A preceptor (from Latin, " praecepto ") is a teacher responsible for upholding a precept , meaning a certain law or tradition.
66-508: Senior Buddhist monks can become the preceptors for newly ordained monks. In the Buddhist monastic code of discipline , the Buddha instructed that one of the criteria to conduct the "Higher Ordination" Ceremony ( Upasampadā ) is that the candidate will need to have a preceptor to provide guidance on monastic discipline, consisting of 227 precepts . During the ordination, the candidate will request one of
132-465: A medical school . Depending on jurisdiction and university, these may be either undergraduate-entry (most of Europe, Asia, South America and Oceania), or graduate-entry programs (mainly Australia, Philippines and North America). Some jurisdictions and universities provide both undergraduate entry programs and graduate entry programs (Australia, South Korea). In general, initial training is taken at medical school . Traditionally initial medical education
198-685: A residency program. EPAs are based on the integrated core competencies developed over the course of medical school training. Each EPA lists its key feature, associated competencies, and observed behaviors required for completion of that activity. The students progress through levels of understanding and capability, developing with decreasing need for direct supervision. Eventually students should be able to perform each activity independently, only requiring assistance in situations of unique or uncommon complexity. The list of topics that EPAs address include: Following completion of entry-level training, newly graduated doctors are often required to undertake
264-435: A cause of reduction in medical student empathy as they progress throughout medical school. As medical professional stakeholders in the field of health care (i.e. entities integrally involved in the health care system and affected by reform), the practice of medicine (i.e. diagnosing, treating, and monitoring disease) is directly affected by the ongoing changes in both national and local health policy and economics. There
330-696: A diverse set of multidisciplinary instructors and policy or economic experts with sufficient knowledge and training may be limited at community-based programs or schools without health policy or public health departments or graduate programs. Remedies may include having online courses, off-site trips to the capitol or health foundations, or dedicated externships, but these have interactive, cost, and time constraints as well. Despite these limitations, several programs in both medical school and residency training have been pioneered. Lastly, more national support and research will be needed to not only establish these programs but to evaluate how to both standardize and innovate
396-524: A graduate medical school to pursue an ( M.D. or D.O. ) program. U.S. medical schools are almost all four-year programs. Some students opt for the research-focused M.D./Ph.D. dual degree program, which is usually completed in 7–10 years. There are certain courses that are pre-requisite for being accepted to medical school, such as general chemistry , organic chemistry , physics , mathematics , biology , English , labwork, etc. The specific requirements vary by school. In Australia, there are two pathways to
462-472: A medical degree. Students can choose to take a five- or six-year undergraduate medical degree Bachelor of Medicine/Bachelor of Surgery (MBBS or BMed) as a first tertiary degree directly after secondary school graduation, or first complete a bachelor's degree (in general three years, usually in the medical sciences) and then apply for a four-year graduate entry Bachelor of Medicine/Bachelor of Surgery (MBBS) program. See: Along with training individuals in
528-815: A national standardized core health policy curriculum for medical schools and residencies in order to introduce a core foundation in this much needed area, focusing on four main domains of health care: (1) systems and principles (e.g. financing; payment; models of management; information technology; physician workforce), (2) quality and safety (e.g. quality improvement indicators, measures, and outcomes; patient safety), (3) value and equity (e.g. medical economics, medical decision making, comparative effectiveness, health disparities), and (4) politics and law (e.g. history and consequences of major legislations; adverse events, medical errors, and malpractice). However limitations to implementing these health policy courses mainly include perceived time constraints from scheduling conflicts,
594-400: A period of supervised practice before full registration is granted; this is most often of one-year duration and may be referred to as an "internship" or "provisional registration" or " residency ". Further training in a particular field of medicine may be undertaken. In the U.S., further specialized training, completed after residency is referred to as "fellowship". In some jurisdictions, this
660-501: A preceptor is an attorney who mentors two or three first-year law students. In medicine , allied health , midwifery, paramedicine, pharmacy and nursing education, a preceptor is a skilled practitioner or faculty member who supervises students in a clinical setting to allow practical experience with patients. Vinaya The Vinaya texts ( Pali and Sanskrit : विनय) are texts of the Buddhist canon ( Tripitaka ) that also contain
726-433: A proliferation of programmes that combine medical training with research (M.D./Ph.D.) or management programmes (M.D./ MBA), although this has been criticised because extended interruption to clinical study has been shown to have a detrimental effect on ultimate clinical knowledge. The Liaison Committee on Medical Education ( LCME ) is a committee of educational accreditation for schools of medicine leading to an MD in
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#1732855856816792-551: A question-and-answer format that recapitulates various rules in different groupings, as well as a variety of analyses. The Chinese texts include two sections not found in the Pali tradition, the Niddanas and Matrkas that have counterparts in the Tibetan tradition's Uttaragrantha. Relatively little analysis of these texts have been conducted, but they seem to contain an independent reorganization of
858-480: A way to assess health science students' clinical abilities in a controlled setting. Although used in medical education programs throughout the world, the methodology for assessment may vary between programs and thus attempts to standardize the assessment have been made. Medical schools and surgical residency programs may utilize cadavers to identify anatomy , study pathology , perform procedures, correlate radiology findings, and identify causes of death. With
924-827: Is a growing call for health professional training programs to not only adopt more rigorous health policy education and leadership training, but to apply a broader lens to the concept of teaching and implementing health policy through health equity and social disparities that largely affect health and patient outcomes. Increased mortality and morbidity rates occur from birth to age 75, attributed to medical care (insurance access, quality of care), individual behavior (smoking, diet, exercise, drugs, risky behavior), socioeconomic and demographic factors (poverty, inequality, racial disparities, segregation), and physical environment (housing, education, transportation, urban planning). A country's health care delivery system reflects its "underlying values, tolerances, expectations, and cultures of
990-697: Is a highly charged topic within Theravadin communities: see ordination of women in Buddhism Buddhists in China , Korea , Taiwan and Vietnam follow the Dharmaguptaka Vinaya (四分律), which has 250 rules for the bhikkhus and 348 rules for the bhikkhunis. Some schools in Japan technically follow this, but many monks there are married, which can be considered a violation of the rules. Other Japanese monks follow
1056-464: Is associated with positive effects on knowledge, skills, and behaviors and moderate effects for patient outcomes. However, data is inconsistent on the effectiveness of asynchronous online learning when compared to traditional in-person lectures. Furthermore, studies utilizing modern visualization technology (i.e. virtual and augmented reality) have shown great promise as means to supplement lesson content in physiological and anatomical education. With
1122-575: Is commenced immediately following completion of entry-level training, while other jurisdictions require junior doctors to undertake generalist (unstreamed) training for a number of years before commencing specialization. Each residency and fellowship program is accredited by the Accreditation Council for Graduate Medical Education (ACGME) , a non-profit organization led by physicians with the goal of enhancing educational standards among physicians. The ACGME oversees all MD and DO residency programs in
1188-440: Is divided between preclinical and clinical studies. The former consists of the basic sciences such as anatomy , physiology , biochemistry , pharmacology , pathology , microbiology . The latter consists of teaching in the various areas of clinical medicine such as internal medicine , pediatrics , obstetrics and gynecology , psychiatry , general practice and surgery . More recently, there have been significant efforts in
1254-659: Is followed by two clinical foundation years afterward, namely F1 and F2, similar to internship training. Students register with the UK General Medical Council at the end of F1. At the end of F2, they may pursue further years of study. The system in Australia is very similar, with registration by the Australian Medical Council (AMC). In the U.S. and Canada, a potential medical student must first complete an undergraduate degree in any subject before applying to
1320-526: Is increasingly utilizing online teaching, usually within learning management systems (LMSs) or virtual learning environments (VLEs). Additionally, several medical schools have incorporated the use of blended learning combining the use of video, asynchronous, and in-person exercises. A landmark scoping review published in 2018 demonstrated that online teaching modalities are becoming increasingly prevalent in medical education, with associated high student satisfaction and improvement on knowledge tests. However,
1386-438: Is the shortest portion of every Vinaya, and universally regarded as the earliest. This collection of rules is recited by the gathered Sangha at the new and full moon. Rules are listed in descending order, from the most serious (four rules that entail expulsion), followed by five further categories of more minor offenses. Most traditions include an explicit listing of rules intended for recitation, called Prātimokṣa-sutra , but in
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#17328558568161452-500: Is their translation into Chinese around the 5th century CE. The earliest established dates of the Theravada Vinaya stem from the composition of Buddhaghosa 's commentaries in the 5th century, and became known to Western scholarship through 17th- and 18th-century manuscripts. The Mulasarvastivada Vinaya was brought to Tibet by Khenpo Shantarakshita by c. 763 , when the first Tibetan Buddhist monks were ordained, and
1518-632: The New Yorker staff writer George Packer , the novelist Tom Perrotta , the former Boston Globe music critic Richard Dyer and the poet Dan Chiasson . At Columbia University , on the other hand, "preceptors" are senior graduate students who, along with senior faculty, teach courses on "Literature Humanities" and "Contemporary Civilization". The title is also used to refer to teaching assistants at Princeton , who are typically graduate students . At Elon University School of Law in North Carolina ,
1584-707: The Bodhisattva Precepts only, which was excerpted from the Mahāyāna version of Brahmajālasutra (梵網經). And the Bodhisattva Precepts contains two parts of precepts: for lay and clergy. According to Chinese Buddhist tradition, one who wants to observe the Bodhisattva Precepts for clergy, must observe the Ten Precepts and High Ordination [Bhikkhu or Bhikkhunī Precepts] first. Tibetan Buddhists in Tibet , Bhutan , Mongolia , Nepal , Ladakh and other Himalayan regions follow
1650-744: The Kāśyapīya , the Mahāsāṃghika , the Mahīśāsaka , the Sammatīya , and the Sarvāstivāda . The word Vinaya is derived from a Sanskrit verb that can mean to lead, take away, train, tame, or guide, or alternately to educate or teach. It is often translated as 'discipline', with Dhamma-vinaya , 'doctrine and discipline', used by the Buddha to refer to his complete teachings, suggesting its integral role in Buddhist practice. According to an origin story prefaced to
1716-656: The United States and Canada . In order to maintain accreditation, medical schools are required to ensure that students meet a certain set of standards and competencies, defined by the accreditation committees. The "Function and Structure of a Medical School" article is a yearly published article from the LCME that defines 12 accreditation standards. The Association of American Medical Colleges (AAMC) has recommended thirteen Entrustable Professional Activities (EPAs) that medical students should be expected to accomplish prior to beginning
1782-416: The 'OSCE) to assess clinical skills, and reliable checklist-based assessments to determine the development of soft skills such as professionalism. However, there is a persistence of ineffective instructional methods in medical education, such as the matching of teaching to learning styles and Edgar Dales' "Cone of Learning". Entry-level medical education programs are tertiary-level courses undertaken at
1848-612: The Buddha. In the Pali tradition, a specific chapter of the Khandhaka deals with issues pertaining specifically to nuns, and the Mulasarvastivada tradition devotes most of one of the two volumes of its Ksudrakavastu to issues pertaining to nuns. Beyond this point, the distinct Vinaya traditions differ in their organization. The Pali Vinaya includes a text known as the Parivāra that contains
1914-454: The LCME, gaps between these courses and the "hidden curriculum" throughout medical education are frequently raised as issues contributing to the culture of medicine. The aims of medical ethics training are to give medical doctors the ability to recognise ethical issues, reason about them morally and legally when making clinical decisions, and be able to interact to obtain the information necessary to do so. The hidden curriculum may include
1980-501: The Mahāyāna to reject the traditional rules of the Vinaya: If he thinks or says, "A future buddha has nothing to do with learning or observing the law of the Vehicle of the Śrāvakas ," he commits a sin of pollution ( kliṣṭā āpatti ). Louis de La Vallée-Poussin wrote that the Mahāyāna relies on traditional full ordination of monastics, and in doing so is "perfectly orthodox" according to
2046-680: The Mūlasarvāstivāda Vinaya was transmitted in Tibet by Shantarakshita, but did not survive the later persecution of Tibetan Buddhists undertaken by Udum Tsenpo . Afterwards, Tibetan nuns were getsunma (Tib. novice) nuns (Skt. śramaṇerīs) only, after taking the lay vows of eight or ten Precepts , see ordination of women in Buddhism . The Mahāyāna Bodhisattvabhūmi , part of the Yogācārabhūmi Śāstra , regards it an offense for monastics following
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2112-499: The Mūlasarvāstivāda Vinaya, which has 253 rules for the bhiksus (monks) and 364 rules for bhiksunis (nuns). In addition to these pratimokṣa precepts, there are many supplementary ones. The Tibetan Buddhist tradition of fully ordained bhikṣuṇī nuns officially recommenced in Bhutan on 23 June 2022, when 144 women were ordained. According to Nyingma school and Kagyu school scholars, the full ordination lineage of bhikkhuni for nuns within
2178-564: The Theravada Bhikkhu Suttavibhanga , in the early years of the Buddha's teaching the sangha lived together in harmony with no vinaya, as there was no need, because all of the Buddha 's early disciples were highly realized if not fully enlightened. After thirteen years and as the sangha expanded, situations arose which the Buddha and the lay community felt were inappropriate for mendicants . According to Buddhist tradition,
2244-637: The Theravada tradition the Patimokkha rules occur in writing only alongside their exegesis and commentary, the Vibhanga described below. While the Prātimokṣa is preserved independent of the Vibhanga in many traditions, scholars generally do not believe that the rules it contains were observed and enforced without the context provided by an interpretive tradition, even in the early era- many of the exceptions and opinions of
2310-575: The US, accreditation is overseen by the Accreditation Council for Continuing Medical Education (ACCME). Physicians often attend dedicated lectures, grand rounds , conferences, and performance improvement activities in order to fulfill their requirements. Additionally, physicians are increasingly opting to pursue further graduate-level training in the formal study of medical education as a pathway for continuing professional development. Medical education
2376-470: The United States to integrate health systems science (HSS) as the "third pillar" of medical education, alongside preclinical and clinical studies. HSS is a foundational platform and framework for the study and understanding of how care is delivered, how health professionals work together to deliver that care, and how the health system can improve patient care and health care delivery. There has been
2442-595: The United States. As of 2019, there were approximately 11,700 ACGME accredited residencies and fellowship programs in 181 specialties and subspecialties. Education theory itself is becoming an integral part of postgraduate medical training. Formal qualifications in education are also becoming the norm for medical educators, such that there has been a rapid increase in the number of available graduate programs in medical education. In most countries, continuing medical education (CME) courses are required for continued licensing. CME requirements vary by state and by country. In
2508-534: The Vibhanga seem to stem from older customs regarding what was and wasn't permissible for wandering ascetics in the Indian tradition. The second major component of the Vinaya is the Vibhanga or Suttavibhanga , which provides commentary on each of the rules listed in the Prātimokṣa. This typically includes the origin of the rule in a specific incident or dispute, along with variations that indicate related situations covered by
2574-743: The Vinaya rules that may be an earlier strata of texts. The Theravada Vinaya is preserved in the Pāli Canon in the Vinaya Piṭaka . The Mūlasarvāstivāda Vinaya is preserved in both the Tibetan Buddhist canon in the Kangyur , in a Chinese edition, and in an incomplete Sanskrit manuscript. Some other complete vinaya texts are preserved in the Chinese Buddhist canon (see: Taishō Tripiṭaka ), and these include: Six complete versions are extant. Fragments of
2640-464: The advent of telemedicine (aka telehealth ), students learn to interact with and treat patients online, an increasingly important skill in medical education. In training, students and clinicians enter a "virtual patient room" in which they interact and share information with a simulated or real patient actors. Students are assessed based on professionalism, communication, medical history gathering, physical exam, and ability to make shared decisions with
2706-457: The complete Vinaya Piṭaka was recited by Upāli at the First Council shortly after the Buddha 's death. All of the known Vinaya texts use the same system of organizing rules and contain the same sections, leading scholars to believe that the fundamental organization of the Vinaya must date from before the separation of schools. While traditional accounts fix the origins of the Vinaya during
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2772-410: The conclusion that they must stem from a common origin. Parallel and independent Prātimokṣa rules and Vibhnagas exist in each tradition for bhikkhus and bhikkhunis . The majority of rules for monks and nuns are identical, but the bhikkhuni Prātimokṣa and Vibhanga includes additional rules that are specific to nuns, including the controversial Eight Garudhammas whose authorship is not attributed to
2838-545: The context of medical education. Medical education has been a leader in the field of evidence-based education , through the development of evidence syntheses such as the Best Evidence Medical Education collection, formed in 1999, which aimed to "move from opinion-based education to evidence-based education". Common evidence-based techniques include the Objective structured clinical examination (commonly known as
2904-545: The curriculum in a way that is flexible with the changing health care and policy landscape. In the United States, this will involve coordination with the ACGME (Accreditation Council for Graduate Medical Education), a private NPO that sets educational and training standards for U.S. residencies and fellowships that determines funding and ability to operate. Medical education is also the subject-didactic field of educating medical doctors at all levels, applying theories of pedagogy in
2970-426: The day of their Upasampad [full ordination]. Medical education Medical education is education related to the practice of being a medical practitioner, including the initial training to become a physician (i.e., medical school and internship ) and additional training thereafter (e.g., residency , fellowship , and continuing medical education). Medical education and training varies considerably across
3036-635: The integration of technology, traditional cadaver dissection has been debated regarding its effectiveness in medical education, but remains a large component of medical curriculum around the world. Didactic courses in cadaver dissection are commonly offered by certified anatomists, scientists, and physicians with a background in the subject. Medical curriculum vary widely among medical schools and residency programs, but generally follow an evidence based medical education (EBME) approach. These evidence based approaches are published in medical journals. The list of peer-reviewed medical education journals includes, but
3102-473: The lifetime of the Buddha, all of the existing manuscript traditions are from significantly later- most around the 5th century CE. While the early Buddhist community seems to have lived primarily as wandering monks who begged for alms, many Vinaya rules in every tradition assume settled monasticism to be the norm, along with regular collective meals organized by lay donors or funded by monastic wealth. The earliest dates that can be established for most Vinaya texts
3168-611: The lodge is usually appointed by the Master. His main responsibility is to prompt those masons who have forgotten their words. Some lodges, and some preceptors, take the role as teacher more seriously than others. In the world of music, the title of preceptor usually refers to a monk responsible for making music in a monastery . He trains the monks in the traditions of plainchant for daily services and prayers. In some universities in North America, preceptors are student volunteers who assist
3234-723: The medical context, with its own journals, such as Medical Education . Researchers and practitioners in this field are usually medical doctors or educationalists. Medical curricula vary between medical schools, and are constantly evolving in response to the need of medical students, as well as the resources available. Medical schools have been documented to utilize various forms of problem-based learning , team-based learning , and simulation . The Liaison Committee on Medical Education (LCME) publishes standard guidelines regarding goals of medical education, including curriculum design, implementation, and evaluation. The objective structured clinical examinations (OSCEs) are widely utilized as
3300-459: The monastic vows and rules of the early Buddhist traditions: From the disciplinary point of view, the Mahāyāna is not autonomous. The adherents of the Mahāyāna are monks of the Mahāsāṃghika, Dharmaguptaka, Sarvāstivādin and other traditions, who undertake the vows and rules of the bodhisattvas without abandoning the monastic vows and rules fixed by the tradition with which they are associated on
3366-749: The need for an interdisciplinary faculty team, and lack of research / funding to determine what curriculum design may best suit the program goals. Resistance in one pilot program was seen from program directors who did not see the relevance of the elective course and who were bounded by program training requirements limited by scheduling conflicts and inadequate time for non-clinical activities. But for students in one medical school study, those taught higher-intensity curriculum (vs lower-intensity) were "three to four times as likely to perceive themselves as appropriately trained in components of health care systems", and felt it did not take away from getting poorer training in other areas. Additionally, recruiting and retaining
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#17328558568163432-560: The patient actor. In the United Kingdom, a typical medicine course at university is five years, or four years if the student already holds a degree. Among some institutions and for some students, it may be six years (including the selection of an intercalated BSc—taking one year—at some point after the pre-clinical studies). All programs culminate in the Bachelor of Medicine and Surgery degree (abbreviated MBChB, MBBS, MBBCh, BM, etc.). This
3498-411: The practice of medicine, medical education influences the norms and values of its participants (patients, families, etc.) This either occurs through explicit training in medical ethics, or covertly through a "hidden curriculum" –– a body of norms and values that students encounter implicitly, but is not formally taught. While formal ethics courses are a requirement at schools such as those accredited by
3564-453: The preceptor is the head of a lodge of instruction. Lodges of instruction operate within a geographical area and provide training in the performance of the order's rituals. The preceptor, whose position is elective, is usually a Freemason who has spent several years as a director of ceremonies in his local lodge and is considered an expert in the rituals. In English Freemasonry, the Preceptor of
3630-577: The procurement and distribution of robes. The final segment of this division, the Ksudrakavastu ("Minor division") contains miscellanea that does not belong to other sections, and in some traditions is so large that it is treated as a separate work. Strong agreement between multiple different recensions of the Skandhaka across different traditions and language with respect to the number of chapters (generally 20) and their topics and contents has led scholars to
3696-799: The professor and teaching assistants of a large lecture class by helping to design lessons, and holding office hours and review sessions. In some cases, volunteers are required to take outside classes focused on "leadership development", where the final grade is determined by both the professor and a leadership development teacher. The term "preceptor" can also refer to a paid student grader. At some universities, including Harvard , Cambridge and Oxford , "preceptors" are not students but faculty members teaching courses in writing , music , mathematics , languages or life sciences . In some departments, they are not tenured faculty but rather non-ladder faculty, generally PhDs, who help to administer courses. Harvard preceptors, who teach introductory writing, have included
3762-1033: The remaining versions survive in various languages. The first three listed below are still in use. Buddhism in Myanmar , Cambodia , Laos , Sri Lanka , and Thailand followed the Theravadin Vinaya, which has 227 rules for bhikkhus and 311 for bhikkhunis . As the nun's lineage died out in all areas of the Theravada school, traditionally women's roles as renunciates were limited to taking eight or ten Precepts : see women in Buddhism . Such women appears as maechi in Thai Buddhism, dasa sil mata in Sri Lanka, thilashin in Burma and siladharas at Amaravati Buddhist Monastery in England. More recently, women have been undergoing upasampada as full ordination as bhikkhuni , although this
3828-499: The rule, as well as exceptions that account for situations that are not to be regarded as violations of a more general rule. The third division of the Vinaya is known as the Vinayavastu, Skandhaka, or Khandhaka, meaning 'divisions' or 'chapters'. Each section of these texts deals with a specific aspect of monastic life, containing, for instance, procedures and regulations related to ordination, obtaining and storing medical supplies, and
3894-772: The rules and precepts for fully ordained monks and nuns of Buddhist Sanghas (community of like-minded sramanas ). The precepts were initially developed thirteen years after the Buddha's enlightenment. Three parallel Vinaya school traditions remain in use by modern ordained sanghas : the Theravada (Sri Lanka & Southeast Asia), Mulasarvastivada ( Tibetan Buddhism and the Himalayan region ) and Dharmaguptaka ( Taiwan and East Asian Buddhism ). In addition to these three Vinaya traditions, five other Vinaya schools of Indian Buddhism are preserved in Asian canonical manuscripts, including those of
3960-596: The senior monks to be his preceptor. When the senior monk agreed to do so, he will be the preceptor of the candidate and guide him as long as he remains a bhikkhu in the Buddha's Dispensation (Buddha Sāsana). A preceptor was historically in charge of a preceptory, the headquarters of an order of monastic knights, such as the Knights Hospitaller or the Knights Templar , within a given geographical area. The preceptor exercised supreme control over his brethren and
4026-573: The societies they serve", and medical professionals stand in a unique position to influence opinion and policy of patients, healthcare administrators, & lawmakers. In order to truly integrate health policy matters into physician and medical education, training should begin as early as possible – ideally during medical school or premedical coursework – to build "foundational knowledge and analytical skills" continued during residency and reinforced throughout clinical practice, like any other core skill or competency. This source further recommends adopting
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#17328558568164092-627: The use of evidence-based multimedia design principles in the development of online lectures was seldom reported, despite their known effectiveness in medical student contexts. To enhance variety in an online delivery environment, the use of serious games, which have previously shown benefit in medical education, can be incorporated to break the monotony of online-delivered lectures. Research areas into online medical education include practical applications, including simulated patients and virtual medical records (see also: telehealth ). When compared to no intervention, simulation in medical education training
4158-400: The use of unprofessional behaviours for efficiency or viewing the academic hierarchy as more important than the patient. In certain institutions, such as those with LCME accreditation, the requirement of "professionalism" may be additionally weaponized against trainees, with complaints about ethics and safety being labelled as unprofessional. The hidden curriculum was recently shown to be
4224-502: The world. Various teaching methodologies have been used in medical education, which is an active area of educational research. Medical education is also the subject-didactic academic field of educating medical doctors at all levels, including entry-level, post-graduate, and continuing medical education. Specific requirements such as entrustable professional activities must be met before moving on in stages of medical education. Medical education applies theories of pedagogy specifically in
4290-863: Was answerable only to the Grand Master of his order. A preceptory's main focus was on its church and on accommodation for the brethren. Examples in the UK include the Hospitaller Torphichen Preceptory in West Lothian ; West Peckham Preceptory in Kent; the Templar Aslackby Preceptory in Lincolnshire ; Keele Preceptory in Staffordshire ; and Temple, Midlothian . Within modern Freemasonry ,
4356-581: Was translated into Chinese by the 8th century. Earlier Sanskrit manuscripts exist from the 5th to the 7th century. Scholarly consensus places the composition of the Mūlasarvāstivāda Vinaya in the early centuries of the first millennium, though all the manuscripts and translations are relatively late. The core of the Vinaya is a set of rules known as Patimokkha in Pāli and Prātimokṣa in Sanskrit. This
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