PDF(Pubmed)
Abstract：
UNASSIGNED: World Health Organization Collaborating Centres (WHOCCs) cooperate with the WHO on a range of strategic areas such as nursing, nutrition, mental health, chronic diseases, education, and health technologies, depending on their speciality areas. As of 2021, WHO has 47 CCs in the Eastern Mediterranean Region (EMR) collaborating on diverse areas. Four CCs in the EMR located in Egypt, Kingdom of Bahrain, Sudan, and Pakistan focus primarily on medical education (ME).
UNASSIGNED: The objective of this review of the literature is to describe the best practices in ME based on published research from the four WHOCCs in EMR. The secondary objective is to classify them based on the level of Kirkpatrick\'s model (KM) of educational outcomes.
UNASSIGNED: The contributions of WHOCCs are categorised in to five domains namely \"Curriculum Development and Course Design\", \"Student Assessment\", \"Quality, Accreditation, and Program Evaluation\", \"Teaching and Learning\" and \"Innovation in Medical Education\". Initial extraction yielded 96 articles for review, while the second level of analysis reduced the number of publications to 37 based on the date of publication within the last 5 years. Numerous best practices in ME emerged from the recently published works of these WHOCCs in the areas of learning and teaching, curriculum development, innovations in medical education, quality, and assessments in medical education. Literature from the WHOCCs on assessment and curriculum design are limited, possibly indicating opportunities for additional research.
UNASSIGNED: The researchers conclude that the WHOCCs in the EMR show transformational impact on all principal areas of research and at multiple levels.
UNASSIGNED: The objective of this review of the literature is to describe the best practices in ME based on published research from the four WHOCCs in EMR. The secondary objective is to classify them based on the level of Kirkpatrick\'s model (KM) of educational outcomes.
UNASSIGNED: The contributions of WHOCCs are categorised in to five domains namely \"Curriculum Development and Course Design\", \"Student Assessment\", \"Quality, Accreditation, and Program Evaluation\", \"Teaching and Learning\" and \"Innovation in Medical Education\". Initial extraction yielded 96 articles for review, while the second level of analysis reduced the number of publications to 37 based on the date of publication within the last 5 years. Numerous best practices in ME emerged from the recently published works of these WHOCCs in the areas of learning and teaching, curriculum development, innovations in medical education, quality, and assessments in medical education. Literature from the WHOCCs on assessment and curriculum design are limited, possibly indicating opportunities for additional research.
UNASSIGNED: The researchers conclude that the WHOCCs in the EMR show transformational impact on all principal areas of research and at multiple levels.
摘要：
联合国：世界卫生组织合作中心（WHOCC）与世界卫生组织在一系列战略领域进行合作，例如护理，营养,心理健康,慢性疾病,教育,和健康技术，取决于他们的专业领域。截至2021年，世卫组织在东地中海区域有47个CC在不同领域开展合作。EMR中的四个CC位于埃及，巴林王国,苏丹,巴基斯坦主要关注医学教育（ME）。
UNASSIGNED：这篇文献综述的目的是根据EMR中四个WHOCC发表的研究来描述ME的最佳实践。次要目标是根据教育成果的柯克帕特里克模型（KM）的水平对它们进行分类。
UASSIGNED：WHOCC的贡献分为五个领域，即“课程开发和课程设计”，“学生评估”，“质量，认证,和项目评估\“，“教与学”和“医学教育创新”。最初的提取产生了96篇文章供审查，而第二级分析根据过去5年的出版日期，将出版物数量减少到37种。从这些WHOCC在学习和教学领域最近发表的作品中，出现了许多ME的最佳实践，课程开发,医学教育的创新，质量,和医学教育评估。WHOCC关于评估和课程设计的文献有限，可能表明有机会进行更多的研究。
UNASSIGNED：研究人员得出结论，EMR中的WHOCC对所有主要研究领域和多个层面都显示出转化性影响。
UNASSIGNED：这篇文献综述的目的是根据EMR中四个WHOCC发表的研究来描述ME的最佳实践。次要目标是根据教育成果的柯克帕特里克模型（KM）的水平对它们进行分类。
UASSIGNED：WHOCC的贡献分为五个领域，即“课程开发和课程设计”，“学生评估”，“质量，认证,和项目评估\“，“教与学”和“医学教育创新”。最初的提取产生了96篇文章供审查，而第二级分析根据过去5年的出版日期，将出版物数量减少到37种。从这些WHOCC在学习和教学领域最近发表的作品中，出现了许多ME的最佳实践，课程开发,医学教育的创新，质量,和医学教育评估。WHOCC关于评估和课程设计的文献有限，可能表明有机会进行更多的研究。
UNASSIGNED：研究人员得出结论，EMR中的WHOCC对所有主要研究领域和多个层面都显示出转化性影响。
