Medical education

ISSUE: Medical educators share the belief that fostering the development of lifelong learning skills is a fundamental task for teachers and learners in all stages of a physician's education: undergraduate medical education, graduate medical education, and continuing medical education. A significant challenge to developing and implementing best practices in lifelong learning is the varied interpretation and application of its related terminology, such as 'self-directed learning' in this context...

BACKGROUND: Objective structured clinical examinations (OSCEs) can induce states of stress and anxiety in students, possibly negatively impacting student performance. Students in traditional-style medical courses especially have limited clinical exposure prior to their first clinical examination. We describe the design and implementation of a near-peer-led mock OSCE for fourth year medical students, and its impact on students' self-rated confidence. METHODS: An OSCE training programme was designed by penultimate and final year medical students...

Core clerkship grading creates multiple challenges that produce high stress for medical students, interfere with learning, and create inequitable learning environments. Students and faculty alike succumb to the illusion of objectivity-that quantitative ratings converted to grades convey accurate measures of the complexity of clinical performance.Clerkship grading is the first high-stakes assessment within medical school and occurs just as students are newly immersed full-time in an environment in which patient care supersedes their needs as learners...

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PURPOSE: As health systems evolve, the education community is seeking to reimagine student roles that combine learning with meaningful contributions to patient care. The authors sought to identify potential stakeholders regarding the value of student work, and roles and tasks students could perform to add value to the health system, including key barriers and associated strategies to promote value-added roles in undergraduate medical education. METHOD: In 2016, 32 U...

PROBLEM: Academic medical centers (AMCs) need new approaches to delivering higher-quality care at lower costs, and engaging trainees in the work of high-functioning primary care practices. APPROACH: In 2012, the Harvard Medical School Center for Primary Care, in partnership with with local AMCs, established an Academic Innovations Collaborative (AIC) with the goal of transforming primary care education and practice. This novel two-year learning collaborative consisted of hospital- and community-based primary care teaching practices, committed to building highly functional teams, managing populations, and engaging patients...

No abstract text is available yet for this article.