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Faculty development, medical education, Curriculum

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https://www.readbyqxmd.com/read/28293674/monitoring-and-analysis-of-the-change-process-in-curriculum-mapping-compared-to-the-national-competency-based-learning-objective-catalogue-for-undergraduate-medical-education-nklm-at-four-medical-faculties-part-i-conducive-resources-and-structures
#1
Maria Lammerding-Koeppel, Marianne Giesler, Maryna Gornostayeva, Elisabeth Narciss, Annette Wosnik, Stephan Zipfel, Jan Griewatz, Olaf Fritze
Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management...
2017: GMS Journal for Medical Education
https://www.readbyqxmd.com/read/28293673/monitoring-and-analysis-of-the-change-process-in-curriculum-mapping-compared-to-the-national-competency-based-learning-objective-catalogue-for-undergraduate-medical-education-nklm-at-four-medical-faculties-part-ii-key-factors-for-motivating-the-faculty-during
#2
Maria Lammerding-Koeppel, Marianne Giesler, Maryna Gornostayeva, Elisabeth Narciss, Annette Wosnik, Stephan Zipfel, Jan Griewatz, Olaf Fritze
Objective: After adoption of the National Competency-based Learning Objectives Catalogue in Medicine [Nationaler Kompetenzbasierter Lernzielkatalog Medizin, NKLM], the German medical faculties are asked to test the learning obejctives recorded in it and evaluate them critically. The faculties require curricular transparency for competence-oriented transition of present curricula, which is best achieved by systematic curriculum mapping in comparison to the NKLM. Based on this inventory, curricula can be further developed target-oriented...
2017: GMS Journal for Medical Education
https://www.readbyqxmd.com/read/28280655/foundational-elements-of-applied-simulation-theory-development-and-implementation-of-a-longitudinal-simulation-educator-curriculum
#3
Michelle Chiu, Glenn Posner, Susan Humphrey-Murto
Simulation-based education has gained popularity, yet many faculty members feel inadequately prepared to teach using this technique. Fellowship training in medical education exists, but there is little information regarding simulation or formal educational programs therein. In our institution, simulation fellowships were offered by individual clinical departments. We recognized the need for a formal curriculum in educational theory. Kern's approach to curriculum development was used to develop, implement, and evaluate the Foundational Elements of Applied Simulation Theory (FEAST) curriculum...
January 27, 2017: Curēus
https://www.readbyqxmd.com/read/28274983/an-innovative-residency-based-interprofessional-faculty-development-program
#4
Jennie B Jarrett, Tomoko Sairenji, Patricia M Klatt, Stephen A Wilson
PURPOSE: The impact of an interprofessional faculty development fellowship (FDF) on pharmacy graduates' careers is described. SUMMARY: The FDF instructional approach is a longitudinal acquisition and application of knowledge, skills, and attitudes fostered by clinical care delivery, teaching experiences, structured reflection, the giving and receiving of feedback, research and scholarly projects, and leadership development and exercises. Interprofessional FDF fellows teach, learn, and provide care together in both inpatient and outpatient clinical settings as a part of the evidence-based medicine curriculum, providing educational sessions for medical students, pharmacy students, medical residents, attending family medicine physicians, and clinical pharmacy faculty throughout the year...
March 15, 2017: American Journal of Health-system Pharmacy: AJHP
https://www.readbyqxmd.com/read/28245868/institutional-factors-affecting-participation-in-national-faculty-development-programs-a-nation-wide-investigation-of-medical-schools
#5
Do-Hwan Kim, Jinyoung Hwang, Seunghee Lee, Jwa-Seop Shin
BACKGROUND: Medical schools have used faculty development programs as an essential means to improve the instruction of faculty members. Thus far, however, participating in such programs has been largely voluntary for individuals even though a certain degree of participation is required to achieve practical effectiveness. In addition, the learning behaviors of faculty members are known to be influenced by organizational contexts such as a hidden curriculum. Therefore, this study explored the organizational characteristics of medical schools affecting attendance at faculty development programs...
February 28, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28225461/faculty-development-for-medical-school-community-based-faculty-a-council-of-academic-family-medicine-educational-research-alliance-study-exploring-institutional-requirements-and-challenges
#6
Joanna Drowos, Suzanne Baker, Suzanne Leonard Harrison, Suzanne Minor, Alexander W Chessman, Dennis Baker
PURPOSE: Community-based faculty play a large role in training medical students nationwide and require faculty development. The authors hypothesized that positive relationships exist between clerkships paying preceptors and requiring faculty development, and between protected clerkship directors' time and delivering face-to-face preceptor training, as well as with the number or length of community-based preceptor visits. Through under standing the quantity, delivery methods, barriers, and institutional support for faculty development provided to community-based preceptors teaching in family medicine clerkships, best practices can be developed...
February 21, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28207581/the-impact-of-an-interprofessional-oral-health-curriculum-on-trainees
#7
Oren Berkowitz, Madeline F Brisotti, Leslie Gascon, Michelle Henshaw, Laura B Kaufman
PURPOSE: Despite the prevalence of oral disease, the subject of oral health historically has been absent from medical education. We have developed an interprofessional curriculum in collaboration with our school of dentistry to teach oral health in the primary care setting to physician assistant (PA) students. The goal was to create and assess the impact of a curricular model that would be adaptable to various academic settings. METHODS: A blend of classroom, clinical skills lab, observations in the dental clinic, and observed structured clinical examinations was used to teach oral health to first-year (didactic year) PA students...
March 2017: Journal of Physician Assistant Education
https://www.readbyqxmd.com/read/28206672/assessment-of-a-novel-point-of-care-ultrasound-curriculum-s-effect-on-competency-measures-in-family-medicine-graduate-medical-education
#8
Paul Bornemann
OBJECTIVES: Point-of-care ultrasound has been shown to decrease the use of expensive diagnostic studies and improve quality outcome measures. Currently, there is a large desire for training in family medicine residencies, but very few programs have established curricula. We sought to develop a family medicine residency curriculum and evaluate it with tools we developed. We wanted our curriculum to be easy to adopt by other residency programs, even if they did not have many well-trained ultrasound faculty...
February 16, 2017: Journal of Ultrasound in Medicine: Official Journal of the American Institute of Ultrasound in Medicine
https://www.readbyqxmd.com/read/28198755/career-development-support-in-pediatric-critical-care-medicine-a-national-survey-of-fellows-and-junior-faculty
#9
Christina L Cifra, Shilpa S Balikai, Tanya D Murtha, Benson Hsu, Carley L Riley
OBJECTIVES: To determine the perceptions of current pediatric critical care medicine fellows and junior faculty regarding the extent and quality of career development support received during fellowship training. DESIGN: Web-based cross-sectional survey open from September to November 2015. SETTING: Accreditation Council for Graduate Medical Education-accredited pediatric critical care medicine fellowship programs. SUBJECTS: Pediatric critical care medicine fellows (second yr or higher) and junior faculty (within 5 yr of completing a pediatric critical care medicine fellowship program)...
February 14, 2017: Pediatric Critical Care Medicine
https://www.readbyqxmd.com/read/28184380/implementation-of-interprofessional-education-ipe-in-16-u-s-medical-schools-common-practices-barriers-and-facilitators
#10
Courtney West, Lori Graham, Ryan T Palmer, Marissa Fuqua Miller, Erin K Thayer, Margaret L Stuber, Linda Awdishu, Rachel A Umoren, Maria A Wamsley, Elizabeth A Nelson, Pablo A Joo, James W Tysinger, Paul George, Patricia A Carney
BACKGROUND: Enhanced patient outcomes and accreditation criteria have led schools to integrate interprofessional education (IPE). While several studies describe IPE curricula at individual institutions, few examine practices across multiple institutions. PURPOSE: To examine the IPE integration at different institutions and determine gaps where there is potential for improvement. METHOD: In this mixed methods study, we obtained survey results from 16 U...
September 2016: J Interprof Educ Pract
https://www.readbyqxmd.com/read/28183414/transitioning-from-medical-educator-to-scholarship-in-medical-education
#11
Alix G Darden, Stephanie D DeLeon
Clinician educators spend most of their time in clinical practice, educating trainees in all types of care settings. Many are involved in formal teaching, curriculum development and learner assessment while holding educational leadership roles as well. Finding time to engage in scholarly work that can be presented and published is an academic expectation, but also a test of efficiency. Just as clinical research originates from problems related to patients, so should educational research originate from issues related to educating the next generation of doctors...
February 2017: American Journal of the Medical Sciences
https://www.readbyqxmd.com/read/28174318/integrating-quality-improvement-education-into-the-nephrology-curricular-milestones-framework-and-the-clinical-learning-environment-review
#12
Lisa K Prince, Dustin J Little, Katherine I Schexneider, Christina M Yuan
The Accreditation Council for Graduate Medical Education requires that trainees show progressive milestone attainment in the practice-based learning and systems-based practice competencies. As part of the Clinical Learning Environment Review, sponsoring hospitals must educate trainees in health care quality improvement, provide them with specialty-specific quality data, and ensure trainee participation in quality improvement activities and committees. Subspecialty-specific quality improvement curricula in nephrology training programs have not been reported, although considerable curricular and assessment material exists for specialty residencies, including tools for assessing trainee and faculty competence...
February 7, 2017: Clinical Journal of the American Society of Nephrology: CJASN
https://www.readbyqxmd.com/read/28165673/a-preliminary-survey-of-professionalism-teaching-practices-in-anatomy-education-among-indian-medical-colleges
#13
Ilavenil Karunakaran, Ponniah Thirumalaikolundusubramanian, Sheela Das Nalinakumari
Professionalism and ethics have gained widespread recognition as competencies to be fulfilled, taught, and assessed within medical education. The role of the anatomy course in developed nations has evolved over time and now encompasses multiple domains, including knowledge, skills, and the inculcation of professionalism and ethics. The Medical Council of India recently recommended the integration of professionalism teaching in undergraduate medical curricula. The authors investigated whether the initial orientation lectures and instructions given by faculty at the outset of undergraduate medical anatomy courses throughout India served a "hidden curriculum" regarding professionalism practices, and whether these orientation messages could serve as an early exposure to medical professionalism and ethics for medical students...
February 6, 2017: Anatomical Sciences Education
https://www.readbyqxmd.com/read/28164354/longitudinal-ultrasound-education-track-curriculum-implemented-within-an-emergency-medicine-residency-program
#14
Creagh Boulger, Daniel Z Adams, Daralee Hughes, David P Bahner, Andrew King
Emergency Medicine residency programs offer ultrasound-focused curricula to address Accreditation Council for Graduate Medical Education (ACGME) milestones. Although some programs offer advanced clinical tracks in ultrasound, no standard curriculum exists. We sought to establish a well-defined ultrasound track curriculum to allow interested residents to develop advanced clinical skills and scholarship within this academic niche. The curriculum involves a greater number of clinical scans, ultrasound-focused scholarly and quality improvement projects, enhanced faculty-driven ultrasound focused didactics, and participation at a national ultrasound conference to receive certification...
February 6, 2017: Journal of Ultrasound in Medicine: Official Journal of the American Institute of Ultrasound in Medicine
https://www.readbyqxmd.com/read/28155322/an-assessment-of-implementation-of-communityoriented-primary-care-in-kenyan-family-medicine-postgraduate-medical-education-programmes
#15
Ian J Nelligan, Jacob Shabani, Stephanie Taché, Gulnaz Mohamoud, Megan Mahoney
BACKGROUND AND OBJECTIVES: Family medicine postgraduate programmes in Kenya are examining the benefits of Community-Oriented Primary Care (COPC) curriculum, as a method to train residents in population-based approaches to health care delivery. Whilst COPC is an established part of family medicine training in the United States, little is known about its application in Kenya. We sought to conduct a qualitative study to explore the development and implementation of COPC curriculum in the first two family medicine postgraduate programmes in Kenya...
December 2, 2016: African Journal of Primary Health Care & Family Medicine
https://www.readbyqxmd.com/read/28145945/training-internal-medicine-residents-in-social-medicine-and-research-based-health-advocacy-a-novel-in-depth-curriculum
#16
Gaurab Basu, Richard J Pels, Rachel L Stark, Priyank Jain, David H Bor, Danny McCormick
PROBLEM: Health disparities are pervasive worldwide. Physicians have a unique vantage point from which they can observe the ways social, economic, and political factors impact health outcomes and can be effective advocates for enhanced health outcomes and health equity. However, social medicine and health advocacy curricula are uncommon in postgraduate medical education. APPROACH: In academic year (AY) 2012, the Cambridge Health Alliance internal medicine residency program transformed an elective into a required social medicine and research-based health advocacy curriculum...
January 31, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28127792/learner-improvement-from-a-simulation-enhanced-ultrasonography-curriculum-for-first-year-medical-students
#17
Geoffrey T Miller, Mark W Scerbo, Samantha Zybak, Donald V Byars, Craig W Goodmurphy, Frank A Lattanzio, Barry J Knapp, Felicia Toreno, Alex Levitov, Sarah Shaves, Alfred Abuhamad
OBJECTIVES: We describe a simulation-enhanced ultrasonography (US) curriculum for first-year medical students as part of a comprehensive curricular integration of US skills. Our goal was to assess student knowledge and performance of US and determine their satisfaction with the integrated curriculum. METHODS: A committee of basic science, clinical, and interinstitutional faculty developed 7 educational US modules integrated into existing anatomy and physiology courses...
January 27, 2017: Journal of Ultrasound in Medicine: Official Journal of the American Institute of Ultrasound in Medicine
https://www.readbyqxmd.com/read/28122550/developing-medical-education-capacity-in-russia-twenty-years-of-experience
#18
Bulat A Ziganshin, Mitra Sadigh, Liliya M Yausheva, Anna P Ziganshina, Arseniy A Pichugin, Alexey S Sozinov, Nail Kh Amirov, Asghar Rastegar, Ayrat U Ziganshin, Majid Sadigh
BACKGROUND: The partnership between Yale University (USA) and Kazan State Medical University (KSMU, Russia) was established in 1996 and transitioned to Western Connecticut Health Network (WCHN)/University of Vermont Robert Larner, M.D. College of Medicine (USA) in 2012 with the goal of modernizing medical education at KSMU primarily through introduction of the American medical education structure, role modeling, and educational capacity building. It was centered on the formation of a select group of Russian junior faculty members familiar with American medical education who would then initiate a gradual change in medical education at KSMU...
January 25, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28122272/nicaraguan-and-us-nursing-collaborative-evaluation-study-identifying-similarities-and-differences-between-us-and-nicaraguan-curricula-and-teaching-modalities-using-the-community-engagement-model
#19
Donna Lake, Martha K Engelke, Debra A Kosko, Donna W Roberson, Joba Fany Jaime, Feliciana Rojas López, Fidelia Mercedes Poveda Rivas, Yolanda Matute Salazar, Juana Julia Salmeron
BACKGROUND: Curricula evaluation is an essential phase of curriculum development. Study describes the implementation of a formative evaluation used by faculty members between Universidad Nacional Autonóma de Nicaragua (UNAN-Leon) Escuela de Enfermeriá, Nicaragua and East Carolina University College of Nursing (ECU CON) in North Carolina, US. OBJECTIVES: Program evaluation study to conduct an assessment, comparison of a medical-surgical adult curriculum and teaching modalities...
January 16, 2017: Nurse Education Today
https://www.readbyqxmd.com/read/28103721/evidence-based-medicine-ebm-for-undergraduate-medical-students-a-six-step-integrative-approach
#20
Hani Atwa, Adel Abdelaziz
BACKGROUND: Nowadays, there is an increasing interest in practicing evidence-based medicine (EBM) to provide valid and up-to-date information about health problems and procedures for solving these problems. However, studying EBM among other medical education disciplines remains unsatisfactory. AIM: To design and pilot a basic course on EBM for undergraduate medical students in order to raise the awareness of the Saudi medical education community about this discipline...
January 20, 2017: Medical Teacher
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