Most significant change stories of participants attending the Diploma Medical Education Course in Myanmar

Abstract

Introduction: Continuing professional development is essential for medical educators to enhance their teaching efficacy and adapt to changes within the medical field. The Diploma in Medical Education Course aims to provide educators with the skills and knowledge necessary to improve their teaching practices and professional growth. This study investigates the most significant changes experienced by educators who completed the Diploma in Medical Education Course and assesses how these changes have impacted their teaching practices and professional development.

Methods: A qualitative study using a phenomenological approach was conducted among 18 medical educators from various medical and allied health universities, including a 1000-bedded hospital and the Department of Human Resource of Health. Data were collected through in-depth interviews and analyzed using thematic analysis to identify significant changes and impacts.

Results: The study identified three main themes of significant change: enhanced curriculum development processes, increased integration of research into teaching, and improved soft skills, particularly in communication and leadership. These changes have led to more dynamic and interactive teaching methods, greater use of evidence-based practices in teaching, and enhanced professional capabilities among educators. Participants reported a profound impact on their teaching practices and overall development, leading to an improved educational environment and better student outcomes.

Conclusion: The medical education course is crucial for enhancing the pedagogical skills of medical educators and fostering an educational culture that emphasizes continual improvement and adaptation to advancements in medical education. The study suggests expanding such programs to include a wider range of medical educators and encourages ongoing research to explore long-term impacts.

Keywords: Medical Education, Professional Development, Curriculum Development, Teaching Practices, Qualitative Research, Phenomenological Study