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Faculty development, medical education, Curriculum

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https://www.readbyqxmd.com/read/28929032/use-of-simulation-in-canadian-neonatal-perinatal-medicine-training-programs
#1
Jonathan Wong, Emer Finan, Douglas Campbell
Introduction Simulation is used for the delivery of education and on occasion assessment. Before such a tool is used routinely in neonatal training programs across Canada, a need assessment is required to determine its current usage by accredited training programs. Our aim was to characterize the type of simulation modalities used and the perceived simulation-based training needs in Canadian neonatal-perinatal medicine (NPM) training programs. Methods A 22-item and 13-item online descriptive survey was sent to all NPM program directors and fellows in Canada, respectively...
July 8, 2017: Curēus
https://www.readbyqxmd.com/read/28927332/qualitative-and-quantitative-feedback-in-the-context-of-competency-based-education
#2
Ara Tekian, Christopher J Watling, Trudie E Roberts, Yvonne Steinert, John Norcini
Research indicates the importance and usefulness of feedback, yet with the shift of medical curricula toward competencies, feedback is not well understood in this context. This paper attempts to identify how feedback fits within a competency-based curriculum. After careful consideration of the literature, the following conclusions are drawn: (1) Because feedback is predicated on assessment, the assessment should be designed to optimize and prevent inaccuracies in feedback; (2) Giving qualitative feedback in the form of a conversation would lend credibility to the feedback, address emotional obstacles and create a context in which feedback is comfortable; (3) Quantitative feedback in the form of individualized data could fulfill the demand for more feedback, help students devise strategies on how to improve, allow students to compare themselves to their peers, recognizing that big data have limitations; and (4) Faculty development needs to incorporate and promote cultural and systems changes with regard to feedback...
September 19, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28894542/perceptions-of-an-integrated-curriculum-among-dental-students-in-a-public-university-in-saudi-arabia
#3
Khulood Sami Hussein
BACKGROUND: Being aware of the limits of traditional discipline-based education, the Faculty of Dentistry at King Abdulaziz University (KAU) tasked basic medical science faculty members with developing a new integrated curriculum for undergraduate dental students to be applied in the 2014/2015 academic year. OBJECTIVE: To determine the students' perceptions of the restructured curriculum and elicit student suggestions for improvement. METHODS: A questionnaire was distributed to all first-year dental undergraduate students (n=192) enrolled in the academic year of 2014/2015...
July 2017: Electronic Physician
https://www.readbyqxmd.com/read/28876996/veterinary-curriculum-transformation-at-the-university-of-illinois-2006-2016
#4
Jonathan H Foreman, Dawn E Morin, Thomas K Graves, Mark A Mitchell, Federico A Zuckermann, Herbert E Whiteley
The organization and delivery of a curriculum is the responsibility of the faculty in educational institutions. Curricular revision is often a hotly debated topic in any college faculty. At the University of Illinois, a 2006 mandate for curriculum modernization from the American Veterinary Medical Association Council on Education provided impetus for a long-discussed curricular revision. After two iterations and a lengthy development process, a new curriculum was gradually implemented at Illinois with the August 2009 matriculation of the Class of 2013...
2017: Journal of Veterinary Medical Education
https://www.readbyqxmd.com/read/28876995/benefits-and-challenges-of-developing-a-customized-rubric-for-curricular-review-of-a-residency-program-in-laboratory-animal-medicine
#5
Tiffany L Whitcomb, Ronald P Wilson
Rigorous curricular review of post-graduate veterinary medical residency programs is in the best interest of program directors in light of the requirements and needs of specialty colleges, graduate school administrations, and other stakeholders including prospective students and employers. Although minimum standards for training are typically provided by specialty colleges, mechanisms for evaluation are left to the discretion of program directors. The paucity of information available describing best practices for curricular assessment of veterinary medical specialty training programs makes resources from other medical fields essential to informing the assessment process...
2017: Journal of Veterinary Medical Education
https://www.readbyqxmd.com/read/28876991/curriculum-redesign-in-veterinary-medicine-part-ii
#6
Maria L Macik, Kristin P Chaney, Jacqueline S Turner, Kenita S Rogers, Elizabeth M Scallan, Jodi A Korich, Debra Fowler, Lisa M Keefe
Curricular review is considered a necessary component for growth and enhancement of academic programs and requires time, energy, creativity, and persistence from both faculty and administration. On a larger scale, a comprehensive redesign effort involves forming a dedicated faculty redesign team, developing program learning outcomes, mapping the existing curriculum, and reviewing the curriculum in light of collected stakeholder data. The faculty of the Texas A&M University College of Veterinary Medicine & Biomedical Sciences (TAMU) recently embarked on a comprehensive curriculum redesign effort through partnership with the university's Center for Teaching Excellence...
2017: Journal of Veterinary Medical Education
https://www.readbyqxmd.com/read/28876985/curriculum-review-and-revision-at-the-university-of-minnesota-college-of-veterinary-medicine
#7
Margaret V Root Kustritz, Laura K Molgaard, Erin Malone
Curriculum review is an essential part of ongoing curriculum development, and is a mandate of the American Veterinary Medical Association Council on Education (AVMA COE), the accrediting body of all North American schools and colleges of veterinary medicine. This article describes the steps in curriculum review undertaken by the University of Minnesota College of Veterinary Medicine (UMN CVM) in response to this mandate from the COE and to a recommendation from a recent collegiate review that was part of a larger university-level strategic planning effort...
2017: Journal of Veterinary Medical Education
https://www.readbyqxmd.com/read/28840454/clinical-reasoning-education-at-us-medical-schools-results-from-a-national-survey-of-internal-medicine-clerkship-directors
#8
Joseph Rencic, Robert L Trowbridge, Mark Fagan, Karen Szauter, Steven Durning
BACKGROUND: Recent reports, including the Institute of Medicine's Improving Diagnosis in Health Care, highlight the pervasiveness and underappreciated harm of diagnostic error, and recommend enhancing health care professional education in diagnostic reasoning. However, little is known about clinical reasoning curricula at US medical schools. OBJECTIVE: To describe clinical reasoning curricula at US medical schools and to determine the attitudes of internal medicine clerkship directors toward teaching of clinical reasoning...
August 24, 2017: Journal of General Internal Medicine
https://www.readbyqxmd.com/read/28822211/healthcare-students-interprofessional-critical-event-disaster-response-course
#9
Tae Eung Kim, Tamara Shankel, Ellen T Reibling, Jacqueline Paik, Dolores Wright, Michelle Buckman, Kathi Wild, Ehren Ngo, Alireza Hayatshahi, Lee H Nguyen, T Kent Denmark, Tamara L Thomas
OBJECTIVE: Numerous disasters confirm the need for critical event training in healthcare professions. However, no single discipline works in isolation and interprofessional learning is recognized as a necessary component. An interprofessional faculty group designed a learning curriculum crossing professional schools. DESIGN: Faculty members from four healthcare schools within the university (nursing, pharmacy, allied health, and medicine) developed an interdisciplinary course merging both published cross-cutting competencies for critical event response and interprofessional education competencies...
January 2017: American Journal of Disaster Medicine
https://www.readbyqxmd.com/read/28819513/strengthening-and-expanding-the-capacity-of-health-worker-education-in-zambia
#10
Charles Michelo, Joseph Mumba Zulu, Moses Simuyemba, Benjamin Andrews, Max Katubulushi, Benjamin Chi, Evariste Njelesani, Bellington Vwalika, Kasonde Bowa, Margaret Maimbolwa, James Chipeta, Fastone Goma, Selestine Nzala, Sekelani Banda, John Mudenda, Yusuf Ahmed, Lotti Hachambwa, Craig Wilson, Sten Vermund, Yakub Mulla
INTRODUCTION: Zambia is facing a chronic shortage of health care workers. The paper aimed at understanding how the Medical Education Partnership Initiative (MEPI) program facilitated strengthening and expanding of the national capacity and quality of medical education as well as processes for retaining faculty in Zambia. METHODS: Data generated through documentary review, key informant interviews and observations were analyzed using a thematic approach. RESULTS: The MEPI program triggered the development of new postgraduate programs thereby increasing student enrollment...
2017: Pan African Medical Journal
https://www.readbyqxmd.com/read/28818834/designing-and-implementing-a-physiology-course-for-a-new-doctoral-occupational-therapy-program-with-student-feedback
#11
Barbara E Goodman, Moses N Ikiugu
Recently, the Occupational Therapy Department requested a custom-designed medical physiology course for the students in the new occupational therapy doctoral program. The first author, a physiologist with extensive experience in teaching both undergraduate preprofessional and medical students in human physiology, was recruited to design and implement the course. The course was designed to be consistent with the constructivist philosophy that guides the occupational therapy curriculum. The course was offered for the first time during fall/spring 2015/2016 and included both first- and second-year occupational therapy doctoral students...
September 1, 2017: Advances in Physiology Education
https://www.readbyqxmd.com/read/28810977/moving-beyond-accidental-leadership-a-graduate-medical-education-leadership-curriculum-needs-assessment
#12
Joshua D Hartzell, Clifton E Yu, Brian M Cohee, Michael R Nelson, Ramey L Wilson
BACKGROUND: Despite calls for greater physician leadership, few medical schools, and graduate medical education programs provide explicit training on the knowledge, skills, and attitudes necessary to be an effective physician leader. Rather, most leaders develop through what has been labeled "accidental leadership." A survey was conducted at Walter Reed to define the current status of leadership development and determine what learners and faculty perceived as key components of a leadership curriculum...
July 2017: Military Medicine
https://www.readbyqxmd.com/read/28768945/background-on-establishing-a-working-group-to-create-home-clinical-cases-for-education
#13
Taketo Yoshitake
 In Japan there are concerns that there will be a surge in social insurance costs such as medical and nursing care expenses as a result of the baby boom generation reaching the late stages of old age (75 years old and beyond) around 2025 ("The 2025 Problem"). In 2012, the "Outline on Social Insurance and Tax Reform" was approved by the Japanese cabinet and government, including "construction of regional comprehensive care". To promote participation in home medical care by pharmacists, this article presents the roles demanded of pharmacists in regional comprehensive care from the standpoint of physicians, and the discussion of case studies bridging the gap from knowledge learned in lectures to practical applications...
2017: Yakugaku Zasshi: Journal of the Pharmaceutical Society of Japan
https://www.readbyqxmd.com/read/28753084/development-and-implementation-of-a-school-wide-institute-for-excellence-in-education-to-enable-educational-scholarship-by-medical-school-faculty
#14
Joseph Cofrancesco, Michael A Barone, Janet R Serwint, Mitchell Goldstein, Michael Westman, Pamela A Lipsett
PROBLEM: Educational scholarship is an important component for faculty at Academic Medical Centers, especially those with single-track promotion systems. Yet, faculty may lack the skills and mentorship needed to successfully complete projects. In addition, many educators feel undervalued. INTERVENTION: To reinvigorate our school's educational mission, the Institute for Excellence in Education (IEE) was created. Here we focus on one of the IEE's strategic goals, that of inspiring and supporting educational research, scholarship, and innovation...
July 28, 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/28746135/encouraging-student-interest-in-teaching-through-a-medical-student-teaching-competition
#15
Ariadne K DeSimone, John P Haydek, Christopher L Sudduth, Vincent LaBarbera, Yaanik Desai, Erik Reinertsen, Kimberly D Manning
PROBLEM: Clinician educators have realized the value not only of assigning teaching roles to medical students but also of offering explicit training in how to teach effectively. Despite this interest in the development of medical students' teaching skills, formal teaching instruction and opportunities for practice are lacking. APPROACH: To encourage medical student interest in teaching, the authors developed and implemented a medical student teaching competition (MSTC) at Emory University School of Medicine during the summers of 2014, 2015, and 2016...
August 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28709462/enhancing-medical-students-reflectivity-in-mentoring-groups-for-professional-development-a-qualitative-analysis
#16
Gabriele Lutz, Nina Pankoke, Hadass Goldblatt, Marzellus Hofmann, Michaela Zupanic
BACKGROUND: Professional competence is important in delivering high quality patient care, and it can be enhanced by reflection and reflective discourse e.g. in mentoring groups. However, students are often reluctant though to engage in this discourse. A group mentoring program involving all preclinical students as well as faculty members and co-mentoring clinical students was initiated at Witten-Herdecke University. This study explores both the attitudes of those students towards such a program and factors that might hinder or enhance how students engage in reflective discourse...
July 14, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28707640/what-do-faculty-feel-about-teaching-in-this-school-assessment-of-medical-education-environment-by-teachers
#17
Syed Ilyas Shehnaz, Mohamed Arifulla, Jayadevan Sreedharan, Kadayam Guruswami Gomathi
BACKGROUND: Faculty members are major stakeholders in curriculum delivery, and positive student learning outcomes can only be expected in an educational environment (EE) conducive to learning. EE experienced by teachers includes all conditions affecting teaching and learning activities. As the EE of teachers indirectly influences the EE of students, assessment of teachers' perceptions of EE can highlight issues affecting student learning. These perceptions can also serve as a valuable tool for identifying faculty development needs...
January 2017: Education for Health: Change in Training & Practice
https://www.readbyqxmd.com/read/28707636/implementation-and-evaluation-of-a-patient-safety-course-in-a-problem-based-learning-program
#18
Sarah Ahmed Eltony, Nahla Hassan El-Sayed, Shimaa El-Sayed El-Araby, Salah Eldin Kassab
BACKGROUND: Since the development of the WHO patient safety curriculum guide, there has been insufficient reporting regarding the implementation and evaluation of patient safety courses in undergraduate problem-based learning (PBL) programs. This study is designed to implement a patient safety course to undergraduate students in a PBL medical school and evaluate this course by examining its effects on students' knowledge and satisfaction. METHODS: The target population included year 6 medical students (n = 71) at the Faculty of Medicine, Suez Canal University in Egypt...
January 2017: Education for Health: Change in Training & Practice
https://www.readbyqxmd.com/read/28678096/the-graduate-medical-education-scholars-track-developing-residents-as-clinician-educators-during-clinical-training-via-a-longitudinal-multimodal-and-multidisciplinary-track
#19
James Ahn, Shannon K Martin, Jeanne M Farnan, H Barrett Fromme
PROBLEM: Residency clinician-educator tracks have been created; however, they have generally been limited to a single discipline or program and experienced some challenges. The Graduate Medical Education Scholars Track (GMEST), an embedded longitudinal, multimodal, multidisciplinary clinician-educator track for residents, was piloted at the Pritzker School of Medicine, University of Chicago, in academic year 2014-2015. APPROACH: The GMEST is a two-year experience completed during residency training...
July 3, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28642990/how-health-humanities-will-save-the-life-of-the-humanities
#20
Craig M Klugman
In the last decade, the humanities have been shrinking in number of students, percent of faculty, and in number of degrees awarded. Humanities students also earn lower salaries than their STEM-prepared peers. At the same time, the health humanities have been in ascendance over the last fifteen years. The number of majors, minors and certificates has increased 266% in that time frame, attracting large numbers of students and preparing future patients, lay caregivers, and health care providers to interact with a complicated and dehumanized medical system...
June 23, 2017: Journal of Medical Humanities
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