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Psychiatric Education

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Vivek K Murthy, Bridget O'Brien, Gurpreet Dhaliwal
Background : Residents and fellows often seek to emulate master clinician role models; however, the activities these expert clinical faculty pursued early in their careers are not known. Objective : We studied the early career clinical experiences and learning behaviors of peer-defined master academic clinicians. Methods : We performed a retrospective, qualitative interview study of 17 members of the University of California, San Francisco, Department of Medicine Council of Master Clinicians...
October 2018: Journal of Graduate Medical Education
Emily K Hadley Strout, Alison R Landrey, Charles D MacLean, Halle G Sobel
Background : Panel management is emphasized as a subcompetency in internal medicine graduate medical education. Despite its importance, there are few published curricula on population medicine in internal medicine residency programs. Objective : We explored resident experiences and clinical outcomes of a 5-month diabetes and obesity ambulatory panel management curriculum. Methods : From August through December 2016, internal medicine residents at the University of Vermont Medical Center reviewed registries of their patients with diabetes, prediabetes, and obesity; completed learning modules; coordinated patient outreach; and updated gaps in care...
October 2018: Journal of Graduate Medical Education
Jennifer A Rama, Carla Falco, Dorene F Balmer
Background : Graduate medical education programs are expected to conduct an annual program evaluation. While general guidelines exist, innovative and feasible approaches to program evaluations may help efforts at program improvement. Appreciative Inquiry is an approach that focuses on successful moments, effective processes, and programs' strengths. Objective : We implemented a novel application of Appreciative Inquiry and its 4 phases (Inquire, Imagine, Innovate, and Implement) and demonstrate how it led to meaningful improvements in a pediatric pulmonology fellowship program...
October 2018: Journal of Graduate Medical Education
Shashank V Joshi, Dorothy Stubbe, Su-Ting T Li, Donald M Hilty
No abstract text is available yet for this article.
November 16, 2018: Academic Psychiatry
Olle Ten Cate, Glenn Regehr
Objectivity in the assessment of students and trainees has been a hallmark of quality since the introduction of multiple-choice items in the 1960s. In medical education, this has extended to the structured examination of clinical skills and workplace-based assessment. Competency-based medical education, a pervasive movement that started roughly around the turn of the century, similarly calls for rigorous, objective assessment to ensure that all medical trainees meet standards to assure quality of health care...
October 16, 2018: Academic Medicine: Journal of the Association of American Medical Colleges
Mark Feldman, Oshan Fernando, Michelle Wan, Maria Athina Martimianakis, Kulamakan Kulasegaram
PURPOSE: The authors investigated the impact of the use of an efficient multiple-choice question (MCQ) test-enhanced learning (TEL) intervention for continuing professional development (CPD) on knowledge retention as well as self-reported learning behaviors. METHOD: The authors conducted a randomized controlled trial comparing knowledge retention among learners who registered for an annual CPD conference at the University of Toronto in April 2016. Participants were randomized to receive an online preworkshop stand-alone MCQ test (no feedback) and a postworkshop MCQ test (with feedback) after a 14-day delay...
November 2018: Academic Medicine: Journal of the Association of American Medical Colleges
Cristina M Gonzalez, Ramya J Garba, Alyssa Liguori, Paul R Marantz, M Diane McKee, Monica L Lypson
PURPOSE: To analyze faculty experiences regarding facilitating discussions as part of the institution's curriculum on racial and ethnic implicit bias recognition and management. METHOD: Between July 2014 and September 2016, the authors conducted 21 in-depth interviews with faculty who had experience teaching in implicit bias instruction or were interested in facilitating discussions related to implicit bias and the Implicit Association Test. Grounded theory methodology was used to analyze interview transcripts...
November 2018: Academic Medicine: Journal of the Association of American Medical Colleges
Mark Goldszmidt, Lisa Faden, Katherina Baranova
PURPOSE: Patient care suffers when teaching teams fail to achieve a shared understanding of problems to be addressed during a hospital admission. In academic contexts where attending physicians take turns supervising, practice variability may contribute to undermining this shared understanding. Exploring variability around what constitutes the purpose of admission to hospital was the focus of this study. METHOD: Constructivist grounded theory was used to inform data collection and analysis of this two-phase study, conducted at London and Hamilton, Ontario, 2012...
October 30, 2018: Academic Medicine: Journal of the Association of American Medical Colleges
Natasha Snelgrove, Nadiya Sunderji
No abstract text is available yet for this article.
November 2018: Medical Education
Jonathan S Ilgen, Kevin W Eva, Anique de Bruin, David A Cook, Glenn Regehr
Learning to take safe and effective action in complex settings rife with uncertainty is essential for patient safety and quality care. Doing so is not easy for trainees, as they often consider certainty to be a necessary precursor for action and subsequently struggle in these settings. Understanding how skillful clinicians work comfortably when uncertain, therefore, offers an important opportunity to facilitate trainees' clinical reasoning development. This critical review aims to define and elaborate the concept of 'comfort with uncertainty' in clinical settings by juxtaposing a variety of frameworks and theories in ways that generate more deliberate ways of thinking about, and researching, this phenomenon...
November 2, 2018: Advances in Health Sciences Education: Theory and Practice
Nicole M Benson, Scott R Beach
OBJECTIVE: The authors surveyed psychiatry residents to determine who participates in moonlighting and to understand their views and opinions on the necessity, importance, and educational value of moonlighting. METHODS: An electronic survey was distributed to psychiatry residents at 16 programs nationally. Descriptive characteristics were calculated. Logistic and linear regressions were performed to determine differences between those who moonlight and those who do not and to assess differences in measures of financial distress, quality of life, and work-life balance...
November 9, 2018: Academic Psychiatry
Anna Ratzliff, Nadiya Sunderji
No abstract text is available yet for this article.
December 2018: Academic Psychiatry
Renée A Scheepers, Myra van den Goor, Onyebuchi A Arah, Maas Jan Heineman, Kiki M J M H Lombarts
INTRODUCTION: For continuous professional development, it is imperative that physicians regularly receive performance feedback from their peers. Research shows that professionals are more proactive in learning and knowledge sharing with peers in teams with more psychological safety. Psychological safety has however not been studied in relation to peers' performance feedback. This study investigated the association between physicians' perceptions of psychological safety and performance feedback received from their peers...
October 2018: Journal of Continuing Education in the Health Professions
Isabelle Vedel, Melanie Le Berre, Nadia Sourial, Geneviève Arsenault-Lapierre, Howard Bergman, Liette Lapointe
BACKGROUND: Passive dissemination of information in healthcare refers to the publication or mailing of newly established guidelines or recommendations. It is one of the least costly knowledge translation activities. This approach is generally considered to be ineffective or to result in only small changes in practice. Recent research, however, suggests that passive dissemination could, under certain conditions, result in modifications of practice, similar to more active dissemination approaches...
October 16, 2018: Implementation Science: IS
Christine Ossenberg, Amanda Henderson, Marion Mitchell
There has been an observed increase in literature concerning feedback within the last decade, with the importance of feedback well documented. Current discourse promotes feedback as an interactive, dialogic process between the learner and the learning partner. While much has been written about effective feedback, less is known about key elements that support dialogic feedback. It is therefore important to investigate what is known about the elements that guide best practice for effective feedback. A scoping review of the extant literature following Arksey and O'Malley's methodology was conducted...
October 3, 2018: Advances in Health Sciences Education: Theory and Practice
Allison Crawford, David Gratzer, Marijana Jovanovic, David Rodie, Sanjeev Sockalingam, Nadiya Sunderji, John Teshima, Zoe Thomas
No abstract text is available yet for this article.
December 2018: Academic Psychiatry
John R Boulet, Steven J Durning
CONTEXT: As the practice of medicine evolves, the knowledge, skills and attitudes required to provide patient care will continue to change. These competency-based changes will necessitate the restructuring of assessment systems. High-quality assessment programmes are needed to fulfil health professions education's contract with society. OBJECTIVES: We discuss several issues that are important to consider when developing assessments in health professions education...
January 2019: Medical Education
Michael Blackie, Delese Wear, Joseph Zarconi
Categories are essential to doctors' thinking and reasoning about their patients. Much of the clinical categorization learned in medical school serves useful purposes, but an extensive literature exists on students' reliance on broad systems of social categorization. In this article, the authors challenge some of the orthodoxies of categorization by combining narrative approaches to medical practice with the theoretical term "intersectionality" in order to draw students' attention to the important intersecting, but often overlooked, identities of their patients...
August 21, 2018: Academic Medicine: Journal of the Association of American Medical Colleges
Anne M Dohrenwend
No consensus on the definition of empathy exists. Empathy has been described as emotional and spontaneous, cognitive and deliberate, or some combination of the two. Attentive nonverbal reactions, feeling reflections, reassurance, sympathy, and compassion all have been conflated with empathy, making it impossible to differentiate empathy from other communication skills. This confusion over the definition of empathy has affected its measurement. For example, the authors of the Interpersonal Reactivity Index see empathy as multidimensional, involving both emotional and cognitive aspects, while the authors of the Jefferson Scale of Physician Empathy see empathy as a predominately cognitive process...
December 2018: Academic Medicine: Journal of the Association of American Medical Colleges
Roger D Dias, Avni Gupta, Steven J Yule
PURPOSE: To identify the different machine learning (ML) techniques that have been applied to automate physician competence assessment and evaluate how these techniques can be used to assess different competence domains in several medical specialties. METHOD: In May 2017, MEDLINE, EMBASE, PsycINFO, Web of Science, ACM Digital Library, IEEE Xplore Digital Library, PROSPERO, and Cochrane Database of Systematic Reviews were searched for articles published from inception to April 30, 2017...
August 14, 2018: Academic Medicine: Journal of the Association of American Medical Colleges
2018-08-18 19:43:39
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