“Languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions
AbstractWhile subjective judgment is recognized by the health professions education literature as important to assessment, it remains difficult to carve out a formally recognized role in assessment practices for personal experiences, gestalts, and gut feelings. Assessment tends to rely on documentary artefacts—like the forms, standards, and policies brought in under competency-based medical education, for example—to support accountability and fairne ss. But judgment is often tacit in nature and can be more challenging to surface in explicit (and particularly written) form. What is needed is a nuanced approach to the...
Source: Perspectives on Medical Education - September 14, 2020 Category: Universities & Medical Training Source Type: research
Driving lesson or driving test?
AbstractAlthough there is consensus in the medical education world that feedback is an important and effective tool to support experiential workplace-based learning, learners tend to avoid the feedback associated with direct observation because they perceive it as a high-stakes evaluation with significant consequences for their future. The perceived dominance of the summative assessment paradigm throughout medical education reduces learners’ willingness to seek feedback, and encourages supervisors to mix up feedback with provision of ‘objective’ grades or pass/fail marks. This eye-opener article argues that the pro...
Source: Perspectives on Medical Education - September 8, 2020 Category: Universities & Medical Training Source Type: research
Harmony or dissonance? The affordances of palliative care learning for emerging professional identity
ConclusionFindings highlight how individual factors interplay with interpersonal and structural conditions in the workplace in dynamic and emergent ways that may support or constrain the emergence of professional identity. Viewing learning as a process of becoming allows teachers, curriculum developers and administrators to appreciate the complexity and importance of the interplay between the individual and the workplace affordances to create environments that nurture professional identity for palliative care practice. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - August 26, 2020 Category: Universities & Medical Training Source Type: research
Transition to multiple mini interview (MMI) interviewing for medical school admissions
DiscussionBased on our experience, the use of a hybrid model of traditional interviews complemented with MMI stations provided greater details in the assessment of medical school applicants while obtaining equivalent data and acceptability amongst applicants. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - August 23, 2020 Category: Universities & Medical Training Source Type: research
Good practices in harnessing social media for scholarly discourse, knowledge translation, and education
DiscussionOur participants were able to share a number of key practices that are central to developing and sharing educational content via social media. The findings from the study may guide future practitioners seeking to enter the space. These good practices support professionals for effective engagement and knowledge translation without bein g harmed. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - August 19, 2020 Category: Universities & Medical Training Source Type: research
Group mentorship for undergraduate medical students —a systematic review
DiscussionGroup mentoring holds great potential for undergraduate medical education. However, the scientific literature on this genre is sparse. The findings indicate that group mentorship programs benefit from being longitudinal and mandatory. Ideally, they should provide opportunities throughout undergraduate medical education for regular meetings where discussions and personal reflection occur in a supportive environment. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - August 19, 2020 Category: Universities & Medical Training Source Type: research
The learning community faculty experience: how longitudinal relationships with learners enhance work meaning
DiscussionThe alignment of the themes we identified on the experience of learning community faculty to existing literature on work meaning corroborates the theoretical framework and deepens understanding of beneficial and harmful learning community effects on faculty. As learning communities become increasingly common within medical schools, this understanding may be important for leaders in academic medicine considering potential indirect benefits of this educational model. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - August 19, 2020 Category: Universities & Medical Training Source Type: research
Learner handover: Perspectives and recommendations from the front-line
DiscussionThe diverse opinions of, and recommendations for, learner handover highlight the necessity for handover to maximize learning potential while minimizing potential harms. Supervisors ’ suggestions for handover implementation reveal tensions between assessment-ofandfor-learning. (Source: Perspectives on Medical Education)
Source: Perspectives on Medical Education - August 17, 2020 Category: Universities & Medical Training Source Type: research
Learning from failure: how eliminating required attendance sparked the beginning of a medical school transformation
AbstractConcern about medical student attendance has been rising over the last decade. Thinking a required attendance policy would fix things, we instituted such a mandate in 2010 only to find that although students were present at lecture and other learning sessions they were disengaged. In addition, we experienced growing distrust between faculty and students and tensions between the Studen t Affairs and Curriculum offices. After five years, we dismantled the policy in favor of encouraged attendance. We discuss both positive and negative surprising consequences that followed this new approach to attendance which has r...
Source: Perspectives on Medical Education - August 16, 2020 Category: Universities & Medical Training Source Type: research
You can have both: Coaching to promote clinical competency and professional identity formation
AbstractCoaching is a critical tool to guide student development of clinical competency and formation of professional identity in medicine, two inextricably linked concepts. Because progress toward clinical competence is linked to thinking, acting and feeling like a physician, a coach’s knowledge about a learner’ s development of clinical skills is essential to promoting the learner’s professional identity formation. A longitudinal coaching program provides a foundation for the formation of coach-learner relationships built on trust. Trusting relationships can moderate the risk and vulnerability inherent in a...
Source: Perspectives on Medical Education - August 16, 2020 Category: Universities & Medical Training Source Type: research
The reliability characteristics of the REFLECT rubric for assessing reflective capacity through expressive writing assignments: A replication study
The objective of this replication work is to explore the reproducibility of the reliability characteristics presented by the REFLECT developers.MethodsFive raters evaluated narratives written by medical students and experienced clinicians using the REFLECT rubric. Reliability across rubric domains was determined via intraclass correlation coefficient and internal consistency was determined via Cronbach ’s alpha.ResultsIntraclass coefficients demonstrated poor reliability for ratings across all tool criteria (0.350 –0.452) including overall ratings of narratives (0.448). Moreover, the internal consistency between scale ...
Source: Perspectives on Medical Education - August 16, 2020 Category: Universities & Medical Training Source Type: research
A national strategy to engage medical students in otolaryngology-head and neck surgery medical education: the LearnENT ambassador program
AbstractBackgroundIn the realm of medical education, student-led ambassador programs represent an innovative approach to increase awareness about medical education resources. LearnENT is an internationally recognized otolaryngology-head and neck surgery (OHNS) smartphone app and website designed for medical trainees to learn about OHNS. However, upon the initial launch of the app, there was a lack of medical student awareness and engagement.ApproachIn this article, we highlight the process and lessons learned from developing an ambassador program to increase the national presence and uptake of LearnENT. Medical students ...
Source: Perspectives on Medical Education - August 13, 2020 Category: Universities & Medical Training Source Type: research
Considerations for using race and ethnicity as quantitative variables in medical education research
AbstractThroughout history, race and ethnicity have been used as key descriptors to categorize and label individuals. The use of these concepts as variables can impact resources, policy, and perceptions in medical education. Despite the pervasive use of race and ethnicity as quantitative variables, it is unclear whether researchers use them in their proper context. In this Eye Opener, we present the following seven considerations with corresponding recommendations, for using race and ethnicity as variables in medical education research: 1) Ensure race and ethnicity variables are used to address questions directly related...
Source: Perspectives on Medical Education - August 11, 2020 Category: Universities & Medical Training Source Type: research
Redesigning continuing professional development: Harnessing design thinking to go from needs assessment to mandate
AbstractBackgroundThe world of medicine is constantly changing, and with it the continuing professional development (CPD) needs of physicians. As the CPD landscape is shifting away from unidirectional delivery of knowledge through live large group learning (conferences) and is placing increased emphasis on new approaches for skills training not taught a decade ago, a new approach is needed.ApproachUsing design thinking techniques, we hosted a full-day retreat for emergency medicine stakeholders in Hamilton and the surrounding region. Prior to the retreat we collected medico-legal data on emergency physicians in our re...
Source: Perspectives on Medical Education - August 11, 2020 Category: Universities & Medical Training Source Type: research
Beyond right or wrong: More effective feedback for formative multiple-choice tests
This study investigates the influence of different forms of post-test feedback on retention and transfer of biomedical knowledge within a test-enhanced learning framework.Methods64 participants from a Canadian and an Australian medical school sat two single-best-answer formative multiple choice tests one week apart. We compared the effects of conceptually focused, response-oriented, and simple right/wrong feedback on a learner’s ability to correctly answer new (transfer) questions. On the first test occasion, participants received parent items with feedback, and then attempted items closely related (near transfer) ...
Source: Perspectives on Medical Education - August 11, 2020 Category: Universities & Medical Training Source Type: research
