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Academic Med & Thinking

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41 papers 100 to 500 followers Thinking about thinking. Thinking about learning. And thinking about teaching...WELL.
By Jessica Schwartz Orthopedic residency trained doctor of physical therapy
https://www.readbyqxmd.com/read/26449361/commentary-on-competency-based-medical-education-and-scholarship-creating-an-active-academic-culture-during-residency
#1
Teresa M Chan, S Luckett-Gatopoulos, Brent Thoma
No abstract text is available yet for this article.
October 2015: Perspectives on Medical Education
https://www.readbyqxmd.com/read/26107881/appraising-the-quality-of-medical-education-research-methods-the-medical-education-research-study-quality-instrument-and-the-newcastle-ottawa-scale-education
#2
David A Cook, Darcy A Reed
PURPOSE: The Medical Education Research Study Quality Instrument (MERSQI) and the Newcastle-Ottawa Scale-Education (NOS-E) were developed to appraise methodological quality in medical education research. The study objective was to evaluate the interrater reliability, normative scores, and between-instrument correlation for these two instruments. METHOD: In 2014, the authors searched PubMed and Google for articles using the MERSQI or NOS-E. They obtained or extracted data for interrater reliability-using the intraclass correlation coefficient (ICC)-and normative scores...
August 2015: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/26107882/residents-perspectives-on-rewards-and-challenges-of-caring-for-ambulatory-care-patients-living-with-chronic-illness-findings-from-three-academic-health-centers
#3
MULTICENTER STUDY
David C Thomas, Chad Kessler, Namita Sachdev, H Barrett Fromme, Alan Schwartz, Ilene Harris
PURPOSE: To elicit residents' perspectives on rewards and challenges of caring for ambulatory patients with chronic illness and ways to improve their education in caring for these patients. METHOD: The authors conducted a qualitative study with internal medicine residents during ambulatory medicine block rotations at three academic health centers from October 2011 through February 2012. Focus group questions covered rewards and challenges of caring for patients with chronic illness and strengths and weaknesses of residency education therein, and the Chronic Care Model provided a framework for interpretation...
December 2015: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/25523012/twitter-as-a-tool-for-communication-and-knowledge-exchange-in-academic-medicine-a-guide-for-skeptics-and-novices
#4
Esther K Choo, Megan L Ranney, Teresa M Chan, N Seth Trueger, Amy E Walsh, Ken Tegtmeyer, Shannon O McNamara, Ricky Y Choi, Christopher L Carroll
Twitter is a tool for physicians to increase engagement of learners and the public, share scientific information, crowdsource new ideas, conduct, discuss and challenge emerging research, pursue professional development and continuing medical education, expand networks around specialized topics and provide moral support to colleagues. However, new users or skeptics may well be wary of its potential pitfalls. The aims of this commentary are to discuss the potential advantages of the Twitter platform for dialogue among physicians, to explore the barriers to accurate and high-quality healthcare discourse and, finally, to recommend potential safeguards physicians may employ against these threats in order to participate productively...
May 2015: Medical Teacher
https://www.readbyqxmd.com/read/25805265/can-the-multiple-mini-interview-predict-academic-achievement-in-medical-school
#5
Ja Kyoung Kim, Seok Hoon Kang, Hee Jae Lee, JeongHee Yang
PURPOSE: The purpose of this study was to determine whether the multiple mini-interview (MMI) predicts academic achievement for subjects in a medical school curriculum. METHODS: Of 49 students who were admitted in 2008, 46 students finished the entire medical education curriculum within 4 years. We calculated the Pearson correlation coefficients between the total MMI score of the 46 graduates and their academic achievements in all subjects of the curriculum. RESULTS: The correlation coefficients between total MMI score and academic achievement in Medical Interview and History Taking, Problem-Based Learning, Doctoring I, and Clinical Practice of Surgery ranged from 0...
September 2014: Korean Journal of Medical Education
https://www.readbyqxmd.com/read/25629944/can-empathy-other-personality-attributes-and-level-of-positive-social-influence-in-medical-school-identify-potential-leaders-in-medicine
#6
Mohammadreza Hojat, Barret Michalec, J Jon Veloski, Mark L Tykocinski
PURPOSE: To test the hypotheses that medical students recognized by peers as the most positive social influencers would score (1) high on measures of engaging personality attributes that are conducive to relationship building (empathy, sociability, activity, self-esteem), and (2) low on disengaging personality attributes that are detrimental to interpersonal relationships (loneliness, neuroticism, aggression-hostility, impulsive sensation seeking). METHOD: The study included 666 Jefferson Medical College students who graduated in 2011-2013...
April 2015: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/25597025/reflections-on-empathy-in-medical-education-what-can-we-learn-from-social-neurosciences
#7
Ingrid Preusche, Claus Lamm
The role of empathy in human social interaction has been examined in several research fields, including medical education (ME) and social neuroscience (SN). SN yields insights into empathy based on neurobiological processes, and such information may also be relevant to ME. In this reflection article, the authors first critically review current definitions and concepts of empathy in ME and link them to recent SN findings. In the light of recent evidence from SN, research in ME regarding the positive and negative effects of empathy for physicians and patients is discussed, as well as the question whether (future) physicians differ from the general population with regard to empathic skills...
March 2016: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/25546362/geriatric-emergency-medicine-principles-and-practice-edited-by-joseph-h-kahn-brendan-g-magauran-jr-jonathan-s-olshaker-cambridge-uk-cambridge-university-press-2014-379-pp-88-00-paperback
#8
Aaron Dora-Laskey
No abstract text is available yet for this article.
December 26, 2014: Academic Emergency Medicine: Official Journal of the Society for Academic Emergency Medicine
https://www.readbyqxmd.com/read/25350324/costs-related-to-a-flipped-classroom
#9
LETTER
John Spangler
No abstract text is available yet for this article.
November 2014: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/25350333/the-case-for-interprofessional-learning-and-collaborative-practice-in-graduate-medical-education
#10
Rebecca S Brienza, Susan Zapatka, Emily M Meyer
No abstract text is available yet for this article.
November 2014: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/25350336/demystify-leadership-in-order-to-cultivate-it
#11
Gurpreet Dhaliwal, Niraj L Sehgal
No abstract text is available yet for this article.
November 2014: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/25354074/the-medical-education-pathway-description-and-early-outcomes-of-a-student-as-teacher-program
#12
Celeste Song, Barbara J Davis, David R Lambert
PROBLEM: Although senior medical students at the University of Rochester School of Medicine and Dentistry (URSMD) have a long history of teaching junior peers, no formal educational training existed for students until 2007. The Medical Education Pathway (MEP) at the URSMD is a longitudinal student-as-teacher program that addresses both the local precedent of medical student teaching and the ongoing need to prepare students for teaching in residency and beyond. APPROACH: In 2007, administrative faculty spearheaded efforts to create the MEP Committee, whose members then designed and implemented an elective curriculum...
April 2015: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/25406602/feedback-in-clinical-education-untying-the-gordian-knot
#13
COMMENT
Debra F Weinstein
Feedback is essential to clinical education, especially in the era of competencies, milestones, and entrustable professional activities. It is, however, an area where medical educators often fall short. Although educational leaders and faculty supervisors provide feedback in a variety of clinical settings, surveys show important gaps in medical student and resident satisfaction with the feedback received, suggesting lost opportunities to identify performance problems as well as to help each learner reach his or her greatest potential...
May 2015: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/25406603/applying-kolb-s-learning-cycle-to-competency-based-residency-education
#14
Karen Schultz, Laura McEwen, Jane Griffiths
No abstract text is available yet for this article.
November 18, 2014: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/25423151/graduate-medical-education-and-the-institute-of-medicine-report
#15
EDITORIAL
David P Sklar
No abstract text is available yet for this article.
December 2014: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/25426738/slow-medical-education
#16
Delese Wear, Joseph Zarconi, Arno Kumagai, Kathy Cole-Kelly
Slow medical education borrows from other "slow" movements by offering a complementary orientation to medical education that emphasizes the value of slow and thoughtful reflection and interaction in medical education and clinical care. Such slow experiences, when systematically structured throughout the curriculum, offer ways for learners to engage in thoughtful reflection, dialogue, appreciation, and human understanding, with the hope that they will incorporate these practices throughout their lives as physicians...
March 2015: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/25470312/affordances-of-knowledge-translation-in-medical-education-a-qualitative-exploration-of-empirical-knowledge-use-among-medical-educators
#17
Betty Onyura, France Légaré, Lindsay Baker, Scott Reeves, Jay Rosenfield, Simon Kitto, Brian Hodges, Ivan Silver, Vernon Curran, Heather Armson, Karen Leslie
PURPOSE: Little is known about knowledge translation processes within medical education. Specifically, there is scant research on how and whether faculty incorporate empirical medical education knowledge into their educational practices. The authors use the conceptual framework of affordances to examine factors within the medical education practice environment that influence faculty utilization of empirical knowledge. METHOD: In 2012, the authors, using a purposive sampling strategy, recruited medical education leaders in undergraduate medical education from a Canadian university...
April 2015: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/25539516/transforming-educational-accountability-in-medical-ethics-and-humanities-education-toward-professionalism
#18
David J Doukas, Darrell G Kirch, Timothy P Brigham, Barbara M Barzansky, Stephen Wear, Joseph A Carrese, Joseph J Fins, Susan E Lederer
Effectively developing professionalism requires a programmatic view on how medical ethics and humanities should be incorporated into an educational continuum that begins in premedical studies, stretches across medical school and residency, and is sustained throughout one's practice. The Project to Rebalance and Integrate Medical Education National Conference on Medical Ethics and Humanities in Medical Education (May 2012) invited representatives from the three major medical education and accreditation organizations to engage with an expert panel of nationally known medical educators in ethics, history, literature, and the visual arts...
June 2015: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/25539305/the-effect-of-residency-and-fellowship-type-on-hand-surgery-clinical-practice-patterns
#19
COMPARATIVE STUDY
Karan Mehta, Paul Pierce, David T W Chiu, Vishal Thanik
BACKGROUND: The Accreditation Council for Graduate Medical Education requires accredited fellowship programs to exhibit proficiency in six broadly defined domains; however, core competencies specifically mandated for hand surgery training have yet to be established. Several studies have demonstrated significant disparities in exposure to essential skills and knowledge between orthopedic surgery- and plastic surgery-based hand surgery fellowship programs. To determine whether significant discrepancies also exist after fellowship between hand surgeons trained in orthopedic surgery and those trained in plastic surgery, clinical practice patterns were evaluated...
January 2015: Plastic and Reconstructive Surgery
https://www.readbyqxmd.com/read/25277664/insomnia-in-shift-work
#20
Annie Vallières, Aïda Azaiez, Vincent Moreau, Mélanie LeBlanc, Charles M Morin
BACKGROUND: Shift work disorder involves insomnia and/or excessive sleepiness associated with the work schedule. The present study examined the impact of insomnia on the perceived physical and psychological health of adults working on night and rotating shift schedules compared to day workers. METHODS: A total of 418 adults (51% women, mean age 41.4 years), including 51 night workers, 158 rotating shift workers, and 209 day workers were selected from an epidemiological study...
December 2014: Sleep Medicine
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