7701
|
Abstract
BACKGROUND Studies have only recently begun to investigate the effects of interruptions on physicians in the emergency department (ED). OBJECTIVES To determine the frequency and nature of interruptions by the training physician that occur when medical trainees do oral case presentations (OCPs) in the ED. METHODS This was an observational study. Learner OCPs to attending emergency physicians were observed in the ED of an urban Level 1 trauma center at a major teaching hospital. A single investigator followed attending physicians blinded to the study objective in a nonrandomized convenience sampling of all ED shifts, recording information regarding teacher interruptions during new patient presentations. Learners completed a brief questionnaire after each OCP. RESULTS A total of 196 OCPs were observed. The mean (+/-SD) duration of OCPs was 3.30 (+/-1.85) minutes, and the mean (+/-SD) number of interruptions was 0.75 (+/-0.60) per minute and 2.49 (+/-1.95) per OCP. The number of interruptions (per OCP) and duration of OCP varied by learner level of training, with more experienced learners giving shorter presentations and being interrupted less often. Frequency (per minute) of interruptions did not vary by learner level. In 40.3% of OCPs, attending physicians interrupted to give an assessment and/or a plan before the learner had done so, but 8.3% of interrupted learners believed that teacher interruptions were "disruptive" to their OCP. CONCLUSIONS Attending emergency physicians frequently interrupt learners during new patient OCPs, with the number of interruptions varying by learner level of training. Teacher interruptions appear to have minimal, if any, detrimental effect on the perceived effectiveness of OCPs as a learning experience.
Collapse
Affiliation(s)
- Glen Yang
- Department of Emergency Medicine, San Francisco General Hospital, University of California at San Francisco, San Francisco, CA, USA.
| | | |
Collapse
|
7702
|
Spencer J. Diversity and unity in medical education. CLINICAL TEACHER 2007. [DOI: 10.1111/j.1743-498x.2007.00152.x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
7703
|
Buzink SN, Koch AD, Heemskerk J, Botden SMBI, Goossens RHM, de Ridder H, Schoon EJ, Jakimowicz JJ. Acquiring basic endoscopy skills by training on the GI Mentor II. Surg Endosc 2007; 21:1996-2003. [PMID: 17484004 DOI: 10.1007/s00464-007-9297-6] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2006] [Revised: 12/15/2006] [Accepted: 01/13/2007] [Indexed: 12/12/2022]
Abstract
BACKGROUND Achieving proficiency in flexible endoscopy requires a great amount of practice. Virtual reality (VR) simulators could provide an effective alternative for clinical training. This study aimed to gain insight into the proficiency curve for basic endoscope navigation skills with training on the GI Mentor II. METHODS For this study, 30 novice endoscopists performed four preset training sessions. In each session, they performed one EndoBubble task and managed multiple VR colonoscopy cases (two in first session and three in subsequent sessions). Virtual reality colonoscopy I-3 was repeatedly performed as the last VR colonoscopy in each session. The assignment for the VR colonoscopies was to visualize the cecum as quickly as possible without causing patient discomfort. Five expert endoscopists also performed the training sessions. Additionally, the performance of the novices was compared with the performance of 20 experienced and 40 expert endoscopists. RESULTS The novices progressed significantly, particularly in the time required to accomplish the tasks (p < 0.05, Friedman's analysis of variance [ANOVA], p < 0.05, Wilcoxon signed ranks). The experts did not improve significantly, except in the percentage of time the patient was in excessive pain. For all the runs, the performance of the novices differed significantly from that of both the experienced and the expert endoscopists (p < 0.05, Mann-Whitney U). The performance of the novices in the latter runs differed less from those of both the experienced and the expert endoscopists. CONCLUSIONS The study findings demonstrate that training in both VR colonoscopy and EndoBubble tasks on the GI Mentor II improves the basic endoscope navigation skills of novice endoscopists significantly.
Collapse
Affiliation(s)
- S N Buzink
- Faculty of Industrial Design Engineering, Delft University of Technology, Landbergstraat 15, 2628 CE, Delft, The Netherlands.
| | | | | | | | | | | | | | | |
Collapse
|
7704
|
Dent J, Skene S, Nathwani D, Pippard M, Ponnamperuma G, Davis M. Design, implementation and evaluation of a medical education programme using the ambulatory diagnostic and treatment centre. MEDICAL TEACHER 2007; 29:341-5. [PMID: 17786748 DOI: 10.1080/01421590701509720] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
BACKGROUND In the UK a central government initiative is seeking to transfer aspects of specialist NHS care to community settings using ambulatory diagnostic and treatment centres (ADTCs). AIMS Following the redevelopment of a district general hospital as an ADTC, we were interested in the feasibility of using this new facility to deliver a structured programme for undergraduate medical students. METHOD Twenty self-selected fifth year medical students at the University of Dundee, together with teaching and administration staff in the ADTC, took part in the study during the academic year 2005-2006. RESULTS One hundred percent of students and 73% of staff responded to a questionnaire pitched at the level of reaction to the course. The key findings were that the students found the teaching venues useful, the general environment conducive to learning, and the content appropriate to their needs. Staff felt that patients were not unhappy or disturbed by having students present and did not think the presence of students inhibited their clinical work. They appreciated the new opportunity to teach. CONCLUSIONS An ADTC is a viable setting for structured teaching of undergraduate medical students. It provides a context for medical student leaning away from the main teaching hospital.
Collapse
Affiliation(s)
- John Dent
- University of Dundee, Dundee, Scotland, UK.
| | | | | | | | | | | |
Collapse
|
7705
|
Kligler B, Koithan M, Maizes V, Hayes M, Schneider C, Lebensohn P, Hadley S. Competency-based evaluation tools for integrative medicine training in family medicine residency: a pilot study. BMC MEDICAL EDUCATION 2007; 7:7. [PMID: 17442108 PMCID: PMC1855050 DOI: 10.1186/1472-6920-7-7] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/17/2006] [Accepted: 04/18/2007] [Indexed: 05/14/2023]
Abstract
BACKGROUND As more integrative medicine educational content is integrated into conventional family medicine teaching, the need for effective evaluation strategies grows. Through the Integrative Family Medicine program, a six site pilot program of a four year residency training model combining integrative medicine and family medicine training, we have developed and tested a set of competency-based evaluation tools to assess residents' skills in integrative medicine history-taking and treatment planning. This paper presents the results from the implementation of direct observation and treatment plan evaluation tools, as well as the results of two Objective Structured Clinical Examinations (OSCEs) developed for the program. METHODS The direct observation (DO) and treatment plan (TP) evaluation tools developed for the IFM program were implemented by faculty at each of the six sites during the PGY-4 year (n = 11 on DO and n = 8 on TP). The OSCE I was implemented first in 2005 (n = 6), revised and then implemented with a second class of IFM participants in 2006 (n = 7). OSCE II was implemented in fall 2005 with only one class of IFM participants (n = 6). Data from the initial implementation of these tools are described using descriptive statistics. RESULTS Results from the implementation of these tools at the IFM sites suggest that we need more emphasis in our curriculum on incorporating spirituality into history-taking and treatment planning, and more training for IFM residents on effective assessment of readiness for change and strategies for delivering integrative medicine treatment recommendations. Focusing our OSCE assessment more narrowly on integrative medicine history-taking skills was much more effective in delineating strengths and weaknesses in our residents' performance than using the OSCE for both integrative and more basic communication competencies. CONCLUSION As these tools are refined further they will be of value both in improving our teaching in the IFM program and as competency-based evaluation resources for the expanding number of family medicine residency programs incorporating integrative medicine into their curriculum. The next stages of work on these instruments will involve establishing inter-rater reliability and defining more clearly the specific behaviors which we believe establish competency in the integrative medicine skills defined for the program.
Collapse
Affiliation(s)
- Benjamin Kligler
- Albert Einstein College of Medicine, Bronx, NY/University of Arizona School of Medicine Program in Integrative Medicine, Tucson, AZ, USA
| | - Mary Koithan
- University of Arizona School of Medicine Program in Integrative Medicine, Tucson, AZ, USA
| | - Victoria Maizes
- University of Arizona School of Medicine Program in Integrative Medicine, Tucson, AZ, USA
| | - Meg Hayes
- Oregon Health Sciences University, Portland, OR, USA
| | | | - Patricia Lebensohn
- University of Arizona School of Medicine Program in Integrative Medicine, Tucson, AZ, USA
| | - Susan Hadley
- Middlesex Hospital/University of Connecticut, Middlesex, CT, USA
| |
Collapse
|
7706
|
Tromp F, Rademakers JJDJM, Ten Cate TJ. Development of an instrument to assess professional behaviour of foreign medical graduates. MEDICAL TEACHER 2007; 29:150-5. [PMID: 17701625 DOI: 10.1080/01421590601178014] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
BACKGROUND Foreign medical graduates have to overcome challenges such as language proficiency and cultural differences. Several studies indicate that foreign medical graduates show deficiencies in professional behaviour. For the assessment of foreign medical graduates' professional behaviour, a more specific and sensitive instrument was needed. The aim of this study was to develop such an instrument. The starting point was the Amsterdam Attitudes and Communications Scale (AACS). Two research questions were addressed: (a) What adaptations of the AACS are needed in order to assess foreign medical graduates' professional behaviour adequately? (b) Is the developed instrument reliable, valid and feasible? METHODS Our study consisted of 4 phases: (1) a brief literature search; (2) consulting a panel of experts; (3) establishing the content-validity of the instrument; and (4) establishing the feasibility of the instrument as an assessment tool. RESULTS From the literature and experts in the field we learned that deficiencies in professional behaviour of foreign medical graduates concern mainly language skills and culture related issues. In the instrument we developed special attention was given to these deficiencies. Sub-items were added to every dimension. These sub-items are behavioural descriptions of the respective dimension and serve as a basis for feedback. CONCLUSIONS The sub-items should enhance constructive feedback, not only focussing on inappropriate behaviour but also by emphasizing adequate behaviours. The validity and reliability of the instrument has to be investigated further and confirmed along the way.
Collapse
Affiliation(s)
- F Tromp
- University Medical Centre Utrecht, Centre for Research and Development of Education, The Netherlands
| | | | | |
Collapse
|
7707
|
Vargas AL, Boulet JR, Errichetti A, van Zanten M, López MJ, Reta AM. Developing performance-based medical school assessment programs in resource-limited environments. MEDICAL TEACHER 2007; 29:192-8. [PMID: 17701632 DOI: 10.1080/01421590701316514] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
While the use of performance-based assessments in medical schools is widespread, there are unique issues associated with developing and establishing simulated clinical examinations when resources are limited. The faculty at the National University of Cuyo (NUC) in Mendoza, Argentina, has successfully implemented an OSCE as part of the medical school graduation requirements. This paper provides an overview of the issues faced by NUC faculty in setting up a standardized patient (SP)-based assessment with only limited resources, and contrasts their experiences with those of other groups, including certification and licensure bodies who have implemented similar types of assessments. Despite their novelty and a lack of technological, staffing, and budgetary resources, with adequate planning, an emphasis on faculty involvement, quality case development, local SP recruitment and training activities, educational programs focused on assessment, and flexibility in creating a physical space to conduct the exam, an effective program for assessing the clinical skills of medical students can be realized.
Collapse
|
7708
|
Liu M, Huang YS, Liu KM. Assessing core clinical competencies required of medical graduates in Taiwan. Kaohsiung J Med Sci 2006; 22:475-83. [PMID: 17098679 DOI: 10.1016/s1607-551x(09)70341-9] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Medical students are assumed to be competent to provide basic patient care independently on graduation. However, there is a gap between what students are expected to learn and what they have actually learned. This may be due to the lack of clearly defined learning objectives, well-organized curriculum, and properly administered assessment. In an attempt to tackle this problem, we conducted a three-step study. Firstly, we identified the core clinical competencies required of medical graduates in Taiwan. Secondly, we incorporated these clinical competencies into a new medical curriculum. Finally, we identified the most appropriate assessment methods for each clinical competency. In 2004, a set of minimally required clinical competencies for medical undergraduates in Taiwan was developed, which included 92 clinical skills, four communication skills, and seven kinds of attitudes. In order to prepare 3rd and 4th year medical students at Kaohsiung Medical University (KMU) for later clinical work, the medical curriculum committee integrated the teaching and assessment of the core clinical skills identified previously into relevant organ-system blocks of the new curriculum. To identify appropriate assessment methods for each clinical skill, a structured questionnaire of assessment methods based on the Toolbox of Assessment Methods (Accreditation Council for Graduate Medical Education) and The Scottish Doctor (Scottish Deans' Medical Curriculum Group) was developed and distributed to 40 senior clinical faculty members at KMU. Simulations and Models, Standardized Patient Examination (SP), and Objective Structured Clinical Examination (OSCE) were suggested to be most suitable to assess two-thirds of the core clinical skills. These assessment methods are commonly used in American and European medical schools. We believe that the implementation of the new curriculum at KMU accompanied by the use of Simulations and Models, SP, OSCE, and other teaching and assessment methods will help 3rd and 4th year students to prepare better for clinical practice in clerkships.
Collapse
Affiliation(s)
- Min Liu
- Department of Anatomy, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
| | | | | |
Collapse
|
7709
|
Hamdy H, Anderson MB. The Arabian Gulf University College of Medicine and Medical Sciences: a successful model of a multinational medical school. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2006; 81:1085-90. [PMID: 17122475 DOI: 10.1097/01.acm.0000246680.82786.76] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
In the late 1970s, leaders of the Arabian [corrected] Gulf countries proposed a novel idea of a joint educational and cultural venture: establishing a new regional university based in the Kingdom of Bahrain that would be managed as a multinational consortium of Gulf countries including Saudi Arabia, United Arab Emirates, Kuwait, Oman, Qatar, and Bahrain. It was intended to promote higher education and research in the Gulf region; to serve the development needs of the region; to reflect the unique economic, social, and cultural attributes of the Gulf communities and their environments; and to respond to the health care needs of the member countries. Since its inception in 1982, the College of Medicine and Medical Sciences (CMMS) at Arabian Gulf University (AGU) has adopted the educational philosophy of problem-based learning (PBL) and self-directed, student-centered education. The curriculum is integrated, with early introduction of education to foster clinical skills and professional competencies. The strategic alliance with the health care systems in Bahrain and other Gulf regions has created a successful model of efficient and effective initialization of health care resources in the community. The experience that has accumulated at the AGU-CMMS from introducing innovative medical education has allowed it to take a leadership position in medical education in the Gulf region. The original goals of this unique experiment have been realized along with unanticipated outcomes of spearheading changes in medical education in the Gulf region. Old and new medical schools have adopted several characteristics of the AGU educational program. Several elements contributed to its success: a clear vision of providing quality medical education and realizing and sustaining this vision by a supportive leadership at the university and college levels; an alliance with the regional health care systems; a dedicated faculty who have been able to work as a team while continually developing themselves; proper student selection and the creation of a culture of student/faculty partnerships in education and in building an international reputation and credibility by cooperating with reputable international universities and organizations.
Collapse
Affiliation(s)
- Hossam Hamdy
- College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
| | | |
Collapse
|
7710
|
|
7711
|
Kuper A. Literature and medicine: a problem of assessment. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2006; 81:S128-37. [PMID: 17001123 DOI: 10.1097/00001888-200610001-00032] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
BACKGROUND "Literature and medicine" is increasingly common in medical schools but not within medical education research. This absence may relate to it not being problematizable in the quantitative way in which this psychometrically-oriented community tends to conceptualize research questions. METHOD Databases were searched using relevant keywords. Articles were evaluated using methodologies appropriate to their fields. The resulting information was structured around a framework of construct-appropriate assessment methods. RESULTS Literature and medicine is intended to develop skills as potential proxy outcomes for important constructs. Proposed tools to assess these skills are difficult to evaluate using the field's traditional quantitative framework. Methodologies derived from the qualitative tradition offer alternative assessment methods. CONCLUSION The medical education research community should take on the challenges presented by literature and medicine. Otherwise, we run the risk that the current evaluation system will prevent important constructs from being effectively taught and assessed.
Collapse
Affiliation(s)
- Ayelet Kuper
- Wilson Centre for Research in Education, University Health Network, 200 Elizabeth Street, Eaton South 1-565, Toronto, Ontario, Canada M5G 2C4.
| |
Collapse
|
7712
|
Lake FR, Vickery AW. Teaching on the run tips 14: teaching in ambulatory care. Med J Aust 2006; 185:166-7. [PMID: 16893361 DOI: 10.5694/j.1326-5377.2006.tb00508.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2006] [Accepted: 06/13/2006] [Indexed: 11/17/2022]
Affiliation(s)
- Fiona R Lake
- Faculty of Medicine and Dentistry, University of Western Australia, Perth, Western Australia.
| | | |
Collapse
|
7713
|
Abstract
In addition to the intentional teaching of knowledge and skills by surgeons to their trainees and protégés is the unintended, often unrealized transmission of implicit beliefs, attitudes, and behaviors through a process called the hidden curriculum. The hidden curriculum is a function of implicit values held by the institution as a whole, and the individual surgical educators and allied health professionals working in the trainee's learning environment. It has been argued the hidden curriculum plays a central role in the development of professionalism, but it may also play an important role in inadvertently deterring good candidates from considering orthopaedic surgery as a career. We review the importance of attending to the messages we transmit to our trainees, protégés, and junior colleagues as we strive to develop professional competency and recruit the best into the field.
Collapse
Affiliation(s)
- Wade Gofton
- Wilson Centre for Research in Education, University Health Network, Toronto, Ontario, Canada
| | | |
Collapse
|
7714
|
Abstract
Professional attitudes and behaviours have only recently been explicitly recognized by medical educators as legitimate and necessary components of global competence, although the idea of Fitness to Practice has always presupposed acceptable professional behaviour. Medical schools have recently begun to introduce teaching and assessment of professionalism, including attitudes and behaviours. Partly as a result of the difficulty of assessment in this area, selection of students is receiving greater attention, in the pursuit of globally competent graduates. However, selection processes may be overrated for this purpose. Assessing actual attitudes and behaviour during the course is arguably a better way of ensuring that medical graduates are competent in these areas. I argue that judgments about attitudinal and behavioural competence are legitimate, and need be no more arbitrary than those made about scientific or clinical knowledge and skills, but also that these judgments should be restricted to what is agreed to be unacceptable behaviour, rather than attempting to rate attitudes and behaviour positively. This model introduces students to the way in which their behaviours will be judged in their professional lives by registration authorities. These theoretical positions are illustrated by a recent case of academic failure based on inadequate attitudes and behaviours.
Collapse
Affiliation(s)
- Malcolm Parker
- School of Medicine, University of Queensland, Australia.
| |
Collapse
|
7715
|
Browning DM, Solomon MZ. Relational learning in pediatric palliative care: transformative education and the culture of medicine. Child Adolesc Psychiatr Clin N Am 2006; 15:795-815. [PMID: 16797450 DOI: 10.1016/j.chc.2006.03.002] [Citation(s) in RCA: 43] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
The discrepancy between what is taught in formal educational settings and what is learned by practitioners in the informal flow of everyday practice has been called the hidden curriculum. In this article, the authors apply a well-documented range of concerns about the hidden curriculum and the erosion of professionalism to the arena of pediatric palliative care education. The authors propose that educational initiatives must always be grounded in the charged existential space of relationships among children, families,and practitioners, because the learning that matters most occurs within these relationships. The authors present an educational approach, which they call relational learning, and offer some preliminary strategies educators may wish to foster this kind of learning in their own health care organizations.
Collapse
Affiliation(s)
- David M Browning
- Center for Applied Ethics and Professional Practice, Education Development Center, Inc., 55 Chapel Street, Newton, MA 02458, USA.
| | | |
Collapse
|
7716
|
|
7717
|
Abstract
ORIGINS AND CONTEXT: The concept of 'the social accountability of medical schools' is moving from the peripheral preoccupation of a few to a more central concern of medical schools themselves. Born of concerns about the professionalism and relevance of both the institutions and their graduates, it is seen increasingly as an urgent call to focus the considerable social resources vested in academic health science institutions on addressing the priority health concerns of the societies they serve. For a profession embedded in an ethos of service, this would seem an obvious transition. However, as with any movement towards transformative change, it runs the risk of being more mantra and rhetoric than mandate and responsibility. NEEDED RESPONSE: Proceeding from the assumption that good intentions alone are not enough, this paper seeks to outline the historical development and some current expression of the concept throughout the world. The sadly divergent wealth and health status of modern societies calls for very different actions by medical schools across the spectrum from the least endowed to the wealthiest of schools. In a profession claiming centuries of cohesive commitment to the welfare of others, it is increasingly urgent that the current generation of medical educators converge on a relevant set of principles and coherent activities. TOOLS FOR THE TASK: While recognising that they are closely intertwined, the paper outlines the difference between the social accountability of the institutions themselves and the social accountability of the graduates they produce. It outlines both individual examples and the international initiatives that are fostering and facilitating institutional collaborations to bring both progress and optimism to this daunting task. It provides connections to practical resources for those who are committed to that task. Other papers in this series add further practical insights into the central role that medical educators must play if we are to fulfil the responsibilities we carry with the privilege of our profession.
Collapse
Affiliation(s)
- Robert F Woollard
- Department of Family Practice, University of British Columbia, Canada.
| |
Collapse
|
7718
|
Meeks M. Photographic error. CLINICAL TEACHER 2006. [DOI: 10.1111/j.1743-498x.2006.00075.x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
7719
|
Narayanan RP. Medical students leading social revolutions. CLINICAL TEACHER 2006. [DOI: 10.1111/j.1743-498x.2006.00079.x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
7720
|
Wilkinson R. The pressure is on: student clinical placements in a hyperbaric medical centre. CLINICAL TEACHER 2006. [DOI: 10.1111/j.1743-498x.2006.00068.x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
7721
|
|
7722
|
Swartz WJ. Using gross anatomy to teach and assess professionalism in the first year of medical school. Clin Anat 2006; 19:437-41. [PMID: 16683238 DOI: 10.1002/ca.20331] [Citation(s) in RCA: 52] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
The public is uneasy about the lack of professionalism in physicians chronicled in the different news media. Since professionalism is a set of values developed over a period of time, it is imperative that the evaluation of medical students in regard to these values begins early in their medical school education. In the Gross Anatomy laboratory there are opportunities for students to display such aspects of professionalism as responsibility/accountability for actions, working with others (teamwork), respect for patients, and social responsibility. Because students spend a significant time in the Gross Anatomy laboratory with the faculty, this setting can provide the forum for faculty to assess the expression of principles of professionalism by the students. This requires faculty who are committed to evaluating the progress of students in this regard. Faculty can monitor work ethic, interpersonal relationships, and overall attitude of these students throughout the course. Thus, aspects of professionalism can be introduced, monitored, and evaluated as early as the first semester of medical school.
Collapse
Affiliation(s)
- William J Swartz
- Department of Cell Biology and Anatomy, LSU Health Sciences Center, New Orleans, Louisiana 70112, USA.
| |
Collapse
|
7723
|
Bleakley A, Marshall R, Brömer R. Toward an aesthetic medicine: developing a core medical humanities undergraduate curriculum. THE JOURNAL OF MEDICAL HUMANITIES 2006; 27:197-213. [PMID: 17096192 DOI: 10.1007/s10912-006-9018-5] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
The medical humanities are often implemented in the undergraduate medicine curriculum through injection of discrete option courses as compensation for an overdose of science. The medical humanities may be reformulated as process and perspective, rather than content, where the curriculum is viewed as an aesthetic text and learning as aesthetic and ethical identity formation. This article suggests that a "humanities" perspective may be inherent to the life sciences required for study of medicine. The medical humanities emerge as a revelation of value inherent to an aesthetic medicine taught and learned imaginatively.
Collapse
Affiliation(s)
- Alan Bleakley
- Institute of Clinical Education, Peninsula Medical School, Universities of Exeter and Plymouth, The John Bull Building, Tamar Science Park, Plymouth, Devon, PL6 8BU, United Kingdom.
| | | | | |
Collapse
|
7724
|
Steinert Y, Mann KV. Faculty development: principles and practices. JOURNAL OF VETERINARY MEDICAL EDUCATION 2006; 33:317-24. [PMID: 17035200 DOI: 10.3138/jvme.33.3.317] [Citation(s) in RCA: 39] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
Instructors in the health professions today must acquire knowledge and competencies that go beyond disciplinary expertise. It is now generally accepted that educational training as a teacher is essential to a faculty member's effectiveness as an educator. The educational challenges across the health professions share many similarities. In this article, we draw on the medical education literature and focus on faculty development designed to enhance teaching effectiveness. We first address commonly included faculty development topics, including instructional improvement, organizational development, the development of professional academic skills, and the teaching of specific content areas. We then review a variety of educational approaches and formats that are described in the literature. Included in this discussion are commonly used workshops, seminars, short courses, and fellowships, as well as longitudinal programs, peer coaching, mentorship, self-directed learning, and computer-aided instruction. We also briefly explore learning at work and in communities of practice, and we discuss several frequently encountered challenges in designing and implementing faculty development activities, including motivating colleagues and assessing program effectiveness. We conclude the discussion by presenting a set of guidelines for the design of effective faculty development programs.
Collapse
Affiliation(s)
- Yvonne Steinert
- Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Canada.
| | | |
Collapse
|
7725
|
Evaluation of a Framework for Case Development and Simulated Patient Training for Complex Procedures. Simul Healthc 2006; 1:66-71. [DOI: 10.1097/01.sih.0000244446.13047.3f] [Citation(s) in RCA: 28] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
7726
|
Annual Index Volume 10. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2006. [DOI: 10.1177/1363275205059005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
|
7727
|
Marusic M, Markulin H, Lukic IK, Marusic A. Academic advancement of authors receiving tutoring from a medical journal. TEACHING AND LEARNING IN MEDICINE 2006; 18:126-9. [PMID: 16626270 DOI: 10.1207/s15328015tlm1802_6] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
BACKGROUND Although publishing in scientific journals has an educational component, the educational role of journals in medicine has not been evaluated. PURPOSE To assess whether tutoring authors in a medical scientific journal could be related to their long-term scientific publications and academic advancement. METHODS The study included 47 journal authors who were individually tutored in scientific writing and data presentation by the editors of the Croatian Medical Journal during the 1991-1995 war years and 47 colleagues the authors identified as their academic peers at the time of tutoring. We assessed their published articles in scientific journals, citations to these articles, and academic advancement, defined as the level of postgraduate education and advancement in the academic rank. RESULTS By 2003, tutored authors published more articles in MEDLINE-indexed journals than their academic peers (median = 4, interquartile range = 1-9 vs. 1 [0-5], respectively; p = .0265), and received more citations to these articles (4 [0-16] vs. 1 [0-6], p = .0275). They also made a significantly greater academic advancement, assessed as a score of their academic rank and research degree (2 [0-4] vs. 1 [0-2], p = .0369). CONCLUSIONS Editorial tutoring of journal authors can positively influence their long-term academic advancement. Journals may have an important teaching role in local academic communities.
Collapse
Affiliation(s)
- Matko Marusic
- Zagreb University School of Medicine, Zagreb, Croatia.
| | | | | | | |
Collapse
|
7728
|
Allery L. Assess trainees in the clinical workplace using the Mini-CEX (mini clinical evaluation exercise). EDUCATION FOR PRIMARY CARE 2006; 17:270-274. [PMID: 28240111 DOI: 10.1080/14739879.2006.11864073] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
|
7729
|
Graham HJ. Patient confidentiality: Implications for teaching in undergraduate medical education. Clin Anat 2006; 19:448-55. [PMID: 16683240 DOI: 10.1002/ca.20345] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Respect for patient confidentiality is one of the core concepts of professionalism and should have high priority in medical education. Confidentiality should be introduced early in the curriculum so that students understand their ethical, professional, and legal obligations throughout their medical studies and later professional career. Anatomists have important opportunities for teaching professional values including confidentiality and should be major contributors to a multidisciplinary teaching on professionalism. Students should make a formal commitment to and be assessed on patient confidentiality in the context of professionalism. A Faculty development program on confidentiality and data protection will inform and support teachers in delivering these objectives. It is recommended that medical schools have a policy on patient confidentiality and a disciplinary procedure for the management of students who breach patient confidentiality.
Collapse
Affiliation(s)
- Helen J Graham
- Division of Medical Education, Kings College London School of Medicine at Guys, St Thomas' and Kings College Hospitals, London, United Kingdom.
| |
Collapse
|
7730
|
|
7731
|
|
7732
|
Brigley SJ, Robbe IJ. Exploiting learning moments: varying forms of educational supervision in basic surgical education. ACTA ACUST UNITED AC 2005. [DOI: 10.1111/j.1473-6861.2005.00099.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
7733
|
Matsumoto M, Okayama M, Inoue K, Kajii E. Factors associated with rural doctors' intention to continue a rural career: A survey of 3072 doctors in Japan. Aust J Rural Health 2005; 13:219-25. [PMID: 16048463 DOI: 10.1111/j.1440-1584.2005.00705.x] [Citation(s) in RCA: 32] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022] Open
Abstract
OBJECTIVE To show the relationship between the personal and educational backgrounds of rural doctors and their intention to continue a rural career. DESIGN Nationwide postal survey. SETTING Public clinics or hospitals in municipalities that are classified as 'rural' by the national government. SUBJECTS A total of 4896 doctors working for 828 public clinics and hospitals. MEASUREMENTS A questionnaire was mailed. The questionnaire inquired about the subject's age, sex, hometown, exposure to rural practice in undergraduate education, postgraduate training, continuing medical education, current position and affiliation status with a medical school, as well as his or her intention to continue a rural career. RESULTS Response rate was 64%; 26% answered that they intended to continue a rural career. Postgraduate training in general internal medicine, general surgery, anaesthesiology, paediatrics and gastroenterology were positively related with the intention to continue a rural career (odds ratio = 2.045, 1.59, 1.30, 1.48, 1.38). Rural background, undergraduate exposure to rural practice, multispecialty-rotation in postgraduate training and current administrative position had positive correlations with the intention to continue in logistic regression analysis (odds ratio = 1.80, 2.47, 1.54, 2.17). Affiliation with a medical school department was negatively related with the intention to continue (odds ratio = 0.45). CONCLUSION In addition to the rural background of physicians, some undergraduate and postgraduate factors were independently associated with the intention to continue a rural career.
Collapse
Affiliation(s)
- Masatoshi Matsumoto
- Department of Community and Family Medicine, Jichi Medical School, Yakushiji, Tochigi, Japan.
| | | | | | | |
Collapse
|
7734
|
|
7735
|
Bligh J. Editorial. CLINICAL TEACHER 2005. [DOI: 10.1111/j.1743-498x.2005.00056.x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
7736
|
|
7737
|
|