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Medical Teacher

James Alexander MacLeod Biggins
No abstract text is available yet for this article.
October 12, 2016: Medical Teacher
Mark Zimmerman, Zak Deere
No abstract text is available yet for this article.
October 6, 2016: Medical Teacher
Jeanett Strandbygaard, Fedde Scheele, Jette Led Sørensen
Using validated assessment scales for technical competence can help structure and standardize assessment and feedback for both the trainee and the supervisor and thereby avoid bias and drive learning. Correct assessment of operative skills can establish learning curves and allow adequate monitoring. However, the assessment of surgical performance is not an easy task, since it includes many proxy parameters, which are hard to measure. Although numerous technical assessment scales exist, both within laparoscopic and open surgery, the validity evidence is often sparse, and this can raise doubts about reliability and educational outcome...
September 28, 2016: Medical Teacher
Daniel R George, Wilbert Beachy, John Chan, Forbes Cameron, Jane Trinkkeller, Jed D Gonzalo
No abstract text is available yet for this article.
September 28, 2016: Medical Teacher
Ciaran Grafton-Clarke
No abstract text is available yet for this article.
September 27, 2016: Medical Teacher
Dieneke Hubbeling
No abstract text is available yet for this article.
September 27, 2016: Medical Teacher
Peter Keogh
Many of you, like me, will have given countless presentations throughout your career and to wide and varied audiences. I too, like many of you, have never been formally taught how to present, if that is such a thing. So, I got to thinking: in any case, who are "expert presenter" teachers? Some people have it and some people do not - right? In this short piece, I explore what it is to present, how this evolves, and try to pin down the why rather than the how and give you a little insight into my haphazard journey along this process...
September 27, 2016: Medical Teacher
Michael J Cullen, Mojca R Konia, Emily C Borman-Shoap, Jonathan P Braman, Ezgi Tiryaki, Brittany Marcus-Blank, John S Andrews
INTRODUCTION: Professionalism is a key component of medical education and training. However, there are few tools to aid educators in diagnosing unprofessional behavior at an early stage. The purpose of this study was to employ policy capturing methodology to develop two empirically validated checklists for identifying professionalism issues in early-career physicians. METHOD: In a series of workshops, a professionalism competency model containing 74 positive and 70 negative professionalism behaviors was developed and validated...
September 27, 2016: Medical Teacher
Anna Harris, Eleanor Flynn
INTRODUCTION: There has been little qualitative research examining how physical examination skills are learned, particularly the sensory and subjective aspects of learning. The authors set out to study how medical students are taught and learn the skills of listening to sound. METHODS: As part of an ethnographic study in Melbourne, 15 semi-structured in-depth interviews were conducted with students and teachers as a way to reflect explicitly on their learning and teaching...
September 27, 2016: Medical Teacher
Lester Liao
This paper examines a recent medical graduate's perspective on how undergraduate education tends to focus on imparting medical knowledge with little reference to the human aspects in clinical medicine. This is problematic because medicine is both about people and practiced by people. Students often have minimal exposure to the humanities prior to and in medical school and are frequently unaware of the societal trends that impact their view of medical practice. Familiarity with the humanities is a crucial means to understanding human nature, recognizing personal sociocultural biases, and practicing patient-centered medicine...
September 27, 2016: Medical Teacher
Richard Fuller, Matt Homer, Godfrey Pell, Jennifer Hallam
CONTEXT: There is a growing body of research investigating assessor judgments in complex performance environments such as OSCE examinations. Post hoc analysis can be employed to identify some elements of "unwanted" assessor variance. However, the impact of individual, apparently "extreme" assessors on OSCE quality, assessment outcomes and pass/fail decisions has not been previously explored. This paper uses a range of "case studies" as examples to illustrate the impact that "extreme" examiners can have in OSCEs, and gives pragmatic suggestions to successfully alleviating problems...
September 27, 2016: Medical Teacher
Scott Reeves, Ferruccio Pelone, Julie Hendry, Nicholas Lock, Jayne Marshall, Leontia Pillay, Ruth Wood
BACKGROUND: Interprofessional facilitators and teachers are regarded as central to the effective delivery of interprofessional education (IPE). As the IPE literature continues to expand, most studies have focused on reporting learner outcomes, with little attention paid to IPE facilitation. However, a number of studies have recently emerged reporting on this phenomenon. AIM: To present a synthesis of qualitative evidence on the facilitation of IPE, using a meta-ethnographic approach...
September 27, 2016: Medical Teacher
H C Gooding, K Mann, E Armstrong
Findings from the science of learning have clear implications for those responsible for teaching and curricular design. However, this data has been historically siloed from educators in practice, including those in health professions education. In this article, we aim to bring practical tips from the science of learning to health professions educators. We have chosen to organize the tips into six themes, highlighting strategies for 1) improving the processing of information, 2) promoting effortful learning for greater retention of knowledge over time, 3) applying learned information to new and varied contexts, 4) promoting the development of expertise, 5) harnessing the power of emotion for learning, and 6) teaching and learning in social contexts...
September 25, 2016: Medical Teacher
Matt Homer, Jonathan C Darling
INTRODUCTION: It is known that test-centered methods for setting standards in knowledge tests (e.g. Angoff or Ebel) are problematic, with expert judges not able to consistently predict the difficulty of individual items. A different approach is the Cohen method, which benchmarks the difficulty of the test based on the performance of the top candidates. METHODS: This paper investigates the extent to which Ebel (and also Cohen) produces a consistent standard in a knowledge test when comparing between adjacent cohorts...
September 20, 2016: Medical Teacher
Anita V Kusnoor, Linda A Stelljes
BACKGROUND: Interprofessional education (IPE) aims to improve patient outcomes. Interprofessional shadowing improves students' knowledge of different roles and attitudes toward other professionals. AIM: This study evaluates (1) how pre-clinical medical students describe the roles of the healthcare professionals they shadowed, and (2) whether shadowing can be used to introduce medical students to the benefits of interprofessional collaboration, and if so, in what ways...
September 20, 2016: Medical Teacher
Sylvia Heeneman, Suzanne Schut, Jeroen Donkers, Cees van der Vleuten, Arno Muijtjens
BACKGROUND: Progress tests (PT) are used to assess students on topics from all medical disciplines. Progress testing is usually one of the assessment methods of the cognitive domain. There is limited knowledge on how positioning of the PT in a program of assessment (PoA) influences students' PT scores, use of PT feedback and perceived learning value. METHODS: We compared PT total scores and use of a PT test feedback (ProF) system in two medical courses, where the PT is either used as a summative assessment or embedded in a comprehensive PoA and used formatively...
September 19, 2016: Medical Teacher
Cynthia A Burns, M Ann Lambros, Hal H Atkinson, Greg Russell, Michael T Fitch
PURPOSE: Professionalism is a core physician competency and identifying students at risk for poor professional development early in their careers may allow for mentoring. This study identified indicators in the preclinical years associated with later professionalism concerns. METHODS: A retrospective analysis of observable indicators in the preclinical and clinical years was conducted using two classes of students (n = 226). Relationships between five potential indicators of poor professionalism in the preclinical years and observations related to professional concerns in the clinical years were analyzed...
September 16, 2016: Medical Teacher
Traci Nicole Adams, Jason C Rho
The Accreditation Council for Graduate Medical Education lists multi-tasking as a core competency in several medical specialties due to increasing demands on providers to manage the care of multiple patients simultaneously. Trainees often learn multitasking on the job without any formal curriculum, leading to high error rates. Multitasking simulation training has demonstrated success in reducing error rates among trainees. Studies of multitasking simulation demonstrate that this type of simulation is feasible, does not hinder the acquisition of procedural skill, and leads to better performance during subsequent periods of multitasking...
September 15, 2016: Medical Teacher
Ara Tekian
No abstract text is available yet for this article.
September 15, 2016: Medical Teacher
Lukas W Richards, Amy T Wang, Saswati Mahapatra, Sarah M Jenkins, Nerissa M Collins, Thomas J Beckman, Christopher M Wittich
During lectures, a pause procedure (the presenter pauses so students can discuss content) can improve educational outcomes. We aimed to determine whether (1) continuing medical education (CME) presentations with a pause procedure were evaluated more favorably and (2) a pause procedure improved recall. In this randomized controlled intervention study of all participants (N = 214) at the Mayo Clinic Internal Medicine Board Review course, 48 lectures were randomly assigned to an intervention (pause procedure) or control (traditional lecture) group...
September 15, 2016: Medical Teacher
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