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"Faculty development"

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https://www.readbyqxmd.com/read/28225461/faculty-development-for-medical-school-community-based-faculty-a-council-of-academic-family-medicine-educational-research-alliance-study-exploring-institutional-requirements-and-challenges
#1
Joanna Drowos, Suzanne Baker, Suzanne Leonard Harrison, Suzanne Minor, Alexander W Chessman, Dennis Baker
PURPOSE: Community-based faculty play a large role in training medical students nationwide and require faculty development. The authors hypothesized that positive relationships exist between clerkships paying preceptors and requiring faculty development, and between protected clerkship directors' time and delivering face-to-face preceptor training, as well as with the number or length of community-based preceptor visits. Through under standing the quantity, delivery methods, barriers, and institutional support for faculty development provided to community-based preceptors teaching in family medicine clerkships, best practices can be developed...
February 21, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28225194/observing-bedside-rounds-for-faculty-development
#2
Somnath Mookherjee, Daniel Cabrera, Christy M McKinney, Elizabeth Kaplan, Lynne Robins
BACKGROUND: Bedside rounds are an ideal opportunity for clinical teaching. We previously offered faculty development on balancing learner autonomy, patient care and teaching. We noticed that participants often asked whether attending physicians and learners shared the same perceptions of the key elements (patient-centredness, efficiency and educational value) of bedside rounds. Understanding these perceptions and identifying areas of discordance would inform faculty development for optimal bedside rounds...
February 22, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28210368/academic-primer-series-five-key-papers-about-team-collaboration-relevant-to-emergency-medicine
#3
Michael Gottlieb, Catherine Grossman, Emily Rose, William Sanderson, Felix Ankel, Anand Swaminathan, Teresa M Chan
INTRODUCTION: Team collaboration is an essential for success both within academics and the clinical environment. Often, team collaboration is not explicitly taught during medical school or even residency, and must be learned during one's early career. In this article, we aim to summarize five key papers about team collaboration for early career clinician educators. METHODS: We conducted a consensus-building process among the writing team to generate a list of key papers that describe the importance or significance of team collaboration, seeking input from social media sources...
February 2017: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/28210367/academic-primer-series-eight-key-papers-about-education-theory
#4
Michael Gottlieb, Megan Boysen-Osborn, Teresa M Chan, Sara M Krzyzaniak, Nicolas Pineda, Jordan Spector, Jonathan Sherbino
INTRODUCTION: Many teachers adopt instructional methods based on assumptions of best practices without attention to or knowledge of supporting education theory. Familiarity with a variety of theories informs education that is efficient, strategic, and evidence-based. As part of the Academic Life in Emergency Medicine Faculty Incubator Program, a list of key education theories for junior faculty was developed. METHODS: A list of key papers on theories relevant to medical education was generated using an expert panel, a virtual community of practice synthetic discussion, and a social media call for resources...
February 2017: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/28208883/fostering-educational-research-among-medical-teachers-evaluation-of-a-faculty-development-program-in-india
#5
Tripti K Srivastava, Lalitbhushan S Waghmare, Alka Rawekar, Ved Prakash Mishra
INTRODUCTION: Medical education can be enormously benefitted from research. Since clinicians/medical teachers are directly involved in teaching learning processes, they should participate in Educational Research (ER) practices to generate evidence and insights about teaching learning. Faculty Development Program (FDP) has a positive influence amongst health professionals and therefore can prove to be of consequence in instilling a strong educational research culture. AIM: Present study was undertaken to evaluate the efficacy of a Faculty Development Fellowship Program in Medical Education to foster educational research culture amongst medical teachers...
December 2016: Journal of Clinical and Diagnostic Research: JCDR
https://www.readbyqxmd.com/read/28184380/implementation-of-interprofessional-education-ipe-in-16-u-s-medical-schools-common-practices-barriers-and-facilitators
#6
Courtney West, Lori Graham, Ryan T Palmer, Marissa Fuqua Miller, Erin K Thayer, Margaret L Stuber, Linda Awdishu, Rachel A Umoren, Maria A Wamsley, Elizabeth A Nelson, Pablo A Joo, James W Tysinger, Paul George, Patricia A Carney
BACKGROUND: Enhanced patient outcomes and accreditation criteria have led schools to integrate interprofessional education (IPE). While several studies describe IPE curricula at individual institutions, few examine practices across multiple institutions. PURPOSE: To examine the IPE integration at different institutions and determine gaps where there is potential for improvement. METHOD: In this mixed methods study, we obtained survey results from 16 U...
September 2016: J Interprof Educ Pract
https://www.readbyqxmd.com/read/28181852/implementing-interprofessional-education-and-practice-lessons-from-a-resource-constrained-university
#7
J M Frantz, A J Rhoda
Interprofessional education is seen as a vehicle to facilitate collaborative practice and, therefore, address the complex health needs of populations. A number of concerns have, however, been raised with the implementation of interprofessional education. The three core concerns raised in the literature and addressed in the article include the lack of an explicit framework, challenges operationalising interprofessional education and practice, and the lack of critical mass in terms of human resources to drive activities related to interprofessional education and practice...
March 2017: Journal of Interprofessional Care
https://www.readbyqxmd.com/read/28176916/is-there-a-way-for-clinical-teachers-to-assist-struggling-learners-a-synthetic-review-of-the-literature
#8
REVIEW
Elisabeth Boileau, Christina St-Onge, Marie-Claude Audétat
Struggling medical trainees pose a challenge to clinical teachers, since these learners warrant closer supervision that is time-consuming and competes with time spent on patient care. Clinical teachers' perception that they are ill equipped to address learners' difficulties efficiently may lead to delays or even lack of remediation for these learners. Because of the paucity of evidence to guide best practices in remediation, the best approach to guide clinical teachers in the field remains to be established...
2017: Advances in Medical Education and Practice
https://www.readbyqxmd.com/read/28166578/piloting-the-mobile-medical-milestones-application-m3app%C3%A2-a-multi-institution-evaluation
#9
Cristen Page, Alfred Reid, Catherine L Coe, Janalynn Beste, Blake Fagan, Erica Steinbacher, Warren P Newton
BACKGROUND AND OBJECTIVES: Competency-based evaluation of the Accreditation Council for Graduate Medical Education (ACGME) Milestones requires the development of new evaluation tools that can better capture learners' behavior. This study describes the implementation and initial assessment of an innovative point-of-care mobile application, the M3App,© linked to the Family Medicine Milestones. METHODS: Seven family medicine residency programs in North Carolina implemented the M3App...
January 2017: Family Medicine
https://www.readbyqxmd.com/read/28159949/practice-based-learning-and-improvement-pbli-in-postgraduate-medical-training-milestones-instructional-and-assessment-strategies
#10
Rajiv Mahajan, - Anshu, Piyush Gupta, Tejinder Singh
Patient-safety and quality-improvement are high-priority issues. One of the ways by which this can be implemented is by training residents to gather and appraise scientific evidence, as well as to evaluate their own patient-care practices. This competency is called Practice-based Learning and Improvement (PBLI). Training in PBLI provides residents with skills and knowledge necessary to reflect on their own strengths and deficiencies, identify their own learning needs, and engage in learning for improvement...
February 2, 2017: Indian Pediatrics
https://www.readbyqxmd.com/read/28143476/may-i-see-your-id-please-an-explorative-study-of-the-professional-identity-of-undergraduate-medical-education-leaders
#11
Kristina Sundberg, Anna Josephson, Scott Reeves, Jonas Nordquist
BACKGROUND: The mission of undergraduate medical education leaders is to strive towards the enhancement of quality of medical education and health care. The aim of this qualitative study is, with the help of critical perspectives, to contribute to the research area of undergraduate medical education leaders and their identity formation; how can the identity of undergraduate medical education leaders be defined and further explored from a power perspective? METHODS: In this explorative study, 14 educational leaders at a medical programme in Scandinavia were interviewed through semi-structured interviews...
February 1, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28129931/content-and-conceptual-frameworks-of-psychology-and-social-work-preceptor-feedback-related-to-the-educational-requests-of-family-medicine-residents
#12
Luc Côté, Rhéa Rocque, Marie-Claude Audétat
OBJECTIVES: Supervision of communication competency in clinical settings in medicine is an important component of professional training. The purpose of this study was to describe the content and rationale of psychology and social work preceptor feedback to family medicine residents who express educational needs during case-based written vignettes. METHODS: We conducted a qualitative study with 25 psychology and social work preceptors from family medicine departments of the three French-speaking universities in the province of Quebec, Canada...
January 23, 2017: Patient Education and Counseling
https://www.readbyqxmd.com/read/28129090/geriatric-education-utilizing-a-palliative-care-framework
#13
Beverly Lunsford, Laurie Posey
The dramatic growth of persons over 65 and the increased incidence of multiple, chronic illness has resulted in the need for more comprehensive healthcare. Geriatrics and palliative care are medical specialties pertinent to elderly, yet neither completely addresses the needs of older adults with chronic illness. Interprofessional faculty developed Geriatric Education Using a Palliative Care Framework (GEPaC) to teach an integrated approach to care. Interactive online modules use a variety of instructional methods, including case-based interactive questions, audio-visual presentations, reflective questions, and scenario-based tests...
January 27, 2017: Gerontology & Geriatrics Education
https://www.readbyqxmd.com/read/28127792/learner-improvement-from-a-simulation-enhanced-ultrasonography-curriculum-for-first-year-medical-students
#14
Geoffrey T Miller, Mark W Scerbo, Samantha Zybak, Donald V Byars, Craig W Goodmurphy, Frank A Lattanzio, Barry J Knapp, Felicia Toreno, Alex Levitov, Sarah Shaves, Alfred Abuhamad
OBJECTIVES: We describe a simulation-enhanced ultrasonography (US) curriculum for first-year medical students as part of a comprehensive curricular integration of US skills. Our goal was to assess student knowledge and performance of US and determine their satisfaction with the integrated curriculum. METHODS: A committee of basic science, clinical, and interinstitutional faculty developed 7 educational US modules integrated into existing anatomy and physiology courses...
January 27, 2017: Journal of Ultrasound in Medicine: Official Journal of the American Institute of Ultrasound in Medicine
https://www.readbyqxmd.com/read/28123045/an-improvement-approach-to-integrate-teaching-teams-in-the-reporting-of-safety-events
#15
Alston E Dunbar, Marcie Cupit, Richard J Vath, Kyle Pontiff, Natalie Evans, Melissa Roy, Michael Bolton
BACKGROUND AND OBJECTIVE: Patient safety events are underreported by physicians. Baseline data demonstrated that physicians submitted 3% of event reports at Our Lady of the Lake Children's Hospital. Our aim was to increase the proportion of safety reports filed by residents and faculty to 6% of all reports within a 9-month period. METHODS: We used the Model for Improvement and serial Plan, Do, Study, Act cycles to test interventions we hypothesized would improve physician recognition and reporting of patient safety events...
January 25, 2017: Pediatrics
https://www.readbyqxmd.com/read/28116031/exploring-scholarship-and-the-emergency-medicine-educator-a-workforce-study
#16
Jaime Jordan, Wendy C Coates, Samuel Clarke, Daniel P Runde, Emilie Fowlkes, Jacqueline Kurth, Lalena M Yarris
INTRODUCTION: Recent literature calls for initiatives to improve the quality of education studies and support faculty in approaching educational problems in a scholarly manner. Understanding the emergency medicine (EM) educator workforce is a crucial precursor to developing policies to support educators and promote education scholarship in EM. This study aims to illuminate the current workforce model for the academic EM educator. METHODS: Program leadership at EM training programs completed an online survey consisting of multiple choice, completion, and free-response type items...
January 2017: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/28110583/evaluating-the-long-term-impact-of-faculty-development-programs-on-mcq-item-analysis
#17
Aliaa Amr Alamoudi, Basem Salama El-Deek, Yoon Soo Park, Lana Adey Al Shawwa, Ara Tekian
PURPOSE: Evaluating the long-term impact of faculty development programs (FDPs) can help monitor the effectiveness of the program and identify areas for development. This study examined long-term differences in confidence, knowledge, behaviors, and policies of faculty members who attended FDPs on multiple choice question (MCQ) item analysis and faculty members who did not attend the FDPs. METHODS: A cross-sectional study design was used, by administering a 24-item survey to a representative sample (simple random selection) of 61 faculty members at King Abdulaziz University Faculty of Medicine...
January 22, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28103718/peer-review-improves-psychometric-characteristics-of-multiple-choice-questions
#18
Hani Abozaid, Yoon Soo Park, Ara Tekian
PURPOSE: For new and emerging medical schools, developing a system to peer-review and evaluate the assessment processes through faculty development programs can be a challenge. This study evaluates the impact of peer-review practices on item analysis, reliability, and the standard error of measurement of multiple-choice questions for summative final examinations. METHODS: This study used a retrospective cohort design of two consecutive academic years in 2012 and in 2013...
January 20, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28101259/the-science-teaching-fellows-program-a-model-for-online-faculty-development-of-early-career-scientists-interested-in-teaching
#19
Loretta Brancaccio-Taras, Kelly A Gull, Claudia Ratti
The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of six webinars. In preparation for each webinar, participants completed a pre-webinar assignment...
December 2016: Journal of Microbiology & Biology Education: JMBE
https://www.readbyqxmd.com/read/28100044/conceptions-of-teaching-an-illustrated-review
#20
REVIEW
Michael Ross
BACKGROUND: Asking teachers what the term 'teaching' means to them can be a useful first activity in a faculty development session, as it typically leads to an engaging and enlightening discussion for participants and facilitators. Mapping their responses to 'conceptions of teaching' (sets of assumptions, knowledge and beliefs about teaching) in the literature seems particularly helpful in illuminating the inconsistencies, gaps and additional ways of thinking about teaching that participants may wish to consider...
February 2017: Clinical Teacher
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