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https://www.readbyqxmd.com/read/29448263/comparison-of-coronal-tooth-reductions-resulting-from-different-crown-preparations
#1
James Dudley
PURPOSE: The aim of this study was to quantify the coronal tooth structure reductions (CTSRs) resulting from a variety of different types of crown preparations performed by undergraduate dental students in a simulation clinic teaching program. MATERIALS AND METHODS: A total of 76 students each submitted 21 different crown preparations completed on typodont teeth, which were individually weighed and analyzed in relation to whole and sectioned reference teeth to calculate the CTSR resulting from each preparation...
February 15, 2018: International Journal of Prosthodontics
https://www.readbyqxmd.com/read/29430202/specialty-training-s-organizational-readiness-for-curriculum-change-storc-validation-of-a-questionnaire
#2
Lindsay Bank, Mariëlle Jippes, Jimmie Leppink, Albert Jja Scherpbier, Corry den Rooyen, Scheltus J van Luijk, Fedde Scheele
Background: The field of postgraduate medical education (PGME) is continuously evolving as a result of social demands and advancing educational insights. Change experts contend that organizational readiness for change (ORC) is a critical precursor for successful implementation of change initiatives. However, in PGME, assessing change readiness is rarely considered while it could be of great value for managing educational change such as curriculum change. Therefore, in a previous Delphi study the authors developed an instrument for assessing ORC in PGME: Specialty Training's Organizational Readiness for curriculum Change (STORC)...
2018: Advances in Medical Education and Practice
https://www.readbyqxmd.com/read/29425890/the-top-medical-education-studies-of-2016-a-narrative-review
#3
REVIEW
H Barrett Fromme, Michael S Ryan, Alix Darden, Donna D'Alessandro, Leora Mogilner, Steven Paik, Teri L Turner
Education, like clinical medicine, should be based on the most current evidence in the field. Unfortunately, medical educators can be overwhelmed by the sheer volume and range of resources for this literature. This article provides an overview of 15 articles from 2016 that the authors consider the top articles in the field of pediatric medical education. The seven authors, all medical educators with combined leadership and expertise across the continuum of pediatric medical education, used an interative, three-stage process to review more than 6339 abstracts published in 2016...
February 6, 2018: Academic Pediatrics
https://www.readbyqxmd.com/read/29412306/clinical-and-epidemiological-teaching-of-dengue-through-simulated-practice
#4
João Henrique de Morais Ribeiro, Eloá Otrenti, Renata Ferreira Takahashi, Lúcia Yasuko Izumi Nichiata, Maria Clara Padoveze, Érica Gomes Pereira, Sebastião Silveira Nunes Júnior, Anna Luiza de Fátima Pinho Lins Gryschek, Suely Itsuko Ciosak
OBJECTIVE: to describe the experience of clinical teaching on dengue and the practice of epidemiological surveillance using problematization methodology. METHOD: report of experience on educational activity with undergraduate nursing students, held in March 2016, at a public university in the city of São Paulo, conceived in four stages: dialogic lecture, active search of Aedes aegypti, case study and simulation of nursing consultation to individuals with dengue...
March 2018: Revista Brasileira de Enfermagem
https://www.readbyqxmd.com/read/29400107/twelve-tips-for-expanding-undergraduate-clinical-teaching-capacity
#5
Richard B Hays, Robert K McKinley, Tarun K Sen Gupta
Undergraduate medical education has expanded substantially in recent years, through both establishing new programs and increasing student numbers in existing programs. This expansion has placed pressure on the capacity for training students in clinical placements, raising concerns about the risk of dilution of experience, and reducing work readiness. The concerns have been greatest in more traditional environments, where clinical placements in large academic medical centers are often the "gold standard". However, there are ways of exposing medical students to patient interactions and clinical supervisors in many other contexts...
February 5, 2018: Medical Teacher
https://www.readbyqxmd.com/read/29384575/promoting-faculty-scholarship-a-clinical-faculty-scholars-program
#6
Ann Minnick, Ruth Kleinpell, Linda D Norman
BACKGROUND: The importance of supporting and promoting faculty scholarship in nursing is acknowledged, but the reality of scholarship for faculty engaged in clinical teaching can be challenging. METHOD: The article describes the development and initial results of the scholarly practice program. Mentorship, time, and limited funding are essentials for the program. RESULTS: After submitting detailed proposals, 15 faculty were chosen to be project leaders in the first 2 years of the program, resulting in 15 presentations, three posters, 19 publications, and a webinar, to date...
February 1, 2018: Journal of Nursing Education
https://www.readbyqxmd.com/read/29383081/a-cognitive-apprenticeship-based-faculty-development-intervention-for-emergency-medicine-educators
#7
Chris Merritt, Michelle Daniel, Brendan W Munzer, Mariann Nocera, Joshua C Ross, Sally A Santen
In just a few years of preparation, emergency medicine (EM) trainees must achieve expertise across the broad spectrum of skills critical to the practice of the specialty. Though education occurs in many contexts, much learning occurs on the job, caring for patients under the guidance of clinical educators. The cognitive apprenticeship framework, originally described in primary and secondary education, has been applied to workplace-based medical training. The framework includes a variety of teaching methods: scaffolding, modeling, articulation, reflection, and exploration, applied in a safe learning environment...
January 2018: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/29383053/taking-advantage-of-the-teachable-moment-a-review-of-learner-centered-clinical-teaching-models
#8
REVIEW
Sneha A Chinai, Todd Guth, Elise Lovell, Michael Epter
When working in a chaotic Emergency Department (ED) with competing priorities, clinical teaching may be sacrificed for the sake of patient flow and throughput. An organized, efficient approach to clinical teaching helps focus teaching on what the learner needs at that moment, incorporates regular feedback, keeps the department on track, and prevents over-teaching. Effective clinical teaching in a busy environment is an important skill for senior residents and faculty to develop. This review will provide a critique and comparison of seven structured teaching models to better prepare readers to seize the teachable moment...
January 2018: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/29371080/ear-disease-knowledge-and-otoscopy-skills-transfer-to-real-patients-a-randomized-controlled-trial
#9
Vincent Wu, Joobin Sattar, Stephanie Cheon, Jason A Beyea
OBJECTIVE: To determine which teaching method-otoscopy simulation (OS), web-based module (WM), or standard classroom instruction (SI)-produced greater translation of knowledge and otoscopy examination skills to real patients. DESIGN: In a prospective randomized controlled nonclinical trial, medical students were randomized to 1 of 3 interventional arms: (1) OS, (2) WM, or (3) SI. Students were assessed at baseline for diagnostic accuracy and otoscopy skills on 5 volunteer patients (total of 10 ears), followed by the intervention...
January 19, 2018: Journal of Surgical Education
https://www.readbyqxmd.com/read/29354944/-application-of-classic-chinese-medicine-theory-in-acupuncture-cbl-teaching-rounds
#10
Dexiong Han, Xiaojun Chen, Ruijie Ma, Xianming Lin
Teaching rounds is an important part of clinical teaching. It bright the theory guide to clinical practice. The classical Chinese medicine theory plays an essential role in teaching and clinical practice. During the CBL (case-based learning) teaching rounds of acupuncture and moxibustion, by selecting typical cases, in combination with directional problem settings, the classical Chinese medicine theory is run through the whole process to motivate students' initiative, improve teaching quality and promote inheritance and development of TCM...
January 12, 2018: Zhongguo Zhen Jiu, Chinese Acupuncture & Moxibustion
https://www.readbyqxmd.com/read/29352748/use-of-e-learning-in-clinical-clerkships-effects-on-acquisition-of-dermatological-knowledge-and-learning-processes
#11
Frederike Fransen, Herm Martens, Ivo Nagtzaam, Sylvia Heeneman
Objectives: To obtain a deeper understanding of how the e-learning program, Education in Dermatology (ED), affects the acquisition of dermatological knowledge and the underlying learning processes of medical students in their clinical phase. Methods: The study used a mixed method design with a convergent parallel collection of data. Medical students (n=62) from Maastricht University (The Netherlands) were randomized to either a conventional teaching group (control group n=30) or conventional teaching plus the e-learning program (application on smartphone) group (e-learning group n=32)...
January 17, 2018: International Journal of Medical Education
https://www.readbyqxmd.com/read/29347870/incorporating-living-from-the-heart-into-medical-education
#12
Miranda K Boggild, Wayne L Gold, Lisa Richardson, Kanae Kinoshita
Medical training poses many challenges to trainees' wellbeing. To address the impact of learning in a high turnover, high volume, acute care setting in the General Internal Medicine Clinical Teaching Unit, the Chief Medical Resident, in this personal account, shares how she and the Spiritual Care Practitioner united to form an innovative partnership. The introduction of the skills of spiritual care practitioners, generally referred to patients and families, to support medical students and residents resulted in the co-development and co-implementation of a unique, reflective, one-hour session...
January 18, 2018: Medical Teacher
https://www.readbyqxmd.com/read/29344002/the-journey-from-clinician-to-undergraduate-medical-educator-involves-four-patterns-of-transformation
#13
Efrain Riveros-Perez, Jorge Rodriguez-Diaz
Objectives: Traditionally, teaching is part of a clinician's job. Some practitioners recognize the teaching activity as rewarding. This study explored the ways clinical practitioners experience their journey from clinicians to medical teachers, analyzing their prior experiences of teaching and learning, conceptions of good teaching and learning, perceptions of learning environments, and finally, how those factors influence their approaches to teaching. Methods: Data for phenomenographic analysis were collected through semi-structured interviews conducted in Spanish and administered to twelve clinical teachers in three medical schools in Colombia...
2018: Advances in Medical Education and Practice
https://www.readbyqxmd.com/read/29324048/peer-observation-of-rounds-leads-to-collegial-discussion-of-teaching
#14
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...
January 11, 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29306749/comparing-student-clinical-self-efficacy-and-team-process-outcomes-for-a-deu-blended-and-traditional-clinical-setting-a-quasi-experimental-research-study
#15
Christina Plemmons, Michele Clark, Du Feng
BACKGROUND: Clinical education is vital to both the development of clinical self-efficacy and the integration of future nurses into health care teams. The dedicated education unit clinical teaching model is an innovative clinical partnership, which promotes skill development, professional growth, clinical self-efficacy, and integration as a team member. Blended clinical teaching models are combining features of the dedicated education unit and traditional clinical model. OBJECTIVES: The aims of this study are to explore how each of three clinical teaching models (dedicated education unit, blended, traditional) affects clinical self-efficacy and attitude toward team process, and to compare the dedicated education unit model and blended model to traditional clinical...
December 29, 2017: Nurse Education Today
https://www.readbyqxmd.com/read/29296052/analyzing-the-effectiveness-of-teaching-and-factors-in-clinical-decision-making
#16
Ming-Chen Hsieh, Ming-Shinn Lee, Tsung-Ying Chen, Tsuen-Chiuan Tsai, Yi-Fong Pai, Min-Muh Sheu
Objective: The aim of this study is to prepare junior physicians, clinical education should focus on the teaching of clinical decision-making. This research is designed to explore teaching of clinical decision-making and to analyze the benefits of an "Analogy guide clinical decision-making" as a learning intervention for junior doctors. Materials and Methods: This study had a "quasi-experimental design" and was conducted in a medical center in eastern Taiwan. Participants and Program Description: Thirty junior doctors and three clinical teachers were involved in the study...
October 2017: Ci Ji Yi Xue za Zhi, Tzu-chi Medical Journal
https://www.readbyqxmd.com/read/29280298/emotions-as-student-feedback
#17
Karin Belch, Susan Law
BACKGROUND: Student feedback is often sought by educators in order to inform future developments in teaching or curriculum development. A lack of engagement with current feedback tools is thought, partly, to result from students perceiving no gain from the activity. The emotional adjective feedback tool (EAFT) is designed around the concept of emotional intelligence, where students feed back to tutors, after clinical teaching, by selecting and elaborating on emotional adjectives that describe their learning experiences...
December 26, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/29276424/are-they-ready-organizational-readiness-for-change-among-clinical-teaching-teams
#18
Lindsay Bank, Mariëlle Jippes, Jimmie Leppink, Albert Jja Scherpbier, Corry den Rooyen, Scheltus J van Luijk, Fedde Scheele
Introduction: Curriculum change and innovation are inevitable parts of progress in postgraduate medical education (PGME). Although implementing change is known to be challenging, change management principles are rarely looked at for support. Change experts contend that organizational readiness for change (ORC) is a critical precursor for the successful implementation of change initiatives. Therefore, this study explores whether assessing ORC in clinical teaching teams could help to understand how curriculum change takes place in PGME...
2017: Advances in Medical Education and Practice
https://www.readbyqxmd.com/read/29251834/impact-and-educational-outcomes-of-a-small-group-self-directed-teaching-strategy-in-a-clinical-neuroscience-curriculum
#19
Thomas I Nathaniel, Jordan C Gainey, Jessica A Williams, Bianca L Stewart, Michael C Hood, Leanne E Brechtel, Rakiya V Faulkner, Jasmine S Pendergrass, Leigh-Ann Black, Scott K Griffin, Christopher E Troup, Jayne S Reuben, Asa C Black
The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2-hour, self-directed small-group interactive clinical case-based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures...
December 18, 2017: Anatomical Sciences Education
https://www.readbyqxmd.com/read/29247946/effective-teaching-behaviors-in-the-emergency-department-a-qualitative-study-with-millennial-nursing-students-in-shanghai
#20
Jinxia Jiang, Li Zeng, Jennifer Kue, Hong Li, Yan Shi, Cuiping Chen
BACKGROUND: Millennial nursing students are different from generations before especially with the rapid development of China's economy, their varieties of characteristics affect the clinical teaching and learning. But how their learning preference impact their learning outcomes remain unclear. OBJECTIVES: The aim of this study is to explore effective teaching methods in the emergency department from the perspective of Millennial nursing students in Shanghai, China...
December 12, 2017: Nurse Education Today
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