Canadian medical education journal最新文献_第10页

Teaching spirituality to Canadian medical students: students' perceptions of a spiritual history taking clinical skills session. 向加拿大医学生教授精神：参加临床技能课程的学生对精神史的看法

Canadian medical education journal Pub Date : 2023-11-08 eCollection Date: 2023-11-01 DOI: 10.36834/cmej.76347

Tsz Ying So, Kyung Young Kim, Emily Kornelsen, Emily Brubaker-Zehr, Joyce Nyhof-Young

引用次数: 0

Embracing Global Health in medical education: innovative ideas to achieve equity transnationally. 在医学教育中纳入全球健康:实现跨国公平的创新理念

Canadian medical education journal Pub Date : 2023-11-08 eCollection Date: 2023-11-01 DOI: 10.36834/cmej.77029

Elio Br Belfiore

引用次数: 0

Competency-based faculty development: applying transformations from lessons learned in competency-based medical education. 以能力为基础的教师发展:在以能力为基础的医学教育中应用经验教训的转变

Canadian medical education journal Pub Date : 2023-11-08 eCollection Date: 2023-11-01 DOI: 10.36834/cmej.75768

Karen W Schultz, Klodiana Kolomitro, Sudha Koppula, Cheri H Bethune

{"title":"Competency-based faculty development: applying transformations from lessons learned in competency-based medical education.","authors":"Karen W Schultz, Klodiana Kolomitro, Sudha Koppula, Cheri H Bethune","doi":"10.36834/cmej.75768","DOIUrl":"10.36834/cmej.75768","url":null,"abstract":"Faculty development in medical education is often delivered in an ad hoc manner instead of being a deliberately sequenced program matched to data-informed individual needs. In this article, the authors, all with extensive experience in Faculty Development (FD), present a competency-based faculty development (CBFD) framework envisioned to enhance the impact of FD. Steps and principles in the CBFD framework reflect the lessons learned from competency-based medical education (CBME) with its foundational goal to better train physicians to meet societal needs. The authors see CBFD as a similar framework, this one to better train faculty to meet educational needs. CBFD core elements include articulated competencies for the varied educational roles faculty fulfill, deliberately designed curricula structured to build those competencies, and an assessment program and process to support individualized faculty learning and professional growth. The framework incorporates ideas about where and how CBFD should be delivered, the use of coaching to promote reflection and identity formation and the creation of communities of learning. As with CBME, the CBFD framework has included the important considerations of change management, including broad stakeholder engagement, continuous quality improvement and scholarship. The authors have provided examples from the literature as well as challenges and considerations for each step.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10689999/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41346849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A pharmacist-led interprofessional learning experience for family practice medical residents specializing in HIV care. 药剂师领导的跨专业教育项目，面向专门从事艾滋病毒护理的家庭执业医疗住院医师

Canadian medical education journal Pub Date : 2023-11-08 eCollection Date: 2023-11-01 DOI: 10.36834/cmej.75940

Mark Naccarato, Deborah Yoong, Kevin Gough, Alice Tseng, Gordon Arbess

引用次数: 0

From skillful to empathic: evaluating shifts in medical students' perceptions of surgeons through a combined patient as teacher and arts-based reflection program. 从熟练到移情:评估医学生对外科医生的看法的转变，通过结合病人作为教师和基于艺术的反思计划

Canadian medical education journal Pub Date : 2023-11-08 eCollection Date: 2023-11-01 DOI: 10.36834/cmej.76536

Gurjot K Gill, Stella L Ng, Emilia Kangasjarvi, Jeff Crukley, Arno Kumagai, Jory S Simpson

{"title":"From skillful to empathic: evaluating shifts in medical students' perceptions of surgeons through a combined patient as teacher and arts-based reflection program.","authors":"Gurjot K Gill, Stella L Ng, Emilia Kangasjarvi, Jeff Crukley, Arno Kumagai, Jory S Simpson","doi":"10.36834/cmej.76536","DOIUrl":"10.36834/cmej.76536","url":null,"abstract":"Introduction: The purpose of this study was to identify whether the incorporation of a combined Patient as teacher (PAT) and arts-based reflection (ABR) program during a surgical clerkship rotation could influence more humanistic perceptions of surgeons, using an innovative evaluation approach.Methods: A novel, single question evaluation tool was created. Third year medical-students were asked to \"list the top 5 attributes of a surgeon, in order of perceived importance\" both before and after their surgical clerkship rotations and participation in the PAT/ABR program. Attributes identified by students were coded as either \"humanistic\" or \"non-humanistic,\" which were then analyzed using generalized linear regression models under a Bayesian framework.Results: After participation in the PAT/ABR program, the predicted probability of students ranking a humanistic characteristic as the most important attribute of a surgeon had increased by 17%, and the predicted probability of students ranking a humanistic characteristic amongst their top three attributes for a surgeon had increased by 21%.Conclusion: This innovative evaluative method suggested the success of a combined PAT/ABR program in encouraging a humanistic perspective of surgery and this approach could potentially be explored to evaluate other humanistic education initiatives.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10690007/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48072198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Prevalence of test accommodations for the Medical Council of Canada Qualifying Exam Part I, 2013-2021. 2013-2021年加拿大医学委员会资格考试第一部分考试便利性的流行情况

Canadian medical education journal Pub Date : 2023-11-08 eCollection Date: 2023-11-01 DOI: 10.36834/cmej.76934

Quinten K Clarke, Julia E Hanes

{"title":"Prevalence of test accommodations for the Medical Council of Canada Qualifying Exam Part I, 2013-2021.","authors":"Quinten K Clarke, Julia E Hanes","doi":"10.36834/cmej.76934","DOIUrl":"10.36834/cmej.76934","url":null,"abstract":"Introduction: Previous articles have highlighted the laborious process of acquiring disability accommodations in medical education. We endeavoured to characterize the trends of test accommodations on the MCCQE Part I.Methods: Data was obtained from the Medical Council of Canada on the number of applicants who attained test accommodations on the MCCQE Part I between 2013 and 2021. The number of test takers for the same period was obtained from the Medical Council of Canada's Annual Technical Reports; this data was not publicly available for 2013, 2014, or 2021. Prevalence rates and graphs were produced.Results: The number of test takers who attained test accommodations ranged from 35 to 126 between 2013 and 2021. The percentage of test takers who attained test accommodations ranged from 0.89% to 2.01% between 2015 and 2020. Per correspondence with the Medical Council of Canada, no applicant who provided all required documentation was denied test accommodations during this period.Discussion: The number and rate of test takers attaining test accommodations on the MCCQE Part I have increased substantially during this period. It is unclear whether this increase is due to greater rates of students with disabilities, or a reduction in stigma around using test accommodations.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10689988/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41742954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Anticipation or avoidance: internal medicine resident experiences performing invasive bedside procedures. 预期或回避:内科住院医师进行侵入性床边手术的经验

Canadian medical education journal Pub Date : 2023-11-08 eCollection Date: 2023-11-01 DOI: 10.36834/cmej.73122

Alyssa S Louis, Christie Lee, Andrea V Page, Shiphra Ginsburg

{"title":"Anticipation or avoidance: internal medicine resident experiences performing invasive bedside procedures.","authors":"Alyssa S Louis, Christie Lee, Andrea V Page, Shiphra Ginsburg","doi":"10.36834/cmej.73122","DOIUrl":"10.36834/cmej.73122","url":null,"abstract":"Background: Internal Medicine (IM) residents are required to perform bedside procedures for diagnostic and therapeutic purposes. Residents' experiences with procedures vary widely, for unclear reasons.Objective: To explore IM residents' experiences with performing bedside procedures and to identify barriers and facilitators to obtaining sufficient experience.Methods: Using an inductive, thematic approach, we conducted five individual semi-structured interviews and one focus group with seven IM residents (12 residents in total) during the 2017-2018 academic year at a Canadian tertiary care centre. We used iterative, open-ended questions to elicit residents' experiences, and barriers and facilitators, to performing bedside procedures. Transcripts were analyzed for themes using Braun and Clarke's method.Results: We identified four themes 1) Patient-specific factors such as body habitus and procedure urgency; 2) Systems factors such as time constraints and accessibility of materials; 3) Faculty factors including availability to supervise, comfort level, and referral preferences, and 4) Resident-specific factors including preparation, prior experiences, and confidence. Some residents expressed procedure-related anxiety and avoidance.Conclusion: Educational interventions aimed to improve procedural efficiency and ensure availability of supervisors may help facilitate residents to perform procedures, yet may not address procedure-related anxiety. Further study is required to understand better how procedure-averse residents can gain confidence to seek out procedures.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10689992/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46927044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Does it work? Resident selection and implicit bias training for postgraduate program directors. 它有用吗?研究生项目主任住院医师选择与隐性偏见培训。

Canadian medical education journal Pub Date : 2023-11-08 eCollection Date: 2023-11-01 DOI: 10.36834/cmej.75861

Jackie Gruber, Amanda Condon

引用次数: 0

Intimidation or harassment among family medicine residents in Saskatchewan: a cross-sectional survey. 萨斯喀彻温省家庭医疗居民中的恐吓或骚扰:一项横断面调查

Canadian medical education journal Pub Date : 2023-11-08 eCollection Date: 2023-11-01 DOI: 10.36834/cmej.75364

André Coleman, Olivia Reis, Adam Clay, Vivian R Ramsden, Kaitlyn Hughes

{"title":"Intimidation or harassment among family medicine residents in Saskatchewan: a cross-sectional survey.","authors":"André Coleman, Olivia Reis, Adam Clay, Vivian R Ramsden, Kaitlyn Hughes","doi":"10.36834/cmej.75364","DOIUrl":"10.36834/cmej.75364","url":null,"abstract":"Introduction: Up to 98% of practicing family physicians, and over 75% of resident physicians in Canada experience abusive incidents. Despite the negative consequences of abusive incidents, few residents report these events to their supervisors or institution. We sought to estimate the prevalence of abusive incidents experienced or witnessed by Saskatchewan family medicine residents (FMRs) and identify their responses to these events.Methods: Anonymous survey invitations were emailed to all 110 Saskatchewan FMRs in Saskatchewan in November and December 2020. Demographic characteristics, frequency of witnessed and experienced abusive incidents, sources of incidents and residents' responses were collected. Incidents were classified as minor, major, severe, or as racial discrimination based on a previously published classification system.Results: The response rate was 34.5% (38/110). Ninety-two percent (35/38) of residents witnessed a minor incident and 91.7% (32/36) of residents experienced a minor incident. Seventy-one percent (27/38) of residents witnessed racial discrimination while 19.4% (7/36) of residents experienced racial discrimination. Patients were the most common source of abusive incidents. Twenty-nine percent of residents reported abusive incidents to their supervisors. Most residents were aware of institutional reporting policies.Conclusions: Most Saskatchewan FMRs experienced or witnessed abusive incidents, but few were reported. This study provided the opportunity to reassess policies on abusive incidents, which should consider sources of abuse, confidence in reporting, and education.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10690008/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42529176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

This is never asked in the USMLE-why are you teaching it? usmle从来没有问过这个问题——你为什么要教它?

Canadian medical education journal Pub Date : 2023-11-08 eCollection Date: 2023-11-01 DOI: 10.36834/cmej.77411

Pathiyil Ravi Shankar

引用次数: 0