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Disability competency training in medical education
CONCLUSIONS: Findings support the need for better integration of disability competency training woven throughout medical school curriculum to encourage in-depth understanding about disability. Formal inclusion of the Core Competencies into the Liaison Committee on Medical Education standards can help ensure that disability competency training does not rely on champions or resources.PMID:37148284 | DOI:10.1080/10872981.2023.2207773
Source: Medical Education Online - May 6, 2023 Category: Universities & Medical Training Authors: Danbi Lee Samantha W Pollack Tracy Mroz Bianca K Frogner Susan M Skillman Source Type: research

What does ‘race’ have to do with medical education research?
ConclusionsWe conclude that there is an internal ethics or axiology within research perspectives and methodologies that needs to be examined where ethnoracial issues are prominent. The use of mainstream approaches to undertake research can unintentionally ‘leave unsaid’ central aspects of what is researched while antiracist methods such as the one described in this article can open up the data to allow for a richer and deeper understanding of the problem.
Source: Medical Education - July 9, 2013 Category: Universities & Medical Training Authors: Linda Muzzin, Tim Mickleborough Tags: The Cross‐Cutting Edge Source Type: research

Toward a common understanding: supporting and promoting education scholarship for medical school faculty
ConclusionsThis lack of clarity may make it challenging for medical school faculty members to make sense of how they might successfully align ES within an academic career. There is a need therefore to better articulate ES in promotion policies and support systems. Creating a common understanding of ES, developing guidelines to assess the impact of all forms of ES, developing an informed leadership and system of mentors, and creating explicit role descriptions and guidelines are identified as potential strategies to ensure that ES is appropriately valued.
Source: Medical Education - November 20, 2014 Category: Universities & Medical Training Authors: Elaine Van Melle, Jocelyn Lockyer, Vernon Curran, Susan Lieff, Christina St Onge, Mark Goldszmidt Tags: Education Scholarship Source Type: research

The h- index in medical education: an analysis of medical education journal editorial boards
Background: Disciplines differ in their authorship and citation practices, thus discipline-specific h-index norms are desirable. Thus the goal of this study was to examine the relationship between the h-index and academic rank in the field of medical education, and the differences in the h-index between MD?s and PhD?s in this field. Methods: Due to the absence of a formalized registry of medical educators, we sampled available editorial board membership (considered a proxy for identifying `career? medical educators) to establish h-index values. These were determined using Web of Science (WoS) and Google Scholar (GS), and i...
Source: BMC Medical Education - November 28, 2014 Category: Universities & Medical Training Authors: Asif DojaKaylee EadyTanya HorsleyM BouldJ VictorMargaret Sampson Source Type: research

‘Stereotypes are reality’: addressing stereotyping in Canadian Aboriginal medical education
ConclusionsThe results of this study suggest that teaching medical students about the realities and impacts of stereotypes on Aboriginal peoples is a good starting point from which to address issues of racism and health inequities affecting the health of Aboriginal people.
Source: Medical Education - May 19, 2015 Category: Universities & Medical Training Authors: Anh Ly, Lynden Crowshoe Tags: Stereotypes Source Type: research

Undergraduate education in palliative medicine in Germany: a longitudinal perspective on curricular and infrastructural development
Conclusions: Until now, teaching conditions and structures in palliative medicine in Germany have proven to be extraordinarily heterogeneous. Although professorships (“Chairs”) in palliative medicine proved to be particularly beneficial and supportive in curricular and structural development, only a minority of faculties provide leading academic positions in palliative medicine.
Source: BMC Medical Education - September 17, 2015 Category: Universities & Medical Training Authors: Benjamin IlseBernd Alt-EppingIsabel KiesewetterFrank ElsnerJohanna HildebrandtAlexander LaskeAlexandra SchergChristine SchiesslOn behalf of the Working Group on Medical Education of the German Society of Palliative Medicine (AG Bildung der DGP) Source Type: research

Changes in the preferences of US physicians‐in‐training for medical interventions throughout medical education
ConclusionChanges in end‐of‐life preferences occur throughout medical training. Years of training influenced the likelihood of declining medical interventions when faced with scenarios of terminal illness and physical or cognitive disability.
Source: Medical Education - January 26, 2016 Category: Universities & Medical Training Authors: Michael A Valentino, Inna Chervoneva, Gretchen A Diemer Tags: Trainees Desires Source Type: research

Undergraduate medical education programme renewal: a longitudinal context, input, process and product evaluation study
Abstract The purpose of this study was to utilize the Context, Input, Process and Product (CIPP) evaluation model as a comprehensive framework to guide initiating, planning, implementing and evaluating a revised undergraduate medical education programme. The eight-year longitudinal evaluation study consisted of four phases compatible with the four components of the CIPP model. In the first phase, we explored the strengths and weaknesses of the traditional programme as well as contextual needs, assets, and resources. For the second phase, we proposed a model for the programme considering contextual features. During...
Source: Perspectives on Medical Education - January 28, 2016 Category: Universities & Medical Training Source Type: research

Assessment in undergraduate medical education: a review of course exams.
CONCLUSION: It is essential that multiple-choice questions (MCQs) test the attitudes, skills, knowledge, and competency in medical school. Based on our findings, it is evident that our exams need to be improved to better prepare our medical students for successful completion of NBME step exams. PMID: 28166033 [PubMed - in process]
Source: Medical Education Online - February 9, 2017 Category: Universities & Medical Training Tags: Med Educ Online Source Type: research

Undergraduate medical education amid COVID-19: a qualitative analysis of enablers and barriers to acquiring competencies in distant learning using focus groups
Med Educ Online. 2021 Dec;26(1):1940765. doi: 10.1080/10872981.2021.1940765.ABSTRACTDue to comprehensive social distancing measures related to the COVID-19 pandemic, medical faculties worldwide have made a virtue of necessity in resorting to online teaching. Medical faculties grapple with how to convey clinical competencies to students in this context. There is a need for research not only to map but also to explain the effect of these secondary measures on students' learning and mental wellbeing. During a period of ongoing comprehensive social distancing measures in Germany, we translated a competency-based curriculum inc...
Source: Medical Education Online - June 15, 2021 Category: Universities & Medical Training Authors: Anika Reinhart Bastian Malzkorn Carsten D öing Ines Beyer Jana J ünger Hans Martin Bosse Source Type: research

Using longitudinal progress test data to determine the effect size of learning in undergraduate medical education - a retrospective, single-center, mixed model analysis of progress testing results
Med Educ Online. 2021 Dec;26(1):1972505. doi: 10.1080/10872981.2021.1972505.ABSTRACTMedical education research focuses on the development of efficient learning methods promoting the acquisition of student's knowledge and competencies. Evaluation of any modification of educational approaches needs to be evaluated accordingly and a reliable effect size needs to be reached. Our aim is to provide a methodological basis to calculate effect sizes from longitudinal progress test data that can be used as reference values in further research. We used longitudinally collected progress test data and evaluated the increasing knowledge...
Source: Medical Education Online - August 30, 2021 Category: Universities & Medical Training Authors: Dennis G örlich Hendrik Friederichs Source Type: research