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Cultural competence in medical education: aligning the formal, informal and hidden curricula
In conclusion, we suggest that without congruence between formal, informal and hidden curricula, approaches to addressing disparity in health care outcomes in medical education may continue to represent reform without change.
Source: Advances in Health Sciences Education - November 5, 2014 Category: Universities & Medical Training Source Type: research

Comparison of performance in a four year graduate entry medical programme and a traditional five/six year programme
Conclusions: We have shown for the first time in Ireland, that graduate-entry students perform at least as well, or even better, than a corresponding undergraduate-entry group. Moreover, having a scientific background on entry to the GEP confers no advantage in final assessments. These data provide evidence of the viability of the graduate entry route into medical education in Ireland.
Source: BMC Medical Education - December 10, 2014 Category: Universities & Medical Training Authors: Annette ByrneRichard ArnettTom FarrellSeamus Sreenan Source Type: research

Reliability of the Interprofessional Collaborator Assessment Rubric (ICAR) in Multi Source Feedback (MSF) with Post-Graduate Medical Residents
Conclusion: The study findings suggest that the use of the modified ICAR in a MSF assessment process could be a feasible and reliable assessment approach to providing formative feedback to post-graduate medical residents on collaborator competencies.
Source: BMC Medical Education - December 31, 2014 Category: Universities & Medical Training Authors: Mark HaywardVernon CurranBryan CurtisHenry SchulzSean Murphy Source Type: research

How students experience and navigate transitions in undergraduate medical education: an application of Bourdieu’s theoretical model
Abstract Using Bourdieu’s theoretical model as a lens for analysis, we sought to understand how students experience the undergraduate medical education (UME) milieu, focusing on how they navigate transitions from the preclinical phase, to the major clinical year (MCY), and to the preparation for residency phase. Twenty-two medical students participated in this longitudinal case study. Students had similar preclinical and post-MCY experiences but different MCY experiences (rotational vs. longitudinal tracks). We interviewed students every 6 months in the preclinical phase, mid-way through MCY, and 7–8 months ...
Source: Advances in Health Sciences Education - January 30, 2015 Category: Universities & Medical Training Source Type: research

The binding study advice in medical education: a 2-year experience
Abstract To improve the effectiveness of higher education, Dutch universities implemented the binding study advice at medical faculties. Accordingly, medicine students of Radboud University need to gain ≥ 42 out of 60 European Credit Transfer System (ECTS) credits to obtain a positive binding study advice and to continue their study programme. In case of a negative advice, the student is obliged to terminate the study, and he/she cannot register for the same study programme in the Netherlands within the next three years. The purpose of this manuscript is to evaluate the effect of implementation of the binding ...
Source: Perspectives on Medical Education - February 5, 2015 Category: Universities & Medical Training Source Type: research

Clinician-educators in emerging graduate medical education systems: description, roles and perceptions
Conclusions In the GME systems studied, CEs, regardless of country or programme, report working in environments that value clinical productivity over educational efforts. CEs feel competent and prepared for many aspects of their roles, have positive attitudes towards teaching, and report overall job satisfaction, with most likely to remain in academic medicine. As medical training advances internationally, the impact on and by CEs requires ongoing attention.
Source: Postgraduate Medical Journal - December 16, 2015 Category: Journals (General) Authors: Ibrahim, H., Stadler, D. J., Archuleta, S., Shah, N. G., Bertram, A., Chandrasekhar Nair, S., Alkhal, A., Ali Al-Mohammed, A., Cofrancesco, J. Tags: Original article Source Type: research

Integrating Quality Improvement With Graduate Medical Education: Lessons Learned From the AIAMC National Initiatives
This article describes the National Initiatives (NIs) and the reflections of NI participants, including their reflections on the goals they set for integrating GME with QI, the barriers they encountered along the way, and their advice to others beginning the challenge. These reflections provide some insight into the pathways of promoting organizational change and offer practical insight and inspiring advice for others embarking on the journey.
Source: American Journal of Medical Quality - April 28, 2016 Category: Health Management Authors: Blanchard, R. D., Pierce-Boggs, K., Visintainer, P. F., Hinchey, K. T. Tags: Articles Source Type: research

Weighing the cost of educational inflation in undergraduate medical education
AbstractDespite the fact that the length of medical school training has remained stable for many years, the expectations of graduating medical students (and the schools that train them) continue to increase. In thisReflection, the authors discuss motives for educational inflation and suggest that these are likely innocent, well-intentioned, and subconscious —and include both a propensity to increase expectations of ourselves and others over time, and a reluctance to reduce training content and expectations. They then discuss potential risks of educational inflation, including reduced emphasis on core knowledge and clinic...
Source: Advances in Health Sciences Education - August 22, 2016 Category: Universities & Medical Training Source Type: research

Perspectives on the changing healthcare system: teaching systems-based practice to medical residents.
Conclusion The course, entitled Perspectives on the Changing Healthcare System (POCHS) and its evaluation process support that systems-based practice is crucial to residency education. The course is designed not only to educate residents about the current health care system but also to enable them to think critically about the risk and benefits of the changes. POCHS provides a framework for teaching and assessing this competency and can serve as a template for other residency programs looking to create or restructure their SBP curriculum. PMID: 28166011 [PubMed - in process]
Source: Medical Education Online - February 9, 2017 Category: Universities & Medical Training Tags: Med Educ Online Source Type: research

A Multicenter Prospective Comparison of the Accreditation Council for Graduate Medical Education Milestones: Clinical Competency Committee vs. Resident Self-Assessment
The Accreditation Council for Graduate Medical Education requires accredited residency programs to implement competency-based assessments of medical trainees based upon nationally established Milestones. Clinical competency committees (CCC) are required to prepare biannual reports using the Milestones and ensure reporting to the Accreditation Council for Graduate Medical Education. Previous research demonstrated a strong correlation between CCC and resident scores on the Milestones at 1 institution.
Source: Journal of Surgical Education - June 27, 2017 Category: Surgery Authors: Ryan S. Watson, Andrew J. Borgert, Colette T. O ׳Heron, Kara J. Kallies, Richard A. Sidwell, John D. Mellinger, Amit R. Joshi, Joseph M. Galante, Lowell W. Chambers, Jon B. Morris, Robert K. Josloff, Marc L. Melcher, George M. Fuhrman, Kyla P. Terhune, L Tags: Original reports Source Type: research

GP recruitment and medical education: part of the solution?
Authors: Jones R Abstract The current crisis in recruitment to general practice in the U.K. is likely, in part, to be caused by students' and recent graduates' negative perceptions of this career choice, perceptions which may have their roots in their experiences of general practice teaching and the effect of the 'hidden curriculum' in medical schools. There is some evidence that the expansion of the contribution of general practice in medical school curricula has stalled, and may even be shrinking, and of the diminishing visibility of general practice departments. Coupled with negative media and professional perce...
Source: Education for Primary Care - August 25, 2017 Category: Primary Care Tags: Educ Prim Care Source Type: research

Socially accountable medical education strengthens community health services
ConclusionsThe presence of SAHPE medical graduates or interns in Philippine communities significantly strengthens many recommended core elements of child and maternal health services irrespective of existing income constraints, and is associated with positive child health outcomes.
Source: Medical Education - December 20, 2017 Category: Universities & Medical Training Authors: Torres Woolley, Servando D Halili, Jusie ‐Lydia Siega‐Sur, Fortunato L Cristobal, Carole Reeve, Simone J Ross, Andre‐Jacques Neusy Tags: Research Paper Source Type: research

Is it a match? a novel method of evaluating medical school success.
CONCLUSIONS: This study describes a novel outcomes-based method of evaluating the success of UME programs. Results provided useful feedback about the quality of our UME program and its ability to produce graduates who match in highly-regarded GME programs. The findings from this study can benefit Clerkship Directors, Student Affairs and Curriculam Deans, and residency PTDs as they help students determine their competitiveness forspecialties and specific residency programs. PMID: 29436292 [PubMed - in process]
Source: Medical Education Online - February 15, 2018 Category: Universities & Medical Training Tags: Med Educ Online Source Type: research

Unexpected result of competency-based medical education: 9-year application trends to enhanced skills programs by family medicine residents at a single institution in Canada.
Authors: Binczyk NM, Babenko O, Schipper S, Ross S Abstract In Canada, family physicians may pursue extended training for added competence in areas such as Palliative Care or Emergency Medicine by applying to Enhanced Skills (ES) programmes. Despite the increasing popularity of ES programmes, there are no studies that examine trends in applications to ES programmes before and after the introduction of family medicine focused competency-based curricula at individual universities. Additionally, there is a scarcity of research examining factors common among applicants to ES programmes. We undertook a retrospective obs...
Source: Education for Primary Care - February 14, 2019 Category: Primary Care Tags: Educ Prim Care Source Type: research

Hospital Annual Delivery Volume and Presence of Graduate Medical Education Influence Mode of Delivery after Stillbirth.
CONCLUSIONS: Annual hospital delivery volumes and residency teaching programs in obstetrics influence the mode of delivery in the management of stillbirth. Advancing gestational age, Black race, and parity are associated with an increased risk of cesarean delivery after stillbirth. PMID: 33263130 [PubMed - in process]
Source: Southern Medical Journal - December 4, 2020 Category: General Medicine Tags: South Med J Source Type: research