Showing papers in "Medical Teacher in 2014"
TL;DR: A systematic, seven-step process for designing high-quality questionnaires, with particular emphasis on developing survey scales is presented, which synthesize multiple survey design techniques and organize them into a cohesive process for questionnaire developers of all levels.
Abstract: In this AMEE Guide, we consider the design and development of self-administered surveys, commonly called questionnaires. Questionnaires are widely employed in medical education research. Unfortunately, the processes used to develop such questionnaires vary in quality and lack consistent, rigorous standards. Consequently, the quality of the questionnaires used in medical education research is highly variable. To address this problem, this AMEE Guide presents a systematic, seven-step process for designing high-quality questionnaires, with particular emphasis on developing survey scales. These seven steps do not address all aspects of survey design, nor do they represent the only way to develop a high-quality questionnaire. Instead, these steps synthesize multiple survey design techniques and organize them into a cohesive process for questionnaire developers of all levels. Addressing each of these steps systematically will improve the probabilities that survey designers will accurately measure what they intend to measure.
685 citations
TL;DR: Cognitive Load Theory (CLT) builds upon established models of human memory that include the subsystems of sensory, working and long-term memory and has particular relevance to medical education because many of the professional activities to be learned require the simultaneous integration of multiple and varied sets of knowledge, skills and behaviors.
Abstract: Cognitive Load Theory (CLT) builds upon established models of human memory that include the subsystems of sensory, working and long-term memory. Working memory (WM) can only process a limited number of information elements at any given time. This constraint creates a ‘‘bottleneck’’ for learning. CLT identifies three types of cognitive load that impact WM: intrinsic load (associated with performing essential aspects of the task), extraneous load (associated with non-essential aspects of the task) and germane load (associated with the deliberate use of cognitive strategies that facilitate learning). When the cognitive load associated with a task exceeds the learner’s WM capacity, performance and learning is impaired. To facilitate learning, CLT researchers have developed instructional techniques that decrease extraneous load (e.g. worked examples), titrate intrinsic load to the developmental stage of the learner (e.g. simplify task without decontextualizing) and ensure that unused WM capacity is dedicated to germane load, i.e. cognitive learning strategies. A number of instructional techniques have been empirically tested. As learners’ progress, curricula must also attend to the expertise-reversal effect. Instructional techniques that facilitate learning among early learners may not help and may even interfere with learning among more advanced learners. CLT has particular relevance to medical education because many of the professional activities to be learned require the simultaneous integration of multiple and varied sets of knowledge, skills and behaviors at a specific time and place. These activities possess high ‘‘element interactivity’’ and therefore impose a cognitive load that may surpass the WM capacity of the learner. Applications to various medical education settings (classroom, workplace and self-directed learning) are explored.
495 citations
TL;DR: This Guide has been designed to provide people who are interested in using focus groups with the information and tools to organize, conduct, analyze and publish sound focus group research within a broader understanding of the background and theoretical grounding of the focus group method.
Abstract: Qualitative research methodology has become an established part of the medical education research field. A very popular datacollection technique used in qualitative research is the ‘‘focus group’’. Focus groups in this Guide are defined as ‘‘ ... group discussions organized to explore a specific set of issues ... The group is focused in the sense that it involves some kind of collective activity ... crucially, focus groups are distinguished from the broader category of group interview by the explicit use of the group interaction as research data’’ (Kitzinger 1994, p. 103). This Guide has been designed to provide people who are interested in using focus groups with the information and tools to organize, conduct, analyze and publish sound focus group research within a broader understanding of the background and theoretical grounding of the focus group method. The Guide is organized as follows: Firstly, to describe the evolution of the focus group in the social sciences research domain. Secondly, to describe the paradigmatic fit of focus groups within qualitative research approaches in the field of medical education. After defining, the nature of focus groups and when, and when not, to use them, the Guide takes on a more practical approach, taking the reader through the various steps that need to be taken in conducting effective focus group research. Finally, the Guide finishes with practical hints towards writing up a focus group study for publication.
370 citations
TL;DR: There is no overarching conceptual context of medical professionalism that is universally agreed upon in the medical education literature, according to a systematic review and narrative synthesis of the literature.
Abstract: Introduction: We undertook a systematic review and narrative synthesis of the literature to identify how professionalism is defined in the medical education literature.Methods: Eligible studies included any articles published between 1999 and 2009 inclusive presenting viewpoints, opinions, or empirical research on defining medical professionalism.Results: We identified 195 papers on the topic of definition of professionalism in medicine. Of these, we rated 26 as high quality and included these in the narrative synthesis.Conclusion: As yet there is no overarching conceptual context of medical professionalism that is universally agreed upon. The continually shifting nature of the organizational and social milieu in which medicine operates creates a dynamic situation where no definition has yet taken hold as definitive.
194 citations
TL;DR: The purpose of this Guide is to provide medical educators with a basic understanding of how quantitative and qualitative methods contribute to the medical education evidence base through their different inquiry approaches and also how to select the most appropriate inquiry approach to answer their research questions.
Abstract: Medical educators need to understand and conduct medical education research in order to make informed decisions based on the best evidence, rather than rely on their own hunches. The purpose of this Guide is to provide medical educators, especially those who are new to medical education research, with a basic understanding of how quantitative and qualitative methods contribute to the medical education evidence base through their different inquiry approaches and also how to select the most appropriate inquiry approach to answer their research questions.
186 citations
TL;DR: An overview of the use of education analytics and Big Data techniques in the context of health professional education is provided.
Abstract: As we capture more and more data about learners, their learning, and the organization of their learning, our ability to identify emerging patterns and to extract meaning grows exponentially. The insights gained from the analyses of these large amounts of data are only helpful to the extent that they can be the basis for positive action such as knowledge discovery, improved capacity for prediction, and anomaly detection. Big Data involves the aggregation and melding of large and heterogeneous datasets while education analytics involves looking for patterns in educational practice or performance in single or aggregate datasets. Although it seems likely that the use of education analytics and Big Data techniques will have a transformative impact on health professional education, there is much yet to be done before they can become part of mainstream health professional education practice. If health professional education is to be accountable for its programs run and are developed, then health professi...
139 citations
TL;DR: Teachers are provided with a series of practical and pedagogical tips for designing, implementing, assessing, and evaluating a successful interprofessional team-based simulation session.
Abstract: Simulation-based education allows experiential learning without risk to patients. Interprofessional education aims to provide opportunities to different professions for learning how to work effectively together. Interprofessional simulation-based education presents many challenges, including the logistics of setting up the session and providing effective feedback to participants with different backgrounds and mental models. This paper aims to provide educators with a series of practical and pedagogical tips for designing, implementing, assessing, and evaluating a successful interprofessional team-based simulation session. The paper is organized in the sequence that an educator might use in developing an interprofessional simulation-based education session. Collectively, this paper provides guidance from determining interprofessional learning objectives and curricular design to program evaluation. With a better understanding of the concepts and pedagogical methods underlying interprofessional education and simulation, educators will be able to create conditions for a unique educational experience where individuals learn with and from other specialties and professions in a controlled, safe environment.
121 citations
TL;DR: Addressing factors contributing to academic achievement, which might be unique for a given student community, in a systematic manner would be helpful to improve students' performance.
Abstract: Background: Medical students’ academic achievement is affected by many factors such as motivational beliefs and emotions. Although students with high intellectual capacity are selected to study medicine, their academic performance varies widely. Objectives: The aim of this study is to explore the high achieving students’ perceptions of factors contributing to academic achievement. Materials and methods: Focus group discussions (FGD) were carried out with 10 male and 9 female high achieving (scores more than 85% in all tests) students, from the second, third, fourth and fifth academic years. During the FGDs, the students were encouraged to reflect on their learning strategies and activities. The discussion was audio-recorded, transcribed and analysed qualitatively. Results: Factors influencing high academic achievement include: attendance to lectures, early revision, prioritization of learning needs, deep learning, learning in small groups, mind mapping, learning in skills lab, learning with patients, learning from mistakes, time management, and family support. Internal motivation and expected examination results are important drivers of high academic performance. Management of non-academic issues like sleep deprivation, homesickness, language barriers, and stress is also important for academic success. Conclusion: Addressing these factors, which might be unique for a given student community, in a systematic manner would be helpful to improve students’ performance.
118 citations
TL;DR: This Guide follows on from a previous review in the AMEE Guides in Medical education series, which provided an overview of PBL and attempts to emphasise the key role that students have in mastering their subject through PBL.
Abstract: This Guide discusses the considerable literature on the merits or shortcomings of Problem-based learning (PBL), and the factors that promote or inhibit it, when seen through the eyes of the student. It seems to be the case that PBL works best when students and faculty understand the various factors that influence learning and are aware of their roles; this Guide deals with each of the main issues in turn. One of the most important concepts to recognise is that students and Faculty share the responsibility for learning and there are several factors that can influence its success. They include student motivation for PBL and the various ways in which they respond to being immersed in the process. As faculty, we also need to consider the way in which the learning environment supports the students develop the habit of life-long learning, and the skills and attitudes that will help them become competent reflective practitioners. Each of these elements place responsibilities upon the student, but also upon the Faculty and learning community they are joining. Although all of the authors work in a European setting, where PBL is used extensively as a learning strategy in many medical schools, the lessons learned we suggest, apply more widely, and several of the important factors apply to any form of curriculum. This Guide follows on from a previous review in the AMEE Guides in Medical education series, which provided an overview of PBL and attempts to emphasise the key role that students have in mastering their subject through PBL. This should render the business of being a student a little less mystifying, and help faculty to see how they can help their students acquire the independence and mastery that they will need.
110 citations
TL;DR: This article draws upon current evidence, policies, and the authors’ experiences to present best practice tips for health professions educators, trainees, and students to build a framework for navigating the digital world in a way that maintains and promotes professionalism.
Abstract: Background: We now live, learn, teach and practice medicine in the digital era. Social networking sites are used by at least half of all adults. Engagement with social media can be personal, professional, or both, for health-related and educational purposes. Use is often public. Lapses in professionalism can have devastating consequences, but when used well social media can enhance the lives of and learning by health professionals and trainees, ultimately for public good. Both risks and opportunities abound for individuals who participate, and health professionals need tips to enhance use and avoid pitfalls in their use of social media and to uphold their professional values. Aims and methods: This article draws upon current evidence, policies, and the authors’ experiences to present best practice tips for health professions educators, trainees, and students to build a framework for navigating the digital world in a way that maintains and promotes professionalism. Results and conclusions: These practical tips help the newcomer to social media get started by identifying goals, establishing comfort, and connecting. Furthermore, users can ultimately successfully contribute, engage, learn, and teach, and model professional behaviors while navigating social media.
99 citations
TL;DR: Two key influences on how and why feedback becomes meaningful are examined: the individual learner’s perception of and response to feedback and the learning culture within which feedback is exchanged.
Abstract: Feedback should be a key support for optimizing on-the-job learning in clinical medicine. Often, however, feedback fails to live up to its potential to productively direct and shape learning. In this article, two key influences on how and why feedback becomes meaningful are examined: the individual learner's perception of and response to feedback and the learning culture within which feedback is exchanged. Feedback must compete for learners' attention with a range of other learning cues that are available in clinical settings and must survive a learner's judgment of its credibility in order to become influential. These judgments, in turn, occur within a specific context--a distinct learning culture--that both shapes learners' definitions of credibility and facilitates or constrains the exchange of good feedback. By highlighting these important blind spots in the process by which feedback becomes meaningful, concrete and necessary steps toward a robust feedback culture within medical education are revealed.
TL;DR: It is argued that the success of EPAs depends on a balance: brief focussed descriptions against the requirements for detail and a precondition: a mature and flexible workplace for learning.
Abstract: Reforms in postgraduate medical education (PGME) exposed a gap between educational theory and clinical practice. Entrustable Professional Activities (EPAs) were introduced to assist clinicians in bridging this gap and to create better consonance between the intended and the enacted curriculum. In this viewpoint paper, we discuss the potential and the pitfalls of using EPAs in PGME. EPAs promise an effective way of teaching abstract competencies in a curriculum based on real-life professional activities that are suitable for clinical assessment. Summative judgement is used to entrust a resident step by step in a certain EPA, resulting in an increase of independent practice. However, we argue that the success of EPAs depends on (1) a balance: brief focussed descriptions against the requirements for detail and (2) a precondition: a mature and flexible workplace for learning.
TL;DR: The review highlights the state of the literature concerning peer- coaching within health care and discusses key aspects of the peer-coaching relationship that are necessary for success.
Abstract: Background: Peer-coaching has been used within the education field to successfully transfer a high percentage of knowledge into practice. In recent years, within health care, it has been the subject of interest as a method of both student training and staff continuing education as well as a format for knowledge translation. Aims: To review the literature from health care training and education to determine the nature and use of peer-coaching. Method: Due to the status of the literature, a scoping review methodology was followed. From a total of 137 articles, 16 were found to fit the inclusion criteria and were further reviewed. Results: The review highlights the state of the literature concerning peer-coaching within health care and discusses key aspects of the peer-coaching relationship that are necessary for success. Conclusions: Most research is being conducted in the domains of nursing and medicine within North America. The number of studies has increased in frequency over the past 10 years. Interest in developing the potential of peer-coaching in both health care student education and continuing clinical education of health care professionals has grown. Future directions for research in this quickly developing area are included.
TL;DR: The Northern Ontario School of Medicine (NOSM) introduced a new mobile device program in 2010 as mentioned in this paper, where incoming undergraduate medical learners received a laptop and an iPad and learners entering year three of the four-year program received an iPhone.
Abstract: Background: Although many medical learners and teachers are using mobile technologies within medical education, there has been little evidence presented describing how they use mobile devices across a whole curriculum.Methods: The Northern Ontario School of Medicine (NOSM) introduced a new mobile device program in 2010. Incoming undergraduate medical learners received a laptop and an iPad and learners entering year three of the four-year program received a laptop and an iPhone. A survey was sent to all learners to gather information on their use of and attitudes toward these devices. A combination of quantitative and qualitative methods was used to analyze the data and to generate a series of themes that synthesized student behaviors, perceptions and attitudes.Results: Context and learner autonomy were found to be important factors with learners using multiple devices for different purposes and adopting strategic approaches to learning using these devices. The expectation that school-issued devices would ...
TL;DR: Mentoring was a powerful predictor of promotion, regardless of the year of appointment and likely benefited both genders equally, and university resource allocation in support of mentoring appears to accelerate faculty advancement.
Abstract: Purpose: To evaluate the impact of a formal mentoring program on time to academic promotion and differences in gender-based outcomes.Methods: Comparisons of time to promotion (i) before and after implementation of a formal mentoring program and (ii) between mentored and non-mentored faculty matched for covariates. Using paired-samples t-testing and mixed repeated measures ANCOVA, we explored the effect of mentor assignment and influence of gender on time to promotion.Results: Promotional data from 1988 to 2010 for 382 faculty members appointed before 2003 were compared with 229 faculty members appointed in 2003 or later. Faculty appointed in 2003 or later were promoted 1.2 years (mean) sooner versus those appointed before 2003 (3.7 [SD = 1.7] vs. 2.5 [SD = 2], p < 0.0001). Regardless of year of appointment, mentor assignment appears to be significantly associated with a reduction in time to promotion versus non-mentored (3.4 [SD = 2.4] vs. 4.4 [SD = 2.6], p = 0.011). Gender effects were statistica...
TL;DR: Medical students can contribute significantly to the design and delivery of the undergraduate medical program above and beyond the simple delivery of peer-assisted “teaching”.
Abstract: Introduction: Peer-assisted learning (PAL) has become increasingly popular over recent years with many medical schools now formally incorporating peer-teaching programs into the curriculum. PAL has a sound evidence base with benefit to both peer-teacher and peer-learner. Aside from in teaching delivery, empowering students to develop education in its broadest sense has been much less extensively documented.Case studies: Five case studies with supportive evaluation evidence illustrate the success of a broad range of peer-led projects in the undergraduate medical curriculum, particularly where these have been embedded into formal teaching practices.Discussion: These case studies identify five domains of teaching and support of learning where PAL works well: teaching and learning, resource development, peer-assessment, education research and evaluation and mentoring and support. Each case offers ways of engaging students in each domain.Conclusions: Medical students can contribute significantly to the...
TL;DR: The scope and potential roles an elective can contribute to undergraduate medical training is outlined and ways to maximize learning opportunities are identified, including within global health.
Abstract: This Guide outlines the scope and potential roles an elective can contribute to undergraduate medical training and identifies ways to maximize learning opportunities, including within global health. The types of educational activity available for electives range from meeting individual educational need through to exploration of potential career pathways, with many factors influencing choice. Key areas of organization underpinning a successful elective before, during and after the placement include developing clarity of the intended educational outcomes as well as addressing practicalities such as travel and accommodation. Risk management including the implications for the participating schools as well as the student and their elective supervisors is crucial. This Guide would not be complete without some discussion around ethics and professional conduct during an elective, with consideration of the impact of elective placements, particularly in low-middle income countries.
TL;DR: It is shown that the career intentions of British medical students are influenced by their undergraduate experience and by the weight they place on different specialty-related factors, including prestige, role models, financial rewards after training and technical challenge.
Abstract: Aim: The aim of this study was to identify factors that influence career choice in UK medical students.Methods: Students at seven institutions were invited to rate how important various factors were on influencing their career choices and how interested they were in pursuing different specialties. The influence of interpersonal relationship networks on career choice was also evaluated.Results: 641 responses were collected. 44% (283) were male, 16% (105) were graduates and 41% (263) were final-year students. For Dermatology (p = 0.009), Paediatrics (p = 0.000), Radiology (p = 0.000), Emergency Medicine (p = 0.018) and Cardiothoracic Surgery (p = 0.000), there was a clear correlation between completing a clinical attachment and an interest in pursuing the specialty. Perceived characteristics of the speciality, individually and in clusters were considered important by specific subgroups of students, such as those interested in surgery. These students considered prestige (p = 0.0003), role models (p =...
TL;DR: The elements required to establish and sustain an effective clinical supervision arrangement for health professionals, based on current evidence and the author's expert opinion, are outlined.
Abstract: Background: Clinical supervision has gained wide recognition in recent years as an essential component of a practitioner's continuing professional development. However, confusion exists in professional literature regarding the most effective models, styles, processes and methods of clinical supervision.Aim: This article outlines the elements required to establish and sustain an effective clinical supervision arrangement for health professionals, based on current evidence and the author's expert opinion.Conclusion: A set of practical strategies are proposed to assist practitioners to establish an ongoing, effective clinical supervision partnership.
TL;DR: Involvement in the facilitated peer mentoring program was associated with increased skills and academic activities for most participants, and future studies are needed to assess its applicability and success among various demographic groups in academic medicine.
Abstract: Background: Mentoring plays an important role in career success of academic medical faculty. New mentoring models such as peer mentoring have emerged.Aim: To evaluate the long-term impact of a facilitated peer mentoring program on academic achievements.Method: Women faculty at the instructor or assistant professor rank were recruited to voluntarily participate in a facilitated peer mentoring program. Recruitment occurred over 3.8 years between 2005 and 2009. A 26-item questionnaire to assess academic skill, career satisfaction, and self-efficacy was administered before program participation and again with seven additional questions in 2011. Curriculum vitae were reviewed retrospectively to tally peer-reviewed publications, other academic activities, and promotions.Results: Participants had long-term improvement in their perceived mastery of academic skills. Peer-reviewed publications, book chapters, abstracts, posters, and other academic activities increased when activities before the program were compare...
TL;DR: The results from participants' performance revealed an overall positive feedback and 79% of participant reported transfer of training skills at their workplace and the course outcomes achievement and suggestions given for improvements offer insight into the program which were encouraging and very useful.
Abstract: Background: Qualitative and quantitative evaluation of academic programs can enhance the development, effectiveness, and dissemination of comparative quality reports as well as quality improvement efforts. Objectives: To evaluate the five research methodology workshops through assessing participants’ satisfaction, knowledge and skills gain and impact on practices by the Kirkpatrick’s evaluation model. Methods: The four level Kirkpatrick’s model was applied for the evaluation. Training feedback questionnaires, pre and post tests, learner development plan reports and behavioral surveys were used to evaluate the effectiveness of the workshop programs. Results: Of the 116 participants, 28 (24.1%) liked with appreciation, 62 (53.4%) liked with suggestions and 26 (22.4%) disliked the programs. Pre and post MCQs tests mean scores showed significant improvement of relevant basic knowledge and cognitive skills by 17.67% (p � 0.005). Pre-and-post tests scores on workshops sub-topics also significantly improved for the manuscripts (p � 0.031) and proposal writing (p � 0.834). As for the impact, 56.9% of participants started research, and 6.9% published their studies. The results from participants’ performance revealed an overall positive feedback and 79% of participant reported transfer of training skills at their workplace. Conclusion: The course outcomes achievement and suggestions given for improvements offer insight into the program which were encouraging and very useful. Encouraging ‘‘research culture’’ and work-based learning are probably the most powerful determinants for research promotion. These findings therefore encourage faculty development unit to continue its training and development in the research methodology aspects.
TL;DR: A more concerted effort to educate trainees and assessors regarding the correct use of mini-CEX will enhance its educational value and lead to more effective utilisation in the postgraduate setting.
Abstract: Background: The mini-clinical evaluation exercise (mini-CEX) is a widely used tool with a strong theoretical basis. It was introduced to UK foundation training in 2005.Aims: To assess current experiences, opinions and attitudes towards mini-CEX amongst foundation doctors, and explore what factors underpin these.Methods: Data were collected from foundation trainees via an on-line questionnaire.Results: Ninety-eight per cent of respondents had used mini-CEX during FY1, however, only 32% had ever received formal teaching regarding its use. In terms of understanding of the purpose of mini-CEX, only 30% of trainees commented on there being a formative aspect or requirement for feedback. The majority of trainees did not feel that mini-CEX was a useful part of their training. The main themes were the poor attitude and understanding of assessors and difficulties finding sufficient time. However, those who had received formal teaching as students regarding the use of mini-CEX were significantly more likely as post...
TL;DR: This AMEE Guide offers an overview of methods used in determining passing scores for performance-based assessments, and contains a discussion of reasons for assessment, defines standards, and presents standard setting methods that have been researched with performance- based tests.
Abstract: This AMEE Guide offers an overview of methods used in determining passing scores for performance-based assessments. A consideration of various assessment purposes will provide context for discussion of standard setting methods, followed by a description of different types of standards that are typically set in health professions education. A step-by-step guide to the standard setting process will be presented. The Guide includes detailed explanations and examples of standard setting methods, and each section presents examples of research done using the method with performance-based assessments in health professions education. It is intended for use by those who are responsible for determining passing scores on tests and need a resource explaining methods for setting passing scores. The Guide contains a discussion of reasons for assessment, defines standards, and presents standard setting methods that have been researched with performance-based tests. The first section of the Guide addresses types of standards that are set. The next section provides guidance on preparing for a standard setting study. The following sections include conducting the meeting, selecting a method, implementing the passing score, and maintaining the standard. The Guide will support efforts to determine passing scores that are based on research, matched to the assessment purpose, and reproducible.
TL;DR: Consideration should be given to dose effect and class size in the prevention of failure of at-risk students, and a systemic approach to intervention/remediation programmes, involving a whole semester of mandatory, weekly small group meetings with experienced teachers is recommended.
Abstract: Background: Consistent identification and prevention of failure for at-risk medical students is challenging, failing courses is costly to all stakeholders, and there is need for further research into duration, timing and structure of interventions to help students in difficulty.Aims: To verify the value of a new exam two weeks into medical school as a predictor of failure, and explore the requirements for a preventative intervention.Methods: Students who failed the two-week exam were invited to a series of large-group workshops and small-group follow-up meetings. Participants’ subsequent exam performance was compared with non-participants.Results: About 71% of students who performed poorly in the new exam subsequently failed a course. Attendance at the workshops made no difference to short- or long-term pass rates. Attendance at more than three follow-up small group sessions significantly improved pass rates two semesters later, and was influenced by teacher experience.Conclusions: Close similarity betwee...
TL;DR: The study highlights the divergent interpretation of medical professionalism between Western and Arabian contexts, and suggests the Four-Gates Model may work for faith-driven societies, but not for non-Muslims Arabs students or teachers or in institutions with humanistic values.
Abstract: Background: Medical professionalism has been described as a set of attributes and behaviors, yet the Western frameworks of medical professionalism may not resonate with the cultural values of non-Western countries.Aim: This study aims to formulate a professionalism framework for healthcare providers as interpreted by local medical professionals in Arabian countries.Methods: A purposive sample of 17 experts from diverse disciplines participated in a Delphi study in three rounds. Consensus was identified by content analysis and by numerical analysis of responses on the basic attributes of medical professionalism in Arabian context.Results: Eight professional traits were shortlisted and coupled in four themes (Gates): dealing with self, dealing with tasks, dealing with others and dealing with God. Self-accountability and self-motivation were interpreted from a faithful viewpoint as “taqwa” and “ehtesab”, respectively, in Arabic.Discussion: The Four-Gates Model helps in better understanding of medical...
TL;DR: Developmental student support requires an organizational culture in which student support is considered as the responsibility of everyone, with further support from named personal tutors.
Abstract: Developmental student support has a focus on developing the whole person, not only academic and clinical competence. The positive and proactive developmental approach is in marked contrast to the d...
TL;DR: The authors offer a conceptual description of the complementary traditions of teaching and educational discovery, and advocate for the development of educational scholars with both traditions, and describe the attributes of effective mentor–mentee relationships.
Abstract: This AMEE Guide provides an overview of medical education scholarship for early career scholars, based upon a summary of the existing literature and pragmatic advice derived from the experience of its authors. After providing an introduction to the principles of scholarship and describing questions that the Guide addresses, the authors offer a conceptual description of the complementary traditions of teaching and educational discovery, and advocate for the development of educational scholars with both traditions. They then describe the attributes of effective mentor–mentee relationships and how early career scholars can identify potential mentors who can fulfill this role. In the subsequent sections, they describe the appropriate development of scholarly questions and other components of a complete scholarly plan, including how to use conceptual frameworks in guiding such plans. From here, they describe methods that align with both the teaching and discovery traditions and provide concrete example...
TL;DR: The twelve tips given in this article offer advice on the practicalities of running a successful ultrasound imaging session in an appropriate environment, promoting safety and curriculum integration.
Abstract: With ever increasing use of imaging as a diagnostic tool in medicine, medical schools are being urged to further integrate imaging into their curricula. Ultrasound is one such way of doing so-enabling students to bridge the gap between form and function, medical school and clinical practice. As a non-invasive imaging technique, with low risk when compared to other methods of imaging, ultrasound is ideal for integration into basic science and clinical teaching. The twelve tips given in this article offer advice on the practicalities of running a successful ultrasound imaging session in an appropriate environment, promoting safety and curriculum integration.
TL;DR: Through various electronic search methods, interviews, review of documents and site visits, 24 structured doctoral programs were identified worldwide that offer a PhD in health professions education (HPE) or medical education, with a number of other programs that do not follow a structured curriculum.
Abstract: The interest to pursue doctoral degrees in the health professions is increasing exponentially. Some reasons for this increase include innovations in curriculum and instructional strategies, compete...
TL;DR: Drawing from research literature and the authors’ experience, 12 tips are listed under five subheadings: policy and systems; people and resources; students; delivering support; limits of support.
Abstract: Medical students often require high levels of specialised institutional and personal support to facilitate success. Contributory factors may include personality type, course pressures and financial hardship. Drawing from research literature and the authors’ experience, 12 tips are listed under five subheadings: policy and systems; people and resources; students; delivering support; limits of support. The 12 tips provide guidance to organisations and individual providers that encourages implementation of good practice and helps them better visualise their role within the system. By following the tips, medical schools can make more effective provisions for the expected, diverse and sometimes specialist needs of their students. Schools must take a proactive, anticipatory approach to provide appropriately for their entire student body. This ensures that students receive the best quality support, are more likely to succeed and are adequately prepared for their medical careers.