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Medical Teacher

Bahiah Abdulaziz Al Askar, Fahad Saleh Al Sweleh, Ebtesam Ibrahim Al Wasill, Zubair Amin
OBJECTIVE: The purpose of this paper is to describe the process of adopting the Canadian Medical Education Directions for Specialists (CanMEDS) 2015 competency framework in a dental specialty program to reconstruct the Saudi Board in Restorative Dentistry (SBRD) curriculum and disseminate the lessons learned. Method and development process: The process of curriculum development was started with the selection of SBRD curriculum committee and review of CanMEDS framework. The Committee conducted needs assessment among the stakeholders and adopted CanMEDS 2015 competencies through a careful process...
May 24, 2018: Medical Teacher
Josephine Elliott
No abstract text is available yet for this article.
May 24, 2018: Medical Teacher
Daniel J Schnobrich, Benji K Mathews, Bernard E Trappey, Brian K Muthyala, Andrew P J Olson
BACKGROUND: Internal medicine physicians and trainees are increasingly using, and seeking training in, diagnostic point of care ultrasound (POCUS). Numerous internal medicine training programs have described their curricula, but little has been written about how learners should be assessed, supervised, and allowed to progress toward independent practice, yet these practices are imperative for safe and effective use. Entrustable professional activities (EPAs) offer a practical method to assess observable units of professional work and make supervision decisions...
May 23, 2018: Medical Teacher
V J Grant, T Robinson, H Catena, W Eppich, A Cheng
BACKGROUND: Simulation-based education (SBE) has emerged as an essential modality for health professions education. One of the central tenants of effective SBE is reflective practice, typically guided by a facilitated debriefing. The debriefing conversation has the possibility of becoming a difficult conversation based on learner and situation-related factors. Difficult debriefing situations may threaten the learning environment, thus requiring an appreciation and understanding of the various ways that learners may react adversely to simulation and debriefing...
May 23, 2018: Medical Teacher
Alexander Duff, James Moore, Alexander Morgan
No abstract text is available yet for this article.
May 23, 2018: Medical Teacher
Thulashie Manivannan, Tavleen Gill, Susan Manu
No abstract text is available yet for this article.
May 23, 2018: Medical Teacher
Antonia Hamilton-Shield, John Logan, Akriti Nanda
No abstract text is available yet for this article.
May 21, 2018: Medical Teacher
Anuradha Lele Mookerjee, Bradford D Fischer, Susan Cavanaugh, Vijay Rajput
Behavioral and social science integration in clinical practice improves health outcomes across the life stages. The medical school curriculum requires an integration of the behavioral and social science principles in early medical education. We developed and delivered a four-week course entitled "LifeStages" to the first year medical students. The learning objectives of the bio-behavioral and social science principles along with the cultural, economic, political, and ethical parameters were integrated across the lifespan in the curriculum matrix...
May 20, 2018: Medical Teacher
Lorna Leandro, Nikhil Joshi, Benjamin Zucker
No abstract text is available yet for this article.
May 20, 2018: Medical Teacher
Andrea Manca, Lucia Cugusi, Franca Deriu
No abstract text is available yet for this article.
May 9, 2018: Medical Teacher
Oliver Carr, Luke Hone, Thomas McKane
No abstract text is available yet for this article.
May 9, 2018: Medical Teacher
Noa Heiman, Rachel Davis, Brian Rothberg
Prevalence rates for depression among medical students are three times higher than the prevalence rates of depression in the general population. In order to understand these high prevalence rates, the authors discuss the underlying psychodynamics of a subset of medical students who seek therapy for depression and suicidality during their medical school years. Does medical school screen for people who are more prone to depression or does medical school cause high depression rates? The authors describe students with the combination of harsh/critical aspects from their early family life coupled with emotional misattunement of caregivers...
May 9, 2018: Medical Teacher
Hesham F Marei, Jeroen Donkers, Jeroen J G Van Merrienboer
BACKGROUND: Virtual patients (VPs) have been recently integrated within different learning activities. AIM: To compare between the effect of using VPs in a collaborative learning activity and using VPs in an independent learning activity on students' knowledge acquisition, retention and transfer. METHODS: For two different topics, respectively 82 and 76 dental students participated in teaching, learning and assessment sessions with VPs. Students from a female campus and from a male campus have been randomly assigned to condition (collaborative and independent), yielding four experimental groups...
May 7, 2018: Medical Teacher
Zuhier A Awan, Almuatazbellah A Awan, Lana Alshawwa, Ara Tekian, Yoon Soo Park
PURPOSE: Issues related to traditional Problem-Based Learning (PBL) at King Abdulaziz University Faculty of Medicine (KAU-FOM), including lack of student interaction between sessions and outdated instructional materials have led to the examining the use of social media. This study examines factors affecting the implementation of social media into PBL sessions Methods: Mentored social media activities were incorporated between PBL sessions to third year medical students. Ground rules were set, and students were kept on track with learning objectives and authentic references...
May 7, 2018: Medical Teacher
Nehal Khamis, Rawabi Aljumaiah, Alla Alhumaid, Hiba Alraheem, Dalal Alkadi, Cristina Koppel, Hamza Mohammad Abdulghani
BACKGROUND: Information technology (IT) is widely used in medical education. However, there are not enough studies about IT uses and preferences among traditional and problem-based learning (PBL) medical students. AIM: To compare IT skills, uses and preferences for education between traditional and PBL medical students'. METHOD: A cross-sectional study; a modified Educause Center for Analysis and Research online survey was sent to traditional curriculum 5th and PBL 4th year medical students of King Saud University...
May 7, 2018: Medical Teacher
Steven Arild Wuyts Andersen, Lars Konge, Mads Sølvsten Sørensen
BACKGROUND: Complex tasks such as surgical procedures can induce excessive cognitive load (CL), which can have a negative effect on learning, especially for novices. AIM: To investigate if repeated and distributed virtual reality (VR) simulation practice induces a lower CL and higher performance in subsequent cadaveric dissection training. METHODS: In a prospective, controlled cohort study, 37 residents in otorhinolaryngology received VR simulation training either as additional distributed practice prior to course participation (intervention) (9 participants) or as standard practice during the course (control) (28 participants)...
May 7, 2018: Medical Teacher
Salman Yousuf Guraya, Khalid Ibrahim Khoshhal, Muhamad Saiful Bahri Yusoff, Maroof Aziz Khan
OBJECTIVES: Research has shown a fall of research productivity of faculty after their promotion to professor rank. This study explores the factors that lead to this decline in research productivity of professors in medical discipline. METHODS: A 20-item questionnaire was distributed online to medical professors of a Saudi, Malaysian and a Pakistani medical school. The participants were instructed to select their responses on a 5-point Likert's scale and the collected data was analyzed for quantitative and qualitative results...
May 7, 2018: Medical Teacher
Eiad AlFaris, Farhana Irfan, Gominda Ponnamperuma, Amr Jamal, Cees Van der Vleuten, Nassr Al Maflehi, Sairaa Al-Qeas, Awtan Alenezi, Mashael Alrowaished, Reem Alsalman, Abdullah M A Ahmed
BACKGROUND: There are concerns that the use of social media (SM) among medical students could affect academic performance. The objectives of the study were to investigate the pattern and reasons for SM use and their association with academic performance. METHODS: A stratified random sample, frequency distribution and comparison of categorical variables with Chi-square and Fisher exact tests were used. RESULTS: Of the 97% who responded, 98% used SM...
May 6, 2018: Medical Teacher
Salman Y Guraya, Shaista S Guraya, Fawzia Habib, Khalid W AlQuiliti, Khalid I Khoshhal
OBJECTIVES: Test anxiety is well known among medical students. However, little is known about test anxiety produced by different components of exam individually. This study aimed to stratify varying levels of test anxiety provoked by each exam modality and to explore the students perceptions about confounding factors. METHODS: A self-administered questionnaire was administered to medical students. The instrument contained four main themes; lifestyle, psychological and specific factors of information needs, learning styles, and perceived difficulty level of each assessment tool...
May 6, 2018: Medical Teacher
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