Click the star to add/remove an item to/from your individual schedule.
You need to be logged in to avail of this functionality,
and to see the links to virtual rooms.
Log in
- Convenor:
-
Sherzodbek Inakov
(Tashkent Medical Academy)
Send message to Convenor
- Discussants:
-
Khuseyn Egamnazarov
(Avicenna Tajik State Medical University)
Guloyim Avezova (Tashkent Medical Academy)
- Formats:
- Panel
- Theme:
- Education
- Location:
- GA 1112
- Sessions:
- Friday 21 October, -
Time zone: America/Indiana/Knox
:
The panel reflects challenges in transition of undergraduate, postgraduate and continuous medical education system in the sphere of Public Health in Central Asian countries, as well as, addresses new policies implemented in the postdoctoral education.
Abstract:
Globalization requires the unification of the education system and the scientific researches throughout the world.
Innovative development of national health care in any country, including in Central Asia (CA) countries, is impossible without institutional changes, increasing the capacity of scientific and educational organizations.
Public Health Education system in CA is undergoing reforms in areas such undergraduate, postgraduate and continuous medical education.
The challenge that remains is introduction of academic mobility programs in undergraduate and postgraduate levels through introduction of Bologna process, and cumulative credit system in continuous medical education (CME), as well as post doctorate education system in medical higher education institutions (HEI) according to international standards.
In the transition stage of CA’s Public Health education system, the demand for quality training services is constantly growing, while the supply remains modest, due to the massive outflow of qualified teaching staff into the business sector and the persistence of low salaries in the HEI.
Transformations in the field of medical education and Public Health science in CA request creation of close relationship between ongoing education system, CME and research works in the region.
Accepted papers:
Session 1 Friday 21 October, 2022, -Tina Tsomaia (Georgian Institute of Public Affairs) Ia Shalamberidze (Georgian Institute of Public Affairs)
Paper abstract:
This research is based on the results of a survey conducted with 50 students based at the Georgian Institute of Public Affairs who completed a Master’s course in advanced reporting and writing during the 2016-2019 academic years. In particular, these students researched how to cover issues pertaining to femicide. The research presents the ethical dilemmas and problems that the students have encountered during the course. It also aims to identify the best practices of journalism education, responding in particular to the question of how beneficial the gender-balanced journalism curriculum is. The study identifies key features of a gender-balanced program, and also faciliates a discussion on how to remodel educational institutions in a way that incorporates gender factors.
The main topics that were highlighted in the students' responses concerned the professional and ethical responsibility that they displayed during their study and work. The research recommendations will enable journalism educators to develop gender-sensitive academic programs and simultaneously, will support active journalists in improving their coverage of femicide
Gulzhanat Gafu (Nazarbayev University) Roza Sagitova (Nazarbayev University)
Paper abstract:
Central Asian countries have recently been actively focusing on developing their research and knowledge production systems. However, very often research cultures in post-communist Central Asian contexts are debated to be under-developed with a particular concern over the lack of protocols for human subject research (Jonbekova, 2018; Shamatov, Schatz & Niyozov, 2010). Limited alignment with the international norms, particularly in relation to research ethics, makes it harder for researchers in Central Asia to equally participate in the global knowledge production system. Based on the quantitative survey responses of 296 social science researchers from Kazakhstan, Uzbekistan and Kyrgyzstan, this paper explores the social scientists’ understandings of research ethics, and more specifically of the basic research ethics principles, such as respect for persons, beneficence, and justice, as they are stipulated in the Belmont Report (1978). The findings show that Central Asian social science researchers do not have a conception of the basic ethical principles of research involving human subjects. Instead, in their research they make a strong emphasis on the fundamental values of academic integrity. With such characteristics of a researcher as honesty, responsibility and respectfulness highlighted, it can be concluded that social science researchers in Central Asia perceive research ethics more as an individual responsibility. Likewise, with only 35% of the respondents reported having a research ethics committee (REC) at their institutions, the majority believe that research ethics should be followed and practiced by researchers themselves.
Kenesh Dzhusupov (International School of Medicine) Aliia Bazhanova (International higher school of medicine)
Paper abstract:
The article describes Kyrgyzstan's experience in implementing the PhD system into its academic community describing the challenges and explaining the push-pull factors to introducing the new system through different international projects.
As known, higher education and research are at the forefront of international debates which push countries' economic growth forward. They are at the center of government's attention, as an industry, and are designed to stay ahead of current economic & social issues. Doctoral education has become of paramount significance in the world, knowledge becomes the new 'fuel' to renovate the country's economic growth while PhD holders have been identified as 'one of the key actors behind the creation of knowledge-based economy'.
In Kyrgyzstan, the low budget in the social sectors including in education, research, and public health, led to a massive outflow of highly qualified personnel and scientists from the country decreasing the attractiveness of these sectors. As a result, the quality of research works and capacity of the scientific community of the country have been declined leading to the mismatch between the existing scientific and innovation works and the production of needs for technologies, to close the gap between science and industry.
In the CANERIEH (2013-2016) and DERECKA (2020-2023) projects funded by the EU Commission's Erasmus Plus Program, pilot PhD programs in Public Health have been developed in Kyrgyzstan and implemented in two Universities - International School of Medicine and Osh State University.
The challenges in the implementation of these pilot doctoral programs were the absence of the PhD term in national regulations and the PhD degree in the national qualification framework. Moreover, the resistance of local academia to the introduction of PhD programs was another big obstacle to realizing the project, because the system was quite new for a senior generation who argued that it will cause a decrease in the quality of local research. Nevertheless, a PhD term and PhD degree concepts have been successfully introduced in the higher education regulations. A new national qualification frame, that consists of a new chapter dedicated to PhD degrees, has been developed and implemented.
Now, more than 10 PhD students continuing their studies at the International School of Medicine and the Osh State University, studying crucial public health topics which are tailoring local needs.
The future PhD research results will serve as a base for public health policy development. They will contribute to the sustainable development of the Kyrgyzstani society.
Sherzodbek Inakov (Tashkent Medical Academy)
Paper abstract:
The government of Uzbekistan is realizing several reforms in the sphere of higher education system. Decree and Order of the President of the Republic of Uzbekistan dated December 24, 2021 No.PP-60 & No.UP-61, grant to eight medical higher educational institutions (HEI), including pharmacy and dentistry universities, the legal rights to independently manage the activities of university, as well as determine quotas for admission, organization of the educational process and financial resources.
There are several challenges existing in medical education system of the country. The two-tier system of education was implemented in higher education of the country with the adoption of the Law of the Republic of Uzbekistan "About Education" in 1997. Since then the duration of higher medical education in the country was 7 years and changed to 6 years in 2017. This issue requires to be revised according to international standards, because in current situation, to become a medical doctor in Uzbekistan, student needs to study 8-9 years (6-years bachelor and 2-3 years Master's degree/clinic ordinatura). However, international standards request 12 years of medical education (4-5-years medical school, 7-years residency/specialty) to become a medical doctor.
Another challenge existing in medical education system in the country is weak system of objective assessment of student's knowledge and competencies. Several international donors are facilitating in establishment of simulation centers in medical HEI to increase graduates' practical skills on simulators, as well as objective assessment of their knowledge, however, this kind of centers are not operating in all medical universities yet.
The government is supporting medical HEI in obtaining international accreditation, mainly in postgraduate medical education programs, for example, Decree of the President of the Republic of Uzbekistan dated December 12, 2018 No.UP-5590 supports the obtaining Accreditation Public Health Education Association in Master of Public Health of the medical HEI in the country. Such, experience should be disseminated to other postgraduate medical education programs from financial means of HEI.
It is highly recommended to develop check-lists on each competency and their grading system by Likert scale, and provide these check-lists to practicing doctors with involvement of them to the evaluation process of student's practical skills/competencies. So, there should be developed clear KPIs/SOPs for student's knowledge and competency assessment on each clinical subject.