Open AccessAndragogy in Continuous Medical Education: The Medical Teachers' Perception on Continuous Medical Education
Author(s) -
Bawani Nesamany,
Joel See Pih Liang,
Mike Hong Keong Chan,
Michelle Wong,
Dmytro Klokol
Publication year - 2021
Publication title -
international conference on public health and well-being
Language(s) - English
Resource type - Conference proceedings
ISSN - 2659-2096
DOI - 10.32789/publichealth.2021.1007
Subject(s) - medical education , perception , intervention (counseling) , andragogy , continuing medical education , quality (philosophy) , psychology , health care , continuous education , medicine , nursing , continuing education , pedagogy , political science , adult education , philosophy , epistemology , neuroscience , law
In order to impact Continuous Medical Education (CME) change, perception of medical educators, better delivery, and elements of inclusivity to existing programs are essential with the acceptance that is a postgraduate phenomenon. To make that change possible, physician educators need to be aware of the ever-changing healthcare revolving around inevitable patient needs. A study was conducted to investigate the key areas affecting CME performance at a private tertiary medical education. Despite the convenient sampling and limitations, the study confirmed that medical educators need active intervention and should be empowered with perception alignment. The active intervention of CME delivery to meet the intended aftermath can only result in a whirlpool effect when all layers of contributors to CME development and application are involved in the measures. This emphasis needs educators to be on board with what and where CME is, where and how it shall propagate a high-quality medical education system. This is vital to reassure the unrelenting delivery of outcome achieving medicine for all.