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Perspectives on Medical Education

Marije van Braak, Esther de Groot, Mario Veen, Lisanne Welink, Esther Giroldi
No abstract text is available yet for this article.
November 16, 2018: Perspectives on Medical Education
Harold G J Bok, Lubberta H de Jong, Thomas O'Neill, Connor Maxey, Kent G Hecker
INTRODUCTION: Competency-based education (CBE) is now pervasive in health professions education. A foundational principle of CBE is to assess and identify the progression of competency development in students over time. It has been argued that a programmatic approach to assessment in CBE maximizes student learning. The aim of this study is to investigate if programmatic assessment, i. e., a system of assessment, can be used within a CBE framework to track progression of student learning within and across competencies over time...
November 14, 2018: Perspectives on Medical Education
Joy Doll, Anna Maio, Meghan Potthoff
Interprofessional education (IPE) is now recognized as an important initiative to prepare the next generation of health providers. Although IPE has been embraced by many institutions, faculty development still remains an issue. In this manuscript, the authors share their story of one attempt to educate a variety of health science faculty on IPE in what was perceived as an approachable venue. The story of its epic failure and lessons learned will be shared to help others avoid similar pitfalls.
November 13, 2018: Perspectives on Medical Education
Michelle Ricci, Christina St-Onge, Jing Xiao, Meredith Young
INTRODUCTION: For assessment to fill an educational role, students must see the results generated by assessment as valuable, and actively engage with this feedback in order to support learning. Few studies include examinees as stakeholders in validation beyond general notions of acceptability. Here, we explore students as stakeholders in the validation of a newly implemented assessment. METHODS: A student-relevant validity framework based on the unified theory of validity was created and adapted to a survey format...
November 12, 2018: Perspectives on Medical Education
Cheryl L Holmes, Maria M Hubinette, Malcolm Maclure, Harry Miller, Daniel Ting, Greg Costello, Melanie Reed, Glenn Regehr
INTRODUCTION: In the spirit of enacting an educational model of guided, collective reflection to support positive professional identity construction in healthcare learners, we implemented a reflection-based course for medical students transitioning to clerkship with three goals: to sensitize learners to the hidden curriculum; to provide a safe and confidential forum to discuss their experiences; and to co-construct strategies to deal with the pressures in the clinical environment METHODS: We used a design-based research protocol...
November 12, 2018: Perspectives on Medical Education
Sébastien Xavier Joncas, Christina St-Onge, Sylvie Bourque, Paul Farand
INTRODUCTION: To alleviate some of the burden associated with the development of novel quality questions on a regular basis, medical education programs may favour the use of item banks. This practice answers the real pragmatic need of having to create exams de novo at each administration while benefiting from using psychometrically sound questions to assess students. Unfortunately, programs cannot prevent trainees from engaging in cheating behaviours such as content sharing, and little is known about the impact of re-using items...
November 12, 2018: Perspectives on Medical Education
Sebastian Uijtdehaage, Lambert W T Schuwirth
No abstract text is available yet for this article.
November 8, 2018: Perspectives on Medical Education
Christopher Harrison
No abstract text is available yet for this article.
November 8, 2018: Perspectives on Medical Education
Anna Byszewski, Amy Fraser, Heather Lochnan
OBJECTIVES: A structured, reflection-based electronic portfolio program (ePortfolio), with novel faculty development initiative, involving 'shadow coaches', was shared with the newly formed Ottawa-Shanghai Joint School of Medicine (OSJSM). OSJSM is a partnership between Shanghai Jiao Tong University and the University of Ottawa. As the world's first Sino-Canadian Joint Medical School, OSJSM introduced North American undergraduate medical curriculum to China. 'Shadow coaching' involved trans-Pacific pairing of coaches, supplemented by local faculty development...
October 25, 2018: Perspectives on Medical Education
Daniel Zahra, Steven A Burr
INTRODUCTION: Ongoing monitoring of cohort demographic variation is an essential part of quality assurance in medical education assessments, yet the methods employed to explore possible underlying causes of demographic variation in performance are limited. Focussing on properties of the vignette text in single-best-answer multiple-choice questions (MCQs), we explore here the viability of conducting analyses of text properties and their relationship to candidate performance. We suggest that such analyses could become routine parts of assessment evaluation and provide an additional, equality-based measure of an assessment's quality and fairness...
October 23, 2018: Perspectives on Medical Education
Anne de la Croix, Mario Veen
Reflection is an ambiguous and profoundly complex human activity. We celebrate the developments in teaching and researching reflection in education, yet have identified flaws in the way reflection has been operationalized: medical education has translated the age-old concept into a teachable and measureable construct. We fear that in this process of operationalization, the philosophical underpinnings of reflection have been discarded. We illustrate this with a thought experiment about a 'reflective zombie': students who have been conditioned to follow prescribed thought steps rather than engaging in truly reflective behaviour...
October 23, 2018: Perspectives on Medical Education
Dilshan Pieris
Medical school interviews are critical for screening candidates for admission. Traditionally, the panel format is used for this process, although its drastically low reliabilities sparked the creation of the highly reliable multiple mini-interview (MMI). However, the multiple mini-interview's feasibility issues made it unappealing to some institutions, like the University of Toronto, who created the modified personal interview (MPI) as a more feasible alternative. The lack of literature about the MPI, however, prevents the medical community from determining whether this interview format achieves this goal...
October 23, 2018: Perspectives on Medical Education
Zac Feilchenfeld, Ayelet Kuper
No abstract text is available yet for this article.
September 14, 2018: Perspectives on Medical Education
Lauren A Maggio, Anthony R Artino, Erik W Driessen
No abstract text is available yet for this article.
September 14, 2018: Perspectives on Medical Education
Amanda Lee Roze des Ordons, Janet Margaret de Groot, Tom Rosenal, Nazia Viceer, Lara Nixon
INTRODUCTION: Humanism has been identified as an important contributor to patient care and physician wellness; however, what humanism means in the context of medicine has been limited by opinion and a focus on personal characteristics. Our aim was to describe attitudes and behaviours that enable clinicians to integrate humanism within the clinical setting. METHODS: We conducted semi-structured individual interviews with ten clinical faculty to explore how they enact and experience humanism in patient care and clinical teaching...
October 2018: Perspectives on Medical Education
Alexandra Fletcher, Bing Yu Chen, David Benrimoh, Sam Shemie, Stuart Lubarsky
The competencies required of the well-trained physician are constantly evolving, and medical education must adapt accordingly. In response, a growing number of influential medical education licensing and accreditation bodies have proposed frameworks that outline society's expectations of physician competencies. In Canada, undergraduate and graduate curricula have undergone major changes to meet the specifications of the CanMEDS framework, and similar efforts are underway internationally. Nonetheless, ensuring the values enshrined within such frameworks become integral to a physician's identity remains challenging...
October 2018: Perspectives on Medical Education
Lauren A Maggio, Aliki Thomas, H Carrie Chen, John P A Ioannidis, Steven L Kanter, Candace Norton, Nancy H Tannery, Anthony R Artino
BACKGROUND: To support evidence-informed education, health professions education (HPE) stakeholders encourage the creation and use of knowledge syntheses or reviews. However, it is unclear if these knowledge syntheses are ready for translation into educational practice. Without understanding the readiness, defined by three criteria-quality, accessibility and relevance-we risk translating weak evidence into practice and/or providing information that is not useful to educators. METHODS: A librarian searched Web of Science for knowledge syntheses, specifically Best Evidence in Medical Education (BEME) Guides...
October 2018: Perspectives on Medical Education
Karen E Hauer, Nicholas Iverson, Alekist Quach, Patrick Yuan, Stephanie Kaner, Christy Boscardin
INTRODUCTION: To develop lifelong learning skills, students need feedback, access to performance data, and coaching. A new medical curriculum incorporated infrastructural supports based on self-regulated learning theory and the Master Adaptive Learner framework to engage students in reflection and learning planning. This study examines students' experience with a performance dashboard, longitudinal coaching, and structured time for goal-setting. METHODS: Focus groups with first-year medical students explored performance dashboard usage, coaching and learning planning...
October 2018: Perspectives on Medical Education
Jos A Stigt, Janine H Koele, Paul L P Brand, Debbie A C Jaarsma, Irene A Slootweg
INTRODUCTION: During postgraduate education in pulmonology, supervisors are responsible for training residents in generic competencies such as communication, professionalism and collaboration, but their focus commonly lies more on medical-technical competencies. As an alternative approach to supporting residents to develop generic skills, we developed a personal mentoring program with a non-medical professional as mentor. In this study, the residents' experiences with the mentoring program were evaluated...
October 2018: Perspectives on Medical Education
Nico F Leenstra, Addie Johnson, Oliver C Jung, Nicole D Holman, Lieuwe S Hofstra, Jaap E Tulleken
INTRODUCTION: Whereas medical shift handovers are increasingly recognized to fulfil important functions beyond information transfer, studies suggest that shift handovers continue to be variably used for reflection, learning or discussion. Little is known of the dynamics of incorporating such functions into ICU shift handovers, resulting in a challenge for the design of educational programs whose underlying philosophies align with the specific requirements of the ICU. METHODS: Intensivists, residents and fellows (n = 21) from three ICUs were interviewed to determine perceptions of handover functionality and the boundaries to what must or can be achieved in handover conversations...
October 2018: Perspectives on Medical Education
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