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Hege I, Adler M, Donath D, Durning SJ, Edelbring S, Elvén M, Bogusz A, Georg C, Huwendiek S, Körner M, Kononowicz AA, Parodis I, Södergren U, Wagner FL, Wiegleb Edström D. Developing a European longitudinal and interprofessional curriculum for clinical reasoning. Diagnosis (Berl) 2023; 10:218-224. [PMID: 36800998 DOI: 10.1515/dx-2022-0103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2022] [Accepted: 01/24/2023] [Indexed: 02/19/2023]
Abstract
Clinical reasoning is a complex and crucial ability health professions students need to acquire during their education. Despite its importance, explicit clinical reasoning teaching is not yet implemented in most health professions educational programs. Therefore, we carried out an international and interprofessional project to plan and develop a clinical reasoning curriculum with a train-the-trainer course to support educators in teaching this curriculum to students. We developed a framework and curricular blueprint. Then we created 25 student and 7 train-the-trainer learning units and we piloted 11 of these learning units at our institutions. Learners and faculty reported high satisfaction and they also provided helpful suggestions for improvements. One of the main challenges we faced was the heterogeneous understanding of clinical reasoning within and across professions. However, we learned from each other while discussing these different views and perspectives on clinical reasoning and were able to come to a shared understanding as the basis for developing the curriculum. Our curriculum fills an important gap in the availability of explicit clinical reasoning educational materials both for students and faculty and is unique with having specialists from different countries, schools, and professions. Faculty time and time for teaching clinical reasoning in existing curricula remain important barriers for implementation of clinical reasoning teaching.
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Affiliation(s)
- Inga Hege
- Medical Education Sciences, University of Augsburg, Augsburg, Germany
| | | | - Daniel Donath
- Faculty of Medicine and Health, EDU Higher Education Institute, Kalkara, Malta
| | - Steven J Durning
- Uniformed Services University of the Health Sciences, Bethesda, USA
| | | | - Maria Elvén
- School of Health Sciences, Örebro University, Örebro, Sweden
- School of Health, Care and Social Welfare, Mälardalen University, Örebro, Sweden
| | - Ada Bogusz
- Jagiellonian University Medical College, Kraków, Poland
| | - Carina Georg
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden
| | - Sören Huwendiek
- Department for Assessment and Evaluation, Institute for Medical Education, Bern, Switzerland
| | - Melina Körner
- Medical Education Sciences, University of Augsburg, Augsburg, Germany
| | | | - Ioannis Parodis
- Division of Rheumatology, Department of Medicine Solna, Karolinska Institutet and Karolinska University Hospital, Stockholm, Sweden
- Department of Rheumatology, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
| | | | - Felicitas L Wagner
- Department for Assessment and Evaluation, Institute for Medical Education, Bern, Switzerland
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Annan HG, Do V, MacLeod A. Learning by doing: A phenomenological study of medical student leaders. MEDICAL EDUCATION 2023; 57:753-760. [PMID: 36740400 DOI: 10.1111/medu.15025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 01/06/2023] [Accepted: 01/31/2023] [Indexed: 06/18/2023]
Abstract
INTRODUCTION Despite being recognised as a key physician competency, leadership development is an area of improvement especially in undergraduate medical education. We sought to explore the lived experience of leaders who served in elected, representative roles during their time in medical school. METHODS We used a hermeneutic phenomenological approach to uncover the essence of the medical student leader experience. From late 2020 to early 2021, we interviewed 12 medical residents who served in elected leadership roles from 2015 to 2019. Each participant graduated from a different Canadian medical school. We deliberately chose a limited and historic time period in order for participants to be able to reflect on their past experiences while accounting for differences in the medical student leadership experience over time. We then engaged in a reflexive thematic analysis to generate the final themes. RESULTS We identified the following five themes: (i) living with busyness, (ii) the role of faculty mentorship and support, (iii) competing demands of leadership, (iv) medical student leadership as enriching and (v) creating better physicians. Though demanding, medical student leadership was found to be rewarding and particularly key in the development of a more well-rounded physician. Furthermore, being well supported by faculty contributed to an overall positive leadership experience. DISCUSSION In addition to describing the hardships and rewards that make up their experience, this study suggests that medical student leadership can enhance core physician competencies. The findings also support the notion that faculties have an important role to play in supporting medical student leaders.
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Affiliation(s)
- Henry G Annan
- Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada
- IWK Health, Halifax, Nova Scotia, Canada
| | - Victor Do
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
- The Hospital for Sick Children, Toronto, Ontario, Canada
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Moeller J, Salas RME. Neurology Education in 2035: The Neurology Future Forecasting Series. Neurology 2023; 100:579-586. [PMID: 36564205 PMCID: PMC10033166 DOI: 10.1212/wnl.0000000000201669] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Accepted: 10/24/2022] [Indexed: 12/24/2022] Open
Abstract
In the past decade, there have been dramatic changes in all aspects of neurologic care, and along with this, neurology education has transformed. These changes have affected all aspects of education across the educational continuum, including learners, teachers, educators, content, delivery methods, assessments, and outcomes. Health systems science, health humanities, diversity, equity, and inclusion and health disparities are becoming core components of neurology curricula, and, in the future, will be integrated into every aspect of our educational mission. The ways in which material is taught and learned have been influenced by technologic innovations and a growing understanding of the science of learning. We forecast that this trend will continue, with learners choosing from an array of electronic resources to engage with fundamental topics, allowing front-line clinical teachers to spend more time supporting critical reasoning and teaching students how to learn. There has been a growing differentiation of educational roles (i.e., teachers, educators, and scholars). We forecast that these roles will become more distinct, each with an individualized pattern of support and expectations. Assessment has become more aligned with the work of the learners, and there are growing calls to focus more on the impact of educational programs on patient care. We forecast that there will be an increased emphasis on educational outcomes and public accountability for training programs. In this article, we reflect on the history of medical education in neurology and explore the current state to forecast the future of neurology education and discuss ways in which we can prepare.
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Affiliation(s)
- Jeremy Moeller
- From the Department of Neurology (J.M.), Yale University, New Haven, CT; Department of Neurology and Neurosurgery (R.M.E.S.), Johns Hopkins School of Medicine, Baltimore, MD.
| | - Rachel Marie E Salas
- From the Department of Neurology (J.M.), Yale University, New Haven, CT; Department of Neurology and Neurosurgery (R.M.E.S.), Johns Hopkins School of Medicine, Baltimore, MD
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Cupido N, Ross S, Lawrence K, Bethune C, Fowler N, Hess B, van der Goes T, Schultz K. Making sense of adaptive expertise for frontline clinical educators: a scoping review of definitions and strategies. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:1213-1243. [PMID: 36302908 DOI: 10.1007/s10459-022-10176-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2022] [Accepted: 10/08/2022] [Indexed: 06/16/2023]
Abstract
Adaptive expertise has been promoted as an emerging model of expertise in health professions education in response to the inherent complexities of patient care; however, as the concept increasingly influences the structure of professional training and practice, it creates the potential for misunderstandings of the definition and implications of adaptive expertise. To foster a common understanding of the concept, we conducted a scoping review to explore how adaptive expertise has been discussed within health professions education literature. Five databases-MedLine, PubMed, ERIC, CINAHL, and PsycINFO-were searched using the exact term "adaptive expertise", producing 212 unique articles. Fifty-eight articles met inclusion criteria. In the included articles, authors discussed the conceptual implications of adaptive expertise for health professions education, strategies for training for adaptive expertise, and research findings aimed at supporting the development of adaptive expertise or utilizing adaptive expertise as a theoretical framework. The goal of this scoping review is to establish a resource for frontline educators tasked with fostering the development of adaptive expertise in learners through education initiatives. A common understanding of adaptive expertise is essential to ensuring effective implementation in training programs.
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Affiliation(s)
| | - Shelley Ross
- Department of Family Medicine, University of Alberta, 6-10 University Terrace, Edmonton, AB, T6G 2T4, Canada.
| | | | - Cheri Bethune
- Northern Ontario School of Medicine, Sudbury, Canada
| | - Nancy Fowler
- College of Family Physicians of Canada, Mississauga, Canada
| | - Brian Hess
- College of Family Physicians of Canada, Mississauga, Canada
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Branzetti J, Commissaris C, Croteau C, Ehmann MR, Gisondi MA, Hopson LR, Lai KYF, Regan L. The Best Laid Plans? A Qualitative Investigation of How Resident Physicians Plan Their Learning. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:1691-1698. [PMID: 35612927 DOI: 10.1097/acm.0000000000004751] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Adaptive expertise (AE) has been identified as a critical trait to cultivate in future physicians. The 4-phase master adaptive learner (MAL) conceptual model describes the learning skills and behaviors necessary to develop AE. Though prior work has elucidated skills and behaviors used by MALs in the initial planning phase of learning, most resident learners are not thought to be MALs. In this study, the authors investigated how these majority "typical" learners develop AE by exploring the strategies they used in the planning phase of learning. METHOD Participants were resident physicians at graduate medical education (GME) training programs located at 4 academic medical centers in the United States. Participants participated in semistructured individual interviews in 2021, and interview transcripts were analyzed using constant comparative analysis of grounded theory. RESULTS Fourteen subjects representing 8 specialties were interviewed, generating 152 pages of transcripts for analysis. Three themes were identified: "Typical" learners were challenged by the transition from structured undergraduate medical education learning to less-structured GME learning, lacked necessary skills to easily navigate this transition, and relied on trial and error to develop their learning skills. CONCLUSIONS Participants used trial and error to find learning strategies to help them manage the systemic challenges encountered when transitioning from medical school to residency. The success (or failure) of these efforts was tied to learners' efficacy with the self-regulated learning concepts of agency, metacognitive goal setting, and motivation. A conceptual model is provided to describe the impact of these factors on residents' ability to be adaptive learners, and actionable recommendations are provided to help educators' efforts to foster adaptive learning skills and behaviors. These findings also provided valuable evidence of validity of the MAL model that has thus far been lacking.
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Affiliation(s)
- Jeremy Branzetti
- J. Branzetti is residency director, Emergency Medicine Residency, and assistant professor, Ronald O. Perelman Department of Emergency Medicine, New York University Grossman School of Medicine, New York, New York; ORCID: https://orcid.org/0000-0002-2397-0566
| | - Carolyn Commissaris
- C. Commissaris is emergency medicine residency assistant program director and clinical instructor, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0002-7099-4851
| | - Charlotte Croteau
- C. Croteau is a third-year resident, NYU/Bellevue Emergency Medicine Residency, New York, New York
| | - Michael R Ehmann
- M.R. Ehmann is emergency medicine associate residency program director and assistant professor of emergency medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland; ORCID: https://orcid.org/0000-0002-8093-7623
| | - Michael A Gisondi
- M.A. Gisondi is associate professor and vice chair of education, Department of Emergency Medicine, Precision Education and Assessment Research Lab, Stanford University School of Medicine, Stanford, California; ORCID: https://orcid.org/0000-0002-6800-3932
| | - Laura R Hopson
- L.R. Hopson is associate chair for education and professor, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: http://orcid.org/0000-0003-1745-0836
| | - Krystal Ya-Fong Lai
- K.Y.-F. Lai is a first-year resident, University of Texas Southwestern Internal Medicine Residency, Dallas, Texas
| | - Linda Regan
- L. Regan is emergency medicine residency program director, vice chair for education, and associate professor, Department of Emergency Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland; ORCID: https://orcid.org/0000-0003-0390-4243
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Knopes J, Cascio A. Beyond Competence: Efficiency in American Biomedicine. Cult Med Psychiatry 2022:10.1007/s11013-022-09806-0. [PMID: 36178563 PMCID: PMC9523160 DOI: 10.1007/s11013-022-09806-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/12/2022] [Indexed: 11/13/2022]
Abstract
"Competence" is a longstanding value of American biomedicine. One underidentified corollary of competence is efficiency: at once a manifestation of competence, a challenge to competence, and a virtue in its own right. We will explore the social construction of efficiency in US undergraduate medical education through an analysis of its sociocultural and technological landscapes. We present qualitative data from two allopathic medical school field sites in the Midwestern United States, where medical students' careful selection of certain learning resources and overall perspectives on the curriculum underscore their focus on efficiency and pragmatic approaches to knowledge. In the discussion, we consider the ethical implications of physician efficiency, as well as future trajectories for the study of efficiency in the medical social sciences, bioethics, and medical education. We posit that efficiency is at the theoretical heart of US medical practice and education: a finding that has wide-reaching implications for how researchers conceptualize the enterprise of biomedicine across cultural contexts and interpret the lived experiences of physicians, medical students, and other clinicians.
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Affiliation(s)
- Julia Knopes
- Case Western Reserve University School of Medicine, 10900 Euclid Avenue, Cleveland, OH, 44106, USA.
| | - Ariel Cascio
- Central Michigan University College of Medicine, 1280 East Campus Dr, Mt Pleasant, MI, 48858, USA
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Khatri A, Aung YYM, Vijay A, Kazi SUR. Uncertainty in clinical practice: Should our focus turn to medical students instead? MEDICAL EDUCATION 2021; 55:413. [PMID: 32931594 DOI: 10.1111/medu.14375] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Accepted: 09/03/2020] [Indexed: 06/11/2023]
Affiliation(s)
- Amulya Khatri
- School of Medicine, Imperial College London, London, UK
| | | | - Aditya Vijay
- School of Medicine, Imperial College London, London, UK
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Findyartini A, Greviana N, Putera AM, Sutanto RL, Saki VY, Felaza E. The relationships between resilience and student personal factors in an undergraduate medical program. BMC MEDICAL EDUCATION 2021; 21:113. [PMID: 33602176 PMCID: PMC7890950 DOI: 10.1186/s12909-021-02547-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/12/2020] [Accepted: 01/05/2021] [Indexed: 05/16/2023]
Abstract
BACKGROUND Resilience is an essential aspect of wellbeing that plays a major role in undergraduate medical education. Various personal and social factors are known to affect resilience. Empirical evidence remains limited regarding resilience and the personal factors that affect it among undergraduate medical students in an Asian setting. Therefore, this study aims to identify undergraduate medical students' level of resilience and its relationships to personal factors in Indonesia. METHODS This cross-sectional study was conducted among undergraduate medical students in years 1-6. Respondents were asked to complete three validated questionnaires: the Connor-Davidson Resilience Scale (CD-RISC) to measure resilience, the Brief-COPE to assess coping mechanisms, and the Big Five Personality Test to measure five personality dimensions. Descriptive and Pearson's correlation analyses were completed to explore relationships between each variable. Regression analysis was completed to analyze the extent to which coping mechanisms, personality, and academic achievement explained the variation in resilience scores. RESULTS A total of 1040 respondents completed the questionnaires (a 75.42% response rate). Students in both preclinical and clinical stages had quite good levels of resilience and higher scores on adaptive coping mechanisms than on maladaptive coping mechanisms. Adaptive and maladaptive coping mechanisms, Big Five Personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness), and students' academic achievement explained 46.9% of students' resilience scores. CONCLUSIONS Although the resilience scores in this study were comparable to resilience scores among undergraduate medical students in other settings, we found that coping mechanisms, personality traits, and academic performance may predict resilience among medical students.
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Affiliation(s)
- Ardi Findyartini
- Medical Education Center, Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia.
- Department of Medical Education, Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia.
| | - Nadia Greviana
- Medical Education Center, Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
- Department of Medical Education, Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
| | - Azis Muhammad Putera
- Department of Medical Education, Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
- Undergraduate Medical Program, Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
| | - Reynardi Larope Sutanto
- Department of Medical Education, Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
- Undergraduate Medical Program, Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
| | - Vernonia Yora Saki
- Medical Education Center, Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
| | - Estivana Felaza
- Medical Education Center, Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
- Department of Medical Education, Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
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Khanna P, Roberts C, Lane AS. Designing health professional education curricula using systems thinking perspectives. BMC MEDICAL EDUCATION 2021; 21:20. [PMID: 33407403 PMCID: PMC7789213 DOI: 10.1186/s12909-020-02442-5] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/14/2020] [Accepted: 12/10/2020] [Indexed: 06/02/2023]
Abstract
BACKGROUND Medical students navigate complex personal learning pathways from entry into medical school, through an educational program, and into life-long practice. However, many stakeholders have called for substantive reforms in contemporary curricula, citing concerns about the lack of key abilities amongst newly graduated doctors to work in complex healthcare environments. Despite the need for educators to focus on curricula design, there is a paucity of overarching perspectives that allow synthesis of the various curricular elements in a way that lends meaningfulness and appreciation to the students in terms of navigating the immediate program requirements and beyond. Without such guidance, educators risk creating fragmented program designs that can lead to both unintended and unactionable outcomes for students as well as curriculum designers. Using systems thinking, we set out to address this gap by providing an overarching perspective for curriculum designers to appreciate the relationships and the interactions of the various curricular elements that inform and impact student's preparedness for practice. METHODS By framing a curriculum as a complex adaptive system, we used soft systems thinking to develop an initial prototype of a conceptual curricular toolkit, underpinned by an appraisal of relevant literature within health professional education and the broader educational context. The prototype was further refined iteratively after critical reflection by the authors with a diverse range of national and international colleagues via posters, short communications, and workshops at several conferences, and through social media. RESULTS We describe how the 3P-6Cs toolkit captures a learner's personal journey through an educational program into a field of practice by logically linking the three key elements: the personal, the program, and the practice. We demonstrate its application in three examples related to contemporary health profession education curricula. These are: creating integrated educational designs to capture students' developmental continua, conceptualising immersive clinical placements in non-traditional settings, and complexity-consistent evaluation of curricular interventions. CONCLUSION Applying the 3P-6Cs curricular toolkit to problems of curricula (re)design can provide overarching perspectives that enable educators to have a better understanding of how integration of elements within education programs can inform and impact student's preparation for lifelong practice.
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Affiliation(s)
- Priya Khanna
- Sydney Medical School, University of Sydney, Sydney, New South Wales, Australia
| | - Chris Roberts
- Sydney Medical School, University of Sydney, Sydney, New South Wales, Australia.
| | - Andrew Stuart Lane
- Sydney Medical School, University of Sydney, Sydney, New South Wales, Australia
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Wiles MR. Designing a 21st century chiropractic educational program: A time for reflection, a time for action. THE JOURNAL OF CHIROPRACTIC EDUCATION 2020; 34:172-176. [PMID: 31675263 PMCID: PMC7682640 DOI: 10.7899/jce-18-31] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/11/2018] [Revised: 02/23/2019] [Accepted: 04/20/2019] [Indexed: 06/10/2023]
Abstract
The first new doctor of chiropractic program in the United States since 2003 started in 2016 and offered an opportunity to incorporate medical educational innovations and design principles from the experience of those involved in starting new health care programs. Thus, while the goal of the new program was to create a curriculum focused on evidence-based health care practices, it was also possible to use best evidence in the design of the new curriculum. Many innovative and evidence-based curricular elements were incorporated in the new program, including early and sustained clinical experience, case-based clinical education, and integration of basic and clinical sciences.
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Wang XM. Response to: The adaptive medical curriculum: A model for continuous improvement. MEDICAL TEACHER 2019; 41:1089-1090. [PMID: 30736705 DOI: 10.1080/0142159x.2018.1562168] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
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Carney PA, Mejicano GC, Bumsted T, Quirk M. Assessing learning in the adaptive curriculum. MEDICAL TEACHER 2018; 40:813-819. [PMID: 30106597 DOI: 10.1080/0142159x.2018.1484083] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/19/2023]
Abstract
BACKGROUND Medical education is a dynamic process that will continuously evolve to respond to changes in the foundations of medicine, the clinical practice of medicine and in health systems science. PURPOSE In this paper, we review how assessing learning in such a dynamic environment requires comprehensive flexible and adaptable methodological approaches designed to assess knowledge attainment and transfer, clinical skills/competency development, and ethical/professional behavior. Adaptive assessments should measure the learner's ability to observe where changes in health care delivery are needed and how to implement them. Balancing formative and summative assessments will promote reflective learning so that each student will reach her/his highest potential. From the programmatic perspective, measuring the design and delivery of instruction in relation to students? efforts to achieve competency will improve learning and foster continuous professional development of faculty and advance the science of learning. APPROACH We describe how two medical schools are approaching adaptive assessment, including using portfolio systems that encompass teaching and learning experiences while offering real-time longitudinal tracking of digital data toward improving learning and provide curricula continuous improvement cycles. Using latest technologies, portfolios produce actionable data displays with precise guidance for learning and program development.
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Affiliation(s)
- Patricia A Carney
- a School of Medicine , Oregon Health & Science University , Portland , OR , USA
| | - George C Mejicano
- b Division of Infectious Diseases, School of Medicine , Oregon Health & Science University , Portland , OR , USA
| | - Tracy Bumsted
- c School of Medicine , Oregon Health & Science University , Portland , OR , USA
| | - Mark Quirk
- d School of Medicine , American University of the Caribbean , Cupecoy , Saint Maarten
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Abstract
CONTEXT There has long been awareness that educational experiences should be individualized. In the health professions, this tenet remains inconsistently implemented. Adapting to the widely diverse characteristics of different learners requires educators who are prepared for planning and implementing adaptive education (AE). RATIONALE Learning experiences, for both educators and health professions students, can be substantially enhanced by mirroring clinical care, where we respect the uniqueness of each person and increasingly approach care as a collaboration. We are continuously "diagnostic," striving to understand our patients' clinical and life circumstances, adjusting to new findings. Learners are also unique in multiple, relevant ways. They deserve educators who work with them collaboratively and "diagnostically," adapting to changing information. IMPLEMENTATION Until recently, having educational programs that adapt to learner uniqueness was logistically and economically unrealistic. Now, thanks to deeper understandings of the learning process and new technologies, individualization is feasible. Here, we focus on the foundation step of preparing educators. Educator development: Suitably prepared educators are indispensable to success in becoming appropriately adaptive to learners' needs. For some educators, becoming more adaptive can be contrary to long-held assumptions and habits. We offer recommendations for effective educator development, without which authentic AE is unlikely.
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Affiliation(s)
- Hilliard Jason
- a iMedtrust , London , England , UK
- b Family Medicine, University of Colorado Denver , USA
| | - Jane Westberg
- a iMedtrust , London , England , UK
- b Family Medicine, University of Colorado Denver , USA
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