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https://www.readbyqxmd.com/read/28194104/electrophysiological-correlates-of-error-monitoring-and-feedback-processing-in-second-language-learning
#1
Sybrine Bultena, Claudia Danielmeier, Harold Bekkering, Kristin Lemhöfer
Humans monitor their behavior to optimize performance, which presumably relies on stable representations of correct responses. During second language (L2) learning, however, stable representations have yet to be formed while knowledge of the first language (L1) can interfere with learning, which in some cases results in persistent errors. In order to examine how correct L2 representations are stabilized, this study examined performance monitoring in the learning process of second language learners for a feature that conflicts with their first language...
2017: Frontiers in Human Neuroscience
https://www.readbyqxmd.com/read/28186010/mobile-audience-response-systems-at-a-continuing-medical-education-conference
#2
Alexandra Beaumont, Michael Gousseau, Connor Sommerfeld, Darren Leitao, Adrian Gooi
BACKGROUND: Mobile audience response systems (mARS) are electronic systems allowing speakers to ask questions and audience members to respond anonymously and immediately on a screen which enables learners to view their peers' responses as well as their own. mARS encourages increased interaction and active learning. OBJECTIVES: This study aims to examine the perceptions of audience members and speakers towards the implementation of mARS at a national medical conference...
2017: Studies in Health Technology and Informatics
https://www.readbyqxmd.com/read/28178910/medtalks-developing-teaching-abilities-and-experience-in-undergraduate-medical-students
#3
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/28177958/feedback-for-learners-in-medical-education-what-is-known-a-scoping-review
#4
Robert Bing-You, Victoria Hayes, Kalli Varaklis, Robert Trowbridge, Heather Kemp, Dina McKelvy
PURPOSE: To conduct a scoping review of the literature on feedback for learners in medical education. METHOD: In 2015-2016, the authors searched the Ovid MEDLINE, ERIC, CINAHL, ProQuest Dissertations and Theses Global, Web of Science, and Scopus databases and seven medical education journals (via OvidSP) for articles published January 1980-December 2015. Two reviewers screened articles for eligibility with inclusion criteria. All authors extracted key data and analyzed data descriptively...
February 7, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28174530/an-event-related-field-study-of-rapid-grammatical-plasticity-in-adult-second-language-learners
#5
Ainhoa Bastarrika, Douglas J Davidson
The present study used magnetoencephalography (MEG) to investigate how Spanish adult learners of Basque respond to morphosyntactic violations after a short period of training on a small fragment of Basque grammar. Participants (n = 17) were exposed to violation and control phrases in three phases (pretest, training, generalization-test). In each phase participants listened to short Basque phrases and they judged whether they were correct or incorrect. During the pre-test and generalization-test, participants did not receive any feedback...
2017: Frontiers in Human Neuroscience
https://www.readbyqxmd.com/read/28166578/piloting-the-mobile-medical-milestones-application-m3app%C3%A2-a-multi-institution-evaluation
#6
Cristen Page, Alfred Reid, Catherine L Coe, Janalynn Beste, Blake Fagan, Erica Steinbacher, Warren P Newton
BACKGROUND AND OBJECTIVES: Competency-based evaluation of the Accreditation Council for Graduate Medical Education (ACGME) Milestones requires the development of new evaluation tools that can better capture learners' behavior. This study describes the implementation and initial assessment of an innovative point-of-care mobile application, the M3App,© linked to the Family Medicine Milestones. METHODS: Seven family medicine residency programs in North Carolina implemented the M3App...
January 2017: Family Medicine
https://www.readbyqxmd.com/read/28160874/milestones-and-millennials-a-perfect-pairing-competency-based-medical-education-and-the-learning-preferences-of-generation-y
#7
REVIEW
Janeve R Desy, Darcy A Reed, Alexandra P Wolanskyj
Millennials are quickly becoming the most prevalent generation of medical learners. These individuals have a unique outlook on education and have different preferences and expectations than their predecessors. As evidenced by its implementation by the Accreditation Council for Graduate Medical Education in the United States and the Royal College of Physicians and Surgeons in Canada, competency based medical education is rapidly gaining international acceptance. Characteristics of competency based medical education can be perfectly paired with Millennial educational needs in several dimensions including educational expectations, the educational process, attention to emotional quotient and professionalism, assessment, feedback, and intended outcomes...
February 2017: Mayo Clinic Proceedings
https://www.readbyqxmd.com/read/28157389/critical-thinking-in-critical-care-five-strategies-to-improve-teaching-and-learning-in-the-intensive-care-unit
#8
Margaret M Hayes, Souvik Chatterjee, Richard M Schwartzstein
Critical thinking, the capacity to be deliberate about thinking, is increasingly the focus of undergraduate medical education, but is not commonly addressed in graduate medical education. Without critical thinking, physicians, particularly residents, are prone to cognitive errors, which can lead to diagnostic errors, especially in a high stakes environment such as the intensive care unit. Although challenging, critical thinking skills can be taught. Currently there is a paucity of data to support an educational gold standard for teaching critical thinking, but we believe that five strategies, routed in cognitive theory and our personal teaching experiences, provide an effective framework to teach critical thinking in the intensive care unit...
February 3, 2017: Annals of the American Thoracic Society
https://www.readbyqxmd.com/read/28156647/implementing-innovative-learner-centered-methods-to-teach-oncology-fellows-how-to-face-difficult-conversations
#9
Matthew Reilley, Jennifer Leigh McQuade, Walter F Baile, Daniel E Epner
: 27 Background: Oncologists engage in emotionally charged conversations with patients and families about prognosis, goals of care, and end of life transitions. Many oncologists lack key skills for guiding patients through such conversations. Key skills include posing open ended questions to elicit the patient's perspective, using silence effectively, and responding to emotion with empathy. We previously described a communication skills curriculum for first year medical oncology fellows consisting of a series of one hour monthly seminars (Epner and Baile, Academic Medicine, 2014)...
October 9, 2016: Journal of Clinical Oncology: Official Journal of the American Society of Clinical Oncology
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
#10
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/28099177/medical-students-perspectives-on-implementing-curriculum-change-at-one-institution
#11
Aaron M Yengo-Kahn, Courtney E Baker, Kimberly D Lomis
Training physicians to be effective practitioners throughout their careers begins in undergraduate medical education with particular focus on self-directed inquiry, professional and interprofessional development, and competency-based assessment. A select number of medical schools are restructuring their curricula by placing the student at the center of content delivery to enhance the learning experience. While this restructuring may benefit the adult learner, administrators often make assumptions about how students will perceive and respond to such innovative and unfamiliar educational concepts...
January 17, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28056637/triple-play-additive-contributions-of-enhanced-expectancies-autonomy-support-and-external-attentional-focus-to-motor-learning
#12
Gabriele Wulf, Rebecca Lewthwaite, Priscila Cardozo, Suzete Chiviacowsky
In the OPTIMAL theory of motor learning (Wulf & Lewthwaite, 2016), 3 factors are postulated to facilitate learning: Enhanced expectancies (EE) for performance, autonomy support (AS), and an external focus (EF) of attention. Enhancing learners' expectancies for future performance (e. g., through positive feedback) benefits learning. Further, supporting learners' need for autonomy (e.g., by giving them choices) has been found to promote learning. Finally, directing learners' attention to the intended movement effect (external focus) has beneficial effects for learning...
January 5, 2017: Quarterly Journal of Experimental Psychology: QJEP
https://www.readbyqxmd.com/read/28041770/individualised-expert-feedback-is-not-essential-for-improving-basic-clinical-skills-performance-in-novice-learners-a-randomized-trial
#13
Alexander W Phillips, Joanna Matthan, Lucy R Bookless, Ian J Whitehead, Anantha Madhavan, Paul Rodham, Anna L R Porter, Craig I Nesbitt, Gerard Stansby
OBJECTIVE: To determine whether unsupervised video feedback (UVF) is as effective as direct expert feedback (DEF) in improving clinical skills performance for medical students learning basic surgical skills-intravenous cannulation, catheterization, and suturing. BACKGROUND: Feedback is a vital component of the learning process, yet great variation persists in its quality, quantity, and methods of delivery. The use of video technology to assist in the provision of feedback has been adopted increasingly...
December 29, 2016: Journal of Surgical Education
https://www.readbyqxmd.com/read/28032558/early-learners-as-health-coaches-for-older-adults-preparing-for-surgery
#14
Jennifer A Kaplan, Zabecca Brinson, Rebecca Hofer, Patricia O'Sullivan, Anna Chang, Helen Horvath, George J Chang, Emily Finlayson
BACKGROUND: Few opportunities exist for early learners to engage in authentic roles on health care teams. In a geriatric optimization clinic for frail high-risk surgical patients, first-year medical and nurse practitioner students were integrated into an interprofessional team as health coaches. MATERIALS AND METHODS: Frail surgical patients with planned operations were referred to a new preoperative optimization clinic to see a geriatrician, occupational, and physical therapists and a nutritionist...
October 20, 2016: Journal of Surgical Research
https://www.readbyqxmd.com/read/28032385/multisource-feedback-to-graduate-nurses-a-multi-method-study
#15
Samantha McPhee, Nicole M Phillips, Cherene Ockerby, Alison M Hutchinson
AIMS AND OBJECTIVES: 1) to explore graduate nurses' perceptions of the influence of multisource feedback on their performance and 2) to explore perceptions of Clinical Nurse Educators involved in providing feedback regarding feasibility and benefit of the approach. BACKGROUND: Graduate Registered Nurses are expected to provide high quality care for patients in demanding and unpredictable clinical environments. Receiving feedback is essential to their development...
December 29, 2016: Journal of Clinical Nursing
https://www.readbyqxmd.com/read/28031615/effectiveness-of-student-led-objective-tutorials-in-pharmacology-teaching-to-medical-students
#16
Kriti Arora, Nayana Kamalnayan Hashilkar
OBJECTIVES: Current teaching in pharmacology is passive with less emphasis on clinical application. There is a need to incorporate newer instructional designs into pharmacology. Student-led objective tutorial (SLOT) is one of the novel designs to enhance interest among learners, provide opportunities for group learning, and facilitate self-directed learning. This study aims to assess the effectiveness of SLOTs over conventional tutorials (CTs) in pharmacology and to obtain feedback from the students regarding their perceptions about it...
October 2016: Indian Journal of Pharmacology
https://www.readbyqxmd.com/read/28030417/a-resident-as-teacher-curriculum-using-a-flipped-classroom-approach-can-a-model-designed-for-efficiency-also-be-effective
#17
Binny D Chokshi, Heidi K Schumacher, Kristen Reese, Priti Bhansali, Jeremy R Kern, Samuel J Simmens, Benjamin Blatt, Larrie W Greenberg
PROBLEM: The Accreditation Council for Graduate Medical Education requires training that enhances resident teaching skills. Despite this requirement, many residency training programs struggle to implement effective resident-as-teacher (RAT) curricula, particularly within the context of the 80-hour resident workweek. APPROACH: In 2013, the authors developed and evaluated an intensive one-day RAT curriculum using a flipped classroom approach. Twenty-nine second-year residents participated in daylong RAT sessions...
December 27, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28024994/teaching-the-art-of-difficult-family-conversations
#18
Rita Dadiz, Michael L Spear, Erin Denney-Koelsch
CONTEXT: Difficult family conversations are a challenge for even the most seasoned clinicians. Teaching the skills of successful communication between providers, family members, and patients is a vital component of medical education. However, traditional teaching methods using didactics and expert role modeling are often inadequate. OBJECTIVES: The train-the-educator workshop aimed to teach educators how to create and conduct workshops on facilitating difficult family conversations that target their own learners' needs...
February 2017: Journal of Pain and Symptom Management
https://www.readbyqxmd.com/read/28001436/teaching-resident-self-assessment-through-triangulation-of-faculty-and-patient-feedback
#19
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/28000944/learning-to-be-in-variant-combining-prior-knowledge-and-experience-to-infer-orientation-invariance-in-object-recognition
#20
Joseph L Austerweil, Thomas L Griffiths, Stephen E Palmer
How does the visual system recognize images of a novel object after a single observation despite possible variations in the viewpoint of that object relative to the observer? One possibility is comparing the image with a prototype for invariance over a relevant transformation set (e.g., translations and dilations). However, invariance over rotations (i.e., orientation invariance) has proven difficult to analyze, because it applies to some objects but not others. We propose that the invariant transformations of an object are learned by incorporating prior expectations with real-world evidence...
December 21, 2016: Cognitive Science
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