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Pedagogy medicine academics

Arpana Vidyarthi, Ngee Lek, Kenneth Chan, Robert Kamei
BACKGROUND: Although clinical reasoning (CR) and evidence-based medicine (EBM) are taught in some medical schools, the curricular details and students' clinical use of these skills are unknown. A detailed description of, and student experiences with, a practical CR and EBM curriculum delivering recommended content and pedagogy in an emerging academic environment may be broadly informative. PURPOSE: To describe and characterise student experiences with a CR and EBM curriculum at a newly formed Academic Medical Centre (AMC)...
February 2016: Clinical Teacher
Trae Stewart, Zane C Wubbena
UNLABELLED: PHENOMENON: In the United States, the Affordable Care Act has increased the need for community-centered pedagogy for medical education such as service-learning, wherein students connect academic curriculum and reflections to address a community need. Yet heterogeneity among service-learning programs suggests the need for a framework to understand variations among service-learning programs in medical education. APPROACH: A qualitative systematic review of literature on service-learning and medical education was conducted for the period between 1998 and 2012...
2015: Teaching and Learning in Medicine
Bryan D Hayes, Scott Kobner, N Seth Trueger, Stella Yiu, Michelle Lin
In July to August 2014, Annals of Emergency Medicine continued a collaboration with an academic Web site, Academic Life in Emergency Medicine (ALiEM), to host an online discussion session featuring the 2014 Annals Residents' Perspective article "Integration of Social Media in Emergency Medicine Residency Curriculum" by Scott et al. The objective was to describe a 14-day worldwide clinician dialogue about evidence, opinions, and early relevant innovations revolving around the featured article and made possible by the immediacy of social media technologies...
May 2015: Annals of Emergency Medicine
David J Frantz, Stephen A McClave, Ryan T Hurt, Keith Miller, Robert G Martindale
Background Medical students have historically perceived a lack of training in clinical nutrition. Rapid advances in medical science have compelled significant changes in medical education pedagogy. It is unclear what effect this has had on student's perceptions. Objective To assess interns' perception of clinical nutrition education during medical school. Design A cross-sectional survey of medical, surgical, and obstetric interns from 6 academic hospitals across the United States during the middle of their first year in November of 2010 (n = 289)...
May 2016: JPEN. Journal of Parenteral and Enteral Nutrition
Renslow Sherer, Yu Wan, Hongmei Dong, Brian Cooper, Ivy Morgan, Biwen Peng, Jun Liu, Lin Wang, David Xu
To modernize its stagnant, traditional curriculum and pedagogy, the Medical School of Wuhan University in China adopted (with modifications) the University of Chicago's medical curriculum model. The reform effort in basic sciences was integrating histology and physiology into one course, increasing the two subjects' connection to clinical medicine, and applying new pedagogies and assessment methods. This study assessed the results of the reform by comparing the attitudes and academic achievements of students in the reform curriculum (n = 41) and their traditional curriculum peers (n = 182)...
December 2014: Advances in Physiology Education
James J Brokaw, Valerie D O'Loughlin
In 2008, the Indiana University School of Medicine, in collaboration with the School of Education, admitted its first student to a newly approved PhD program in Anatomy and Cell Biology focusing on educational research rather than biomedical research. The goal of the program is twofold: (1) to provide students with extensive training in all of the anatomical disciplines coupled with sufficient teaching experience to assume major educational responsibilities upon graduation and (2) to train students to conduct rigorous medical education research and other scholarly work necessary for promotion and tenure...
May 2015: Anatomical Sciences Education
Robert F Kushner, Linda Van Horn, Cheryl L Rock, Marilyn S Edwards, Connie W Bales, Martin Kohlmeier, Sharon R Akabas
Undergraduate medical education has undergone significant changes in development of new curricula, new pedagogies, and new forms of assessment since the Nutrition Academic Award was launched more than a decade ago. With an emphasis on a competency-based curriculum, integrated learning, longitudinal clinical experiences, and implementation of new technology, nutrition educators have an opportunity to introduce nutrition and diet behavior-related learning experiences across the continuum of medical education...
May 2014: American Journal of Clinical Nutrition
Connie J Evashwick, Donghua Tao, Kate Bax
A well-educated workforce is essential to the infrastructure of a public health system (1). At a time when global focus on public health is increasing, a severe shortage of public health professionals is projected (2). A strong educational framework is thus imperative to ensure the capacity and capability of the worldwide public health workforce for the future. The education of those who work in public health is spread across disciplines, subject-specific training programs and types of academic institutions...
2013: Frontiers in Public Health
Antonio Affinita, Loredana Catalani, Giovanna Cecchetto, Gianfranco De Lorenzo, Dario Dilillo, Giorgio Donegani, Lucia Fransos, Fabio Lucidi, Chiara Mameli, Elisa Manna, Paolo Marconi, Giuseppe Mele, Laura Minestroni, Massimo Montanari, Mario Morcellini, Giuseppe Rovera, Giuseppe Rotilio, Marco Sachet, Gian Vincenzo Zuccotti
BACKGROUND: The role of breakfast as an essential part of an healthy diet has been only recently promoted even if breakfast practices were known since the Middle Age. The growing scientific evidences on this topic are extremely sector-based nevertheless breakfast could be regarded from different point of views and from different expertises. This approach, that take into account history, sociology, anthropology, medicine, psychology and pedagogy, is useful to better understand the value of this meal in our culture...
July 10, 2013: Italian Journal of Pediatrics
Georges Bediang, Beat Stoll, Antoine Geissbuhler, Axel M Klohn, Astrid Stuckelberger, Samuel Nko'o, Philippe Chastonay
BACKGROUND: Health science education faces numerous challenges: assimilation of knowledge, management of increasing numbers of learners or changes in educational models and methodologies. With the emergence of e-learning, the use of information and communication technologies (ICT) and Internet to improve teaching and learning in health science training institutions has become a crucial issue for low and middle income countries, including sub-Saharan Africa. In this perspective, the Faculty of Medicine and Biomedical Sciences (FMBS) of Yaoundé has played a pioneering role in Cameroon in making significant efforts to improve students' and lecturers' access to computers and to Internet on its campus...
2013: BMC Medical Education
R H Allen, S Acharya, C Jancuk, A A Shoukas
In an effort to share best practices in undergraduate engineering design education, we describe the origin, evolution and the current status of the undergraduate biomedical engineering design team program at Johns Hopkins University. Specifically, we describe the program and judge the quality of the pedagogy by relating it to sponsor feedback, project outcomes, external recognition and student satisfaction. The general pedagogic practices, some of which are unique to Hopkins, that have worked best include: (1) having a hierarchical team structure, selecting team leaders the Spring semester prior to the academic year, and empowering them to develop and manage their teams, (2) incorporating a longitudinal component that incudes freshmen as part of the team, (3) having each team choose from among pre-screened clinical problems, (4) developing relationships and fostering medical faculty, industry and government to allow students access to engineers, clinicians and clinical environments as needed, (5) providing didactic sessions on topics related to requirements for the next presentation, (6) employing judges from engineering, medicine, industry and government to evaluate designs and provide constructive criticisms approximately once every 3-4 weeks and (7) requiring students to test the efficacy of their designs...
September 2013: Annals of Biomedical Engineering
Andrew W Phillips, Sandy G Smith, Christopher M Straus
RATIONALE AND OBJECTIVES: Radiology has been an increasingly important component of preclinical anatomy instruction since the 1960s. The global status of medical imaging pedagogies and radiologists' roles in medical anatomy education is not well established but is important in determining the specialty's contribution to undergraduate medical education. MATERIALS AND METHODS: PubMed was searched with various combinations of MeSH terms including "radiology," "undergraduate medical education," and "anatomy...
March 2013: Academic Radiology
Whay Kuang Chia, Han Chong Toh
Probably more than any country, Singapore has made significant investment into the biomedical enterprise as a proportion of its economy and size. This focus recently witnessed a shift towards a greater emphasis on translational and clinical development. Key to the realisation of this strategy will be Academic Medical Centres (AMCs), as a principal tool to developing and applying useful products for the market and further improving health outcomes. Here, we explore the principal value proposition of the AMC to Singapore society and its healthcare system...
January 2013: Annals of the Academy of Medicine, Singapore
Donna O'Malley, Frances A Delwiche
QUESTION: How can an existing library instruction program be reconfigured to reach basic sciences graduate students and other patrons missed by curriculum-based instruction? SETTING: The setting is an academic health sciences library that serves both the university and its affiliated teaching hospital. METHODS: The existing program was redesigned to incorporate a series of seven workshops that encompassed the range of information literacy skills that graduate students in the basic sciences need...
October 2012: Journal of the Medical Library Association: JMLA
Nicole J Borges, Karen Kirkham, Adam S Deardorff, Jeremy A Moore
BACKGROUND: Although increasing number of articles have been published on team-based learning (TBL), none has explored team emotional intelligence. AIM: We extend the literature by examining changes in team emotional intelligence during a third year clerkship where TBL is a primary instructional strategy. We hypothesized that team emotional intelligence will change in a positive direction (i.e., increase) during the clerkship. METHOD: With IRB approval, during the 2009-2010 academic year third-year students in their internal medicine clerkship (N = 105, 100% response rate) completed the Workgroup Emotional Intelligence Profile - Short Version (WEIP-S) at the beginning and at the end of their 12-week clerkship...
2012: Medical Teacher
Daniel Darbyshire, Paul Baker
The use of cinema in medical education has the potential to teach students about a variety of subjects, for instance by illustrating a lecture on communication skills with a clip of Sir Lancelot Spratt (Doctor In The House, 1954) demonstrating a paternalistic, doctor-centred approach to medicine or nurturing an ethical discussion around palliative care and dying using the cinematic adaptation of American playwright Margaret Edson's Wit (2001). Much has been written about this teaching method across several medical academic disciplines...
June 2012: Medical Humanities
Patrice Guex, Olivier Halfon
The aim of this article is to make a contribution to the regional reflection with regard to autism spectrum disorders (ASDs) at a key moment in which the authorities are requested by the users, professionals in the fields of health, pedagogy and education to put forward a structured answer to a multitude of expressed needs. The question for the creation of a competence pole of an academic tertiary level is posed in order to advise in the best possible way the families who do not know how to orient themselves in the maze and contradictions of the proposed solutions and to help the professionals who are submerged by an ever increasing demand of services exceeding the means of the existing institutions and who cannot justify their choices among the various existing theoretical and scientific models...
September 21, 2011: Revue Médicale Suisse
Susan R Jacob, Zoila V Sánchez
Underrepresentation of minority faculty in schools of nursing is well reported. Recently, there have been multiple initiatives from both public and private sectors to alleviate the shortage of minority faculty. This article describes how the University of Tennessee Health Science Center (UTHSC) College of Nursing took advantage of one such initiative: the Health Resources and Services Administration (HRSA) Minority Faculty Fellowship Program (MFFP) grant. This program grant provides stipends to enable health professions educational programs to increase the number of faculty who are racial and ethnic minorities underrepresented in the health professions...
March 2011: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
M Brownell Anderson, Steven L Kanter
The authors present an overview of the educational programs, infrastructure to support them, and the assessment strategies of 128 medical schools in the United States and Canada, based on reports submitted by those schools and published in this supplement to Academic Medicine. The authors explore many important changes that have occurred since the publication of the Flexner Report in 1910 as well as the progress that is evident since a similar collection of medical school reports was published in September 2000, also as a supplement to Academic Medicine...
September 2010: Academic Medicine: Journal of the Association of American Medical Colleges
Sarah A Thompson, Virginia P Tilden
The education of health professions students is rooted historically in time-honored and silo-bound traditions of pedagogy and content not easily influenced by outside forces. However, the quality chasm work of the Institute of Medicine, Institute of Healthcare Improvement, Quality and Safety Education for Nurses, and other groups has led to a remarkable willingness to change at one academic health sciences university. This article describes one university's strategies, challenges, and successes in delivering interprofessional educational programs...
December 2009: Journal of Nursing Education
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