keyword
MENU ▼
Read by QxMD icon Read
search

Learner feedback

keyword
https://www.readbyqxmd.com/read/28331382/faculty-development-for-the-evaluation-system-a-dual-agenda
#1
EDITORIAL
Kellee L Oller, Cuc T Mai, Robert J Ledford, Kevin E O'Brien
Faculty development for the evaluation process serves two distinct goals. The first goal is to improve the quality of the evaluations submitted by the faculty. Providing an accurate assessment of a learner's capabilities is a skill and, similar to other skills, can be developed with training. Frame-of-reference training serves to calibrate the faculty's standard of performance and build a uniform language of the evaluation. Second, areas for faculty professional growth can be identified from data generated from learners' evaluations of the faculty using narrative comments, item-level comparison reports, and comparative rank list information...
2017: Advances in Medical Education and Practice
https://www.readbyqxmd.com/read/28319491/breaking-down-the-objective-structured-clinical-examination-an-evaluation-of-the-helping-babies-breathe-osces
#2
Teresa L Seto, Meredith E Tabangin, Kathryn K Taylor, Srirama Josyula, Juan Carlos Vasquez, Beena D Kamath-Rayne
INTRODUCTION: Helping Babies Breathe (HBB) is a simulation-based neonatal resuscitation curriculum designed for low-resource settings. At the completion of the workshop, learners complete the following four assessments: a multiple-choice question (MCQ) test, bag-mask ventilation (BMV) checklist, and two objective structured clinical examinations (OSCEs). Objective structured clinical examinations are clinical performance assessments that evaluate learners' skills in simulated scenarios...
March 18, 2017: Simulation in Healthcare: Journal of the Society for Simulation in Healthcare
https://www.readbyqxmd.com/read/28315114/what-should-we-teach-the-teachers-identifying-the-learning-priorities-of-clinical-supervisors
#3
Margaret Bearman, Joanna Tai, Fiona Kent, Vicki Edouard, Debra Nestel, Elizabeth Molloy
Clinicians who teach are essential for the health workforce but require faculty development to improve their educational skills. Curricula for faculty development programs are often based on expert frameworks without consideration of the learning priorities as defined by clinical supervisors themselves. We sought to inform these curricula by highlighting clinical supervisors own requirements through answering the research question: what do clinical supervisors identify as relative strengths and areas for improvement in their teaching practice? This mixed methods study employed a modified version of the Maastricht Clinical Teaching Questionnaire (mMCTQ) which included free-text reflections...
March 17, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28298494/student-perceptions-of-online-radiologic-science-courses
#4
Erika Papillion, Laura Aaron
PURPOSE: To evaluate student perceptions of the effectiveness of online radiologic science courses by examining various learning activities and course characteristics experienced in the online learning environment. METHODS: A researcher-designed electronic survey was used to obtain results from students enrolled in the clinical portion of a radiologic science program that offers online courses. The survey consisted of elements associated with demographics, experience, and perceptions related to online radiologic science courses...
March 2017: Radiologic Technology
https://www.readbyqxmd.com/read/28289974/sage-s-advice-application-of-a-standardized-train-the-trainer-model-for-faculty-involved-in-a-society-of-american-gastrointestinal-and-endoscopic-surgeons-sages-hands-on-course
#5
Susannah M Wyles, Erin Schwarz, Jonathan Dort, Nabil Tariq, Tom Cecil, Mark G Coleman, John Paige, Brian J Dunkin
INTRODUCTION: Currently, no prerequisite teaching qualification is required to serve as faculty for SAGES hands-on courses (SAGES-HOC). The Lapco-Train-the-Trainers (Lapco-TT) is a course for surgical trainers, in which delegates learn a standardized teaching technique for skills acquisition. The aims of this study were to 1) determine if this curriculum could be delivered in a day course to SAGES-HOC faculty and 2) assess the impact of such training on learners' educational experience taught by this faculty at a subsequent SAGES-HOC...
March 13, 2017: Surgical Endoscopy
https://www.readbyqxmd.com/read/28281849/feedback-mapping-the-curricular-cornerstone-of-an-educational-alliance
#6
Deborah Murdoch-Eaton, Lucy Bowen
PURPOSE: The "educational alliance" concept articulates a collaborative framework to facilitate effective feedback through transparency of opportunities aligned with learner stage and intended educational outcomes. Using this framework, we evaluated feedback across a 5 year undergraduate medical program to support embedding a successful learner - teacher "educational alliance". METHOD: A comprehensive mapping exercise used an iterative action research process of source documentary analysis, consultations with key curriculum stakeholders and qualitative analysis...
March 10, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28281837/competency-milestones-for-medical-students-design-implementation-and-analysis-at-one-medical-school
#7
Kimberly D Lomis, Regina G Russell, Mario A Davidson, Amy E Fleming, Cathleen C Pettepher, William B Cutrer, Geoffrey M Fleming, Bonnie M Miller
Competency-based assessment seeks to align measures of performance directly with desired learning outcomes based upon the needs of patients and the healthcare system. Recognizing that assessment methods profoundly influence student motivation and effort, it is critical to measure all desired aspects of performance throughout an individual's medical training. The Accreditation Council for Graduate Medical Education (ACGME) defined domains of competency for residency; the subsequent Milestones Project seeks to describe each learner's progress toward competence within each domain...
March 10, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28281832/outcomes-of-introducing-early-learners-to-interprofessional-competencies-in-a-classroom-setting
#8
Kelly S Lockeman, Sharon K Lanning, Alan W Dow, Joseph A Zorek, Deborah DiazGranados, Carole K Ivey, Shawne Soper
PROBLEM: Although interprofessional practice is important for improving healthcare delivery, there is little evidence describing interprofessional education (IPE) outcomes beyond changes in attitudes and knowledge of prelicensure learners. More rigorous evaluation of early IPE is needed to determine its impact on teaching interprofessional collaborative practice and providing a solid foundation for applying collaborative skills in the clinical environment. INTERVENTION: First-year students (N = 679) in 7 health professions programs participated in a 4-session series focusing on professional roles and responsibilities, teams and teamwork, and the healthcare system...
March 10, 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/28272114/medical-student-perceptions-of-feedback-and-feedback-behaviors-within-the-context-of-the-educational-alliance
#9
Lucy Bowen, Michelle Marshall, Deborah Murdoch-Eaton
PURPOSE: Using the "educational alliance" as a conceptual framework, the authors explored medical students' beliefs about feedback and how their feedback behaviors reflect their perceptions. METHOD: Five focus groups (four to six medical students each) at one UK medical school in 2015 were used to capture and elucidate learners' feedback perceptions and behaviors within the context of the learner-educator relationship. A map of key feedback opportunities across the program was used as a tool for exploring student engagement with the feedback process...
March 7, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28252995/training-perceptual-experts-feedback-labels-and-contrasts
#10
Rachel A Searston, Jason M Tangen
Are strategies for learning in education effective for learning in applied visual domains, such as fingerprint identification? We compare the effect of practice with immediate corrective feedback (feedback training), generating labels for features of matching and mismatching fingerprints (labels training), and contrasting matching and mismatching fingerprints (contrast training). We benchmark these strategies against a baseline of regular practice discriminating fingerprints. We found that all 3 training protocols-feedback, labels, and contrasts-resulted in a significantly greater ability to discriminate new pairs of prints (independent of response bias) than the baseline training protocol...
March 2017: Canadian Journal of Experimental Psychology, Revue Canadienne de Psychologie Expérimentale
https://www.readbyqxmd.com/read/28247495/staging-a-performance-learners-perceptions-about-direct-observation-during-residency
#11
Kori A LaDonna, Rose Hatala, Lorelei Lingard, Stephane Voyer, Christopher Watling
CONTEXT: Evidence strongly supports that direct observation is a valid and reliable assessment tool; support for its impact on learning is less compelling, and we know that some learners are ambivalent about being observed. However, learners' perceptions about the impact of direct observation on their learning and professional development remain underexplored. To promote learning, we need to understand what makes direct observation valuable for learners. METHODS: Informed by constructivist grounded theory, we interviewed 22 learners about their observation experiences...
February 28, 2017: Medical Education
https://www.readbyqxmd.com/read/28243728/anodal-transcranial-direct-current-stimulation-over-the-primary-motor-cortex-does-not-enhance-the-learning-benefits-of-self-controlled-feedback-schedules
#12
Michael J Carter, Victoria Smith, Anthony N Carlsen, Diane M Ste-Marie
A distinct learning advantage has been shown when participants control their knowledge of results (KR) scheduling during practice compared to when the same KR schedule is imposed on the learner without choice (i.e., yoked schedules). Although the learning advantages of self-controlled KR schedules are well-documented, the brain regions contributing to these advantages remain unknown. Identifying key brain regions would not only advance our theoretical understanding of the mechanisms underlying self-controlled learning advantages, but would also highlight regions that could be targeted in more applied settings to boost the already beneficial effects of self-controlled KR schedules...
February 27, 2017: Psychological Research
https://www.readbyqxmd.com/read/28237190/providing-feedback-practical-skills-and-strategies
#13
REVIEW
David Sarkany, Lori Deitte
Feedback is an essential component of education. It is designed to influence, reinforce, and change behaviors, concepts, and attitudes in learners. Although providing constructive feedback can be challenging, it is a learnable skill. The negative consequences of destructive feedback or lack of feedback all together are far-reaching. This article summarizes the components of constructive feedback and provides readers with tangible skills to enhance their ability to give effective feedback to learners and peers...
February 22, 2017: Academic Radiology
https://www.readbyqxmd.com/read/28194104/electrophysiological-correlates-of-error-monitoring-and-feedback-processing-in-second-language-learning
#14
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
#15
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
#16
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
#17
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
#18
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
#19
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
#20
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
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"