Collections QUB Medical Education: Library...

QUB Medical Education: Library at Queen's
Lara Varpio, Emily Harvey, Debbie Jaarsma, Nancy Dudek, Margaret Hay, Kathy Day, Karlen Bader Larsen, Jennifer Cleland
INTRODUCTION: The underrepresentation of women among senior faculty members in medical education is a longstanding problem. The purpose of this international qualitative investigation was to explore women and men's experiences of attaining full professorship and to investigate why women remain underrepresented among the senior faculty ranks. METHODS: Conducted within a social constructionist orientation, our qualitative study employed narrative analysis. Two female and two male participants working in medical education were recruited from five nations: Australia, Canada, the Netherlands, United Kingdom and United States...
May 2021: Medical Education
Patrick Cairns, India Pinker, Andrew Ward, Evelyn Watson, Anita Laidlaw
BACKGROUND: Empathy is a cornerstone of patient-centred care. However, empathy levels among health care professionals and medical students are currently suboptimal. An empathy map is a tool which aids in understanding another person's perspective. Empathy maps have up until now not been used in a medical education setting. OBJECTIVE: To assess the attitudes towards, applicability and usefulness of empathy maps as part of medical student's communication skills training...
April 2021: Clinical Teacher
Amy Miles, Shiphra Ginsburg, Matthew Sibbald, Walter Tavares, Chris Watling, Lynfa Stroud
INTRODUCTION: Capitalising on direct workplace observations of residents by interprofessional team members might be an effective strategy to promote formative feedback in postgraduate medical education. To better understand how interprofessional feedback is conceived, delivered, received and used, we explored both feedback provider and receiver perceptions of workplace feedback. METHODS: We conducted 17 individual interviews with residents and eight focus groups with health professionals (HPs) (two nurses, two rehabilitation therapists, two pharmacists and two social workers), for a total of 61 participants...
April 2021: Medical Education
Helene Hense, Lorenz Harst, Denise Küster, Felix Walther, Jochen Schmitt
PURPOSE: The increase of longitudinal integrated curricula in medical schools worldwide represents the shift towards an outcome-oriented education. This novel model allows comprehensive student-patient interactions over time and integrates the educational content across disciplines. According to quantitative research, students, patients, doctors and communities benefit from this educational model in terms of participant satisfaction, learning outcomes and clinician recruitment. However, quantitative research does not provide detailed information on programme implementation processes...
May 2021: Medical Education
Gabrielle Brand, Jorja Collins, Gitanjali Bedi, James Bonnamy, Liza Barbour, Chanika Ilangakoon, Rosie Wotherspoon, Margaret Simmons, Misol Kim, Patricia Nayna Schwerdtle
BACKGROUND: Steering planetary and human health towards a more sustainable future demands educated and prepared health professionals. AIM: This research aimed: to explore health professions educators' sustainable healthcare education (SHE) knowledge, attitudes, self-efficacy and teaching practices across 13 health professions courses in one Australian university. METHODS: Utilising a sequential mixed-methods design: Phase one (understanding) involved an online survey to ascertain educators' SHE knowledge, attitudes, self-efficacy and teaching practices to inform phase two (solution generation), 'Teach Green' Hackathon...
March 2021: Medical Teacher
Joy Rudland, Mike Tweed, Chrystal Jaye, Tim J Wilkinson
INTRODUCTION: Learner neglect is a relatively new concept in education, and no suitable framework for its exploration has been devised. The aim of this study was to determine whether an existing framework, Glaser's framework of child neglect, could be applied to learner neglect in clinical learning environments. This was a retrospective analysis of data obtained as part of a related study. METHOD: Six focus groups were conducted with medical students in their early clinical years to explore their views of what experiences in medical education were challenging and why they presented a challenge...
April 2021: Medical Education
Ian S Chua, Alyssa L Bogetz, Michele Long, Terry Kind, Mary Ottolini, Matthew Lineberry, Priti Bhansali
PURPOSE: To explore how medical students completing a pediatric clerkship viewed the benefits and barriers of debrief interviews with hospitalized patients and families. METHODS: In this study, focus groups were conducted with pediatric clerkship students after completion of a debrief interview. The constant comparative method was used with Mezirow's transformative learning theory as a lens to explore perceptions of the benefits and challenges of performing the interview...
April 2021: Medical Teacher
Lior Rozental, Dafna Meitar, Orit Karnieli-Miller
INTRODUCTION: Reflective ability is an important skill for enhancing professionalism and developing communication skills. To improve reflective ability, medical educators encourage use of written reflective journals, for which feedback is important. It is difficult for educators to anticipate how their feedback will be perceived. Therefore, this study examined students' experiences with educators' written feedback on reflective journals. METHODS: A qualitative, immersion/crystallization analysis of 60 written feedback texts to 15 medical students (30 identified by students as meaningful and 30 as less meaningful) and in-depth semi-structured interviews with these students...
April 2021: Medical Education
Karin J Baatjes, Alex V Keiller, Alwyn J Louw, Marietjie Van Rooyen
BACKGROUND: Varied and limited opportunities to assist during operations, hamper surgical procedural training. Furthermore, the trainee's view of the procedure differs from that of the operating surgeon. New solutions could emerge when instruction under direct supervision can be combined with technological advances in surgical practice. This study assesses the feasibility of using the GoPro HERO™ to record operations for educational purposes, from the perspective of the surgical and technical team...
October 9, 2020: Clinical Teacher
Michael D Wolcott, Jacqueline E McLaughlin, Alice Hann, Amelia Miklavec, Gary L Beck Dallaghan, Denise H Rhoney, Meg Zomorodi
INTRODUCTION: Growth mindset is a motivation theory proposed by Carol Dweck that posits our beliefs about intelligence, and the ability to change mindsets can have impacts on how we approach challenges, respond to criticism challenges and orient our goals. This study characterised articles on growth mindset theory in health professions education to: summarise the aspects of growth mindset being researched, describe the discussed benefits of growth mindset theory and outline strategies discussed that may promote a growth mindset...
April 2021: Medical Education
Lauren A Maggio, Kelsey Larsen, Aliki Thomas, Joseph A Costello, Anthony R Artino
OBJECTIVES: Over the last two decades, the number of scoping reviews in core medical education journals has increased by 4200%. Despite this growth, research on scoping reviews provides limited information about their nature, including how they are conducted or why medical educators undertake this knowledge synthesis type. This gap makes it difficult to know where the field stands and may hamper attempts to improve the conduct, reporting and utility of scoping reviews. Thus, this review characterises the nature of medical education scoping reviews to identify areas for improvement and highlight future research opportunities...
June 2021: Medical Education
Maria Carmen G Diaz, Barbara M Walsh
Simulation is a valuable, immersive educational tool for both health professional trainees and experienced clinicians. By promoting a realistic, collaborative, safe, hands-on, learning environment, simulation allows interprofessional teams to come together and practise both routine and high stakes, low-frequency events. The COVID-19 pandemic and the need for social distancing have shifted traditional simulation-based medical education towards a virtual platform: telesimulation. Telesimulation is an evolving field and the speed at which clinical educators need to adapt to use this platform is unprecedented...
April 2021: Clinical Teacher
Marcus P Mosley, Nowshin Tasfia, Kimberly Serna, Marlene Camacho-Rivera, Victoria Frye
CONTEXT: There is growing concern that during their education medical students come to believe that 'race' is a biological construct and that differential treatment of patients based on 'race' is clinically beneficial. How 'race' is presented to medical students may influence both their implicit biases and future clinical practices, potentially widening racial disparities in care. METHODS: We conducted in-depth interviews with twenty-two pre-clinical mostly non-White medical students attending a public medical school in a major metropolitan area in the northeastern United States...
May 2021: Medical Education
Craig Brown, Jeremy Morse, David Nesvadba, Ashley Meldrum
The use of simulation as a tool for assessment in medical examinations is expanding. We describe 12 practical tips for the implementation of simulation based critical evaluation for the Objective Structured Clinical Examination (OSCE). The material in this article is a combination of personal experience and the available literature. Three themes are discussed encompassing simulation theory for the OSCE, practical features of simulation for the clinical examination and contingency planning. As clinical assessment evolves, the utility for simulation-based practice will advance alongside...
April 2021: Medical Teacher
Rosellen Roche, Joel Manzi, Samantha Baker, Terra Ndubuizu
BACKGROUND AND OBJECTIVES: The Aspiring Doctors Precollege Program is an innovative pipeline program designed to introduce under-represented minority (URM) high school students to career in medicine. A total of 52 students have completed this year-long program. This study sought to provide insight into student perceptions of barriers to entry and success in the medical field. METHODS: Each year, students were selected based on a competitive application process. At the end of the program, students were asked to complete a survey evaluating their experiences in this program and their level of interest in medicine...
April 2021: Clinical Teacher
Michelle Daniel, Morris Gordon, Madalena Patricio, Ahmad Hider, Cameron Pawlik, Rhea Bhagdev, Shoaib Ahmad, Sebastian Alston, Sophie Park, Teresa Pawlikowska, Eliot Rees, Andrea Jane Doyle, Mohan Pammi, Satid Thammasitboon, Mary Haas, William Peterson, Madelyn Lew, Deena Khamees, Maxwell Spadafore, Nicola Clarke, Jennifer Stojan
BACKGROUND: COVID-19 has fundamentally altered how education is delivered. Gordon et al. previously conducted a review of medical education developments in response to COVID-19; however, the field has rapidly evolved in the ensuing months. This scoping review aims to map the extent, range and nature of subsequent developments, summarizing the expanding evidence base and identifying areas for future research. METHODS: The authors followed the five stages of a scoping review outlined by Arskey and O'Malley...
March 2021: Medical Teacher
Amanda Bell, Alice Cavanagh, Catherine E Connelly, Allyn Walsh, Meredith Vanstone
INTRODUCTION: Over 50% of medical students worldwide report experiencing mistreatment and abuse during their clinical education, yet only a small proportion of students report these concerns to administration. It is unknown how medical students make sense of their experiences of mistreatment and come to decide whether to formally report these experiences. Improved understanding of this phenomenon will facilitate changes at the administrative and institutional levels to better support students...
April 2021: Medical Education
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