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Exploring Faculty Perceptions of Competency-Based Medical Education and Assessing Needs for Implementation in Obstetrics and Gynaecology Residency.
CONCLUSION: To facilitate the transition to CBME, institutions may need to consider establishing faculty training programs and implementing systemic change aimed at addressing faculty needs and barriers during this fundamental shift in the structure of residency training. PMID: 31882283 [PubMed - as supplied by publisher]
Source: Journal of Obstetrics and Gynaecology Canada : JOGC - December 30, 2019 Category: OBGYN Tags: J Obstet Gynaecol Can Source Type: research

“The storm has arrived”: the impact of SARS-CoV-2 on medical students
AbstractIn a  few weeks, the global community has witnessed, and for some of us experienced first-hand, the human costs of the COVID-19 pandemic. There is incredible variability in how countries are choosing to thwart the disease’s outbreak, sparking intense discussions around what it means to teach and learn in the era of COVID-19, and more specifically, the role medical students play in the midst of the pandemic. A multi-national and multi-institutional group made up of a dedicated medical student from Austria, passionate clinicians and educators from Switzerland, and a PhD scientist involved in Me dical Education ...
Source: Perspectives on Medical Education - May 25, 2020 Category: Universities & Medical Training Source Type: research

Essential yet Ill-defined: leadership roles to support fourth-year medical students in pediatrics
CONCLUSIONS: As specialty-specific experiences have grown in the fourth year of medical school, there is an increasing demand for faculty leadership separate from direction of the pediatric clerkship. In this national survey, pediatric educators expressed a need for additional protected time to lead fourth-year specific activities. Similar findings in other disciplines would support advocating for more protected time and expanded roles for specialty-specific fourth-year directors nationally.PMID:34232843 | DOI:10.1080/10872981.2021.1950108
Source: Medical Education Online - July 7, 2021 Category: Universities & Medical Training Authors: Molly Rideout Marie Dawlett Jennifer Plant Maribeth Chitkara Jennifer L Trainor Source Type: research

From distress to detachment: exploring how providing care for stigmatized patients influences the moral development of medical trainees
AbstractIn acute hospital settings, medical trainees are often confronted with moral challenges and negative emotions when caring for complex and structurally vulnerable patients. These challenges may influence the long term moral development of medical trainees and have significant implications for future clinical practice. Despite the importance of moral development to medical education, the topic is still relatively under-explored. To gain a deeper understanding of moral development in trainees, we conducted a qualitative exploration of how caring for a stigmatized population influences their moral development. Data wer...
Source: Advances in Health Sciences Education - May 29, 2022 Category: Universities & Medical Training Source Type: research

Patients ’ perspectives on their motivations for participating in non-clinical medical teaching and what they gain from their experience: a qualitative study informed by critical theory
AbstractIn 2019 –2021, we engaged in a project aimed at developing, implementing, and evaluating an educational intervention actively involving patient-teachers in undergraduate medical education at Université Laval, Quebec, Canada. Patient-teachers were invited to participate in small group discussion workshops during which medical students deliberate on legal, ethical, and moral issues arising from medical practice. Patients were expected to bring other perspectives, based on their experience with illness and the healthcare system. Little is still known about patients’ perspectives on their participati on experience...
Source: Advances in Health Sciences Education - June 29, 2023 Category: Universities & Medical Training Source Type: research

Equity, diversity, and …exclusion? A national mixed methods study of “belonging” in Canadian undergraduate medical education
AbstractEquity, diversity, and inclusion remain a prominent focus in medical schools, yet the phenomenon of “belonging” has arguably been overlooked. Little is known regarding how belonging is experienced by medical students from groups that face systemic oppression and exclusion. We employed a sequential explanatory mixed methods design to explore how students from equity-deserving groups (EDGs) expe rience belonging during medical school, including those who are women, racialized, Indigenous, disabled, and 2SLGBTQIA+. First, we conducted a national cross-sectional survey of medical students (N = 480) measuring fo...
Source: Advances in Health Sciences Education - August 10, 2023 Category: Universities & Medical Training Source Type: research

East meets West: Shadow coaching to support online reflective practice
ConclusionsOur project describes a  novel tool using shadow coaching for faculty development for a cross-cultural partnership. Similar approaches can be utilized for culturally-sensitive long-distance faculty development.
Source: Perspectives on Medical Education - October 25, 2018 Category: Universities & Medical Training Source Type: research

The Impact of a National Competency-Based Medical Education Initiative in Family Medicine
Conclusions Triple C has been successfully implemented across Canada but in differing ways and with different impacts.
Source: Academic Medicine - November 29, 2018 Category: Universities & Medical Training Tags: Research Reports Source Type: research

Seeking coherence between ‘mobile learning’ applications and the everyday lives of medical residents
DiscussionAn emphasis on coherence between self-directed learning and externally dictated learning provides a  framework for understanding the relationship between users and mobile-learning technology. This framework can guide the design, implementation and evaluation of learning interventions for healthcare professionals and learners.
Source: Perspectives on Medical Education - June 6, 2019 Category: Universities & Medical Training Source Type: research

The sensemaking narratives of scientists working in health professions education scholarship units: The Canadian experience
DiscussionRespondents ’ narrative revealed a mismatch between the value they associated with teaching- and service-related pursuits, and the value the institution associated with those pursuits. Participants indicated a need to reconceptualize the institutional value associated with these endeavors.
Source: Perspectives on Medical Education - May 10, 2020 Category: Universities & Medical Training Source Type: research

Clinical Learning, Didactic Education, and Research Experiences of Radiation Oncology Resident Physicians in Canada
AbstractChanges in the field of radiation oncology (RO) impacts residency training. Assessing trainee experiences is essential to inform curriculum development. We aim to explore gaps and strengths in current Canadian RO training, as we move towards competency-based medical education (CBME). An online survey was distributed to residents at all Canadian RO training programs. Surveys consisted of 66 open-ended, Likert-scale, matrix-style, and multiple-choice questions, and assessed clinical exposure, didactic teaching, professional relationships, and research experiences. Statistics were calculated from anonymized, aggregate...
Source: Journal of Cancer Education - July 3, 2020 Category: Cancer & Oncology Source Type: research

The unintentional effects on body donation programs of a competency ‐based curriculum in post‐graduate medical education
AbstractAs medical programs place increasing importance on competency ‐based training and surgical simulations for residents, anatomy laboratories and body donation programs find themselves in a position of adapting to changing demands. To better assess the demand for “life‐like” cadaveric specimens and evaluate the possible impacts that competency‐based med ical education could have upon the body donation program of McGill University, Canada, the authors tracked, over the course of the last ten years, the number of soft‐embalmed specimens, along with the number of teaching sessions and the residents enrolled i...
Source: Anatomical Sciences Education - November 5, 2020 Category: Anatomy Authors: Geoffroy P.J.C. No ël, Joseph Dubé, Gabriel Venne Tags: SHORT COMMUNICATION Source Type: research