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Perspectives on Medical Education

Kerri Cooper, Emma Hatfield, James Yeomans
BACKGROUND: Storytelling is a powerful form of communication which can improve attention and lead to lasting behavioural changes. Addressing the need to incorporate patient safety teaching into undergraduate medical curricula, it was hypothesized that medical students could benefit from hearing clinician stories of medical error. The medium of animation was considered to be a potentially engaging means of presenting stories of error to a large audience. METHODS: Three animated videos were developed to accompany audio recordings of junior doctors describing their experiences of a serious incident or near-miss event...
February 14, 2019: Perspectives on Medical Education
Grainne P Kearney, Michael K Corman, Nigel D Hart, Jennifer L Johnston, Gerard J Gormley
This 'A Qualitative Space' article takes a critical look at Dorothy Smith's approach to inquiry known as institutional ethnography and its potentiality in contemporary health professions education research. We delve into institutional ethnography's philosophical underpinnings, setting out the ontological shift that the researcher needs to make within this critical feminist approach. We use examples of research into frontline healthcare, into the health work of patients and into education to allow the reader to consider what an institutional ethnography research project might offer...
February 11, 2019: Perspectives on Medical Education
Deepthiman Gowda, Tayla Curran, Apurva Khedagi, Michael Mangold, Faiz Jiwani, Urmi Desai, Rita Charon, Dorene Balmer
Interprofessional education (IPE) is a critical component of medical education and is affected by the characteristics of the clinical teams in which students and residents train. However, clinical teams are often shaped by professional silos and hierarchies which may hinder interprofessional collaborative practice (IPCP). Narrative medicine, a branch of health humanities that focuses on close reading, reflective writing, and sharing in groups, could be an innovative approach for improving IPE and IPCP. In this report, we describe the structure, feasibility, and a process-oriented program evaluation of a narrative medicine program implemented in interprofessional team meetings in three academic primary care clinics...
February 5, 2019: Perspectives on Medical Education
Marjolein Versteeg, Paul Steendijk
INTRODUCTION: Students learn more effectively when they know what they do not know. Gaining insight into students' metacognitive awareness is needed as misalignment between actual and self-perceived knowledge impedes their learning process. The optimal method of measuring self-perceived knowledge is still under debate. In this study, we evaluate the use of psychology-derived post-decision wagering for mapping students self-perceived knowledge. METHODS: Students (n = 71) performed a pre-test on medical physiology, followed by a teacher-moderated discussion and a post-test with isomorph questions...
February 5, 2019: Perspectives on Medical Education
Olga Kits, Camille Angus, Anna MacLeod, Jonathan Tummons
Collaboration in diverse teams is a central topic area in medical education, health research, and healthcare. As medical education researchers we implemented an internal grant policy to develop a progressive research partnership based on widely accepted guidelines for responsible conduct of research. Our intention was to proactively manage and guide group expectations around issues such as access to data and authorship. Our policy was based on 'soft power' principles, using the persuasiveness of ideas, relationships and inducements to encourage people to 'want what you want...
January 28, 2019: Perspectives on Medical Education
Dario M Torre, Caridad A Hernandez, Analia Castiglioni, Steven J Durning, Barbara J Daley, Paul A Hemmer, Jeffrey LaRochelle
INTRODUCTION: National organizations have identified a need for the creation of novel approaches to teach clinical reasoning throughout medical education. The aim of this project was to develop, implement and evaluate a novel clinical reasoning mapping exercise (CResME). METHODS: Participants included a convenience sample of first and second year medical students at two US medical schools: University of Central Florida (UCF) and Uniformed Services University of Health Sciences (USUHS)...
January 21, 2019: Perspectives on Medical Education
Marrigje E Duitsman, Cornelia R M G Fluit, Janiëlle A E M van Alfen-van der Velden, Marieke de Visser, Marianne Ten Kate-Booij, Diana H J M Dolmans, Debbie A D C Jaarsma, Jacqueline de Graaf
INTRODUCTION: In postgraduate medical education, group decision-making has emerged as an essential tool to evaluate the clinical progress of residents. Clinical competency committees (CCCs) have been set up to ensure informed decision-making and provide feedback regarding performance of residents. Despite this important task, it remains unclear how CCCs actually function in practice and how their performance should be evaluated. METHODS: In the prototyping phase of a design-based approach, a CCC meeting was developed, using three theoretical design principles: (1) data from multiple assessment tools and multiple perspectives, (2) a shared mental model and (3) structured discussions...
January 17, 2019: Perspectives on Medical Education
Alice Cavanagh, Meredith Vanstone, Stacey Ritz
Problem-based medical education is based in a biomedical worldview that works to entrench deterministic ways of thinking about socioculturally-influenced health disparities in the minds of medical trainees. This perspective paper considers the utility of Paolo Freire's critical pedagogy as a means of redressing this issue, as it may enable medical learners to perceive and address the social sources of illness that shape their patients' lives. With an eye to advancing health equity, and educating health professionals who are responsive to marginalized and vulnerable communities, this paper considers how a problem-posing medical education could redefine physicians' relationships to knowledge, identity, and to their patients...
January 10, 2019: Perspectives on Medical Education
Christina St-Onge, Meredith Young, Lara Varpio
PROBLEM: PhD-trained researchers working in health professions education (HPE) regularly engage in one-on-one, or one-on-few, scholarly mentorship activities. While this work is often a formal expectation of these scientists' roles, rarely is there formal institutional acknowledgement of this mentorship. In fact, there are few official means through which a research scientist can document the frequency or quality of the scholarly mentorship they provide. APPROACH: OUTCOMES: The STHPE assessment tool has appropriate psychometric properties and evidence supporting acceptability...
January 10, 2019: Perspectives on Medical Education
Chris Watling, Lorelei Lingard
No abstract text is available yet for this article.
January 7, 2019: Perspectives on Medical Education
Lara Varpio, Erik Driessen, Lauren Maggio, Lorelei Lingard, Kalman Winston, Kulamakan Kulasegaram, Alisa Nagler, Jennifer Cleland, Johanna Schönrock-Adema, Elise Paradis, Anne Mette Mørcke, Wendy Hu, Margaret Hay, Martin G Tolsgaard
No abstract text is available yet for this article.
December 2018: Perspectives on Medical Education
Marije van Braak, Esther de Groot, Mario Veen, Lisanne Welink, Esther Giroldi
No abstract text is available yet for this article.
November 16, 2018: Perspectives on Medical Education
Harold G J Bok, Lubberta H de Jong, Thomas O'Neill, Connor Maxey, Kent G Hecker
INTRODUCTION: Competency-based education (CBE) is now pervasive in health professions education. A foundational principle of CBE is to assess and identify the progression of competency development in students over time. It has been argued that a programmatic approach to assessment in CBE maximizes student learning. The aim of this study is to investigate if programmatic assessment, i. e., a system of assessment, can be used within a CBE framework to track progression of student learning within and across competencies over time...
November 14, 2018: Perspectives on Medical Education
Joy Doll, Anna Maio, Meghan Potthoff
Interprofessional education (IPE) is now recognized as an important initiative to prepare the next generation of health providers. Although IPE has been embraced by many institutions, faculty development still remains an issue. In this manuscript, the authors share their story of one attempt to educate a variety of health science faculty on IPE in what was perceived as an approachable venue. The story of its epic failure and lessons learned will be shared to help others avoid similar pitfalls.
November 13, 2018: Perspectives on Medical Education
Michelle Ricci, Christina St-Onge, Jing Xiao, Meredith Young
INTRODUCTION: For assessment to fill an educational role, students must see the results generated by assessment as valuable, and actively engage with this feedback in order to support learning. Few studies include examinees as stakeholders in validation beyond general notions of acceptability. Here, we explore students as stakeholders in the validation of a newly implemented assessment. METHODS: A student-relevant validity framework based on the unified theory of validity was created and adapted to a survey format...
November 12, 2018: Perspectives on Medical Education
Cheryl L Holmes, Maria M Hubinette, Malcolm Maclure, Harry Miller, Daniel Ting, Greg Costello, Melanie Reed, Glenn Regehr
INTRODUCTION: In the spirit of enacting an educational model of guided, collective reflection to support positive professional identity construction in healthcare learners, we implemented a reflection-based course for medical students transitioning to clerkship with three goals: to sensitize learners to the hidden curriculum; to provide a safe and confidential forum to discuss their experiences; and to co-construct strategies to deal with the pressures in the clinical environment METHODS: We used a design-based research protocol...
November 12, 2018: Perspectives on Medical Education
Sébastien Xavier Joncas, Christina St-Onge, Sylvie Bourque, Paul Farand
INTRODUCTION: To alleviate some of the burden associated with the development of novel quality questions on a regular basis, medical education programs may favour the use of item banks. This practice answers the real pragmatic need of having to create exams de novo at each administration while benefiting from using psychometrically sound questions to assess students. Unfortunately, programs cannot prevent trainees from engaging in cheating behaviours such as content sharing, and little is known about the impact of re-using items...
November 12, 2018: Perspectives on Medical Education
Sebastian Uijtdehaage, Lambert W T Schuwirth
No abstract text is available yet for this article.
November 8, 2018: Perspectives on Medical Education
Christopher Harrison
No abstract text is available yet for this article.
November 8, 2018: Perspectives on Medical Education
Anna Byszewski, Amy Fraser, Heather Lochnan
OBJECTIVES: A structured, reflection-based electronic portfolio program (ePortfolio), with novel faculty development initiative, involving 'shadow coaches', was shared with the newly formed Ottawa-Shanghai Joint School of Medicine (OSJSM). OSJSM is a partnership between Shanghai Jiao Tong University and the University of Ottawa. As the world's first Sino-Canadian Joint Medical School, OSJSM introduced North American undergraduate medical curriculum to China. 'Shadow coaching' involved trans-Pacific pairing of coaches, supplemented by local faculty development...
October 25, 2018: Perspectives on Medical Education
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