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https://www.readbyqxmd.com/read/29532946/peer-observation-of-teaching-for-formative-evaluation-of-faculty-members
#1
Sara Mortaz Hejri, Azim Mirzazadeh, Mohammad Jalili
No abstract text is available yet for this article.
March 13, 2018: Medical Education
https://www.readbyqxmd.com/read/29405864/what-likes-have-got-to-do-with-it-exposure-to-peers-alcohol-related-posts-and-perceptions-of-injunctive-drinking-norms
#2
Sarah C Boyle, Daniel J Smith, Andrew M Earle, Joseph W LaBrie
OBJECTIVE: Examine 1) whether observed social reinforcements (i.e., "likes") received by peers' alcohol-related social media posts are related to first-year college students' perceptions of peer approval for risky drinking behaviors; and 2) whether associations are moderated by students' alcohol use status. PARTICIPANTS: First-year university students (N = 296) completed an online survey in September, 2014. METHOD: Participants reported their own alcohol use, friends' alcohol use, perceptions of the typical student's approval for risky drinking, and ranked 10 types of social media posts in terms of the relative numbers of "likes" received when posted by peers...
February 6, 2018: Journal of American College Health: J of ACH
https://www.readbyqxmd.com/read/29401211/shared-decision-making-during-inpatient-rounds-opportunities-for-improvement-in-patient-engagement-and-communication
#3
Rebecca Blankenburg, Joan F Hilton, Patrick Yuan, Stephanie Rennke, Brad Monash, Stephanie M Harman, Debbie S Sakai, Poonam Hosamani, Adeena Khan, Ian Chua, Eric Huynh, Lisa Shieh, Lijia Xie
BACKGROUND: Shared decision-making (SDM) improves patient engagement and may improve outpatient health outcomes. Little is known about inpatient SDM. OBJECTIVE: To assess overall quality, provider behaviors, and contextual predictors of SDM during inpatient rounds on medicine and pediatrics hospitalist services. DESIGN: A 12-week, cross-sectional, single-blinded observational study of team SDM behaviors during rounds, followed by semistructured patient interviews...
February 5, 2018: Journal of Hospital Medicine: An Official Publication of the Society of Hospital Medicine
https://www.readbyqxmd.com/read/29324048/peer-observation-of-rounds-leads-to-collegial-discussion-of-teaching
#4
J Rush Pierce, Patrick Rendón, Deepti Rao
PROBLEM: Faculty in the Division of Hospital Medicine provide most of the clinical teaching for learners at our institution. The majority of these faculty are Assistant Professors with limited formal instruction in clinical teaching. Previous Divisional strategies to improve clinical teaching ability included discussion of effective teaching behaviors, developing written expectations for teaching faculty, and instituting seminars on effective clinical teaching. Heretofore, the Division had not utilized a direct observation exercise...
April 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29195112/promoting-honesty-in-young-children-through-observational-learning
#5
Fengling Ma, Gail D Heyman, Chunyan Jing, Ying Fu, Brian J Compton, Fen Xu, Kang Lee
The observational learning approach, developed more than a half century ago, suggests that it is possible to promote desirable social behaviors through peer observation. However, this idea has yet to be put to a rigorous empirical test. The current research sought to fill this gap by examining whether honesty can be promoted in children by allowing them to observe a peer's display of honest behavior. The dependent measure was whether 5-year-old children who had cheated by peeking in a guessing game would confess to it...
March 2018: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/28990336/peer-teaching-of-the-physical-exam-a-pilot-study
#6
Valeria C Pazo, Susan Frankl, Subha Ramani, Joel Katz
BACKGROUND: Mastery of the physical exam (PE), and the ability to teach it to peers and medical students, are important milestones for residents (junior doctors); however, several reports indicate that PE skills are in decline. To address this need, we explored the use of peer observation of teaching (POT) as a conceptual framework to develop an innovative approach to PE teaching at the postgraduate medical education level. INNOVATION: We designed a PE POT session to be conducted at the patient bedside, and piloted four sessions in April 2014...
October 9, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28827266/assessing-residents-knowledge-of-patient-satisfaction-a-cross-sectional-study-at-a-large-academic-medical-centre
#7
Diana E Stewart, Bich N Dang, Barbara Trautner, Cecilia Cai, Sergio Torres, Teri Turner
OBJECTIVES: Patient satisfaction impacts healthcare quality and outcomes. Residents play an important role in patient satisfaction at academic institutions. This study aims to assess residents' patient satisfaction knowledge and determine which learning experiences contributed to their knowledge acquisition. SETTINGS: This study was conducted at a health science university in a large, urban, tertiary-care academic medical centre in the USA. PARTICIPANTS: All residents from internal medicine (n=185) and paediatrics (n=156) were asked to participate...
August 21, 2017: BMJ Open
https://www.readbyqxmd.com/read/28632009/self-observation-and-peer-feedback-as-a-faculty-development-approach-for-problem-based-learning-tutors-a-program-evaluation
#8
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/28572413/impact-of-faculty-development-workshops-in-student-centered-teaching-methodologies-on-faculty-members-teaching-and-their-students-perceptions
#9
Jorge A Tricio, Juan E Montt, Andrea P Ormeño, Alberto J Del Real, Claudia A Naranjo
The aim of this study was to assess, after one year, the impact of faculty development in teaching and learning skills focused on a learner-centered approach on faculty members' perceptions of and approaches to teaching and on their students' learning experiences and approaches. Before training (2014), all 176 faculty members at a dental school in Chile were invited to complete the Approaches to Teaching Inventory (ATI) to assess their teaching approaches (student- vs. teacher-focused). In 2015, all 496 students were invited to complete the Study Process Questionnaire (R-SPQ-2F) to assess their learning approaches (deep or surface) and the Course Experience Questionnaire (CEQ) to measure their teaching quality perceptions...
June 2017: Journal of Dental Education
https://www.readbyqxmd.com/read/28485102/a-web-based-peer-feedback-tool-for-physical-examination
#10
Ryan Luther, Lisa Richardson
BACKGROUND: Medical students do not have many formal opportunities to practise physical examinations during their pre-clerkship years. Consequently, they often practise their examination skills with peers outside of formal teaching sessions. There are also few opportunities for observation and feedback on their skills in this area. CONTEXT: The undergraduate medical programme at the University of Toronto is a 4-year programme where students learn clinical skills in the first 2 years prior to beginning clinical rotations...
May 9, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28380707/implementing-sustainable-evidence-based-interventions-in-the-community
#11
Carey Wexler Sherman, Sally C Steiner
Evidence-based (EB) programs provide a tested means for addressing serious public health concerns. While establishing and maintaining fidelity to these programs is critical for high-quality outcomes, unfortunately, implementation reports rarely describe the strategies used to train and monitor fidelity in community-based implementations. Thus, an essential translational ingredient is a clearly articulated model for establishing a systemic, sustainable fidelity framework. This article provides a detailed description of the fidelity-focused framework developed for Michigan's statewide implementation of the Savvy Caregiver Program...
December 1, 2016: Journal of Applied Gerontology: the Official Journal of the Southern Gerontological Society
https://www.readbyqxmd.com/read/28353555/effect-of-dyad-training-on-medical-students-cardiopulmonary-resuscitation-performance
#12
Candice Wang, Chin-Chou Huang, Shing-Jong Lin, Jaw-Wen Chen
We investigated the effects of dyadic training on medical students' resuscitation performance during cardiopulmonary resuscitation (CPR) training.We provided students with a 2-hour training session on CPR for simulated cardiac arrest. Student teams were split into double groups (Dyad training groups: Groups A and B) or Single Groups. All groups received 2 CPR simulation rounds. CPR simulation training began with peer demonstration for Group A, and peer observation for Group B. Then the 2 groups switched roles...
March 2017: Medicine (Baltimore)
https://www.readbyqxmd.com/read/27909025/making-the-grade-using-instructional-feedback-and-evaluation-to-inspire-evidence-based-teaching
#13
Peggy Brickman, Cara Gormally, Amedee Marchand Martella
Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27863171/radiation-therapy-students-perceptions-of-their-learning-from-participation-in-communication-skills-training-an-innovative-approach
#14
Gay M Dungey, Hazel A Neser
INTRODUCTION: Communication skills training has been progressively integrated into the Bachelor of Radiation Therapy programme in New Zealand throughout the last 3 years. This innovative study aimed to explore students' perceptions of their learning from participation in communication skills workshops. The purpose was to expose students to a variety of common clinical situations that they could encounter as a student radiation therapist. METHODS: Common scenarios from the radiation therapy setting were developed, using trained actors as a standardised patient, staff member or member of the public...
June 2017: Journal of Medical Radiation Sciences
https://www.readbyqxmd.com/read/27583997/frame-of-reference-training-establishing-reliable-assessment-of-teaching-effectiveness
#15
Lori R Newman, Dara Brodsky, Richard N Jones, Richard M Schwartzstein, Katharyn Meredith Atkins, David H Roberts
INTRODUCTION: Frame-of-reference (FOR) training has been used successfully to teach faculty how to produce accurate and reliable workplace-based ratings when assessing a performance. We engaged 21 Harvard Medical School faculty members in our pilot and implementation studies to determine the effectiveness of using FOR training to assess health professionals' teaching performances. METHODS: All faculty were novices at rating their peers' teaching effectiveness. Before FOR training, we asked participants to evaluate a recorded lecture using a criterion-based peer assessment of medical lecturing instrument...
2016: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/27411354/the-development-and-deployment-of-a-maintenance-operations-safety-survey
#16
Marie Langer, Graham R Braithwaite
OBJECTIVE: Based on the line operations safety audit (LOSA), two studies were conducted to develop and deploy an equivalent tool for aircraft maintenance: the maintenance operations safety survey (MOSS). BACKGROUND: Safety in aircraft maintenance is currently measured reactively, based on the number of audit findings, reportable events, incidents, or accidents. Proactive safety tools designed for monitoring routine operations, such as flight data monitoring and LOSA, have been developed predominantly for flight operations...
November 2016: Human Factors
https://www.readbyqxmd.com/read/27141957/identifying-opportunities-for-peer-learning-an-observational-study-of-medical-students-on-clinical-placements
#17
Joanna H Tai, Benedict J Canny, Terry P Haines, Elizabeth K Molloy
Phenomenon: Peer assisted learning (PAL) is frequently employed and researched in preclinical medical education. Fewer studies have examined PAL in the clinical context: These have focused mainly on the accuracy of peer assessment and potential benefits to learner communication and teamwork skills. Research has also examined the positive and negative effects of formal, structured PAL activities in the clinical setting. Given the prevalence of PAL activities during preclinical years, and the unstructured nature of clinical placements, it is likely that nonformal PAL activities are also undertaken...
January 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/26808793/peer-supported-review-of-teaching-an-evaluation
#18
Harish Thampy, Michael Bourke, Prasheena Naran
Peer-supported review (also called peer observation) of teaching is a commonly implemented method of ascertaining teaching quality that supplements student feedback. A large variety of scheme formats with rather differing purposes are described in the literature. They range from purely formative, developmental formats that facilitate a tutor's reflection of their own teaching to reaffirm strengths and identify potential areas for development through to faculty- or institution-driven summative quality assurance-based schemes...
September 2015: Education for Primary Care
https://www.readbyqxmd.com/read/26384792/development-and-evaluation-of-a-simulation-based-continuing-medical-education-course-beyond-lectures-and-credit-hours
#19
Carla M Pugh, Fahd O Arafat, Calvin Kwan, Elaine R Cohen, Yo Kurashima, Melina C Vassiliou, Gerald M Fried
BACKGROUND: The aim of our study was to modify our previously developed laparoscopic ventral hernia (LVH) simulator to increase difficulty and then reassess validity and feasibility for using the simulator in a newly developed simulation-based continuing medical education course. METHODS: Participants (N = 30) were practicing surgeons who signed up for a hands-on postgraduate laparoscopic hernia course. An LVH simulator, with prior validity evidence, was modified for the course to increase difficulty...
October 2015: American Journal of Surgery
https://www.readbyqxmd.com/read/26358978/developing-students-teaching-through-peer-observation-and-feedback
#20
Eliot L Rees, Benjamin Davies, Michael Eastwood
With the increasing popularity and scale of peer teaching, it is imperative to develop methods that ensure the quality of teaching provided by undergraduate students. We used an established faculty development and quality assurance process in a novel context: peer observation of teaching for undergraduate peer tutors. We have developed a form to record observations and aid the facilitation of feedback. In addition, experienced peer tutors have been trained to observe peer-taught sessions and provide tutors with verbal and written feedback...
October 2015: Perspectives on Medical Education
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