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Clinical Teacher

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https://www.readbyqxmd.com/read/29230945/a-novel-peer-feedback-programme-of-family-centred-rounds
#1
Priti Bhansali, Ellen Goldman
BACKGROUND: Family-centred rounds (FCRs) are becoming standard practice in in-patient paediatrics. Few faculty development programmes to train doctors in how to lead FCRs have been described in the literature, yet recent studies of peer feedback of in-patient rounds in internal medicine suggest benefits to teaching practices. Peer feedback may be useful as a faculty development method for FCRs. The study objective was to describe the experience of paediatric hospitalists participating in a peer feedback programme based on direct observation of FCRs...
December 11, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/29178606/empowering-students-with-the-hidden-curriculum
#2
Hilary Neve, Tracey Collett
BACKGROUND: The hidden curriculum (HC) refers to unscripted, ad hoc learning that occurs outside the formal, taught curriculum and can have a powerful influence on the professional development of students. While this learning may be positive, it may conflict with that taught in the formal curriculum. Medical schools take a range of steps to address these negative effects; however, the existence and nature of the concept tends to be hidden from students. METHODS: Since 2007, our medical school has incorporated into its small group programme an educational activity exploring the concept of the hidden curriculum...
November 27, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/29178596/knowledge-and-attitudes-toward-transgender-health
#3
Jack L Turban, Joel Winer, Susan Boulware, Timothy VanDeusen, John Encandela
BACKGROUND: Hormonal interventions for transgender adolescents have become increasingly common; however, there is a paucity of research on medical student knowledge of, and attitudes toward, these interventions following didactic instruction. Furthermore, no studies have examined whether students can be aware of the literature on the mental health benefits of these treatments yet continue to find them unethical. METHODS: An anonymous online survey was administered to students, from first to fourth year (n = 407), who had received one or two lectures on the treatment of youths with gender dysphoria (GD)...
November 27, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/29178566/bridging-the-gap-for-future-clinician-educators
#4
Christen K Dilly, W Graham Carlos, Krista Hoffmann-Longtin, John Buckley, Anna Burgner
BACKGROUND: In contrast to the training required in the UK, opportunities for medical education training in the USA are limited. Resident-as-teacher programmes are typically insufficient to prepare trainees to be successful clinician-educators, but few pursue formal education degrees. We sought to assess the need for, and feasibility of, a training pathway for subspecialty fellows in a large Department of Medicine that would prepare our trainees to become effective educators. METHODS: Quantitative and qualitative methods were used...
November 27, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/29159933/dyspraxia-in-clinical-education-a-review
#5
REVIEW
Eleanor Walker, Sebastian Ck Shaw, Jim Price, Malcolm Reed, John Anderson
BACKGROUND: The stereotype of the student with dyspraxia as 'clumsy and disorganised' may cause clinical teachers to be concerned about the student's performance in a clinical environment; however, if it is understood that dyspraxic students possess many strengths, as well as weaknesses, it may be that some stereotypical myths will be dispelled and more effective support offered to them. This review considers research surrounding the experiences of students and health professionals with dyspraxia within higher education (HE), alongside the personal experiences of EW, in order to inform the development of clinical teachers with respect to their support for learners with dyspraxia...
November 21, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/29144023/resident-versus-faculty-member-simulation-debriefing
#6
Traci Adams, Chad Newton, Hetal Patel, Melanie Sulistio, Andrew Tomlinson, Won Lee
BACKGROUND: Near-peer teaching is effective in graduate medical education, but it has not been compared with faculty member teaching in resident simulation. In this study, we sought to compare debriefing sessions of internal medicine (IM) intern simulation sessions led by academic faculty doctors with those led by senior IM residents in order to measure the effectiveness of near-peer teaching in this setting. Near-peer teaching is effective in graduate medical education, but has not been compared with faculty member teaching in resident simulation METHOD: Internal medicine interns participated in four simulation cases, two of which were debriefed by faculty members and two of which were debriefed by residents...
November 16, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/29143482/incorporating-emerging-fields-in-medical-education
#7
Jerry R Youkey, Jennifer L Trilk
No abstract text is available yet for this article.
November 16, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/29143450/co-design-of-technology-enhanced-learning-resources
#8
Tamsin Treasure-Jones, Viktoria Joynes
No abstract text is available yet for this article.
November 16, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/29045060/competency-assessment-form-to-improve-feedback
#9
Karen E Hauer, Holly Nishimura, Diego Dubon, Arianne Teherani, Christy Boscardin
BACKGROUND: In-training evaluation reports are a commonly used assessment method for clinical learners that can characterise the development of competence in essential domains of practice. Strategies to increase the usefulness and specificity of written narrative comments about learner performance in these reports are needed to guide their learning. Soliciting narrative comments by competency domain from supervising doctors on in-training evaluation reports could improve the quality of written feedback to students...
October 18, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/29045056/role-modelling-moving-from-implicit-to-explicit
#10
Anne Marie Pinard, Isabelle Savard, Luc Côté
No abstract text is available yet for this article.
October 16, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/29027373/to-mb-phd-or-not-to-mb-phd
#11
Jonathan Cm Wan, Ada Ed Teo, Christopher E McMurran, Vishal Rawji
No abstract text is available yet for this article.
October 12, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28994515/role-of-pelvic-ultrasound-simulation
#12
Sushila Arya, Zuber D Mulla, Sanja Kupesic Plavsic
BACKGROUND: Pelvic ultrasound is a critical diagnostic imaging tool in obstetrics and gynaecology. Training opportunities in transvaginal ultrasound have not kept pace with the demand among learners because of the increased complexity of modern ultrasound technology and duty-hour restrictions. Ultrasound simulation training has the potential to overcome this gap. Training opportunities in transvaginal ultrasound have not kept pace with the demand OBJECTIVE: Our study aimed to determine the usefulness, applicability and attitudes toward pelvic ultrasound simulation training among residents, sonographers and practising doctors...
October 10, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28994514/six-domains-to-develop-critical-medical-humanities
#13
Harry Yi-Jui Wu
No abstract text is available yet for this article.
October 10, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28994512/creating-effective-and-engaging-presentations
#14
Michelle Daniel, Rachel Fowler, Chris Merritt, Neha Raukar, Elizabeth Sutton, Genevieve Allen, Brian Clyne
No abstract text is available yet for this article.
October 10, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28990336/peer-teaching-of-the-physical-exam-a-pilot-study
#15
Valeria C Pazo, Susan Frankl, Subha Ramani, Joel Katz
BACKGROUND: Mastery of the physical exam (PE), and the ability to teach it to peers and medical students, are important milestones for residents (junior doctors); however, several reports indicate that PE skills are in decline. To address this need, we explored the use of peer observation of teaching (POT) as a conceptual framework to develop an innovative approach to PE teaching at the postgraduate medical education level. INNOVATION: We designed a PE POT session to be conducted at the patient bedside, and piloted four sessions in April 2014...
October 9, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28984417/role-conflict-within-medical-education
#16
Sebastian Ck Shaw
No abstract text is available yet for this article.
October 6, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28984416/domestic-violence-teaching-in-uk-medical-schools-a-cross-sectional-study
#17
Lucy C Potter, Gene Feder
BACKGROUND: Domestic violence and abuse (DVA) is a leading contributor to the physical and mental ill health of women. Recent international guidance recommends that undergraduate medical curricula should include DVA. We do not know what is currently taught about DVA to medical students in the UK. Recent international guidance recommends that undergraduate medical curricula should include DVA METHOD: Teaching leads from all UK medical schools (n = 34) were invited to participate in an 18-item online survey about what DVA education is provided, their views of this provision and any feedback provided by students...
October 6, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28984413/strength-through-diversity-training-overseas
#18
Bo Xu, Serge Harb
No abstract text is available yet for this article.
October 6, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28971621/medical-students-perceptions-of-low-value-care
#19
Christopher Steele, Justin Berk, Bimal Ashar, Amit Pahwa, Danelle Cayea
BACKGROUND: Medical schools are creating high-value care (HVC) curricula in undergraduate medical education; however, there are few studies identifying what are the most pressing low-value care (LVC) practices, as observed by students. This study is a multicentre, targeted needs assessment comparing medical student perceptions of LVC at four institutions, after completion of their internal medicine clerkship, to identify areas of focus for future HVC curriculum development. METHODS: A total of 307 medical students at four institutions participated in a voluntary survey and identified instances of LVC during the internal medicine clerkship...
October 3, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28971589/co-teaching-applications-in-medical-education
#20
Connie R Shi, Jasmine Rana, Susan Burgin
No abstract text is available yet for this article.
October 3, 2017: Clinical Teacher
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