Research Article
Theoretical and Methodological Foundations to Revalue Evaluation in Medical Microbiology and Parasitology
Issue:
Volume 2, Issue 2, June 2026
Pages:
28-32
Received:
13 August 2026
Accepted:
31 August 2026
Published:
30 September 2026
Abstract: Assessment in Medical Microbiology and Parasitology has traditionally relied on memorization-based written tests, which often fail to capture clinical competencies. To analyze the theoretical and methodological foundations that enable the re-signification of evaluation in this discipline, proposing strategies that integrate scientific practice with professional training, and contribute to raising the educational quality of medical teaching. A mixed-method study with a documentary and applied design was conducted using the analytical-descriptive approach. The research included a literature review of recent scientific publications, consultations with experts in microbiology, parasitology, and medical pedagogy, and methodological triangulation. The procedure comprised three phases: (1) diagnosis of prevailing assessment practices, (2) design of instruments such as rubrics, checklists, and practical tests, and (3) application of these instruments in simulated clinical scenarios. The diagnostic phase revealed a predominance of traditional written examinations focused on rote learning, which limited the evaluation of clinical competencies. The implementation of innovative instruments allowed 75% of students to achieve positive outcomes in simulated scenarios. These results demonstrated improvements in knowledge integration, practical skills, and professional attitudes, highlighting the effectiveness of formative and performance-based assessment strategies. The revaluation of assessment in the subject of MMP, through the integration of formative instruments such as rubrics and checklists in simulated clinical scenarios, contributes to a more comprehensive and relevant education in the health sciences. The results of this study demonstrate that this strategy not only enhances academic performance but also strengthens students’ motivation, confidence, and reflective capacity. Methodological triangulation confirmed the consistency of these findings, showing that the combination of written examinations, practical performance, and critical reflection increases the validity and reliability of the evaluative process.
Abstract: Assessment in Medical Microbiology and Parasitology has traditionally relied on memorization-based written tests, which often fail to capture clinical competencies. To analyze the theoretical and methodological foundations that enable the re-signification of evaluation in this discipline, proposing strategies that integrate scientific practice with...
Show More
Research Article
From Faculty Development to Health Professions Education: A 16-year Documentary Analysis in Myanmar Military Medical Education
Issue:
Volume 2, Issue 2, June 2026
Pages:
33-40
Received:
29 September 2026
Accepted:
9 October 2026
Published:
26 October 2026
Abstract: Faculty development programmes must adapt to changing expectations in curriculum design, assessment, educational scholarship, technology, leadership and interprofessional practice. The Diploma in Medical Education (Dip. Med. Ed.) at the Defence Services Medical Academy (DSMA), Myanmar, provides a longitudinal example of such adaptation. In 2024, DSMA and the Military Institute of Nursing and Paramedical Sciences (MINP) combined their contributions to the programme, marking a new collaborative phase in its development. This study examined how the DSMA Dip. Med. Ed. programme changed between 2010 and 2026 and to identify the principal curricular and institutional transitions that moved it from foundational faculty development toward contemporary health professions education, including the development of DSMA-MINP collaboration from 2024. We conducted a retrospective documentary analysis using course handbooks from the first course in 2010-2011 through the 16th course handbook in 2026. A structured extraction framework examined programme aims, duration, curriculum architecture, teaching-learning strategies, educational technology, assessment, leadership, communication and professionalism, educational research, workshops and governance. The authors compared documents chronologically and synthesized recurring patterns and material changes into developmental phases. Five phases were identified: foundation and formalisation (2010-2013); consolidation of the modular faculty-development model (2014-2019); outcomes, constructive alignment and digitally supported delivery (2020-2023); DSMA-MINP collaboration and curricular expansion (2024-2025); and further curriculum modernisation (2026). The 2026 curriculum incorporated outcome-based and competency-based medical education, curriculum mapping, quality assurance and accreditation, interprofessional education, problem- and case-based learning, e-learning, simulation, artificial intelligence and AI ethics, educational governance, professionalism, research ethics and critical appraisal. The Dip. Med. Ed. retained a stable core mission while progressively broadening from teacher preparation to a more integrated health professions education programme. The combination of DSMA and MINP from 2024 and the subsequent curricular developments through 2026 represent important milestones in this transformation. Future evaluation should determine whether these intended curriculum changes translate into sustained changes in educational practice, scholarship and institutional outcomes.
Abstract: Faculty development programmes must adapt to changing expectations in curriculum design, assessment, educational scholarship, technology, leadership and interprofessional practice. The Diploma in Medical Education (Dip. Med. Ed.) at the Defence Services Medical Academy (DSMA), Myanmar, provides a longitudinal example of such adaptation. In 2024, DS...
Show More
,
Damasa Irene Lopez Santa Cruz*
