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Palliative care education in US medical schools
ContextMedical educators in the USA perceive the teaching of palliative care competencies as important, medical students experience it as valuable and effective, and demographic and societal forces fuel its necessity. Although it is encouraged by the Association of American Medical Colleges, the only palliative care‐related mandate in US medical schools is the Liaison Committee on Medical Education directive that end‐of‐life (EoL) care be included in medical school curricula, reinforcing the problematic conflation of EoL and palliative care. FindingsA review of US medical school surveys about the teaching of palliati...
Source: Medical Education - December 11, 2013 Category: Universities & Medical Training Authors: Robert Horowitz, Robert Gramling, Timothy Quill Tags: “…tread with care…” Source Type: research

Implementation of Active Learning into the Pre-Clinical Neurology Undergraduate Medical Curriculum (P1.321)
ConclusionsActive learning replaced traditional lecture-based learning for our US medical school preclinical neurology course. This transition occurred without a decrease in student pass rate or USMLE Step I scores, and was met with positive reviews from medical students.Disclosure: Dr. Pula has nothing to disclose. Dr. Nixon has nothing to disclose. Dr. Aiyer has nothing to disclose. Dr. Kattah has received personal compensation for activities with Pfizer, Inc. as a consultant.
Source: Neurology - April 9, 2014 Category: Neurology Authors: Pula, J., Nixon, J., Aiyer, M., Kattah, J. Tags: Neurology Education: Graduate Medical Education/Undergraduate Medical Education Source Type: research

Beyond bricks and mortar: a rural network approach to preclinical medical education
Conclusion: These results suggest that community distributed education in pre-clerkship may offer academically equivalent training to existing traditional medical school curricula while also providing learners with positive rural social learning environments. The approach described may offer the potential to increase exposure to rural practice without the cost of constructing additional physical learning sites.
Source: BMC Medical Education - August 9, 2014 Category: Universities & Medical Training Authors: Douglas MyhrePaul AdamiakNathan TurleyRon SpiceWayne Woloschuk Source Type: research

Clinical learning environment measurement for medical trainees at transitions: relations with socio-cultural factors and mental distress
Conclusions: Our study using CLENQ has identified five major factors of clinical learning environment that are closely linked with our local socio-cultural factors and medical training settings. Medical trainee's mental distress status was negatively correlated with the quality of CLENQ. These findings have socio-cultural relevance and medical contextual significance and might be applicable to other countries. It warrants further study to investigate the impact of clinical learning environment improvement on the medical trainee's mental distress and performance.
Source: BMC Medical Education - October 21, 2014 Category: Universities & Medical Training Authors: Jer-Chia TsaiCheng-Sheng ChenI-Feng SunKeh-Min LiuChung-Sheng Lai Source Type: research

“You teach us to listen,… but you don’t teach us about suffering”: self-care and resilience strategies in medical school curricula
This article examines the pre-vocational preparation of doctors to cope with the demands of clinical practice, drawing on literature from across a number of domains: mental health, psychological stress among medical students and medical practitioners; and self-care strategies in medicine curricula. High rates of psychological distress in medical students and medical practitioners were consistently reported. A number of questions remain pertinent to medical education: how does the experience of medical education impact on this level of distress, and possibly exacerbate pre-existing student vulnerabilities? What will help fu...
Source: Perspectives on Medical Education - November 14, 2014 Category: Universities & Medical Training Source Type: research

Teaching history taking to medical students: a systematic review
Conclusions: These findings suggest that several different educational interventions are effective in teaching history taking skills to medical students. Small group workshops including role-play and interviews with real patients, followed by feedback and discussion, are widespread and best investigated. Feedback using videotape review was also reported as particularly instructive. Students in the early preclinical state might profit from approaches helping them to focus on interview skills and not being distracted by thinking about differential diagnoses or clinical management. The heterogeneity of outcome data and the va...
Source: BMC Medical Education - September 28, 2015 Category: Universities & Medical Training Authors: Katharina KeifenheimMartin TeufelJulianne IpNatalie SpeiserElisabeth LeehrStephan ZipfelAnne Herrmann-Werner Source Type: research

A little healthy competition: using mixed methods to pilot a team-based digital game for boosting medical student engagement with anatomy and histology content
Conclusions: This study demonstrated that digital games can engage medical students in traditionally-challenging areas such as anatomy and offer learners unique insights into their knowledge strengths and deficits.
Source: BMC Medical Education - October 12, 2015 Category: Universities & Medical Training Authors: Anna JanssenTim ShawPeter GoodyearB. KerfootDeborah Bryce Source Type: research

Transitioning From Medical Educator to Scholarship in Medical Education.
Abstract Clinician educators spend most of their time in clinical practice, educating trainees in all types of care settings. Many are involved in formal teaching, curriculum development and learner assessment while holding educational leadership roles as well. Finding time to engage in scholarly work that can be presented and published is an academic expectation, but also a test of efficiency. Just as clinical research originates from problems related to patients, so should educational research originate from issues related to educating the next generation of doctors. Accrediting bodies challenge medical educator...
Source: The American Journal of the Medical Sciences - January 31, 2017 Category: Journals (General) Authors: Darden AG, DeLeon SD Tags: Am J Med Sci Source Type: research

Producing useful evaluations in medical education.
Authors: Sandars J, Brown J, Walsh K Abstract An evaluation in medical education has the overall aim of providing new knowledge about an intervention, such as a new teaching approach or an established course, so that judgments can be made about whether the intervention has achieved its intended outcomes. There are a wide variety of stakeholders who are usually involved in these judgments, from learners and medical educators to institutions and policy makers. All of these stakeholders need 'useful knowledge' to guide their decision-making. The challenge for all medical educators involved in evaluations is to produc...
Source: Education for Primary Care - March 10, 2017 Category: Primary Care Tags: Educ Prim Care Source Type: research

The 5 T ’s: Applying Cognitive Science to Improve Prehospital Medical Education
Publication date: Available online 5 April 2017 Source:Air Medical Journal Author(s): Michael J. Lauria, Mackenzie R. Bronson, Patricia L. Lanter, Thomas W. Trimarco Although research on effective teaching methods exists, the application of this information in prehospital medical education is limited. Applying lessons from the realms of cognitive psychology and neuroscience, prehospital educators can enhance their ability to teach. One such concept is the theory of cognitive load. Understanding this theory can reduce the mental strain placed on learners and allow educators to best accomplish long-term learning success, de...
Source: Air Medical Journal - April 6, 2017 Category: Emergency Medicine Source Type: research

The gap between medical faculty's perceptions and use of e-learning resources.
CONCLUSIONS: Our study indicates a gap between medical faculty's positive perceptions of e-learning resources and their low use of such resources. Our findings highlight the needs for further study of individual and institutional barriers to faculty adoption of e-learning resources to bridge this gap. PMID: 28621242 [PubMed - in process]
Source: Medical Education Online - June 19, 2017 Category: Universities & Medical Training Tags: Med Educ Online Source Type: research

Faculty perceptions regarding community-based medical education: The case of KSA
Conclusion CBME is a means of achieving educational relevance to community needs and consequently serves as a means of implementing a community-oriented education programme.
Source: Journal of Taibah University Medical Sciences - June 22, 2017 Category: Universities & Medical Training Source Type: research

Medical student mistreatment: understanding 'public humiliation'.
This study investigated and defined 'public humiliation' in the setting of medical student mistreatment. More subtle forms of mistreatment, like public humiliation, may be amenable to interventions focused on teaching educators about the importance of orientation and clear communication of intent during the teaching process. PMID: 31066349 [PubMed - in process]
Source: Medical Education Online - May 10, 2019 Category: Universities & Medical Training Tags: Med Educ Online Source Type: research

Twelve tips for teaching medical students online under COVID-19.
Authors: Jiang Z, Wu H, Cheng H, Wang W, Xie A, Fitzgerald SR Abstract Universities worldwide are pausing in an attempt to contain COVID-19's spread. In February 2019, universities in China took the lead, cancelling all in-person classes and switching to virtual classrooms, with a wave of other institutes globally following suit. The shift to online platform poses serious challenges to medical education so that understanding best practices shared by pilot institutes may help medical educators improve teaching. Provide 12 tips to highlight strategies intended to help on-site medical classes moving completely online ...
Source: Medical Education Online - December 8, 2020 Category: Universities & Medical Training Tags: Med Educ Online Source Type: research

What we learned in the development of a  third-year medical student curricular project
AbstractThe application of continuous systems improvement in medical education can provide actionable information for curriculum development, improvement, and future planning (as reported by Bowe and Armstrong, Acad Med  92:585–92, 2017). After receiving a medical education grant, we developed a curriculum to teach medical students how to use quality improvement (QI) to address health disparities in vulnerable populations. During the process of developing and implementing this curriculum, we learned several le ssons.One of the major surprises was that our proposed project work took much longer to complete than anticip...
Source: Perspectives on Medical Education - January 27, 2021 Category: Universities & Medical Training Source Type: research