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On Triggering and Being Triggered: Civil Society and Building Brave Spaces in Medical Education
Teach Learn Med. 2021 Feb 26:1-7. doi: 10.1080/10401334.2021.1887740. Online ahead of print.ABSTRACTHow educators should respond to student reports of intense emotional reactions to curricular content-i.e., being triggered-invites intense debate. There are claims of insensitivity on one side and calls to "toughen up" on the other. These polemics aside, such instances sometimes represent a true dilemma, particularly within medical education where engaging highly sensitive content is essential to future patient care and where managing one's own emotions is a core competency. Parsing this convoluted and emotional debate into ...
Source: Teaching and Learning in Medicine - February 26, 2021 Category: Universities & Medical Training Authors: Jason Adam Wasserman Berkley Jennifer Browne Source Type: research
Pre-class online video learning and class style expectation: patterns, association, and precision medical education
CONCLUSION: Association between medical students' preferred class styles and online video-viewing patterns was not necessarily linked. However, medical teachers are recommended to modify class styles based on medical students' expectations after pre-class learning, thereby providing precision medical education.KEY MESSAGEImplementing precision medical education in the blended class is feasible.Online video learning is an ideal platform for balancing the dilemma between increasing the cognitive load of class content and the practice of precision medical education.The association between medical students' preferred class sty...
Source: Annals of Medicine - August 23, 2021 Category: Internal Medicine Authors: Cheng-Maw Ho Chi-Chuan Yeh Jann-Yuan Wang Rey-Heng Hu Po-Huang Lee Source Type: research
Health economics education in undergraduate medical training: introducing the health economics education (HEe) website
This article presents the website as a tool to encourage the incorporation of health economics training into the undergraduate medical curricula.
Source: BMC Medical Education - September 13, 2013 Category: Universities & Medical Training Authors: Raymond OppongHema MistryEmma Frew Source Type: research
The One-Year Clinician Educator Curriculum: Neurology Residents as Teachers (P1.324)
CONCLUSIONS: The importance of clinician education is clear in the training of future neurologists and ultimately improves patient care. Although this curriculum was intended for neurology residents, a similar curriculum can be established for other specialties. We hope to enable residents to feel comfortable in their role as clinician educators and to guide those with these natural abilities to foster their talent with proven educational tactics.Disclosure: Dr. Santini has nothing to disclose. Dr. Hohler has nothing to disclose.
Source: Neurology - April 9, 2014 Category: Neurology Authors: Santini, V., Hohler, A. Tags: Neurology Education: Graduate Medical Education/Undergraduate Medical Education Source Type: research
Achieving the Desired Transformation: Thoughts on Next Steps for Outcomes-Based Medical Education
Since the introduction of the outcomes-based medical education (OBME) movement, progress toward implementation has been active but challenging. Much of the angst and criticism has been directed at the approaches to assessment that are associated with outcomes-based or competency frameworks, particularly defining the outcomes. In addition, these changes to graduate medical education (GME) are concomitant with major change in health care systems—specifically, changes to increase quality and safety while reducing cost. Every sector, from medical education to health care delivery and financing, is in the midst of substantial...
Source: Academic Medicine - August 28, 2015 Category: Universities & Medical Training Tags: Perspectives Source Type: research
Mastery Learning: It Is Time for Medical Education to Join the 21st Century
Clinical medical education in the 21st century is grounded in a 19th-century model that relies on longitudinal exposure to patients as the curriculum focus. The assumption is that medical students and postgraduate residents will learn from experience, that vicarious or direct involvement in patient care is the best teacher. The weight of evidence shows, however, that results from such traditional clinical education are uneven at best. Educational inertia endorsed until recently by medical school accreditation policies has maintained the clinical medical education status quo for decades.
Mastery learning is a new paradigm f...
Source: Academic Medicine - October 29, 2015 Category: Universities & Medical Training Tags: Commentaries Source Type: research
'Do as I say, not as I do': Medical Education and Foucault's Normalizing Technologies of Self.
Authors: Jaye C, Egan T, Parker S
Abstract
Medical training as a process of professional socialization has been well explored within the fields of medical education, medical sociology and medical anthropology. Our contribution is to outline a bio-power, more specifically an anatomo-politics, of medical education. The current research aimed to explore perspectives on what is commonly termed the 'hidden curriculum'. We conducted interviews with pre-clinical medical students, clinical teachers and medical educators within a New Zealand medical school. In this paper, we outline ways that respondents described the juxta...
Source: Anthropology and Medicine - June 11, 2016 Category: Global & Universal Tags: Anthropol Med Source Type: research
Possibility and agency in Figured Worlds: becoming a ‘good doctor’
The objective of this paper is to show what Figured Worlds can offer in medical education. Having explained some of its central tenets, we apply it to an important tension in our field.
MethodsThe assumption that there is a uniform ‘good doctor’ identity, which must be inculcated into medical students, underlies much of what medical educators do, and what our regulators enforce. Although diversity is encouraged when students are selected for medical school, pressure to professionalise students creates a drive towards a standardised professional identity by graduation. Using excerpts from reflective pieces written by tw...
Source: Medical Education - December 29, 2016 Category: Universities & Medical Training Authors: Deirdre Bennett, Yvette Solomon, Colm Bergin, Mary Horgan, Tim Dornan Tags: The Cross ‐Cutting Edge Source Type: research
Community and Interns' Perspectives on Community-Participatory Medical Education: From Passive to Active Participation.
CONCLUSIONS: Interaction between interns and community members had positive effects for both. Community-participatory medical education could present a further step in the evolution of community-based medical education, one that is closest to community. Finding a balance between the time dedicated to working at the hospital and in the community proved to be essential to the success of this curriculum.
PMID: 28724147 [PubMed - in process]
Source: Famly Medicine - July 1, 2017 Category: Primary Care Authors: Takamura A, Misaki H, Takemura Y Tags: Fam Med Source Type: research
Proposed reforms in medical education in India: Perspective of undergraduate students
ConclusionProblems were classified into domains of knowledge, skill training, and research. Proposed solutions involve a radical alteration in perception of students and teachers in terms of teaching-learning principles. There is a need to highlight these points before policy makers and implementers for a more robust medical education system.
Source: Clinical Epidemiology and Global Health - April 2, 2019 Category: Epidemiology Source Type: research
Medical Education Empowered by Theater (MEET)
The medical education community acknowledges the importance of including the humanities in general, and the liberal arts in particular, in the education of health professionals. Among the liberal arts, theater is especially helpful for educators wanting to bring experiences that are both real and challenging to the learning encounter in an interactive, engaging, and reflective way. In this Perspective, the authors share what they have learned after working together with a company of actors for 8 years (2012–2019) in different obligatory and elective curricular activities. Influenced by Freire’s Pedagogy of the Oppresse...
Source: Academic Medicine - July 30, 2020 Category: Universities & Medical Training Tags: Perspectives Source Type: research
Encouraging new doctors to do medical education research
Conclusions: Our experience is that an academic foundation programme in medical education can be successful. This requires collaboration between trainees and supervisors.
Take‐home message: The role of the academic supervisor in medical education research is key, but those involved in the practicalities of helping trainees maintain their protected research time is just as important.
Source: The Clinical Teacher - November 12, 2013 Category: Universities & Medical Training Authors: Daniel Darbyshire, Paul Baker Tags: Junior doctors Source Type: research
