Challenges for conducting and teaching handovers as collaborative conversations: an interview study at teaching ICUs
DiscussionOur findings add to the growing case for the education of handovers in complex settings to involve more than information transfers. As residents gain experience, training should be gradually shifted towards more fluid and adaptable approaches to the handover and residents ’ ability to engage in joint reflections and discussions. Challenges for engaging in such interactions need to be alleviated, in order to allow the redefinition of handovers as potential sources of safety and learning, rather than error. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - September 5, 2018 Category: Universities & Medical Training Source Type: research
Fostering medical students ’ lifelong learning skills with a dashboard, coaching and learning planning
This study examines students’ experience with a performance dashboard, longitudinal coaching, an d structured time for goal-setting.MethodsFocus groups with first-year medical students explored performance dashboard usage, coaching and learning planning. We analyzed findings using thematic analysis. Results informed development of a 29-item survey rated strongly disagree (1) to strongly agree (5) to investigate experience with the dashboard, coaching and learning goals program. The survey was distributed to one first-year medical student class. We performed descriptive statistics and factor analysis.ResultsIn three ...
Source: Perspectives on Medical Education - September 5, 2018 Category: Universities & Medical Training Source Type: research
Workplace mentoring of residents in generic competencies by an independent coach
In this study, the residents’ experiences with the mentoring program were evaluated.MethodsAfter an introductory session in which individual learning goals were established, pulmonology residents received at least six, 60 –90-minute, individual, mentoring sessions largely consisting of feedback after being observed during daily clinical activities, over a period of 9 months. The residents’ experiences with mentoring were explored through in-depth interviews followed by a qualitative content analysis.ResultsFrom March to November 2016, ten residents in pulmonology completed the program. Despite initial scepticism, ...
Source: Perspectives on Medical Education - September 5, 2018 Category: Universities & Medical Training Source Type: research
End-of-life care in the Dutch medical curricula
DiscussionOur study shows that ELC is currently insufficiently mentioned in the national blueprint and that none of the faculties fully integrated ELC as a part of their compulsory medical curricula. To improve ELC education, we recommend the Dutch Federation of University Medical Centres to add the five ELC domains to the national blueprint and we recommend the medical faculties to review their curricula and offer a separate and compulsory course o n ELC to prepare their students for their future medical practice. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - September 5, 2018 Category: Universities & Medical Training Source Type: research
Challenges for conducting and teaching handovers as collaborative conversations: an interview study at teaching ICUs
DiscussionOur findings add to the growing case for the education of handovers in complex settings to involve more than information transfers. As residents gain experience, training should be gradually shifted towards more fluid and adaptable approaches to the handover and residents ’ ability to engage in joint reflections and discussions. Challenges for engaging in such interactions need to be alleviated, in order to allow the redefinition of handovers as potential sources of safety and learning, rather than error. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - September 5, 2018 Category: Universities & Medical Training Source Type: research
Fostering medical students ’ lifelong learning skills with a dashboard, coaching and learning planning
This study examines students’ experience with a performance dashboard, longitudinal coaching, an d structured time for goal-setting.MethodsFocus groups with first-year medical students explored performance dashboard usage, coaching and learning planning. We analyzed findings using thematic analysis. Results informed development of a 29-item survey rated strongly disagree (1) to strongly agree (5) to investigate experience with the dashboard, coaching and learning goals program. The survey was distributed to one first-year medical student class. We performed descriptive statistics and factor analysis.ResultsIn three ...
Source: Perspectives on Medical Education - September 5, 2018 Category: Universities & Medical Training Source Type: research
Workplace mentoring of residents in generic competencies by an independent coach
In this study, the residents’ experiences with the mentoring program were evaluated.MethodsAfter an introductory session in which individual learning goals were established, pulmonology residents received at least six, 60 –90-minute, individual, mentoring sessions largely consisting of feedback after being observed during daily clinical activities, over a period of 9 months. The residents’ experiences with mentoring were explored through in-depth interviews followed by a qualitative content analysis.ResultsFrom March to November 2016, ten residents in pulmonology completed the program. Despite initial scepticism, ...
Source: Perspectives on Medical Education - September 5, 2018 Category: Universities & Medical Training Source Type: research
End-of-life care in the Dutch medical curricula
DiscussionOur study shows that ELC is currently insufficiently mentioned in the national blueprint and that none of the faculties fully integrated ELC as a part of their compulsory medical curricula. To improve ELC education, we recommend the Dutch Federation of University Medical Centres to add the five ELC domains to the national blueprint and we recommend the medical faculties to review their curricula and offer a separate and compulsory course o n ELC to prepare their students for their future medical practice. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - September 5, 2018 Category: Universities & Medical Training Source Type: research
Future physician-scientists: could we catch them young? Factors influencing intrinsic and extrinsic motivation for research among first-year medical students
DiscussionAll factors play an important role in intrinsic and, to a lesser extent, extrinsic motivation for research. First-year medical students’ motivation for research could be enhanced by stimulating positive self-efficacy beliefs, positive perceptions of research, and curiosity. Also, it is important to fulfil students’ needs for challenge by stimulating them to actively conduct research. Thus, to catch students young and cultivate physician-scientists, students should be stimulated to engage in research from the beginning of medical training. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - August 1, 2018 Category: Universities & Medical Training Source Type: research
#MedEd: exploring the relationship between altmetrics and traditional measures of dissemination in health professions education
This study examines the relationship between altmetric s and traditional measures: journal article citations and access counts.MethodsThe researchers queried Web of Science and Altmetric Explorer for articles published in HPE journals between 2013 –2015. They identified 2,486 articles with altmetrics. Data were analyzed using negative binomial and linear regression models.ResultsBlogging was associated with the greatest increase in citations (13% increase), whereas Tweets (1.2%) and Mendeley (1%) were associated with smaller increases. Journal impact factor (JIF) was associated with a 21% increase in citations. Publicl...
Source: Perspectives on Medical Education - August 1, 2018 Category: Universities & Medical Training Source Type: research
Context and clinical reasoning
DiscussionThe presence of contextual factors appeared to impact clinical reasoning performance in medical students. The data suggest that a contextual factor can be innate to the clinical scenario, consistent with situated cognition theory. These findings build upon our understanding of clinical reasoning performance from both a theoretical and practical perspective. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - August 1, 2018 Category: Universities & Medical Training Source Type: research
Expressive instructions: ethnographic insights into the creativity and improvisation entailed in teaching physical skills to medical students
This article examines how creativity and improvisation play out in the ways teachers give ‘expressive instructions’ to medical students when teaching physical skills.MethodsEthnographic fieldwork was conducted in a medical school in Maastricht, the Netherlands, with first, second and third year students learning physical examination skills. Over 230 h of fieldwork was conducted in the Skills Lab, including 34 tutorials of 1.5 h duration, with 11 different teachers and over 500 students. Patterns found in the fieldnotes were thematically analyzed using an inductive approach, drawing on sociological theories of c...
Source: Perspectives on Medical Education - August 1, 2018 Category: Universities & Medical Training Source Type: research
The international health elective: a stepping stone for tomorrow’s global surgeons and anaesthetists
(Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - August 1, 2018 Category: Universities & Medical Training Source Type: research
Applying four-component instructional design to develop a case presentation curriculum
AbstractMedical students must gain proficiency with the complex skill of case presentations, yet current approaches to instruction are fragmented and often informal, resulting in suboptimal transfer of this skill into clinical practice. Whole task approaches to learning have been proposed to teach complex skill development. The authors describe a longitudinal case presentation curriculum developed using a whole task approach known as four-component instructional design (4-C/ID). 4‑C/ID is based on cognitive psychology theory, and carefully attends to titrating a learner’s cognitive load, aiming to always keep stude...
Source: Perspectives on Medical Education - August 1, 2018 Category: Universities & Medical Training Source Type: research
Teaching clinical skills in the theatre of medicine
(Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - August 1, 2018 Category: Universities & Medical Training Source Type: research
