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https://www.readbyqxmd.com/read/28198765/capturing-change-creating-a-template-to-examine-the-educational-experiences-and-outcomes-of-the-aone-foundation-nurse-manager-fellowship
#1
Barbara L Mackoff, Mary T Meadows, Alice Nash
OBJECTIVE: The aim of the study is to create a mixed-methods evaluation template to examine the educational experiences and outcomes of participants in the Nurse Manager Fellowship (NMF) sponsored by the American Organization of Nurse Executives (AONE) Foundation. The focus was to capture change as reported by the nurse manager (NM) fellows and the senior leaders who sponsored them and to gain access to the participants' lived experiences as leadership learners. BACKGROUND: The AONE Foundation's NMF conducts a yearlong professional development program with a cohort of 30 fellows who meet 4 times a year in face-to-face sessions and complete a capstone project...
March 2017: Journal of Nursing Administration
https://www.readbyqxmd.com/read/28178910/medtalks-developing-teaching-abilities-and-experience-in-undergraduate-medical-students
#2
Suhair Bandeali, Albert Chiang, Christopher J Ramnanan
OBJECTIVES: According to the CanMEDS' Scholar competency, physicians are expected to facilitate the learning of colleagues, patients and other health professionals. However, most medical students are not provided with formal opportunities to gain teaching experience with objective feedback. METHODS: To address this, the University's Medical Education Interest Group (MEIG) created a pilot teaching program in January 2015 entitled 'MedTalks'. Four 3-hour sessions were held at the University Faculty of Medicine, where first and second year medical students taught clinically oriented topics to undergraduate university students...
2017: Medical Education Online
https://www.readbyqxmd.com/read/28155004/stakeholder-perspectives-on-workplace-based-performance-assessment-towards-a-better-understanding-of-assessor-behaviour
#3
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/28143483/development-and-implementation-of-a-longitudinal-students-as-teachers-program-participant-satisfaction-and-implications-for-medical-student-teaching-and-learning
#4
Celine Yeung, Farah Friesen, Sarah Farr, Marcus Law, Lori Albert
BACKGROUND: Teaching is a key component of medical practice, but medical students receive little formal training to develop their teaching skills. A longitudinal Students as Teachers (SAT) program was created at the University of Toronto to provide medical students with opportunities to acquire an understanding of educational pedagogy and practice teaching early in their medical training. This program was 7-months in duration and consisted of monthly educational modules, practical teaching sessions, feedback, and reflective exercises...
January 31, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28110621/attention-without-intention-explicit-processing-and-implicit-goal-setting-in-family-medicine-residents-written-reflections
#5
Allen F Shaughnessy, Lucas Allen, Ashley Duggan
BACKGROUND: Reflection, a process of self-analysis to promote learning through better understanding of one's experiences, is often used to assess learners' metacognitive ability. However, writing reflective exercises, not submitted for assessment, may allow learners to explore their experiences and indicate learning and professional growth without explicitly connecting to intentional sense-making. AIM: To identify core components of learning about medicine or medical education from family medicine residents' written reflections...
January 23, 2017: Education for Primary Care
https://www.readbyqxmd.com/read/28109292/training-a-medical-workforce-to-meet-the-needs-of-diverse-minority-communities
#6
Faafetai Sopoaga, Tony Zaharic, Jesse Kokaua, Sahra Covello
BACKGROUND: The growing demand for a competent health workforce to meet the needs of increasingly diverse societies has been widely acknowledged. One medical school in New Zealand explored the integration of the commonly used patient-centred model approach, with an intersectional framework in the development of a cultural competency training programme. In the Pacific Immersion Programme, medical students in their fourth year of training are given the opportunity to learn about different factors that influence the health and health care of a minority community through immersion in that community...
January 21, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28001436/teaching-resident-self-assessment-through-triangulation-of-faculty-and-patient-feedback
#7
Drew M Keister, Susan E Hansen, Julie Dostal
PROBLEM: To accurately determine one's ability in any clinical competency, an individual must be able to self-assess performance and identify personal limitations. Existing research demonstrates that physicians of all levels are unreliable self-assessors. This poses a concern in medical practice, which requires continuous updates to clinical competencies and awareness of personal limitations. Few published studies examine graduate medical education curricula designed to develop self-assessment skills...
December 21, 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27941518/effectiveness-and-experience-of-arts-based-pedagogy-among-undergraduate-nursing-students-a-mixed-methods-systematic-review
#8
Kendra L Rieger, Wanda M Chernomas, Diana E McMillan, Francine L Morin, Lisa Demczuk
BACKGROUND: To develop well rounded professional nurses, educators need diverse pedagogical approaches. There is growing interest in arts-based pedagogy (ABP) as the arts can facilitate reflection, create meaning and engage healthcare students. However, the emerging body of research about ABP needs to be systematically examined. OBJECTIVES: To synthesize the best available evidence on the effectiveness of ABP in enhancing competencies and learning behaviors in undergraduate nursing education and to explore nursing students' experiences with art-based pedagogy...
November 2016: JBI Database of Systematic Reviews and Implementation Reports
https://www.readbyqxmd.com/read/27936414/-am-i-too-emotional-for-this-job-an-exploration-of-student-midwives-experiences-of-coping-with-traumatic-events-in-the-labour-ward
#9
Liz Coldridge, Sarah Davies
BACKGROUND: midwifery is emotionally challenging work, and learning to be a midwife brings its own particular challenges. For the student midwife, clinical placement in a hospital labour ward is especially demanding. In the context of organisational tensions and pressures the experience of supporting women through the unpredictable intensity of the labour process can be a significant source of stress for student midwives. Although increasing attention is now being paid to midwives' traumatic experiences and wellbeing few researchers have examined the traumatic experiences of student midwives...
February 2017: Midwifery
https://www.readbyqxmd.com/read/27914193/coaching-a-new-model-for-academic-and-career-achievement
#10
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
https://www.readbyqxmd.com/read/27893903/to-blog-or-not-to-blog-what-do-nursing-faculty-think
#11
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
https://www.readbyqxmd.com/read/27881123/reflective-practice-and-its-role-in-facilitating-creative-responses-to-dilemmas-within-clinical-communication-a-qualitative-analysis
#12
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
https://www.readbyqxmd.com/read/27754796/resident-learning-across-the-full-range-of-core-competencies-through-a-transitions-of-care-curriculum
#13
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
https://www.readbyqxmd.com/read/27668742/development-and-implementation-of-an-advanced-therapeutic-communication-course-an-interprofessional-collaboration
#14
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
https://www.readbyqxmd.com/read/27536169/effects-of-adding-a-new-pcmh-block-rotation-and-resident-team-to-existing-longitudinal-training-within-a-certified-pcmh-primary-care-residents-attitudes-knowledge-and-experience
#15
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
https://www.readbyqxmd.com/read/27470256/using-simulation-in-clinical-education-psoriasis-area-and-severity-index-pasi-score-assessment
#16
Yasser El Miedany, Maha El Gaafary, Sally Youssef, Semeh 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...
2016: Current Rheumatology Reviews
https://www.readbyqxmd.com/read/27401015/compassion-training-in-healthcare-what-are-patients-perspectives-on-training-healthcare-providers
#17
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)...
July 11, 2016: BMC Medical Education
https://www.readbyqxmd.com/read/27331228/academic-family-health-teams-part-1-patient-perceptions-of-core-primary-care-domains
#18
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
https://www.readbyqxmd.com/read/27270248/simulation-based-learning-from-theory-to-practice
#19
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
https://www.readbyqxmd.com/read/27267139/use-of-a-self-reflection-tool-to-enhance-resident-learning-on-an-adolescent-medicine-rotation
#20
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
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