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Medical Education Online

Lasith Ranasinghe, Lazarie Wright
No abstract text is available yet for this article.
December 2019: Medical Education Online
Janice Y Tsoh, Anda K Kuo, John W Barr, Laney Whitcanack, Irené Merry, Brian K Alldredge, Amin N Azzam
Most academic health sciences centers offer faculty leadership development programs (LDPs); however, the outcomes of LDPs are largely unknown. This article describes perspectives from our 12-year experience cultivating a formal faculty LDP within an academic health center and longitudinal outcomes of our LDP. Responding to faculty concerns from University of California San Francisco's (UCSF) 2001 Faculty Climate Survey, UCSF established the UCSF-Coro Faculty Leadership Collaborative (FLC) in 2005. The FLC focused on building leadership skills using a cohort-based, experiential, interactive and collaborative learning approach...
December 2019: Medical Education Online
Farrin A Manian, Felicia Hsu
BACKGROUND: Informative writing is a valuable tool for learning and fostering the scientific process. Pearls4Peers (P4P) is an educational open-access website dedicated to scholarly blog posts in hospital medicine based on questions raised during ward teaching rounds. A goal of P4P is to enhance the learning experience of medical students and housestaff (i.e., interns and upper-level residents) by inviting them to write blog posts for a worldwide audience. OBJECTIVE: To describe our experience with inviting medical students and housestaff to contribute blog posts to a clinically oriented educational website with the aim of promoting concise evidence-based informative medical writing...
December 2019: Medical Education Online
Lasith Ranasinghe
No abstract text is available yet for this article.
December 2019: Medical Education Online
(no author information available yet)
No abstract text is available yet for this article.
December 2019: Medical Education Online
Aarti C Bavare, Jenilea K Thomas, Lindsey M Gurganious, Natasha Afonso, Tessy A Thomas, Satid Thammasitboon
BACKGROUND: Widespread implementation of rapid response (RR) systems positively impacts outcomes of clinically unstable hospitalized patients. Collaboration between bedside providers and specialized responding teams is crucial for effective functioning of RR system. Bedside, providers often harbor negative feelings about having to 'call for help' that could impact their active participation in RR. OBJECTIVE: The objective of the study is to enhance active participation of bedside providers in RR by fostering self-determination through targeted education...
December 2019: Medical Education Online
Gang Li, Kheshav Banarsee, Jari A Laukkanen, Lan Hao
BACKGROUND: There is limited information on whether the orderly display of limb lead ECGs (electrocardiograms) can facilitate students to determine frontal plane QRS complex wave electrical axis. OBJECTIVES: The study investigated whether the orderly display of limb lead ECGs can raise Chinese undergraduate intern's diagnostic accuracy when determining frontal plane axis. DESIGN: A total of 147 fifth-year undergraduate interns aged between 21 and 25 years were randomly arranged into 2 groups: one group was given classically displayed ECGs of limb leads while the other group was given orderly displayed ECGs of limb leads...
December 2019: Medical Education Online
Thomas Brockfeld, Bringfried Müller, Jan de Laffolie
BACKGROUND: Video lectures are an increasingly popular format. They allow an individual choice of time, place and speed of learning. OBJECTIVE: The aim of the present study was to compare whether video lectures are as effective as live lectures to impart the complete contents of the clinical part of the medical exam. The study also examines whether students prefer live or video lectures and for what reason. DESIGN: In 2014, a preparatory course was held at the University of Göttingen to train medical students for the clinical part of the medical exams...
December 2018: Medical Education Online
Lauren Block, Judith Brenner, Joseph Conigliaro, Renee Pekmezaris, Barbara DeVoe, Andrzej Kozikowski
BACKGROUND: Longitudinal standardized patient (LSP) experiences mimic clinical practice by allowing students to interact with standardized patients (SPs) over time. LSP cases facilitate practice, assessment, and feedback in clinical skills and foster an appreciation for the continuum of care. OBJECTIVE: We sought to characterize the nature of relationship-building, feedback, and continuity among all stakeholders participating in a single LSP program. DESIGN: We developed and implemented a novel LSP program...
December 2018: Medical Education Online
Malcolm E Legget, MeiYen Toh, Andries Meintjes, Sarah Fitzsimons, Greg Gamble, Robert N Doughty
BACKGROUND: Competent cardiac auscultation is a declining skill. Digital stethoscopes and hand-held echocardiography (HHE) are modern devices which may improve the accuracy of heart murmur recognition and diagnosis. Their incremental value compared to conventional examination has not been evaluated in depth. OBJECTIVES: Our aim was to quantify the utility of digital stethoscopes and HHE as teaching aids to improve medical students' diagnostic accuracy in the evaluation of heart murmurs using a novel clinically weighted scoring system...
December 2018: Medical Education Online
Mark A Ward, Debra L Palazzi, Martin I Lorin, Anoop Agrawal, Hilel Frankenthal, Teri L Turner
BACKGROUND: The Medical Student Performance Evaluation (MSPE) is a primary source of information used by residency programs in their selection of trainees. The MSPE contains a narrative description of the applicant's performance during medical school. In 2002, the Association of American Medical Colleges' guideline for preparation of the MSPE recommended inclusion of a comparative summative assessment of the student's overall performance relative to his/her peers (final adjective). OBJECTIVE: We hypothesize that the inclusion of a final adjective in the MSPE affects a reviewer's assessment of the applicant's desirability more than the narrative description of performance and designed a study to evaluate this hypothesis...
December 2018: Medical Education Online
Samara B Ginzburg, Jessica Schwartz, Rachel Gerber, Susan Deutsch, David E Elkowitz, Christina Ventura-Dipersia, Youn Seon Lim, Robert Lucito
BACKGROUND: Healthcare delivery is shifting to team-based care and physicians are increasingly relied upon to lead and participate in healthcare teams. Educational programs to foster the development of leadership qualities in medical students are needed to prepare future physicians for these roles. OBJECTIVE: Evaluate the development of leadership attributes in medical students during their first 2 years of medical school while participating in leadership training integrated into a problem/case-based learning program utilizing the Leadership Traits Questionnaire assessment tool...
December 2018: Medical Education Online
E Marshall Brooks, Mary Lee Magee, Mark Ryan
BACKGROUND AND OBJECTIVES: Medical school curricula increasingly seek to promote medical students' commitment to redressing health disparities, but traditional pedagogical approaches have fallen short of this goal. The objective of this work was to assess the value of using community-based guided tours of disadvantaged neighborhoods to fill this gap. METHODS: A total of 50 second-year medical students participated in a guided tour of disadvantaged public housing neighborhoods in Richmond, Virginia...
December 2018: Medical Education Online
Christine C Schwartz, Aparna S Ajjarapu, Chris D Stamy, Debra A Schwinn
Within the context of major medical education curricular reform ongoing in the United States, a subset of schools has re-initiated accelerated (3-year) medical education. It would be helpful for education leaders to pause and consider historical reasons such accelerated medical schools were started, and then abandoned, over the last century to proactively address important issues. As no comprehensive historical review of 3-year medical education exists, we examined all articles published on this topic since 1900...
December 2018: Medical Education Online
Nikhil Goyal, Jason Folt, Bradley Jaskulka, Sudhir Baliga, Michelle Slezak, Lonni R Schultz, Phyllis Vallee
BACKGROUND: The Accreditation Council for Graduate Medical Education (ACGME) introduced milestones for Emergency Medicine (EM) in 2012. Clinical Competency Committees (CCC) are tasked with assessing residents on milestones and reporting them to the ACGME. Appropriate workflows for CCCs are not well defined. OBJECTIVE: Our objective was to compare different approaches to milestone assessment by a CCC, quantify resource requirements for each and to identify the most efficient workflow...
December 2018: Medical Education Online
C Stone, G Y Dogbey, S Klenzak, K Van Fossen, B Tan, G D Brannan
BACKGROUND: The need for increased expertise in evidence-based medicine and concerns about the decreasing numbers of physician-scientists have underscored the need for promoting and encouraging research in medical education. The critical shortage of physician-scientists has assumed a dimension demanding a coordinated global response. This systematic review examined the perceptions of medical students regarding research during undergraduate medical school from a global perspective. METHODS: Articles for this review were searched using PubMed, SCOPUS and Cochrane...
December 2018: Medical Education Online
Erik Hohmann, Kevin Tetsworth
International migration of healthcare professionals has increased substantially in recent decades. In order to practice medicine in the recipient country, International Medical Graduates (IMG) are required to fulfil the requirements of their new countries medical registration authorities. The purpose of this project was to compare the final fellowship exit examination in Orthopaedic Surgery for the UK, Australia, Canada and South Africa. The curriculum of the Australian Orthopaedic Association (SET) was selected as a baseline reference...
December 2018: Medical Education Online
Rebecca Erschens, Teresa Loda, Anne Herrmann-Werner, Katharina Eva Keifenheim, Felicitas Stuber, Christoph Nikendei, Stephan Zipfel, Florian Junne
BACKGROUND: High levels of burnout rates amongst medical students have been confirmed by numerous studies from diverse contexts. This study aims to explore the functional and dysfunctional coping strategies of medical students with regard to their respective burnout factors. METHODS: About 845 medical students in the 3rd , 6th , and 9th semesters and students in their final year were invited to take part in the survey. The self-administered questionnaire included items on potential functional and dysfunctional behavioural-based coping strategies as well as the Maslach Burnout Inventory-Student Version (MBI-SS)...
December 2018: Medical Education Online
Miriam A Smith, Regine Cherazard, Alice Fornari, Patti Adelman, Michelle Snopkowski, Martin Lesser
We have challenges with poor patient satisfaction scores (Hospital Consumer Assessment of Healthcare Providers and Systems [HCAHPS]) and internal medicine resident (IMR) evaluations of voluntary attending physicians. Using an Observed Structured Teaching Encounter (OSTE), we designed a faculty development project that focused on attendings' teaching and feedback skills. To assess attending communication with interns and improve attending teaching and feedback skills. All IM attendings on the Long Island Jewish Forest Hills (LIJFH) Emergency Department (ED) call schedule participated...
December 2018: Medical Education Online
Abigail E Russi, Smitha Bhaumik, Jackson J Herzog, Marianne Tschoe, Andrea C Baumgartner
BACKGROUND: The continuity provided by longitudinal clerkships has documented benefits to medical student education. Yet, little quantitative data exist on the association between longitudinal clerkships and patient outcomes. OBJECTIVE: This study compares screening metrics of a longitudinal clerkship called the education-centered medical home (ECMH) with the standard clinical model at a student-volunteer free clinic (SVFC). In the ECMH model, the same attending physician staffs one half-day of clinic with same group of students weekly for 4 years...
December 2018: Medical Education Online
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