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Medical Teacher

Ingrid Philibert, Elizabeth Elsey, Simon Fleming, Saleem Razack
PURPOSE: We examined studies of the clinical learning environment from the fields of sociology and organizational culture to (i) offer insight into how workplace culture has informed research on postgraduate trainee learning and professional development; (ii) highlight limitations of the literature; and (iii) suggest practical ways to apply sociocultural concepts to challenges in the learning environment. MATERIALS AND METHODS: Concepts were explored by participants at a consensus conference in October 2018...
February 14, 2019: Medical Teacher
Jonas Nordquist, Ming-Ka Chan, Jerry Maniate, David Cook, Cathal Kelly, Allan McDougall
Medical education has traditionally focused on the learners, the educators, and the curriculum, while tending to overlook the role of the designed environment. Experience indicates, however, that processes and outcomes of medical education are sensitive to the qualities and disposition of the spaces in which it occurs. This includes the clinical education within the patient care environment, termed the clinical learning environment (CLE). Recognition of this has informed the design of some new clinical learning spaces for the past decade...
February 14, 2019: Medical Teacher
Kelly J Caverzagie, Mitchell G Goldenberg, Jena M Hall
The clinical learning environment for the postgraduate education of physicians significantly influences the learning process and the outcomes of learning. Two critical aspects of the learning environment, when viewed through a psychology lens are (1) constructs from psychology relevant to learning, such as cognitive load theory and learner self-efficacy; and (2) psychological attributes of the context in which learning occurs such as psychological safety and "Just Culture". In this paper, we address selected psychological aspects of the clinical learning environment, with a particular focus on the establishment and sustainment of psychological safety in the clinical learning environment for physicians...
February 14, 2019: Medical Teacher
Larry D Gruppen
No abstract text is available yet for this article.
February 14, 2019: Medical Teacher
Serena Y Kuang
Stress, depression, and job burnout are plaguing the medical field. These issues have many causes, one of which is a stigma or the fear of being stigmatized that leads the sufferer to deny the problem or delay seeking help. In this article, I will share a recent story of how a mind adjustment from a negative view of the past failure to a broader outlook quickly and effectively reduced the pre-exam stress of a student in a class I am teaching.
February 13, 2019: Medical Teacher
Ivy Oandasan, Liz Martin, Melissa McGuire, Rochelle Zorzi
The shift to competency-based medical education (CBME) requires a new approach to program evaluation. CBME implementers need to embed evaluation in their programs to ensure their CBME adapts to the changing demands of the healthcare system. This 12 tips paper proposes that those advancing CBME use an improvement-oriented, utilization-focused approach to program evaluation. This will yield information that can help CBME implementers to continually examine the context, process and early outcomes of their programs...
February 13, 2019: Medical Teacher
Katy Crisp, Sarah Venning
No abstract text is available yet for this article.
February 11, 2019: Medical Teacher
Sylvia R Cruess, Richard L Cruess, Yvonne Steinert
While teaching medical professionalism has been an important aspect of medical education over the past two decades, the recent emergence of professional identity formation as an important concept has led to a reexamination of how best to ensure that medical graduates come to "think, act, and feel like a physician." If the recommendation that professional identity formation as an educational objective becomes a reality, curricular change to support this objective is required and the principles that guided programs designed to teach professionalism must be reexamined...
February 11, 2019: Medical Teacher
Morris Gordon, Jeanne Farnan, Ciaran Grafton-Clarke, Ridwaan Ahmed, Dawne Gurbutt, John McLachlan, Michelle Daniel
Consensus on how to assess non-technical skills is lacking. This systematic review aimed to evaluate the evidence regarding non-technical skills assessments in undergraduate medical education, to describe the tools used, learning outcomes and the validity, reliability and psychometrics of the instruments. A standardized search of online databases was conducted and consensus reached on included studies. Data extraction, quality assessment, and content analysis were conducted per Best Evidence in Medical Education guidelines...
February 8, 2019: Medical Teacher
David Prideaux, Julie Ash, Simon Broadley, Brendan Crotty, William Hart, Judy Searle, Jon Watson, Lindon Wing, Paul Worley
The early part of this century saw an unprecedented growth in number and size of Australian medical schools. There was some partnering of the new schools with existing programs. Griffith, Deakin and Curtin Universities leased an established curriculum from Flinders University. Nature and rationale for curriculum leasing: The new schools had short startup times and leasing a curriculum enabled them to appoint key staff, develop facilities and meet accreditation requirements in a timely way. However, the lease arrangements were costly and the curriculum was largely determined before the Dean and key staff appointments...
February 8, 2019: Medical Teacher
Leila Bazrafcan, Mitra Amini
No abstract text is available yet for this article.
February 8, 2019: Medical Teacher
Xingyue Maria Wang
No abstract text is available yet for this article.
February 8, 2019: Medical Teacher
Helena J Chapman, Shobhana Gupta
No abstract text is available yet for this article.
February 8, 2019: Medical Teacher
Danielle Blouin, Ara Tekian, Ilene B Harris
PURPOSE: Medical schools are expected to engage in ongoing reflection to maintain the quality of the education they deliver, that is, to cultivate a Quality Culture. Quality Culture integrates the culture of an organization with its structure and management processes. The culture of medical schools has not been previously studied. Organizational cultures can be identified using the Competing Value Questionnaire, and classified into four types, based on organizations' climate, leader style, reward systems, and strategic emphasis...
February 7, 2019: Medical Teacher
Timothy Alan Wittick, Ketsomsouk Bouphavanh, Vannyda Namvongsa, Amphay Khounthep, Amy Gray
Medical education in Laos has undergone significant developments over the last century. A transition from a foreign to locally trained medical workforce has taken place, with international partners having an ongoing presence. Undergraduate and postgraduate medical education in Laos is now delivered by a single, government administered university. The transition to locally based training has had many flow-on benefits, including the retention of Lao doctors in the country and having graduates who are familiar with the local health system...
February 1, 2019: Medical Teacher
Marco Antonio de Carvalho-Filho, René A Tio, Yvonne Steinert
Teaching and learning practices often fail to incorporate new concepts in the ever-evolving field of medical education. Although medical education research provides new insights into curricular development, learners' engagement, assessment methods, professional development, interprofessional education, and so forth, faculty members often struggle to modernize their teaching practices. Communities of practice (CoP) for faculty development offer an effective and sustainable approach for knowledge management and implementation of best practices...
February 1, 2019: Medical Teacher
Carmen Lok Tung Ho
No abstract text is available yet for this article.
February 1, 2019: Medical Teacher
Adam Hexter, Alistair Hunter
No abstract text is available yet for this article.
February 1, 2019: Medical Teacher
Stacey Kassutto, Nitin Seam, William G Carlos, Diana Kelm, Viren Kaul, Nancy H Stewart, Laura Hinkle
Inpatient bedside teaching rounds provide an opportunity to foster effective interprofessional collaboration between members of the healthcare team. Although effective interprofessional practice has been shown to improve patient satisfaction, patient outcomes, and job satisfaction, there is limited literature for successful implementation of interprofessional teaching rounds. To address this gap, we have compiled 12 tips for conducting effective interprofessional bedside teaching rounds. These tips offer strategies for creating a structured rounding system, with clear delineation of expectations, defined opportunities for learning across disciplines, and active engagement of and respect for all team members...
February 1, 2019: Medical Teacher
Lubberta H de Jong, Harold G J Bok, Wim D J Kremer, Cees P M van der Vleuten
PURPOSE: According to the principles of programmatic assessment, a valid high-stakes assessment of the students' performance should amongst others, be based on a multiple data points, supposedly leading to saturation of information. Saturation of information is generated when a data point does not add important information to the assessor. In establishing saturation of information, institutions often set minimum requirements for the number of assessment data points to be included in the portfolio...
February 1, 2019: Medical Teacher
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