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"Medical education"

Samuel R Bagenstos
This article will discuss the legal obligations of medical schools to accommodate applicants and students with disabilities. The article begins by describing the problem of denial of medical education to such students, a problem that results from both discrimination in admissions and denial of accommodations to incumbent students with disabilities. The article then discusses the disability rights legislation that prohibits discrimination against-and requires reasonable accommodation of-qualified medical students with disabilities...
October 1, 2016: AMA Journal of Ethics
Emily E Whitgob, Rebecca L Blankenburg, Alyssa L Bogetz
PURPOSE: Trainee mistreatment remains an important and serious medical education issue. Mistreatment toward trainees by the medical team has been described; mistreatment by patients and families has not. Motivated by discrimination towards a resident by a family in their emergency department, the authors sought to identify strategies for trainees and physicians to respond effectively to mistreatment by patients and families. METHOD: A purposeful sample of pediatric faculty educational leaders was recruited from April-June 2014 at Stanford University...
November 2016: Academic Medicine: Journal of the Association of American Medical Colleges
S Beth Bierer, Elaine F Dannefer
PURPOSE: The move toward competency-based education will require medical schools and postgraduate training programs to restructure learning environments to motivate trainees to take personal ownership for learning. This qualitative study explores how medical students select and implement study strategies while enrolled in a unique, nontraditional program that emphasizes reflection on performance and competence rather than relying on high-stakes examinations or grades to motivate students to learn and excel...
November 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Bridget C O'Brien, Win May, Tanya Horsley
This supplement includes the eight research papers accepted by the 2016 Research in Medical Education Program Planning Committee. In this Commentary, the authors use "conversations in medical education" as a guiding metaphor to explore what these papers contribute to the current scholarly discourse in medical education. They organize their discussion around two domains: the topic of study and the methodological approach. The authors map the eight research papers to six "hot topics" in medical education: (1) curriculum reform, (2) duty hours restriction, (3) learner well-being, (4) innovations in teaching and assessment, (5) self-regulated learning, and (6) learning environment, and to three purposes commonly served by medical education research: (1) description, (2) justification, and (3) clarification...
November 2016: Academic Medicine: Journal of the Association of American Medical Colleges
(no author information available yet)
No abstract text is available yet for this article.
November 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Shanti M Pinto, Gary Galang
OBJECTIVE: The aim of this study was to investigate the impact of venous thromboembolism (VTE) on rate of acute care hospital transfer, inpatient rehabilitation (IPR) length of stay (LOS), and functional outcomes. DESIGN: This was a retrospective cohort study of 2312 consecutive patient discharges from a single IPR facility over an 18-month period. RESULTS: When age, sex, reason for admission, and admission Functional Independence Measure (FIM) scores were controlled for, those with VTE had nearly 2 times greater odds for transfer to acute care hospital than did those without a diagnosis of VTE...
October 22, 2016: American Journal of Physical Medicine & Rehabilitation
Colin Hamlin, Kanwar Bhangu, Alexander Villafranca, Manpreet Bhangu, Robert Brown, Marshall Tenenbein, Eric Jacobsohn
PURPOSE: Historically, anesthesiology departments have played a small role in teaching the pre-clerkship component of undergraduate medical education (UGME). The purpose of this study was to measure the current participation of Canadian anesthesiologists in UGME with a focus on pre-clerkship. METHODS: Three surveys were developed in collaboration with the Association of Canadian Departments of Anesthesia. After an initial series of validation procedures, the surveys were distributed to anesthesia department heads, UGME directors, and associate deans at the 17 Canadian medical schools...
October 24, 2016: Canadian Journal of Anaesthesia, Journal Canadien D'anesthésie
Nicholas Weida, Lcdr Dinchen Jardine, Benjamin Kennedy, Amy Beane, Timothy Daskivich
BACKGROUND : Resident attitudes toward the Accreditation Council for Graduate Medical Education (ACGME) likely influence the ACGME's effectiveness in its role of ensuring compliance with its requirements. Beyond perceptions of duty hour limits and their enforcement, there is a lack of data on resident perceptions of the ACGME and its role. OBJECTIVE : We explored resident attitudes toward the ACGME and developed recommendations for improved outreach to the resident community to improve perceptions...
October 2016: Journal of Graduate Medical Education
Mary Ellen J Goldhamer, Keith Baker, Amy P Cohen, Debra F Weinstein
BACKGROUND: Multi-source evaluation has demonstrated value for trainees, but is not generally provided to residency or fellowship program directors (PDs). OBJECTIVE: To develop, implement, and evaluate a PD multi-source evaluation process. METHODS: Tools were developed for PD evaluation by trainees, department chairs, and graduate medical education (GME) leadership. Evaluation questions were based on PD responsibilities, including Accreditation Council for Graduate Medical Education (ACGME) requirements...
October 2016: Journal of Graduate Medical Education
Amber R Atwater, Mariah Rudd, Audrey Brown, John S Wiener, Robert Benjamin, W Robert Lee, Jullia A Rosdahl
BACKGROUND : There is limited information on the impact of widespread adoption of the electronic health record (EHR) on graduate medical education (GME). OBJECTIVE : To identify areas of consensus by education experts, where the use of EHR impacts GME, with the goal of developing strategies and tools to enhance GME teaching and learning in the EHR environment. METHODS : Information was solicited from experienced US physician educators who use EPIC EHR following 3 steps: 2 rounds of online surveys using the Delphi technique, followed by telephone interviews...
October 2016: Journal of Graduate Medical Education
Francis L Counselman, Terry Kowalenko, Catherine A Marco, Kevin B Joldersma, Robert C Korte, Earl J Reisdorff
BACKGROUND : In 2003, the Accreditation Council for Graduate Medical Education (ACGME) instituted requirements that limited the number of hours residents could spend on duty, and in 2011, it revised these requirements. OBJECTIVE : This study explored whether the implementation of the 2003 and 2011 duty hour limits was associated with a change in emergency medicine residents' performance on the American Board of Emergency Medicine (ABEM) Qualifying Examination (QE)...
October 2016: Journal of Graduate Medical Education
Richard A Feinberg, Amanda L Clauser
BACKGROUND : In graduate medical education, assessment results can effectively guide professional development when both assessment and feedback support a formative model. When individuals cannot directly access the test questions and responses, a way of using assessment results formatively is to provide item keyword feedback. OBJECTIVE : The purpose of the following study was to investigate whether exposure to item keyword feedback aids in learner remediation...
October 2016: Journal of Graduate Medical Education
Tracy J Koehler, Jaclyn Goodfellow, Alan T Davis, John E vanSchagen, Lori Schuh
BACKGROUND : In a time of threats to the funding for graduate medical education (GME) and projected physician shortages, drawing attention to the value of physician training programs may be useful. One approach is to study the number and percentage of physicians who enter practice in the state in which they trained. OBJECTIVE : We sought to examine the percentage of graduates from a single Michigan-based GME institution over a 15-year period, who practiced medicine in Michigan during their career...
October 2016: Journal of Graduate Medical Education
Rachel Stork Poeppelman, Cara A Liebert, Daniel Brandt Vegas, Carl A Germann, Anna Volerman
BACKGROUND : Team-based learning (TBL) promotes problem solving and teamwork, and has been applied as an instructional method in undergraduate medical education with purported benefits. Although TBL curricula have been implemented for residents, no published systematic reviews or guidelines exist for the development and use of TBL in graduate medical education (GME). OBJECTIVE : To review TBL curricula in GME, identify gaps in the literature, and synthesize a framework to guide the development of TBL curricula at the GME level...
October 2016: Journal of Graduate Medical Education
Gail M Sullivan
No abstract text is available yet for this article.
October 2016: Journal of Graduate Medical Education
B M Donda, R J Hift, V S Singaram
BACKGROUND: In terms of the Nelson Mandela Fidel Castro Medical Collaboration programme, an agreement between the governments of South Africa and Cuba, cohorts of South African students receive their initial five years medical training at a Cuban university before returning to South Africa for a six to twelve months orientation before integration into the local final year class. It is common for these students to experience academic difficulty on their return. Frequently this is viewed merely as a matter of a knowledge deficit...
October 24, 2016: BMC Medical Education
Karima Khamisa, Suhair Bandeali, Ilan Fellus
No abstract text is available yet for this article.
October 22, 2016: International Journal of Medical Education
M Serrand, A Lefèbvre, T Desplanches, A Yacoub, D Semama, P Sagot
OBJECTIVES: The objective of this study was to validate a continuing medical education e-learning tool. METHODS: The CME MMC was for all health professionals maternity Burgundy and concerned regional morbidity and mortality conferences. It was divided into steps: a pre-test for an assessment of initial knowledge, an access to the recommendations of each RMM and a post-test to assess the progress of participants. A satisfaction questionnaire was proposed after the test...
October 19, 2016: Journal de Gynécologie, Obstétrique et Biologie de la Reproduction
Rebecca Leddy, Madelene Lewis, Susan Ackerman, Jeanne Hill, Paul Thacker, Maria Matheus, Sameer Tipnis, Leonie Gordon
Utilization of a radiology resident-specific quality improvement (QI) program and curriculum based on the Accreditation Council for Graduate Medical Education (ACGME) milestones can enable a program's assessment of the systems-based practice component and prepare residents for QI implementation post graduation. This article outlines the development process, curriculum, QI committee formation, and resident QI project requirements of one institution's designated radiology resident QI program. A method of mapping the curriculum to the ACGME milestones and assessment of resident competence by postgraduate year level is provided...
October 18, 2016: Academic Radiology
Bo Li, Dustin Curts, Yiannis Iordanous, Alain Proulx, Sapna Sharan
To assess and evaluate the current level of ophthalmology knowledge and teaching curriculum in undergraduate year 3 (MS-3) at Western University. The Undergraduate Medical Education Curriculum at Western University has instituted additional ophthalmology lecture series to all MS-3 students. A test on basic ophthalmic knowledge was administered to MS-3 students immediately before and after lecture series to evaluate the level of knowledge at baseline and after ophthalmology didactic teaching. An evaluation survey was also given to MS-3 students to assess students' self-perceived level of competency, exposure, and interests in ophthalmology...
October 2016: Canadian Journal of Ophthalmology. Journal Canadien D'ophtalmologie
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