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Meng Y, Sun M, Guo J, Jiao J, Dang N. Challenges of fully online learning for dermatology education: a retrospective study. Front Med (Lausanne) 2023; 10:1242772. [PMID: 38105898 PMCID: PMC10723899 DOI: 10.3389/fmed.2023.1242772] [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] [Received: 06/22/2023] [Accepted: 11/09/2023] [Indexed: 12/19/2023] Open
Abstract
Background Blended learning has proven to be an effective teaching strategy. During the COVID-19 pandemic in 2019, educational institutions worldwide switched to online learning. However, there is limited research on the effectiveness of blended learning and fully online learning. This study aims to evaluate and compare whether pure online learning is as effective as traditional blended learning by taking the example of dermatology education. Methods The researchers compared traditional blended learning and fully online learning by evaluating the achievement scores of undergraduate students in a dermatology course in the academic years 2019 and 2020, respectively, at the Shandong First Medical University, China. In 2019, students undertook small private online courses (SPOCs) combined with face-to-face teacher-led learning. In 2020, live teacher-led learning replaced face-to-face teacher-led learning. The researchers also conducted a questionnaire survey in 2020. Results The scores of students in 2019 were significantly higher than in 2020 (p = 0.002). There was no significant difference in the distribution of achievement variance in the scores between the two academic years. In the questionnaire survey, the majority of the students rated highly the fully online education mode and responded that pure online learning enhanced their self-study ability. Conclusion The present study shows that fully online learning currently does not perform as well as traditional blended learning in terms of examination scores due to some limitations. However, pure online education has several advantages over traditional blended education. Online courses should be improved to ignite students' interest and increase their learning efficiency.
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Affiliation(s)
- Yunfang Meng
- Department of Dermatology, Shandong Provincial Hospital Affiliated to Shandong First Medical University, Jinan, Shandong, China
| | - Mingxia Sun
- Department of Dermatology, Shandong Provincial Hospital Affiliated to Shandong First Medical University, Jinan, Shandong, China
| | - Jing Guo
- Department of Dermatology, Shandong Provincial Hospital Affiliated to Shandong First Medical University, Jinan, Shandong, China
| | - Jing Jiao
- Department of Dermatology, Central Hospital Affiliated to Shandong First Medical University, Jinan, Shandong, China
| | - Ningning Dang
- Department of Dermatology, Shandong Provincial Hospital Affiliated to Shandong First Medical University, Jinan, Shandong, China
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Luo CT, Bailey JA, Yarris LM, Kornegay JG, Regner KA, Mayersak RJ. Top emergency medicine faculty development papers since 2000: A Delphi study. AEM EDUCATION AND TRAINING 2023; 7:e10854. [PMID: 36970559 PMCID: PMC10033851 DOI: 10.1002/aet2.10854] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2022] [Revised: 02/02/2023] [Accepted: 02/02/2023] [Indexed: 06/18/2023]
Abstract
Objectives Faculty development is essential for academic emergency physicians to maintain clinical skills and succeed in administrative and leadership roles and for career advancement and satisfaction. Faculty developers in emergency medicine (EM) may struggle to find shared resources to guide faculty development efforts in a way that builds on existing knowledge. We aimed to review the EM-specific faculty development literature since 2000 and come to a consensus about the most useful for EM faculty developers. Methods A database search was conducted on the topic of faculty development in EM from 2000 to 2020. After identifying relevant articles, we performed a modified Delphi process in three rounds, using a team of educators with a range of experiences with faculty development and education research, to identify articles that would be most useful to a broad audience of faculty developers. Results We identified 287 potentially relevant articles on the topic of EM faculty development, 244 from the initial literature search, 42 from manual review of the references of the papers meeting inclusion criteria, and one by our study group's recommendation. Thirty-six papers met final inclusion criteria and underwent full-text review by our team. The Delphi process yielded six articles that were deemed most highly relevant over the three rounds. Each of these articles is described here, along with summaries and implications for faculty developers. Conclusions We present the most useful EM papers from the past two decades for faculty developers seeking to develop, implement, or revise faculty development interventions.
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Affiliation(s)
- Christine T. Luo
- Department of Emergency MedicineOregon Health & Science UniversityPortlandOregonUSA
| | - Jessica A. Bailey
- Department of Emergency MedicineOregon Health & Science UniversityPortlandOregonUSA
| | - Lalena M. Yarris
- Department of Emergency MedicineOregon Health & Science UniversityPortlandOregonUSA
| | - Joshua G. Kornegay
- Department of Emergency MedicineOregon Health & Science UniversityPortlandOregonUSA
| | - Kimberly A. Regner
- Department of Emergency MedicineOregon Health & Science UniversityPortlandOregonUSA
| | - Ryanne J. Mayersak
- Department of Emergency MedicineOregon Health & Science UniversityPortlandOregonUSA
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Aguilera-Manrique G, Gutiérrez-Puertas L, Gutiérrez-Puertas V, Ortiz-Rodríguez B, Márquez-Hernández VV. Evaluation of Urinary Catheterization Competency and Self-Efficacy in Nursing Students Using the Flipped Classroom Approach. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:15144. [PMID: 36429863 PMCID: PMC9691127 DOI: 10.3390/ijerph192215144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/29/2022] [Revised: 11/14/2022] [Accepted: 11/15/2022] [Indexed: 06/16/2023]
Abstract
Urinary catheterization is a complex procedure. Traditional teaching in classroom, such as using a simulator, is not enough to guarantee the necessary learning outcomes. It is therefore necessary to implement new active learning approaches such as the flipped classroom. The aim of this study was to examine the effect of the use of the flipped classroom on the level of self-efficacy and the assessment of clinical competencies in nursing students performing the urinary catheterization procedure. A quasi-experimental study of a single group with pre-/post-testing measures. A convenience sample of 139 nursing students. A flipped classroom approach was implemented. Measurements were taken pre and post intervention. This study followed the consolidated criteria for quality of nonrandomized evaluations studies (TREND) checklist. Regarding self-efficacy, statistically significant differences were found between the pre-test and post-test (Z = -14.453; p < 0.05). With respect to knowledge level, statistically significant differences were found when comparing pre-/post-test results (Z = -14,480; p < 0.05). Furthermore, statistically significant differences were found on the ability scale depending on pre-/post-test (Z = -10.277; p < 0.005); in all cases, obtaining a higher score in the post-test. The flipped classroom could be an effective educational tool for the development of clinical skills, specifically urinary catheterization. This method has been shown to improve the knowledge, skills, and self-efficacy in urinary catheterization of nursing students.
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Affiliation(s)
- Gabriel Aguilera-Manrique
- Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almeria, 04120 Almería, Spain
- Research Group of Health Sciences, CTS-451, Universidad de Almeria, 04120 Almería, Spain
- Health Research Centre, University of Almeria, 04120 Almeria, Spain
| | - Lorena Gutiérrez-Puertas
- Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almeria, 04120 Almería, Spain
- Health Research Centre, University of Almeria, 04120 Almeria, Spain
- Research Group Experimental and Applied Neuropsychology, HUM-061, Universidad de Almeria, 04120 Almería, Spain
| | - Vanesa Gutiérrez-Puertas
- Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almeria, 04120 Almería, Spain
- Research Group for Electronic Communications and Telemedicine, TIC-019, Universidad de Almeria, 04120 Almeria, Spain
| | - Blanca Ortiz-Rodríguez
- Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almeria, 04120 Almería, Spain
| | - Verónica V. Márquez-Hernández
- Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almeria, 04120 Almería, Spain
- Research Group of Health Sciences, CTS-451, Universidad de Almeria, 04120 Almería, Spain
- Health Research Centre, University of Almeria, 04120 Almeria, Spain
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Kim SH, Higuchi M, Ishigami Y, Makishi G, Tada M, Hibino S, Gottlieb M, Lee S. Five Key Papers About Emergency Department Fall Evaluation: A Curated Collection for Emergency Physicians. Cureus 2021; 13:e17717. [PMID: 34650891 PMCID: PMC8489554 DOI: 10.7759/cureus.17717] [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] [Accepted: 09/04/2021] [Indexed: 11/24/2022] Open
Abstract
The evaluation of patients who have experienced a fall has been an integral part of geriatric emergency care. All physicians who engage in the care of the geriatric population in acute settings need to familiarize themselves with the current literature on this topic. However, it can be challenging to navigate the large body of literature on this topic. The purpose of this article is to identify and summarize the key studies that can be helpful for faculty interested in an evidence-based fall evaluation. The authors compiled a list of key papers on emergency department (ED) based upon a structured literature search supplemented with suggestions by key informants and an open call on social media; 32 studies on ED evaluation were identified. Our authorship group then engaged in a modified Delphi technique to develop consensus on the most important studies about fall evaluation for emergency physicians. This process eventually resulted in the selection of the top five articles on fall evaluation. Additionally, we summarize these studies with regard to their relevance to emergency medicine (EM) trainees and junior faculty. Evaluation of older patients with a history of falls is a challenging but crucial component of EM training. We believe our review will be educational for junior and senior EM faculty to better understand these patients' care and to design an evidence-based practice.
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Affiliation(s)
- Sung-Ho Kim
- Emergency Medicine, Rinku General Hospital, Osaka, JPN.,Trauma and Critical Care, Senshu Trauma and Critical Care Center, Osaka, JPN
| | - Masaya Higuchi
- Palliative Care and Geriatric Medicine, Massachusetts General Hospital, Boston, USA
| | | | - Go Makishi
- Emergency Medicine, Seirei Mikatahara General Hospital, Shizuoka, JPN
| | - Masafumi Tada
- Health Promotion and Human Behavior, Kyoto University Graduate School of Medicine/School of Public Health, Kyoto, JPN.,Neurology-Emergency Medicine, Nagoya City University East Medical Center, Nagoya, JPN
| | - Seikei Hibino
- Emergency Medicine, University of Minnesota, Minneapolis, USA
| | - Michael Gottlieb
- Emergency Medicine, Rush University Medical Center, Chicago, USA
| | - Sangil Lee
- Emergency Medicine, University of Iowa Carver College of Medicine, Iowa, USA
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Lauermann JL, Treder M, Merté RL, Schloßbauer A, Becker JC, Marschall B, Eter N, Brücher VC. ["Flipped classroom"-A future concept for student teaching in ophthalmology?]. Ophthalmologe 2020; 118:691-696. [PMID: 33006638 DOI: 10.1007/s00347-020-01225-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2020] [Revised: 08/10/2020] [Accepted: 08/18/2020] [Indexed: 11/29/2022]
Abstract
BACKGROUND "Flipped classroom" is a didactic teaching concept in which learning contents are prepared by self-study with arranged tools before the classroom session. The concept offers the advantage of a uniform knowledge base for the students at the beginning of the course and also the advantage of a greater theoretical knowledge, which creates more opportunities for practical exercises, application and consolidation in the subsequent joint teaching units. This study describes the establishment and application of such a model in student teaching in ophthalmology and analyzes the student's evaluation. METHODOLOGY For the winter term 2018/2019, a new teaching module was designed and established in a cooperation between the department of ophthalmology and the Institute for Education and Study Affairs (IfAS) at the medical faculty of the University of Münster. A uniform training of the lecturers as well as a preparation of the students for the restructuring took place. After the course the evaluation of the students was recorded and evaluated using a standardized online evaluation. RESULTS Between the winter semester 2018/2019 and the winter semester 2019/2020, an average of 112.3 ± 4.0 students were taught with the "flipped classroom" model. Of these 93.7% were able to give an assessment. In the previous semesters with the old teaching concept (summer semester 2015 to summer semester 2018), the average number of students was 115.4 ± 15.1 with an assessment rate of 93.3%. The new teaching concept achieved on average a better assessment than the old module. CONCLUSION With a "flipped classroom" space and flexibility can be generated for a more individual course preparation and at the same time a higher practical part. Further studies are needed to analyze whether this also enables a sustainable transfer of knowledge.
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Affiliation(s)
- J L Lauermann
- Klinik für Augenheilkunde, Universitätsklinikum Münster, Münster, Deutschland
| | - M Treder
- Klinik für Augenheilkunde, Universitätsklinikum Münster, Münster, Deutschland.
| | - R L Merté
- Klinik für Augenheilkunde, Universitätsklinikum Münster, Münster, Deutschland
| | - A Schloßbauer
- Institut für Ausbildung und Studienangelegenheiten (IfAS), Medizinische Fakultät Münster, Universität Münster, Münster, Deutschland
| | - J C Becker
- Institut für Ausbildung und Studienangelegenheiten (IfAS), Medizinische Fakultät Münster, Universität Münster, Münster, Deutschland
| | - B Marschall
- Institut für Ausbildung und Studienangelegenheiten (IfAS), Medizinische Fakultät Münster, Universität Münster, Münster, Deutschland
| | - N Eter
- Klinik für Augenheilkunde, Universitätsklinikum Münster, Münster, Deutschland
| | - V C Brücher
- Klinik für Augenheilkunde, Universitätsklinikum Münster, Münster, Deutschland
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Straube S, Chang-Bullick J, Nicholaus P, Mfinanga J, Rose C, Nichols T, Hackner D, Murphy S, Sawe H, Tenner A. Novel educational adjuncts for the World Health Organization Basic Emergency Care Course: A prospective cohort study. Afr J Emerg Med 2020; 10:30-34. [PMID: 32161709 PMCID: PMC7058880 DOI: 10.1016/j.afjem.2019.11.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2019] [Revised: 11/22/2019] [Accepted: 11/24/2019] [Indexed: 12/02/2022] Open
Abstract
INTRODUCTION The World Health Organization's (WHO) Basic Emergency Care Course (BEC) is a five day, in-person course covering basic assessment and life-saving interventions. We developed two novel adjuncts for the WHO BEC: a suite of clinical cases (BEC-Cases) to simulate patient care and a mobile phone application (BEC-App) for reference. The purpose was to determine whether the use of these educational adjuncts in a flipped classroom approach improves knowledge acquisition and retention among healthcare workers in a low-resource setting. METHODS We conducted a prospective, cohort study from October 2017 through February 2018 at two district hospitals in the Pwani Region of Tanzania. Descriptive statistics, Fisher's exact t-tests, and Wilcoxon ranked-sum tests were used to examine whether the use of these adjuncts resulted in improved learner knowledge. Participants were enrolled based on location into two arms; Arm 1 received the BEC course and Arm 2 received the BEC-Cases and BEC-App in addition to the BEC course. Both Arms were tested before and after the BEC course, as well as a 7-month follow-up exam. All participants were invited to focus groups on the course and adjuncts. RESULTS A total of 24 participants were included, 12 (50%) of whom were followed to completion. Mean pre-test scores in Arm 1 (50%) were similar to Arm 2 (53%) (p=0.52). Both arms had improved test scores after the BEC Course Arm 1 (74%) and Arm 2 (87%), (p=0.03). At 7-month follow-up, though with significant participant loss to follow up, Arm 1 had a mean follow-up exam score of 66%, and Arm 2, 74%. DISCUSSION Implementation of flipped classroom educational adjuncts for the WHO BEC course is feasible and may improve healthcare worker learning in low resource settings. Our focus- group feedback suggest that the course and adjuncts are user friendly and culturally appropriate.
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Affiliation(s)
- Steven Straube
- Department of Emergency Medicine, 533, University of California, San Francisco, 533 Parnassus Avenue, San Francisco, CA, USA
| | - Julia Chang-Bullick
- Department of Emergency Medicine, 533, University of California, San Francisco, 533 Parnassus Avenue, San Francisco, CA, USA
| | - Paulina Nicholaus
- Department of Emergency Medicine, Muhimbili National Hospital, Malik Road, Dar es Salaam, Tanzania
| | - Juma Mfinanga
- Department of Emergency Medicine, Muhimbili National Hospital, Malik Road, Dar es Salaam, Tanzania
| | - Christian Rose
- Department of Emergency Medicine, 533, University of California, San Francisco, 533 Parnassus Avenue, San Francisco, CA, USA
| | - Taylor Nichols
- Department of Emergency Medicine, 533, University of California, San Francisco, 533 Parnassus Avenue, San Francisco, CA, USA
| | | | - Shelby Murphy
- Department of Emergency Medicine, 533, University of California, San Francisco, 533 Parnassus Avenue, San Francisco, CA, USA
| | - Hendry Sawe
- Department of Emergency Medicine, Muhimbili National Hospital, Malik Road, Dar es Salaam, Tanzania
| | - Andrea Tenner
- Department of Emergency Medicine, 533, University of California, San Francisco, 533 Parnassus Avenue, San Francisco, CA, USA
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Quinn A, Gottlieb M, Chan TM, Nickson CP, Mitzman J, Natesan S, Stehman C, Young A, Messman A. Curated Collections for Educators: Five Key Papers on Clinical Teaching. Cureus 2019; 11:e6084. [PMID: 31853435 PMCID: PMC6894897 DOI: 10.7759/cureus.6084] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023] Open
Abstract
The ability to teach in the clinical setting is of paramount importance. Clinical teaching is at the heart of medical education, irrespective of the learner’s level of training. Learners desire and need effective, competent, and thoughtful clinical teaching from their instructors. However, many clinician-educators lack formal training on this important skill and thus may provide a variable experience to their learners. Although formal training of clinician-educators is standard and required in many other countries, the United States has yet to follow suit, leaving many faculty members to fend for themselves to learn these important skills. In September 2018, the Academic Life in Emergency Medicine (ALiEM) 2018-2019 Faculty Incubator program discussed the topic of clinical teaching techniques. We gathered the titles of papers that were cited, shared, and recommended within our online discussion forum and compiled the articles pertaining to the topic of clinical teaching techniques. To augment the list, the authors did a formal literature search using the search terms “teaching techniques", "clinical teaching", "medical education", "medical students", and "residents” on Google Scholar and PubMed. Finally, we posted a call for important papers on the topic of clinical teaching techniques on Twitter. Through this process, we identified 48 core articles on the topic of clinical teaching. We conducted a modified Delphi methodology to identify the key papers on the topic. In this paper, we present the five highest-rated articles based on the relevance to junior faculty and faculty developers. This article will review and summarize the articles we found to be the most impactful to improve one’s clinical teaching skills.
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Affiliation(s)
- Antonia Quinn
- Emergency Medicine, SUNY Downstate College of Medicine, Brooklyn, USA
| | - Michael Gottlieb
- Emergency Medicine, Rush University Medical Center, Chicago, USA
| | - Teresa M Chan
- Emergency Medicine, McMaster University, Hamilton, CAN
| | | | - Jennifer Mitzman
- Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, USA
| | - Sreeja Natesan
- Emergency Medicine, Duke University Medical Center, Durham, USA
| | - Christine Stehman
- Emergency Medicine, Indiana University School of Medicine, Indianapolis, USA
| | - Amanda Young
- Emergency Medicine, University of Arkansas for Medical Sciences, Little Rock, USA
| | - Anne Messman
- Emergency Medicine, Wayne State University, Detroit, USA
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Natesan S, Stehman C, Shaw R, Story D, Krzyzaniak SM, Gottlieb M. Curated Collections for Educators: Five Key Papers about Receiving Feedback in Medical Education. Cureus 2019; 11:e5728. [PMID: 31723492 PMCID: PMC6825441 DOI: 10.7759/cureus.5728] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2019] [Accepted: 09/23/2019] [Indexed: 11/05/2022] Open
Abstract
Introduction Feedback is a complex, multi-component interaction that is essential for academic development and advancement. Successful feedback requires active involvement from both the giver and receiver. However, research and guidance on the subject mostly center on the role of the provider of feedback. But the receiver of feedback holds the true power in this interaction, choosing how to interpret the information and deciding whether or not to incorporate the feedback to instill behavioral change. In this article, the authors aim to summarize five key papers related to receiving feedback, in order to outline both relevant information for emerging clinician-educators and discern ways to use this information for faculty development. Methods In order to generate a list of key papers that describe the importance of receiving feedback, the authors conducted a consensus-building process informed by social media sources. Key articles on receiving feedback were aggregated through a literature search. This list was further augmented via an open call on Twitter for important papers regarding receiving feedback. Through these processes, a list of 43 papers was created on the topic of receiving feedback in medical education. After compiling this preliminary list, the authorship group engaged in a modified Delphi approach to build consensus on selecting papers that best described the process of receiving feedback. Results We present the group's five most highly rated papers on the topic of receiving feedback in medical education. These papers were deemed essential and have also been summarized based on their relevance to junior faculty members and faculty developers. Conclusion While giving and receiving feedback are both vital for growth and development, much of the research focuses solely on giving feedback. However, receiving feedback is equally, if not more, important for instilling change in the learner. We explore the power of receiving feedback in medical education through five key papers that analyze the subject. We believe these papers can serve as great learning resources for both junior faculty members and faculty developers. They can assist the junior faculty to cultivate the ability to receive feedback and also serve as resources to aid senior faculty in building faculty-development sessions.
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Affiliation(s)
- Sreeja Natesan
- Emergency Medicine, Duke University Medical Center, Durham, USA
| | - Christine Stehman
- Emergency Medicine, Indiana University School of Medicine, Indianapolis, USA
| | - Rebecca Shaw
- Emergency Medicine, Gold Coast University Hospital, Queensland, AUS
| | - David Story
- Emergency Medicine, Wake Forest Baptist Medical Center, Winston-Salem, USA
| | - Sara M Krzyzaniak
- Emergency Medicine, University of Illinois College of Medicine, Peoria, USA
| | - Michael Gottlieb
- Emergency Medicine, Rush University Medical Center, Chicago, USA
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Schnapp BH, Caretta-Weyer HA, Cortez E, Heinrich SA, Kraut AS, Lloyd CM, Silvester C, Sorge RM, Wain A, Gottlieb M. Curated Collections for Clinician Educators: Five Key Papers on Graduated Responsibility in Residency Education. Cureus 2019; 11:e4383. [PMID: 31218147 PMCID: PMC6553674 DOI: 10.7759/cureus.4383] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
Introduction The Accreditation Council for Graduate Medical Education calls graduated responsibility “one of the core tenets of American graduate medical education.” However, there is no clear set of resources for programs to implement a system of progressively increasing responsibilities for trainees. This project aimed to identify a set of high-yield papers on graduated responsibility for junior faculty members. Methods A study group of Academic Life in Emergency Medicine Faculty Incubator participants identified relevant literature on graduated responsibility via a comprehensive literature search and a call to the online medical education community; 59 total papers were identified. The most relevant and applicable were selected by the study group via a three-round modified Delphi process. Results Five key articles for junior faculty interested in implementing more robust graduated responsibility at their residency training program were selected and described here. Summaries of key points, along with considerations for faculty developers and relevance to junior faculty, are presented for each article. Conclusions The articles presented here provide a solid theoretical and practical basis for junior faculty to explore graduated responsibility. The five articles presented here provide the junior faculty with a toolkit to examine and improve their systems for assigning responsibilities in a graded fashion at their own institutions.
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Affiliation(s)
| | | | - Eric Cortez
- Emergency Medicine, Ohio University Heritage College of Osteopathic Medicine, Columbus, USA
| | - Scott A Heinrich
- Emergency Medicine, Rush University Medical Center, Chicago, USA
| | - Aaron S Kraut
- Emergency Medicine, University of Wisconsin, Madison, USA
| | - Christopher M Lloyd
- Emergency Medicine, Ohio University Heritage College of Osteopathic Medicine, Columbus, USA
| | - Carly Silvester
- Emergency Medicine, Wide Bay Hospital and Health Service, Hervey Bay, AUS
| | - Randy M Sorge
- Emergency Medicine, Louisiana State University Health Sciences Center, New Orleans, USA
| | - Amy Wain
- Emergency Medicine, Wide Bay Hospital and Health Service, Hervey Bay, AUS
| | - Michael Gottlieb
- Emergency Medicine, Rush University Medical Center, Chicago, USA
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Mitzman J, Jones C, McNamara S, Stobart-Gallagher M, King A. Curated Collection for Educators: Five Key Papers About Second Victim Syndrome. Cureus 2019; 11:e4186. [PMID: 31106086 PMCID: PMC6504017 DOI: 10.7759/cureus.4186] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
Second victim syndrome (SVS) is defined as the psychological or emotional suffering of healthcare workers as a result of a patient adverse, or near miss, event. Initially thought to be related to medical error, we now recognize that SVS can result from a much wider range of circumstances including adverse pediatric patient events, unanticipated deaths, or patients well known to the provider. Residents are particularly susceptible to SVS yet relatively little is written about this topic targeted at their educators. Since educators are positioned to help recognize and guide learners through the experience, this paper targets that reader audience. In this article, we identify and summarize five key papers relevant to educators interested in learning more about SVS as it relates to learners. We identified an extensive list of papers relevant to SVS via online discussions within the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. The Faculty Incubator is a digital community of practice providing professional development for educators. This list was augmented by an open call on Twitter seen by over 2000 people and yielding a list of 31 papers. We then conducted a three-round modified Delphi process within the authorship group, which included both junior and senior clinician educators, to identify the most impactful papers for educators interested in SVS. The three-round modified Delphi process ranked all papers submitted for review and used iterative rounds to select the five highest-rated papers for inclusion in this article. The group then summarized each of the five papers with specific consideration for junior faculty educators and faculty developers with an interest in SVS in learners. The five papers featured in this article serve as a key reading list for educators across specialties interested in SVS and our commentary provides context for medical educators using the articles.
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Affiliation(s)
- Jennifer Mitzman
- Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, USA
| | - Christian Jones
- Surgery, Johns Hopkins University School of Medicine, Baltimore, USA
| | - Shannon McNamara
- Emergency Medicine, New York University Langone Medical Center, New York, USA
| | | | - Andrew King
- Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, USA
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11
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Natesan SM, Krzyzaniak SM, Stehman C, Shaw R, Story D, Gottlieb M. Curated Collections for Educators: Eight Key Papers about Feedback in Medical Education. Cureus 2019; 11:e4164. [PMID: 31065470 PMCID: PMC6497184 DOI: 10.7759/cureus.4164] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2019] [Accepted: 03/01/2019] [Indexed: 12/21/2022] Open
Abstract
Feedback is an essential part of learning, growth, and academic success. Junior faculty members are often unfamiliar with the grounding literature that defines feedback. Many times they receive little education on providing and receiving feedback, resulting in unhelpful "feedback" for both learners and program leadership alike. This article aims to summarize eight key papers on feedback, to outline relevant information for emerging clinician educators, and identify ways to use these resources for the faculty development. In order to generate a list of key papers that describes the importance and significance of feedback, the authors conducted a consensus-building process to identify the top papers. In August and September, 2018, the 2018-2019 Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program discussed the topic of feedback in medical education. A number of papers on the topic was highlighted. This list of papers was further augmented using the suggestions and expertise of guest experts who are leaders in the field of medical education and feedback. The authors also used social media to conduct an open call on Twitter for important papers regarding feedback (utilizing #meded, #Feedback hashtags). Via this process, a list of 88 key papers was identified on the topic of feedback in medical education. After compiling these papers, the authorship group engaged in a modified Delphi approach to build consensus on the top eight papers on feedback. These papers were deemed essential by the authors and have been summarized with respect to their relevance to junior faculty members and to faculty developers. In this manuscript, we present eight key papers addressing feedback in medical education with discussions and applications for junior faculty members and faculty developers. This list of articles that can serve to help junior clinician educators grow in their ability to give effective feedback and also serve as resources upon which senior faculty can design the faculty development sessions.
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Affiliation(s)
| | - Sara M Krzyzaniak
- Emergency Medicine, University of Illinois College of Medicine at Peoria, Peoria, USA
| | - Christine Stehman
- Emergency Medicine, Indiana University School of Medicine, Indianapolis, USA
| | - Rebecca Shaw
- Emergency Medicine, Gold Coast University Hospital, Queensland, AUS
| | - David Story
- Emergency Medicine, Wake Forest Baptist Medical Center, Winston-Salem, USA
| | - Michael Gottlieb
- Emergency Medicine, Rush University Medical Center, Chicago, USA
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King AM. Flipping the Classroom in Graduate Medical Education: A Systematic Review. J Grad Med Educ 2019; 11:18-29. [PMID: 30805092 PMCID: PMC6375325 DOI: 10.4300/jgme-d-18-00350.2] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/07/2018] [Revised: 10/11/2018] [Accepted: 12/11/2018] [Indexed: 12/27/2022] Open
Abstract
BACKGROUND Flipped classroom (FC) instruction has become increasingly common in graduate medical education (GME). OBJECTIVE The purpose of this study was to profile the use of FC in the GME setting and assess the current status of research quality. METHODS We conducted a systematic literature search of major health and social science databases from July 2017 to July 2018. Articles were screened to ensure they described use of the FC method in an Accreditation Council for Graduate Medical Education-accredited residency program and included research outcomes. Resulting articles were analyzed, described, and evaluated for research quality using the Kirkpatrick framework and the Medical Education Research Study Quality Instrument (MERSQI). RESULTS Twenty-two articles were identified, all of which were recently published. Five were only indirectly related to FC methods. Most studies reported Kirkpatrick-level outcomes. Studies involving resident learner opinions were generally positive. Pre-posttest studies resulted in large positive improvements in knowledge or skills attainment. Control group study results ranged from large positive (1.56) to negative effects (-0.51). Average MERSQI scores of 12.1 (range, 8.5-15.5) were comparable to GME research norms. CONCLUSIONS Varying methods for implementing and studying the FC in GME has led to variable results. While residents expressed a positive attitude toward FC learning, shortcomings were reported. Approximately half of the studies comparing the flipped to the traditional classroom reported better achievement under the FC design. As indicated by the MERSQI score, studies captured by this review, on average, were as rigorous as typical research on residency education.
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Cevik AA, Cakal ED, Abu-Zidan FM. Emergency medicine clerkship curriculum in a high-income developing country: methods for development and application. Int J Emerg Med 2018; 11:31. [PMID: 29882065 PMCID: PMC5991107 DOI: 10.1186/s12245-018-0190-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2018] [Accepted: 05/24/2018] [Indexed: 12/20/2022] Open
Abstract
Background The published recommendations for international emergency medicine curricula cover the content, but exclude teaching and learning methods, assessment, and evaluation. We aim to provide an overview on available emergency medicine clerkship curricula and report the development and application experience of our own curriculum. Methods Our curriculum is an outcome-based education, enriched by e-learning and various up-to-date pedagogic principles. Results Teaching and learning methods, assessment, and evaluation are described. The theory behind our practice in the light of recent literature is discussed aiming to help other colleagues from developing countries to have a clear map for developing and tailoring their own curricula depending on their needs. The details of our emergency medicine clerkship will serve as an example for developing and developed countries having immature undergraduate emergency medicine clerkship curricula. However, these recommendations will differ in various settings depending on available resources. Conclusions The main concept of curriculum development is to create a curriculum having learning outcomes and content relevant to the local context, and then align the teaching and learning activities, assessments, and evaluations to be in harmony. This may assure favorable educational outcome even in resource limited settings. Electronic supplementary material The online version of this article (10.1186/s12245-018-0190-y) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Arif Alper Cevik
- Department of Internal Medicine, Emergency Medicine Clerkship, College of Medicine and Health Sciences, United Arab Emirates University, Al Ain, 17666, United Arab Emirates. .,Department of Emergency Medicine, Tawam-John Hopkins Hospital, Al Ain, United Arab Emirates.
| | - Elif Dilek Cakal
- Department of Emergency Medicine, Mersin State Hospital, Mersin, Turkey
| | - Fikri M Abu-Zidan
- Department of Surgery, College of Medicine and Health Sciences, United Arab Emirates University, Al Ain, United Arab Emirates
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14
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Gottlieb M, Lam K, Shamshoon S, Chan TM. Comparative Analysis of Junior and Senior Clinician Educator Evaluation of Relevant Articles Within Medical Education. Cureus 2018; 10:e2594. [PMID: 30009106 PMCID: PMC6037335 DOI: 10.7759/cureus.2594] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
Introduction It may be difficult for junior clinician educators (JCEs) to get a grasp of pertinent literature and determine which are most relevant to their learning, due to limited experience and lack of formalized system to rank all available resources with respect to their value for JCEs. Our study aimed to identify whether senior clinician educators (SCEs) and JCEs differ in their selection of what they perceive as key medical education articles. Methods As a part of the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program, we developed a series of primer articles for JCEs by identifying and discussing key articles within specific medical education arenas, which were designed to enhance the reader's educational growth. Each set of articles within the primer series were selected based on data collected from JCEs and SCEs, who ranked the specific articles with respect to their perceived relevancy to the JCEs. ANOVA analysis was performed for each of the series to determine whether there was a statistically significant difference between JCE and SCE rating of articles. Results Two-hundred-and-sixteen total articles were evaluated within the nine primer topics. No statistically significant difference was found between the rankings of papers by JCEs and SCEs (effect size: 0.06; 95% CI: -0.27 to 0.40). However, a subgroup analysis of the data found that three of the nine primers showed statistically significant divergence based on seniority (p < 0.05). Conclusions Based on the data, the involvement of JCEs in the consensus-building process was important in identifying divergence in views between JCEs and SCEs in one-third of cases. Our findings suggest that it is important to involve JCEs in selecting articles that are worthwhile for their learning, since SCEs may not fully understand their needs.
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Affiliation(s)
- Michael Gottlieb
- Department of Emergency Medicine, Rush University Medical Center
| | - Kevin Lam
- School of Medicine, McMaster University, Hamilton, CAN
| | | | - Teresa M Chan
- Faculty of Health Sciences, Department of Medicine, Division of Emergency Medicine, McMaster University, Hamilton, CAN
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Krzyzaniak SM, Cherney A, Messman A, Natesan S, Overbeck M, Schnapp B, Boysen-Osborn M. Curated Collections for Educators: Five Key Papers about Residents as Teachers Curriculum Development. Cureus 2018; 10:e2154. [PMID: 29637035 PMCID: PMC5884573 DOI: 10.7759/cureus.2154] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
The Accreditation Council for Graduate Medical Education (ACGME) requires residency programs to prepare residents to teach and assess medical students and other learners. In order to achieve this, many programs develop formal residents as teachers (RAT) curricula. Medical educators may seek the guidance of previously published literature during the development of RAT programs at their institutions. The authors sought to identify key articles published on the subject of RAT programs over the last 10 years. The authors utilized a formal literature search with the help of a medical librarian and identified additional articles from virtual discussions among the author group and an open call for articles on Twitter using the hashtag #MedEd. Virtual discussions occurred within an online community of practice, the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. The lead author conducted a four-round modified Delphi process among the author group in order to narrow the broad article list to five key articles on RAT programs. The authors summarize each article and provide considerations for junior faculty as well as faculty developers. Curriculum development and program evaluation should utilize established frameworks and evidence-based approaches. The papers identified by this Delphi process will help faculty use best practices when creating or revising new RAT curriculum. In addition, faculty tasked with guiding junior faculty in this process or creating faculty development programs around curriculum development will find these articles to be a great resource for building content.
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Affiliation(s)
- Sara M Krzyzaniak
- Emergency Medicine, University of Illinois College of Medicine at Peoria/osf Healthcare Saint Francis Medical Center
| | - Alan Cherney
- Emergency Medicine, Thomas Jefferson University Hospitals
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Quinn A, Chan TM, Sampson C, Grossman C, Butts C, Casey J, Caretta-Weyer H, Gottlieb M. Curated Collections for Educators: Five Key Papers on Evaluating Digital Scholarship. Cureus 2018; 10:e2021. [PMID: 29531874 PMCID: PMC5837232 DOI: 10.7759/cureus.2021] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2017] [Accepted: 01/03/2018] [Indexed: 11/17/2022] Open
Abstract
Traditionally, scholarship that was recognized for promotion and tenure consisted of clinical research, bench research, and grant funding. Recent trends have allowed for differing approaches to scholarship, including digital publication. As increasing numbers of trainees and faculty turn to online educational resources, it is imperative to critically evaluate these resources. This article summarizes five key papers that address the appraisal of digital scholarship and describes their relevance to junior clinician educators and faculty developers. In May 2017, the Academic Life in Emergency Medicine Faculty Incubator program focused on the topic of digital scholarship, providing and discussing papers relevant to the topic. We augmented this list of papers with further suggestions by guest experts and by an open call via Twitter for other important papers. Through this process, we created a list of 38 papers in total on the topic of evaluating digital scholarship. In order to determine which of these papers best describe how to evaluate digital scholarship, the authorship group assessed the papers using a modified Delphi approach to build consensus. In this paper we present the five most highly rated papers from our process about evaluating digital scholarship. We summarize each paper and discuss its specific relevance to junior faculty members and to faculty developers. These papers provide a framework for assessing the quality of digital scholarship, so that junior faculty can recommend high-quality educational resources to their trainees. These papers help guide educators on how to produce high quality digital scholarship and maximize recognition and credit in respect to receiving promotion and tenure.
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Affiliation(s)
- Antonia Quinn
- Department of Emergency Medicine, SUNY Downstate College of Medicine
| | - Teresa M Chan
- Faculty of Health Sciences, Department of Medicine, Division of Emergency Medicine, McMaster University
| | | | - Catherine Grossman
- Pulmonary and Critical Care Medicine, Virginia Commonwealth University Health Systems
| | - Christine Butts
- Section of Emergency Medicine, Louisiana State University Health Sciences
| | - John Casey
- Department of Emergency Medicine, Ohiohealth Doctors Hospital
| | | | - Michael Gottlieb
- Department of Emergency Medicine, Rush University Medical Center
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