Implementing an interprofessional narrative medicine program in academic clinics: Feasibility and program evaluation
In this report, we describe the structure, feasibility, and a process-oriented program evaluation of a narrative medicine prog ram implemented in interprofessional team meetings in three academic primary care clinics. Program evaluation revealed that a year-long narrative medicine program with modest monthly exposure was feasible in academic clinical settings. Staff members expressed engagement and acceptability as well as support for ongoing implementation. Program success required administrative buy-in and sustainability may require staff training in narrative medicine. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - February 5, 2019 Category: Universities & Medical Training Source Type: research
Progressive research collaborations and the limits of soft power
This article shares how we developed and i mplemented the policy, experienced first-hand the limits of soft power, and it explicates some of the lessons learned. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - January 28, 2019 Category: Universities & Medical Training Source Type: research
Thanks to reviewers
(Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - January 22, 2019 Category: Universities & Medical Training Source Type: research
The Clinical Reasoning Mapping Exercise (CResME): a new tool for exploring clinical reasoning
DiscussionThe CResME is a promising tool to foster students’ clinical reasoning early in medical school. Research is needed on the implementation of the CResME as an instructional and assessment strategy for clinical reasoning throughout medical school training. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - January 21, 2019 Category: Universities & Medical Training Source Type: research
Design and evaluation of a clinical competency committee
DiscussionThe principles that were used to design the CCC meeting were feasible in practice. Structured discussions, based on data from multiple assessment tools and multiple perspectives, provided a broad outline of resident performance. Residency programs that wish to implement CCCs can build on our design principles and adjust the prototype to their particular context. When running a CCC, it is important to consider feedback that has been provided to a resident after the previous meeting and to evaluate whether it has improved the resident’s performance. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - January 17, 2019 Category: Universities & Medical Training Source Type: research
Development and validation of a health profession education-focused scholarly mentorship assessment tool
AbstractProblemPhD-trained researchers working in health professions education (HPE) regularly engage in one-on-one, or one-on-few, scholarly mentorship activities. While this work is often a formal expectation of these scientists’ roles, rarely is there formal institutional acknowledgement of this mentorship. In fact, there are few official means through which a research scientist can document the frequency or quality of the scholarly mentorship they provide.ApproachOutcomesThe STHPE assessment tool has appropriate psychometric properties and evidence supporting acceptability. It can be used to document areas of stre...
Source: Perspectives on Medical Education - January 10, 2019 Category: Universities & Medical Training Source Type: research
Problems of problem-based learning: Towards transformative critical pedagogy in medical education
AbstractProblem-based medical education is based in a biomedical worldview that works to entrench deterministic ways of thinking about socioculturally-influenced health disparities in the minds of medical trainees. This perspective paper considers the utility of Paolo Freire’s critical pedagogy as a means of redressing this issue, as it may enable medical learners to perceive and address the social sources of illness that shape their patients’ lives. With an eye to advancing health equity, and educating health professionals who are responsive to marginalized and vulnerable communities, this paper considers how a pr...
Source: Perspectives on Medical Education - January 10, 2019 Category: Universities & Medical Training Source Type: research
Giving feedback on others ’ writing
(Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - January 7, 2019 Category: Universities & Medical Training Source Type: research
Advice for authors from the editors of Perspectives on Medical Education
(Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - November 28, 2018 Category: Universities & Medical Training Source Type: research
Eliciting tacit knowledge: The potential of a reflective approach to video-stimulated interviewing
(Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - November 16, 2018 Category: Universities & Medical Training Source Type: research
Validity evidence for programmatic assessment in competency-based education
DiscussionThe current validation evidence provides cause for optimism regarding the explicit development and implementation of a program of assessment within CBE. The majority of the variance in scores appears to be student-related and reliable, supporting the psychometric properties as well as both formative and summative score applications. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - November 14, 2018 Category: Universities & Medical Training Source Type: research
Epic failure: Lessons learned from interprofessional faculty development
AbstractInterprofessional education (IPE) is now recognized as an important initiative to prepare the next generation of health providers. Although IPE has been embraced by many institutions, faculty development still remains an issue. In this manuscript, the authors share their story of one attempt to educate a variety of health science faculty on IPE in what was perceived as an approachable venue. The story of its epic failure and lessons learned will be shared to help others avoid similar pitfalls. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - November 13, 2018 Category: Universities & Medical Training Source Type: research
Students as stakeholders in assessment: how students perceive the value of an assessment
DiscussionStudents perceived the assessment as facilitating learning, providing ‘checkpoints’, and were disappointed when it did not meet their expectations regarding the purpose of assessment. If students perceive that results do not reflect their future performance in clinical environments, or do not align with their perceived purpose of assessment, the educational value of assessment may be limited. It is critical to understand when, and how students engage in interpreting and integrating assessment-generated feedback to ensure that assessment contributes positively to learning. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - November 12, 2018 Category: Universities & Medical Training Source Type: research
Reflecting on what? The difficulty of noticing formative experiences in the moment
ConclusionsThe course was successful in its key objectives. However, a key aspect of reflection, students noticing their own behaviour in the moment as something that needs to be reflected on, was challenging. Future research exploring the value of reflection as an intervention to redress the unwanted aspects of the hidden curriculum might focus on efforts to move th e students to explicitly explore the enculturation process in themselves. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - November 12, 2018 Category: Universities & Medical Training Source Type: research
Re-using questions in classroom-based assessment: An exploratory study at the undergraduate medical education level
DiscussionThe results from our study suggest that using an item three times or more within a short time span may cause a significant risk to its psychometric properties and consequently to the quality of the examination. Pooling items from different institutions or the recourse to automatic generated items could offer a greater pool of questions to administrators and faculty members whi le limiting the re-use of questions within a short time span. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - November 12, 2018 Category: Universities & Medical Training Source Type: research
