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Medical Teacher

Gary D Rogers, Amary Mey, Pit Cheng Chan
BACKGROUND: Assessment of affective learning (AL) is difficult but important, particularly for health professional students, where it is intimately linked to the development of professional values. This study originally aimed to determine whether an emotionally impactive, extended, multimethod, interprofessional simulation experience enhanced the AL of senior medical students, compared to conventional seminars and workshops alone. This necessitated the development of a method to assess for the presence and quality of AL...
September 21, 2017: Medical Teacher
Andrew Staffaroni, Christina L Rush, Kristi D Graves, Kumudhnini Hendrix, Aviad Haramati, Nancy Harazduk
INTRODUCTION: We sought to determine the long-term use of mind-body medicine (MBM) skills after graduation from medical school. METHODS: An online survey was sent to Georgetown University School of Medicine (GUSOM) graduates who completed at least one semester of a MBM skills training course. Using a quantitative-qualitative mixed-methods approach, we assessed the personal and professional practices of graduates, and identified factors that may influence practice/training after graduation...
September 21, 2017: Medical Teacher
Ara Tekian, Christopher J Watling, Trudie E Roberts, Yvonne Steinert, John Norcini
Research indicates the importance and usefulness of feedback, yet with the shift of medical curricula toward competencies, feedback is not well understood in this context. This paper attempts to identify how feedback fits within a competency-based curriculum. After careful consideration of the literature, the following conclusions are drawn: (1) Because feedback is predicated on assessment, the assessment should be designed to optimize and prevent inaccuracies in feedback; (2) Giving qualitative feedback in the form of a conversation would lend credibility to the feedback, address emotional obstacles and create a context in which feedback is comfortable; (3) Quantitative feedback in the form of individualized data could fulfill the demand for more feedback, help students devise strategies on how to improve, allow students to compare themselves to their peers, recognizing that big data have limitations; and (4) Faculty development needs to incorporate and promote cultural and systems changes with regard to feedback...
September 19, 2017: Medical Teacher
Catherine Browne, Jack Cantelo
No abstract text is available yet for this article.
September 17, 2017: Medical Teacher
Claudia Lucy Dalton, Anthony Wilson, Steven Agius
Medical education is an expanding area of specialist interest for medical professionals. Whilst most doctors will be familiar with the compilation of clinical portfolios for scrutiny of their clinical practice and provision of public accountability, teaching portfolios used specifically to gather and demonstrate medical education activity remain uncommon in many non-academic settings. For aspiring and early career medical educators in particular, their value should not be underestimated. Such a medical educator's portfolio (MEP) is a unique compendium of evidence that is invaluable for appraisal, revalidation, and promotion...
September 17, 2017: Medical Teacher
Kathrin Joanna Whitehouse, Anne Josephine Moore, Nicolas Cooper
PURPOSE: To better understand the steps undertaken by medical specialties to develop and implement undergraduate national, and international, educational guidelines for use in medical schools, and to find what makes them successful in terms of uptake and knowledge. METHODS: Systematic review of databases to find inter- and nationally-created undergraduate medical specialty guidelines, and descriptions of development and analysis, from 1998 to January 2015. RESULTS: Ninety six eligible papers were found, covering 59 different guidelines in 32 specialties...
August 30, 2017: Medical Teacher
Chris Roberts, Priya Khanna, Louise Rigby, Emma Bartle, Anthony Llewellyn, Julie Gustavs, Libby Newton, James P Newcombe, Mark Davies, Jill Thistlethwaite, James Lynam
BACKGROUND: Selection into specialty training is a high-stakes and resource-intensive process. While substantial literature exists on selection into medical schools, and there are individual studies in postgraduate settings, there seems to be paucity of evidence concerning selection systems and the utility of selection tools in postgraduate training environments. AIM: To explore, analyze and synthesize the evidence related to selection into postgraduate medical specialty training...
August 28, 2017: Medical Teacher
Hannah C Nordhues, M Usmaan Bashir, Stephen P Merry, Adam P Sawatsky
BACKGROUND: Residency programs offer international health electives (IHEs), providing multiple educational benefits. This study aimed to identify how IHEs fulfill the Accreditation Council for Graduate Medical Education (ACGME) core competencies. METHODS: We conducted a thematic analysis of post-rotation reflective reports from residents who participated in IHEs through the Mayo International Health Program. We coded reports using a codebook created from the ACGME competencies...
August 28, 2017: Medical Teacher
Josef Bartels, Christopher John Mooney, Robert Thompson Stone
BACKGROUND: Medical school evaluations typically rely on both language-based narrative descriptions and psychometrically converted numeric scores to convey performance to the grading committee. We evaluated inter-rater reliability and correlation of numeric versus narrative evaluations for students on their Neurology Clerkship. DESIGN/METHODS: 50 Neurology Clerkship in-training evaluation reports completed by their residents and faculty members at the University of Rochester School of Medicine were dissected into narrative and numeric components...
August 28, 2017: Medical Teacher
Hugh Alberti, Jane Atkinson
BACKGROUND: Primary care physicians have become a fundamental aspect of teaching in modern medical school curricula worldwide with a significant proportion of undergraduate teaching taking place in primary care. There are calls for this to increase with more patient care occurring in the community but teaching capacity in primary care is a potential challenge. Medical schools, therefore, need strategies to be able to increase their primary care physician teaching workforce. METHODOLOGY: We asked all Heads of General Practice Teaching in UK medical schools to share their three top tips for recruiting and retaining GPs to teach undergraduate students...
August 28, 2017: Medical Teacher
Shane A Pritchard, Felicity C Blackstock, Jennifer L Keating, Debra Nestel
INTRODUCTION: The inclusion of simulated patients (SPs) in health professional education is growing internationally. However, there is limited evidence for best practice in SP methodology. This study investigated how experienced SP educators support SPs in providing SP-based education for health professional students. METHODS: Experienced SP educators were identified via relevant professional associations, peer-reviewed publications, and peer referral. Semi-structured individual interviews were conducted via telephone...
August 28, 2017: Medical Teacher
Brian S Heist, Haruka Matsubara Torok
BACKGROUND: International Medical Graduates (IMGs) are commonly understood to move from low to high resource countries with motivations including improved financial situations and cultures of emigration. A presumable exception to the above themes would be the Japanese IMG population. The aim of this study was to develop an understanding of the Japanese IMG experience. METHODS: Using a grounded theory approach, we interviewed 19 Japanese IMGs working in the US and 16 Japanese IMGs working in Japan who had completed US clinical training...
August 25, 2017: Medical Teacher
Kay Choong See
No abstract text is available yet for this article.
August 25, 2017: Medical Teacher
Elizabeth J Edwards, Amy J Bannatyne, Ashley C Stark
BACKGROUND: Shifting from paternalistic to patient-centred doctor-patient relationships has seen a growing number of medical programs incorporate brief motivational interviewing training in their curriculum. Some medical educators, however, are unsure of precisely what, when, and how to incorporate such training. AIMS: This article provides educators with 12 tips for teaching brief motivational interviewing to medical students, premised on evidence-based pedagogy...
August 25, 2017: Medical Teacher
Henry Maynard, David McGinn, Harry D J Knights
No abstract text is available yet for this article.
August 25, 2017: Medical Teacher
Rebecca Beesley, Angelica Sharma, Jason Leo Walsh, David John Wilson, Benjamin Howell Lole Harris
No abstract text is available yet for this article.
August 24, 2017: Medical Teacher
Chung-Hsien Chaou, Lynn V Monrouxe, Li-Chun Chang, Shiuan-Ruey Yu, Chip-Jin Ng, Ching-Hsing Lee, Yu-Che Chang
BACKGROUND: Feedback is an effective pedagogical tool in clinical teaching and learning, but is often perceived as unsatisfactory. Little is known about the effect of a busy clinical environment on feedback-giving and -seeking behaviors. This study aims to determine the perceptions and challenges of feedback provision in a busy clinical setting, exemplified by an emergency department (ED). METHODS: A qualitative semi-structured interview study design was employed...
August 22, 2017: Medical Teacher
Jason Southern, Yasmin Ackbarally, Charlotte Montgomery
No abstract text is available yet for this article.
August 22, 2017: Medical Teacher
Yvonne Steinert, Mandeep Basi, Peter Nugus
BACKGROUND: Clinical teaching lies at the heart of medical education. However, few studies have explored the embedded nature of teaching and clinical care. The goal of this study was to examine the process of clinical teaching as it naturally, and spontaneously, unfolds in a broad range of authentic contexts with medical students and residents. METHODS: This focused ethnographic study consisted of 160 hours of participant observation and field interviews with three internal medicine teams...
August 22, 2017: Medical Teacher
Joost W van den Berg, Nicole J J M Mastenbroek, Renée A Scheepers, A Debbie C Jaarsma
Work engagement deserves more attention in health professions education because of its positive relations with personal well-being and performance at work. For health professions education, these outcomes have been studied on various levels. Consider engaged clinical teachers, who are seen as better clinical teachers; consider engaged residents, who report committing fewer medical errors than less engaged peers. Many topics in health professions education can benefit from explicitly including work engagement as an intended outcome such as faculty development programs, feedback provision and teacher recognition...
August 22, 2017: Medical Teacher
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