keyword
MENU ▼
Read by QxMD icon Read
search

Learner feedback

keyword
https://www.readbyqxmd.com/read/27907982/learners-perspective-where-and-when-pre-residency-trainees-learn-more-to-achieve-their-core-clinical-competencies
#1
Eusang Ahn, Ducksun Ahn, Young-Mee Lee
PURPOSE: While it is known that effective clinical education requires active involvement of its participants, regular feedback, communication skills and interprofessional training, limited studies have been conducted in Korea that demonstrate how pre-residency trainees acquire their core clinical skills. This is a cross-sectional study of interns and students across a third-tier university hospital in Korea to examine where and when they acquire core clinical skills. METHODS: A total of 74 students and 91 interns were asked to participate in a closed-ended questionnaire, and 50 participants (20 students and 30 interns) were involved in semistructured individual interviews...
December 2016: Korean Journal of Medical Education
https://www.readbyqxmd.com/read/27893952/acceptability-and-impact-of-a-required-palliative-care-rotation-with-prerotation-and-postrotation-observed-simulated-clinical-experience-during-internal-medicine-residency-training-on-primary-palliative-communication-skills
#2
Maxwell T Vergo, Sharona Sachs, Meredith A MacMartin, Kathryn B Kirkland, Amelia M Cullinan, Lisa A Stephens
BACKGROUND: Improving communication training for primary palliative care using a required palliative care rotation for internal medicine (IM) residents has not been assessed. OBJECTIVE: To assess skills acquisition and acceptability for IM residents not selecting an elective. DESIGN: A consecutive, single-arm cohort underwent preobjective structured clinical examination (OSCE) with learner-centric feedback, two weeks of clinical experience, and finally a post-OSCE to crystallize learner-centric take home points...
November 28, 2016: Journal of Palliative Medicine
https://www.readbyqxmd.com/read/27888784/the-influence-of-a-preceptor-student-daily-feedback-tool-on-clinical-feedback-practices-in-nursing-education-a-qualitative-study
#3
Louise Allen, Elizabeth Molloy
BACKGROUND: Feedback in clinical education is essential for the development of competent nurses. When the process is enacted well, it offers measured performance against standards required by the nursing health profession, promoting learning and behavioural change. Despite this, health literature describes numerous barriers to effective feedback processes. OBJECTIVE: A qualitative descriptive design was used to determine whether the introduction of a Daily Feedback Tool addressing some of the barriers to effective feedback, influenced nursing students and clinical supervisors (preceptors) experiences in nursing clinical education...
November 19, 2016: Nurse Education Today
https://www.readbyqxmd.com/read/27880858/precepting-101-teaching-strategies-and-tips-for-success-for-preceptors
#4
REVIEW
Judy Lazarus
The current shortage of certified nurse-midwives and certified midwives willing to serve as preceptors for midwifery education programs limits the number of students accepted into education programs. Preceptors are an essential link between academic programs and clinical practice and are indispensable to the growth of the midwifery profession. Preceptors create a safe environment for learning and teach adult learners through a variety of clinical teaching strategies. Novice preceptors need training and support to learn a new role, and experienced preceptors desire continued support and training...
November 2016: Journal of Midwifery & Women's Health
https://www.readbyqxmd.com/read/27878959/students-today%C3%A2-educators-tomorrow
#5
Keri Moore, Brett Vaughan
BACKGROUND: The article describes the use of the mini clinical examination (mini-CEX) in a pilot study to introduce peer assessment in one allied health programme to explore students' capacity as clinical educators. Preparing today's pre-professional health students to be clinical educators by engaging them in peer teaching, learning and assessment may encourage them to become tomorrow's clinical educators. CONTEXT: Peer assessment is common among many undergraduate medical and allied health programmes, and is typically used as a means of providing students with feedback on their clinical skill development...
November 22, 2016: Clinical Teacher
https://www.readbyqxmd.com/read/27864859/roles-and-competences-for-educators-of-undergraduate-dental-students-a-discussion-paper
#6
S Chuenjitwongsa, A Bullock, R G Oliver
INTRODUCTION: Dental educators are important people who contribute to the development of every aspect of dental education. In part due to the lack of understanding of their roles and competences, dental educator development has so far received little consideration. With the aim of enhancing the dental profession's contribution to the development of undergraduate dental education, this article explores common roles of educators of undergraduate dental students and the competences needed to be effective educators...
November 19, 2016: European Journal of Dental Education: Official Journal of the Association for Dental Education in Europe
https://www.readbyqxmd.com/read/27846882/the-quality-of-feedback-during-formative-osces-depends-on-the-tutors-profile
#7
Noelle Junod Perron, Martine Louis-Simonet, Bernard Cerutti, Eva Pfarrwaller, Johanna Sommer, Mathieu Nendaz
BACKGROUND: During their pre-clinical years, medical students are given the opportunity to practice clinical skills with simulated patients. During these formative objective structured clinical encounters (OSCEs), tutors from various backgrounds give feedback on students' history taking, physical exam, and communication skills. The aim of the study was to evaluate whether the content and process of feedback varied according to the tutors' profile. METHODS: During 2013, all 2(nd) and 3(rd) year medical students and tutors involved in three formative OSCEs were asked to fill in questionnaires, and their feedback sessions were audiotaped...
November 15, 2016: BMC Medical Education
https://www.readbyqxmd.com/read/27829411/-i-wish-someone-watched-me-interview-medical-student-insight-into-observation-and-feedback-as-a-method-for-teaching-communication-skills-during-the-clinical-years
#8
Heather Schopper, Marcy Rosenbaum, Rick Axelson
BACKGROUND: Experts suggest observation and feedback is a useful tool for teaching and evaluating medical student communication skills during the clinical years. Failing to do this effectively risks contributing to deterioration of students' communication skills during the very educational period in which they are most important. While educators have been queried about their thoughts on this issue, little is known about what this process is like for learners and if they feel they get educational value from being observed...
November 9, 2016: BMC Medical Education
https://www.readbyqxmd.com/read/27814779/speaking-up-using-ostes-to-understand-how-medical-students-address-professionalism-lapses
#9
Constance R Tucker, Beth A Choby, Andrew Moore, Robert Scott Parker, Benjamin R Zambetti, Sarah Naids, Jillian Scott, Jennifer Loome, Sierra Gaffney
BACKGROUND: Objective-structured teaching encounters (OSTEs) are used across many disciplines to assess teaching ability. The OSTE detailed in this paper assesses 191 fourth-year medical students' (M4) ability to identify and address lapses in professionalism based on Association of American Medical Colleges' professionalism competencies. The research questions addressed are How frequently do M4s address professionalism lapses observed during an OSTE? What factors influence whether M4s provide feedback when they observe professionalism lapses in an OSTE? METHODS: Standardized patients (SPs) and standardized learners (SLs) were recruited and trained to participate in a standardized encounter with specific cognitive, social, and behavioral errors, including professionalism lapses...
2016: Medical Education Online
https://www.readbyqxmd.com/read/27813672/high-frequency-learning-goals-using-self-regulated-learning-to-influence-day-to-day-practice-in-clinical-education
#10
Douglas P Larsen, Robert T Naismith, Mathew Margolis
PROBLEM: Although self-regulated learning (SRL) is considered a fundamental skill that must be developed in physician training, many programs of SRL utilize learning goals that are generated only at the beginning of learning experiences or are widely spaced apart in time. These goals are often not formally shared with those actually working with the learner in the clinical setting. INTERVENTION: We developed a program of written, student-generated weekly learning goals in which students focused on processes of becoming better doctors for their patients...
November 4, 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27810629/the-integration-and-evaluation-of-a-social-media-facilitated-journal-club-to-enhance-the-student-learning-experience-of-evidence-based-practice-a-case-study
#11
Caleb Ferguson, Michelle DiGiacomo, Leila Gholizadeh, Leila E Ferguson, Louise D Hickman
INTRODUCTION: Nurses are required to interpret and apply knowledge so communities will receive care based on best available evidence, as opposed to care that is simply based on tradition or authority. Fostering nursing students' critical appraisal skills will assist in their capacity to engage with, interpret and use best evidence. Journal clubs are frequently used approach to engage learners with research and develop critical appraisal skills. Given new flipped and blended approaches to teaching and learning there is need to rejuvenate how research is utilised and integrated within journal clubs to maximise engagement and translation of evidence...
January 2017: Nurse Education Today
https://www.readbyqxmd.com/read/27802558/does-replacing-live-demonstration-with-instructional-videos-improve-student-satisfaction-and-osteopathic-manipulative-treatment-examination-performance
#12
Ryan Seals, Sharon M Gustowski, Carol Kominski, Feiming Li
CONTEXT: Instructional videos for osteopathic manipulative treatment (OMT) are a potentially valuable resource for novice learners. OBJECTIVE: To evaluate student experiences and the effectiveness of instructional videos in lieu of live faculty demonstration in a second-year osteopathic manipulative medicine course. METHODS: Faculty created and produced written instructions and videos for selected Still and facilitated positional release techniques...
November 1, 2016: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/27783428/new-curricular-design-in-biostatistics-to-prepare-residents-for-an-evidence-based-practice-and-life-long-learning-education-a-pilot-approach
#13
A Arias, O A Peters, I L Broyles
AIM: To develop, implement and evaluate an innovative curriculum in biostatistics in response to the needs of fostering critical thinking in graduate health care education for evidence-based practice and life-long learning education. METHODOLOGY: The curriculum was designed for first-year residents in a postgraduate endodontic program using a six-step approach to curriculum development to provide sufficient understanding to critically evaluate biomedical publications, to design the best research strategy to address a specific problem and to analyse data by appropriate statistical test selection...
October 26, 2016: International Endodontic Journal
https://www.readbyqxmd.com/read/27777664/can-item-keyword-feedback-help-remediate-knowledge-gaps
#14
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
https://www.readbyqxmd.com/read/27756451/midclerkship-feedback-in-the-surgical-clerkship-the-professionalism-reporting-interpreting-managing-educating-and-procedural-skills-application-utilizing-learner-self-assessment
#15
Mark Hochberg, Russell Berman, Jennifer Ogilvie, Sandra Yingling, Sabrina Lee, Martin Pusic, H Leon Pachter
BACKGROUND: The Liaison Committee on Medical Education requires midclerkship formative (low stakes) feedback to students regarding their clinical skills. Student self-assessment is not commonly incorporated into this evaluation. We sought to determine the feasibility of collecting and comparing student self-assessment with that of their preceptors using an iPad application. These student self-ratings and preceptor ratings are jointly created and reviewed as part of a face-to-face midclerkship feedback session...
September 20, 2016: American Journal of Surgery
https://www.readbyqxmd.com/read/27754613/otolaryngology-residency-education-a-scoping-review-on-the-shift-towards-competency-based-medical-education
#16
N Wagner, C Fahim, K Dunn, D Reid, R R Sonnadara
BACKGROUND: Residency training programmes worldwide are experiencing a shift from the traditional time-based curriculum to competency-based medical education (CBME), due to changes in the healthcare system that have impacted clinical learning opportunities. Otolaryngology-Head and Neck Surgery (OTL-HNS) programmes are one of the first North American surgical specialties to adopt the new CBME curriculum. OBJECTIVE OF REVIEW: The purpose of this scoping review is to examine the literature pertaining to CBME in OTL-HNS programmes worldwide, to identify the tools that have been developed and identify potential barriers to the implementation of CBME...
October 18, 2016: Clinical Otolaryngology
https://www.readbyqxmd.com/read/27741071/improved-team-performance-during-pediatric-resuscitations-after-rapid-cycle-deliberate-practice-compared-with-traditional-debriefing-a-pilot-study
#17
Daniel S Lemke, Elaine K Fielder, Deborah C Hsu, Cara B Doughty
INTRODUCTION: Simulation-based medical education (SBME) improves medical knowledge compared with no intervention. In traditional SBME, more time is spent debriefing than practicing skills. Rapid cycle deliberate practice (RCDP) simulation allows learners to practice skills repetitively, receive brief interspersed feedback, and has been shown to improve individual performance of resuscitation skills in simulation; it has not been compared with traditional simulation methods. OBJECTIVE: The aim of the study was to compare traditional and RCDP SBME...
October 6, 2016: Pediatric Emergency Care
https://www.readbyqxmd.com/read/27727321/robot-assisted-proprioceptive-training-with-added-vibro-tactile-feedback-enhances-somatosensory-and-motor-performance
#18
Anna Vera Cuppone, Valentina Squeri, Marianna Semprini, Lorenzo Masia, Jürgen Konczak
This study examined the trainability of the proprioceptive sense and explored the relationship between proprioception and motor learning. With vision blocked, human learners had to perform goal-directed wrist movements relying solely on proprioceptive/haptic cues to reach several haptically specified targets. One group received additional somatosensory movement error feedback in form of vibro-tactile cues applied to the skin of the forearm. We used a haptic robotic device for the wrist and implemented a 3-day training regimen that required learners to make spatially precise goal-directed wrist reaching movements without vision...
2016: PloS One
https://www.readbyqxmd.com/read/27713069/a-neurophysiological-examination-of-quality-of-learning-in-a-feedback-based-learning-task
#19
Yael Arbel, Hao Wu
The efficiency with which one processes external feedback contributes to the speed and quality of one's learning. Previous findings that the feedback related negativity (FRN) event related potential (ERP) is modulated by learning outcomes suggested that this ERP reflects the extent to which feedback is used by the learner to improve performance. To further test this suggestion, we measured whether the FRN and the fronto-central positivity (FCP) that follows it are modulated by learning slopes, and as a function of individual differences in learning outcomes...
October 4, 2016: Neuropsychologia
https://www.readbyqxmd.com/read/27703687/social-learning-solves-the-problem-of-narrow-peaked-search-landscapes-experimental-evidence-in-humans
#20
Alberto Acerbi, Claudio Tennie, Alex Mesoudi
The extensive use of social learning is considered a major reason for the ecological success of humans. Theoretical considerations, models and experiments have explored the evolutionary basis of social learning, showing the conditions under which learning from others is more adaptive than individual learning. Here we present an extension of a previous experimental set-up, in which individuals go on simulated 'hunts' and their success depends on the features of a 'virtual arrowhead' they design. Individuals can modify their arrowhead either by individual trial and error or by copying others...
September 2016: Royal Society Open Science
keyword
keyword
75394
1
2
Fetch more papers »
Fetching more papers... Fetching...
Read by QxMD. Sign in or create an account to discover new knowledge that matter to you.
Remove bar
Read by QxMD icon Read
×

Search Tips

Use Boolean operators: AND/OR

diabetic AND foot
diabetes OR diabetic

Exclude a word using the 'minus' sign

Virchow -triad

Use Parentheses

water AND (cup OR glass)

Add an asterisk (*) at end of a word to include word stems

Neuro* will search for Neurology, Neuroscientist, Neurological, and so on

Use quotes to search for an exact phrase

"primary prevention of cancer"
(heart or cardiac or cardio*) AND arrest -"American Heart Association"