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Medical Teacher

Kim Little-Wienert, Mark Mazziotti
An academic teaching portfolio is not only a requirement at many academic teaching institutions, but it is also important in a medical educator's growth and development through documentation, reflection, evaluation, and change. Creating an academic portfolio may appear daunting at first but with careful advanced preparation, organized evidence collection of your educational work, proof of scholarship, and thorough documentation of self-reflection and change, you can produce a successful product that accurately represents your educational beliefs, accomplishments, and growth throughout your career...
August 17, 2017: Medical Teacher
Katharina Brandl
No abstract text is available yet for this article.
August 17, 2017: Medical Teacher
Ken Masters
No abstract text is available yet for this article.
August 17, 2017: Medical Teacher
Jo Hsin Chao, Ming-Chen Hsieh, Tsung-Ying Chen
No abstract text is available yet for this article.
August 11, 2017: Medical Teacher
Rafael Henrique Rangel, Leona Möller, Helmut Sitter, Tina Stibane, Adam Strzelczyk
BACKGROUND: Multiple-choice questions (MCQs) provide useful information about correct and incorrect answers, but they do not offer information about students' confidence. METHODS: Ninety and another 81 medical students participated each in a curricular neurology multiple-choice exam and indicated their confidence for every single MCQ. Each MCQ had a defined level of potential clinical impact on patient safety (uncritical, risky, harmful). Our first objective was to detect informed (IF), guessed (GU), misinformed (MI), and uninformed (UI) answers...
August 11, 2017: Medical Teacher
Joseph Price
No abstract text is available yet for this article.
August 9, 2017: Medical Teacher
Milosz Kostusiak, Michael Hart, Damiano Giuseppe Barone, Riikka Hofmann, Ramez Kirollos, Thomas Santarius, Rikin Trivedi
AIM: There has been an increased interest in the use of three-dimensional (3D) technology in surgical training. We wish to appraise the methodological rigor applied to evaluating the role and applications of 3D technology in surgical training, in particular, on the validity of these models and assessment methods in simulated surgical training. METHODS: Literature search was performed using MEDLINE with the following terms: "3D"; "surgery"; and "training". Only studies evaluating the role of 3D technology in surgical training were eligible for inclusion and assessed for the level of evidence, validity of the simulation model, and assessment method used...
August 9, 2017: Medical Teacher
J J Berkhout, I A Slootweg, E Helmich, P W Teunissen, C P M van der Vleuten, A D C Jaarsma
BACKGROUND: In clerkships, students are expected to self-regulate their learning. How clinical departments and their routine approach on clerkships influences students' self-regulated learning (SRL) is unknown. AIM: This study explores how characteristic routines of clinical departments influence medical students' SRL. METHODS: Six focus groups including 39 purposively sampled participants from one Dutch university were organized to study how characteristic routines of clinical departments influenced medical students' SRL from a constructivist paradigm, using grounded theory methodology...
August 8, 2017: Medical Teacher
Hazel Ballard
No abstract text is available yet for this article.
August 8, 2017: Medical Teacher
Helen R Church, James L Rumbold, John Sandars
Preparedness for practice has become an international theme within Medical Education: for healthcare systems to maintain their highest clinical standards, junior doctors must "hit the ground running" on beginning work. Despite demonstrating logical, structured assessment and management plans during their undergraduate examinations, many newly qualified doctors report difficulty in translating this theoretical knowledge into the real clinical environment. "Preparedness" must constitute more than the knowledge and skills acquired during medical school...
August 8, 2017: Medical Teacher
James Brock, Richard Pilcher, Emily Jane Buchanan, Lisa Medi Williams
No abstract text is available yet for this article.
August 8, 2017: Medical Teacher
Janica Jamieson, Gemma Jenkins, Shelley Beatty, Claire Palermo
Programmatic approaches to assessment provide purposeful and meaningful assessment yet few examples of their development exist. The aim of this study was to describe the development of a programme of assessment using a participatory action research (PAR) approach. Nine work-based assessors together with three academics met on six occasions to explore the current approach to competency-based assessment in the placement component of a dietetics university course, the findings of which were used to design a programme of assessment...
August 4, 2017: Medical Teacher
Mohsen Tavakol, Reg Dennick
As a medical educator, you may be directly or indirectly involved in the quality of assessments. Measurement has a substantial role in developing the quality of assessment questions and student learning. The information provided by psychometric data can improve pedagogical issues in medical education. Through measurement we are able to assess the learning experiences of students. Standard setting plays an important role in assessing the performance quality of students as doctors in the future. Presentation of performance data for standard setters may contribute towards developing a credible and defensible pass mark...
August 2, 2017: Medical Teacher
Takuya Saiki, Rintaro Imafuku, Yasuyuki Suzuki, Nobutaro Ban
Japan is well known as a super-aging society, with a low birth rate, and has been ranked as one of the countries having the highest quality of healthcare system. Japan's society is currently approaching a major turning point with regard to societal and healthcare reforms, which are influenced by international trends and regional needs. Development of Japanese healthcare human resources, including medical students, is now expected to ride the wave of globalization, while resolving regional problems in the training and delivery of healthcare...
July 31, 2017: Medical Teacher
Janice L Farlow, Benjamin Ulrich, Desi Schiess, Andrew Piropato, Avinash Inabathula, Nathanael Moore, Michelle Chung, Antwione Haywood
No abstract text is available yet for this article.
July 31, 2017: Medical Teacher
Elisabeth Boileau, Johane Patenaude, Christina St-Onge
Medical education research has unique characteristics that raise their own set of ethical issues, which differ significantly from those commonly found in clinical research. In contexts where researchers have a dual role as teachers, free consent to participate in research may be undermined and students' data must be kept confidential from faculty who play any role in their academic or professional path. Faculty members who recruit students as research subjects within their institution for education research should pay particular attention to ensure students' consent to participate is indeed free and continuous and that their privacy is adequately protected...
July 30, 2017: Medical Teacher
Oliver Galgut, Scott Border, Angela Fenwick
No abstract text is available yet for this article.
July 28, 2017: Medical Teacher
J L Siega-Sur, T Woolley, S J Ross, C Reeve, A-J Neusy
INTRODUCTION: Developing and retaining a high quality medical workforce, especially within low-resource countries has been a world-wide challenge exacerbated by a lack of medical schools, the maldistribution of doctors towards urban practice, health system inequities, and training doctors in tertiary centers rather than in rural communities. AIM: To describe the impact of socially-accountable health professional education on graduates; specifically: their motivation towards community-based service, preparation for addressing local priority health issues, career choices, and practice location...
July 28, 2017: Medical Teacher
M Wündrich, C Schwartz, B Feige, D Lemper, C Nissen, U Voderholzer
AIM: Empathy is a core element in the doctor-patient relationship. This study examined whether empathy in medical students can be improved by specific training. METHODS: 158 medical students were randomized into two groups. The intervention group participated in an empathy skills training with simulated patients (SPs). The control group participated in a history course. After the intervention, empathy was assessed by blinded SPs and experts in an Objective Structured Clinical Examination (OSCE)...
July 27, 2017: Medical Teacher
(no author information available yet)
No abstract text is available yet for this article.
July 27, 2017: Medical Teacher
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