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Teaching and Learning in Medicine

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https://www.readbyqxmd.com/read/29452002/conditions-based-learning-theory-as-a-framework-for-comparative-effectiveness-reviews-a-worked-example
#1
Liam Rourke, Jessica Leong, Patricia Chatterly
Phenomenon: An evidence-informed era of medical education encourages the generation and use of comparative-effectiveness reviews, yet the reviews often conclude, curiously, that all instructional approaches are equally effective. APPROACH: We used a conditions-based learning theory to structure a review of the comparative-effectiveness literature on electrocardiogram instruction. We searched MEDLINE, EMBASE (Ovid), ERIC (Ovid), PsycINFO (Ovid), and CINAHL (EBSCO) from inception to June 2016...
February 16, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29384413/having-the-headspace-for-compassion-toward-self-and-others-a-qualitative-study-of-medical-students-views-and-experiences
#2
Stephanie Tierney, Cameron-Tosh Ozer, Sophie Perry
Phenomenon: Debate about compassion exhibited by healthcare professionals has escalated, following a perceived decline over recent years. At the same time, a growing interest in self-compassion has emerged, which is seen as facilitating compassion toward others. Little research has explored, in depth, what compassion to self and others means to medical students. Therefore, a study was designed to address this gap in knowledge. APPROACH: A qualitative study was conducted, involving students from all 4 years of a graduate-entry medical school in the United Kingdom...
January 31, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29381099/quality-evaluation-scores-are-no-more-reliable-than-gestalt-in-evaluating-the-quality-of-emergency-medicine-blogs-a-metriq-study
#3
Brent Thoma, Stefanie S Sebok-Syer, Isabelle Colmers-Gray, Jonathan Sherbino, Felix Ankel, N Seth Trueger, Andrew Grock, Marshall Siemens, Michael Paddock, Eve Purdy, William Kenneth Milne, Teresa M Chan
Construct: We investigated the quality of emergency medicine (EM) blogs as educational resources. PURPOSE: Online medical education resources such as blogs are increasingly used by EM trainees and clinicians. However, quality evaluations of these resources using gestalt are unreliable. We investigated the reliability of two previously derived quality evaluation instruments for blogs. APPROACH: Sixty English-language EM websites that published clinically oriented blog posts between January 1 and February 24, 2016, were identified...
January 30, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29377731/there-s-a-lot-more-to-being-a-physician-insights-from-an-intensive-clinical-shadowing-experience-in-internal-medicine
#4
Lauren Block, Kevin Wang, Catherine C Gao, Albert W Wu, Leonard S Feldman
Phenomenon: Although most premedical students shadow physicians prior to starting medical school, there is no set of guidelines or expectations to facilitate effective experiences for students and physicians, nor is there data on the value of shadowing medical trainees as a way to learn about the training environment. We sought to understand premedical student perspectives on an intensive resident shadowing experience. APPROACH: This was a qualitative study using anonymous data from focus groups conducted with premedical student participants in a month-long time motion analysis of internal medicine interns at two large academic medical centers...
January 29, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29364752/positive-outcomes-of-optimizing-student-preceptor-continuity-in-a-traditional-block-clerkship
#5
Jennifer L Biggs, Jamie S Sutherell, Rochelle Remus, Eric S Armbrecht, Marta A King
PROBLEM: Student-preceptor discontinuity during 3rd-year clerkships limits the quality and quantity of supervision, teaching, and feedback. Although longitudinal integrative clerkships increase continuity and are associated with improved student and preceptor experience, they require schoolwide curricular reform. Alternative innovations enhancing student-preceptor relationships within the constraints of a traditional block clerkship may demonstrate similar benefits. INTERVENTION: We piloted a continuity-enhanced general pediatric ambulatory schedule during 2 consecutive clerkship blocks in 2013...
January 24, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29364745/do-gold-humanism-honor-society-inductees-differ-from-their-peers-in-empathy-patient-centeredness-tolerance-of-ambiguity-coping-style-and-perception-of-the-learning-environment
#6
Elizabeth Gaufberg, Lisette Dunham, Edward Krupat, Brent Stansfield, Charles Christianson, Susan Skochelak
Construct: Induction into the Gold Humanism Honor Society (GHHS) during medical school is recognized as an indicator of humanistic orientation and behavior. Various attitudes and interpersonal orientations including empathy and patient-centeredness have been posited to translate into behaviors constituting humanistic care. BACKGROUND: To our knowledge there has never been a longitudinal, multi-institutional empirical study of the attitudinal and interpersonal orientations correlated with GHHS membership status...
January 24, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29364732/improving-practice-guideline-adherence-through-peer-feedback-impact-of-an-ambulatory-cardiology-curriculum
#7
Karl M Richardson, Jai Singh, Dan Muñoz, Julie B Damp, Lisa A Mendes
PROBLEM: Graduate medical trainees must be prepared to practice in a quality-driven system that values adherence to and documentation of evidence-based care. Few validated approaches exist to teach these skills. Our objective was to develop, implement, and evaluate an ambulatory practice improvement curriculum capitalizing on peer feedback aimed at improving cardiology fellow guideline knowledge, adherence, and chart documentation. INTERVENTION: Four outpatient topics were reviewed in dedicated 1-hour sessions: stable ischemic heart disease, heart failure, atrial fibrillation, and aortic valvular disease...
January 24, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29351403/project-on-the-good-physician-further-evidence-for-the-validity-of-a-moral-intuitionist-model-of-virtuous-caring
#8
G Michael Leffel, Ross A Oakes Mueller, Sandra A Ham, Kyle E Karches, Farr A Curlin, John D Yoon
THEORY: In the Project on the Good Physician, the authors propose a moral intuitionist model of virtuous caring that places the virtues of Mindfulness, Empathic Compassion, and Generosity at the heart of medical character education. HYPOTHESES: Hypothesis 1a: The virtues of Mindfulness, Empathic Compassion, and Generosity will be positively associated with one another (convergent validity). Hypothesis 1b: The virtues of Mindfulness and Empathic Compassion will explain variance in the action-related virtue of Generosity beyond that predicted by Big Five personality traits alone (discriminant validity)...
January 19, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29324048/peer-observation-of-rounds-leads-to-collegial-discussion-of-teaching
#9
J Rush Pierce, Patrick Rendón, Deepti Rao
PROBLEM: Faculty in the Division of Hospital Medicine provide most of the clinical teaching for learners at our institution. The majority of these faculty are Assistant Professors with limited formal instruction in clinical teaching. Previous Divisional strategies to improve clinical teaching ability included discussion of effective teaching behaviors, developing written expectations for teaching faculty, and instituting seminars on effective clinical teaching. Heretofore, the Division had not utilized a direct observation exercise...
January 11, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29283674/patient-narratives-as-a-teaching-tool-a-pilot-study-of-first-year-medical-students-and-patient-educators-affected-by-intellectual-developmental-disabilities
#10
Alon Coret, Kerry Boyd, Kevin Hobbs, Joyce Zazulak, Meghan McConnell
PROBLEM: People with intellectual and developmental disabilities (IDD) face complex biopsychosocial challenges and are medically underserved. This is in part due to insufficient resources and supports but can also be attributed to a lack of adequate physician training in addressing the unique needs of this population. INTERVENTION: This study aimed to introduce 1st-year medical students to the IDD population using a blended educational experience that included video narratives of and direct interactions with people affected by IDD...
December 28, 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29283669/systems-thinking-and-systems-based-practice-across-the-health-professions-an-inquiry-into-definitions-teaching-practices-and-assessment
#11
Margaret M Plack, Ellen F Goldman, Andrea R Scott, Christine Pintz, Debra Herrmann, Kathleen Kline, Tracey Thompson, Shelley B Brundage
Phenomenon: Systems thinking is the cornerstone of systems-based practice (SBP) and a core competency in medicine and health sciences. Literature regarding how to teach or apply systems thinking in practice is limited. This study aimed to understand how educators in medicine, physical therapy, physician assistant, nursing, and speech-language pathology education programs teach and assess systems thinking and SBP. APPROACH: Twenty-six educators from seven different degree programs across the five professions were interviewed and program descriptions and relevant course syllabi were reviewed...
December 28, 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29271662/the-complexity-of-patients-health-communication-social-networks-a-broadening-of-physician-communication
#12
Laura Nimmon, Glenn Regehr
Phenomenon: Patients have access to a wide variety of sources of information about their health in their day-to-day contexts. This can sometimes result in discordance between a physician's perception of a patient's health issue and a patient's perception of their health issue. Even after the physician has negotiated an understanding and treatment plan with a patient, subsequent interactions outside the physician-patient encounter may modify the patient's understanding of their health issue. A patient's reinterpretation of his or her health issue can then result in nonadherence of the treatment plan or even alternative treatment plans that the physician perceives as being unsatisfactory...
December 22, 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29240463/assessing-the-validity-of-a-multidisciplinary-mini-clinical-evaluation-exercise
#13
Susan Humphrey-Murto, Mylène Côté, Debra Pugh, Timothy J Wood
Construct: The purpose of this study was to provide validity evidence for the mini-clinical evaluation exercise (mini-CEX) as an assessment tool for clinical skills in the workplace. BACKGROUND: Previous research has demonstrated validity evidence for the mini-CEX, but most studies were carried out in internal medicine or single disciplines, therefore limiting generalizability of the findings. If the mini-CEX is to be used in multidisciplinary contexts, then validity evidence should be gathered in similar settings...
December 14, 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29240456/trainees-perceptions-of-feedback-validity-evidence-for-two-feedme-feedback-in-medical-education-instruments
#14
Robert Bing-You, Saradha Ramesh, Victoria Hayes, Kalli Varaklis, Denham Ward, Maria Blanco
Construct: Medical educators consider feedback a core component of the educational process. Effective feedback allows learners to acquire new skills, knowledge, and attitudes. Learners' perceptions of feedback are an important aspect to assess with valid methods in order to improve the feedback skills of educators and the feedback culture. BACKGROUND: Although guidelines for delivering effective feedback have existed for several decades, medical students and residents often indicate that they receive little feedback...
December 14, 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29240455/development-and-evaluation-of-a-student-initiated-test-preparation-program-for-the-usmle-step-1-examination
#15
Lindsay F Schwartz, Matthew Lineberry, Yoon Soo Park, Carol S Kamin, Abbas A Hyderi
PROBLEM: Studies have documented performance on the United States Medical Licensing Examination® (USMLE) Step 1 exam as an important factor that residency program directors consider when deciding which applicants to interview and rank. Therefore, success on this exam, though only one aspect of applicant evaluation, is important in determining future career prospects for medical students. Unfortunately, mean test scores at the University of Illinois College of Medicine at Chicago (UIC) have historically been below the national average...
December 14, 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29240454/a-comparison-of-the-expectations-and-experiences-of-medical-students-from-high-middle-and-low-income-countries-participating-in-global-health-clinical-electives
#16
Michael J Peluso, Adam Rodman, Douglas A Mata, Anne T Kellett, Susan van Schalkwyk, Robert M Rohrbaugh
Phenomenon: Global health education (GHE) is expanding to include socioculturally and resource-different settings, with the goal of developing a workforce with members who can promote health equity locally and globally. GHE is also no longer limited to students from high-income countries (HICs). However, it is unknown whether the motivations and experiences of medical students from HICs and from low- and middle-income countries (LMICs) participating in GHE clinical electives through institutional partnerships are similar or different...
December 14, 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29240453/medical-students-implicit-bias-and-the-communication-of-norms-in-medical-education
#17
Rachael Hernandez
ISSUE: Medical educators should consider how institutional norms influence medical students' perceptions of implicit bias. Understanding normative structures in medical education can shed light on why this influence is associated with students' resistance to implicit bias. EVIDENCE: Extant research across diverse fields of study uncovers and theorizes layers of norms and normative systems and how they are related to ethical behavior. This review bridges the fields of communication, bioethics, and medical education, constructing an organized foundation and common language by which researchers can build effective educational interventions...
December 14, 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29240451/hpe-as-a-field-implications-for-the-production-of-compelling-knowledge
#18
Anneke van Enk, Glenn Regehr
ISSUE: Research in education, including health professions education, has long struggled with the competing concerns of academic and practice-based stakeholders. Inspired partially by the work of Stokes and other theorists in science and technology studies, we propose that discussions about compelling research in health professions education might be usefully advanced by considering what it would mean if the community framed itself as a knowledge-producing field instead of aligning itself with either disciplinary or practical interests...
December 14, 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29220581/high-stakes-collaborative-testing-why-not
#19
Ruth E Levine, Nicole J Borges, Brenda J B Roman, Lisa R Carchedi, Mark H Townsend, Jeffrey S Cluver, Julia Frank, Oma Morey, Paul Haidet, Britta M Thompson
Phenomenon: Studies of high-stakes collaborative testing remain sparse, especially in medical education. We explored high-stakes collaborative testing in medical education, looking specifically at the experiences of students in established and newly formed teams. APPROACH: Third-year psychiatry students at 5 medical schools across 6 sites participated, with 4 participating as established team sites and 2 as comparison team sites. For the collaborative test, we used the National Board of Medical Examiners Psychiatry subject test, administering it via a 2-stage process...
December 8, 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29190167/engaging-the-transgender-community-to-improve-medical-education-and-prioritize-healthcare-initiatives
#20
Emily J Noonan, Susan Sawning, Ryan Combs, Laura A Weingartner, Leslee J Martin, V Faye Jones, Amy Holthouser
Phenomenon: Transgender patients experience discrimination, limited access to care, and inadequate provider knowledge in healthcare settings. Medical education to address transgender-specific disparities is lacking. Research that engages transgender community members may help address health disparities by empowering patients, increasing trust, and informing medical curricula to increase competence. APPROACH: A 2015 Community Forum on Transgender Health Care was hosted at the University of Louisville School of Medicine, which included healthcare professionals and transgender community members to facilitate dialogue among mixed-participant groups using a World Café model...
November 30, 2017: Teaching and Learning in Medicine
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