Medical Teacher最新文献_第10页

Acknowledging the role of informal learning and practice settings in CPD systems. 承认非正规学习和实践环境在持续专业发展系统中的作用。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-01 Epub Date: 2024-09-20 DOI: 10.1080/0142159X.2024.2401481

C Sehlbach, C Pizzuti

引用次数: 0

An overview of global CME/CPD systems. 全球 CME/CPD 系统概览。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-01 Epub Date: 2024-07-16 DOI: 10.1080/0142159X.2024.2373879

Lawrence Sherman, Samar Aboulsoud, Ricardo Leon-Borquez, Kuang Ming, Da-Ya David Yang, Kathy Chappell

{"title":"An overview of global CME/CPD systems.","authors":"Lawrence Sherman, Samar Aboulsoud, Ricardo Leon-Borquez, Kuang Ming, Da-Ya David Yang, Kathy Chappell","doi":"10.1080/0142159X.2024.2373879","DOIUrl":"10.1080/0142159X.2024.2373879","url":null,"abstract":"Purpose: Engagement in CME/CPD has a positive impact on healthcare professionals' (HCPs) knowledge, skills, and performance, and on patient outcomes, therefore it is critical to better understand the components of CME/CPD systems that foster engagement, high-quality education, and impact.Methods: An assessment of CME/CPD systems was conducted using a mixed-methods approach that included interviews with in-country subject matter experts and qualitative and quantitative data from practicing in-country physicians.Results: Results demonstrate areas of consistency in CME/CPD systems across world regions that included: types of educational providers; types of credit; educational formats; self-tracking of participation; high-degree of compliance when education is mandatory; overall satisfaction with available education; strong support for interprofessional education; and lack of alignment or evaluation of engagement in education with population health outcomes. Areas of variation included: whether engagement in education is required as a condition to practice medicine; whether regulations are uniformly applied; if mechanisms to ensure independence existed; and physician perceptions of independence.Conclusion: Results of this assessment maybe used by a variety of different stakeholders to assess how well country-level CME/CPD systems are meeting the needs of practicing physicians and determine what, if any, changes might need to be implemented to improve outcomes.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1428-1440"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141620434","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

Towards a pedagogy for noticing: Piloting a novel intervention for health professions students. 走向 "注意教学法"：为卫生专业学生试行一种新的干预措施。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-01 Epub Date: 2024-05-21 DOI: 10.1080/0142159X.2024.2353735

Tim Clement, Charlotte Denniston, Carolyn Cracknell, Joanne Bolton, Naomi Norris, Elizabeth Molloy, Karen J Donald, Debra Virtue, Corinne Tey

{"title":"Towards a pedagogy for noticing: Piloting a novel intervention for health professions students.","authors":"Tim Clement, Charlotte Denniston, Carolyn Cracknell, Joanne Bolton, Naomi Norris, Elizabeth Molloy, Karen J Donald, Debra Virtue, Corinne Tey","doi":"10.1080/0142159X.2024.2353735","DOIUrl":"10.1080/0142159X.2024.2353735","url":null,"abstract":"Teaching students to 'notice' what is happening around them, to be more attuned to what is going on within themselves, and nurturing self-inquiry into one's practice is desirable yet difficult to achieve. We sought to teach the metacognitive skill of 'noticing' to pre-registration health professions students in the context of interprofessional collaborative practice (IPCP). A three-part curriculum was designed: an e-module focused on 'noticing' in IPCP; a team-based workplace learning observation and interprofessional debrief; and a written reflective assignment. We found that students concentrated on the disciplinary content of IPCP in the assignments, which 'overshadowed' the metacognitive content. We learned that: we had underestimated the challenges of retrofitting new content into existing curricula; that we had not paid enough attention to students' perceptions about what they want to learn; and working with a large and diverse group of educators requires adequate preparation. The next iteration of this program will improve the constructive alignment between learning outcomes and assessments and provide better support for educators. In the future we will temper decisions to act quickly to implement curricular innovations. More broadly, we suggest that educational design that seeks to take account of qualitatively different but intersecting knowledge domains, such as IPCP and 'noticing', is worthy of further study.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1407-1409"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141076247","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

Clash of generations: The fight for professionalism among South Korean medical trainees. 几代人的冲突：南韩医学实习生为专业精神而战。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-01 Epub Date: 2024-08-08 DOI: 10.1080/0142159X.2024.2388294

Do-Hwan Kim

引用次数: 0

Navigating complexity in a new proposed OSCE feedback model. 在新提出的 OSCE 反馈模型中驾驭复杂性。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-01 Epub Date: 2024-08-10 DOI: 10.1080/0142159X.2024.2390036

Olivia Ng, Zheng-Wei Lee, Dong Haur Phua

引用次数: 0

Medical Teacher in Ten Minutes. 医学教师十分钟

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-01 DOI: 10.1080/0142159X.2024.2409481

引用次数: 0

'They mirror what they see': A constructivist grounded theory study of simulation culture in four professional domains in Ireland. 他们反映了他们所看到的"：爱尔兰四个专业领域模拟文化的建构主义基础理论研究。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-01 Epub Date: 2024-02-10 DOI: 10.1080/0142159X.2024.2311863

Michelle O'Toole, Andrea Doyle, Naoise Collins, Clare Sullivan, Claire Mulhall, Claire Condron, Eva Doherty, Walter Eppich

{"title":"'They mirror what they see': A constructivist grounded theory study of simulation culture in four professional domains in Ireland.","authors":"Michelle O'Toole, Andrea Doyle, Naoise Collins, Clare Sullivan, Claire Mulhall, Claire Condron, Eva Doherty, Walter Eppich","doi":"10.1080/0142159X.2024.2311863","DOIUrl":"10.1080/0142159X.2024.2311863","url":null,"abstract":"Purpose: In simulation-based education (SBE), educators integrate their professional experiences to prepare learners for real world practice and may embed unproductive stereotypical biases. Although learning culture influences educational practices, the interactions between professional culture and SBE remain less clear. This study explores how professional learning culture informs simulation practices in healthcare, law, teacher training and paramedicine.Methods: Using constructivist grounded theory, we interviewed 19 educators about their experiences in designing and delivering simulation-based communication training. Data collection and analysis occurred iteratively via constant comparison, memo-writing and reflexive analytical discussions to identify themes and explore their relationships.Results: Varied conceptualizations and enactments of SBE contributed to distinct professional learning cultures. We identified a unique 'simulation culture' in each profession, which reflected a hyper-real representation of professional practice shaped by three interrelated elements: purpose and rationale for SBE, professional values and beliefs, and educational customs and techniques. Dynamic simulation cultures created tensions that may help or hinder learning for later interprofessional practice.Conclusion: The concept of simulation culture enhances our understanding of SBE. Simulation educators must be mindful of their uni-professional learning culture and its impacts. Sharing knowledge about simulation practices across professional boundaries may enhance interprofessional education and learners' professional practice.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1478-1485"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139716220","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 maximizing the potential of reflective writing in medical education. 在医学教育中最大限度发挥反思性写作潜力的十二条建议。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-01 Epub Date: 2024-03-20 DOI: 10.1080/0142159X.2024.2326093

Tracy Moniz, Carolyn M Melro, Andrew Warren, Chris Watling

引用次数: 0

Response to: "Evaluating racial bias in clinical assessments". 回应："评估临床评估中的种族偏见"。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-01 Epub Date: 2024-10-23 DOI: 10.1080/0142159X.2024.2417557

Celia A Brown, Sarah Khavandi, Rachel Westacott, Mark Gurnell, Amir H Sam

引用次数: 0

A confidentiality conundrum: Case tracking for medical education. 保密难题：医学教育中的病例追踪。