasis on more flexible learning paths and lifelong learning, and the promotion of mobility. This paper highlights the ambitious objectives underpinning the Bologna Declaration and Process and the developments since the 1999 Declaration and the current position in particular with regard to medicine. The paper describes common myths and misunderstandings about the Process relating to the two cycle model, the progress of students after the first cycle and the concept of harmonisation rather than uniformity. It is argued that the Bologna Process can serve as a catalyst for the necessary change in medical education. With careful management and imaginative implementation and the necessary vision, creativity and enthusiasm, any problems can be circumnavigated and rich rewards achieved. The Bologna Process is constantly evolving and its dynamic nature is one of its strengths. Medicine has much to contribute and should be part of this Process.

© 2009 Informa Healthcare Ltd, Background: The Objective Structured Clinical Examination (OSCE) has experienced an explosion of use which has rarely been accompanied by systematic investigations on its validity, reliability and feasibility. A systematic review of OSCE was undertaken as part of Best Evidence Medical Education at the Centre for Evidence Based Medicine of the Faculty of Medicine of the University of Lisbon. Several problems were identified with published papers relating to completeness of information presented, methodological issues or the use of terminology. Aim: To identify a need for standardization within the reporting of OSCE studies in medical education based in the first 104 papers of the aforementioned review. Method: Two independent reviewers coded each paper. Results: The most important problem identified was the lack of information, followed by the degree of inconsistency when reporting on OSCEs (papers with missing data and papers where data was given in a way that interpretation is difficult or impossible in terms of evidence; heterogeneity in reporting, lack of a standardized vocabulary, statistical errors and lack of structure within reporting). Conclusions: The authors present a ‘Comprehensive Checklist for those describing the use of OSCEs in the report of educational literature’ as an attempt to encourage better report standards.

The Bologna Declaration aims to harmonize European higher education. At workshops held at AMEE Conferences (2001/2007), it was observed that medical educators seem unaware of Bologna Declaration policies in their own countries. Specifically the objective to structure higher education in two cycles evokes strong opinions, but an overview on the implementation progress is lacking.To determine the present state of implementation of the Bologna two-cycle system in medical education, an AMEE-MEDINE survey was sent to all forty-six signatory countries, inquiring about legislative decisions.Not all answers were unequivocal, but it appears that only seven countries decided for adoption and nineteen decided not to adopt it. The remainder fifteen have not decided or leaves the decision to their medical schools. Non-European countries seem to reject the system more often than European countries.We found that very few persons are well informed about national policies and harmonization of medical education does not seem to be enhanced by the Bologna Declaration. Our findings point in the direction of a diversification regarding curricula structure. There is a need for clarity and dialogue on many aspects of Medical Education. The Bologna process could serve as a vehicle to reach this goal.

Medical education is on today’s agenda. What students learn, how they learn, where they learn and how the learning is best organised and assessed are questions being addressed, not only by medical education enthusiasts or educational researchers but more generally by healthcare professionals, the public and politicians. The increased interest and participation in local, national and international meetings on medical education, such as the Conference organised by the Association for Medical Education in Europe (AMEE), which now attracts 3000 participants, is evidence of this growing interest in the field. An expanding number of texts on the subject such as ‘A Practical Guide for Medical Teachers’ which is now in its fourth edition are now available. The number of papers submitted for publication on the subject is also expanding. Each week in the Medical Teacher office, almost 25 new manuscripts are received for consideration. In Saudi Arabia, there has been a corresponding increase in interest in medical education and a rapid expansion in the number of medical schools, with the number doubling over the past five years to 31 (Bin Abdulrahman 2011). The Saudi Deans Committee and the Saudi Society for Medical Education have been active in the field of medical education, and among their contributions has been the development and publication of a learning outcome framework – ‘Saudi Meds’ (Zaini et al. 2011). Medical education departments are a feature of many medical schools in the Kingdom and these have been a focus for developments in the field. In this supplement to Medical Teacher, some of the interesting on-going work in medical education is summarised. The 13 papers published were selected from almost 40 papers submitted, as a result of a review process involving regional and international referees, with the aim of providing an overview of some of the work in medical education currently underway in the Kingdom. In medical education, there has been a move from a teacher-centred to a student-centred model (Harden et al. 1984) with recognition that the importance of the student is paramount. It is therefore significant that seven of the papers included in this supplement address issues specifically relating to the student. The move to ‘self-directed learning’ has been more appropriately referred to as ‘directed self-learning’ (Harden & Laidlaw 2012), with the teacher’s role as one of the facilitator of the learning through the provision of guidance for students as to what they should learn and the options available to support this. Al-hazimi (2012; this supplement), based on his experience with a cardiovascular module at King Abdulaziz University, Jeddah, describes how a study guide can be used to support student learning. Much has been written about students’ engagement with PBL. Alghasham (2012; this supplement) from Al-Qassim College of Medicine offers an interesting perspective. He reports how students with different learning styles respond in different ways to PBL. This is an interesting area for further exploration in the pursuit of creating learning opportunities more personalised and tailored to the needs of the individual student. Another paper by Alamro and Schofield (2012; this supplement) from the same Medical School describes how traditional PBL can be supported with online discussion forums. The learning environment to which the student is exposed

Results of a 2-year follow-up after an early intervention with low-middle-class primiparous Portuguese mothers are presented. On the 3rd day of their infants' lives, 40 mothers underwent a structured intervention using selected items of the Brazelton Neonatal Behavioral Assessment Scale. An additional 20 mothers randomized to the control group had a talk with a pediatrician about general problems of infant health care. On Day 28, the "sensory orientation" and "cuddliness" competencies of the infants in the experimental group were significantly enhanced when compared with the same competencies among the infants in the control group. In addition, dyads in the experimental group had established a more favorable pattern of interaction, particularly after short stressful situations (these situations included short separations from the mother in which a stranger was present, short separations in which no one was present, and a stillface situation). Short-term effects (the first month of life) were particularly noticeable, especially in terms of the babies' neurobehavioral development and mother-infant interaction. Long-term effects (3, 6, 9, 12, 15, 18, and 24 months), though less clear, were evident in the form of better interactive patterns among the dyads in the experimental group. This was particularly evident after the stressful situations to which they were submitted. These results are discussed in terms of both their scope and their clinical impact.

Organização e Coordenação: Prof. Óscar Dias, A Clínica Universitária de Otorrinolaringologia da Faculdade de Medicina foi fundada em 1914 e reúne um vasto património, que cobre mais de um século de actividade clínica, pedagógica e de investigação. O espólio que resulta da actividade desenvolvida pelos Professores da Cadeira de Otorrinolaringologia é de grande importância para a compreensão da evolução do ensino e prática da Otorrinolaringologia, do desenvolvimento da medicina hospitalar universitária e da promoção de saúde junto da sociedade. O espólio, organizado em Catálogos, é constituído por instrumental antigo, documentação bibliográfica e iconografia associadas, o que torna particularmente interessante para a investigação, exposição e divulgação