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Teaching and Learning in Medicine

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https://www.readbyqxmd.com/read/27824260/underrepresented-minorities-in-medical-school-admissions-a-qualitative-study
#1
Margaret A Hadinger
: Phenomenon: This study explored Black/African American and Hispanic/Latino medical students' perceptions of the medical school admissions process. Previous research has explored other elements of the medical education continuum. However, little is known regarding minorities' perceptions of navigating the medical school admissions process. To address this gap in the literature, this exploratory study suggests a conceptual model describing why minorities apply to medical school and the influences affecting their admissions experience...
November 8, 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27813688/the-health-professions-education-pathway-preparing-students-residents-and-fellows-to-become-future-educators
#2
H Carrie Chen, Maria A Wamsley, Amin Azzam, Katherine Julian, David M Irby, Patricia S O'Sullivan
PROBLEM: Training the next generation of health professionals requires leaders, innovators, and scholars in education. Although many medical schools and residencies offer education electives or tracks focused on developing teaching skills, these programs often omit educational innovation, scholarship, and leadership and are narrowly targeted to one level of learner. INTERVENTION: The University of California San Francisco created the Health Professions Education Pathway for medical students, residents, and fellows as well as learners from other health professional schools...
November 4, 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27813682/challenges-in-translation-lessons-from-using-business-pedagogy-to-teach-leadership-in-undergraduate-medicine
#3
Dani C Cadieux, Lorelei Lingard, Daniela Kwiatkowski, Teresa Van Deven, Murray Bryant, Gary Tithecott
PROBLEM: Leadership is increasingly recognized as a core physician competency required for quality patient care, continual system improvement, and optimal healthcare team performance. Consequently, integration of leadership into medical school curriculum is becoming a priority. This raises the question of the appropriate context, timing, and pedagogy for conveying this competency to medical students. INTERVENTION: Our program introduced a 1-week leadership course grounded in business pedagogy to Year 1 medical students...
November 4, 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27813672/high-frequency-learning-goals-using-self-regulated-learning-to-influence-day-to-day-practice-in-clinical-education
#4
Douglas P Larsen, Robert T Naismith, Mathew Margolis
PROBLEM: Although self-regulated learning (SRL) is considered a fundamental skill that must be developed in physician training, many programs of SRL utilize learning goals that are generated only at the beginning of learning experiences or are widely spaced apart in time. These goals are often not formally shared with those actually working with the learner in the clinical setting. INTERVENTION: We developed a program of written, student-generated weekly learning goals in which students focused on processes of becoming better doctors for their patients...
November 4, 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27813660/building-collaboration-a-scoping-review-of-cultural-competency-and-safety-education-and-training-for-healthcare-students-and-professionals-in-canada
#5
Olivia Guerra, Donna Kurtz
: Phenomenon: This scoping literature review summarizes current Canadian health science education and training aimed to lessen health gaps between Aboriginal and non-Aboriginal peoples. APPROACH: Keyword searches of peer-reviewed and gray literature databases, websites, and resources recommended by local Aboriginal community members identified 1,754 resources. Using specific inclusion and exclusion criteria, 26 resources relevant to education and training of healthcare professionals and students in Canada were selected...
November 4, 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27662118/justify-your-answer-the-role-of-written-think-aloud-in-script-concordance-testing
#6
Alyssa Power, Jean-Francois Lemay, Suzette Cooke
: Construct: Clinical reasoning assessment is a growing area of interest in the medical education literature. Script concordance testing (SCT) evaluates clinical reasoning in conditions of uncertainty and has emerged as an innovative tool in the domain of clinical reasoning assessment. SCT quantifies the degree of concordance between a learner and an experienced clinician and attempts to capture the breadth of responses of expert clinicians, acknowledging the significant yet acceptable variation in practice under situations of uncertainty...
September 23, 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27700253/keeping-the-conversation-going
#7
Anna T Cianciolo
No abstract text is available yet for this article.
October 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27700252/done-or-almost-done-improving-osce-checklists-to-better-capture-performance-in-progress-tests
#8
Debra Pugh, Samantha Halman, Isabelle Desjardins, Susan Humphrey-Murto, Timothy J Wood
: Construct: The impact of using nonbinary checklists for scoring residents from different levels of training participating in objective structured clinical examination (OSCE) progress tests was explored. BACKGROUND: OSCE progress tests typically employ similar rating instruments as traditional OSCEs. However, progress tests differ from other assessment modalities because learners from different stages of training participate in the same examination, which can pose challenges when deciding how to assign scores...
October 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27700251/what-s-in-a-transition-an-integrative-perspective-on-transitions-in-medical-education
#9
Jorie M Colbert-Getz, Steven Baumann, Kerri Shaffer, Sara Lamb, Janet E Lindsley, Robert Rainey, Kristin Randall, Danielle Roussel, Adam Stevenson, Anna T Cianciolo, Tyler Maines, Bridget O'Brien, Michael Westerman
This Conversation Starters article presents a selected research abstract from the 2016 Association of American Medical Colleges Western Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of three experts who shared their thoughts stimulated by the needs assessment study. These thoughts explore how the general theoretical mechanisms of transition may be integrated with cognitive load theory in order to design interventions and environments that foster transition...
October 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27700250/exploring-the-role-of-peer-advice-in-self-regulated-learning-metacognitive-social-and-environmental-factors
#10
Hanin Rashid, Robert Lebeau, Norma Saks, Anna T Cianciolo, Anthony R Artino, Judy A Shea, Olle Ten Cate
This Conversation Starters article presents a selected research abstract from the 2016 Association of American Medical Colleges Northeast Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of three experts who shared their thoughts stimulated by the pilot study. These thoughts explore the metacognitive, social, and environmental mechanisms whereby advice plays a role in self-regulated learning.
October 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27700249/on-the-origins-of-perceptions-student-perceptions-of-active-learning-and-their-implications-for-educational-reform
#11
Kathryn Istas, Anthony M Paolo, Benito A Berardo, Giulia Bonaminio, Joseph D Fontes, Anne Walling, Nancy Davis, Anna T Cianciolo, Robert Englander, Jeanne L Koehler, Kimberly D Lomis
This Conversation Starters article presents a selected research abstract from the 2016 Association of American Medical Colleges Central Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of three experts who shared their thoughts stimulated by the study. These thoughts highlight the value of exploring what drives student perceptions of active learning in order to reform medical education.
October 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27700248/teaching-and-learning-in-medicine-volume-28-2016
#12
(no author information available yet)
No abstract text is available yet for this article.
October 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27700247/coming-in-from-the-cold-physician-professional-development-as-deepening-participation-in-the-healthcare-community
#13
Tasha R Wyatt, Judith Bowen, Karen Mann, Glenn Regehr, Anna T Cianciolo
This Conversation Starters article presents a selected research abstract from the 2016 Association of American Medical Colleges Southern Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of three experts who shared their thoughts stimulated by the pilot study. These thoughts probe the concept of patient "ownership" and suggest an alternative way of conceptualizing physicians' total dedication to patient care.
October 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27700246/eov-editorial-board
#14
(no author information available yet)
No abstract text is available yet for this article.
October 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27294400/in-brief-validity-of-case-summaries-in-written-examinations-of-clinical-reasoning
#15
Valérie Dory, Robert Gagnon, Bernard Charlin, Dominique Vanpee, Sophie Leconte, Corentin Duyver, Meredith Young, Nathalie Loye
: Construct: The purpose of this study was to provide initial evidence of the validity of written case summaries as assessments of clinical problem representation in a classroom setting. BACKGROUND: To solve clinical problems, clinicians must gain a clear representation of the issues. In the clinical setting, oral case presentations-or summaries-are used to assess learners' ability to gather, synthesize, and "translate" pertinent case information. This ability can be assessed in Objective Structured Clinical Examination and Virtual Patient settings using oral or written case summaries...
October 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27285377/direct-observation-of-clinical-skills-feedback-scale-development-and-validity-evidence
#16
Samantha Halman, Nancy Dudek, Timothy Wood, Debra Pugh, Claire Touchie, Sean McAleer, Susan Humphrey-Murto
: Construct: This article describes the development and validity evidence behind a new rating scale to assess feedback quality in the clinical workplace. BACKGROUND: Competency-based medical education has mandated a shift to learner-centeredness, authentic observation, and frequent formative assessments with a focus on the delivery of effective feedback. Because feedback has been shown to be of variable quality and effectiveness, an assessment of feedback quality in the workplace is important to ensure we are providing trainees with optimal learning opportunities...
October 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27283028/faculty-development-for-fostering-clinical-reasoning-skills-in-early-medical-students-using-a-modified-bayesian-approach
#17
Tracie Marcella Addy, Janet Hafler, France Galerneau
PROBLEM: Clinical reasoning is a necessary skill for medical students to acquire in the course of their education, and there is evidence that they can start this process at the undergraduate level. However, physician educators who are experts in their given fields may have difficulty conveying their complex thought processes to students. Providing faculty development that equips educators with tools to teach clinical reasoning may support skill development in early medical students. INTERVENTION: We provided faculty development on a modified Bayesian method of teaching clinical reasoning to clinician educators who facilitated small-group, case-based workshops with 2nd-year medical students...
October 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27215421/call-to-publish-in-an-undergraduate-medical-course-dissemination-of-the-final-year-research-project
#18
Joselina Maria Pinto Barbosa, Sónia Isabel Costa Magalhães, Maria Amélia Duarte Ferreira
PROBLEM: Today's medical doctors must not only have the clinical skills to treat patients effectively but also keep current with new advances in medicine and critically analyze evidence to choose the best treatments and explain the risks and benefits of different options. In this article, we aim to share the approach taken at a Portuguese medical school to promote a close connection between research and learning. INTERVENTION: In a blended-learning approach, students studied research and scientific methods and undertook one of three faculty-supervised research and dissemination projects...
October 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27603790/cheating-in-osces-the-impact-of-simulated-security-breaches-on-osce-performance
#19
Andrea Gotzmann, André De Champlain, Fahmida Homayra, Alexa Fotheringham, Ingrid de Vries, Melissa Forgie, Debra Pugh
: Construct: Valid score interpretation is important for constructs in performance assessments such as objective structured clinical examinations (OSCEs). An OSCE is a type of performance assessment in which a series of standardized patients interact with the student or candidate who is scored by either the standardized patient or a physician examiner. BACKGROUND: In high-stakes examinations, test security is an important issue. Students accessing unauthorized test materials can create an unfair advantage and lead to examination scores that do not reflect students' true ability level...
September 7, 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27541066/medical-students-understanding-of-directed-questioning-by-their-clinical-preceptors
#20
Lawrence Lo, Glenn Regehr
: Phenomenon: Throughout clerkship, preceptors ask medical students questions for both assessment and teaching purposes. However, the cognitive and strategic aspects of students' approaches to managing this situation have not been explored. Without an understanding of how students approach the question and answer activity, medical educators are unable to appreciate how effectively this activity fulfills their purposes of assessment or determine the activity's associated educational effects...
August 19, 2016: Teaching and Learning in Medicine
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