collection
https://read.qxmd.com/read/33706632/changing-medical-education-overnight-the-curricular-response-to-covid-19-of-nine-medical-schools
#1
Andrew P Binks, Renée J LeClair, Joanne M Willey, Judith M Brenner, James D Pickering, Jesse S Moore, Kathryn N Huggett, Kathleen M Everling, John A Arnott, Colleen M Croniger, Christa H Zehle, N Kevin Kranea, Richard M Schwartzstein
Issue: Calls to change medical education have been frequent, persistent, and generally limited to alterations in content or structural re-organization. Self-imposed barriers have prevented adoption of more radical pedagogical approaches, so recent predictions of the 'inevitability' of medical education transitioning to online delivery seemed unlikely. Then in March 2020 the COVID-19 pandemic forced medical schools to overcome established barriers overnight and make the most rapid curricular shift in medical education's history...
March 11, 2021: Teaching and Learning in Medicine
https://read.qxmd.com/read/28824752/more-than-likes-and-tweets-creating-social-media-portfolios-for-academic-promotion-and-tenure
#2
Daniel Cabrera, Bryan S Vartabedian, Robert J Spinner, Barbara L Jordan, Lee A Aase, Farris K Timimi
No abstract text is available yet for this article.
August 2017: Journal of Graduate Medical Education
https://read.qxmd.com/read/27680316/implicit-racial-bias-in-medical-school-admissions
#3
Quinn Capers, Daniel Clinchot, Leon McDougle, Anthony G Greenwald
PROBLEM: Implicit white race preference has been associated with discrimination in the education, criminal justice, and health care systems and could impede the entry of African Americans into the medical profession, where they and other minorities remain underrepresented. Little is known about implicit racial bias in medical school admissions committees. APPROACH: To measure implicit racial bias, all 140 members of the Ohio State University College of Medicine (OSUCOM) admissions committee took the black-white implicit association test (IAT) prior to the 2012-2013 cycle...
March 2017: Academic Medicine
https://read.qxmd.com/read/28157389/critical-thinking-in-critical-care-five-strategies-to-improve-teaching-and-learning-in-the-intensive-care-unit
#4
Margaret M Hayes, Souvik Chatterjee, Richard M Schwartzstein
Critical thinking, the capacity to be deliberate about thinking, is increasingly the focus of undergraduate medical education, but is not commonly addressed in graduate medical education. Without critical thinking, physicians, and particularly residents, are prone to cognitive errors, which can lead to diagnostic errors, especially in a high-stakes environment such as the intensive care unit. Although challenging, critical thinking skills can be taught. At this time, there is a paucity of data to support an educational gold standard for teaching critical thinking, but we believe that five strategies, routed in cognitive theory and our personal teaching experiences, provide an effective framework to teach critical thinking in the intensive care unit...
April 2017: Annals of the American Thoracic Society
https://read.qxmd.com/read/17574196/debriefing-with-good-judgment-combining-rigorous-feedback-with-genuine-inquiry
#5
REVIEW
Jenny W Rudolph, Robert Simon, Peter Rivard, Ronald L Dufresne, Daniel B Raemer
Drawing on theory and empirical findings from a 35-year research program in the behavioral sciences on how to improve professional effectiveness through reflective practice, we develop a model of "debriefing with good judgment." The model specifies a rigorous reflection process that helps trainees surface and resolve pressing clinical and behavioral dilemmas raised by the simulation. Based on the authors' own experience using this approach in approximately 2000 debriefings, it was found that the "debriefing with good judgment" approach often sparks self-reflection and behavior change in trainees...
June 2007: Anesthesiology Clinics
https://read.qxmd.com/read/30386473/a-simple-pyramid-model-for-career-guidance
#6
Julie Byerley, Alyssa Tilly
No abstract text is available yet for this article.
October 2018: Journal of Graduate Medical Education
https://read.qxmd.com/read/20008261/academic-promotion-and-tenure-a-user-s-guide-for-junior-faculty-members
#7
George R Buchanan
Securing a junior faculty position is an important early step in an academic career in hematology. Shortly thereafter one should begin to plan for eventual promotion and possible tenure. The process is not straightforward, as the "rules of the road" regarding academic positions, academic tracks, assessment and evaluation metrics, and timelines vary immensely from one institution to another. It is critically important, therefore, for the new junior faculty member to become knowledgeable about the institutional policies and "culture" regarding this process...
2009: Hematology—the Education Program of the American Society of Hematology
https://read.qxmd.com/read/30957598/identification-of-training-opportunities-in-medical-education-for-academic-faculty
#8
Sarah Elizabeth Williams, Charlene M Dewey
Introduction: Clinician-educators are responsible for providing education to trainees in medical centers. There is no clear overview of what opportunities exist for training clinician-educators in medical education related skills and techniques. Methods: We conducted a systematic review of multiple websites and a medical educator listserve to identify medical education training opportunities for clinician-educators. We included certificate level programs or programs with comparable recognition and excluded masters programs, programs specific to one medical specialty or institution, and brief modules/sessions...
August 2019: Medical Teacher
https://read.qxmd.com/read/31007114/how-are-clinician-educators-evaluated-for-educational-excellence-a-survey-of-promotion-and-tenure-committee-members-in-the-united-states
#9
COMPARATIVE STUDY
Michael S Ryan, Constance Tucker, Deborah DiazGranados, Latha Chandran
Background: In recent years, educational leaders have proposed domains of educational excellence and corresponding metrics to objectively measure contributions of clinician-educators for promotion and tenure (P&T). The purpose of this study was to explore whether P&T committees in United States (US) have incorporated these recommendations into practice. Method: The authors conducted a survey of P&T leaders across institutions in US. Items included questions related to institutional tracks for P&T, domains included in promotional packets, metrics for their measurement, and use of an Educator's Portfolio (EP)...
August 2019: Medical Teacher
https://read.qxmd.com/read/30800773/establishing-effective-mentoring-networks-rationale-and-strategies
#10
Helen Christou, Nameeta Dookeran, Audrey Haas, Christy Di Frances, S Jean Emans, Maxine E Milstein, Kathy E Kram, Ellen W Seely
Introduction: Mentoring networks constitute an effective mentoring model in academic medicine and significantly add to the traditional dyadic mentor-mentee relationship. There is an unmet educational need for medical faculty to recognize the importance and characteristics of effective mentoring networks and to develop tools and strategies to appraise and construct strong, individualized mentoring networks. Methods: An interactive educational session on developmental mentoring networks for physicians and scientists in an academic environment was designed...
April 18, 2017: MedEdPORTAL Publications
https://read.qxmd.com/read/30800943/mentoring-across-differences
#11
Nora Yusuf Osman, Barbara Gottlieb
Introduction: Effective mentoring can contribute to wellness and career growth and satisfaction. However, the same social forces and interpersonal dynamics affecting all relationships can compromise mentoring relationships. This is especially true when there are issues that are compounded by structural disadvantage due to racism, gender bias, social class, and other discriminatory factors. The Mentoring Across Differences (MAD) sessions are a workshop designed to develop and nurture skills, tools, self-awareness, and mindful practice in mentors and mentees...
August 24, 2018: MedEdPORTAL Publications
https://read.qxmd.com/read/25830537/a-facilitated-peer-mentoring-program-for-junior-faculty-to-promote-professional-development-and-peer-networking
#12
Geoffrey M Fleming, Jill H Simmons, Meng Xu, Sabina B Gesell, Rebekah F Brown, William B Cutrer, Joseph Gigante, William O Cooper
PURPOSE: To explore the design, implementation, and efficacy of a faculty development program in a cohort of early career junior faculty. METHOD: Interested junior faculty members were divided into interdisciplinary small groups led by senior faculty facilitators. The groups met monthly for 1.5 hours to review a modular curriculum from 2011 to 2013. Using a survey at two time points (September 2011 and 2013) and an interim program evaluation, the authors collected data on participants' demographics, faculty interconnectedness, and self-reported knowledge, skills, and attitudes (KSA) in the domains of professional development and scholarship, including the ability to write career goals and align activities with those goals...
June 2015: Academic Medicine
https://read.qxmd.com/read/27115263/a-piece-of-my-mind-mentorship-malpractice
#13
Vineet Chopra, Dana P Edelson, Sanjay Saint
No abstract text is available yet for this article.
April 12, 2016: JAMA
https://read.qxmd.com/read/23702518/mentoring-programs-for-physicians-in-academic-medicine-a-systematic-review
#14
REVIEW
Deanne T Kashiwagi, Prathibha Varkey, David A Cook
PURPOSE: Mentoring is vital to professional development in the field of medicine, influencing career choice and faculty retention; thus, the authors reviewed mentoring programs for physicians and aimed to identify key components that contribute to these programs' success. METHOD: The authors searched the MEDLINE, EMBASE, and Scopus databases for articles from January 2000 through May 2011 that described mentoring programs for practicing physicians. The authors reviewed 16 articles, describing 18 programs, extracting program objectives, components, and outcomes...
July 2013: Academic Medicine
https://read.qxmd.com/read/28170482/mentee-missteps-tales-from-the-academic-trenches
#15
Valerie Vaughn, Sanjay Saint, Vineet Chopra
No abstract text is available yet for this article.
February 7, 2017: JAMA
https://read.qxmd.com/read/32769451/the-evolution-of-assessment-thinking-longitudinally-and-developmentally
#16
Eric S Holmboe, Kenji Yamazaki, Stanley J Hamstra
Becoming a physician or other health care professional is a complex and intensely developmental process occurring over a prolonged period of time. The learning path for each medical student, resident, and fellow varies due to different individual learner abilities and curricular designs, clinical contexts, and assessments used by the training program. The slow and uneven evolution to outcomes-based medical education is partly the result of inadequate approaches to programmatic assessment that do not fully address all essential core competencies needed for practice or account for the developmental nature of training...
November 2020: Academic Medicine
https://read.qxmd.com/read/29946376/job-roles-of-the-2025-medical-educator
#17
EDITORIAL
Deborah Simpson, Karen Marcdante, Kevin H Souza, Andy Anderson, Eric Holmboe
No abstract text is available yet for this article.
June 2018: Journal of Graduate Medical Education
https://read.qxmd.com/read/28448382/visual-abstracts-to-disseminate-research-on-social-media-a-prospective-case-control-crossover-study
#18
REVIEW
Andrew M Ibrahim, Keith D Lillemoe, Mary E Klingensmith, Justin B Dimick
No abstract text is available yet for this article.
December 2017: Annals of Surgery
https://read.qxmd.com/read/31637359/thinking-critically-about-appraising-foam
#19
Teresa M Chan, Anuja Bhalerao, Brent Thoma, N Seth Trueger, Andrew Grock
No abstract text is available yet for this article.
October 2019: AEM Education and Training
https://read.qxmd.com/read/32726155/breathing-life-into-bedside-teaching-in-the-era-of-covid-19
#20
Marjel van Dam, Subha Ramani, Olle Ten Cate
Bedside skills have been declining over the last two decades, with multiple studies reporting increasing reliance on investigations and technology in making diagnostic decisions. During the Covid-19 crisis, even less time is spent at the bedside, and physical examinations seem markedly truncated or non-existent. It is possible that cost of health care, doctor-patient relationships, and the clinical reasoning skills could be seriously impacted by ongoing decrease in bedside skills and the teaching of these skills...
November 2020: Medical Teacher
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