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Teaching and Learning in Medicine

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https://www.readbyqxmd.com/read/29847155/perceptions-of-patient-centered-care-among-first-year-medical-students
#1
Bruce L Henschen, Elizabeth R Ryan, Daniel B Evans, Ashley Truong, Diane B Wayne, Jennifer A Bierman, Kenzie A Cameron
Phenomenon: Teaching patient-centered care (PCC) is a key component of undergraduate medical curricula. Prior frameworks of PCC describe multiple domains of patient-centeredness, ranging from interpersonal encounters to systems-level issues. Medical students' perceptions of PCC are thought to erode as they progress through school, but little is known about how students view PCC toward the beginning of training. This study explores the perceptions of PCC among 1st-year medical students to inform curricular development and evaluation...
May 30, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29775080/mindfulness-meditation-and-interprofessional-cardiopulmonary-resuscitation-a-mixed-methods-pilot-study
#2
Diana J Kelm, Jennifer L Ridgeway, Becca L Gas, Monali Mohan, David A Cook, Darlene R Nelson, Roberto P Benzo
PROBLEM: Mindfulness training includes mindfulness meditation, which has been shown to improve both attention and self-awareness. Medical providers in the intensive care unit often deal with difficult situations with strong emotions, life-and-death decisions, and both interpersonal and interprofessional conflicts. The effect of mindfulness meditation training on healthcare providers during acute care tasks such as cardiopulmonary resuscitation remains unknown. Mindfulness meditation has the potential to improve provider well-being and reduce stress in individuals involved in resuscitation teams, which could then translate into better team communication and delivery of care under stress...
May 18, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29708437/adapting-maslow-s-hierarchy-of-needs-as-a-framework-for-resident-wellness
#3
Andrew J Hale, Daniel N Ricotta, Jason Freed, C Christopher Smith, Grace C Huang
ISSUE: Burnout in graduate medical education is pervasive and has a deleterious impact on career satisfaction, personal well-being, and patient outcomes. Interventions in residency programs have often addressed isolated contributors to burnout; however, a more comprehensive framework for conceptualizing wellness is needed. EVIDENCE: In this article the authors propose Maslow's hierarchy of human needs (physiologic, safety, love/belonging, esteem, and self-actualization) as a potential framework for addressing wellness initiatives...
April 30, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29658802/a-qualitative-analysis-of-narrative-preclerkship-assessment-data-to-evaluate-teamwork-skills
#4
Brigid M Dolan, Celia Laird O'Brien, Kenzie A Cameron, Marianne M Green
Construct: Students entering the health professions require competency in teamwork. BACKGROUND: Although many teamwork curricula and assessments exist, studies have not demonstrated robust longitudinal assessment of preclerkship students' teamwork skills and attitudes. Assessment portfolios may serve to fill this gap, but it is unknown how narrative comments within portfolios describe student teamwork behaviors. APPROACH: We performed a qualitative analysis of narrative data in 15 assessment portfolios...
April 16, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29658798/mock-echo-a-simulation-based-medical-education-method
#5
Rebecca C Fowler, Joanna G Katzman, George D Comerci, Brian M Shelley, Daniel Duhigg, Cynthia Olivas, Thomas Arnold, Summers Kalishman, Rebecca Monnette, Sanjeev Arora
PROBLEM: This study was designed to develop a deeper understanding of the learning and social processes that take place during the simulation-based medical education for practicing providers as part of the Project ECHO® model, known as Mock ECHO training. The ECHO model is utilized to expand access to care of common and complex diseases by supporting the education of primary care providers with an interprofessional team of specialists via videoconferencing networks. INTERVENTION: Mock ECHO trainings are conducted through a train the trainer model targeted at leaders replicating the ECHO model at their organizations...
April 16, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29648898/use-of-standard-guidelines-for-department-of-medicine-summary-letters
#6
Matthew Fitz, Jeffrey La Rochelle, Valerie Lang, Deborah DeWaay, William Adams, Farah Nasraty
Phenomenon: Fourth-year medical students obtain Department of Medicine (DOM) letters ("Chair" letters) to support their residency applications. Writing and interpreting DOM letters are challenging. There is heterogeneity in the letters that makes it difficult to both write and read these letters. APPROACH: The purpose of this study is to determine the value of new guidelines developed by a task force of clerkship directors and program directors in internal medicine and assess the implementation of these guidelines...
April 12, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29630412/translation-transcultural-adaptation-and-validation-of-the-empathy-spirituality-and-wellness-in-medicine-scale-to-the-brazilian-portuguese-language
#7
Alexander Cangussu Silva, Oscarina da Silva Ezequiel, Rodolfo Furlan Damiano, Alessandra Lamas Granero Lucchetti, Lisabeth Fisher DiLalla, J Kevin Dorsey, Giancarlo Lucchetti
Construct: The Empathy, Spirituality, and Wellness in Medicine Scale (ESWIM) is a 43-item multidimensional scale developed to investigate different dimensions of physicians and medical students. BACKGROUND: Medical education research requires the use of several different instruments with dozens of items that evaluate each construct separately, making their application slow and increasing the likelihood of students providing a large number of incomplete or missing responses. To provide an alternative measure, this study aims to translate, adapt, and validate the multidimensional ESWIM instrument for Brazilian medical students...
April 9, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29608109/what-experiences-in-medical-school-trigger-professional-identity-development
#8
Denise Kay, Andrea Berry, Nicholas A Coles
Phenomenon: This qualitative inquiry used conceptual change theory as a theoretical lens to illuminate experiences in medical school that trigger professional identity formation. According to conceptual change theory, changes in personal conceptualizations are initiated when cognitive disequilibrium is introduced. We sought to identify the experiences that trigger cognitive disequilibrium and to subsequently describe students' perceptions of self-in-profession prior to the experience; the nature of the experience; and, when applicable, the outcomes of the experience...
April 2, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29578818/barriers-and-strategies-to-engaging-our-community-based-preceptors
#9
Scott C Graziano, Margaret L McKenzie, Jodi F Abbott, Samantha D Buery-Joyner, LaTasha B Craig, John L Dalrymple, David A Forstein, Brittany S Hampton, Sarah M Page-Ramsey, Archana Pradhan, Abigail Wolf, Laura Hopkins
ISSUE: This article, from the "To the Point" series that is prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee, is a review of commonly cited barriers to recruiting and retaining community-based preceptors in undergraduate medical education and potential strategies to overcome them. EVIDENCE: Community-based preceptors have traditionally served as volunteer, nonsalaried faculty, with academic institutions relying on intrinsic teaching rewards to sustain this model...
March 26, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29893606/paying-mind-to-generational-differences-in-medical-education-a-dialectical-book-review
#10
Eunjung Grace Oh, Hope A Ricciotti, Anna T Cianciolo
No abstract text is available yet for this article.
July 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29893605/letter-from-the-editor-presenting-the-fourth-annual-editors-choice-award
#11
Anna Cianciolo
No abstract text is available yet for this article.
July 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29364752/positive-outcomes-of-optimizing-student-preceptor-continuity-in-a-traditional-block-clerkship
#12
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...
April 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29324048/peer-observation-of-rounds-leads-to-collegial-discussion-of-teaching
#13
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...
April 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29240463/assessing-the-validity-of-a-multidisciplinary-mini-clinical-evaluation-exercise
#14
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...
April 2018: 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
#15
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...
April 2018: 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
#16
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...
April 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29220581/high-stakes-collaborative-testing-why-not
#17
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...
April 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29190167/engaging-the-transgender-community-to-improve-medical-education-and-prioritize-healthcare-initiatives
#18
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...
April 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29190158/integrating-interprofessional-education-and-cultural-competency-training-to-address-health-disparities
#19
Pearl Anna McElfish, Ramey Moore, Bill Buron, Jonell Hudson, Christopher R Long, Rachel S Purvis, Thomas K Schulz, Brett Rowland, T Scott Warmack
PROBLEM: Many U.S. medical schools have accreditation requirements for interprofessional education and training in cultural competency, yet few programs have developed programs to meet both of these requirements simultaneously. Furthermore, most training programs to address these requirements are broad in nature and do not focus on addressing health disparities. The lack of integration may reduce the students' ability to apply the knowledge learned. Innovative programs that combine these two learning objectives and focus on disenfranchised communities are needed to train the next generation of health professionals...
April 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29190149/teacher-perspectives-of-interdisciplinary-coteaching-relationships-in-a-clinical-skills-course-a-relational-coordination-theory-analysis
#20
Michelle M Daniel, Paula Ross, Renée E Stalmeijer, Willem de Grave
Phenomenon: Interdisciplinary coteaching has become a popular pedagogic model in medical education, yet there is insufficient research to guide effective practices in this context. Coteaching relationships are not always effective, which has the potential to affect the student experience. The purpose of this study was to explore interdisciplinary coteaching relationships between a physician (MD) and social behavioral scientist (SBS) in an undergraduate clinical skills course. We aimed to gain an in-depth understanding of what teachers perceive as influencing the quality of relationships to begin to construct a framework for collaborative teaching in medical education...
April 2018: Teaching and Learning in Medicine
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