Medical Teacher最新文献_第3页

Inquiry for the win: Fostering curiosity through a BINGO exercise in a longitudinally integrated clerkship. 探究取胜：在纵向综合实习中通过宾果游戏培养好奇心。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-06-18 DOI: 10.1080/0142159X.2024.2362905

Benjamin Vipler, Frank Merritt, Sharisse Arnold-Rehring, Shanta Zimmer, Jennifer Adams, Sarah Faubel

{"title":"Inquiry for the win: Fostering curiosity through a BINGO exercise in a longitudinally integrated clerkship.","authors":"Benjamin Vipler, Frank Merritt, Sharisse Arnold-Rehring, Shanta Zimmer, Jennifer Adams, Sarah Faubel","doi":"10.1080/0142159X.2024.2362905","DOIUrl":"10.1080/0142159X.2024.2362905","url":null,"abstract":"Educational challenge: As technological advancements challenge the current roles healthcare workers fill, curiosity and lifelong learning are becoming increasingly important. However, descriptions of specific curricular interventions that successfully develop these attitudes and skills remain limited.Proposed solution: We aimed to promote curiosity and advance practical application of evidenced-based medicine through a longitudinal, gamified learning activity within a longitudinal integrated clerkship (LIC). Thirty-seven students across two inquiry-themed LICs based at a university hospital and a community-based integrated healthcare delivery system used BINGO cards containing various assignments designed to develop the skill of asking and answering clinical questions. Assignments included: engaging experts, using evidence-based medical resources, attending education events, utilizing medical library resources, and Phone-a-Scientist. Students shared their experiences in a group setting and wrote a reflection for each assignment that was qualitatively analyzed to determine the perceived educational outcomes according to the Kirkpatrick Evaluation Model.Lessons learned: Results suggest that Inquiry BINGO fosters curiosity and builds skill in applied evidenced-based medicine early in clinical training. Most assignments prompted students to engage in opportunities they might not have otherwise explored. All but three students reported a change in behavior as a result of the assignment and 57% reported positive clinical or research results.Next steps: Future iterations of this activity should be evaluated by obtaining patient and/or preceptor feedback as well as longitudinal evaluations of student behavior to ensure higher level educational outcomes are being met.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1625-1628"},"PeriodicalIF":3.3,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141419829","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

Assessment of communication skills in health professions education; Ottawa 2024 consensus statement. 卫生专业教育中的沟通技能评估；渥太华 2024 共识声明。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-10-17 DOI: 10.1080/0142159X.2024.2413021

Conor Gilligan, Maria Magdalena Bujnowska-Fedak, Geurt Essers, Wiebke Frerichs, Desirée Joosten-Ten Brinke, Noelle Junod Perron, Claudia Kiessling, Peter Pype, Zoi Tsimtsiou, Marc Van Nuland, Tim J Wilkinson, Marcy Rosenbaum

{"title":"Assessment of communication skills in health professions education; Ottawa 2024 consensus statement.","authors":"Conor Gilligan, Maria Magdalena Bujnowska-Fedak, Geurt Essers, Wiebke Frerichs, Desirée Joosten-Ten Brinke, Noelle Junod Perron, Claudia Kiessling, Peter Pype, Zoi Tsimtsiou, Marc Van Nuland, Tim J Wilkinson, Marcy Rosenbaum","doi":"10.1080/0142159X.2024.2413021","DOIUrl":"10.1080/0142159X.2024.2413021","url":null,"abstract":"Despite the increasing inclusion of communication skills in accreditation standards and an increase in time dedicated to teaching these skills, communication is often regarded as a separate skill and is therefore, not consistently represented in overall systems of assessment in Health Professions Education (HPE). The ascendence of competency-based medical education, programmatic assessment, artificial intelligence, and widespread use of telehealth, alongside changing patient expectations warrant an update in thinking about the assessment of communication skills in health professions education. This consensus statement draws on existing literature, expert pinion, and emerging challenges to situate the assessment of communication skills in the contemporary health professions education context. The statement builds on previous work to offer an update on the topic and include new developments related to assessment, particularly: the challenges and opportunities associated with systems of assessment; patient and peer perspectives in assessment; assessment of interprofessional communication, cross-cultural communication, digital communication; and assessment using digital technologies. Consensus was reached through extensive discussion among the authors and other experts in HPE, exploration of the literature, and discussion during an Ottawa 2024 conference workshop. The statement puts forward a summary of available evidence with suggestions for what educators and curriculum developers should consider in their planning and design of the assessment of communication.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1593-1606"},"PeriodicalIF":3.3,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142469948","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

The curriculum: The heart and soul of a medical school. 课程：医学院的核心和灵魂。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-11-01 DOI: 10.1080/0142159X.2024.2416307

Ronald M Harden, Pat Lilley, Süleyman Yıldız

引用次数: 0

Draw & Doodle Simulation: A colorful strategy to prepare medical teams for electronic dance music festival emergencies. 绘画与涂鸦模拟：丰富多彩的策略，让医疗队做好应对电子舞曲音乐节突发事件的准备。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-07-01 DOI: 10.1080/0142159X.2024.2372083

Anthony Seto, Connor Hass, Ella Krane, Liam Montgomery, David Lam, Michael McCue

{"title":"Draw & Doodle Simulation: A colorful strategy to prepare medical teams for electronic dance music festival emergencies.","authors":"Anthony Seto, Connor Hass, Ella Krane, Liam Montgomery, David Lam, Michael McCue","doi":"10.1080/0142159X.2024.2372083","DOIUrl":"10.1080/0142159X.2024.2372083","url":null,"abstract":"Educational challenge: Electronic dance music (EDM) festivals - crowded, loud, low-resource environments - pose unique challenges to event medical teams. Simulation can prepare teams to manage clinical presentations in this unconventional context. Without access to simulation infrastructure, a low-technological, low-fidelity simulation modality is warranted.Solution: Draw & Doodle Simulation (D&D SIM) is a low-fidelity simulation where patients are hand-drawn (i.e. on paper, whiteboard, or digitally) instead of utilizing manikins or live actors. Facilitators draw all patient findings, while participants doodle any possible interventions.Solution implementation: Two D&D SIM cases (serotonin toxicity and refractory anaphylaxis) were piloted in classrooms. Participants included paramedics, medical students, lifeguards, and first aiders. Facilitators conducted simulations using chart paper, with each participant doodling contributions using differently colored markers.Lessons learned: Participants responded positively, rating the serotonin toxicity case 4.31/5 (n = 13) and refractory anaphylaxis case 4.53/5 (n = 15). Participants appreciated the 'low-stakes', useful 'visual' representation of progress, 'fun and [interactivity]', and appropriate '[realism]' of D&D SIM. However, D&D SIM was perceived as 'less life threatening', would not be appropriate for physical skills (e.g. CPR), required everyone to be 'oriented in the same direction to see the drawing', and the chart paper risked becoming cluttered.Next steps: Next steps include writing new cases, implementing D&D SIM in other teaching contexts, exploring its use in digital platforms, and studying its effectiveness against higher-fidelity simulation.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1629-1631"},"PeriodicalIF":3.3,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141469473","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

Concerns regarding inter-school variations in OSCE scoring. 关注 OSCE 评分的校际差异。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-09-22 DOI: 10.1080/0142159X.2024.2407125

Supianto

引用次数: 0

The medical doctor (degree) apprenticeship. 医学博士（学位）学徒制。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-10-31 DOI: 10.1080/0142159X.2024.2393784

Sanjiv Ahluwalia, Tony Fenton, Carrie Roder, Lauren Felicity Spurling, Simon C Cork, Georgia Winnett, Enamul Ahsan, Jo-Anne Johnson, Peter Bishop

引用次数: 0

Advancing flourishing as the north star of medical education: A call for personal and professional development as key to becoming physicians. 将蓬勃发展作为医学教育的北斗星：呼吁将个人和职业发展作为成为医生的关键。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-10-31 DOI: 10.1080/0142159X.2024.2412791

Cheryl A Maurana, Jeffery D Fritz, Alicia A Witten, Sarah E Williams, Kimara A Ellefson

{"title":"Advancing flourishing as the north star of medical education: A call for personal and professional development as key to becoming physicians.","authors":"Cheryl A Maurana, Jeffery D Fritz, Alicia A Witten, Sarah E Williams, Kimara A Ellefson","doi":"10.1080/0142159X.2024.2412791","DOIUrl":"10.1080/0142159X.2024.2412791","url":null,"abstract":"Over the past 15 years, multiple calls to transform medical education, and by extension, health sciences education, have addressed issues pertaining to learners' subjective experiences as well as the learning environment. By and large, these calls to transform share many of the same themes: greater engagement with the humanities, enhanced professional identity formation, leadership development, as well as systemic changes to enhance meaning, purpose, and belonging. However, the many initiatives and reforms underway in medical education have yet to fully reach their desired outcomes - particularly those focused on enhancing meaning, purpose, and belonging. We suggest that calls to transform medical education can be unified and guided by focusing on the promotion of human flourishing. Briefly, we define human flourishing as an aspirational objective enabling one to reach a state of 'wholeness-of being and doing, of realizing one's potential and helping others do the same.' We share our implications of a flourishing guided medical education journey for medical students, residents, and faculty.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1539-1543"},"PeriodicalIF":3.3,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142558222","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

Reclaiming focus in medical education: Learning, not AI. 重拾医学教育的重点：学习，而非人工智能。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-08-21 DOI: 10.1080/0142159X.2024.2394171

Marcos Rojas

引用次数: 0

Enhancing problem-based learning in medical education: Integrating community engagement for sustainable practices. 在医学教育中加强基于问题的学习：整合社区参与，促进可持续实践。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-09-26 DOI: 10.1080/0142159X.2024.2407113

Kun Zhao, Ziwei Zheng, Shaoling Yang

引用次数: 0

Response to: 'Concerns regarding inter-school variations in OSCE scoring'. 回应对 "校际 OSCE 评分差异的关注 "的答复。