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Medical Teacher

Chetanya Sharma, Rebecca Jordan
No abstract text is available yet for this article.
September 20, 2018: Medical Teacher
Nicholas Heng, Thineskrishna Anbarasan
No abstract text is available yet for this article.
August 23, 2018: Medical Teacher
Mohamad Zeina, Mohammad Yusuf Abdoolraheem
No abstract text is available yet for this article.
August 23, 2018: Medical Teacher
Heng-Wai Yuen, Abhilash Balakrishnan
No abstract text is available yet for this article.
August 23, 2018: Medical Teacher
Marsal Sanches
The author, originally a full-trained psychiatrist in his home country, describes his personal experience as a resident physician in the Unites States, from a critical standpoint. The challenges and peculiarities inherent to undergoing second residency training are addressed. The singularities of the situation in question are discussed. Finally, the author provides some recommendations for teaching physicians involved in the supervision of residents, emphasizing the need for taking into consideration their trainee's respective backgrounds and their potential implications...
August 23, 2018: Medical Teacher
Hedy S Wald, Jonathan McFarland, Irina Markovina
No abstract text is available yet for this article.
August 23, 2018: Medical Teacher
Rebecca Jordan
No abstract text is available yet for this article.
August 23, 2018: Medical Teacher
Kishan Preyan Parekh, Halah Al-Dubbaisi, Vishal Nainesh Patel, Khaizer Syed Abbas Rizvi, Roman Roy
No abstract text is available yet for this article.
August 14, 2018: Medical Teacher
Martha Peñuela-Epalza, Karla De la Hoz
BACKGROUND: Concept maps and case-based learning (CBL) are recognized and useful strategies to enhance undergraduate medical learning. However, research on the use of a mixed approach is limited. AIMS: To incorporate serial concept mapping (CM) into CBL tutorials, to explore students' perspectives on the worth of the method to better understand patients' problems and elicit diagnoses, and to assess the student's learning. METHODS: We designed a four-phase method of CBL that incorporated serial mapping to assist students in the process of knowledge construction regarding the underlying principles of the patients' present complaints, the recognition of disease patterns and the eliciting of diagnostic hypotheses...
August 9, 2018: Medical Teacher
Sona Jasani
Transdisciplinary education is an effective strategy to foster important skills, such as collaboration, needed in the health professions. One Health recognizes the interconnected nature of human health to ecological and animal systems providing a framework for medical educators to create transdisciplinary programs. Medical educators should emphasize One Health as a problem solving strategy and create actionable classroom objectives via distilling One Health into comprehensible concepts. This will foster a collaborative learning atmosphere between human and non-human disciplines leading to positive outcomes for both the student and teacher...
August 3, 2018: Medical Teacher
Olaf Fritze, Maria Lammerding-Koeppel, Martin Boeker, Elisabeth Narciss, Annette Wosnik, Stephan Zipfel, Jan Griewatz
OBJECTIVES: Transition to competency-based medical education is a highly challenging endeavor. Students, teachers and institutions need curricular transparency for understanding the build-up of competencies in terms of coverage, sequence and consistence of learning objectives and assessment. The project aim was to develop and implement a web-based interactive platform for curriculum mapping, diagnostics, and development. The tool should be transferable to other faculties and allow description and visualization of medical curricula in comparison to given national competency-based standards...
July 30, 2018: Medical Teacher
France Légaré, Hélène Lee-Gosselin, Francine Borduas, Céline Monette, André Bilodeau, Dominique Tanguay, Dawn Stacey, Marie-Pierre Gagnon, Geneviève Roch, Maman Joyce Dogba, André Bussières, Marie-Claude Tremblay, Annie-Pierre Bélanger, Caroline Jose, Sophie Desroches, Hubert Robitaille, Louisa Blair, Sylvie-Marianne Rhugenda
Consideration of sex and gender in research and clinical practice is necessary to redress health inequities and reduce knowledge gaps. As all health professionals must maintain and update their skills throughout their career, developing innovative continuing professional education programs that integrate sex and gender issues holds great promise for reducing these gaps. This article proposes new approaches to partnership, team development, pedagogical theory, content development, evaluation and data management that will advance the integration of sex and gender in continuing professional development (CPD)...
July 28, 2018: Medical Teacher
Delyse Leadbeatter, Jinlong Gao
Student-led initiatives provide an authentic context for students to shape their own learning experiences and to develop skills in complex interpersonal behaviors, communication, teamwork, and leadership. A student-led conference is an example of a student-led initiative that integrates skill development across these professional domains that are necessary for contemporary health practice with conceptual understanding of basic and clinical sciences. Importantly, by participating in the student-led conference, students can form advanced views about knowledge, such as that scientific knowledge is complex and uncertain or even start to see themselves as capable contributors to the profession's knowledge...
July 28, 2018: Medical Teacher
Donald E Moore, Kathy Chappell, Lawrence Sherman, Mathena Vinayaga-Pavan
PURPOSE: The purpose of this article is to provide a more actionable description of the components of the outcomes framework published in 2009. METHODS: Synthesis of recent research in the learning sciences. RESULTS: The authors propose a conceptual framework to be used planning learning activities and assessing learning in CPD. CONCLUSIONS: CPD practitioners will have a more explicit approach to help clinicians provide the very best care to their patients...
July 28, 2018: Medical Teacher
V Dinesh Kumar
No abstract text is available yet for this article.
July 28, 2018: Medical Teacher
Krishnaa Pandya, Tamara Levene, Pooja Shetye
No abstract text is available yet for this article.
July 28, 2018: Medical Teacher
David A Dave Davis, Graham T McMahon
BACKGROUND: Failure to translate best evidence into practice often generates inappropriate, unsafe, and costly healthcare. The continuing professional development (CPD) of physicians and other health professionals represents a widely underutilized strategy to improve both clinician performance and healthcare quality and safety. The evidence: Despite the clear evidence of the potential impact of CPD based in learning theory and science, some CPD providers, health systems, and clinicians themselves implement less-than-effective effective learning strategies...
July 23, 2018: Medical Teacher
Christine G Roth, Karen W Eldin, Vijayalakshmi Padmanabhan, Ellen M Friedman
Emotional intelligence (EI) is the ability to recognize, understand, and manage emotions in yourself and in others. EI has long been recognized as a critical component for individual and organizational success within the business realm, and there is emerging evidence that enhancing EI is equally important in the medical setting. EI can improve interpersonal communications, enable constructive conflict resolution, and promote a culture of professionalism. As healthcare becomes increasingly team-based, proficiency in EI will be required to build consensus among multidisciplinary stakeholders, and effect change in attitudes and behaviors that result in improved patient safety and clinical outcomes...
July 21, 2018: Medical Teacher
Anita Iyer, Vishaal Dovedi
No abstract text is available yet for this article.
July 21, 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
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