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Faculty development, medical education, Curriculum

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https://www.readbyqxmd.com/read/28709462/enhancing-medical-students-reflectivity-in-mentoring-groups-for-professional-development-a-qualitative-analysis
#1
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
#2
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
#3
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
#4
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
#5
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
https://www.readbyqxmd.com/read/28632009/self-observation-and-peer-feedback-as-a-faculty-development-approach-for-problem-based-learning-tutors-a-program-evaluation
#6
Irène Garcia, Richard W James, Paul Bischof, Anne Baroffio
PROBLEM: Good teaching requires spontaneous, immediate, and appropriate action in response to various situations. It is even more crucial in problem-based learning (PBL) tutorials, as the tutors, while directing students toward the identification and attainment of learning objectives, must stimulate them to contribute to the process and provide them with constructive feedback. PBL tutors in medicine lack opportunities to receive feedback from their peers on their teaching strategies. Moreover, as tutorials provide little or no time to stop and think, more could be learned by reflecting on the experience than from the experience itself...
July 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/28628720/cost-effective-teaching-of-radiology-with-preclinical-anatomy
#7
James S Wilson, Jacqueline Alvarez, Bonnie C Davis, Andre J Duerinckx
Graduating physicians in all subspecialties have an increased need for competency in radiology, particularly since the use of diagnostic imaging continues to grow. To integrate the teaching of radiology with anatomy during the first year of medical school at Howard University, a novel approach was developed to overcome the limitations of resources including funding, faculty, and curricular time. The resulting program relies on self-study and peer-to-peer interactions to develop proficiency at manipulating free versions of medical image viewer software (using the DICOM standard), identifying normal anatomy in medical images, and applying critical thinking skills to understand common clinical conditions...
June 19, 2017: Anatomical Sciences Education
https://www.readbyqxmd.com/read/28628368/dietitians-perspectives-on-teaching-nutrition-to-medical-students
#8
Emily Burch, Jennifer Crowley, Celia Laur, Sumantra Ray, Lauren Ball
OBJECTIVES: The provision of nutrition care by health professionals can facilitate improved patient nutrition behaviors. Some education institutions include nutrition in their medical curriculum; however, doctors and medical students continue to lack competence in providing nutrition care. Dietitians are increasingly teaching nutrition to medical students, yet evidence on the topic remains anecdotal. It is important to understand the experiences of these dietitians to support improvements in undergraduate medical nutrition education...
June 19, 2017: Journal of the American College of Nutrition
https://www.readbyqxmd.com/read/28602566/dis-integration-of-communication-in-healthcare-education-workplace-learning-challenges-and-opportunities
#9
Marcy E Rosenbaum
The purpose of this paper, based on a 2016 Heidelberg International Conference on Communication in Healthcare (ICCH) plenary presentation, is to examine a key problem in communication skills training for health professional learners. Studies have pointed to a decline in medical students' communication skills and attitudes as they proceed through their education, particularly during their clinical workplace training experiences. This paper explores some of the key factors in this disintegration, drawing on selected literature and highlighting some curriculum efforts and research conducted at the University of Iowa Carver College of Medicine as a case study of these issues...
June 3, 2017: Patient Education and Counseling
https://www.readbyqxmd.com/read/28601332/the-surgeon-performed-ultrasound-a-curriculum-to-improve-residents-basic-ultrasound-knowledge
#10
Ibrahim Nassour, M Chance Spalding, Linda S Hynan, Aimee K Gardner, Brian H Williams
BACKGROUND: Despite the development of ultrasound courses by the American College of Surgeons two decades ago, many residencies lack formal ultrasound training. The aim of this study was to assess the previous ultrasound experience of residents and the efficacy of a new ultrasound curriculum by comparing pre- and post-course tests. METHODS: A pre-course survey and test were sent to all residents at the University of Texas Southwestern Medical Center. Pre-interns and junior residents received a didactic lecture on ultrasound basics and the extended focused assessment with sonography for trauma and were given hands-on practice...
June 1, 2017: Journal of Surgical Research
https://www.readbyqxmd.com/read/28598748/implementing-competency-based-medical-education-what-changes-in-curricular-structure-and-processes-are-needed
#11
Markku T Nousiainen, Kelly J Caverzagie, Peter C Ferguson, Jason R Frank
Medical educators must prepare for a number of challenges when they decide to implement a competency-based curriculum. Many of these challenges will pertain to three key aspects of implementation: organizing the structural changes that will be necessary to deliver new curricula and methods of assessment; modifying the processes of teaching and evaluation; and helping to change the culture of education so that the CBME paradigm gains acceptance. This paper focuses on nine key considerations that will support positive change in first two of these areas...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28592238/a-survey-of-palliative-medicine-education-in-japan-s-undergraduate-medical-curriculum
#12
Yoichi Nakamura, Yusuke Takamiya, Mari Saito, Koichi Kuroko, Tatsuko Shiratsuchi, Kenzaburo Oshima, Yuko Ito, Satoshi Miyake
BACKGROUND: This study aimed to examine the status of undergraduate palliative care education among Japanese medical students using data from a survey conducted in 2015. METHODS: A questionnaire was originally developed, and the survey forms were sent to universities. The study's objectives, methods, disclosure of results, and anonymity were explained to participating universities in writing. Responses returned by the universities were considered to indicate consent to participate...
June 7, 2017: BMC Palliative Care
https://www.readbyqxmd.com/read/28583426/studying-behaviors-among-neurosurgery-residents-using-web-2-0-analytic-tools
#13
Benjamin Davidson, Naif M Alotaibi, Daipayan Guha, Sandi Amaral, Abhaya V Kulkarni, Andres M Lozano
BACKGROUND: Web 2.0 technologies (e.g., blogs, social networks, and wikis) are increasingly being used by medical schools and postgraduate training programs as tools for information dissemination. These technologies offer the unique opportunity to track metrics of user engagement and interaction. Here, we employ Web 2.0 tools to assess academic behaviors among neurosurgery residents. METHODS: We performed a retrospective review of all educational lectures, part of the core Neurosurgery Residency curriculum at the University of Toronto, posted on our teaching website (www...
June 2, 2017: Journal of Surgical Education
https://www.readbyqxmd.com/read/28557937/implementing-an-entrustable-professional-activities-framework-in-undergraduate-medical-education-early-lessons-from-the-aamc-core-entrustable-professional-activities-for-entering-residency-pilot
#14
Kimberly Lomis, Jonathan M Amiel, Michael S Ryan, Karin Esposito, Michael Green, Alex Stagnaro-Green, Janet Bull, George C Mejicano
In 2014, the Association of American Medical Colleges (AAMC) published a list of 13 Core Entrustable Professional Activities for Entering Residency (Core EPAs) that medical school graduates might be expected to perform, without direct supervision, on the first day of residency. Soon after, the AAMC commissioned a five-year pilot with 10 medical schools across the United States, seeking to implement the Core EPA framework to improve the transition from undergraduate to graduate medical education.In this article, the pilot team presents the organizational structure and early results of collaborative efforts to provide guidance to other institutions planning to implement the Core EPA framework...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28550828/-pedagogical-professional-development-of-medical-teachers-the-experience-of-nova-medical-school-universidade-nova-de-lisboa
#15
Joana Marques, Patrícia Rosado-Pinto
INTRODUCTION: To be a college teacher requires a permanent effort in developing specific competencies, namely in the pedagogical domain. This paper aims both to describe the pedagogical professional development program offered by the Medical Education Office of NOVA Medical School of Universidade Nova de Lisboa and to analyse its role in the enhancement of reflection around curriculum and teaching practice. MATERIAL AND METHODS: Description of the pedagogical programme offered between 2010 and 2016...
March 31, 2017: Acta Médica Portuguesa
https://www.readbyqxmd.com/read/28532552/nephrology-education-and-continuing-education-in-resource-limited-settings
#16
REVIEW
Tushar J Vachharajani, Aminu K Bello, Rhys Evans, Gavin Dreyer, Quentin Eichbaum
Nephrology training programs in high-income countries have transitioned from an apprenticeship model to a well-structured, resource-driven model that supports continual professional development. In contrast, in low- and middle-income countries, medical training and in particular nephrology training has lagged behind owing to resource limitations. Some of the challenges to adequately provide training to health care professionals in low- and middle-income countries include shortage of teaching faculty, difficulty in developing curricula to meet regional needs, and a lack of resources to provide competency-based medical education...
May 2017: Seminars in Nephrology
https://www.readbyqxmd.com/read/28532203/evaluation-in-undergraduate-medical-education-conceptualizing-and-validating-a-novel-questionnaire-for-assessing-the-quality-of-bedside-teaching
#17
Katharina Dreiling, Diego Montano, Herbert Poinstingl, Tjark Müller, Sarah Schiekirka-Schwake, Sven Anders, Nicole von Steinbüchel, Tobias Raupach
BACKGROUND: Evaluation is an integral part of curriculum development in medical education. Given the peculiarities of bedside teaching, specific evaluation tools for this instructional format are needed. Development of these tools should be informed by appropriate frameworks. The purpose of this study was to develop a specific evaluation tool for bedside teaching based on the Stanford Faculty Development Program's clinical teaching framework. METHODS: Based on a literature review yielding 47 evaluation items, an 18-item questionnaire was compiled and subsequently completed by undergraduate medical students at two German universities...
May 22, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28527474/fifteen-years-of-experience-from-a-medical-school-clinical-skills-laboratory
#18
José Miguel Pêgo, João José Cerqueira, João Bessa, Vitor Hugo Pereira, Sara Gomes, José Mariz, Rita Sousa, Pedro Morgado, Nuno Sousa
INTRODUCTION: Medical Education has evolved being defined as a continuum of the medical training from the pre- to the post-graduate period and through a lifetime of medical practice that is mirrored in the competencies framework that several international institutions have established. This creates a challenge to educational institutions (pre- and post-graduate) that traditionally take separate pathways. MATERIAL AND METHODS: The present report is a description of the efforts carried by the School of Medicine of the University of Minho to implement a strategy of teaching/learning methods that follows modern standards towards constructive alignment of the medical curriculum, from the pre- to the post-graduate...
February 27, 2017: Acta Médica Portuguesa
https://www.readbyqxmd.com/read/28484301/comparative-analysis-of-family-medicine-education-and-exams-at-cathedras-of-family-medicine-of-universities-in-southeastern-europe-splitska-inicijativa-sarajevo-2017
#19
Izet Masic, Olivera Batic Mujanovic, Maja Racic, Larisa Gavran, Kosana Stanetic, Merzika Hodzic, Milena Cojic, Ljiljana Cvejanov-Kezunovic, Aleksandar Stepanovic, Katarina Stavrikj, Zaim Jatic, Edita Cerny Obrdalj, Amra Zalihic, Ksenija Tusek-Bunc
Education means: learning, teaching or the process of acquiring skills or behavior modification through various exercises. Traditionally, medical education meant the oral, practical and more passive transferring of knowledge and skills from the educators to students and health professionals. Today the importance of focus on educational quality, particularly in the professions operating in the services required by people is agreed by all involved. The higher educational system shoulders some critical responsibilities in the economic, social, cultural and educational development and growth in the communities...
March 2017: Acta Informatica Medica: AIM
https://www.readbyqxmd.com/read/28465874/a-longitudinal-emergency-medical-services-track-in-emergency-medicine-residency
#20
Daniel Adams, Jason Bischof, Ashley Larrimore, William Krebs, Andrew King
Emergency medicine residency programs offer Emergency Medical Services (EMS) curricula to address Accreditation Council for Graduate Medical Education (ACGME) milestones. While some programs offer advanced clinical tracks in EMS, no standard curriculum exists. We sought to establish a well-defined EMS curriculum to allow interested residents to develop advanced clinical skills and scholarship within this subspecialty. Core EMS fellowship trained faculty were recruited to help develop the curriculum. Building on ACGME graduation requirements and milestones, important elements of EMS fellowship training were incorporated into the curriculum to develop the final document...
March 30, 2017: Curēus
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