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Medical Teacher

Peter Yeates, Stefanie S Sebok-Syer
INTRODUCTION: OSCEs are commonly conducted in multiple cycles (different circuits, times, and locations), yet the potential for students' allocation to different OSCE cycles is rarely considered as a source of variance-perhaps in part because conventional psychometrics provide limited insight. METHODS: We used Many Facet Rasch Modeling (MFRM) to estimate the influence of "examiner cohorts" (the combined influence of the examiners in the cycle to which each student was allocated) on students' scores within a fully nested multi-cycle OSCE...
November 29, 2016: Medical Teacher
Thierry Pelaccia, Rolland Viau
Motivation is a concept which has fascinated researchers for many decades. The field of medical education has become interested in motivation recently, having always assumed that medical students must be motivated because of their commitment to highly specific training, leading to a very specific profession. However, motivation is a major determinant of the quality of learning and success, the lack of which may well explain why teachers sometimes observe medical students who are discouraged, have lost interest or abandon their studies, with a feeling of powerlessness or resignation...
November 21, 2016: Medical Teacher
Maria Hubinette, Sarah Dobson, Ian Scott, Jonathan Sherbino
In the medical profession, activities related to ensuring access to care, navigating the system, mobilizing resources, addressing health inequities, influencing health policy and creating system change are known as health advocacy. Foundational concepts in health advocacy include social determinants of health and health inequities. The social determinants of health (i.e. the conditions in which people live and work) account for a significant proportion of an individual's and a population's health outcomes. Health inequities are disparities in health between populations, perpetuated by economic, social, and political forces...
November 21, 2016: Medical Teacher
John Sandars, Deborah Murdoch-Eaton
The practice of medicine, and also medical education, typically adopts a problem-solving approach to identify "what is going wrong" with a situation. However, an alternative is Appreciative Inquiry (AI), which adopts a positive and strengths-based approach to identify "what is going well" with a situation. The AI approach can be used for the development and enhancement of the potential of both individuals and organizations. An essential aspect of the AI approach is the generative process, in which a new situation is envisioned and both individual and collective strengths are mobilized to make changes to achieve the valued future situation...
November 17, 2016: Medical Teacher
Daniel R George, Michael J Green
No abstract text is available yet for this article.
November 13, 2016: Medical Teacher
Trevor J Barnum, Lindsay Thome, Elizabeth Even
Medical students are expected to learn certain procedural skills in addition to clinical skills, such as assessment and decision making. There is much literature that shows proficiency in procedural skills translated to improved outcomes and cost-saving. Given the time constraints placed by increasing clinical demands, physicians have less time to work with students in teaching technical skills. There is a unique opportunity to utilize nurses in clinical clerkships to teach procedural skills. A dedicated nurse educator can provide a consistent curriculum, work with learners to achieve proficiency, and provide measurable outcomes...
November 13, 2016: Medical Teacher
Christina Maslach, Michael P Leiter
What do we know about burnout, and what can we do about it? This article will provide an overview of what has been learned from current research on burnout, and what are the implications of the key themes that have emerged. One theme involves the critical significance of the social environment in health care settings. A second theme is the challenge of how to take what we know, and apply it to what we can do about burnout. What we need are new ideas about potential interventions, and clear evidence of their effectiveness...
November 13, 2016: Medical Teacher
Shuh Shing Lee
There is an ignorance of "silence" observed from student selection methods to teaching and learning approaches. While selecting the candidates with suitable values to medical schools is crucial, most methods are unable to address fairness issue toward students from some disadvantaged background or certain personality specifically introversion. Similarly, teaching and learning approaches have shifted away from didactic to a more discursive methods such as brainstorming, team-based learning and case-based learning...
November 13, 2016: Medical Teacher
Nithish Jayakumar
Bedside teaching has seen a decline in its popularity since the heady days of Boerhaave and Osler; a number of hurdles have been noted in the literature including time constraints on senior clinicians. While organizing a bedside teaching course for final-year medical students, it was apparent that the availability of suitable patients was also a limiting factor. Often, we would be turned away from patients with physical signs because they were deemed to be too unwell for an examination. However, the benefits to medical students of examining unwell patients with physical signs cannot be underestimated...
November 13, 2016: Medical Teacher
Shien Chue
No abstract text is available yet for this article.
November 13, 2016: Medical Teacher
A Amalba, F A Abantanga, A J J A Scherpbier, W N K A van Mook
INTRODUCTION: Research findings in medical education support the importance of positive role models in enhancing learning and influencing the career path of medical students and graduates. The authors explored the characteristics of positive and negative role models during Community-Based Education and Service (COBES), as well as their effect on trainees' career paths. METHOD: A cross-sectional survey was conducted by means of a questionnaire among medical students to explore the characteristics of positive and negative role models during COBES...
November 12, 2016: Medical Teacher
Sergio Guinez-Molinos, Agustín Martínez-Molina, Carmen Gomar-Sancho, Víctor B Arias González, Demian Szyld, Encarnación García Garrido, Patricio Maragaño Lizama
Herein, we present a new collaborative clinical simulation (CCS) model for the development of medical competencies by medical students. The model is a comprehensive compendium of published considerations and recommendations on clinical simulation (CS) and computer-supported collaborative learning (CSCL). Currently, there are no educational models combining CS and CSCL. The CCS model was designed for the acquisition and assessment of clinical competencies; working collaboratively and supported by technology, small groups of medical students independently design and perform simulated cases...
November 12, 2016: Medical Teacher
Susan Humphrey-Murto, Lara Varpio, Carol Gonsalves, Timothy J Wood
Consensus group methods are widely used in research to identify and measure areas where incomplete evidence exists for decision-making. Despite their widespread use, these methods are often inconsistently used and reported. Using examples from the three most commonly used methods, the Delphi, Nominal Group and RAND/UCLA; this paper and associated Guide aim to describe these methods and to highlight common weaknesses in methodology and reporting. The paper outlines a series of recommendations to assist researchers using consensus group methods in providing a comprehensive description and justification of the steps taken in their study...
November 12, 2016: Medical Teacher
Frank W Merritt, Melissa N Noble, Allan V Prochazka, Eva M Aagaard, Chad R Stickrath
AIM: To examine differences in the types of teaching activities performed during rounds between the most effective and least effective inpatient teaching attendings. METHODS: Participants included 56 attending physicians supervising 279 trainees. Trained observers accompanied teams during rounds and recorded the frequencies of educational activities that occurred. Students and residents then rated their satisfaction with the teaching on rounds. RESULTS: Attending physicians with the highest learner satisfaction scores performed significantly more teaching activities per patient than attending physicians who were rated as average or less-effective (2...
November 12, 2016: Medical Teacher
N de Jong, J S M Krumeich, D M L Verstegen
INTRODUCTION: Maastricht University has been actively exploring blended learning approaches to PBL in Health Master Programs. Key principles of PBL are, learning should be constructive, self-directed, collaborative, and contextual. The purpose is to explore whether these principles are applicable in blended learning. METHODS: The programs, Master of Health Services Innovation (case 1), Master Programme in Global Health (case 2), and the Master of Health Professions Education (case 3), used a Virtual Learning Environment for exchanging material and were independently analyzed...
November 12, 2016: Medical Teacher
Curtis R Budden, Ksenia Svechnikova, Jonathan White
INTRODUCTION: Given that teaching is so vital to the maintenance of the medical profession, it is surprising that few authors have examined the factors which motivate physicians and surgeons to engage in this activity. AIM: It was the aim of this study to examine the factors which motivate excellent surgical educators to teach. METHODOLOGY: Grounded theory methodology was used to analyze transcribed semi-structured interviews. The top 20 ranked surgical educators at the University of Alberta were invited to participate...
November 10, 2016: Medical Teacher
Kate Newton, Helen Lewis, Mark Pugh, Madhavi Paladugu, Alexander Woywodt
Data on teaching awards in undergraduate medical education are sparse. The benefits of an awards system may seem obvious at first glance. However, there are also potential problems relating to fairness, avoidance of bias, and alignment of the awards system with a wider strategy for quality improvement and curriculum development. Here, we report five- year single center experience with establishing undergraduate teaching awards in a large academic teaching hospital. Due to lack of additional funding we based our awards not on peer review but mainly on existing and very comprehensive quality assurance (QA) data...
November 10, 2016: Medical Teacher
Robin M Hopkins, Glenn Regehr, Daniel D Pratt
This Guide was written as an aid to those who are considering phenomenology as a methodology in their education research. Phenomenology allows us to understand and appreciate educational issues by exploring the unique experiences and perspectives of individuals involved in the process. There are certain core tenets to all phenomenological research, such as a focus on exploring experience and adopting a phenomenological stance. However, because phenomenology has emerged from the work of a number of related but distinct philosophers, phenomenologists do not adhere to a single approach...
November 10, 2016: Medical Teacher
Judith Nicky Hudson, Ann N Poncelet, Kath M Weston, John A Bushnell, Elizabeth A Farmer
There is increased interest in longitudinal integrated clerkships (LICs) due to mounting evidence of positive outcomes for students, patients and supervising clinicians. Emphasizing continuity as the organizing principle of an LIC, this article reviews evidence and presents perspectives of LIC participants concerning continuity of care, supervision and curriculum, and continuity with peers and systems of care. It also offers advice on implementing or evaluating existing LIC programs.
November 10, 2016: Medical Teacher
Marie-Laurence Tremblay, Alexandre Lafleur, Jimmie Leppink, Diana H J M Dolmans
CONTEXT: Simulated clinical immersion (SCI) is used in undergraduate healthcare programs to expose the learner to real-life situations in authentic simulated clinical environments. For novices, the environment in which the simulation occurs can be distracting and stressful, hence potentially compromising learning. OBJECTIVES: This study aims to determine whether SCI (with environment) imposes greater extraneous cognitive load and stress on undergraduate pharmacy students than simulated patients (SP) (without environment)...
November 10, 2016: Medical Teacher
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