Canadian medical education journal最新文献_第2页

Psychedelics in medicine - a call for educational action. 医学中的迷幻剂--呼吁采取教育行动。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI: 10.36834/cmej.78844

Daniel Shane, Matthew Cho, Sabrina Akhtar

引用次数: 0

Evolving, not maintaining: embracing the dynamic nature of physician competence. 不断发展，而非一成不变：拥抱医生能力的动态本质。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI: 10.36834/cmej.79362

Steven Bellemare, Guylaine Lefebvre, Valanci-Aroesty Sofia

引用次数: 0

Hiding in Canadian medicine. 隐藏在加拿大医学中

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI: 10.36834/cmej.79584

Gill Kazevman

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Patient safety: a flipped classroom curriculum for family medicine residents. 患者安全：针对全科住院医师的翻转课堂课程。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI: 10.36834/cmej.76071

Aaron Jattan, Roger Suss

引用次数: 0

A phenomenological study of resident and faculty experiences with learner engagement in the normalization of workplace-based assessment. 关于住院医师和教师在学习者参与基于工作场所的评估常态化过程中的经验的现象学研究。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI: 10.36834/cmej.76192

Melissa Mc Donald, Fiona Muir

{"title":"A phenomenological study of resident and faculty experiences with learner engagement in the normalization of workplace-based assessment.","authors":"Melissa Mc Donald, Fiona Muir","doi":"10.36834/cmej.76192","DOIUrl":"10.36834/cmej.76192","url":null,"abstract":"Background: Workplace-based assessments (WPBA) have become integral to learner-centred medical education. As previous research has linked learner engagement to WPBA implementation, this study explores residents' and faculty members' experiences with learner engagement in the normalisation of WPBA practice.Methods: Transcendental phenomenology was used as the qualitative approach, focusing on the participants' lived experiences. A semi-structured interview guide was used to interview five faculty members and five residents who had conducted WPBA. The interviews were transcribed and analysed using phenomenological data analysis.Results: Three themes were identified between learner engagement and WPBA conduct: (a) work environment, (b) roles and relationships, and (c) mutually beneficial teaching and learning. WPBA learner engagement occurred when participants interacted with each other and with the clinical setting to facilitate teaching and learning. Both participant groups reported a desire to participate in WPBA, but time constraints at times hindered participation. The residents indicated that WPBA improved their knowledge and admitted to experiencing negative emotions during the assessment. Overall, participants recognised the reciprocal benefits of WPBA participation for their professional development.Conclusion: The findings of the study suggest that learner engagement influences the use of WPBA. Consequently, it may be beneficial to consider the role of learner engagement to normalise WPBA application for teaching and learning in the clinical context.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11415731/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302369","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

Ongoing discussions on supporting medical students during a crisis. 持续讨论在危机期间为医科学生提供支持的问题。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI: 10.36834/cmej.79569

Sallie Han, Joyce Nyhof-Young

引用次数: 0

Emotional processing. 情感处理。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI: 10.36834/cmej.79696

Tarek Zieneldien, Janice Kim

引用次数: 0

Making judgments based on reported observations of trainee performance: a scoping review in Health Professions Education. 根据对受训人员表现的观察报告做出判断：卫生职业教育的范围界定审查。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI: 10.36834/cmej.75522

Patricia Blanchette, Marie-Eve Poitras, Audrey-Ann Lefebvre, Christina St-Onge

{"title":"Making judgments based on reported observations of trainee performance: a scoping review in Health Professions Education.","authors":"Patricia Blanchette, Marie-Eve Poitras, Audrey-Ann Lefebvre, Christina St-Onge","doi":"10.36834/cmej.75522","DOIUrl":"10.36834/cmej.75522","url":null,"abstract":"Background: Educators now use reported observations when assessing trainees' performance. Unfortunately, they have little information about how to design and implement assessments based on reported observations.Objective: The purpose of this scoping review was to map the literature on the use of reported observations in judging health professions education (HPE) trainees' performances.Methods: Arksey and O'Malley's (2005) method was used with four databases (sources: ERIC, CINAHL, MEDLINE, PsycINFO). Eligibility criteria for articles were: documents in English or French, including primary data, and initial or professional training; (2) training in an HPE program; (3) workplace-based assessment; and (4) assessment based on reported observations. The inclusion/exclusion, and data extraction steps were performed (agreement rate > 90%). We developed a data extraction grid to chart the data. Descriptive analyses were used to summarize quantitative data, and the authors conducted thematic analysis for qualitative data.Results: Based on 36 papers and 13 consultations, the team identified six steps characterizing trainee performance assessment based on reported observations in HPE: (1) making first contact, (2) observing and documenting the trainee performance, (3) collecting and completing assessment data, (4) aggregating assessment data, (5) inferring the level of competence, and (6) documenting and communicating the decision to the stakeholders.Discussion: The design and implementation of assessment based on reported observations is a first step towards a quality implementation by guiding educators and administrators responsible for graduating competent professionals. Future research might focus on understanding the context beyond assessor cognition to ensure the quality of meta-assessors' decisions.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11415737/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302377","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

An activity theory perspective on interprofessional teamwork in long-term care. 从活动理论角度看长期护理中的跨专业团队合作。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI: 10.36834/cmej.77484

Nicolas Fernandez, Nicolas Gulino

{"title":"An activity theory perspective on interprofessional teamwork in long-term care.","authors":"Nicolas Fernandez, Nicolas Gulino","doi":"10.36834/cmej.77484","DOIUrl":"10.36834/cmej.77484","url":null,"abstract":"Background: Teamwork in healthcare is shaped by reciprocal interactions among individual team members and their clinical context. Cultural Historical Activity Theory (CHAT) provides a framework to study teamwork from a developmental perspective. We observed interactions between members of an Interprofessional Healthcare Team (IHT) to identify practical guidelines for educators.Method: Three Health Care Providers (HCPs) with more than 22-years' experience in a semi-urban LTC facility participated. We video-recorded two regular IHT meetings and selected excerpts for subsequent video-recall interviews. The excerpts were shown and discussed first with each team member, then with members in pairs and finally with all members reunited. We prompted participants to explain what was happening on the videos. All interviews were recorded, transcribed, and analyzed using CHAT's unit of analysis based on Activity Systems.Findings: We observed contradictions within the Activity Systems involving diverging views on outcomes of enhancing or maintaining quality of life; using non-traditional tools and spaces to sustain resident mobility; safeguarding community and patient safety despite time constraints and job titles, and unease for being paid to perform unconventional interventions. The contradictions have been grouped into three themes reflecting the Activity Systems: 1) enhancing versus maintaining quality of life; 2) improvising to achieve care goals; and 3) role fluidity.Discussion: Our findings show that practical goal-oriented and contextual adaptations rely heavily on improvisation and dialogue. Educating HCPs for interprofessional teamwork should focus on developing situational awareness to foster continuous adaptation of disciplinary interventions.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11415730/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302370","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

[Agency: occupational therapists' perspectives on their sense of competence and their skills following training]. [机构：职业治疗师对其能力感和培训后技能的看法]。

Canadian medical education journal Pub Date : 2024-08-29 eCollection Date: 2024-08-01 DOI: 10.36834/cmej.78346

Annie Carrier, Alexandra Éthier, Michaël Beaudoin, Anne Hudon, Denis Bédard, Emmanuelle Jasmin, Étienne Lavoie-Trudeau, France Verville

{"title":"[Agency: occupational therapists' perspectives on their sense of competence and their skills following training].","authors":"Annie Carrier, Alexandra Éthier, Michaël Beaudoin, Anne Hudon, Denis Bédard, Emmanuelle Jasmin, Étienne Lavoie-Trudeau, France Verville","doi":"10.36834/cmej.78346","DOIUrl":"10.36834/cmej.78346","url":null,"abstract":"Context: To tackle the systemic injustices experienced by people in vulnerable situations, occupational therapists' agency, i.e. their power to act, is necessary. However, occupational therapists feel ill-equipped to exercise this power, and would like to develop their skills. The general aim of this research was therefore to document occupational therapists' perception of their skills before and after agency training.Methods: We used a mixed sequential explanatory design, comprising a quantitative component consisting of a pre- and post-training self-administered questionnaire and a descriptive qualitative component with group interviews.Results: A total of 103 occupational therapists completed the training between January 19 and October 19, 2019. Their sense of competence improved, especially for those with no prior training in agency. The skills perceived as having developed the most corresponded to the skills deemed a priority for development, namely effective communication, intentional collaboration, and observation and analysis. On the other hand, occupational therapists emphasized that they had not mastered the exercise of these skills in a real-life context.Conclusion: Although continuing education is one way of improving the skills needed to exercise agency, questions remain as to the optimal modalities for ensuring their full and lasting development.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11415748/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302367","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