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https://www.readbyqxmd.com/read/29411668/twelve-tips-to-promote-a-feedback-culture-with-a-growth-mind-set-swinging-the-feedback-pendulum-from-recipes-to-relationships
#1
Subha Ramani, Karen D Könings, Shiphra Ginsburg, Cees P M van der Vleuten
Feedback in medical education has traditionally showcased techniques and skills of giving feedback, and models used in staff development have focused on feedback providers (teachers) not receivers (learners). More recent definitions have questioned this approach, arguing that the impact of feedback lies in learner acceptance and assimilation of feedback with improvement in practice and professional growth. Over the last decade, research findings have emphasized that feedback conversations are complex interpersonal interactions influenced by a multitude of sociocultural factors...
February 7, 2018: Medical Teacher
https://www.readbyqxmd.com/read/29367769/assessment-of-learner-metacognition-in-a-professional-pharmacy-elective-course
#2
Taylor D Steuber, Kristin M Janzen, Alison M Walton, Sarah A Nisly
Objective. To investigate the effect of strategic feedback and metacognitive processes on learners' ability to predict performance and improve self-awareness. Methods. Strategic faculty and peer feedback, as well as self-assessments, were implemented in a professional pharmacy elective course throughout the semester, focused on three case-based oral presentations. After each presentation, students utilized an objective rubric to determine self-predicted and peer-predicted scores. Actual scores from faculty were compared to students' predicted scores...
December 2017: American Journal of Pharmaceutical Education
https://www.readbyqxmd.com/read/29350974/use-of-simulation-based-training-to-aid-in-implementing-complex-health-technology
#3
Veffa Devers
Clinicians are adult learners in a complex environment that historically does not invest in training in a way that is conducive to these types of learners. Adult learners are independent, self-directed, and goal oriented. In today's fast-paced clinical setting, a practical need exists for nurses and clinicians to master the technology they use on a daily basis, especially as medical devices have become more interconnected and complex. As hospitals look to embrace new technologies, medical device companies must provide clinical end-user training...
January 2018: Biomedical Instrumentation & Technology
https://www.readbyqxmd.com/read/29274891/selection-and-ranking-of-patient-video-cases-in-paediatric-neurology-in-relation-to-learner-levels
#4
Thomas Balslev, Arno M M Muijtjens, Sabine Frølich Maarbjerg, Willem de Grave
BACKGROUND: Teaching and learning with patient video cases may add authenticity, enhance diagnostic accuracy and improve chances of early diagnosis. The aim of this study is firstly to identify selection criteria for key Patient video cases (PVCs), secondly to identify trends in relevance of PVCs for learner levels and thirdly, to rank PVCs for learner levels. METHODS: Based on a literature review, we identified criteria for key PVCs for use in paediatric neurology...
December 2, 2017: European Journal of Paediatric Neurology: EJPN
https://www.readbyqxmd.com/read/29219894/crisis-management-simulation-establishing-a-dual-neurosurgery-and-anesthesia-training-experience
#5
Jeremy Ciporen, Haley Gillham, Michele Noles, Dawn Dillman, Mark Baskerville, Caleb Haley, Donn Spight, Ryan C Turner, Brandon P Lucke-Wold
BACKGROUND: Simulation training has been shown to be an effective teaching tool. Learner management of an intraoperative crisis such as a major cerebrovascular bleed requires effective teamwork, communication, and implementation of key skill sets at appropriate time points. This study establishes a first of a kind simulation experience in a neurosurgery/anesthesia resident (learners) team working together to manage an intraoperative crisis. METHODS: Using a cadaveric cavernous carotid injury perfusion model, 7 neurosurgery and 6 anesthesia learners, were trained on appropriate vascular injury management using an endonasal endoscopic technique...
January 2018: Journal of Neurosurgical Anesthesiology
https://www.readbyqxmd.com/read/29216788/insights-into-teaching-a-complex-skill-threshold-concepts-and-troublesome-knowledge-in-electroencephalography-eeg
#6
Jeremy J Moeller, Tim Fawns
BACKGROUND: Threshold concepts (TCs) are defined as ideas within a discipline that are often conceptually difficult ("troublesome"), but when learned, transform a learner's understanding. Electroencephalography (EEG) has been recognized as a conceptually difficult field in neurology, and a study of threshold concepts in EEG may provide insights into how it is taught and learned. METHODS: Semi-structured interviews were performed with 12 EEG experts in the US and Canada...
December 7, 2017: Medical Teacher
https://www.readbyqxmd.com/read/29175005/physician-perceptions-of-integrating-advanced-practice-pharmacists-into-practice
#7
Charlene R Williams, Tasha Woodall, Courtenay Gilmore Wilson, Reid Griffin, Shelley L Galvin, Lisa A LaVallee, Courtney Roberts, Timothy J Ives
OBJECTIVES: Barriers have prevented full integration of advanced practice pharmacists (APPs) into collaborative practice in some areas despite evidence describing their value. APPs in North Carolina can be recognized as Clinical Pharmacist Practitioners (CPPs) under a collaborative practice agreement and provide comprehensive medication management under physician supervision. This study describes the perceptions of physicians regarding the barriers and benefits of integrating CPPs into interprofessional teams and compares physician and CPP perceptions...
November 23, 2017: Journal of the American Pharmacists Association: JAPhA
https://www.readbyqxmd.com/read/29166902/a-national-stakeholder-consensus-study-of-challenges-and-priorities-for-clinical-learning-environments-in-postgraduate-medical-education
#8
Caroline Kilty, Anel Wiese, Colm Bergin, Patrick Flood, Na Fu, Mary Horgan, Agnes Higgins, Bridget Maher, Grainne O'Kane, Lucia Prihodova, Dubhfeasa Slattery, Slavi Stoyanov, Deirdre Bennett
BACKGROUND: High quality clinical learning environments (CLE) are critical to postgraduate medical education (PGME). The understaffed and overcrowded environments in which many residents work present a significant challenge to learning. The purpose of this study was to develop a national expert group consensus amongst stakeholders in PGME to; (i) identify important barriers and facilitators of learning in CLEs and (ii) indicate priority areas for improvement. Our objective was to provide information to focus efforts to provide high quality CLEs...
November 22, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/29161176/translation-and-cultural-adaptation-of-the-japanese-version-of-the-interprofessional-facilitation-scale
#9
Junji Haruta, Raoul Breugelmans, Hiroshi Nishigori
Effective interaction in interprofessional collaboration requires skills in interprofessional facilitation. The need for interprofessional learning and practice in Japan is highlighted by Japan's status as one of the most rapidly aging societies because good care for elderly people with complex needs requires effective collaboration between different professional groups. The development of interprofessional facilitation skills (including management of the additional complexities) among learners or professionals enhances interprofessional learning and consensus building and empowers them to make appropriate commitments when faced with difficult challenges...
November 21, 2017: Journal of Interprofessional Care
https://www.readbyqxmd.com/read/29159933/dyspraxia-in-clinical-education-a-review
#10
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/29154481/bayesian-word-learning-in-multiple-language-environments
#11
Benjamin D Zinszer, Sebi V Rolotti, Fan Li, Ping Li
Infant language learners are faced with the difficult inductive problem of determining how new words map to novel or known objects in their environment. Bayesian inference models have been successful at using the sparse information available in natural child-directed speech to build candidate lexicons and infer speakers' referential intentions. We begin by asking how a Bayesian model optimized for monolingual input (the Intentional Model; Frank et al., 2009) generalizes to new monolingual or bilingual corpora and find that, especially in the case of the bilingual input, the model shows a significant decrease in performance...
November 20, 2017: Cognitive Science
https://www.readbyqxmd.com/read/29128735/nursing-and-midwifery-students-experiences-with-the-course-of-infertility-and-assisted-reproductive-techniques-a-focus-group-study-from-turkey
#12
Gozde Gokçe Isbir, Yeter Durgun Ozan
Nurses and midwifes without sufficient knowledge of infertilitare not likely to provide counseling and support for people suffering from infertility. This study aimed to evaluate nursing and midwifery students' experiences with the Course on Infertility and Assisted Reproductive Techniques. Our study had a qualitative descriptive design. Total number of the participants was 75. The analysis revealed five primary themes and twenty-one sub-themes. The themes were (1) action, (2) learner centered method, (3) interaction, (4) nursing competencies, and (5) evaluation...
October 7, 2017: Nurse Education in Practice
https://www.readbyqxmd.com/read/29110209/agency-attributions-of-mental-effort-during-self-regulated-learning
#13
Asher Koriat
Previous results suggest that the monitoring of one's own performance during self-regulated learning is mediated by self-agency attributions and that these attributions can be influenced by poststudy effort-framing instructions. These results pose a challenge to the study of issues of self-agency in metacognition when the objects of self-regulation are mental operations rather than motor actions that have observable outcomes. When participants studied items in Experiment 1 under time pressure, they invested greater study effort in the easier items in the list...
November 6, 2017: Memory & Cognition
https://www.readbyqxmd.com/read/29094989/the-efficacy-of-learners-testing-choices
#14
Jonathan G Tullis, Joshua L Fiechter, Aaron S Benjamin
Practice tests provide large mnemonic benefits over restudying, but learners judge practice tests as less effective than restudying. Consequently, learners infrequently utilize testing when controlling their study and often choose to be tested only on well-learned items. In 5 experiments, we examined whether learners' choices about testing and restudying are effective for improving subsequent memory performance. Learners studied a list of word pairs and chose which items to restudy and which to test. Some of learners' choices were honored (by assigning those items to the chosen activity) and some of learners' choices were dishonored (by assigning those items to the opposite study activity)...
November 2, 2017: Journal of Experimental Psychology. Learning, Memory, and Cognition
https://www.readbyqxmd.com/read/29075384/an-intensive-continuity-clinic-immersion-experience-for-interns-a-springboard-to-confidence-and-satisfaction-with-continuity-clinic
#15
Maya Dulay, Ryan Laponis, Bridget C O'Brien, Reena Gupta, Radhika A Ramanan, Katherine Julian
BACKGROUND : Providing a robust continuity clinic experience is difficult due to uneven distribution of resident time. Immersion experiences early in training may improve residents' learning experiences. OBJECTIVE : We designed and implemented a continuity immersion experience to improve internal medicine interns' satisfaction and confidence with their outpatient skills, and we evaluated the timing of the experience and its benefits for learners. METHODS : Two cohorts of interns at 1 academic institution participated in a 3-week immersion block (during the first or second quarter of the intern year)...
October 2017: Journal of Graduate Medical Education
https://www.readbyqxmd.com/read/28984007/navigating-difficult-conversations-the-role-of-self-monitoring-and-reflection-in-action
#16
Anita Cheng, Kori LaDonna, Sayra Cristancho, Stella Ng
CONTEXT: Clinicians draw upon experiential knowledge to manoeuvre difficult conversations, using tacit knowledge that is difficult to explicitly teach. Instead, learners are taught to communicate through role-play and checklists, both of which are approaches that may fail during moments of clinical complexity. We know that difficult conversations may provoke anxiety in learners, but we know little about how they learn to navigate them. Without a deeper understanding, we may fail to equip learners with the skills to manoeuvre these conversations in practice...
October 6, 2017: Medical Education
https://www.readbyqxmd.com/read/28971397/objective-structured-clinical-examination-osce-in-psychiatry-education-a-review-of-its-role-in-competency-based-assessment
#17
Christos Plakiotis
Over the last two decades, Objective Structured Clinical Examination (OSCE) has become an increasingly important part of psychiatry education and assessment in the Australian context. A reappraisal of the evidence base regarding the use of OSCE in psychiatry is therefore timely. This paper reviews the literature regarding the use of OSCE as an assessment tool in both undergraduate and postgraduate psychiatry training settings. Suitable articles were identified using the search terms 'psychiatry AND OSCE' in the ERIC (educational) and PubMed (healthcare) databases and grouped according to their predominant focus: (1) the validity of OSCEs in psychiatry; (2) candidate preparation and other factors impacting on performance; and (3) special topics...
2017: Advances in Experimental Medicine and Biology
https://www.readbyqxmd.com/read/28969263/challenges-in-learning-preclinical-prosthodontics-a-survey-of-perceptions-of-dental-undergraduates-and-teaching-faculty-at-an-indian-dental-school
#18
Kamal Shigli, S Jyotsna, G Rajesh, Umesh Wadgave, Banashree Sankeshwari, Sushma S Nayak, Rashmi Vyas
INTRODUCTION: Preclinical dental education promotes development of competency and expertise before students work on patients, but this phase is devoid of exposure to real patients leading to challenges in teaching-learning. AIM: The aim of this study was to explore the challenges faced by students during the process of learning preclinical prosthodontics. MATERIALS AND METHODS: Two Focus Group Discussions (FGDs) were conducted with two different groups of students and one FGD was held with prosthodontics faculty...
August 2017: Journal of Clinical and Diagnostic Research: JCDR
https://www.readbyqxmd.com/read/28957878/difficult-airway-management-and-training-simulation-communication-and-feedback
#19
Bastian Grande, Michaela Kolbe, Peter Biro
PURPOSE OF REVIEW: Successful and sustainable training and learning of the management of difficult and normal airway is essential for all clinically active anesthesiologists. We emphasize the importance of a continuously updated learning and training environment based on actual knowledge, best available equipment, standardized procedures, and educational theory. RECENT FINDINGS: In the past, most of the training were based on 'learning by doing' under the supervision of superiors or experienced colleagues...
December 2017: Current Opinion in Anaesthesiology
https://www.readbyqxmd.com/read/28946805/questions-and-answers-in-health-care-and-education
#20
Jill E Thistlethwaite
Questions and answers are integral to the practice of health professionals and their education. Health professionals are taught to ask questions and we expect that patients will answer them. We may also invite patients to ask questions without considering that this may be difficult due to many factors including professional hierarchies. Choosing Wisely is a global initiative that frames questions for patients to ask in relation to tests and treatments. The same concept has been applied to health professional education with students and trainees also being encouraged to question their seniors about their choice of investigations and management...
September 26, 2017: Education for Primary Care
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