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University faculty on student motivation to use medical education apps and barriers to their usage
CONCLUSIONS: University faculty represent the main source of information regarding the adaptation of medical apps in the educational process. However, students need improved and enhanced guidance. The main barriers are ignorance about apps and financial reasons. The majority prefer free apps and universities to cover their cost.PMID:36808330 | DOI:10.26355/eurrev_202302_31177
Source: Pharmacological Reviews - February 22, 2023 Category: Drugs & Pharmacology Authors: K Kagkelaris S Mastronikolis N Amasiadi A Gerakaris V Giorgalla P Efthymiou I Efstathiou I Ziakas A Katsifara C Kitsos S Kolios A Konstantopoulou E Kyprioti M-M Papadopoulou N Razos I Schinas K Skourou G Panayiotakopoulos I Koniari N G Kounis C D Georgako Source Type: research

The patient is the teacher: ambulatory patient‐centred student‐based interprofessional education where the patient is the teacher who improves patient care outcomes
Abstract The patient's role as the key to medical student education was enunciated by Osler in 1903 and remains central to the broader imperative of interprofessional education. Interprofessional education needs to progress from the patient's passive bedside or office role to assume a more active and primary role by his/her participation as the teacher, immersed in student education. To date, the achievements in interprofessional education have been limited, but ambulatory patient‐centred learning opportunities involving direct student to patient dialogues and mixed health professional student engagement with patients as...
Source: Internal Medicine Journal - July 11, 2013 Category: Internal Medicine Authors: P. J. Fiddes, P. M. Brooks, P. Komesaroff Tags: Medical Education Source Type: research

A141: Active Engagement of Teens with Juvenile Idiopathic Arthritis in Medical Education: What Do They Think Their Contribution Might Be?
Conclusion:Our work demonstrates that adolescents with juvenile idiopathic arthritis express a strong desire to be engaged as patient educators, manifest a clear understanding of what their potential contributions to the teaching might be and vocalize their desire to share with trainees their unique experiential knowledge. This study represents the first step toward the development of patient‐centered arthritis educational programs actively and effectively involving teens with JIA as teachers in medical education.
Source: Arthritis and Rheumatism - March 27, 2014 Category: Rheumatology Authors: Marie‐Paule Morin, Rayfel Schneider, Tina Martimianakis, Francois Bowen, Maria Mylopoulos Tags: Poster Presentations Source Type: research

Exploring frontline faculty perspectives after a curriculum change
ConclusionsWe propose a model of faculty engagement with curricular change that elucidates the need to consider individual experiences and motivations within the broader context of the institutional culture of medical schools. Importantly, if individual and institutional values are misaligned, barriers to change outweigh facilitators, or perceived losses prevail; subsequently faculty teachers' engagement may be threatened, exposing the medical education programme to risk.
Source: Medical Education - September 9, 2014 Category: Universities & Medical Training Authors: Shannon L Venance, Kori A LaDonna, Christopher J Watling Tags: Curriculum Change Source Type: research

Virtual classroom helps medical education for both Chinese and foreign students
ConclusionsOur results suggest that computerised teaching methods have significant potential to assist in learning for both Chinese and foreign medical undergraduates.
Source: European Journal of Dental Education - November 1, 2014 Category: Dentistry Authors: C. Shi, L. Wang, X. Li, S. Chai, W. Niu, Y. Kong, W. Zhou, W. Yin Tags: Original Article Source Type: research

Committing to patient‐centred medical education
This article outlines the approach, impact and challenges of our medical school's commitment to patient‐centred education. Regular encounters of patients and medical students can address the student learning and professional developmentrequirements
Source: The Clinical Teacher - November 24, 2014 Category: Universities & Medical Training Authors: Jennifer Barr, Kathryn Ogden, Kim Rooney Tags: Patient‐centredness Source Type: research

Promoting excellence in teaching and learning in clinical education
This article addresses the possible factors that could affect the process of student learning and suggests measures to promote the quality of clinical teaching and learning.
Source: Journal of Taibah University Medical Sciences - March 5, 2015 Category: Universities & Medical Training Source Type: research

The value of mentorship in medical education
Summary BackgroundThe transition from senior medical student to working safely and effectively as a new junior doctor is one of the biggest challenges that a new graduate will face. In 2014 the General Medical Council published The state of medical education and practice in the UK, reporting that some new doctors continue to struggle with increased responsibilities. We classify these instances as a ‘performance gap’, describing occasions in clinical practice where an individual exceeds their performance capacity. The Medical Mentorship Programme addressed identified performance gaps through a structured curriculum of s...
Source: The Clinical Teacher - February 1, 2016 Category: Universities & Medical Training Authors: Faith Dalgaty, Greg Guthrie, Heather Walker, Kevin Stirling Tags: Original Article Source Type: research

The validity of student tutors’ judgments in early detection of struggling in medical school. A prospective cohort study
Abstract Early identification and support of strugglers in medical education is generally recommended in the research literature, though very little evidence of the diagnostic qualities of early teacher judgments in medical education currently exists. The aim of this study was to examine the validity of early diagnosis of struggling in medical school based on informal teacher judgements of in-class behavior. The study design was a prospective cohort study and the outcomes/truth criteria were anatomy failure and medical school drop out. Six weeks into an anatomy course, student tutors attempted to identify medical ...
Source: Advances in Health Sciences Education - March 28, 2016 Category: Universities & Medical Training Source Type: research

Pimping as a Practice in Medical Education
In Reply Pimping in medical education, as both a term and an activity, has long been a subject of controversy. Pimping often polarizes physicians and medical educators into 2 opposing camps; those who think that pimping is a time-honored tool in clinical training and those who think it is a harmful vestige of the past that should be retired to the medical education museum. Ms Crosby provides an outsider’s view of pimping, finding the practice both “startling and demeaning” and comparing it to “hazing.” She suggests that “students learn best when they have the emotional support of their teachers and peers.” We...
Source: JAMA - May 24, 2016 Category: Journals (General) Source Type: research

The validity of student tutors ’ judgments in early detection of struggling in medical school. A prospective cohort study
AbstractEarly identification and support of strugglers in medical education is generally recommended in the research literature, though very little evidence of the diagnostic qualities of early teacher judgments in medical education currently exists. The aim of this study was to examine the validity of early diagnosis of struggling in medical school based on informal teacher judgements of in-class behavior. The study design was a prospective cohort study and the outcomes/truth criteria were anatomy failure and medical school drop out. Six weeks into an anatomy course, student tutors attempted to identify medical students, ...
Source: Advances in Health Sciences Education - November 23, 2016 Category: Universities & Medical Training Source Type: research

Institutional and technological barriers to the use of open educational resources (OERs) in physiology and medical education
Open educational resources (OERs) are becoming increasingly common as a tool in education, particularly in medical and biomedical education. However, three key barriers have been identified to their use: 1) lack of awareness of OERs, 2) lack of motivation to use OERs, and 3) lack of training in the use of OERs. Here, we explore these three barriers with teachers of medical and biomedical science to establish how best to enhance the use of OERs to improve pedagogical outcomes. An online survey was completed by 209 educators, many of whom (68.4%) reported using OERs in their teaching and almost all (99.5%) showing awareness ...
Source: AJP: Advances in Physiology Education - January 30, 2017 Category: Universities & Medical Training Authors: Hassall, C., Lewis, D. I. Tags: HOW WE TEACH Source Type: research