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https://www.readbyqxmd.com/read/28632010/designing-a-national-longitudinal-faculty-development-curriculum-focused-on-educational-scholarship-process-outcomes-and-lessons-learned
#1
Latha Chandran, Maryellen E Gusic, J Lindsey Lane, Constance D Baldwin
PROBLEM: Clinical educators at U.S. academic health centers are frequently disadvantaged in the academic promotion system, lacking needed faculty development, mentoring, and networking support. INTERVENTION: In 2006, we implemented the national Educational Scholars Program to offer faculty development in educational scholarship for early career educators in pediatrics. We aimed to provide them with skills, experience, and initial success in educational scholarship and dissemination...
March 2, 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/28632009/self-observation-and-peer-feedback-as-a-faculty-development-approach-for-problem-based-learning-tutors-a-program-evaluation
#2
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...
March 2, 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/28630514/editors-perspectives-on-enhancing-manuscript-quality-and-editorial-decisions-through-peer-review-and-reviewer-development
#3
Kristin K Janke, Andrew S Bzowyckyj, Andrew P Traynor
Objectives. To identify peer reviewer and peer review characteristics that enhance manuscript quality and editorial decisions, and to identify valuable elements of peer reviewer training programs. Methods. A three-school, 15-year review of pharmacy practice and pharmacy administration faculty's publications was conducted to identify high-publication volume journals for inclusion. Editors-in-chief identified all editors managing manuscripts for participation. A three-round modified Delphi process was used. Rounds advanced from open-ended questions regarding actions and attributes of good reviewers to consensus-seeking and clarifying questions related to quality, importance, value, and priority...
May 2017: American Journal of Pharmaceutical Education
https://www.readbyqxmd.com/read/28628067/identifying-and-describing-nurse-faculty-workload-issues-a-looming-faculty-shortage
#4
Nancy Phoenix Bittner, Cynthia Francis Bechtel
AIM: The purpose of this project was to address factors contributing to the nurse faculty shortage. BACKGROUND: There is a demonstrated need to sustain and stabilize faculty currently in the workforce to avoid exacerbating the current and future faculty shortage in nursing. Recommendations of previous studies focus on strategies for recruitment, retention, and ongoing faculty development. METHOD: A survey was employed to identify and describe the workload of nurse faculty and identify the impact of retirement and other retention issues...
July 2017: Nursing Education Perspectives
https://www.readbyqxmd.com/read/28623052/how-physicians-draw-satisfaction-and-overcome-barriers-in-their-practices-it-sustains-me
#5
William T Branch, Amy B Weil, MaryAnn C Gilligan, Debra K Litzelman, Janet P Hafler, Margaret Plews-Ogan, Elizabeth A Rider, Lars G Osterberg, Dana Dunne, Arthur R Derse, J Richard Pittman, Richard M Frankel
OBJECTIVE: Major reorganizations of medical practice today challenge physicians' ability to deliver compassionate care. We sought to understand how physicians who completed an intensive faculty development program in medical humanism sustain their humanistic practices. METHODS: Program completers from 8 U.S. medical schools wrote reflections in answer to two open-ended questions addressing their personal motivations and the barriers that impeded their humanistic practice and teaching...
June 8, 2017: Patient Education and Counseling
https://www.readbyqxmd.com/read/28611895/academic-primer-series-key-papers-about-teaching-with-technology
#6
Megan Boysen-Osborn, Robert Cooney, Michael Gottlieb, Teresa M Chan, Aaron Brown, Andrew King, Adam Tobias, Brent Thoma
INTRODUCTION: Modern learners have immediate, unlimited access to a wide variety of online resources. To appeal to this current generation of learners, educators must embrace the use of technology. However, educators must balance newer, novel technologies with traditional methods to achieve the best learning outcomes. Therefore, we aimed to review several papers useful for faculty members wishing to incorporate technology into instructional design. METHODS: We identified a broad list of papers relevant to teaching and learning with technology within the online discussions of the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator...
June 2017: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/28611894/academic-primer-series-key-papers-about-peer-review
#7
Lalena M Yarris, Michael Gottlieb, Kevin Scott, Christopher Sampson, Emily Rose, Teresa M Chan, Jonathan Ilgen
INTRODUCTION: Peer review, a cornerstone of academia, promotes rigor and relevance in scientific publishing. As educators are encouraged to adopt a more scholarly approach to medical education, peer review is becoming increasingly important. Junior educators both receive the reviews of their peers, and are also asked to participate as reviewers themselves. As such, it is imperative for junior clinician educators to be well-versed in the art of peer reviewing their colleagues' work. In this article, our goal was to identify and summarize key papers that may be helpful for faculty members interested in learning more about the peer-review process and how to improve their reviewing skills...
June 2017: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/28611893/academic-primer-series-key-papers-about-competency-based-medical-education
#8
Robert Cooney, Teresa M Chan, Michael Gottlieb, Michael Abraham, Sylvia Alden, Jillian Mongelluzzo, Michael Pasirstein, Jonathan Sherbino
INTRODUCTION: Competency-based medical education (CBME) presents a paradigm shift in medical training. This outcome-based education movement has triggered substantive changes across the globe. Since this transition is only beginning, many faculty members may not have experience with CBME nor a solid foundation in the grounding literature. We identify and summarize key papers to help faculty members learn more about CBME. METHODS: Based on the online discussions of the 2016-2017 ALiEM Faculty Incubator program, a series of papers on the topic of CBME was developed...
June 2017: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/28611892/academic-primer-series-five-key-papers-about-study-designs-in-medical-education
#9
Michael Gottlieb, Teresa M Chan, Jenna Fredette, Anne Messman, Daniel W Robinson, Robert Cooney, Megan Boysen-Osborn, Jonathan Sherbino
INTRODUCTION: A proper understanding of study design is essential to creating successful studies. This is also important when reading or peer reviewing publications. In this article, we aimed to identify and summarize key papers that would be helpful for faculty members interested in learning more about study design in medical education research. METHODS: The online discussions of the 2016-2017 Academic Life in Emergency Medicine Faculty Incubator program included a robust and vigorous discussion about education study design, which highlighted a number of papers on that topic...
June 2017: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/28602566/dis-integration-of-communication-in-healthcare-education-workplace-learning-challenges-and-opportunities
#10
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/28598926/enhancing-feedback-on-professionalism-and-communication-skills-in-anesthesia-residency-programs
#11
John D Mitchell, Cindy Ku, Carol Ann B Diachun, Amy DiLorenzo, Daniel E Lee, Suzanne Karan, Vanessa Wong, Randall M Schell, Marek Brzezinski, Stephanie B Jones
BACKGROUND: Despite its importance, training faculty to provide feedback to residents remains challenging. We hypothesized that, overall, at 4 institutions, a faculty development program on providing feedback on professionalism and communication skills would lead to (1) an improvement in the quantity, quality, and utility of feedback and (2) an increase in feedback containing negative/constructive feedback and pertaining to professionalism/communication. As secondary analyses, we explored these outcomes at the individual institutions...
June 7, 2017: Anesthesia and Analgesia
https://www.readbyqxmd.com/read/28598748/implementing-competency-based-medical-education-what-changes-in-curricular-structure-and-processes-are-needed
#12
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/28589073/curated-collections-for-educators-five-key-papers-about-program-evaluation
#13
REVIEW
Brent Thoma, Michael Gottlieb, Megan Boysen-Osborn, Andrew King, Antonia Quinn, Sara Krzyzaniak, Nicolas Pineda, Lalena M Yarris, Teresa Chan
The evaluation of educational programs has become an expected part of medical education. At some point, all medical educators will need to critically evaluate the programs that they deliver. However, the evaluation of educational programs requires a very different skillset than teaching. In this article, we aim to identify and summarize key papers that would be helpful for faculty members interested in exploring program evaluation. In November of 2016, the 2015-2016 Academic life in emergency medicine (ALiEM) Faculty Incubator program highlighted key papers in a discussion of program evaluation...
May 4, 2017: Curēus
https://www.readbyqxmd.com/read/28573502/re-positioning-faculty-development-as-knowledge-mobilization-for%C3%A2-health-professions-education
#14
Stella L Ng, Lindsay R Baker, Karen Leslie
Faculty development as knowledge mobilization offers a particularly fruitful and novel avenue for exploring the research-practice interface in health professions education. We use this 'eye opener' to build off this assertion to envision faculty development as an enterprise that provides a formal, recognized space for the sharing of research and practical knowledge among health professions educators. Faculty development's knowledge mobilizing strategies and outcomes, which draw upon varied sources of knowledge, make it a potentially effective knowledge mobilization vehicle...
June 1, 2017: Perspectives on Medical Education
https://www.readbyqxmd.com/read/28573361/exploring-anesthesiologists-understanding-of-situational-awareness-a-qualitative-study
#15
Julia A Haber, Rachel H Ellaway, Rosaleen Chun, Jocelyn M Lockyer
PURPOSE: This study explored how anesthesiologists understand situational awareness (SA) and how they think SA is learned, taught, and assessed. METHODS: Semi-structured interviews were performed with practicing anesthesiologists involved in teaching. This qualitative study was conducted using constructivist grounded theory techniques (i.e., line-by-line coding, memoing, and constant comparison) in a thematic analysis of interview transcripts. Group meetings were held to develop and review themes emerging from the data...
June 1, 2017: Canadian Journal of Anaesthesia, Journal Canadien D'anesthésie
https://www.readbyqxmd.com/read/28572413/impact-of-faculty-development-workshops-in-student-centered-teaching-methodologies-on-faculty-members-teaching-and-their-students-perceptions
#16
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/28566115/development-and-evaluation-of-an-endoscopic-surgery-course-for-medical-students
#17
Cecilia Nilsson, Flemming Bjerrum, Morten Stadeager, Bent Ottesen, Jette Led Sorensen
INTRODUCTION: Surgical training has changed with the introduction of endoscopic surgery. However, a gap in undergraduate medical training has become evident regarding theoretical principles of and basic skills training in endoscopic surgery. The objective of this study was to develop and evaluate a course in endoscopic surgery for medical students. METHODS: Kern's six-step approach in curriculum development was used. A course including interactive, faculty-led didactic sessions (14 hours, distributed over three days) and simulation-based basic skills training in endoscopic surgery (nine hours, distributed over four sessions) was developed...
June 2017: Danish Medical Journal
https://www.readbyqxmd.com/read/28562495/development-of-a-self-rated-mixed-methods-skills-assessment-the-national-institutes-of-health-mixed-methods-research-training-program-for-the-health-sciences
#18
Timothy C Guetterman, John W Creswell, Marsha Wittink, Fran K Barg, Felipe G Castro, Britt Dahlberg, Daphne C Watkins, Charles Deutsch, Joseph J Gallo
INTRODUCTION: Demand for training in mixed methods is high, with little research on faculty development or assessment in mixed methods. We describe the development of a self-rated mixed methods skills assessment and provide validity evidence. The instrument taps six research domains: "Research question," "Design/approach," "Sampling," "Data collection," "Analysis," and "Dissemination." Respondents are asked to rate their ability to define or explain concepts of mixed methods under each domain, their ability to apply the concepts to problems, and the extent to which they need to improve...
April 2017: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/28562453/continuing-professional-development-for-faculty-an-elephant-in-the-house-of-academic-medicine-or-the-key-to-future-success
#19
David A Davis, William F Rayburn, Gary A Smith
The scope of change required by academic medical centers (AMCs) to maintain their viability and achieve their tripartite mission in the future is large; such reform is affected by numerous global, national, and local forces. Most AMCs focus their transformational efforts on organizational infrastructure (e.g., undertaking payment reform, developing new organizational structures, investing in information technology) and educational programs (with subsequent changes in undergraduate and graduate medical education curricula)...
May 30, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
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
#20
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
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