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By Max Anderson I am an Instructional Designer in Undergraduate Medical Education at UIC College of Medicine.
Xiao-Feng Xu, Yan Wang, Yan-Yan Wang, Ming Song, Wen-Gang Xiao, Yun Bai
BACKGROUND: Genetic diseases represent a significant public health challenge in China that will need to be addressed by a correspondingly large number of professional genetic counselors. However, neither an official training program for genetic counseling, nor formal board certification, was available in China before 2015. In 2009, a genetic counseling training program based on role-playing was implemented as a pilot study at the Third Military Medical University to train third-year medical students...
September 2, 2016: BMC Medical Education
A Lee Lewis
No abstract text is available yet for this article.
December 2016: Academic Psychiatry
T van Lankveld, J Schoonenboom, R A Kusurkar, M Volman, J Beishuizen, G Croiset
Beginning medical teachers often see themselves as doctors or researchers rather than as teachers. Using both figured worlds theory and dialogical self theory, this study explores how beginning teachers in the field of undergraduate medical education integrate the teacher role into their identity. A qualitative study was performed, involving 18 beginning medical teachers at a Dutch medical school. The teachers were interviewed twice and kept a logbook over a period of 7 months. The study shows that the integration of the teacher role into the teachers' identity was hampered by the idea that teaching is perceived by others as a low status occupation...
August 2017: Advances in Health Sciences Education: Theory and Practice
Dario Cecilio-Fernandes, Wouter Kerdijk, A D Debbie C Jaarsma, René A Tio
BACKGROUND: Beside acquiring knowledge, medical students should also develop the ability to apply and reflect on it, requiring higher-order cognitive processing. Ideally, students should have reached higher-order cognitive processing when they enter the clinical program. Whether this is the case, is unknown. We investigated students' cognitive processing, and awareness of their knowledge during medical school. METHODS: Data were gathered from 347 first-year preclinical and 196 first-year clinical students concerning the 2008 and 2011 Dutch progress tests...
November 2016: Medical Teacher
John Gerard Scott Goldie
BACKGROUND: The emergence of the internet, particularly Web 2.0 has provided access to the views and opinions of a wide range of individuals opening up opportunities for new forms of communication and knowledge formation. Previous ways of navigating and filtering available information are likely to prove ineffective in these new contexts. Connectivism is one of the most prominent of the network learning theories which have been developed for e-learning environments. It is beginning to be recognized by medical educators...
October 2016: Medical Teacher
David L Coleman, Richard M Wardrop, Wendy S Levinson, Mark L Zeidel, Polly E Parsons
Academic clinical departments have the opportunity and responsibility to improve the quality and value of care and patient safety by supporting effective quality improvement activities. The pressure to provide high-value care while further developing academic programs has increased the complexity of decision making and change management in academic health systems. Overcoming these challenges will require faculty engagement and leadership; however, most academic departments do not have a sufficient number of individuals with expertise and experience in quality improvement and patient safety (QI/PS)...
January 2017: Academic Medicine: Journal of the Association of American Medical Colleges
Lauren Koehler Havel, Samantha D Powell, Deborah L Cabaniss, Melissa R Arbuckle
OBJECTIVE: The goal of this study was to streamline the collection of resident feedback in order to support faculty development and program improvement in psychiatry training. METHODS: The authors developed and implemented a brief, free, mobile survey to track resident feedback and class attendance. RESULTS: Prior to instituting this system, resident feedback was obtained semi-annually for each course (n = 90) and not each individual class...
February 2017: Academic Psychiatry
Sara Smith, Raji Ganesan, Jan Martin
This study investigated the role of 'flipping', the practice-based pathology laboratory and classroom to support the development of trainee pathologist practitioners' in the field of gynaecological cytopathology, addressing development of their knowledge and practical application in the clinical setting. Content-rich courses traditionally involve lecture led delivery which restricts tutors from adopting approaches that support greater student engagement in the topic area and application of knowledge to practice...
September 2017: Journal of Cancer Education: the Official Journal of the American Association for Cancer Education
Jordana Phillips, Alexander Brook, Irene Tseng, Richard E Sharpe, Valerie Fein-Zachary, Priscilla J Slanetz, Tejas S Mehta
PURPOSE: Using the iPad application Explain Everything™, the authors created a "how to" video for stereotactic breast core biopsy to enhance their breast imaging curriculum. The objective was to show that video integration into residency training enhances resident learning. METHODS: A pretest was provided to all 40 radiology residents (postgraduate years 2-5) at the authors' institution. The test included 20 questions on the video content, 15 similarly framed control questions on material that was not included in the video, and four demographic questions...
June 2016: Journal of the American College of Radiology: JACR
Mohammed K Khalil, Ihsan A Elkhider
Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes...
June 2016: Advances in Physiology Education
Erin E O'Connor, Jessica Fried, Nancy McNulty, Pallav Shah, Jeffery P Hogg, Petra Lewis, Thomas Zeffiro, Vikas Agarwal, Sravanthi Reddy
RATIONALE AND OBJECTIVES: In flipped learning, medical students independently learn facts and concepts outside the classroom, and then participate in interactive classes to learn to apply these facts. Although there are recent calls for medical education reform using flipped learning, little has been published on its effectiveness. Our study compares the effects of flipped learning to traditional didactic instruction on students' academic achievement, task value, and achievement emotions...
July 2016: Academic Radiology
Petra J Lewis
Many didactic lectures induce a cognitive load in learners out of proportion to the content that they need to learn (or can learn) during that teaching session. This is due in part to the content, and in part to the way it is displayed or presented. By reducing the cognitive load on our audience, we can increase long-term retention of information. This article briefly summarizes some of the science behind cognitive load as it relates to presentations, and identifies simple steps to reduce it, while maximizing learning...
July 2016: Academic Radiology
Eliot L Rees, Benjamin Davies, Michael Eastwood
With the increasing popularity and scale of peer teaching, it is imperative to develop methods that ensure the quality of teaching provided by undergraduate students. We used an established faculty development and quality assurance process in a novel context: peer observation of teaching for undergraduate peer tutors. We have developed a form to record observations and aid the facilitation of feedback. In addition, experienced peer tutors have been trained to observe peer-taught sessions and provide tutors with verbal and written feedback...
October 2015: Perspectives on Medical Education
Wendy C Coates, Daniel P Runde, Lalena M Yarris, Steven Rougas, Todd A Guth, Sally A Santen, Jessica Miller, Jaime Jordan
PURPOSE: Well-trained educators fill essential roles across the medical education continuum. Some medical schools offer programs for existing faculty to enhance teaching and scholarship. No standard postgraduate training model exists for residency graduates to attain competency as faculty members before their first academic appointment. The objective of this study is to inform the development of postgraduate medical education fellowships by exploring perceptions of educational leaders who direct well-established faculty development programs...
December 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Charles P Friedman, Katherine M Donaldson, Anna V Vantsevich
Health care around the world is going digital. This inexorable trend will result in: (1) routine documentation of care in digital form and emerging national infrastructures for sharing data that allow progress toward a learning health system; and (2) a biomedical "knowledge cloud" that is fully integrated into practice environments and accessible to both providers and consumers of healthcare. Concurrently, medical students will be complete digital natives who have literally grown up with the Internet and will enter practice early in the next decade when the projected changes in practice approach maturity...
May 2016: Medical Teacher
Mange Manyama, Renae Stafford, Erick Mazyala, Anthony Lukanima, Ndulu Magele, Benson R Kidenya, Emmanuel Kimwaga, Sifael Msuya, Julius Kauki
BACKGROUND: The use of cadavers in human anatomy teaching requires adequate number of anatomy instructors who can provide close supervision of the students. Most medical schools are facing challenges of lack of trained individuals to teach anatomy. Innovative techniques are therefore needed to impart adequate and relevant anatomical knowledge and skills. This study was conducted in order to evaluate the traditional teaching method and reciprocal peer teaching (RPT) method during anatomy dissection...
March 22, 2016: BMC Medical Education
Lars Hecht, Susanne Buhse, Gabriele Meyer
BACKGROUND: Basic skills in evidence-based medicine (EbM) are indispensable for healthcare professionals to promote consumer-centred, evidence-based treatment. EbM training courses are complex interventions - a fact that has not been methodologically reflected by previous systematic reviews. This review evaluates the effects of EbM training for healthcare professionals as well as the quality of reporting of such training interventions. METHODS: We searched PubMed, EMBASE, CINAHL, Cochrane Library, ERIC, Campbell Library and PsycINFO up to 9/2014...
April 4, 2016: BMC Medical Education
Kanokporn Sukhato, Sutida Sumrithe, Chathaya Wongrathanandha, Saipin Hathirat, Wajana Leelapattana, Alan Dellow
BACKGROUND: Introducing reflective writing to a medical curriculum requires the acceptance and participation of teachers. The purpose of this study was to explore medical teachers' views on the benefits of introducing a reflective writing exercise into an undergraduate medical curriculum, including their levels of satisfaction and their concerns. We also investigated effects on the teachers' personal and professional development arising from their roles as novice facilitators. METHODS: A qualitative approach was employed using semi-structured interviews...
April 4, 2016: BMC Medical Education
Fahad Alam, Sylvain Boet, Dominique Piquette, Anita Lai, Christopher P Perkes, Vicki R LeBlanc
Enhanced podcasts increase learning, but evidence is lacking on how they should be designed to optimize their effectiveness. This study assessed the impact two learning instructional design methods (mental practice and modeling), either on their own or in combination, for teaching complex cognitive medical content when incorporated into enhanced podcasts. Sixty-three medical students were randomised to one of four versions of an airway management enhanced podcast: (1) control: narrated presentation; (2) modeling: narration with video demonstration of skills; (3) mental practice: narrated presentation with guided mental practice; (4) combined: modeling and mental practice...
October 2016: Advances in Health Sciences Education: Theory and Practice
Susan E Skochelak, Steven J Stack
Despite wide consensus on needed changes in medical education, experts agree that the gap continues to widen between how physicians are trained and the future needs of our health care system. A new model for medical education is needed to create the medical school of the future. The American Medical Association (AMA) is working to support innovative models through partnerships with medical schools, educators, professional organizations, and accreditors. In 2013, the AMA designed an initiative to support rapid innovation among medical schools and disseminate the ideas being tested to additional medical schools...
January 2017: Academic Medicine: Journal of the Association of American Medical Colleges
2016-04-11 00:56:39
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