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Lau YTK, Alemán MJ, Medina R, Brondfield S, Nematollahi S. Around the World in 60 Minutes: How a Virtual Morning Report has Created an International Community for Clinical Reasoning and Medical Education. TEACHING AND LEARNING IN MEDICINE 2024; 36:348-357. [PMID: 37341557 DOI: 10.1080/10401334.2023.2226661] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2022] [Accepted: 05/03/2023] [Indexed: 06/22/2023]
Abstract
Problem: Traditionally, clinical reasoning is developed with purposeful exposure to clinical problems through case-based learning and clinical reasoning conferences that harvest a collaborative exchange of information in real-life settings. While virtual platforms have greatly expanded access to remote clinical learning, case-based clinical reasoning opportunities are scarce in low and middle income countries. Intervention: The Clinical Problem Solvers (CPSolvers), a nonprofit organization focused on clinical reasoning education, launched Virtual Morning Report (VMR) during the COVID-19 pandemic. VMR is an open-access, case-based clinical reasoning virtual conference on the Zoom platform modeled after an academic morning report format available to participants worldwide. The authors conducted 17 semi-structured interviews with CPSolvers' VMR participants from 10 different countries to explore the experiences of the international participants of VMR. Context: The CPSolvers was founded by US physicians and has now expanded to include international members throughout all levels of the organization. VMR is open-access to all learners. Preliminary survey data collected from VMR sessions revealed 35% of the attendees were from non-English speaking countries and 53% from non US countries. Impact: Analysis generated four themes that captured the experiences of international participants of VMR: 1) Improving clinical reasoning skills where participants had little to no access to this education or content; 2) Creating a global community from a diverse, safe, and welcoming environment made possible by the virtual platform; 3) Allowing learners to become agents of change by providing tools and skills that are directly applicable in the setting in which they practice medicine; 4) Establishing a global platform, with low barriers to entry and open-access to expertise and quality teaching and content. Study participants agreed with the themes, supporting trustworthiness. Lessons Learned: Findings suggest VMR functions as and has grown into a global community of practice for clinical reasoning. The authors propose strategies and guiding principles based on the identified themes for educators to consider when building effective global learning communities. In an interdependent world where the virtual space eliminates the physical boundaries that silo educational opportunities, emphasis on thoughtful implementation of learning communities in a global context has the potential to reduce medical education disparities in the clinical reasoning space and beyond.
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Affiliation(s)
- Yue-Ting Kara Lau
- Department of Medicine, University of California, San Francisco, California, USA
| | - María J Alemán
- Department of Community Medicine, Universidad Francisco Marroquin School of Medicine, Ciudad de Guatemala, Guatemala
| | - Rafael Medina
- Department of Medicine, Universidade Estadual de Maringá, Maringá, Brasil
| | - Sam Brondfield
- Department of Medicine, University of California, San Francisco, California, USA
| | - Saman Nematollahi
- Department of Medicine, University of Arizona College of Medicine, Tucson, Arizona, USA
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Dimitroyannis R, Fenton D, Cho S, Nordgren R, Pinto JM, Roxbury CR. A Social Media Quality Review of Popular Sinusitis Videos on TikTok. Otolaryngol Head Neck Surg 2024; 170:1456-1466. [PMID: 38431902 DOI: 10.1002/ohn.688] [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: 08/09/2023] [Revised: 12/22/2023] [Accepted: 01/21/2024] [Indexed: 03/05/2024]
Abstract
OBJECTIVE Social media may inform health care decisions among younger patient populations. TikTok is a social media platform that allows users to post short-form videos. This study aimed to assess the quality of sinusitis-related videos on TikTok. STUDY DESIGN We searched TikTok on January 29, 2023, for sinusitis-related hashtags: #sinusitis, #sinus, #sinusinfection. SETTING Internet. METHODS The number of views/shares per day, uploader type (nonmedical influencer, lay individual, and medical professional) content categories (medical advice, marketing, comedy, and lifestyle/acceptability), and content type (educational vs factual) were collected. The Patient Education Materials Assessment Tool for Audiovisual Material and Journal of the American Medical Association criteria score was used to measure understandability, actionability, and reliability. The Global Quality Scale (GQS) was used to evaluate the quality of videos; the harm/benefit score was used to evaluate causative effects. Analyses were performed using analysis of variance (α = .05). RESULTS There were 221 videos identified, which garnered over 300 million views and 1 million shares. Almost half of the videos were published by nonmedical influencers. When controlling for covariates, nonmedical influencers and lay uploaders were more likely to have harmful harm/benefit scores, less understandable videos, and lower GQS scores compared to medical professionals. Less than half of videos posted by nonmedical influencers categorized as educational were factual (46.7%); lay individuals and medical professionals had higher rates of factual educational content (79.9% and 83.7%, respectively). CONCLUSION Most nonmedical influencer-posted TikTok videos about sinusitis are inaccurate, despite being portrayed as medical advice/educational. Rhinologists must find modern ways to disseminate true disease-related content via social media to combat medical misinformation.
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Affiliation(s)
- Rose Dimitroyannis
- Pritzker School of Medicine, University of Chicago, Chicago, Illinois, USA
| | - David Fenton
- Pritzker School of Medicine, University of Chicago, Chicago, Illinois, USA
| | - Stella Cho
- Pritzker School of Medicine, University of Chicago, Chicago, Illinois, USA
| | - Rachel Nordgren
- Department of Public Health Sciences, University of Chicago, Chicago, Illinois, USA
| | - Jayant M Pinto
- Department of Surgery, Section of Otolaryngology, University of Chicago Medicine, Chicago, Illinois, USA
| | - Christopher R Roxbury
- Department of Surgery, Section of Otolaryngology, University of Chicago Medicine, Chicago, Illinois, USA
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Williamson FA, Sharp SN, Hills GD, Dilly CK, Nabhan ZM. Leveraging Resident-As-Teacher Training for Health Equity Education: A Transformative Approach. TEACHING AND LEARNING IN MEDICINE 2024; 36:222-229. [PMID: 36409564 DOI: 10.1080/10401334.2022.2147529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Accepted: 10/19/2022] [Indexed: 06/16/2023]
Abstract
Issue: Resident teachers play an essential role in medical education and can support broader efforts to advance anti-racism and health equity in medicine. The Accreditation Council for Graduate Medical Education requires programs to provide education about health care disparities so residents can contribute to and lead work in this area. However, the literature includes few examples, frameworks, or strategies for preparing residents to develop the knowledge and skills needed to promote health equity, including in their role as clinical teachers. Evidence: In this article, the authors propose leveraging Resident-as-Teacher training to support residents in learning and teaching for health equity. Gorski's conceptualization of equity literacy provides an evidence-based framework for four main abilities (recognizing, responding, redressing, and cultivating/sustaining) residents and medical students can develop through co-learning about health equity in the clinical learning environment. The authors discuss preconditions, example activities, and assessments strategies for effective health equity education. Based on the principles of social learning theory, the authors recommend that Resident-as-Teacher training be part of an institutional strategy to cultivate a community of practice for health equity education. Implications: Incorporating health equity education into Resident-as-Teacher curriculum offers a potentially transformative part of the broader strategy needed to prepare the next generation of physicians to enact anti-racism and advance health equity.
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Affiliation(s)
- Francesca A Williamson
- Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA
- Office of Graduate Medical Education, Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - Sacha N Sharp
- Department of Medicine, Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - Gerard D Hills
- Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - Christen K Dilly
- Office of Graduate Medical Education, Indiana University School of Medicine, Indianapolis, Indiana, USA
- Department of Medicine, Indiana University School of Medicine, Indianapolis, Indiana, USA
- Richard L. Roudebush VA Hospital, Indianapolis, Indiana, USA
| | - Zeina M Nabhan
- Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA
- Office of Graduate Medical Education, Indiana University School of Medicine, Indianapolis, Indiana, USA
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Krzyzaniak SM, Coates WC, Gottlieb M. A guide to creating an educator's portfolio for the 21st century. AEM EDUCATION AND TRAINING 2024; 8:e10931. [PMID: 38343630 PMCID: PMC10858327 DOI: 10.1002/aet2.10931] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 09/14/2023] [Accepted: 11/04/2023] [Indexed: 02/16/2024]
Abstract
An educator's portfolio is (EP) a collection of materials for demonstrating and assessing a clinician educator's performance and perspective. Although not all academic institutions require faculty to maintain an EP, it can serve as a valuable tool for both personal reflection and professional advancement. With newer advancements in technology and social media, there are also opportunities to enhance the EP for the digital era. This educator's blueprint highlights eight strategies for creating an EP for the 21st century clinician educator: use your educator's philosophy to introduce and anchor your EP, apply broad definitions of scholarship, include pertinent metrics for all scholarly products, describe mentorship activities, incorporate self-assessment and the assessments from others, report comprehensive accounting of presentations, highlight leadership activities, and utilize technology to facilitate dissemination and sharing of your EP.
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Affiliation(s)
- Sara M. Krzyzaniak
- Department of Emergency MedicineStanford UniversityPalo AltoCaliforniaUSA
| | - Wendy C. Coates
- Department of Emergecy MedicineUniversity of California Los AngelesLos AngelesCaliforniaUSA
| | - Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
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Ghani M, Cooper-Ioelu P, Jowsey T. Measuring the added value of virtual communities of practice for developing the educator role of critical care professionals. BMJ Open Qual 2024; 13:e002556. [PMID: 38195690 PMCID: PMC10806542 DOI: 10.1136/bmjoq-2023-002556] [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: 08/17/2023] [Accepted: 12/19/2023] [Indexed: 01/11/2024] Open
Abstract
In healthcare settings, workplace learning is often supported by clinicians who strive to combine service provision and educator roles. We evaluated an international 12-month programme that supports widely distributed critical care health professional educators (HPEs) through a virtual community of practice (vCoP). Specifically, we evaluate if and how the vCoP approach affects learning experiences using an innovative evaluation framework in medical education-the value-creation framework (VCF). We used a mixed-methods approach to evaluation, including an anonymous survey and semistructured interviews. Themes from data sources were identified using the VCF as the common thread. Themes discussed by at least two-thirds of interview participants were analysed using narrative inquiry. 27 of 66 participants responded to the survey, and 15 participated in interviews. Positive and negative indicators of value creation were extracted and organised according to the framework's eight value cycles. Framework analysis made value-creation and potential flow-on effects in one value-creation cycle to another visible, offering insight into relationships. Themes from narrative inquiry elaborated on the results of the framework analysis. Using the VCF to evaluate the Incubator programme brings to bear the complexity of boundary-crossing HPE faculty development for critical care educators. The framework can be a valuable tool for evaluating a vCoP associated with faculty development programmes.
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Affiliation(s)
- Manisa Ghani
- Medicine, Dentistry and Health Sciences, University of Melbourne VCCC, Parkville, Victoria, Australia
| | - Pauline Cooper-Ioelu
- Learning and Teaching Unit, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Tanisha Jowsey
- Faculty of Health Sciences & Medicine, Bond University Faculty of Health Sciences and Medicine, Gold Coast, Queensland, Australia
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Masters K, Correia R, Nemethy K, Benjamin J, Carver T, MacNeill H. Online learning in health professions education. Part 2: Tools and practical application: AMEE Guide No. 163. MEDICAL TEACHER 2024; 46:18-33. [PMID: 37740948 DOI: 10.1080/0142159x.2023.2259069] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/25/2023]
Abstract
Part 1 of the AMEE Guide Online learning in health professions education focused on foundational concepts such as theory, methods, and instructional design in online learning. Part 2 builds upon Part 1, introducing technology tools and applications of these foundational concepts by exploring the various levels (from beginner to advanced) of utilisation, while describing how their usage can transform Health Professions Education. This Part covers Learning Management Systems, infographics, podcasting, videos, websites, social media, online discussion forums, simulation, virtual patients, extended and virtual reality. Intertwined are other topics, such as online small group teaching, game-based learning, FOAM, online social and collaboration learning, and virtual care teaching. We end by discussing digital scholarship and emerging technologies. Combined with Part 1, the overall aim of Part 2 is to produce a comprehensive overview to help guide effective use online learning in Health Professions Education.
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Affiliation(s)
- Ken Masters
- Medical Education and Informatics Department, College of Medicine and Health Sciences, Sultan Qaboos University, Sultanate of Oman
| | | | - Kataryna Nemethy
- Baycrest Academy, Dalla Lana School of Public Health, University of Toronto, Toronto, Canada
| | - Jennifer Benjamin
- Department of Education Innovation and Technology, Texas Childrens Hospital (TCH), Texas, USA
| | | | - Heather MacNeill
- Department of Medicine, Continuing Professional Development, University of Toronto, Toronto, Canada
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Singleton R, Ruiz Cosignani D, Kam M, Clune M, Charlton A, Jowsey T. Faculty development for strengthening online teaching capability: a mixed-methods study of what staff want, evaluated with Kirkpatrick's model of teaching effectiveness. MEDEDPUBLISH 2023; 13:127. [PMID: 38144874 PMCID: PMC10739185 DOI: 10.12688/mep.19692.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/28/2023] [Indexed: 12/26/2023] Open
Abstract
Background Globally, tertiary teachers are increasingly being pushed and pulled into online teaching. While most developments in online education have focused on the student perspective, few studies have reported faculty development (FD) initiatives for increasing online teaching capability and confidence from a staff perspective. Methods We designed and evaluated FD workshops, using five datasets, and the use of H5P software for interactive online teaching. We used educational theory to design our FD (Mayer multimedia principles, active learning) and evaluated our FD initiatives using the Best Evidence Medical Education (BEME) 2006 modified Kirkpatrick levels. Results Teaching staff reported that Communities of Practice were important for their learning and emotional support. Uptake and deployment of FD skills depended on the interactivity of FD sessions, their timeliness, and sufficient time allocated to attend and implement. Staff who applied FD learning to their online teaching created interactive learning resources. This content was associated with an increase in student grades, and the roll-out of an institutional site-wide H5P license. Conclusion This paper demonstrates an effective strategy for upskilling and upscaling faculty development. The use of H5P as a teaching tool enhances student learning. For successful FD, we make four recommendations. These are: provide just-in-time learning and allocate time for FD and staff to create online teaching material; foster supportive communities; offer personalized support; and design hands on active learning.
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Affiliation(s)
- Rachelle Singleton
- School of Medical Sciences, The University of Auckland, Faculty of Medical and Health Sciences, Auckland, New Zealand
| | - Daniela Ruiz Cosignani
- Centre for Medical and Health Sciences Education, The University of Auckland, Faculty of Medical and Health Sciences, Auckland, New Zealand
| | - Monica Kam
- School of Biological Sciences, The University of Auckland, Auckland, New Zealand
| | - Megan Clune
- School of Curriculum and Pedagogy, The University of Auckland, Faculty of Education and Social Work, Auckland, New Zealand
| | - Amanda Charlton
- Department of Anatomical Pathology, Auckland City Hospital, Auckland, New Zealand
- Department of Molecular Medicine and Pathology, The University of Auckland, Faculty of Medical and Health Sciences, Auckland, New Zealand
| | - Tanisha Jowsey
- Centre for Medical and Health Sciences Education, The University of Auckland, Faculty of Medical and Health Sciences, Auckland, New Zealand
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Dimassi Z, Ibrahim H. Representation in Health Professions Education: Striving for an Inclusive Health Professions Education Community. PERSPECTIVES ON MEDICAL EDUCATION 2023; 12:438-443. [PMID: 37901883 PMCID: PMC10607562 DOI: 10.5334/pme.883] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Accepted: 09/05/2023] [Indexed: 10/31/2023]
Abstract
Author representation and inclusivity in health professions education (HPE) scholarship is receiving increasing attention in academic medicine, with multiple articles calling for greater equity related to gender, geographic, and institutional affiliations. Despite journal efforts to seek diversity, authors from high-income English-speaking countries are the most highly represented in HPE scholarship. Less attention, however, has been focused on the openness of medical education scholars, themselves, to engaging in international collaborations with authors and institutions from low-and-middle income countries. This eye-opener is inspired by the authors' personal experiences in HPE scholarship from an international medical educator perspective and advocates for the creation of an open and inclusive multinational medical education community. We offer suggestions that can help create opportunities for networking, collaboration, and promoting a sense of belonging among HPE scholars worldwide. As researchers, journal editors and associate editors, and faculty in HPE programs, we can work together to create a welcoming and accommodating environment that embraces non-dominant voices and perspectives, with the ultimate goal of achieving diversity and equity in HPE scholarship.
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Affiliation(s)
- Zakia Dimassi
- Practice of Medicine, United Arab Emirates
- Physicianship, Khalifa University College of Medicine and Health Sciences, Abu Dhabi, United Arab Emirates
| | - Halah Ibrahim
- Khalifa University College of Medicine and Health Sciences, Abu Dhabi, United Arab Emirates
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9
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Lio J, Fromme HB, Dong H, Jiang I, Sherer R. When educators are locked down: transitioning an international faculty development program from in-person to online during the COVID-19 pandemic in China. MEDEDPUBLISH 2023; 12:59. [PMID: 37869562 PMCID: PMC10587660 DOI: 10.12688/mep.19322.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2023] Open
Abstract
Introduction: The coronavirus disease 2019 (COVID-19) pandemic forced international faculty development programs in medical education to forgo in-person activities and transition to online learning. We sought to examine changes in international medical educators' evaluations of our faculty development program as it transitioned due to the pandemic. Methods: We compared survey responses from participants in our International Medical Educators Program between 2019 (in-person) and 2020 (online). The 43-item survey addressed aspects such as program evaluation and self-assessment of curriculum development and teaching skills. We analyzed data using t-tests to compare means and chi-square test for categorical variables, and performed thematic analysis of open-ended responses. Results: We found that trainees in both cohorts rated the program highly with regard to overall program quality and self-assessed learning outcomes, but the 2019 group reported stronger relationships with peers and instructors. Some scores for self-assessed outcomes were lower for the 2020 class, but no statistically significant differences were found in pre- and post- training scores between the two cohorts. Four themes emerged from the feedback: positive program utility, IMEP as an example of good curriculum design, timing issues, and online learning environment challenges. Conclusions: Despite pandemic challenges, the transition to online faculty development was favorably evaluated, with high confidence in the applicability of learned skills. Future efforts should focus on fostering community and optimizing interaction times to enhance learning experiences. The study contributes insights for global medical education communities in pandemic circumstances.
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Affiliation(s)
- Jonathan Lio
- Medicine, University of Chicago, Chicago, IL, 60637, USA
| | - H Barrett Fromme
- Pediatrics, University of Chicago, Chicago, Illinois, 60637, USA
| | - Hongmei Dong
- Medicine, University of Chicago, Chicago, IL, 60637, USA
| | - Ivy Jiang
- Medicine, University of Chicago, Chicago, IL, 60637, USA
| | - Renslow Sherer
- Medicine, University of Chicago, Chicago, IL, 60637, USA
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Gore K, Dyne P, Fitch MT, Mattu A, Pillow MT, Gottlieb M. Educator's blueprint: A guide for clinician-educators to achieve promotion in emergency medicine. AEM EDUCATION AND TRAINING 2023; 7:e10883. [PMID: 37261218 PMCID: PMC10227173 DOI: 10.1002/aet2.10883] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Revised: 04/12/2023] [Accepted: 04/17/2023] [Indexed: 06/02/2023]
Abstract
Promotion and tenure (P&T) can be a complex process, which many junior faculty in academic emergency medicine may struggle navigating. This paper presents perspectives and key considerations to guide faculty through the promotions process. We explore tips through three key phases: plotting the course for a successful academic career, collecting data to support academic advancement, and packaging materials into a compelling application portfolio. This resource can inform faculty and faculty developers when planning for P&T.
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Affiliation(s)
- Katarzyna Gore
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
| | - Pamela Dyne
- Department of Emergency MedicineDavid Geffen School of Medicine at UCLALos AngelesCaliforniaUSA
| | - Michael T. Fitch
- Department of Emergency MedicineWake Forest University School of MedicineWinston‐SalemNorth CarolinaUSA
| | - Amal Mattu
- Department of Emergency MedicineUniversity of Maryland School of MedicineBaltimoreMarylandUSA
| | - M. Tyson Pillow
- Department of Emergency MedicineBaylor College of MedicineHoustonTexasUSA
| | - Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
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Pillow MT, Gottlieb M, Messman A, Hartman ND, Tsyrulnik A, Barnes D, Lall MD, Sule H. Reconceptualizing the emergency medicine resident scholarly requirement: Proposed framework and rubric. AEM EDUCATION AND TRAINING 2023; 7:S33-S40. [PMID: 37383837 PMCID: PMC10294215 DOI: 10.1002/aet2.10878] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/12/2022] [Revised: 01/31/2023] [Accepted: 02/01/2023] [Indexed: 06/30/2023]
Abstract
Background The completion of a scholarly project is a common program requirement by the Accreditation Council for Graduate Medical Education (ACGME) for all residency training programs. However, the implementation can vary significantly between programs. Lack of generalizable standards for scholarly projects required of all trainees within ACGME-accredited residencies has led to a large range of quality and effort put forth to complete these projects. Our goal is to introduce a framework and propose a corresponding rubric for application to resident scholarship to quantify and qualify the components of scholarship to better measure resident scholarly output across the graduate medical education (GME) continuum. Methods Eight experienced educators and members of the Society for Academic Emergency Medicine Education Committee were selected to explore the current scholarly project guidelines and propose a definition that can be universally applied to diverse training programs. Following a review of the current literature, the authors engaged in iterative, divergent, and convergent discussions via meetings and asynchronous dialogue to develop a framework and associated rubric. Results The group proposes that emergency medicine (EM) resident scholarship should (1) involve a structured process, (2) generate outcomes, (3) be disseminated, and (4) be peer reviewed. These components of resident scholarly activity are achieved whether this is a single project encompassing all four domains, or multiple smaller projects that sum to the whole. To assist residency programs in assessing a given individual resident's achievement of the standards set forth, a rubric is proposed. Conclusion Based on current literature and consensus, we propose a framework and rubric for tracking of resident scholarly project achievement in an effort to elevate and advance EM scholarship. Future work should explore the optimal application of this framework and define minimal scholarship goals for EM resident scholarship.
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Affiliation(s)
| | | | - Anne Messman
- Wayne State University School of MedicineDetroitMichiganUSA
| | | | | | - David Barnes
- University of CaliforniaDavis School of MedicineSacramentoCaliforniaUSA
| | | | - Harsh Sule
- Rutgers New Jersey Medical SchoolNewarkNew JerseyUSA
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Levitt EB, Paul KD, Vatsia SK, Scannell B, Patt JC, Templeton K, McGwin G, Ponce BA. Benefits of an Orthopedic Education Research Collaborative: An Innovative Approach. Cureus 2023; 15:e34903. [PMID: 36938282 PMCID: PMC10016735 DOI: 10.7759/cureus.34903] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/12/2023] [Indexed: 02/16/2023] Open
Abstract
Background Graduate Medical Education (GME) research in orthopedic surgery is an important but underrepresented subject in the medical literature. It was unknown if orthopedic residency leaders were interested in a surgical education research collaborative (orthopedic collaborative). The objectives of this study were to assess the potential benefit of an orthopedic collaborative from orthopedic residency leaders and investigate the factors associated with the support of a research collaborative within a surgical subspecialty. Methodology An anonymous 19-question survey-based study was distributed through REDCap (Nashville, TN, USA) to orthopedic residency leaders in the United States, from July to October 2020. The main outcome was perceived benefit. Additional aspects included program characteristics, challenges in performing resident education research, and organizational issues such as authorship, frequency of study requests, and governance. Results Almost all orthopedic faculty leadership (99%, 73/74) stated that resident education and faculty development research projects would benefit from an orthopedic education research collaborative. In comparison to unsupportive respondents, younger age (P = 0.006), 15 or fewer years in practice (P = 0.04), and having 0 to 100 peer-reviewed publications (P = 0.047) were associated with support for an orthopedic collaborative. Conclusions Challenges related to survey-based study quality and generalizability at single institutions can benefit from multi-institutional collaboration to develop high-quality studies that capture a representative sample to support orthopedic surgery program development.
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Affiliation(s)
- Eli B Levitt
- Orthopedic Surgery, Herbert Wertheim College of Medicine, Florida International University, Miami, USA
- Internal Medicine, Palmetto General Hospital, Hialeah, USA
| | - Kyle D Paul
- Orthopedic Surgery, Heersink School of Medicine, University of Alabama at Birmingham, Birmingham, USA
- Orthopedic Surgery, Joe R. and Teresa Lozano Long School of Medicine, University of Texas Health Science Center, San Antonio, USA
| | | | | | | | - Kim Templeton
- Orthopedic Surgery, University of Kansas School of Medicine, Kansas City, USA
| | - Gerald McGwin
- Epidemiology, Heersink School of Medicine, University of Alabama at Birmingham, Birmingham, USA
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Khalid F, Wu M, Ting DK, Thoma B, Haas MRC, Brenner MJ, Yilmaz Y, Kim YM, Chan TM. Guidelines: The Do's, Don'ts and Don't Knows of Creating Open Educational Resources. PERSPECTIVES ON MEDICAL EDUCATION 2023; 12:25-40. [PMID: 36908747 PMCID: PMC9997113 DOI: 10.5334/pme.817] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/26/2022] [Accepted: 12/07/2022] [Indexed: 05/05/2023]
Abstract
Background In medical education, there is a growing global demand for Open Educational Resources (OERs). However, OER creators are challenged by a lack of uniform standards. In this guideline, the authors curated the literature on how to produce OERs for medical education with practical guidance on the Do's, Don'ts and Don't Knows for OER creation in order to improve the impact and quality of OERs in medical education. Methods We conducted a rapid literature review by searching OVID MEDLINE, EMBASE, and Cochrane Central database using keywords "open educational resources" and "OER". The search was supplemented by hand searching the identified articles' references. We organized included articles by theme and extracted relevant content. Lastly, we developed recommendations via an iterative process of peer review and discussion: evidence-based best practices were designated Do's and Don'ts while gaps were designated Don't Knows. We used a consensus process to quantify evidentiary strength. Results The authors performed full text analysis of 81 eligible studies. A total of 15 Do's, Don't, and Don't Knows guidelines were compiled and presented alongside relevant evidence about OERs. Discussion OERs can add value for medical educators and their learners, both as tools for expanding teaching opportunities and for promoting medical education scholarship. This summary should guide OER creators in producing high-quality resources and pursuing future research where best practices are lacking.
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Affiliation(s)
- Faran Khalid
- Michael G. DeGroote School of Medicine, McMaster University, Hamilton, Ontario, Canada
| | - Michael Wu
- Michael G. DeGroote School of Medicine, McMaster University, Hamilton, Ontario, Canada
| | - Daniel K. Ting
- Department of Emergency Medicine, University of British Columbia, CA
| | - Brent Thoma
- Department of Emergency Medicine, University of Saskatchewan, CA
| | - Mary R. C. Haas
- Department of Emergency Medicine University of Michigan Medical School, US
| | - Michael J. Brenner
- Department of Otolaryngology — Head and Neck Surgery University of Michigan Medical School, US
| | - Yusuf Yilmaz
- McMaster University Faculty of Health Sciences McMaster Education Research, Innovation and Theory (MERIT) program & Office of Continuing Professional Development Hamilton, Ontario, Canada
- Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey
| | - Young-Min Kim
- Department of Emergency Medicine, College of Medicine, The Catholic University of Korea, Seoul, South Korea
| | - Teresa M. Chan
- McMaster University, Faculty of Health Sciences, Dept of Medicine, Division of Emergency, CA
- McMaster University, Faculty of Health Sciences, Office of Continuing Professional Development, Hamilton, Ontario, Canada
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Gottlieb M, Chan TM, Sebok‐Syer SS, Krzyzaniak S, Dubosh NM, Santen S, Caretta‐Weyer H, Yarris L, Coates WC. The next generation of researchers: One-year outcome data from the SAEM Advanced Research Methodology Evaluation and Design in Medical Education (ARMED MedEd) program. AEM EDUCATION AND TRAINING 2022; 6:e10818. [PMID: 36562028 PMCID: PMC9763966 DOI: 10.1002/aet2.10818] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 09/22/2022] [Accepted: 10/10/2022] [Indexed: 06/17/2023]
Abstract
Introduction As the field of medical education evolves, there is a need to increase the quality of education scholarship and develop a cadre of research scholars; however, clinician educators (CEs) considering this career transition have limited formal training in education research methodology to heed this call. Therefore, a program that provides more advanced training in education scholarship for CEs without the financial and resource barriers of fellowships and masters programs is needed. Methods The SAEM Advanced Research Methodology Evaluation and Design in Medical Education (ARMED MedEd) program is a longitudinal program for the beyond-beginner CE, seeking advanced training in education research. The program was created using a comprehensive needs assessment and included longitudinal training; small-group projects; dedicated project mentors; and integrated diversity, equity, and inclusion initiatives. Program participants applied for a grant upon program completion. Results Twenty-one participants completed the course with 100% completing the baseline survey and 67% (14/21) completing the end-of-program survey. Participants reported improved perception of knowledge across all of the topics with a medium to large effect size, ranging from 0.40 to 0.62. When asked about impact on their network of potential collaborators, participants reported a median of 7 (interquartile range [IQR] 5-8) out of 9. When asked about the impact on their community of practice, participants reported a median of 7 (IQR 5-7) out of 9. When asked about the impact on their professional identity, participants reported a median of 7 (IQR 4-9) out of 9. Participants also reported an increase in both the quantity (mean of 2 ± 1 new mentors) and the quality (median score 7 [IQR 5-8] out of 9) of new research mentorship as a result of the program. Open-ended feedback was generally positive, with 100% reporting they would advise others to take this program. Conclusions The SAEM ARMED MedEd program represents a proof of concept for an advanced education research program seeking to fill the research training gap for the beyond-beginner Clinician educators.
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Affiliation(s)
- Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
| | - Teresa M. Chan
- Division of Emergency Medicine, Department of MedicineMcMaster UniversityHamiltonOntarioCanada
| | | | - Sara Krzyzaniak
- Department of Emergency MedicineStanford UniversityPalo AltoCaliforniaUSA
| | - Nicole M. Dubosh
- Department of Emergency MedicineBeth Israel Deaconess Medical Center/Harvard Medical SchoolBostonMassachusettsUSA
| | - Sally Santen
- Department of Emergency MedicineVirginia Commonwealth UniversityRichmondVirginiaUSA
| | | | - Lalena Yarris
- Department of Emergency MedicineOregon Health & Science UniversityPortlandOregonUSA
| | - Wendy C. Coates
- Department of Emergency MedicineUniversity of California, Los Angeles Geffen School of MedicineLos AngelesCaliforniaUSA
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Luhanga U, Chen W, Minor S, Drowos J, Berry A, Rudd M, Gupta S, Bailey JM. Promoting Transfer of Learning to Practice in Online Continuing Professional Development. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:269-273. [PMID: 34609353 DOI: 10.1097/ceh.0000000000000393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Leveraging online learning tools and encouraging transfer of learning to practice remains a critical challenge to successful continuing professional development (CPD) offerings. Four sets of factors are essential to the transfer of learning from CPD into practice: learner characteristics, instructional design, content, and environment. Through incorporating elements of educational theories/frameworks into the planning of online CPD activities, educators can maximize opportunities for learning transfer. In this article, we highlight four educational theories/frameworks that provide useful insight to tackle these interrelated factors in online CPD: Self-Determination Theory considers the intrinsic and extrinsic motivation of participants, which can be encouraged through flexibility, customization, and choices available in online formats. Practical Inquiry Model encourages intentionally planning and embedding opportunities for reflection and dialogue in online activities to enhance knowledge application. Virtual Communities of Practice can be used to transcend spatial and temporal boundaries, promoting interactions and relationships where participants learn from peers. Finally, Professional Learning Networks can be fostered through developing interpersonal connections and sharing resources for informal and flexible learning. Online CPD is likely to increase in the future, and educators should consider elements of these educational theories/frameworks in the design and delivery of CPD to support participants' application of newly acquired knowledge.
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Affiliation(s)
- Ulemu Luhanga
- Dr. Luhanga: Assistant Professor of Medicine, Education Researcher (GME), Emory University School of Medicine, Atlanta, GA. Dr. Chen: Assistant Professor, Assistant Director of Evaluation and Assessment Innovation, Division of Evaluation, Assessment, and Education Research, Baylor College of Medicine, Houston, TX. Dr. Minor: Associate Professor, Assistant Dean for Faculty Development, Herbert Wertheim College of Medicine, Florida International University, Miami, FL. Ms. Drowos: Associate Professor of Family Medicine, Associate Dean for Faculty Affairs, Integrated Medical Science Department, Charles E. Schmidt College of Medicine, Florida Atlantic University, Boca Raton, FL. Ms. Berry: Executive Director, Faculty Life and Instructor, Medical Education, College of Medicine, University of Central Florida, Orlando, FL. Ms. Rudd: Education & Faculty Development Manager, Virginia Tech Carilion School of Medicine, Roanoke, VA. Dr. Gupta: Assistant Professor, Department of Internal Medicine, Morsani College of Medicine, University of South Florida, Tampa, FL. Dr. Bailey: Associate Professor/Associate Dean for Faculty Development, Office of Faculty Affairs, Virginia Commonwealth University School of Medicine, Richmond, VA
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Affiliation(s)
- Halah Ibrahim
- Halah Ibrahim, MD, MEHP, is Associate Professor of Medicine, Khalifa University College of Medicine and Health Sciences, Abu Dhabi, United Arab Emirates, and Associate Editor, Journal of Graduate Medical Education (JGME)
| | - Lalena M. Yarris
- Lalena M. Yarris, MD, MCR, is Professor of Emergency Medicine, Oregon Health & Science University, and Deputy Editor, JGME
| | - Harm Peters
- Harm Peters, MD, MHPE, is Professor of Medical Education, Dieter Scheffner Center for Medical Education and Educational Research, Dean's Office of Study Affairs, Charité–Universitätsmedizin, Berlin, Germany, and Associate Editor, JGME
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Lio J, Fromme HB, Dong H, Jiang I, Sherer R. When educators are locked down: transitioning an international faculty development program from in-person to online during the COVID-19 pandemic in China. MEDEDPUBLISH 2022. [DOI: 10.12688/mep.19322.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Introduction: The coronavirus disease 2019 (COVID-19) pandemic forced international faculty development programs in medical education to forgo in-person activities and transition to online learning. We sought to examine changes in Chinese medical educators’ evaluations of our faculty development program as it transitioned from in-person intensive to online longitudinal due to the pandemic. Methods: A 30-item program evaluation and self-assessment of curriculum development and teaching skills was sent to our 2020 cohort. Results were compared to our 2019 cohort. We analyzed data using t-tests to compare means and chi-square test for categorical variables. Results: We found that trainees in both cohorts rated the program highly with regard to overall program quality and self-assessed learning outcomes. Comparison of cohorts also showed similar growth in pre- and post-training assessment. However, the 2020 cohort rated their relationships with instructors and peers less strongly than the 2019 cohort. Conclusions: Despite the rapid transition to online learning due to social distancing measures, trainees were as confident in the skills they learned as the prior in-person participants. Time zone differences placed additional restrictions on the implementation of the training program, which affected the amount of face-to-face interaction time available.
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Yilmaz Y, McDonald PJ, Locke S, Lal S, Bayer I, Tong XC, Kundi A, Chan TM. Digital Transformation of Faculty Development: Responding and Supporting Academia During Disruptions Caused by the Coronavirus Disease 2019 Pandemic. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:e114-e120. [PMID: 35940599 DOI: 10.1097/ceh.0000000000000439] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
INTRODUCTION The coronavirus disease 2019 pandemic disrupted the current practices for teaching and learning in medical and health professions education, creating challenges and opportunities for rapid transition. The authors describe how McMaster University's Program for Faculty Development (MacPFD) responded to this disruption by engaging in a digital transformation. METHODS The digital transformation process of MacPFD was mapped to the conceptual framework of digital transformation: Vial's building blocks of the framework. A new website was launched to host and disseminate the content. Subsequently, both the website and the content were promoted using social media tools. Content generation, Google Analytics, event registrations, and Zoom webinar attendance records were data sources for the results. Analysis of the data was based on the reach component of the RE-AIM framework. RESULTS Six-month data range results were reported as producer-centered and user-centered outcomes. The former consisted of 54 resources from diverse content authors, whereas the latter received 33,045 page views from 26,031 unique users from 89 countries. Live webinar events had 1484 registrants, with 312 (21%) being guests from external institutions. Before the coronavirus disease 2019 disruption, MacPFD was a local program to support its faculty. DISCUSSION The MacPFD's digital transformation shows a clear transition to a new "glocal" approach: an expanded global reach while still tending to our local development needs of the home institution's faculty members.
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Affiliation(s)
- Yusuf Yilmaz
- Yilmaz: Postdoctoral fellow at McMaster Education Research, Innovation, and Theory (MERIT), and Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada. He is also a researcher-instructor in the Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey. McDonald: The Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada. Locke: The Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, Ontario, Canada. Lal: Assistant Professor, Michael G. DeGroote Initiative for Innovation in Healthcare and Division of Education & Innovation, Department of Medicine, McMaster University, Hamilton, Ontario, Canada. She is also a member of McMaster Education Research, Innovation and Theory (MERIT) Program, Hamilton, Ontario, Canada. Bayer: Assistant Professor in Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada. She is also the director of Learning Technologies Lab, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada. Tong: Assistant clinical professor, Division of Emergency Medicine Department of Family Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada. She is also Faculty Development Coordinator, Waterloo Regional Campus, McMaster University, Hamilton, Ontario, Canada. Kundi: Assistant clinical professor, Department of Family Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada. She is also Faculty Development Coordinator, Niagara Regional Campus, McMaster University, Hamilton, Ontario, Canada. Chan: Associate professor, Divisions of Emergency Medicine and Education and Innovation in the Department of Medicine, McMaster University, Hamilton, Ontario, Canada. She is also associate dean, Faculty of Health Sciences' Office of Continuing Professional Development and clinician scientist, McMaster Education Research, Innovation, and Theory (MERIT), Hamilton, Ontario, Canada
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Lin Y, Lemos M, Neuschaefer-Rube C. Digital Health and Learning in Speech-Language Pathology, Phoniatrics, and Otolaryngology: Survey Study for Designing a Digital Learning Toolbox App. JMIR MEDICAL EDUCATION 2022; 8:e34042. [PMID: 35475980 PMCID: PMC9096631 DOI: 10.2196/34042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Revised: 01/28/2022] [Accepted: 03/18/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND The digital age has introduced opportunities and challenges for clinical education and practice caused by infinite incoming information and novel technologies for health. In the interdisciplinary field of communication sciences and disorders (CSD), engagement with digital topics has emerged slower than in other health fields, and effective strategies for accessing, managing, and focusing on digital resources are greatly needed. OBJECTIVE We aimed to conceptualize and investigate preferences of stakeholders regarding a digital learning toolbox, an app containing a library of current resources for CSD. This cross-sectional survey study conducted in German-speaking countries investigated professional and student perceptions and preferences regarding such an app's features, functions, content, and associated concerns. METHODS An open web-based survey was disseminated to professionals and students in the field of CSD, including speech-language pathologists (SLPs; German: Logopäd*innen), speech-language pathology students, phoniatricians, otolaryngologists, and medical students. Insights into preferences and perceptions across professions, generations, and years of experience regarding a proposed app were investigated. RESULTS Of the 164 participants, an overwhelming majority (n=162, 98.8%) indicated readiness to use such an app, and most participants (n=159, 96.9%) perceived the proposed app to be helpful. Participants positively rated app functions that would increase utility (eg, tutorial, quality rating function, filters based on content or topic, and digital format); however, they had varied opinions regarding an app community feature. Regarding app settings, most participants rated the option to share digital resources through social media links (144/164, 87.8%), receive and manage push notifications (130/164, 79.3%), and report technical issues (160/164, 97.6%) positively. However, significant variance was noted across professions (H3=8.006; P=.046) and generations (H3=9.309; P=.03) regarding a username-password function, with SLPs indicating greater perceived usefulness in comparison to speech-language pathology students (P=.045), as was demonstrated by Generation X versus Generation Z (P=.04). Participants perceived a range of clinical topics to be important; however, significant variance was observed across professions, between physicians and SLPs regarding the topic of diagnostics (H3=9.098; P=.03) and therapy (H3=21.236; P<.001). Concerns included technical challenges, data protection, quality of the included resources, and sustainability of the proposed app. CONCLUSIONS This investigation demonstrated that professionals and students show initial readiness to engage in the co-design and use of an interdisciplinary digital learning toolbox app. Specifically, this app could support effective access, sharing, evaluation, and knowledge management in a digital age of rapid change. Formalized digital skills education in the field of CSD is just a part of the solution. It will be crucial to explore flexible, adaptive strategies collaboratively for managing digital resources and tools to optimize targeted selection and use of relevant, high-quality evidence in a world of bewildering data.
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Affiliation(s)
- Yuchen Lin
- Clinic for Phoniatrics, Pedaudiology & Communication Disorders, University Hospital and Medical Faculty, Rheinisch-Westfaelische Technische Hochschule Aachen, Aachen, Germany
| | - Martin Lemos
- Audiovisual Media Center (AVMZ), University Hospital and Medical Faculty, Rheinisch-Westfaelische Technische Hochschule Aachen, Aachen, Germany
| | - Christiane Neuschaefer-Rube
- Clinic for Phoniatrics, Pedaudiology & Communication Disorders, University Hospital and Medical Faculty, Rheinisch-Westfaelische Technische Hochschule Aachen, Aachen, Germany
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Ramani S, McKimm J, Forrest K, Hays R, Bishop J, Thampy H, Findyartini A, Nadarajah VD, Kusurkar R, Wilson K, Filipe H, Kachur E. Co-creating scholarship through collaborative writing in health professions education: AMEE Guide No. 143. MEDICAL TEACHER 2022; 44:342-352. [PMID: 34843415 DOI: 10.1080/0142159x.2021.1993162] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This AMEE guide provides a robust framework and practical strategies for health professions educators to enhance their writing skills and engage in successful scholarship within a collaborative writing team. Whether scholarly output involves peer-reviewed articles, book chapters, blogs and online posts, online educational resources, collaborative writing requires more than the usual core writing skills, it requires teamwork, leadership and followership, negotiation, and conflict resolution, mentoring and more. Whilst educators can attend workshops or courses to enhance their writing skills, there may be fewer opportunities to join a community of scholars and engage in successful collaborative writing. There is very little guidance on how to find, join, position oneself and contribute to a writing group. Once individuals join a group, further questions arise as to how to contribute, when and whom to ask for help, whether their contribution is significant, and how to move from the periphery to the centre of the group. The most important question of all is how to translate disparate ideas into a shared key message and articulate it clearly. In this guide, we describe the value of working within a collaborative writing group; reflect on principles that anchor the concept of writing as a team and guide team behaviours; suggest explicit strategies to overcome challenges and promote successful writing that contributes to and advances the field; and review challenges to starting, maintaining, and completing writing tasks. We approach writing through three lenses: that of the individual writer, the writing team, and the scholarly product, the ultimate goal being meaningful contributions to the field of Health Professions Education.
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Affiliation(s)
- Subha Ramani
- Harvard Medical School, Boston, USA
- Manchester Medical School, University of Manchester, Manchester, UK
| | - Judy McKimm
- Swansea University Medical School, Wales, UK
| | | | - Richard Hays
- James Cook University College of Medicine and Dentistry, James Cook University, Townsville, Australia
| | - Jo Bishop
- Bond University, Queensland, Australia
| | - Harish Thampy
- Manchester Medical School, University of Manchester, Manchester, UK
| | - Ardi Findyartini
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
| | | | - Rashmi Kusurkar
- Amsterdam UMC, Research in Education, Faculty of Medicine, Vrije Universiteit, Amsterdam, the Netherlands
| | - Keith Wilson
- Dalhousie University, Halifax, Nova Scotia, Canada
| | - Helena Filipe
- Hospital Egas Moniz, West Lisbon Hospitals Center (NHS), University of Lisbon, Lisboa, Portugal
| | - Elizabeth Kachur
- Medical Education Development, Global Consulting, New York, NY, USA
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Identifying Social Media Competencies for Health Professionals: An International Modified Delphi Study to Determine Consensus for Curricular Design. Ann Emerg Med 2022; 79:560-567. [PMID: 35339286 DOI: 10.1016/j.annemergmed.2022.02.016] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Revised: 02/09/2022] [Accepted: 02/16/2022] [Indexed: 12/19/2022]
Abstract
STUDY OBJECTIVE The use of social media by health professionals is widespread. However, there is a lack of training to support the effective use of these novel platforms that account for the nuances of an effective health and research communication. We sought to identify the competencies needed by health care professionals to develop an effective social media presence as a medical professional, with the goal of building a social media curriculum. METHODS We conducted a modified Delphi study, utilizing Kraiger's Knowledge, Skills, and Attitudes framework to identify appropriate items for inclusion in a social media curriculum targeted at health care professionals. Experts in this space were defined as health care professionals who had delivered workshops, published papers, or developed prominent social media tools/accounts. They were recruited through a multimodal campaign to complete a series of 3 survey rounds designed to build consensus. In keeping with prior studies, a threshold of 80% endorsement was used for inclusion in the final list of items. RESULTS Ninety-eight participants met the expert criteria and were invited to participate in the study. Of the 98 participants, 92 (94%) experts completed the first round; of the 92 experts who completed the first round, 83 (90%) completed the second round; and of the 83 experts who completed the second round, 81 (98%) completed the third round of the Delphi study. Eighteen new items were suggested in the first survey and incorporated into the study. A total of 46 items met the 80% inclusion threshold. CONCLUSION We identified 46 items that were believed to be important for health care professionals using social media. This list should inform the development of curricular activities and objectives.
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22
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Chorley A, Azzam K, Chan TM. Redesigning continuing professional development: Harnessing design thinking to go from needs assessment to mandate. PERSPECTIVES ON MEDICAL EDUCATION 2022; 11:121-126. [PMID: 32789665 PMCID: PMC8941037 DOI: 10.1007/s40037-020-00604-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
BACKGROUND The world of medicine is constantly changing, and with it the continuing professional development (CPD) needs of physicians. As the CPD landscape is shifting away from unidirectional delivery of knowledge through live large group learning (conferences) and is placing increased emphasis on new approaches for skills training not taught a decade ago, a new approach is needed. APPROACH Using design thinking techniques, we hosted a full-day retreat for emergency medicine stakeholders in Hamilton and the surrounding region. Prior to the retreat we collected medico-legal data on emergency physicians in our region and performed a needs assessment survey. At the retreat, we had participants brainstorm ideas for CPD, generate archetypes for end-users, then generate solutions to the problems they had identified. These proposals were presented to the larger group for feedback and refinement. EVALUATION The Design Thinking Retreat generated five main pillars for action by our CPD team. 1) Simulation/procedural learning (staff simulation, procedural skills day, in situ simulation); 2) Asynchronous learning (website and podcast); 3) Synchronous learning (small group sessions for staff); 4) Community connectivity (online platform for collaboration and communication); and 5) Coaching & mentorship (focused coaching for specific practice improvement, improved onboarding for new staff). REFLECTION These ideas have vastly increased engagement in CPD. Stakeholder consultation via design thinking may be a key approach for educators to use.
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Affiliation(s)
- Alexander Chorley
- Division of Emergency Medicine, Department of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada
- Hamilton Health Sciences Centre, Hamilton, ON, Canada
| | - Khalid Azzam
- Hamilton Health Sciences Centre, Hamilton, ON, Canada
- Division of General Internal Medicine, Department of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada
- Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada
| | - Teresa M Chan
- Division of Emergency Medicine, Department of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada.
- Hamilton Health Sciences Centre, Hamilton, ON, Canada.
- Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada.
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Dzara K, Bruynell KL, Alexander EK, DePaula CR, Ramani S. Global Med Ed Café: A safe space for conversations. CLINICAL TEACHER 2022; 19:136-142. [PMID: 35023291 DOI: 10.1111/tct.13449] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Revised: 11/02/2021] [Accepted: 12/06/2021] [Indexed: 11/29/2022]
Abstract
BACKGROUND Communities of practice foster knowledge sharing, scholarly collaboration, mentoring and professional identify formation. Easier access to technology overall and the desire to engage with peers during the pandemic have increased opportunities to engage in virtual global conversations. APPROACH The Brigham Education Institute designed and implemented a series of six bimonthly, 1-hour 'Global Medical Education Cafés' between September 2020 and June 2021. They were offered on the Zoom platform and featured a core educational topic led by one or two discussants, followed by small group interactions surrounding specific questions or challenges. Discussants were selected based on their international reputation and recognition as health professions education scholars and leaders with expertise in specific areas. Each café was advertised through newsletters, social media, educational email lists and open to educators from any healthcare discipline or geographical region. EVALUATION Between 26 and 41 participants attended each session from 12 countries representing five continents. Content analysis of preliminary education evaluation data from chats and reflective narratives identified four key themes: (1) exciting interactive format; (2) sense of worldwide community; (3) safe space for conversations; and (4) strong moderators facilitating engaging peer conversations. IMPLICATIONS The series leaders aimed to emphasise inclusive, non-hierarchical and cross-cultural conversations. Preliminary evaluation suggests that this goal was achieved; these will remain priorities in future series. Educators worldwide can organise similar events with minimal resources. A safe space for conversations and open-mindedness to learning from a variety of learning and societal cultures are likely essential elements for success.
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Affiliation(s)
- Kristina Dzara
- Brigham Education Institute, Brigham and Women's Hospital, Boston, Massachusetts, USA.,Harvard Medical School, Boston, Massachusetts, USA
| | - Karen L Bruynell
- Brigham Education Institute, Brigham and Women's Hospital, Boston, Massachusetts, USA
| | - Erik K Alexander
- Brigham Education Institute, Brigham and Women's Hospital, Boston, Massachusetts, USA.,Harvard Medical School, Boston, Massachusetts, USA
| | - Caitlyn R DePaula
- Brigham Education Institute, Brigham and Women's Hospital, Boston, Massachusetts, USA
| | - Subha Ramani
- Brigham Education Institute, Brigham and Women's Hospital, Boston, Massachusetts, USA.,Harvard Medical School, Boston, Massachusetts, USA
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Pickering A, Patiño A, Garbern SC, Abu‐Jubara D, Digenakis A, Rodigin A, Banks M, Herard K, Chamberlain S, DeVos EL. Building a virtual community of practice for medical students: The Global Emergency Medicine Student Leadership Program. J Am Coll Emerg Physicians Open 2021; 2:e12591. [PMID: 35005703 PMCID: PMC8716569 DOI: 10.1002/emp2.12591] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Revised: 10/09/2021] [Accepted: 10/12/2021] [Indexed: 11/21/2022] Open
Abstract
Virtual communities of practice (VCoPs) facilitate distance learning and mentorship by engaging members around shared knowledge and experiences related to a central interest. The American College of Emergency Physicians and Emergency Medicine Residents' Association's Global Emergency Medicine Student Leadership Program (GEM-SLP) provides a valuable model for building a VCoP for GEM and other niche areas of interest. This VCoP facilitates opportunities for experts and mentees affiliated with these national organizations to convene regularly despite barriers attributed to physical distance. The GEM-SLP VCoP is built around multiple forms of mentorship, monthly mentee-driven didactics, academic projects, and continued engagement of program graduates in VCoP leadership. GEM-SLP fosters relationships through (1) themed mentoring calls (career paths, work/life balance, etc); (2) functional mentorship through didactics and academic projects; and (3) near-peer mentoring, provided by mentors near the mentees' stage of education and experience. Monthly mentee-driven didactics focus on introducing essential GEM principles while (1) critically analyzing literature based on a journal article; (2) building a core knowledge base from a foundational textbook; (3) applying knowledge and research to a project proposal; and (4) gaining exposure to training and career opportunities via mentor career presentations. Group academic projects provide a true GEM apprenticeship as mentees and mentors work collaboratively. GEM-SLP mentees found the VCoP beneficial in building fundamental GEM skills and knowledge and forming relationships with mentors and like-minded peers. GEM-SLP provides a framework for developing mentorship programs and VCoPs in emergency medicine, especially when niche interests or geographic distance necessitate a virtual format.
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Affiliation(s)
- Ashley Pickering
- Department of Emergency MedicineThe University of Maryland School of MedicineBaltimoreMarylandUSA
| | - Andrés Patiño
- Department of Emergency MedicineEmory University School of MedicineAtlantaGeorgiaUSA
| | - Stephanie C. Garbern
- Department of Emergency MedicineAlpert Medical School, Brown UniversityProvidenceRhode IslandUSA
| | - Dania Abu‐Jubara
- Department of Emergency MedicineLoyola University Medical CenterMaywoodIllinoisUSA
| | - Alexandra Digenakis
- Department of Emergency MedicineUniversity of North Carolina School of MedicineChapel HillNorth CarolinaUSA
| | - Anthony Rodigin
- Department of Emergency MedicineSutter Delta Medical CenterAntiochCaliforniaUSA
| | - Michaela Banks
- Department of Emergency MedicineLouisiana State UniversityNew OrleansLouisianaUSA
| | - Kimberly Herard
- Department of Emergency MedicineEmory University School of MedicineAtlantaGeorgiaUSA
| | - Stacey Chamberlain
- Department of Emergency MedicineUniversity of Illinois at ChicagoChicagoIllinoisUSA
| | - Elizabeth L. DeVos
- Department of Emergency MedicineUniversity of Florida College of Medicine‐JacksonvilleJacksonvilleFloridaUSA
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Chan TM, Ruan B, Lu D, Lee M, Yilmaz Y. Systems to support scholarly social media: a qualitative exploration of enablers and barriers to new scholarship in academic medicine. CANADIAN MEDICAL EDUCATION JOURNAL 2021; 12:14-27. [PMID: 35003427 PMCID: PMC8740247 DOI: 10.36834/cmej.72490] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
INTRODUCTION As academia begins to incorporate modern communication technologies into its scholarly structures, there are both enablers and barriers which foster academics' uptake of these innovations. Those who are early adopters of academic social media - whether it be for education, research-related networking, or knowledge translation - may therefore be best positioned to highlight both enablers and barriers within their work environments. METHODS The authors conducted a constructivist grounded theory study to discern what prominent practitioners of academic social media (e.g. Twitter) have encountered in their careers. Participants were recruited via a snowball sampling technique and invited to participate in semi-structured interviews. Three investigators engaged in constant comparative analysis of incoming transcripts. To enhance rigour, we conducted an audit of the analysis and a participant member check. RESULTS Seventeen emerging influencers in the field of academic social media were recruited. After axial coding, the 30 enablers and 21 barriers to academic social media use were mapped to three spheres of influence: personal, institutional, and virtual. The investigators propose a framework that organizes these enablers and barriers around a tipping point where sustainability becomes possible. CONCLUSIONS Multiple enablers and barriers were described to influence social media users within academic medicine. By organizing these facets into a personal, institutional, and virtual framework along a spectrum, we can begin to understand the underlying structures that potentiate the academic ecosystems in which social media and similar innovations may flourish.
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Affiliation(s)
| | | | - Daniel Lu
- University of British Columbia, British Columbia, Canada
| | - Mark Lee
- McMaster University, Ontario, Canada
| | - Yusuf Yilmaz
- McMaster University, Ontario, Canada
- Department of Medicine, Ege University, Izmir Turkey
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Mayersak RJ, Yarris LM, Tuttle RC, Jones DC, Nelson AM, Bengtzen RR, Kornegay JG, Caretta-Weyer HA. Demonstrating Your Work: A Guide to Educators' Portfolios for Graduate Medical Educators. J Grad Med Educ 2021; 13:635-639. [PMID: 34721790 PMCID: PMC8527930 DOI: 10.4300/jgme-d-21-00375.1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Affiliation(s)
- Ryanne J. Mayersak
- Ryanne J. Mayersak, MD, MS, is Assistant Professor of Emergency Medicine, Oregon Health & Science University
| | - Lalena M. Yarris
- Lalena M. Yarris, MD, MCR, is Professor of Emergency Medicine, Oregon Health & Science University
| | - Rebecca C. Tuttle
- Rebecca C. Tuttle, MD, MS, is Clinical Assistant Professor of Emergency Medicine, Oregon Health & Science University
| | - David C. Jones
- David C. Jones, MD, MCR, is Associate Professor of Emergency Medicine, Oregon Health & Science University
| | - Anna M. Nelson
- Anna M. Nelson, MD, PhD, is Assistant Professor, Department of Emergency Medicine, Oregon Health & Science University
| | - Rachel R. Bengtzen
- Rachel R. Bengtzen, MD, is Assistant Professor, Department of Family Medicine (Sports Medicine), Oregon Health & Science University
| | - Joshua G. Kornegay
- Joshua G. Kornegay, MD, is Associate Professor of Emergency Medicine, Oregon Health & Science University
| | - Holly A. Caretta-Weyer
- Holly A. Caretta-Weyer, MD, MHPE, is Assistant Professor and Associate Residency Program Director, Department of Emergency Medicine, Stanford University School of Medicine
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Mills S, Cioletti A, Gingell G, Ramani S. Training Residents in Virtual Advance Care Planning: A New Twist in Telehealth. J Pain Symptom Manage 2021; 62:691-698. [PMID: 33819515 DOI: 10.1016/j.jpainsymman.2021.03.019] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/14/2021] [Revised: 02/26/2021] [Accepted: 03/23/2021] [Indexed: 11/22/2022]
Abstract
CONTEXT Advance care planning (ACP) conversations represent an important physician skill, a need further highlighted by the COVID-19 pandemic. Most resident ACP training occurs in inpatient, settings, often featuring goals of care (GOC) conversations during a crisis. Outpatient clinics are valuable but underutilized settings to provide skills training for residents, yet little research has been done in these spaces. OBJECTIVE We sought to 1) create an ACP curriculum harnessing the principles of a community of practice in a virtual format, and 2) obtain residents' perspectives regarding their skills and confidence in having early GOC conversations in the outpatient setting. METHODS We interviewed 48 internal medicine residents using questionnaires, reflective narratives, and transcripts of debriefing conversations. We created a virtual curriculum during the ambulatory week which included didactics, virtual role plays, ACP phone conversations with five patients, and group debriefings. Quantitative data were analyzed for changes in resident confidence. Qualitative data were coded using thematic analysis, guided by instructor field notes. RESULTS Residents reported decreased confidence in navigating advance directive conversations following training [Z=2.24, P=0.03, r = 0.33]. Resident reflections indicated that they felt more practiced at inpatient late GOC conversation skills, and that these skills were not fully transferable to the outpatient early GOC setting. Residents also endorsed the ambulatory environment as the best space for ACP conversations. CONCLUSION This study illustrates the feasibility of a virtual format for ACP curriculum. The virtual community of practice created space for a metacognitive unmasking of prior resident unconscious incompetence. Also, inpatient, crisis-oriented late GOC conversation skills may translate poorly to the outpatient setting requiring early and ongoing GOC skills. Residents need more training to navigate ACP conversations in ambulatory environments.
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Affiliation(s)
- Sarah Mills
- Dell Medical School, Department of Internal Medicine, Austin, Texas, USA.
| | - Anne Cioletti
- Dell Medical School, Department of Internal Medicine, Austin, Texas, USA; Dell Medical School, Department of Population Health, Austin, Texas, USA
| | - Gareth Gingell
- The University of Texas at Austin, STEM Education Doctoral Program, Department of Curriculum and Instruction, Austin, Texas, USA
| | - Subha Ramani
- Harvard Medical School and Brigham and Women's Hospital, Department of Medicine, Boston, Massachusetts, USA
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Dzara K, Kelleher A, Ramani S. Fostering educator identity through social media. CLINICAL TEACHER 2021; 18:607-613. [PMID: 34467635 DOI: 10.1111/tct.13414] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2021] [Revised: 07/31/2021] [Accepted: 08/12/2021] [Indexed: 11/30/2022]
Abstract
BACKGROUND Communities of practice (CoPs) are integral to professional identify formation (PIF) of educators. However, it can be challenging to identify and engage with such communities. Social media (SoMe) can facilitate formation of virtual CoPs, support PIF and increase visibility and recognition among peers. Yet, privacy concerns, lack of skills, time constraints and value doubts are reported barriers. The purpose of this study was to explore perceived benefits, challenges and suggested strategies to promote SoMe engagement from a group of health professions educators (HPEs). METHODS Using qualitative methodology, we explored opinions of educators participating in Harvard Macy Institute courses regarding professional SoMe use through focus group discussions. Discussions were audiotaped and transcribed, and thematic analysis was performed. Brief questionnaires were distributed to collect frequency of and confidence in SoMe use; these data were analysed descriptively. The Partners Healthcare Institutional Review Board approved the study. RESULTS Forty-eight educators participated in six focus groups. About 93.8% had at least one professional SoMe account, although engagement frequency varied. Qualitative analysis revealed three themes: (1) challenges to engagement, including juggling commitments and feeling overwhelmed; (2) benefits to joining a community, including staying informed and sharing scholarship; and (3) strategies to encourage inclusion, including tailored training and institutional champions. CONCLUSION Though challenges to engagement were reported, participants noted multiple benefits. SoMe engagement can foster virtual CoPs among HPEs and potentially contribute to PIF. Subsequently, we offer five recommendations for efficient and impactful social media engagement for healthcare professionals.
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Affiliation(s)
- Kristina Dzara
- Harvard Medical School and Brigham and Women's Hospital, Boston, Massachusetts, USA
| | - Amy Kelleher
- Albert Einstein College of Medicine, The Bronx, New York, USA
| | - Subha Ramani
- Harvard Medical School and Brigham and Women's Hospital, Boston, Massachusetts, USA
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Triemstra JD, Haas MR, Bhavsar-Burke I, Gottlieb-Smith R, Wolff M, Shelgikar AV, Samala RV, Ruff AL, Kuo K, Tam M, Gupta A, Stojan J, Gruppen L, Ellinas H. Impact of the COVID-19 Pandemic on the Clinical Learning Environment: Addressing Identified Gaps and Seizing Opportunities. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:1276-1281. [PMID: 34432665 PMCID: PMC8378432 DOI: 10.1097/acm.0000000000004013] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
The clinical learning environment (CLE) encompasses the learner's personal characteristics and experiences, social relationships, organizational culture, and the institution's physical and virtual infrastructure. During the COVID-19 pandemic, all 4 of these parts of the CLE have undergone a massive and rapid disruption. Personal and social communications have been limited to virtual interactions or shifted to unfamiliar clinical spaces because of redeployment. Rapid changes to the organizational culture required prompt adaptations from learners and educators in their complex organizational systems yet caused increased confusion and anxiety among them. A traditional reliance on a physical infrastructure for classical educational practices in the CLE was challenged when all institutions had to undergo a major transition to a virtual learning environment. However, disruptions spurred exciting innovations in the CLE. An entire cohort of physicians and learners underwent swift adjustments in their personal and professional development and identity as they rose to meet the clinical and educational challenges they faced due to COVID-19. Social networks and collaborations were expanded beyond traditional institutional walls and previously held international boundaries within multiple specialties. Specific aspects of the organizational and educational culture, including epidemiology, public health, and medical ethics, were brought to the forefront in health professions education, while the physical learning environment underwent a rapid transition to a virtual learning space. As health professions education continues in the era of COVID-19 and into a new era, educators must take advantage of these dynamic systems to identify additional gaps and implement meaningful change. In this article, health professions educators and learners from multiple institutions and specialties discuss the gaps and weaknesses exposed, opportunities revealed, and strategies developed for optimizing the CLE in the post-COVID-19 world.
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Affiliation(s)
- Justin D. Triemstra
- J.D. Triemstra is assistant professor of pediatrics and human development and associate program director, Pediatric Residency Program, Department of Pediatrics and Human Development, Helen DeVos Children’s Hospital, Spectrum Health, Michigan State University College of Human Medicine, Grand Rapids, Michigan; ORCID: https://orcid.org/0000-0001-9860-8628
| | - Mary R.C. Haas
- M.R.C. Haas is clinical instructor of emergency medicine and assistant program director, Department of Emergency Medicine, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0002-9506-5928
| | - Indira Bhavsar-Burke
- I. Bhavsar-Burke is clinical reasoning director, Medical Student Education, Division of Gastroenterology and Hepatology, Department of Internal Medicine, Indiana University School of Medicine, Indianapolis, Indiana; ORCID: https://orcid.org/0000-0002-9438-2067
| | - Rachel Gottlieb-Smith
- R. Gottlieb-Smith is clinical assistant professor, Department of Pediatrics, Division of Pediatric Neurology, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0002-6066-5966
| | - Margaret Wolff
- M. Wolff is associate professor, Departments of Emergency Medicine, Pediatric Emergency Medicine, and Pediatrics, University of Michigan Medical School, Ann Arbor, Michigan
| | - Anita V. Shelgikar
- A.V. Shelgikar is clinical associate professor of neurology and director, Sleep Medicine Fellowship, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0002-3629-0084
| | - Renato V. Samala
- R.V. Samala is assistant professor of medicine, Cleveland Clinic Lerner College of Medicine, and staff physician, Department of Palliative and Supportive Care, Cleveland Clinic, Cleveland, Ohio; ORCID: https://orcid.org/0000-0002-2950-7708
| | - Allison L. Ruff
- A.L. Ruff is clinical assistant professor, Division of General Medicine, Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0002-1381-755X
| | - Kevin Kuo
- K. Kuo is clinical assistant professor of pediatrics, program director, Pediatric Critical Care Medicine Fellowship, and associate program director, Pediatric Residency Program, Department of Pediatrics, Stanford University, Palo Alto, California; ORCID: https://orcid.org/0000-0002-9124-147X
| | - Marty Tam
- M. Tam is assistant professor and associate program director, Advanced Heart Failure and Transplant Cardiology Fellowship Program, Division of Cardiovascular Medicine, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0002-5826-1727
| | - Amit Gupta
- A. Gupta is assistant professor of medicine, Department of Medicine, Division of Gastroenterology and Hepatology, University of North Carolina School of Medicine, Chapel Hill, North Carolina; ORCID: https://orcid.org/0000-0001-6468-1472
| | - Jennifer Stojan
- J. Stojan is associate professor of internal medicine and pediatrics, University of Michigan Medical School, Ann Arbor, Michigan
| | - Larry Gruppen
- L. Gruppen is professor of learning health sciences and director, Master of Health Professions Education Program, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0002-2107-0126
| | - Herodotos Ellinas
- H. Ellinas is associate professor, Department of Anesthesiology, Division of Pediatric Anesthesia, Medical College of Wisconsin, Milwaukee, Wisconsin; ORCID: https://orcid.org/0000-0003-0803-809X
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Ramani S, McKimm J, Findyartini A, Nadarajah VD, Hays R, Chisolm MS, Filipe HP, Fornari A, Kachur EK, Kusurkar RA, Thampy H, Wilson KW. Twelve tips for developing a global community of scholars in health professions education. MEDICAL TEACHER 2021; 43:966-971. [PMID: 33108740 DOI: 10.1080/0142159x.2020.1839034] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Scholarship in Health Professions Education is not just original research, it also includes study of educational processes, and application of new knowledge to practice. The pathways to successful scholarship are not always clear to novice educators. In this article, we describe strategies to establish a Community of Scholars (CoS), where more experienced and senior members guide junior members in scholarship to advance the field. Drawing on Lave and Wenger's concepts of Communities of Practice (CoP), we describe twelve practical tips, which include generation of a shared vision, formation of a global community of scholars, engagement in scholarly initiatives, and development of a professional identity, categorised under three major steps: establish, grow, and sustain the community. The tips embrace inclusivity for diverse cultural contexts which further provide opportunities for Health Professions Educators, interested in forming communities of practice, to work on scholarly outputs and add value to the professional arena.
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Affiliation(s)
- Subha Ramani
- Brigham and Women's Hospital and Harvard Medical School, Boston, MA, USA
| | - Judy McKimm
- Swansea University Medical School, United Kingdom
| | | | | | - Richard Hays
- James Cook University, Townesville, Queensland, Australia
| | | | | | - Alice Fornari
- Donald and Barbara Zucker SOM at Hofstra/Northwell, Hempstead, NY, USA
| | | | | | - Harish Thampy
- Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK
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Comp G, Dyer S, Gottlieb M. Is TikTok The Next Social Media Frontier for Medicine? AEM EDUCATION AND TRAINING 2021; 5:AET210532. [PMID: 34095694 PMCID: PMC8155692 DOI: 10.1002/aet2.10532] [Citation(s) in RCA: 67] [Impact Index Per Article: 22.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Revised: 08/11/2020] [Accepted: 09/11/2020] [Indexed: 05/29/2023]
Affiliation(s)
- Geoffrey Comp
- From theDepartment of Emergency MedicineValleywise Health Medical Center/Creighton University School of MedicineUniversity of Arizona College of Medicine‐PhoenixPhoenixAZUSA
| | - Sean Dyer
- Department of Emergency MedicineJohn H. Stroger, Jr. Hospital of Cook CountyChicagoILUSA
| | - Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoILUSA
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Gottlieb M, Yarris LM, Krzyzaniak SM, Natesan S, Sherbino J, Lin M, Chan TM. Faculty development using a virtual community of practice: Three-year outcomes of the Academic Life in Emergency Medicine Faculty Incubator program. AEM EDUCATION AND TRAINING 2021; 5:e10626. [PMID: 34222756 PMCID: PMC8241569 DOI: 10.1002/aet2.10626] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/19/2021] [Revised: 05/11/2021] [Accepted: 05/12/2021] [Indexed: 05/11/2023]
Abstract
INTRODUCTION The Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program is a longitudinal, 1-year, virtual faculty development program for early- and mid-career faculty members that crosses specialties and institutions. This study sought to evaluate the outcomes among 3 years of participants. METHODS This cross-sectional survey study evaluated postcourse and 1-year outcomes from three graduated classes of the ALiEM Faculty Incubator program. The program evaluation survey was designed to collect outcomes across multiple Kirkpatrick levels using pre/post surveys and tracking of abstracts, publications, speaking opportunities, new leadership positions, and new curricula. RESULTS Over 3 years, 89 clinician educators participated in the program. Of those, 59 (66%) completed the initial survey and 33 (37%) completed the 1-year survey. Participants reported a significant increase in knowledge (4.1/9.0 vs. 7.0/9.0). The number of abstracts, publications, and invited presentations significantly increased after course completion and continued postcourse. A total of 37 of 59 (62.7%) developed a new curriculum during the course and 19 of 33 (57.6%) developed another new curriculum after the course. A total of 29 of 59 (49.2%) began a new leadership position upon course completion with 15 of 33 (45.5%) beginning another new leadership position 1 year later. DISCUSSION The ALiEM Faculty Incubator program demonstrated an increase in perceived knowledge and documented academic productivity among early- and mid-career medical educators.
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Affiliation(s)
- Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
| | - Lalena M. Yarris
- Department of Emergency MedicineOregon Health & Science UniversityPortlandOregonUSA
| | - Sara M. Krzyzaniak
- Department of Emergency MedicineStanford UniversityPalo AltoCaliforniaUSA
| | - Sreeja Natesan
- Division of Emergency MedicineDepartment of SurgeryDuke UniversityDurhamNorth CarolinaUSA
| | - Jonathan Sherbino
- Division of Emergency MedicineDepartment of MedicineMcMaster UniversityHamiltonOntarioCanada
| | - Michelle Lin
- Department of Emergency MedicineUniversity of California–San FranciscoSan FranciscoCaliforniaUSA
| | - Teresa M. Chan
- Division of Emergency MedicineDivision of Education & InnovationDepartment of MedicineMcMaster UniversityHamiltonOntarioCanada
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Minter DJ, Patel A, Ganeshan S, Nematollahi S. Medical Communities Go Virtual. J Hosp Med 2021; 16:378-380. [PMID: 33147130 DOI: 10.12788/jhm.3532] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Accepted: 09/14/2020] [Indexed: 11/20/2022]
Affiliation(s)
- Daniel J Minter
- Department of Medicine, University of California, San Francisco, California
| | - Anand Patel
- Section of Hematology and Oncology, Department of Medicine, University of Chicago, Chicago, Illinois
| | - Smitha Ganeshan
- Department of Medicine, University of California, San Francisco, California
| | - Saman Nematollahi
- Division of Infectious Diseases, Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland
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Ting DK, Boreskie P, Luckett-Gatopoulos S, Gysel L, Lanktree MB, Chan TM. Quality Appraisal and Assurance Techniques for Free Open Access Medical Education (FOAM) Resources: A Rapid Review. Semin Nephrol 2021; 40:309-319. [PMID: 32560781 DOI: 10.1016/j.semnephrol.2020.04.011] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Abstract
Free open access medical education (FOAM) has disrupted traditional modes of knowledge translation and dissemination. These are popular resources with a wide educational reach. Nephrology has been a leader in FOAM, but many skeptics still question the accuracy and reliability of this content. Recently, quality-assurance techniques have been developed to address these concerns. These techniques may be helpful for readers to appraise the online literature and for institutions to reward the production of high-quality open educational resources. We performed a rapid review of the literature. A medical librarian conducted a systematic search of the Medline and Cumulative Index of Nursing and Allied Health Literature databases. Two independent assessors screened and selected articles, performed a hand-search of reference lists, and scored articles on their quality using the Medical Education Research Study Quality Instrument. Thirteen reports were included for the final descriptive analysis. We identified 10 quality-assessment techniques, and 4 of them having been validated. The quality of the reports was fairly high, with an average Medical Education Research Study Quality Instrument score of 11.5 of 18 (SD, 2.3; range, 7.25-14.25). The calculated Cronbach α was 0.85. There is burgeoning literature on the topic of critical appraisal of open educational resources, and, more specifically, FOAM resources. Many of the techniques used are of varying quality and developed with different intended uses and audiences. By continuing to refine these tools, we can continue not only to support and legitimize the FOAM movement, but also foster individual critical appraisal skills that increasingly are necessary in this age of information.
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Affiliation(s)
- Daniel K Ting
- Department of Emergency Medicine, University of British Columbia, Vancouver, BC, Canada
| | - Patrick Boreskie
- Department of Emergency Medicine, Max Rady College of Medicine, University of Manitoba, Winnipeg, MB, Canada
| | - S Luckett-Gatopoulos
- Division of Emergency Medicine, Department of Medicine, Western University, London, ON, Canada; Division of Paediatric Emergency Medicine, Department of Paediatrics, McMaster University, Hamilton, ON, Canada
| | - Lisa Gysel
- Interior Health, Royal Inland Hospital Library, Kamloops, BC, Canada
| | - Matthew B Lanktree
- Division of Nephrology, Department of Medicine, McMaster University, Hamilton, ON, Canada
| | - Teresa M Chan
- Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, ON, Canada; Department of Emergency Medicine, Hamilton General Hospital, Hamilton Health Sciences Centre, Hamilton, ON, Canada; Program for Faculty Development, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada; McMaster Education Research, Innovation, and Theory Program (MERIT), McMaster University, Hamilton, ON, Canada.
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Quesnelle KM, Zaveri NT, Schneid SD, Blumer JB, Szarek JL, Kruidering M, Lee MW. The importance of collaboratively designing pharmacology education programs. Pharmacol Res Perspect 2021; 9:e00773. [PMID: 33974347 PMCID: PMC8112302 DOI: 10.1002/prp2.773] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022] Open
Abstract
A grounded knowledge of pharmacology is essential for healthcare providers to improve the quality of patients' lives, avoid medical errors, and circumvent potentially dangerous drug-drug interactions. One of the greatest tools to achieve this foundational knowledge of pharmacology is the dedicated pharmacology educators who teach in health sciences programs. Too often, the pharmacology educators responsible for teaching this material are left siloed at their own institutions with little room for dialog and collaboration. As scientists, we know that it is through dialog and collaboration that ideas grow, are refined, and improve. More collaborative work is needed to identify and describe best practices for pharmacology education in health sciences programs. While evidence-based, outcomes-focused studies are the optimum standard for this work, there is also a place for descriptive studies and innovative reports.
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Affiliation(s)
- Kelly M. Quesnelle
- Department of Biomedical SciencesWestern Michigan University Homer Stryker M.D. School of MedicineKalamazooMIUSA
| | - Naunihal T. Zaveri
- Department of Microbiology and PharmacologyArkansas College of Osteopathic MedicineFort SmithARUSA
| | - Stephen D. Schneid
- Skaggs School of Pharmacy and Pharmaceutical SciencesUniversity of California San DiegoLa JollaCAUSA
| | - Joe B. Blumer
- Department of Cell and Molecular Pharmacology and Experimental TherapeuticsMedical University of South CarolinaCharlestonSCUSA
| | - John L. Szarek
- Department of Medical EducationGeisinger Commonwealth School of MedicineScrantonPAUSA
| | - Marieke Kruidering
- Department of PharmacologyCollege of MedicineUniversity of CaliforniaSan FranciscoCAUSA
| | - Michael W. Lee
- Department of Medical EducationDepartment of Oncology, and Associate Member Live Strong Cancer InstitutesUniversity of Texas at AustinAustinTXUSA
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Montrief T, Haas MRC, Alvarez A, Gottlieb M, Siegal D, Chan T. Thinking Outside the Inbox: Use of Slack in Clinical Groups as a Collaborative Team Communication Platform. AEM EDUCATION AND TRAINING 2021; 5:121-129. [PMID: 33521500 PMCID: PMC7821068 DOI: 10.1002/aet2.10497] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/08/2020] [Revised: 05/19/2020] [Accepted: 06/17/2020] [Indexed: 05/10/2023]
Affiliation(s)
- Tim Montrief
- Department of Critical Care MedicineUniversity of Pittsburgh Medical CenterPittsburghPAUSA
| | - Mary R. C. Haas
- Department of Emergency MedicineUniversity of Michigan Medical SchoolAnn ArborMIUSA
| | - Al'ai Alvarez
- Department of Emergency MedicineStanford University School of MedicinePalo AltoCAUSA
| | - Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoILUSA
| | - Deborah Siegal
- Department of MedicinePopulation Health Research InstituteMcMaster UniversityHamiltonOntarioCanada
| | - Teresa Chan
- Department of MedicineDivision of Emergency MedicineMcMaster UniversityHamiltonOntarioCanada
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Hall E, Kreuter JD, Sörö T, Dzara K, Gooding HC. Harnessing the Power of Social Media to Support a Professional Learning Network During the COVID-19 Pandemic. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2021; 41:10-12. [PMID: 33290300 DOI: 10.1097/ceh.0000000000000326] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Affiliation(s)
- Elissa Hall
- Dr. Hall: Director of Curriculum and Education Technology, Mayo Clinic College of Medicine and Science, Rochester, MN. Dr. Kreuter: Instructor, Department of Laboratory Medicine and Pathology, Mayo Clinic, Rochester, MN. Ms. Sörö: Strategic Educational Developer, Unit of Teaching and Learning, Strategic Educational Developer, Karolinska Institutet, Sweden. Dr. Dzara: Instructor in Pediatrics, Harvard Medical School; Social Media Strategist, Harvard Macy Institute; and Educational Research Associate, Departments of Pediatrics and Obstetrics and Gynecology, Massachusetts General Hospital, Boston, MA. Dr. Gooding: Co-Director of the Harvard Macy Program for Educators in the Health Professions, Boston, MA, and Associate Professor of Pediatrics, Emory University School of Medicine, Atlanta, GA
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Symon B, Spurr J, Brazil V. Simulcast: a case study in the establishment of a virtual community of simulation practice. Adv Simul (Lond) 2020; 5:5. [PMID: 32514383 PMCID: PMC7251887 DOI: 10.1186/s41077-020-00122-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2019] [Accepted: 05/14/2020] [Indexed: 11/10/2022] Open
Abstract
AbstractVirtual Communities of Practice (vCoP) is a nascent approach to professional development for simulation educators (Thoma et al., Simul Healthc. 2018;13(2):124-30). vCoPs overcome geographic barriers to accessing expertise and professional networks and may promote ‘democratisation’ of voices in the simulation community. However, the optimal process for creating, nurturing and joining vCoPs in healthcare simulation is not well understood.We report on the establishment of our healthcare simulation hybrid podcast/blog—Simulcast (www.simulationpodcast.com)—utilising the conceptual framework of Wenger’s three dimensions of Communities of Practice. In exploring these dimensions—joint enterprise, mutual engagement and shared repertoire—we hope to contextualise vCoP within professional development approaches for simulation faculty and invite readers to engage with our existing community.
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McKimm J, Ramani S, Kusurkar RA, Fornari A, Nadarajah VD, Thampy H, Filipe HP, Kachur EK, Hays R. Capturing the wisdom of the crowd: health professions' educators meet at a virtual world café. PERSPECTIVES ON MEDICAL EDUCATION 2020; 9:385-390. [PMID: 33051804 PMCID: PMC7553368 DOI: 10.1007/s40037-020-00623-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2020] [Revised: 09/17/2020] [Accepted: 09/21/2020] [Indexed: 05/04/2023]
Abstract
BACKGROUND Conversations about educational challenges and potential solutions among a globally and culturally diverse group of health professions' educators can facilitate identity formation, mentoring relationships and professional network building. The COVID-19 pandemic has made it even more important to co-create and disseminate knowledge, specifically regarding online and flexible learning formats. APPROACH Based on the principles of social learning, we combined speed mentoring and world café formats to offer a virtual Zoom™ workshop, with large and small group discussions, to reach health professions' educators across the globe. The goal was to establish a psychologically safe space for dialogue regarding adaptation to online teaching-learning formats. EVALUATION We aimed to establish psychological safety to stimulate thought-provoking discussions within the various small groups and obtain valuable contributions from participants. From these conversations, we were able to formulate 'hot tips' on how to adapt to (sometimes new) online teaching-learning formats while nurturing teacher and student wellbeing. REFLECTION Through this virtual workshop we realized that despite contextual differences, many challenges are common worldwide. We experienced technological difficulties during the session, which needed rapid adaptation by the organising team. We encouraged, but did not pressure, participants to use video and audio during breakout discussions as we wanted them to feel safe and comfortable. The large audience size and different time zones were challenging; therefore, leadership had to be resilient and focussed. Although this virtual format was triggered by the pandemic, the format can be continued in the future to discuss other relevant global education topics.
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Affiliation(s)
- Judy McKimm
- Swansea University Medical School, Swansea, Wales, UK.
| | - Subha Ramani
- Department of Medicine, Brigham and Women's Hospital and Harvard Medical School, Boston, USA
| | - Rashmi A Kusurkar
- Faculty of Medicine, Vrije University Amsterdam, Amsterdam, The Netherlands
| | - Alice Fornari
- Faculty Development, Northwell Health System, New York, USA
| | | | - Harish Thampy
- University of Manchester, Faculty of Biology, Medicine and Health, UK
| | - Helena P Filipe
- College of Ophthalmology and Department of Medical Education, Faculty of Medicine, University of Lisbon, Lisbon, Portugal
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Yilmaz Y, Lal S, Tong XC, Howard M, Bal S, Bayer I, Monteiro S, Chan TM. Technology-Enhanced Faculty Development: Future Trends and Possibilities for Health Sciences Education. MEDICAL SCIENCE EDUCATOR 2020; 30:1787-1796. [PMID: 33078084 PMCID: PMC7556766 DOI: 10.1007/s40670-020-01100-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/01/2020] [Indexed: 05/25/2023]
Affiliation(s)
- Yusuf Yilmaz
- McMaster University Faculty of Health Sciences McMaster Education Research, Innovation and Theory (MERIT) Program, Hamilton, Ontario Canada
- Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey
| | - Sarrah Lal
- McMaster University Faculty of Health Sciences McMaster Education Research, Innovation and Theory (MERIT) Program, Hamilton, Ontario Canada
- MacPherson Leadership in Teaching and Learning Fellowship, McMaster University, Hamilton, Ontarion Canada
- Michael G. DeGroote Initiative for Innovation in Healthcare and Division of Education & Innovation, Department of Medicine, McMaster University, Hamilton, Ontario Canada
| | - X. Catherine Tong
- Department of Family Medicine, McMaster University, Hamilton, Ontario Canada
| | - Michelle Howard
- Department of Family Medicine, McMaster University, Hamilton, Ontario Canada
| | - Sharon Bal
- Department of Family Medicine, McMaster University, Hamilton, Ontario Canada
| | - Ilana Bayer
- MacPherson Leadership in Teaching and Learning Fellowship, McMaster University, Hamilton, Ontarion Canada
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences Learning Technologies Lab, McMaster University, Hamilton, Ontario Canada
| | - Sandra Monteiro
- McMaster University Faculty of Health Sciences McMaster Education Research, Innovation and Theory (MERIT) Program, Hamilton, Ontario Canada
- Department of Health Research Methods, Evidence and Impact, McMaster University, Hamilton, Ontario Canada
| | - Teresa M. Chan
- McMaster University Faculty of Health Sciences McMaster Education Research, Innovation and Theory (MERIT) Program, Hamilton, Ontario Canada
- Program for Faculty Development, Faculty of Health Sciences, McMaster University, Hamilton, Ontario Canada
- Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario Canada
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Allen LM, Hay M, Armstrong E, Palermo C. Applying a social theory of learning to explain the possible impacts of continuing professional development (CPD) programs. MEDICAL TEACHER 2020; 42:1140-1147. [PMID: 32706608 DOI: 10.1080/0142159x.2020.1795097] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
BACKGROUND Continuing professional development (CPD) is essential for life-long learning of health professionals, yet evaluations of CPD focus on a narrow range of impacts. This study explored the range of impacts that are possible from attending CPD programs that foster social learning, and applied Wenger's social theory of learning to explain why these impacts occur. METHODS Twenty semi-structured in-depth interviews were conducted with a purposive sample of past participants from two immersive CPD institutes. Inductive thematic analysis was used to analyse the data. RESULTS Five themes were identified; (i) growing and utilising a network of like-minded individuals, (ii) forming stronger identities, (iii) applying learnings to practice, (iv) obtaining achievements and recognition, and (v) going beyond the scholar. Participants described experiencing both immediate and sustained impacts as a result of attending the courses. Concepts from Wenger's social learning theory including peripheral membership, reification and multimembership helped to explain why these impacts occur. CONCLUSIONS The results suggest that a range of sustained impacts are possible as a result of attending CPD programs, but ongoing social learning is crucial to achieving these impacts. The social process of learning should be considered in the design of future CPD.
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Affiliation(s)
- Louise M Allen
- Faculty of Medicine Nursing and Health Sciences Education Portfolio, Monash University, Melbourne, Australia
| | - Margaret Hay
- Monash Centre for Professional Development and Monash Online Education, Monash University, Melbourne, Australia
| | | | - Claire Palermo
- Monash Centre for Scholarship in Health Education, Monash University, Melbourne, Australia
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He S, Lai D, Mott S, Little A, Grock A, Haas MRC, Chan TM. Remote e-Work and Distance Learning for Academic Medicine: Best Practices and Opportunities for the Future. J Grad Med Educ 2020; 12:256-263. [PMID: 32595840 PMCID: PMC7301927 DOI: 10.4300/jgme-d-20-00242.1] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
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Haas MRC, Haley K, Nagappan BS, Ankel F, Swaminathan A, Santen SA. The connected educator: personal learning networks. CLINICAL TEACHER 2020; 17:373-377. [DOI: 10.1111/tct.13146] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Mary RC Haas
- Department of Emergency MedicineUniversity of Michigan Medical School Ann Arbor Michigan USA
| | - Kellen Haley
- Virginia Commonwealth University School of Medicine Richmond Virginia USA
| | - Bella S Nagappan
- Department of Emergency MedicineUniversity of Michigan Medical School Ann Arbor Michigan USA
| | - Felix Ankel
- Department of Emergency Medicine, Regions Hospital, HealthPartners InstituteUniversity of Minnesota Medical School Minneapolis Minnesota USA
| | - Anand Swaminathan
- Department of Emergency MedicineSt Joseph's Regional Medical Center Paterson New Jersey USA
| | - Sally A. Santen
- Department of Emergency MedicineVirginia Commonwealth University School of Medicine Richmond Virginia USA
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