How the Globalization of Medical Education Has Affected Medical Education in Kazakhstan
James D. Smith, MD, Professor Emeritus, Oregon Health & Science University, Portland, OR Kazakhstan in Central Asia received its independence from Russia in 1993. Medical education is based on the Soviet system with six years of medical school: three years liberal arts, two years basic science, one year clinical, followed by a one year, mainly observational internship/residency, capped off with several years of probationary work in a hospital under supervision. My first visit was in 2004, but in 2007, I met Zhaxibay Zhumadilov, MD, vice dean at Semey Medical University, located 90 miles from where the Soviets conducted nuclear tests. Because of his experience with patients suffering from long-term effects of radiation exposure, he has been invited to the United States, where he had an opportunity to observe American medical education. When he was appointed rector of the Astana Medical University, Dr. Zhumadilov had a vision to improve medical education in Kazakhstan. In 2009, he invited Medical Education International (MEI) to conduct a weeklong course on residency education. He and his faculty had visited the Accreditation Council for Graduate Medical Education (ACGME) website and requested a series of topics about residency education. The course presented American residency training standards, but left ample time for the attendees to discuss what would be useful at their universities. In 2010, MEI was invited to conduct a weeklong workshop on writing multiple-choice questions (MCQs). My training by the AAO-HNSF on how to write MCQs as a task force member was invaluable. Another team member knew how to evaluate questions for validity and reliability. With this combined experience we produced a credible course that was so well received we were invited back in June 2011. During this visit, we trained others who could then run their own training courses. This type of trip is not typical of most medical humanitarian trips, but in today’s globalization, it is an example of how we can have an opportunity to influence the future of medical education by sharing and interacting with our colleagues in other countries.
James D. Smith, MD, Professor Emeritus, Oregon Health & Science University, Portland, OR
Kazakhstan in Central Asia received its independence from Russia in 1993. Medical education is based on the Soviet system with six years of medical school: three years liberal arts, two years basic science, one year clinical, followed by a one year, mainly observational internship/residency, capped off with several years of probationary work in a hospital under supervision.
My first visit was in 2004, but in 2007, I met Zhaxibay Zhumadilov, MD, vice dean at Semey Medical University, located 90 miles from where the Soviets conducted nuclear tests. Because of his experience with patients suffering from long-term effects of radiation exposure, he has been invited to the United States, where he had an opportunity to observe American medical education.
When he was appointed rector of the Astana Medical University, Dr. Zhumadilov had a vision to improve medical education in Kazakhstan. In 2009, he invited Medical Education International (MEI) to conduct a weeklong course on residency education. He and his faculty had visited the Accreditation Council for Graduate Medical Education (ACGME) website and requested a series of topics about residency education. The course presented American residency training standards, but left ample time for the attendees to discuss what would be useful at their universities.
In 2010, MEI was invited to conduct a weeklong workshop on writing multiple-choice questions (MCQs). My training by the AAO-HNSF on how to write MCQs as a task force member was invaluable. Another team member knew how to evaluate questions for validity and reliability. With this combined experience we produced a credible course that was so well received we were invited back in June 2011. During this visit, we trained others who could then run their own training courses.
This type of trip is not typical of most medical humanitarian trips, but in today’s globalization, it is an example of how we can have an opportunity to influence the future of medical education by sharing and interacting with our colleagues in other countries.