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Faculty development, medical education, Curriculum

John V Thomas, Rupan Sanyal, Janis P O'Malley, Satinder P Singh, Desiree E Morgan, Cheri L Canon
The academic educator's portfolio is a collection of materials that document academic performance and achievements, supplementing the curriculum vitae, in order to showcase a faculty member's most significant accomplishments. A decade ago, a survey of medical schools revealed frustration in the nonuniform methods of measuring faculty's medical education productivity. A proposed solution was the use of an academic educator's portfolio. In the academic medical community, compiling an academic portfolio is always a challenge because teaching has never been confined to the traditional classroom setting and often involves active participation of the medical student, resident, or fellow in the ongoing care of the patient...
October 11, 2016: Academic Radiology
Tasha R Wyatt, Kelli Braun, Lance Evans, Alexis Rossi, Paul M Wallach, Lara M Stepleman
INTRODUCTION: In institutional assessments of faculty, scholarly activity is often cited as a deficiency. Faculty lack the training and resources needed to produce peer-reviewed, quality scholarship. Although a variety of formats have been suggested and used to fill this void, fellowships are a commonly used format to foster educational leaders within institutions. In 2010, the Educational Innovation Institute at the Medical College of Georgia created an educational research fellowship to address this need...
October 13, 2016: Perspectives on Medical Education
Alexander Tsang, David M Harris
Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of medical students has many characteristics that should support active learning pedagogies. The purpose of this study was to analyze student and faculty perceptions of active learning in an integrated medical curriculum at the second-year mark, where students have been exposed to multiple educational pedagogies...
December 2016: Advances in Physiology Education
Eric J Wright, Rohit K Khosla, Lori Howell, Gordon K Lee
BACKGROUND: Comprehensive aesthetic surgery training continues to be a challenge for residency programs. Our residency program developed a rhinoplasty-based objective structured clinical examination (OSCE) based upon validated methods as part of the residency education curriculum. We report our experience with the rhinoplasty-based OSCE and offer guidance to its incorporation within residency programs. METHODS: The encounter involved resident evaluation and operative planning for a standardized patient desiring a rhinoplasty procedure...
September 2016: Archives of Plastic Surgery
Yuya Hagiwara, Jeanette Ross, Shuko Lee, Sandra Sanchez-Reilly
BACKGROUND: Few educational interventions have been developed to teach Family Meeting (FM) communication skills at the undergraduate level. We developed an innovative curriculum to address this gap. METHODS: Fourth year medical students during 2011-2013 (n = 674) completed training for conducting a FM. To assess the effectiveness of this training, students completed a FM Objective Structured Clinical Exam (OSCE) that included 15 domains rated on a 1-5 point Likert scale...
September 20, 2016: American Journal of Hospice & Palliative Care
Kulsoom Ghias, Kausar S Khan, Rukhsana Ali, Shireen Azfar, Rashida Ahmed
OBJECTIVE: Aga Khan University, a private medical college, had a vision of producing physicians who are not only scientifically competent, but also socially sensitive, the latter by exposure of medical students to a broad-based curriculum. The objective of this study was to identify the genesis of broad-based education and its integration into the undergraduate medical education program as the Humanities and Social Sciences (HASS) course. METHODS: A qualitative methodology was used for this study...
July 2016: Pakistan Journal of Medical Sciences Quarterly
Amy B Fraser, Emma J Stodel, Robert Jee, Daniel A Dubois, Alan J Chaput
PURPOSE: Competency-based medical education (CBME) is quickly becoming the dominant organizing principle for medical residency programs. As CBME requires changes in the way medical education is delivered, faculty will need to acquire new skills in teaching and assessment in order to navigate the transition. In this paper, we examine the evidence supporting best practices in faculty development, propose strategies for faculty development for CBME-based residency programs, and discuss the results of faculty development initiatives at the pioneering anesthesia CBME residency program at the University of Ottawa...
September 19, 2016: Canadian Journal of Anaesthesia, Journal Canadien D'anesthésie
Edward K Lew
BACKGROUND: The teaching modality of "flipping the classroom" has garnered recent attention in medical education. In this model, the lecture and homework components are reversed. The flipped classroom lends itself to more interaction in "class" and theoretically improved clinical decision-making. Data is lacking for this model for students in emergency medicine clerkships. We trialed the flipped classroom in our fourth-year student clerkship. Our aim was to learn student and faculty facilitator perceptions of the experience, as it has not been done previously in this setting...
December 2016: International Journal of Emergency Medicine
Hendrik Friederichs, Britta Brouwer, Bernhard Marschall, Anne Weissenstein
OBJECTIVE: Inserting peripheral venous catheters (PVCs) has been identified as a core competency for medical students. Because the performance - even of hygienic standards - of both students and novice physicians is frequently inadequate, medical faculties must focus on competence-based learning objectives and deliberate practice, features that are combined in mastery learning. Our aim was to determine the competency of students in inserting PVCs before and after an educational intervention...
2016: GMS Journal for Medical Education
C Nikendei, P Ganschow, J B Groener, S Huwendiek, A Köchel, N Köhl-Hackert, R Pjontek, J Rodrian, F Scheibe, A-K Stadler, T Steiner, J Stiepak, J Tabatabai, A Utz, M Kadmon
The competent physical examination of patients and the safe and professional implementation of clinical procedures constitute essential components of medical practice in nearly all areas of medicine. The central objective of the projects "Heidelberg standard examination" and "Heidelberg standard procedures", which were initiated by students, was to establish uniform interdisciplinary standards for physical examination and clinical procedures, and to distribute them in coordination with all clinical disciplines at the Heidelberg University Hospital...
2016: GMS Journal for Medical Education
Pamela Johnson, Anna Gilman, Alicia Lintner, Ellen Buckner
Translating evidence-based practices to the bedside can be facilitated by an active academic-practice partnership between nursing faculty and frontline nursing staff. A collaborative effort between the university's academic nurses and the medical center's clinical nurses explored, created, implemented, and evaluated an evidence-based nurse-driven protocol for decreasing the rate of catheter-associated urinary tract infections. The nurse-driven protocol was piloted in 4 intensive care units and included nurse-driven orders for catheter discontinuation, utilization of smaller bore urinary catheters, addition of silver-based cleansing products for urinary catheter care, and education of staff on routine catheter care and maintenance...
October 2016: Critical Care Nursing Quarterly
Walter H Henricks, Donald S Karcher, James H Harrison, John H Sinard, Michael W Riben, Philip J Boyer, Sue Plath, Arlene Thompson, Liron Pantanowitz
CONTEXT: Recognition of the importance of informatics to the practice of pathology has surged. Training residents in pathology informatics have been a daunting task for most residency programs in the United States because faculty often lacks experience and training resources. Nevertheless, developing resident competence in informatics is essential for the future of pathology as a specialty. OBJECTIVE: The objective of the study is to develop and deliver a pathology informatics curriculum and instructional framework that guides pathology residency programs in training residents in critical pathology informatics knowledge and skills and meets Accreditation Council for Graduate Medical Education Informatics Milestones...
2016: Journal of Pathology Informatics
Manisha Gohel, Uday Shankar Singh, Dinesh Bhanderi, Ajay Phatak
BACKGROUND: Practical and clinical skills teaching should constitute a core part of the postgraduate curriculum of Community Medicine. The clinicosocial case study is a method to enhance learners' skills but there is no generally accepted organized system of formative assessment and structured feedback to guide students. A new tool based on the principles of mini-Clinical Evaluation Exercise (mini CEX) was developed and pilot tested as a 'clinicosocial case study' assessment of community medicine residents with feedback as a core component...
May 2016: Education for Health: Change in Training & Practice
Elizabeth G Clark, Jessica Watson, Allison Leemann, Alan H Breaud, Frank G Feeley, James Wolff, Tamorish Kole, Gabrielle A Jacquet
BACKGROUND: Emergencies such as road traffic accidents (RTAs), acute myocardial infarction (AMI) and cerebrovascular accident (CVA) are the most common causes of death and disability in India. Robust emergency medicine (EM) services and proper education on acute care are necessary. In order to inform curriculum design for training programs, and to improve the quality of EM care in India, a better understanding of patient epidemiology and case burden presenting to the emergency department (ED) is needed...
2016: World Journal of Emergency Medicine
Shireen Madani Sims, James W Lynch
INTRODUCTION: The College of Medicine at our institution underwent a major curricular revision in order to develop a patient-centered context for learning. The admission process was revised to reflect this change, adopting a holistic review process, with the hope of attracting students who were particularly well suited to a patient-centered curriculum and learning culture. METHODS: Patients from a single practitioner, who were accustomed to working with medical students, were asked if they would like to select the next generation of physicians...
2016: Medical Education Online
Thomas W Bishop, James Gorniewicz, Michael Floyd, Fred Tudiver, Amy Odom, Kathy Zoppi
This workshop demonstrated the utility of a patient-centered web-based/digital Breaking Bad News communication training module designed to educate learners of various levels and disciplines. This training module is designed for independent, self-directed learning as well as group instruction. These interactive educational interventions are based upon video-recorded patient stories. Curriculum development was the result of an interdisciplinary, collaborative effort involving faculty from the East Tennessee State University (ETSU) Graduate Storytelling Program and the departments of Family and Internal Medicine at the James H...
May 2016: International Journal of Psychiatry in Medicine
Elizabeth A Crabtree, Emily Brennan, Amanda Davis, Jerry E Squires
PROBLEM: Evidence-based practice (EBP) skills are crucial for delivering high-quality patient care. It is essential that medical students learn EBP concepts through a practical, in-depth research project. To date, literature on preparing students in this manner is limited. APPROACH: In academic year 2014-2015, the Medical University of South Carolina's (MUSC's) Center for Evidence-Based Practice (now known as the Value Institute) partnered with College of Medicine faculty to revitalize the undergraduate medical student EBP curriculum...
August 2, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Funmilayo Eniola Olopade, Oluwatosin Adekunle Adaramoye, Yinusa Raji, Abiodun Olubayo Fasola, Emiola Oluwabunmi Olapade-Olaopa
The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed...
2016: Advances in Medical Education and Practice
Shari A Whicker, Deborah L Engle, Saumil Chudgar, Stephen DeMeo, Sarah M Bean, Aditee P Narayan, Colleen O'Connor Grochowski, Alisa Nagler
BACKGROUND: Graduate medical education faculty bear the responsibility of demonstrating active research and scholarship; however, faculty who choose education-focused careers may face unique obstacles related to the lack of promotion tracks, funding, career options, and research opportunities. Our objective was to address education research and scholarship barriers by providing a collaborative peer-mentoring environment and improve the production of research and scholarly outputs. METHODS: We describe a Medical Education Scholarship Support (MESS) group created in 2013...
2016: Medical Education Online
Jim Sanders, Fastone Goma, Elliot Kafumukache, Mary Ngoma, Selestine Nzala
The last decade has seen a number of educational programs in family medicine begin throughout the African region as many countries have recognized that family medicine offers an efficient way to meet the growing health demands of their country. Zambia's health situation is similar to many countries in sub-Saharan Africa by having a wide array of compelling health demands and a health sector with a limited capacity to meaningfully respond. This paper describes the efforts to begin Zambia's first post-graduate training program for family medicine...
July 2016: Family Medicine
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