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Learner self reflection

Nicole M Deiorio, Patricia A Carney, Leslie E Kahl, Erin M Bonura, Amy Miller Juve
BACKGROUND: Individualized education is emerging as an innovative model for physician training. This requires faculty coaching to guide learners' achievements in academic performance, competency development, and career progression. In addition, coaching can foster self-reflection and self-monitoring using a data-guided approach to support lifelong learning. CONTEXT: Coaching differs from mentoring or advising, and its application in medical education is novel. Because of this, definitions of the concept and the constructs of coaching as applied to medical education are needed to accurately assess the coaching relationship and coaching processes...
2016: Medical Education Online
Krista Jones, Mary Kate Garrity, Kathryn J VanderZwan, Iris Epstein, Arlene Burla de la Rocha
BACKGROUND: Nurse educators find themselves tasked with developing content that both is aesthetically appealing and engages today's technological learners while empowering them to apply their knowledge in clinical and classroom settings. Students engaging with social networking systems reported increased satisfaction with collaborative peer-to-peer learning experiences, socialization, self-reflection, peer critique, problem-solving skills, collation of evidence-based resources, and instructor performance...
December 1, 2016: Journal of Nursing Education
Gabriele Lutz, Gudrun Roling, Bettina Berger, Friedrich Edelhäuser, Christian Scheffer
BACKGROUND: Good communication is a major factor in delivering high quality in care. Research indicates that current communication skills training alone might not sufficiently enable students to find context-specific creative solutions to individual complex personal and interpersonal challenges in the clinical context. This study explores medical students' experiences with real communication dilemmas in a facilitated group setting. The aims were to gain a better understanding of whether and, if so, how reflective practice can enhance students' ability to find creative individual solutions in difficult communication situations and to identify factors within the reflective setting that foster their creative competency...
November 24, 2016: BMC Medical Education
Juliessa M Pavon, Sandro O Pinheiro, Gwendolen T Buhr
OBJECTIVE: We developed a Transitions of Care (TOC) curriculum to teach and measure learner competence in performing TOC tasks for older adults. DESIGN: Internal medicine interns at an academic residency program received the curriculum, which consisted of experiential learning, self-study, and small group discussion. Interns completed retrospective pre/post surveys rating their confidence in performing five TOC tasks, qualitative open-ended survey questions, and a self-reflection essay...
October 18, 2016: Gerontology & Geriatrics Education
Jasna K Schwind, Elizabeth McCay, Kateryna Metersky, Jennifer Martin
BACKGROUND: Interprofessional education and practice have been gaining recognition during the past decade. However, little has been written on person-centered care (PCC) within interprofessional practice and how it could be taught to interprofessional learners. METHOD: A key element of PCC is therapeutic communication. Consequently, a group of interprofessional faculty innovated a graduate-level elective course on advanced therapeutic communication where interprofessional learners together explore PCC within interprofessional care...
October 1, 2016: Journal of Nursing Education
Gowri Anandarajah, Christopher Furey, Rabin Chandran, Arnold Goldberg, Fadya El Rayess, David Ashley, Roberta E Goldman
BACKGROUND: Although the patient-centered medical home (PCMH) model is considered important for the future of primary care in the USA, it remains unclear how best to prepare trainees for PCMH practice and leadership. Following a baseline study, the authors added a new required PCMH block rotation and resident team to an existing longitudinal PCMH immersion and didactic curriculum within a Level 3-certified PCMH, aiming for "enhanced situated learning". All 39 residents enrolled in a USA family medicine residency program during the first year of curricular implementation completed this new 4-week rotation...
2016: Advances in Medical Education and Practice
Yasser El Miedany, Maha El Gaafary, Sally Youssef, Samah Almedany, Deborah Palmer
BACKGROUND: The use of simulation-based learning in the medical field has many benefits, including patient safety, health care professional confidence, accelerating diagnostic and therapeutic procedures, meeting the unfulfilled demand for medical personnel, and lowering of medical errors. Developing of interactive learning tools for teaching a simulated clinical case studies program, is highly needed to improve specialist nurses and middle grade health care professionals skills and competency...
July 28, 2016: Current Rheumatology Reviews
Shane Sinclair, Mia-Bernadine Torres, Shelley Raffin-Bouchal, Thomas F Hack, Susan McClement, Neil A Hagen, Harvey M Chochinov
BACKGROUND: The purpose of this qualitative study was to investigate advanced cancer patients' perspectives on the importance, feasibility, teaching methods, and issues associated with training healthcare providers in compassionate care. METHODS: This study utilized grounded theory, a qualitative research method, to develop an empirical understanding of compassion education rooted in direct patient reports. Audio-recorded semi-structured interviews were conducted to obtain an in-depth understanding of compassion training from the perspectives of hospitalized advanced cancer patients (n = 53)...
2016: BMC Medical Education
June C Carroll, Yves Talbot, Joanne Permaul, Anastasia Tobin, Rahim Moineddin, Sean Blaine, Jeff Bloom, Debra Butt, Kelly Kay, Deanna Telner
OBJECTIVE: To explore patients' perceptions of primary care (PC) in the early development of academic family health teams (aFHTs)--interprofessional PC teams delivering care where family medicine and other health professional learners are trained--focusing on the 4 core domains of PC. DESIGN: Self-administered survey using the Primary Care Assessment Tool Adult Expanded Version (PCAT), which addresses 4 core domains of PC (first contact, continuity, comprehensiveness, and coordination)...
January 2016: Canadian Family Physician Médecin de Famille Canadien
Lauren N DeCaporale-Ryan, Rita Dadiz, Sarah E Peyre
Comments on the article, "Stimulating Reflective Practice Using Collaborative Reflective Training in Breaking Bad News Simulations," by Kim, Hernandez, Lavery, and Denmark (see record 2016-18380-001). Kim et al. are applauded for engaging and supporting the development of simulation-based education, and for their efforts to create an interprofessional learning environment. However, we hope further work on alternate methods of debriefing leverage the already inherent activation of learners that builds on previous experience, fosters reflection and builds skills...
June 2016: Families, Systems & Health: the Journal of Collaborative Family Healthcare
Katherine Blumoff Greenberg, Constance Baldwin
PURPOSE: Adolescent Medicine (AM) educators in pediatric residency programs are seeking new ways to engage learners in adolescent health. This mixed-methods study presents a novel self-reflection tool and addresses whether self-reflection enhanced residents' perception of the value of an adolescent rotation, in particular, its relevance to their future practice. METHODS: The self-reflection tool included 17 Likert scale items on residents' comfort with the essential tasks of adolescent care and open-ended questions that promoted self-reflection and goal setting...
August 2016: Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine
Jehad Adwan
OBJECTIVES: The purpose of this research was to evaluate the use of online peer evaluation forms for online group activities in improving group project outcomes. DESIGN: The investigator developed and used a web-based Google Forms® self and peer evaluation form of 2 group assignments' rubric for junior and senior nursing students. The form covered elements of the assignments including: research activity, analysis of the literature, writing of report, participation in making of presentation, overall contribution to the project, and participation in the weekly group discussions...
June 2016: Nurse Education Today
Rupal Shah, Matthew Sibbald, Nasir Jaffer, Linda Probyn, Rodrigo B Cavalcanti
CONTEXT: Chest radiograph interpretation is a complex skill and learners may benefit from deliberate instructional design modalities, such as mixed practice. Proposed benefits of mixed over blocked practice include the elimination of cueing and the highlighting of contrasting features. However, current evidence for the superiority of mixed practice is conflicting. OBJECTIVES: This study compares mixed versus blocked practice, after the initial teaching of concepts, among medical students using online self-study chest X-ray (CXR) modules...
May 2016: Medical Education
Rochelle E Tractenberg, Matthew M Gushta, Jeffrey M Weinfeld
UNLABELLED: CONSTRUCT: In this study we describe a multidimensional scaling (MDS) exercise to validate the curricular elements composing a new Mastery Rubric (MR) for a curriculum in evidence-based medicine (EBM). This MR-EBM comprises 10 elements of knowledge, skills, and abilities (KSAs) representing our institutional learning goals of career-spanning engagement with EBM. An MR also includes developmental trajectories for each KSA, beginning with medical school coursework, including residency training, and outlining the qualifications of individuals to teach and mentor in EBM...
2016: Teaching and Learning in Medicine
Yolanda Babenko-Mould, Karen Ferguson, Stephanie Atthill
PURPOSE: Explore the use of a neighbourhood practice placement with nursing students to gain insight into how the experience influenced their learning and how the reconceptualization of community can be a model for students' professional development. BACKGROUND: The integration of community health nursing competencies in undergraduate nursing education is a critical element of student development. Neighbourhood placements have been found to support development of such competencies by exposing students to issues such as culture, social justice, partnership, and community development...
March 2016: Nurse Education in Practice
Janice C Palaganas, Mary Fey, Robert Simon
Debriefing following a simulation event is a conversational period for reflection and feedback aimed at sustaining or improving future performance. It is considered by many simulation educators to be a critical activity for learning in simulation-based education. Deep learning can be achieved during debriefing and often depends on the facilitation skills of the debriefer as well as the learner's perceptions of a safe and supportive learning environment as created by the debriefer. On the other hand, poorly facilitated debriefings may create adverse learning, generate bad feelings, and may lead to a degradation of clinical performance, self-reflection, or harm to the educator-learner relationship...
February 2016: AACN Advanced Critical Care
Nadia M Fida, Muhammad S Shamim
Over recent decades, the use of portfolios in medical education has evolved, and is being applied in undergraduate and postgraduate programs worldwide. Portfolios, as a learning process and method of documenting and assessing learning, is supported as a valuable tool by adult learning theories that stress the need for learners to be self-directed and to engage in experiential learning. Thoughtfully implemented, a portfolio provides learning experiences unequaled by any single learning tool. The credibility (validity) and dependability (reliability) of assessment through portfolios have been questioned owing to its subjective nature; however, methods to safeguard these features have been described in the literature...
March 2016: Saudi Medical Journal
Susan K Pingleton, Emily V M Jones, Tacey A Rosolowski, Mary K Zimmerman
PURPOSE: Despite dramatic increases in female learners and junior faculty, a significant gap remains in female leadership in academic medicine. To assess challenges and obstacles encountered, strategies for academic success, and lessons learned for leadership development, the authors conducted an in-depth study of women full professors. METHOD: The authors used a qualitative oral history approach, interviewing 87% of the cohort of female full professors at one Midwestern medical school in 2013 using a pretested, open-ended, semistructured interview guide...
August 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Lisa Thomas, Sue Bennett, Lori Lockyer
Problem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed, professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in PBL and ongoing professional practice. However, the development of SRL skills is often left to chance. This study presents the investigated outcomes for students when support for the development of SRL was embedded in a PBL medical curriculum. This investigation involved design, delivery and testing of SRL support, embedded into the first phase of a four-year, graduate-entry MBBS degree...
September 2016: Medical Teacher
Sophie Paroz, Amaury Daele, Francine Viret, Sara Vadot, Raphaël Bonvin, Patrick Bodenmann
BACKGROUND: Cultural competence education is central in addressing the socio-cultural factors that affect health care; however, there is little agreement over the best teaching approach. Although simulated patients are widely used in medical education, little is known about their application to cultural competence education. CONTEXT: At the Department of Ambulatory Care and Community Medicine, University of Lausanne, the content of a cultural competence education module for resident doctors was recently restructured, with a final session emphasising previous principles through a simulated patient-doctor encounter...
October 2016: Clinical Teacher
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