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Burgess A, van Diggele C, Mellis C. Student teacher training: participant motivation. CLINICAL TEACHER 2015; 13:267-70. [PMID: 26334093 DOI: 10.1111/tct.12447] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
BACKGROUND Teaching, assessment and feedback skills are documented globally as required graduate attributes for medical students. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. In this study, we used self-determination theory (SDT) to consider medical students' motivation to voluntarily participate in a short teacher training programme. METHODS Thirty-eight senior medical students were invited to attend a teacher training programme at a major tertiary teaching hospital. Participating students were asked to respond to one question: 'Why did you volunteer to take part in the teacher training course?' Self-determination theory was used as a conceptual framework to identify and code recurrent themes in the data. RESULTS In total, 23/38 (61%) of invited students chose to participate in the programme, and 21/23 (91%) of the students responded to the survey. Students' motivation to participate in the teacher training programme were related to: (1) autonomy - their enjoyment of their current voluntary involvement in teaching; (2) competence - a recognition of the need for formal training and certification in teaching, and as an essential part of their future career in medicine; (3) relatedness - the joint recognition of the importance of quality in teaching, as emphasised by their own learning experiences in the medical programme. CONCLUSION Students reported being motivated to take part in teacher training because of their enjoyment of teaching, their desire to increase the quality of teaching within medical education, their desire for formal recognition of teaching as a learned skill, plus their recognition of teaching as a requirement within the medical profession. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted.
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Affiliation(s)
- Annette Burgess
- Central Clinical School, Sydney Medical School, University of Sydney, New South Wales, Australia
| | | | - Craig Mellis
- Central Clinical School, Sydney Medical School, University of Sydney, New South Wales, Australia
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152
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Pusic MV, Chiaramonte R, Gladding S, Andrews JS, Pecaric MR, Boutis K. Accuracy of self-monitoring during learning of radiograph interpretation. MEDICAL EDUCATION 2015; 49:838-846. [PMID: 26152495 DOI: 10.1111/medu.12774] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2014] [Revised: 01/23/2015] [Accepted: 04/21/2015] [Indexed: 06/04/2023]
Abstract
CONTEXT Despite calls for the improvement of self-assessment as a basis for self-directed learning, instructional designs that include reflection in practice are uncommon. Using data from a screen-based simulation for learning radiograph interpretation, we present validity evidence for a simple self-monitoring measure and examine how it can complement skill assessment. METHODS Medical students learning ankle radiograph interpretation were given an online learning set of 50 cases which they were asked to classify as 'abnormal' (fractured) or 'normal' and to indicate the degree to which they felt certain about their response (Definitely or Probably). They received immediate feedback on each case. All students subsequently completed two 20-case post-tests: an immediate post-test (IPT), and a delayed post-test (DPT) administered 2 weeks later. We determined the degree to which certainty (Definitely versus Probably) correlated with accuracy of interpretation and how this relationship changed between the tests. RESULTS Of 988 students approached, 115 completed both tests. Mean ± SD accuracy scores decreased from 59 ± 17% at the IPT to 53 ± 16% at the DPT (95% confidence interval [CI] for the difference: -2% to -10%). Mean self-assessed certainty did not decrease (rates of Definitely: IPT, 17.6%; DPT, 19.5%; 95% CI for difference: +7.2% to -3.4%). Regression modelling showed that accuracy was positively associated with choosing Definitely over Probably (odds ratio [OR] 1.63, 95% CI 1.27-2.09) and indicated a statistically significant interaction between test timing and certainty (OR 0.72, 95% CI 0.52-0.99); thus, the accuracy of self-monitoring decayed over the retention interval, leaving students relatively overconfident in their abilities. CONCLUSIONS This study shows that, in medical students learning radiograph interpretation, the development of self-monitoring skills can be measured and should not be assumed to necessarily vary in the same way as the underlying clinical skill.
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Affiliation(s)
- Martin V Pusic
- Division of Education Quality and Analytics, School of Medicine, New York University, New York, NY, USA
| | - Robert Chiaramonte
- Downstate College of Medicine, State University of New York, New York, NY, USA
| | - Sophia Gladding
- Department of Medicine, University of Minnesota Medical School, Minneapolis, MN, USA
| | - John S Andrews
- Office of Graduate Medical Education, University of Minnesota Medical School, Minneapolis, MN, USA
| | | | - Kathy Boutis
- Department of Paediatrics, Hospital for Sick Children, University of Toronto, Toronto, ON, Canada
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153
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Balslev T, Rasmussen AB, Skajaa T, Nielsen JP, Muijtjens A, De Grave W, Van Merriënboer J. Combining bimodal presentation schemes and buzz groups improves clinical reasoning and learning at morning report. MEDICAL TEACHER 2015; 37:759-766. [PMID: 25496711 DOI: 10.3109/0142159x.2014.986445] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Morning reports offer opportunities for intensive work-based learning. In this controlled study, we measured learning processes and outcomes with the report of paediatric emergency room patients. Twelve specialists and 12 residents were randomised into four groups and discussed the same two paediatric cases. The groups differed in their presentation modality (verbal only vs. verbal + text) and the use of buzz groups (with vs. without). The verbal interactions were analysed for clinical reasoning processes. Perceptions of learning and judgment of learning were reported in a questionnaire. Diagnostic accuracy was assessed by a 20-item multiple-choice test. Combined bimodal presentation and buzz groups increased the odds ratio of clinical reasoning to occur in the discussion of cases by a factor of 1.90 (p = 0.013), indicating superior reasoning for buzz groups working with bimodal materials. For specialists, a positive effect of bimodal presentation was found on perceptions of learning (p < 0.05), and for residents, a positive effect of buzz groups was found on judgment of learning (p < 0.005). A positive effect of bimodal presentation on diagnostic accuracy was noted in the specialists (p < 0.05). Combined bimodal presentation and buzz group discussion of emergency cases improves clinicians' clinical reasoning and learning.
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Affiliation(s)
- Thomas Balslev
- a Viborg Regional Hospital , Denmark
- b Aarhus University , Denmark
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154
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Sagasser MH, Kramer AWM, van Weel C, van der Vleuten CPM. GP supervisors' experience in supporting self-regulated learning: a balancing act. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2015; 20:727-44. [PMID: 25314934 DOI: 10.1007/s10459-014-9561-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2014] [Accepted: 10/03/2014] [Indexed: 05/11/2023]
Abstract
Self-regulated learning is essential for professional development and lifelong learning. As self-regulated learning has many inaccuracies, the need to support self-regulated learning has been recommended. Supervisors can provide such support. In a prior study trainees reported on the variation in received supervisor support. This study aims at exploring supervisors' perspectives. The aim is to explore how supervisors experience self-regulated learning of postgraduate general practitioners (GP) trainees and their role in this, and what helps and hinders them in supervising. In a qualitative study using a phenomenological approach, we interviewed 20 supervisors of first- and third-year postgraduate GP trainees. Supervisors recognised trainee activity in self-regulated learning and adapted their coaching style to trainee needs, occasionally causing conflicting emotions. Supervisors' beliefs regarding their role, trainees' role and the usefulness of educational interventions influenced their support. Supervisors experienced a relation between patient safety, self-regulated learning and trainee capability to learn. Supervisor training was helpful to exchange experience and obtain advice. Supervisors found colleagues helpful in sharing supervision tasks or in calibrating judgments of trainees. Busy practice occasionally hindered the supervisory process. In conclusion, supervisors adapt their coaching to trainees' self-regulated learning, sometimes causing conflicting emotions. Patient safety and entrustment are key aspects of the supervisory process. Supervisors' beliefs about their role and trainees' role influence their support. Supervisor training is important to increase awareness of these beliefs and the influence on their behaviour, and to improve the use of educational instruments. The results align with findings from other (medical) education, thereby illustrating its relevance.
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Affiliation(s)
- Margaretha H Sagasser
- Department of Primary and Community Care, Radboud University Nijmegen Medical Centre, ELG 117, Postbus 9101, 6500 HB, Nijmegen, The Netherlands,
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155
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Hauer KE, Chesluk B, Iobst W, Holmboe E, Baron RB, Boscardin CK, Cate OT, O'Sullivan PS. Reviewing residents' competence: a qualitative study of the role of clinical competency committees in performance assessment. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2015; 90:1084-92. [PMID: 25901876 DOI: 10.1097/acm.0000000000000736] [Citation(s) in RCA: 88] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
PURPOSE Clinical competency committees (CCCs) are now required in graduate medical education. This study examined how residency programs understand and operationalize this mandate for resident performance review. METHOD In 2013, the investigators conducted semistructured interviews with 34 residency program directors at five public institutions in California, asking about each institution's CCCs and resident performance review processes. They used conventional content analysis to identify major themes from the verbatim interview transcripts. RESULTS The purpose of resident performance review at all institutions was oriented toward one of two paradigms: a problem identification model, which predominated; or a developmental model. The problem identification model, which focused on identifying and addressing performance concerns, used performance data such as red-flag alerts and informal information shared with program directors to identify struggling residents.In the developmental model, the timely acquisition and synthesis of data to inform each resident's developmental trajectory was challenging. Participants highly valued CCC members' expertise as educators to corroborate the identification of struggling residents and to enhance credibility of the committee's outcomes. Training in applying the milestones to the CCC's work was minimal.Participants were highly committed to performance review and perceived the current process as adequate for struggling residents but potentially not for others. CONCLUSIONS Institutions orient resident performance review toward problem identification; a developmental approach is uncommon. Clarifying the purpose of resident performance review and employing efficient information systems that synthesize performance data and engage residents and faculty in purposeful feedback discussions could enable the meaningful implementation of milestones-based assessment.
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Affiliation(s)
- Karen E Hauer
- K.E. Hauer is professor, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. B. Chesluk is clinical research associate, Evaluation, Research, and Development, American Board of Internal Medicine, Philadelphia, Pennsylvania. W. Iobst is vice president for academic and clinical affairs and vice dean, Commonwealth Medical College, Scranton, Pennsylvania. E. Holmboe is senior vice president, Accreditation Council for Graduate Medical Education, Chicago, Illinois, and adjunct professor of medicine, Yale School of Medicine, New Haven, Connecticut. R.B. Baron is professor of medicine and associate dean for graduate and continuing medical education, Division of General Internal Medicine, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. C.K. Boscardin is associate professor, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. O. ten Cate is professor of medical education and director, Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands. P.S. O'Sullivan is professor of medicine and director of research and development in medical education, Office of Medical Education, University of California, San Francisco, School of Medicine, San Francisco, California
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156
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Robson J, Henry D, Moses J, Vinci R, Schumacher D. Integrating the learner's perspective in the refinement of competency-based assessments. Acad Pediatr 2015; 15:245-8. [PMID: 25906696 DOI: 10.1016/j.acap.2015.02.014] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/23/2015] [Accepted: 02/23/2015] [Indexed: 11/26/2022]
Affiliation(s)
- Jacob Robson
- Department of Pediatrics, University of California, San Francisco, Calif.
| | - Duncan Henry
- Department of Pediatrics, University of California, San Francisco, Calif
| | - James Moses
- Department of Pediatrics, Boston Medical Center, Boston, Mass
| | - Robert Vinci
- Department of Pediatrics, Boston Medical Center, Boston, Mass
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Meade LB, Todd CY, Walsh MM. Found in transition: applying milestones to three unique discharge curricula. PeerJ 2015; 3:e819. [PMID: 25780771 PMCID: PMC4358664 DOI: 10.7717/peerj.819] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2014] [Accepted: 02/14/2015] [Indexed: 11/20/2022] Open
Abstract
Introduction. A safe and effective transition from hospital to post-acute care is a complex and important physician competency. Milestones and Entrustable Professional Activities (EPA) form the new educational rubric in Graduate Medical Education Training. “A safe and effective discharge from the hospital” is an EPA ripe for educational innovation. Methods. The authors collaborated in a qualitative process called mapping to define 22 of 142 Internal Medicine (IM) curricular milestones related to the transition of care. Fifty-five participant units at an Association for Program Directors in Internal Medicine (APDIM) workshop prioritized the milestones, using a validated ranking process called Q-sort. We analyzed the Q-sort results, which rank the milestones in order of priority. We then applied this ranking to three innovative models of training IM residents in the transitions of care: Simulation (S), Discharge Clinic Feedback (DCF) and TRACER (T). Results. We collected 55 Q-sort rankings from particpants at the APDIM workshop. We then identified which milestones are a focus of the three innovative models of training in the transition of care: Simulation = 5 of 22 milestones, Discharge Clinic Feedback = 9 of 22 milestones, and TRACER = 7 of 22 milestones. Milestones identified in each innovation related to one of the top 8 prioritized milestones 75% of the time; thus, more frequently than the milestones with lower priority. Two milestones are shared by all three curricula: Utilize patient-centered education and Ensure succinct written communication. Two other milestones are shared by two curricula: Manage and coordinate care transitions across multiple delivery systems and Customize care in the context of the patient’s preferences. If you combine the three innovations, all of the top 8 milestones are included. Discussion. The milestones give us a context to share individual innovations and to compare and contrast using a standardized frame. We demonstrate that the three unique discharge curricula in aggregate capture all of the highest prioritized milestones for this discharge EPA.
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Affiliation(s)
- Lauren B Meade
- Macy Faculty Scholar, Baystate Medical Center, Tufts University Medical School , Springfield, MA , USA
| | - Christine Y Todd
- Department of Medical Humanities, Southern Illinois University , Springfield, IL , USA
| | - Meghan M Walsh
- Transitional Residency Program, Hennepin County Medical Center , Minneapolis, MN , USA
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158
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Burgess A, Goulston K, Oates K. Role modelling of clinical tutors: a focus group study among medical students. BMC MEDICAL EDUCATION 2015; 15:17. [PMID: 25888826 PMCID: PMC4335700 DOI: 10.1186/s12909-015-0303-8] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2014] [Accepted: 02/05/2015] [Indexed: 05/05/2023]
Abstract
BACKGROUND Role modelling by clinicians assists in development of medical students' professional competencies, values and attitudes. Three core characteristics of a positive role model include 1) clinical attributes, 2) teaching skills, and 3) personal qualities. This study was designed to explore medical students' perceptions of their bedside clinical tutors as role models during the first year of a medical program. METHODS The study was conducted with one cohort (n = 301) of students who had completed Year 1 of the Sydney Medical Program in 2013. A total of nine focus groups (n = 59) were conducted with medical students following completion of Year 1. Data were transcribed verbatim. Thematic analysis was used to code and categorise data into themes. RESULTS Students identified both positive and negative characteristics and behaviour displayed by their clinical tutors. Characteristics and behaviour that students would like to emulate as medical practitioners in the future included: 1) Clinical attributes: a good knowledge base; articulate history taking skills; the ability to explain and demonstrate skills at the appropriate level for students; and empathy, respect and genuine compassion for patients. 2) Teaching skills: development of a rapport with students; provision of time towards the growth of students academically and professionally; provision of a positive learning environment; an understanding of the student curriculum and assessment requirements; immediate and useful feedback; and provision of patient interaction. 3) Personal qualities: respectful interprofessional staff interactions; preparedness for tutorials; demonstration of a passion for teaching; and demonstration of a passion for their career choice. CONCLUSION Excellence in role modelling entails demonstration of excellent clinical care, teaching skills and personal characteristics. Our findings reinforce the important function of clinical bedside tutors as role models, which has implications for faculty development and recruitment.
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Affiliation(s)
- Annette Burgess
- Sydney Medical School - Central, The University of Sydney, Building 63, level 4, Royal Prince Alfred Hospital, Missenden Road, Camperdown, NSW, 2050, Australia.
| | - Kerry Goulston
- Sydney Medical School, The University of Sydney, Sydney, NSW, Australia.
| | - Kim Oates
- Sydney Medical School, The University of Sydney, Sydney, NSW, Australia.
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159
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Tainter CR, Wong NL, Bittner EA. Innovative strategies in critical care education. J Crit Care 2015; 30:550-6. [PMID: 25702843 DOI: 10.1016/j.jcrc.2015.02.001] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2014] [Revised: 01/21/2015] [Accepted: 02/04/2015] [Indexed: 01/29/2023]
Abstract
The cadre of information pertinent to critical care medicine continues to expand at a tremendous pace, and we must adapt our strategies of medical education to keep up with the expansion. Differences in learners' characteristics can contribute to a mismatch with historical teaching strategies. Simulation is increasingly popular, but still far from universal. Emerging technology has the potential to improve our knowledge translation, but there is currently sparse literature describing these resources or their benefits and limitations. Directed strategies of assessment and feedback are often suboptimal. Even strategies of accreditation are evolving. This review attempts to summarize salient concepts, suggest resources, and highlight novel strategies to enhance practice and education in the challenging critical care environment.
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160
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Neville V, Lam M, Gordon CJ. The impact of eLearning on health professional educators' attitudes to information and communication technology. J Multidiscip Healthc 2015; 8:75-81. [PMID: 25678796 PMCID: PMC4319553 DOI: 10.2147/jmdh.s74974] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Background The use of information and communication technology (ICT) in health professional education is increasing rapidly. Health professional educators need to be responsive to health professionals’ information and communication technological needs; however, there is a paucity of information about educators’ attitudes to, and capabilities with, ICT. Methods Fifty-two health professional educators, enrolled in health professional education postgraduate studies, participated in an online subject with specific eLearning components requiring the use of ICT. They completed a pre- and postquestionnaire pertaining to ICT attitudes, confidence, and usage. Results Participants reported significant increases in overall ICT confidence during the subject despite it being high at baseline (mean: 7.0 out of 10; P=0.02). Even with increased ICT confidence, there were decreases in the participants’ sense of ICT control when related to health professional education (P=0.002); whereas, the amount of time participants engaged with ICT devices was negatively correlated with the sense of ICT control (P=0.002). The effect of age and health discipline on ICT attitudes and confidence was not significant (P>0.05). Conclusion This study reports that health professional educators have perceptual deficits toward ICT. The impact of eLearning increased confidence in ICT but caused a reduction in participants’ sense of control of ICT. Health professional educators require more ICT training and support to facilitate better ICT integration in health professional education settings.
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Affiliation(s)
- Victoria Neville
- Faculty of Science, Medicine and Health, The University of Wollongong, Wollongong, NSW, Australia
| | - Mary Lam
- Faculty of Health Science, The University of Sydney, Sydney, NSW, Australia
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161
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Hsih KW, Iscoe MS, Lupton JR, Mains TE, Nayar SK, Orlando MS, Parzuchowski AS, Sabbagh MF, Schulz JC, Shenderov K, Simkin DJ, Vakili S, Vick JB, Xu T, Yin O, Goldberg HR. The Student Curriculum Review Team: How we catalyze curricular changes through a student-centered approach. MEDICAL TEACHER 2015; 37:1008-12. [PMID: 25532595 DOI: 10.3109/0142159x.2014.990877] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
Student feedback is a valuable asset in curriculum evaluation and improvement, but many institutions have faced challenges implementing it in a meaningful way. In this article, we report the rationale, process and impact of the Student Curriculum Review Team (SCRT), a student-led and faculty-supported organization at the Johns Hopkins University School of Medicine. SCRT's evaluation of each pre-clinical course is composed of a comprehensive three-step process: a review of course evaluation data, a Town Hall Meeting and online survey to generate and assess potential solutions, and a thoughtful discussion with course directors. Over the past two years, SCRT has demonstrated the strength of its approach by playing a substantial role in improving medical education, as reported by students and faculty. Furthermore, SCRT's uniquely student-centered, collaborative model has strengthened relationships between students and faculty and is one that could be readily adapted to other medical schools or academic institutions.
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Affiliation(s)
- Katie W Hsih
- a The Johns Hopkins University School of Medicine , USA
| | - Mark S Iscoe
- a The Johns Hopkins University School of Medicine , USA
| | | | - Tyler E Mains
- a The Johns Hopkins University School of Medicine , USA
| | | | | | | | | | - John C Schulz
- a The Johns Hopkins University School of Medicine , USA
| | | | | | - Sharif Vakili
- a The Johns Hopkins University School of Medicine , USA
| | - Judith B Vick
- a The Johns Hopkins University School of Medicine , USA
| | - Tim Xu
- a The Johns Hopkins University School of Medicine , USA
| | - Ophelia Yin
- a The Johns Hopkins University School of Medicine , USA
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Hurtubise L, Hall E, Sheridan L, Han H. The Flipped Classroom in Medical Education: Engaging Students to Build Competency. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2015; 2:10.4137_JMECD.S23895. [PMID: 35187252 PMCID: PMC8855432 DOI: 10.4137/jmecd.s23895] [Citation(s) in RCA: 49] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2015] [Revised: 03/22/2015] [Accepted: 03/24/2015] [Indexed: 05/09/2023]
Abstract
The flipped classroom represents an essential component in curricular reform. Technological advances enabling asynchronous and distributed learning are facilitating the movement to a competency-based paradigm in healthcare education. At its most basic level, flipping the classroom is the practice of assigning students didactic material, traditionally covered in lectures, to be learned before class while using face-to-face time for more engaging and active learning strategies. The development of more complex learning systems is creating new opportunities for learning across the continuum of medical education as well as interprofessional education. As medical educators engage in the process of successfully flipping a lecture, they gain new teaching perspectives, which are foundational to effectively engage in curricular reform. The purpose of this article is to build a pedagogical and technological understanding of the flipped classroom framework and to articulate strategies for implementing it in medical education to build competency.
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Affiliation(s)
- Larry Hurtubise
- Department of Family Medicine and Faculty Development, Ohio University Heritage College of Osteopathic Medicine, Dublin, OH, USA
| | - Elissa Hall
- Department of Laboratory Medicine and Pathology, Mayo Clinic College of Medicine, Rochester, MN, USA
| | - Leah Sheridan
- Department of Biomedical Sciences, Ohio University Heritage College of Osteopathic Medicine, Dublin, OH, USA
| | - Heeyoung Han
- Department of Medical Education, Southern Illinois University School of Medicine, Springfield, IL, USA
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163
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Burgess A, Ramsey-Stewart G. Elective anatomy by whole body dissection course: what motivates students? BMC MEDICAL EDUCATION 2014; 14:272. [PMID: 25528355 PMCID: PMC4302434 DOI: 10.1186/s12909-014-0272-3] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2014] [Accepted: 12/11/2014] [Indexed: 06/04/2023]
Abstract
BACKGROUND Students' motivation provides a powerful tool to maximise learning. The reasons for motivation can be articulated in view of self-determination theory (SDT). This theory proposes that for students to be motivated and hence benefit educationally and professionally from courses, three key elements are needed: autonomy, competence, and relatedness. In this paper we apply SDT theory to consider medical students' motivation to participate throughout a 2014 optional summer intensive eight week elective anatomy by whole body dissection course. The course was designed and facilitated by surgeons, and required small group, active learning. METHODS At the end of the course, data were collected from all (24/24) students by means of an open ended survey questionnaire. Framework analysis was used to code and categorise data into themes. RESULTS Utilising self-determination theory as a theoretical framework, students' motivation and experiences of participation in the course were explored. Elements that facilitated students' motivation included the enthusiasm and expertise of the surgeons, the sense of collegiality and community within the course, the challenges of group activities, and sense of achievement through frequent assessments. CONCLUSION The team learning course design, and facilitation by surgeons, provided an enriched learning environment, motivating students to build on their knowledge and apply a surgical context to their learning.
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Affiliation(s)
- Annette Burgess
- Sydney Medical School - Central, The University of Sydney, Sydney, New South Wales, Australia.
| | - George Ramsey-Stewart
- Disciplines of Surgery and Anatomy and Histology, Sydney Medical School, The University of Sydney, Sydney, New South Wales, Australia.
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164
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Hoffman M, Wilkinson JE, Xu J, Wiecha J. The perceived effects of faculty presence vs. absence on small-group learning and group dynamics: a quasi-experimental study. BMC MEDICAL EDUCATION 2014; 14:258. [PMID: 25491129 PMCID: PMC4272813 DOI: 10.1186/s12909-014-0258-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/06/2014] [Accepted: 11/18/2014] [Indexed: 05/14/2023]
Abstract
BACKGROUND Medical education increasingly relies on small-group learning. Small group learning provides more active learning, better retention, higher satisfaction, and facilitates development of problem-solving and team-working abilities. However, less is known about student experience and preference for different small groups teaching models. We evaluated group educational dynamics and group learning process in medical school clerkship small group case-based settings, with a faculty member present versus absent. METHODS Students completed surveys after cases when the faculty was present ("in") or absent ("out") for the bulk of the discussion. 228 paired surveys (114 pairs) were available for paired analysis, assessing group dynamics, group learning process, student preference, and participation through self-report and self-rating of group behaviors tied to learning and discussion quality. RESULTS Ratings of group dynamics and group learning process were significantly higher with the faculty absent vs. present (p range <0.001 to 0.015). Students also reported higher levels of participation when the faculty member was absent (p = 0.03). Students were more likely to express a preference for having the faculty member present after "in" case vs. "out" case discussions. (p < 0.001). There was no difference in reported success of the case discussion after "in" vs. "out" cases (p = 0.67). CONCLUSIONS Student groups without faculty present reported better group dynamics, group learning processes, and participation with faculty absent. Students reported that they feel somewhat dependent on faculty, especially when the faculty is present, though there was no significant difference in students reporting that they obtained the most they could from the discussion of the case after both "in" and "out" cases.
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Affiliation(s)
- Miriam Hoffman
- Department of Family Medicine, Boston University School of Medicine, One BMC Place, Boston, MA, 02118, USA.
| | - Joanne E Wilkinson
- Department of Family Medicine, Boston University School of Medicine, One BMC Place, Boston, MA, 02118, USA.
- Department of Community Health Sciences, Boston University School of Public Health, Boston, USA.
| | - Jin Xu
- Department of Medicine, Residency Training Programs, PO Box 208030, New Haven, CT, 06520-8030, USA.
| | - John Wiecha
- Department of Family Medicine, Boston University School of Medicine, One BMC Place, Boston, MA, 02118, USA.
- Office of Medical Education, Boston University School of Medicine, Boston, USA.
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165
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Dudas RA, Bannister SL. It's not just what you know: the non-cognitive attributes of great clinical teachers. Pediatrics 2014; 134:852-4. [PMID: 25349314 DOI: 10.1542/peds.2014-2269] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Affiliation(s)
- Robert A Dudas
- Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland; and
| | - Susan L Bannister
- Department of Pediatrics, University of Calgary, Faculty of Medicine, Calgary, Alberta, Canada
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Schumacher DJ, Spector ND, Calaman S, West DC, Cruz M, Frohna JG, Gonzalez Del Rey J, Gustafson KK, Poynter SE, Rosenbluth G, Southgate WM, Vinci RJ, Sectish TC. Putting the pediatrics milestones into practice: a consensus roadmap and resource analysis. Pediatrics 2014; 133:898-906. [PMID: 24733873 DOI: 10.1542/peds.2013-2917] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
The Accreditation Council for Graduate Medical Education has partnered with member boards of the American Board of Medical Specialties to initiate the next steps in advancing competency-based assessment in residency programs. This initiative, known as the Milestone Project, is a paradigm shift from traditional assessment efforts and requires all pediatrics residency programs to report individual resident progression along a series of 4 to 5 developmental levels of performance, or milestones, for individual competencies every 6 months beginning in June 2014. The effort required to successfully make this shift is tremendous given the number of training programs, training institutions, and trainees. However, it holds great promise for achieving training outcomes that align with patient needs; developing a valid, reliable, and meaningful way to track residents' development; and providing trainees with a roadmap for learning. Recognizing the resources needed to implement this new system, the authors, all residency program leaders, provide their consensus view of the components necessary for implementing and sustaining this effort, including resource estimates for completing this work. The authors have identified 4 domains: (1) Program Review and Development of Stakeholders and Participants, (2) Assessment Methods and Validation, (3) Data and Assessment System Development, and (4) Summative Assessment and Feedback. This work can serve as a starting point and framework for collaboration with program, department, and institutional leaders to identify and garner necessary resources and plan for local and national efforts that will ensure successful transition to milestones-based assessment.
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Affiliation(s)
- Daniel J Schumacher
- Boston Combined Residency Program in Pediatrics (Boston Children's Hospital/Boston Medical Center), Boston, Massachusetts; Department of Pediatrics, Boston University School of Medicine, Boston, Massachusetts;
| | - Nancy D Spector
- Department of Pediatrics, Drexel University College of Medicine/St Christopher's Hospital for Children, Philadelphia, Pennsylvania
| | - Sharon Calaman
- Department of Pediatrics, Drexel University College of Medicine/St Christopher's Hospital for Children, Philadelphia, Pennsylvania
| | - Daniel C West
- Department of Pediatrics, Benioff Children's Hospital/University of California, San Francisco, San Francisco, California
| | - Mario Cruz
- Department of Pediatrics, Drexel University College of Medicine/St Christopher's Hospital for Children, Philadelphia, Pennsylvania
| | - John G Frohna
- Departments of Pediatrics and Medicine, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin
| | - Javier Gonzalez Del Rey
- Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio; and
| | - Kristina K Gustafson
- Department of Pediatrics, The Medical University of South Carolina, Charleston, South Carolina; and
| | - Sue Ellen Poynter
- Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio; and
| | - Glenn Rosenbluth
- Department of Pediatrics, Benioff Children's Hospital/University of California, San Francisco, San Francisco, California
| | - W Michael Southgate
- Department of Pediatrics, The Medical University of South Carolina, Charleston, South Carolina; and
| | - Robert J Vinci
- Boston Combined Residency Program in Pediatrics (Boston Children's Hospital/Boston Medical Center), Boston, Massachusetts; Department of Pediatrics, Boston University School of Medicine, Boston, Massachusetts
| | - Theodore C Sectish
- Boston Combined Residency Program in Pediatrics (Boston Children's Hospital/Boston Medical Center), Boston, Massachusetts; Department of Pediatrics, Harvard Medical School, Boston, Massachusetts
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Kuper A, Whitehead C. The practicality of theory. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2013; 88:1594-5. [PMID: 24072104 DOI: 10.1097/acm.0b013e3182a66321] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
The study of medical education has broadened significantly over the past decade to include a wide variety of theoretical frameworks from multiple research domains. There remains a significant misconception, however, that learning theories (largely drawn from cognitive psychology and education) are practical and useful to educators, whereas other types of theory are not. The authors of this commentary reflect on a learning-theory-based model for developing master learners presented by Schumacher and colleagues in this issue of Academic Medicine. They suggest that bioscientific and sociocultural theories can enhance different aspects of that model and provide specific examples from neuropsychophysiology, Foucauldian discourse analysis, and critical theory. Bioscientific and sociocultural theories such as these present medical educators with an exciting array of new methodological and interpretive possibilities. The authors illustrate ways in which these theories can have important practical applications for, and impacts on, the practice of medical education.
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Affiliation(s)
- Ayelet Kuper
- Dr. Kuper is assistant professor, Department of Medicine, Faculty of Medicine, University of Toronto, scientist, Wilson Centre for Research in Education, University Health Network/University of Toronto, and staff physician, Division of General Internal Medicine, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada. Dr. Whitehead is vice chair for education and associate professor, Department of Family and Community Medicine, University of Toronto, cross-appointed scientist, Wilson Centre for Research in Education, University Health Network/University of Toronto, and staff physician, Women's College Hospital, Toronto, Ontario, Canada
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