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Advances in Health Sciences Education: Theory and Practice

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https://www.readbyqxmd.com/read/28434131/knowing-how-and-knowing-why-testing-the-effect-of-instruction-designed-for-cognitive-integration-on-procedural-skills-transfer
#1
Jeffrey J H Cheung, Kulamakan M Kulasegaram, Nicole N Woods, Carol-Anne Moulton, Charlotte V Ringsted, Ryan Brydges
Transfer is a desired outcome of simulation-based training, yet evidence for how instructional design features promote transfer is lacking. In clinical reasoning, transfer is improved when trainees experience instruction integrating basic science explanations with clinical signs and symptoms. To test whether integrated instruction has similar effects in procedural skills (i.e., psychomotor skills) training, we studied the impact of instruction that integrates conceptual (why) and procedural (how) knowledge on the retention and transfer of simulation-based lumbar puncture (LP) skill...
April 22, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28352957/growing-from-dilemmas-developing-a-professional-identity-through-collaborative-reflections-on-relational-dilemmas
#2
Galy Binyamin
Health educators nurture future generations of professionals by helping them to navigate the complex transition from students to therapists. The purpose of this study was to illustrate how a pedagogical method of collaborative reflection (involving reflective writing, sharing, and discussion) on relational dilemmas with role partners can develop occupational therapists' professional identity. The course, in which this method was applied, implemented the supervision and peer learning frameworks as related to student's fieldwork experiences, and is based on the perception of growing from conflicts and exploration...
March 28, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28315114/what-should-we-teach-the-teachers-identifying-the-learning-priorities-of-clinical-supervisors
#3
Margaret Bearman, Joanna Tai, Fiona Kent, Vicki Edouard, Debra Nestel, Elizabeth Molloy
Clinicians who teach are essential for the health workforce but require faculty development to improve their educational skills. Curricula for faculty development programs are often based on expert frameworks without consideration of the learning priorities as defined by clinical supervisors themselves. We sought to inform these curricula by highlighting clinical supervisors own requirements through answering the research question: what do clinical supervisors identify as relative strengths and areas for improvement in their teaching practice? This mixed methods study employed a modified version of the Maastricht Clinical Teaching Questionnaire (mMCTQ) which included free-text reflections...
March 17, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28315113/-i-d-been-like-freaking-out-the-whole-night-exploring-emotion-regulation-based-on-junior-doctors-narratives
#4
Robert M Lundin, Kiran Bashir, Alison Bullock, Camille E Kostov, Karen L Mattick, Charlotte E Rees, Lynn V Monrouxe
The importance of emotions within medical practice is well documented. Research suggests that how clinicians deal with negative emotions can affect clinical decision-making, health service delivery, clinician well-being, attentiveness to patient care and patient satisfaction. Previous research has identified the transition from student to junior doctor (intern) as a particularly challenging time. While many studies have highlighted the presence of emotions during this transition, how junior doctors manage emotions has rarely been considered...
March 17, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28303398/why-assessment-in-medical-education-needs-a-solid-foundation-in-modern-test-theory
#5
Stefan K Schauber, Martin Hecht, Zineb M Nouns
Despite the frequent use of state-of-the-art psychometric models in the field of medical education, there is a growing body of literature that questions their usefulness in the assessment of medical competence. Essentially, a number of authors raised doubt about the appropriateness of psychometric models as a guiding framework to secure and refine current approaches to the assessment of medical competence. In addition, an intriguing phenomenon known as case specificity is specific to the controversy on the use of psychometric models for the assessment of medical competence...
March 16, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28299475/group-interventions-to-promote-mental-health-in-health-professional-education-a-systematic-review-and-meta-analysis-of-randomised-controlled-trials
#6
Kristin Lo, Jamie Waterland, Paula Todd, Tanvi Gupta, Margaret Bearman, Craig Hassed, Jennifer L Keating
Effects of interventions for improving mental health of health professional students has not been established. This review analysed interventions to support mental health of health professional students and their effects. The full holdings of Medline, PsycINFO, EBM Reviews, Cinahl Plus, ERIC and EMBASE were searched until 15th April 2016. Inclusion criteria were randomised controlled trials of undergraduate and post graduate health professional students, group interventions to support mental health compared to alternative education, usual curriculum or no intervention; and post-intervention measurements for intervention and control participants of mindfulness, anxiety, depression, stress/distress or burnout...
March 15, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28289919/patients-with-chronic-conditions-simulate-to-educate
#7
Thomas Lefèvre, Rémi Gagnayre, Maxime Gignon
Simulation in healthcare in an way to train professionals but it is not yet use commonly to train patient or their caregivers. Recently, it has been suggested to extend simulations to patients with chronic conditions. Simulations could help patients and caregivers to acquire psychosocial and self-management skills. This approach proved to be effective for the training of healthcare professionals, but its transferability to patients needs to be evaluated. Already, several questions arise. However, by considering simulations as pretexts for debriefing, they enable patients and professionals to assess a concrete situation, implying voluntary and reflexive learning processes...
March 13, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28255835/erratum-to-evaluating-the-complementary-roles-of-an-sjt-and-academic-assessment-for-entry-into-clinical-practice
#8
Fran Cousans, Fiona Patterson, Helena Edwards, Kim Walker, John C McLachlan, David Good
No abstract text is available yet for this article.
March 2, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28236125/predictors-of-academic-success-for-m%C3%A4-ori-pacific-and-non-m%C3%A4-ori-non-pacific-students-in-health-professional-education-a-quantitative-analysis
#9
Erena Wikaire, Elana Curtis, Donna Cormack, Yannan Jiang, Louise McMillan, Rob Loto, Papaarangi Reid
Tertiary institutions internationally aim to increase student diversity, however are struggling to achieve equitable academic outcomes for indigenous and ethnic minority students and detailed exploration of factors that impact on success is required. This study explored the predictive effect of admission variables on academic outcomes for health professional students by ethnic grouping. Kaupapa Māori and Pacific research methodologies were used to conduct a quantitative analysis using data for 2686 health professional students [150 Māori, 257 Pacific, 2279, non-Māori non-Pacific (nMnP)]...
February 24, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28224317/comparison-study-of-judged-clinical-skills-competence-from-standard-setting-ratings-generated-under-different-administration-conditions
#10
William L Roberts, John Boulet, Jeanne Sandella
When the safety of the public is at stake, it is particularly relevant for licensing and credentialing exam agencies to use defensible standard setting methods to categorize candidates into competence categories (e.g., pass/fail). The aim of this study was to gather evidence to support change to the Comprehensive Osteopathic Medical Licensing-USA Level 2-Performance Evaluation standard setting design and administrative process. Twenty-two video recordings of candidates assessed for clinical competence were randomly selected from the 2014-2015 Humanistic domain test score distribution ranging from the highest to lowest quintile of performance...
February 21, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28224316/erratum-to-the-effect-of-self-explanation-of-pathophysiological-mechanisms-of-diseases-on-medical-students-diagnostic-performance
#11
José Maria Peixoto, Sílvia Mamede, Rosa Malena Delbone de Faria, Alexandre Sampaio Moura, Silvana Maria Elói Santos, Henk G Schmidt
No abstract text is available yet for this article.
February 21, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28220334/future-directions-in-personality-occupational-and-medical-selection-myths-misunderstandings-measurement-and-suggestions
#12
Eamonn Ferguson, Filip Lievens
This paper has two objectives: (1) presenting recent advances in personality theory whereby personality traits are conceptualized within a framework that focuses on the dynamic interactions of behaviour, biology, context, and states, and (2) discussing the implications of these developments for measurement and medical selection. We start by presenting evidence that traits are no longer regarded as stable deterministic predictors of behaviour. Instead, traits are found to change across generations, the life span, and in response to environmental contingencies...
February 20, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28220333/developing-skilled-doctor-patient-communication-in-the-workplace-a-qualitative-study-of-the-experiences-of-trainees-and-clinical-supervisors
#13
Esther Giroldi, Wemke Veldhuijzen, Kristel Geelen, Jean Muris, Frits Bareman, Herman Bueving, Trudy van der Weijden, Cees van der Vleuten
To inform the development of recommendations to facilitate learning of skilled doctor-patient communication in the workplace, this qualitative study explores experiences of trainees and supervisors regarding how trainees learn communication and how supervisors support trainees' learning in the workplace. We conducted a qualitative study in a general practice training setting, triangulating various sources of data to obtain a rich understanding of trainees and supervisors' experiences: three focus group discussions, five discussions during training sessions and five individual interviews...
February 20, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28188452/participation-and-selection-effects-of-a-voluntary-selection-process
#14
Nienke R Schripsema, Anke M van Trigt, Susanna M Lucieer, Anouk Wouters, Gerda Croiset, Axel P N Themmen, Jan C C Borleffs, Janke Cohen-Schotanus
Many different medical school selection processes are used worldwide. In this paper, we examine the effect of (1) participation, and (2) selection in a voluntary selection process on study performance. We included data from two cohorts of medical students admitted to Erasmus MC, Rotterdam and VUmc, Amsterdam, The Netherlands and compared them to previously published data from Groningen medical school, The Netherlands. All included students were admitted based on either (1) a top pre-university grade point average, or (2) a voluntary selection process, or (3) weighted lottery...
February 10, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28181019/evaluating-the-complementary-roles-of-an-sjt-and-academic-assessment-for-entry-into-clinical-practice
#15
Fran Cousans, Fiona Patterson, Helena Edwards, Kim Walker, John C McLachlan, David Good
Although there is extensive evidence confirming the predictive validity of situational judgement tests (SJTs) in medical education, there remains a shortage of evidence for their predictive validity for performance of postgraduate trainees in their first role in clinical practice. Moreover, to date few researchers have empirically examined the complementary roles of academic and non-academic selection methods in predicting in-role performance. This is an important area of enquiry as despite it being common practice to use both types of methods within a selection system, there is currently no evidence that this approach translates into increased predictive validity of the selection system as a whole, over that achieved by the use of a single selection method...
February 8, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28160102/on-the-validity-of-repeated-assessments-in-the-umat-a-high-stakes-admissions-test
#16
David Andrich, Irene Styles, Annette Mercer, Ian B Puddey
The possibility that the validity of assessment is compromised by repeated sittings of highly competitive and high profile selection tests has been documented and is of concern to stake-holders. An illustrative example is the Undergraduate Medicine and Health Sciences Admission Test (UMAT) used by some medical and dental courses in Australia and New Zealand. The proficiencies of all applicants who sat the UMAT from one to four sittings between 2006 and 2012 were estimated on the same metric using the probabilistic Rasch model...
February 4, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28160101/enhancing-technical-skill-learning-through-interleaved-mixed-model-observational-practice
#17
Arthur Welsher, Lawrence E M Grierson
A broad foundation of behavioural (Hayes et al. in Exp Brain Res 204(2): 199-206, 2010) and neurophysiological (Kohler et al. in Science 297(5582): 846-848, 2002) evidence has revealed that the acquisition of psychomotor skills, including those germane to clinical practice (Domuracki et al. in Med Educ 49(2): 186-192, 2015), can be facilitated through observational practice. Interestingly, research also reveals that learning via observation is greatest when the learner has the opportunity to view both error-free expert demonstrations and flawed novice demonstrations (Rohbanfard and Proteau in Exp Brain Res 215: 183-197, 2011)...
February 3, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28155004/stakeholder-perspectives-on-workplace-based-performance-assessment-towards-a-better-understanding-of-assessor-behaviour
#18
Laury P J W M de Jonge, Angelique A Timmerman, Marjan J B Govaerts, Jean W M Muris, Arno M M Muijtjens, Anneke W M Kramer, Cees P M van der Vleuten
Workplace-Based Assessment (WBA) plays a pivotal role in present-day competency-based medical curricula. Validity in WBA mainly depends on how stakeholders (e.g. clinical supervisors and learners) use the assessments-rather than on the intrinsic qualities of instruments and methods. Current research on assessment in clinical contexts seems to imply that variable behaviours during performance assessment of both assessors and learners may well reflect their respective beliefs and perspectives towards WBA. We therefore performed a Q methodological study to explore perspectives underlying stakeholders' behaviours in WBA in a postgraduate medical training program...
February 2, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28144797/the-effect-of-self-explanation-of-pathophysiological-mechanisms-of-diseases-on-medical-students-diagnostic-performance
#19
José Maria Peixoto, Sílvia Mamede, Rosa Malena Delbone de Faria, Alexandre Sampaio Moura, Silvana Maria Elói Santos, Henk G Schmidt
Self-explanation while diagnosing clinical cases fosters medical students' diagnostic performance. In previous studies on self-explanation, students were free to self-explain any aspect of the case, and mostly clinical knowledge was used. Elaboration on knowledge of pathophysiological mechanisms of diseases has been largely unexplored in studies of strategies for teaching clinical reasoning. The purpose of this two-phase experiment was to investigate the effect of self-explanation of pathophysiology during practice with clinical cases on students' diagnostic performance...
January 31, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28341923/a-research-agenda-for-establishing-the-validity-of-non-academic-assessments-of-medical-school-applicants
#20
Clarence Dennis Kreiter
No abstract text is available yet for this article.
May 2017: Advances in Health Sciences Education: Theory and Practice
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