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Medical Teacher

Maria Mylopoulos, Naomi Steenhof, Amit Kaushal, Nicole N Woods
An essential component of expertise is a clinician's ability to adapt to uncertain, complex, or novel situations while maintaining their competence in routine situations. Adaptive expertise provides a framework for understanding and developing experts who have the skills to effectively balance and support these dimensions of work using both procedural and conceptual knowledge. It is important for educators to understand that often the training which fosters adaptive expertise does not require new tools or approaches, but rather a reconceptualization of training using many of the same instruction and assessment formats already available...
July 15, 2018: Medical Teacher
Sean Tackett, Scott M Wright, Mark Quirk
This commentary reflects on what the four research articles in this issue of Medical Teacher tell us about adaptive learning and how adaptive medical education research can be conducted. Adaptive medical education researchers must think disruptively and embrace nontraditional collaborations, research methods, and means of dissemination in pursuit of evidence that enhances adaptive learning.
July 13, 2018: Medical Teacher
Marla Nayer, Susan Glover Takahashi, Patricia Hrynchak
Clinical reasoning is the cognitive process that makes it possible for us to reach conclusions from clinical data. "A key feature (KF) is defined as a significant step in the resolution of a clinical problem. Examinations using key-feature questions (KFQs) focus on a challenging aspect in the diagnosis and management of a clinical problem where the candidates are most likely to make errors." KFs have been used at different levels of medical education and practice, from undergraduate to certification examinations...
July 12, 2018: Medical Teacher
Mitra Amini, Mohsen Moghadami
No abstract text is available yet for this article.
July 8, 2018: Medical Teacher
(no author information available yet)
No abstract text is available yet for this article.
July 8, 2018: Medical Teacher
Enda O'Connor
No abstract text is available yet for this article.
July 3, 2018: Medical Teacher
Kathy B Chappell, Lawrence Sherman, Scott D Barnett
PURPOSE: Interprofessional continuing education (IPCE) health care educators must plan activities as members of interprofessional teams and deliver activities to an interprofessional audience. Evidence in the literature suggests they are not well prepared to meet this challenge. This paper reviews one strategy to improve the knowledge, skills, attitudes, and practices of IPCE educators. METHODS: Seven faculty development workshops were conducted within the USA, Europe, Asia, and the Middle East...
July 3, 2018: Medical Teacher
Jasmina Sterz, Sebastian H Hoefer, Maren Janko, Bernd Bender, Farzin Adili, Teresa Schreckenbach, Lukas Benedikt Seifert, Miriam Ruesseler
INTRODUCTION: Curriculum mapping shows concordances and differences between the intended and the taught curriculum. To our knowledge, no previous studies describe the effects that this mapping has on the curriculum. The aim of the present study is to map the content of a lecture series in surgery to the National Catalogue of Learning Objectives in Surgery and analyze the effects this mapping has on the content of the following lecture series. METHODS: All lecturers in the lecture series were directly observed by a minimum of two reviewers and learning objectives and the level of competence were documented...
July 3, 2018: Medical Teacher
Andrew Smith, Christopher Carey, Jonathan Sadler, Helen Smith, Robert Stephens, Claire Frith
INTRODUCTION: The study describes the development of the first UK national framework to guide undergraduate education in anesthesia, perioperative medicine, critical care, and pain medicine. METHODS: We followed an inclusive process of curriculum design aiming to promote high-level learning amongst students. We conducted telephone interviews with senior anesthetic educators at 33 UK medical schools to establish current provision and practice. We then held a consultative national workshop for educators, using focus group interviews to set broad aims for the final framework and gather information...
July 3, 2018: Medical Teacher
Yassin Karay, Stefan K Schauber
BACKGROUND: Progress testing is a longitudinal assessment that aims at tracking students' development of knowledge. This approach is used in many medical schools internationally. Although progress tests are longitudinal in nature, and their focus and use of developmental aspects is a key advantage, individual students' learning trajectories themselves play, to date, only a minor role in the use of the information obtained through progress testing. METHODS: We investigate in how far between-person differences in initial levels of performance and within-person rate of growth can be regarded as distinct components of students' development and analyze the extent to which these two components are related to performances on national licensing examinations using a latent growth curve model...
June 28, 2018: Medical Teacher
Susanne P Lajoie, Juan Zheng, Shan Li
This paper explores the role that self-regulation and emotions play in establishing a clinical diagnosis in the context of solving a clinical case in BioWorld, a computer supported learning environment designed for medical students to practice clinical reasoning. Group differences between high and low performers were explored. The results revealed no group differences in overall measures of SRL but high performers spend more time than lows in a subcategory of the reflection phase (reflecting on prioritized evidence and results)...
June 27, 2018: Medical Teacher
Debra Nestel, Lars Konge
No abstract text is available yet for this article.
June 26, 2018: Medical Teacher
Hedy S Wald, Jordan White, Shmuel P Reis, Angela Y Esquibel, David Anthony
AIM: Clerkship-specific interactive reflective writing (IRW)-enhanced reflection may enhance professional identity formation (PIF), a fundamental goal of medical education. PIF process as revealed in students? reflective writing (RW) has been understudied. METHODS: The authors developed an IRW curriculum within a Family Medicine Clerkship (FMC) and analyzed students? reflections about challenging/difficult patient encounters using immersion-crystallization qualitative analysis...
June 26, 2018: Medical Teacher
L S van Galen, C J Wang, P W B Nanayakkara, K Paranjape, M H H Kramer, J Car
We are in the midst of transformation of health systems where remote consulting (via video, telephone, email, and mobile messaging) is soon to become the dominant mode of consultation. Most of the literature on telehealth omits mentioning the need for telehealth communication competencies. Yet evidence base has been growing about how critical this training is - whether from clinical communication research or litigation claims analysis. In this article, we are calling for an urgent expansion of communication skills curricula to encompass these new telehealth domains from medical schools, specialty trainings to CMEs...
June 26, 2018: Medical Teacher
Benjamin Kinnear, Eric J Warm, Karen E Hauer
Medical education has shifted to a competency-based paradigm, leading to calls for improved learner assessment methods and validity evidence for how assessment data are interpreted. Clinical competency committees (CCCs) use the collective input of multiple people to improve the validity and reliability of decisions made and actions taken based on assessment data. Significant heterogeneity in CCC structure and function exists across postgraduate medical education programs and specialties, and while there is no "one-size-fits-all" approach, there are ways to maximize value for learners and programs...
June 26, 2018: Medical Teacher
(no author information available yet)
No abstract text is available yet for this article.
June 26, 2018: Medical Teacher
William Laughey, Nora Sangvik Grandal, Cal Stockbridge, Gabrielle M Finn
Empathy is a key component of humane, patient-centered consulting. Physician empathy increases patient satisfaction and enablement; it may even lead to better health outcomes. Despite this, empathy in clinical encounters is often lacking and empathy in medical students decreases as they progress from the early to the senior undergraduate years. The components of empathy - like attentive listening and a mastery of non-verbal communication - are standard fare for communication training and universities and clinical postgraduate programs frequently employ simulated/standardized patients (SPs) to facilitate this training...
June 26, 2018: Medical Teacher
David C M Taylor
No abstract text is available yet for this article.
June 26, 2018: Medical Teacher
Leizl Joy Nayahangan, Dimitrios Stefanidis, David E Kern, Lars Konge
Simulation-based training (SBT) is a revolutionary addition to the education of residents in different specialties. However, the selection of training programs is often reliant on commercially available equipment or on experiential notions, local interests or coincidence. The first step to developing training programs should be problem identification and general needs assessment to ensure that these are aligned with current trainee needs. We describe a stepwise approach to performing a needs assessment following the Delphi process and using a needs assessment formula (NAF) to prioritize technical procedures for simulation training...
June 25, 2018: Medical Teacher
(no author information available yet)
No abstract text is available yet for this article.
June 19, 2018: Medical Teacher
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