Canadian medical education journal最新文献_第9页

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":"15 4","pages":"28-39"},"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

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":"15 4","pages":"63-75"},"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

[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":"15 4","pages":"15-27"},"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

The impact of systematically repairing multiple choice questions with low discrimination on assessment reliability: an interrupted time series analysis. 系统修复低区分度选择题对评估可靠性的影响：间断时间序列分析。

Canadian medical education journal Pub Date : 2024-07-12 eCollection Date: 2024-07-01 DOI: 10.36834/cmej.77596

Janeve Desy, Adrian Harvey, Sarah Weeks, Kevin D Busche, Kerri Martin, Michael Paget, Christopher Naugler, Kevin McLaughlin

{"title":"The impact of systematically repairing multiple choice questions with low discrimination on assessment reliability: an interrupted time series analysis.","authors":"Janeve Desy, Adrian Harvey, Sarah Weeks, Kevin D Busche, Kerri Martin, Michael Paget, Christopher Naugler, Kevin McLaughlin","doi":"10.36834/cmej.77596","DOIUrl":"10.36834/cmej.77596","url":null,"abstract":"At our centre, we introduced a continuous quality improvement (CQI) initiative during academic year 2018-19 targeting for repair multiple choice question (MCQ) items with discrimination index (D) < 0.1. The purpose of this study was to assess the impact of this initiative on reliability/internal consistency of our assessments. Our participants were medical students during academic years 2015-16 to 2020-21 and our data were summative MCQ assessments during this time. Since the goal was to systematically review and improve summative assessments in our undergraduate program on an ongoing basis, we used interrupted time series analysis to assess the impact on reliability. Between 2015-16 and 2017-18 there was a significant negative trend in the mean alpha coefficient for MCQ exams (regression coefficient -0.027 [-0.008, -0.047], p = 0.024). In the academic year following the introduction of our initiative (2018-19) there was a significant increase in the mean alpha coefficient (regression coefficient 0.113 [0.063, 0.163], p = 0.010) which was then followed by a significant positive post-intervention trend (regression coefficient 0.056 [0.037, 0.075], p = 0.006). In conclusion, our CQI intervention resulted in an immediate and progressive improvement reliability of our MCQ assessments.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"15 3","pages":"52-56"},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11302750/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903807","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

Educational approaches for social accountability in health professions training: a scoping review protocol. 卫生专业培训中的社会责任教育方法：范围界定审查协议。

Canadian medical education journal Pub Date : 2024-07-12 eCollection Date: 2024-07-01 DOI: 10.36834/cmej.78911

Marco Zaccagnini, Erin Cameron, Roger Strasser, Saleem Razack, Tim Dubé

引用次数: 0

Large language models in medical education: new tools for experimentation and discovery. 医学教育中的大型语言模型：实验和发现的新工具。

Canadian medical education journal Pub Date : 2024-07-12 eCollection Date: 2024-07-01 DOI: 10.36834/cmej.78879

Akshay Rajaram

引用次数: 0

Centring equity in medicine: pushback to challenging power. 以医学公平为中心：挑战权力的回击。

Canadian medical education journal Pub Date : 2024-07-12 eCollection Date: 2024-07-01 DOI: 10.36834/cmej.78848

Arundhati Dhara, Ritika Goel, Saroo Sharda

引用次数: 0

Walk with a Future Doc program allows Canadian medical students to promote physical activity and health education in local communities. 与未来医生同行 "计划允许加拿大医科学生在当地社区推广体育活动和健康教育。

Canadian medical education journal Pub Date : 2024-07-12 eCollection Date: 2024-07-01 DOI: 10.36834/cmej.77055

Taylor M Wilson, Olga Theou, Myles W O'Brien

引用次数: 0

Harnessing Artificial Intelligence's potential in undergraduate medical education: an analysis of application and implication. 利用人工智能在本科医学教育中的潜力：应用和影响分析。

Canadian medical education journal Pub Date : 2024-07-12 eCollection Date: 2024-07-01 DOI: 10.36834/cmej.78483

Candelaria Aristizabal Londono, Chun Huang, Garson Chan

引用次数: 0

What do we know about Objective Structured Clinical Examination in Sport and Exercise Medicine? A scoping review. 我们对运动与锻炼医学客观结构化临床检查了解多少？范围审查。

Canadian medical education journal Pub Date : 2024-07-12 eCollection Date: 2024-07-01 DOI: 10.36834/cmej.77841

Reem El Sherif, Ian Shrier, Pierre Paul-Tellier, Charo Rodriguez

{"title":"What do we know about Objective Structured Clinical Examination in Sport and Exercise Medicine? A scoping review.","authors":"Reem El Sherif, Ian Shrier, Pierre Paul-Tellier, Charo Rodriguez","doi":"10.36834/cmej.77841","DOIUrl":"10.36834/cmej.77841","url":null,"abstract":"Background and objectives: Despite the importance of the Objective Structured Clinical Examination (OSCE) in Sport and Exercise Medicine, the literature on the topic is fragmented and has been poorly developed. The goal of this review was to map current knowledge about how the OSCE is used in Sport and Exercise Medicine, and to identify knowledge gaps for future research.Method: The authors conducted a scoping review. They searched PubMed and Scopus for articles using key terms related to 'OSCE' and 'sport medicine' with no limit on search start date and up to July 2022. Retrieved records were imported, abstracts were screened, and full-text articles were reviewed. A forward and backward citation tracking was conducted. Data was extracted and a qualitative meta-summary of the studies was conducted.Results: A total of 469 records were screened, and 22 studies were included. The objectives of the studies included using OSCEs to assess knowledge/skills after a training program (n = 11), to assess an intervention (n = 8), and to assess and improve the OSCE itself (n = 3). Thirteen studies reported validity and/or reliability of the OSCE.Conclusion: Despite the widespread use of OSCEs in the examination of Sport and Exercise Medicine trainees, only a handful of scholarly works have been published. More research is needed to support the use of OSCE in Sport and Exercise Medicine for its initial purpose. We highlight avenues for future research such as assessing the need for a deeper exploration of the relationship between candidate characteristics and OSCE scores.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"15 3","pages":"57-72"},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11302755/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903810","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