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Current efforts in medical education to incorporate national health priorities
DiscussionAlthough strategies for combatting these challenges exist, the effectiveness of educational models depends on them being locally adaptable and applicable. Curricular reform must go hand‐in‐hand with research and evaluation to develop comprehensive futuristic models of teaching and learning that will adequately prepare health professionals to address the challenges.
Source: Medical Education - August 3, 2017 Category: Universities & Medical Training Authors: Manisha Nair, Gracia Fellmeth Tags: State of Science Source Type: research

Effect of Novel Continuing Medical Education Curriculum on Attitudes and Understanding of Primary Care Medicine for the Naval Surface Provider.
CONCLUSION: This study demonstrates improvement in Naval surface provider knowledge and attitudes in a variety of subject areas after implementation of a novel curriculum tailored specifically to address the unique considerations for practice at sea. Material was beneficial to all trainees despite significant differences in training background. Confidence gained as a result of the course was directly correlated to perceived relevance of the material, but not to educational background. Future work could investigate the use of curriculum in deployed providers and incorporation into current training of the OPNAVINST 6400.1c, ...
Source: Military Medicine - September 10, 2017 Category: International Medicine & Public Health Tags: Mil Med Source Type: research

Authorship Order in Medical Education Publications: In Search of Practical Guidance for the Community.
This study describes principles commonly applied to authorship order decisions within the medical education community and educators' opinions about the significance of authorship order. Approach: A questionnaire was developed to ascertain current practices related to authorship decisions. Sixteen items were rated in terms of frequency of actual use and the desirability of the practice using a 4-point rating scale: 1 (never), 2 (sometimes), 3 (often), and 4 (always). Additional questions addressed the perceived significance of authorship order. The last set of questions provided information about respondents' personal and c...
Source: Teaching and Learning in Medicine - December 15, 2018 Category: Universities & Medical Training Authors: Authorship Order in Medical Education Publications: In Search of Practical Guidance for the Community. Tags: Teach Learn Med Source Type: research

Validation of a Teaching Effectiveness Assessment in Psychiatry Continuing Medical Education
ConclusionsThis study provides a new, validated measure of CME teaching effectiveness that could be used to improve psychiatry CME. In contrast to prior research in other medical specialties, CME teaching effectiveness scores were not associated with use of case-based or interactive presentations. This outcome suggests the need for distinctive considerations regarding psychiatry CME; a singular approach to CME teaching may not apply to all medical specialties.
Source: Academic Psychiatry - July 6, 2017 Category: Psychiatry Source Type: research

Increasing the satisfaction of general practitioners with continuing medical education programs: A method for quality improvement through increasing teacher-learner interaction
Continuing medical education (CME) for general practitioners relies on specialist-based teaching methods in many settings. Formal lectures by specialists may not meet the learning needs of practitioners and ma...
Source: BMC Family Practice - August 20, 2002 Category: Primary Care Authors: Leonid Gercenshtein, Yacov Fogelman and John Yaphe Source Type: research

Teaching an old pain medicine society new tweets: integrating social media into continuing medical education.
Authors: Jaremko KM, Schwenk ES, Pearson ACS, Hagedorn J, Udani AD, Md GS, Elkassabany NM, Snively A, Mariano ER PMID: 31257816 [PubMed - as supplied by publisher]
Source: Korean Journal of Anesthesiology - July 2, 2019 Category: Anesthesiology Tags: Korean J Anesthesiol Source Type: research

A review of teaching skills development programmes for medical students
ConclusionsAlthough several types of programmes have been shown to subjectively improve the teaching skills of undergraduate medical students, characterisation of the objective outcomes of these initiatives is lacking and requires further study.
Source: Medical Education - January 27, 2015 Category: Universities & Medical Training Authors: Gregory E Marton, Brendan McCullough, Christopher J Ramnanan Tags: Medical Education in Review Source Type: research

Fairness: the hidden challenge for competency-based postgraduate medical education programs
AbstractCompetency-based medical education systems allow institutions to individualize teaching practices to meet the needs of diverse learners. Yet, the focus on continuous improvement and individualization of curricula does not exempt programs from treating learners in a  fair manner. When learners fail to meet key competencies and are placed on probation or dismissed from training programs, issues of fairness may form the basis of their legal claims. In a literature search, we found no in-depth examination of fairness. In this paper, we utilize a systems lens to examine fairness within postgraduate medical education ...
Source: Perspectives on Medical Education - May 17, 2017 Category: Universities & Medical Training Source Type: research

The remediation challenge: theoretical and methodological insights from a systematic review
Conclusions  Most remediation interventions in medical education focus on improving performance to pass a re‐sit of an examination or assessment and provide no insight into what types of extra support work, or how much extra teaching is critical, in terms of developing learning. More recent studies are generally of better quality. Rigorous approaches to developing and evaluating remediation interventions are required.
Source: Medical Education - February 8, 2013 Category: Universities & Medical Training Authors: Jennifer Cleland, Heather Leggett, John Sandars, Manuel J Costa, Rakesh Patel, Mandy Moffat Tags: medical education in review Source Type: research

Teaching mindfulness in medical school: where are we now and where are we going?
ConclusionsAlthough the evidence points to the usefulness of teaching mindful practices, various issues remain to be considered. When is it best to teach mindfulness in the trajectory of a doctor's career? What format works best, when and for whom? How can what is learned be maintained over time? Should mindfulness training be integrated into the medical school core curriculum?
Source: Medical Education - July 9, 2013 Category: Universities & Medical Training Authors: Patricia L Dobkin, Tom A Hutchinson Tags: Medical Education in Review Source Type: research

A critical narrative review of transfer of basic science knowledge in health professions education
ConclusionsTransfer of basic science knowledge to clinical reasoning is an essential component of HPE that requires further development for implementation and scholarship.
Source: Medical Education - February 1, 2018 Category: Universities & Medical Training Authors: Jean ‐Marie Castillo, Yoon Soo Park, Ilene Harris, Jeffrey J H Cheung, Lonika Sood, Maureen D Clark, Kulamakan Kulasegaram, Ryan Brydges, Geoffrey Norman, Nicole Woods Tags: Medical Education in Review Source Type: research

Medical education departments: a study of four medical schools in Sub-Saharan Africa
Conclusions: The establishment of medical education departments in Sub-Saharan Africa is a strategy medical schools can employ to improve the quality of health professions education. The creation of communities of practice such as has been done by the MEPI project is a good way to expand the network of medical education departments in the region enabling the sharing of lessons learned across the continent.
Source: BMC Medical Education - July 1, 2015 Category: Universities & Medical Training Authors: Elsie Kiguli-MalwaddeZohray TalibHannah WohltjenSusan ConnorsJonathan GandariSekelani BandaLauren MaggioSusan van Schalkwyk Source Type: research

Current Status of Nutrition Training in Graduate Medical Education From a Survey of Residency Program Directors: A Formal Nutrition Education Course Is Necessary.
Conclusions: Nutrition education in current graduate medical education is poor. Most programs lack the expertise or time commitment to teach a formal course but recognize the need to meet educational requirements. A broad-based, diverse universal program is needed for training in nutrition during residency. PMID: 25672985 [PubMed - as supplied by publisher]
Source: JPEN Journal Of Parenteral And Enteral Nutrition - February 11, 2015 Category: Nutrition Authors: Daley BJ, Cherry-Bukowiec J, Van Way CW, Collier B, Gramlich L, McMahon MM, McClave SA, A.S.P.E.N. Task Force on Postgraduate Medical Education Tags: JPEN J Parenter Enteral Nutr Source Type: research

Autonomy support for autonomous motivation in medical education.
CONCLUSION: Autonomy support in medical education can enhance autonomous motivation of students for medical study and practice and make them autonomy-supportive in their future medical practice and teaching. PMID: 25953033 [PubMed - in process]
Source: Medical Education Online - May 9, 2015 Category: Universities & Medical Training Tags: Med Educ Online Source Type: research

Mapping the dark matter of context: a conceptual scoping review
ConclusionsContext matters in medical education and it can, despite many challenges, be considered systematically and objectively. The findings from this study both represent a catalyst and challenge medical education researchers to look at context afresh.
Source: Medical Education - July 10, 2016 Category: Universities & Medical Training Authors: Joanna Bates, Rachel H Ellaway Tags: Medical Education in Review Source Type: research