Medical Teacher最新文献_第10页

Twelve tips for orienting preclinical healthcare students to simulation education. 引导临床前医护学生接受模拟教育的十二条建议。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-10-01 Epub Date: 2024-03-13 DOI: 10.1080/0142159X.2024.2323176

Aimee T Martin, Kimberlee P Giffen

引用次数: 0

Medical education in Georgia. 佐治亚州的医学教育。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-10-01 Epub Date: 2024-07-04 DOI: 10.1080/0142159X.2024.2370899

Salome Voronovi, Gaiane Simonia, David C M Taylor

{"title":"Medical education in Georgia.","authors":"Salome Voronovi, Gaiane Simonia, David C M Taylor","doi":"10.1080/0142159X.2024.2370899","DOIUrl":"10.1080/0142159X.2024.2370899","url":null,"abstract":"Since 1991, there have been significant changes in medical education in Georgia. Key changes include adapting national legislation toward international standards, establishing the National Center for Education Quality Enhancement (NCEQE), which was recognized in 2018 by the World Federation for Medical Education (WFME) as an accrediting agency and opening the Association for Medical Education in Europe (AMEE) International Networking Center in 2019. Undergraduate medical education, regulated by the Ministry of Education, Science and Youth of Georgia, spans six years. MD graduates then have options for further career paths, including working as junior doctors, residency, and/or pursuing PhD research.The main challenges the country presently faces are: the need to reduce the increasing number of (mainly) private medical schools. Recent updates to the national standards for undergraduate medical education have imposed stricter accreditation requirements for MD programs, resulting in the closure of schools that fail to meet these standards;postgraduate medical education is governed by the Ministry of Internally Displaced Persons from the Occupied Territories, Labor, Health and Social Affairs of Georgia (MOH) and needs further reform due to limited and paid residency positions;continuous professional development (CPD) was optional until recently, which led to an increase in professional inaccuracy and malpractice cases. To address this, regulatory bodies, including the MOH and professional associations, are preparing the legal basis for introducing compulsory CPD.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1296-1303"},"PeriodicalIF":3.3,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141498376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A multi-residency elective to address well-being as a systems issue. 多驻地选修课，将福祉作为一个系统问题来解决。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-10-01 Epub Date: 2024-03-11 DOI: 10.1080/0142159X.2024.2322140

Anne Ritchie, Chloe Ciccariello, Arianne Teherani, Larissa Thomas

{"title":"A multi-residency elective to address well-being as a systems issue.","authors":"Anne Ritchie, Chloe Ciccariello, Arianne Teherani, Larissa Thomas","doi":"10.1080/0142159X.2024.2322140","DOIUrl":"10.1080/0142159X.2024.2322140","url":null,"abstract":"What was the educational challenge?: Burnout is a well-established issue in medical training, but optimal systems approaches for well-being and ways to engage residents in well-being work are unknown.What was the solution?: The authors developed a multi-residency well-being elective with participants from internal medicine, anesthesiology, and urology residency programs. The elective included an asynchronous learning curriculum, a mentored independent project on system drivers of well-being, and participation in a cross-residency group that set elective priorities.How was the solution implemented?: The authors worked with each residency's leadership to protect time for participation. Concepts from Quality Improvement were used to structure the elective. Project work and resident participation were assessed continually to monitor engagement.What lessons were learned that are relevant to a wider global audience?: Projects led to short- and long-term changes to support well-being in residency programs. Creating opportunities for residents from different specialties to discuss well-being work allowed ideas to spread across residencies. Protecting time to work on well-being issues may enhance a culture of well-being by demonstrating commitment to well-being as a priority equivalent to other educational endeavors.What are next steps?: Further research is needed to assess the impact on resident participants and to understand how to optimally incorporate resident interventions into broader organizational strategies for well-being.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1272-1274"},"PeriodicalIF":3.3,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140102006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teamwork baseline assessment tool: Sparking teamwork dialogues in health professions training. 团队合作基线评估工具：在卫生专业培训中引发团队合作对话。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-10-01 Epub Date: 2024-03-31 DOI: 10.1080/0142159X.2024.2330566

Nilushi Karunaratne, Kayley Lyons, Emilee Molcik, Betty Exintaris

{"title":"Teamwork baseline assessment tool: Sparking teamwork dialogues in health professions training.","authors":"Nilushi Karunaratne, Kayley Lyons, Emilee Molcik, Betty Exintaris","doi":"10.1080/0142159X.2024.2330566","DOIUrl":"10.1080/0142159X.2024.2330566","url":null,"abstract":"What was the educational challenge?: A major challenge in health professions education is to equip graduates with essential teamwork skills, addressing cognitive, motivational, and emotional barriers that hinder effective collaboration among students from diverse backgrounds.What was the solution and how was this implemented?: The Teamwork Baseline Assessment Tool (TBAT) was developed as an innovative solution to teach collaboration and teamwork, focusing on growth mindsets, reactions to challenging scenarios, and ideal team player attributes. Implemented during the orientation for new first-year students, TBAT facilitated early engagement in teamwork discussions, with students receiving personalised reports to aid in self-reflection and development.What lessons were learned?: Key lessons included the importance of initiating teamwork conversations early, the value of personalised feedback in promoting self-awareness and peer understanding, and the effectiveness of TBAT in providing instructors with insights into students' teamwork aptitudes.What are the next steps?: Expanding TBAT across various student populations and integrating it into the curriculum aims to provide continuous opportunities for applying and reinforcing teamwork and collaboration skills. This strategy will support the development of targeted instructional approaches, fostering a collaborative learning environment and preparing students for the teamwork challenges in healthcare settings.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1275-1277"},"PeriodicalIF":3.3,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Rise and fall in medical education research 1999-2019. 1999-2019 年医学教育研究的兴衰。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-10-01 Epub Date: 2024-07-02 DOI: 10.1080/0142159X.2024.2371528

Laetitia Rollin, Joel Ladner, Gaetan Kerdelhué, Ariane Leroyer, Julien Grosjean, Jean-François Gehanno

引用次数: 0

Submitting artificial intelligence in health professions education papers to Medical Teacher. 向医学教师提交人工智能在卫生专业教育中的应用论文。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-10-01 Epub Date: 2024-08-01 DOI: 10.1080/0142159X.2024.2385661

Ken Masters

引用次数: 0

Self-regulated learning microanalysis feedback for developing clinical skills: A pilot study. 开发临床技能的自我调节学习微观分析反馈：试点研究。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-10-01 Epub Date: 2024-01-31 DOI: 10.1080/0142159X.2024.2308060

Dario Cecilio-Fernandes, Danielle Rachel Dos Santos Carvalho, John Sandars, Thiago Martins Santos

{"title":"Self-regulated learning microanalysis feedback for developing clinical skills: A pilot study.","authors":"Dario Cecilio-Fernandes, Danielle Rachel Dos Santos Carvalho, John Sandars, Thiago Martins Santos","doi":"10.1080/0142159X.2024.2308060","DOIUrl":"10.1080/0142159X.2024.2308060","url":null,"abstract":"Introduction: The development of clinical skills requires the appropriate use of self-regulated learning (SRL). Students' use of key SRL processes as they perform a clinical skill can be identified by SRL microanalysis and used to provide feedback. SRL-microanalysis feedback only on students' key SRL processes has not been previously researched for developing clinical skills. The aim of this study was to investigate whether SRL-microanalysis feedback only on students' key SRL processes can improve both their use of SRL and their clinical skill performance.Methods: Twenty-three final year medical students with no experience in the clinical skill required for mechanical ventilation participated in this study. Key SRL processes and clinical skill performance were measured before and after SRL microanalysis feedback.Results: Overall, we found an improvement in the key SRL processes of planning and monitoring of performance, with a significant difference in monitoring. We also found an increase in students' clinical skill performance.Discussion: This study, which is the first in clinical skills, demonstrated that SRL microanalysis feedback only on key SRL processes can improve both students' SRL and their clinical skill performance. studies are recommended with a great number of students and across a variety of clinical skills.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1356-1361"},"PeriodicalIF":3.3,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139651114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Twelve tips for teaching culturally and socially responsive care to medical students. 向医科学生传授文化和社会关怀的十二条建议。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-10-01 Epub Date: 2024-02-29 DOI: 10.1080/0142159X.2024.2322713

Julia R Van Liew, Cassandra Lai, Lisa Streyffeler

引用次数: 0

Twelve tips for developing effective marking schemes for constructed-response examination questions. 制定有效的结构化答案试题评分标准的十二条建议。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-10-01 Epub Date: 2024-03-14 DOI: 10.1080/0142159X.2024.2323178

Neville G Chiavaroli, Jacob Pearce

引用次数: 0

Barriers and facilitators to establishing a clinical academic career in clinical education research in the UK: A focus group study. 在英国建立临床教育研究学术生涯的障碍和促进因素：焦点小组研究。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-10-01 Epub Date: 2024-02-15 DOI: 10.1080/0142159X.2024.2308783

Anna Harvey Bluemel, Oliver E Burton, Bryan Burford, Janice Ellis, Gabrielle Finn, Laksha Bala, Matthew Hv Byrne, Gillian Vance, Adedoyin Alao

{"title":"Barriers and facilitators to establishing a clinical academic career in clinical education research in the UK: A focus group study.","authors":"Anna Harvey Bluemel, Oliver E Burton, Bryan Burford, Janice Ellis, Gabrielle Finn, Laksha Bala, Matthew Hv Byrne, Gillian Vance, Adedoyin Alao","doi":"10.1080/0142159X.2024.2308783","DOIUrl":"10.1080/0142159X.2024.2308783","url":null,"abstract":"In a rapidly changing healthcare environment, we need a robust evidence base to inform effective education and training. This study aimed to examine factors perceived to determine career progression in clinical education research in the UK. Six online focus groups were conducted, with 35 participants from a range of medical, dental, nursing, and allied health professions who identified as aspiring or early career clinical education researchers. Transcripts underwent thematic analysis. Two themes and associated subthemes were constructed to illustrate perceived factors impacting on career development: (1) A cultural challenge from clinical norms. Challenges included differences between the epistemological assumptions of biomedical and clinical research, and the underlying philosophy of education research, which is more closely aligned with the knowledge generation of the social sciences. This led to difficulty communicating the impact of education research to patient care. There were also blurred boundaries between education delivery and research, with the latter lacking a clearly defined group identity. (2) Structures, systems and relationships for career progression. Practical considerations included time and funding (or lack thereof), the opportunity to undertake formal training, networking and role models. This research highlights a number of systemic barriers and facilitators to careers in clinical education research and offers targets of intervention to enable a sustainable academic workforce in clinical education research.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1369-1377"},"PeriodicalIF":3.3,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139741434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0