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Total 2048761 results found since Jan 2013.

Webinar-based continuing medical education in otorhinolaryngology during the COVID-19 pandemic in Germany: a longitudinal study
Conclusions Although the pandemic context likely influenced the results, we conclude that periodic ear, nose and throat webinar training during COVID-19 in 2020 was an effective alternative delivery method. We found high attention rates, high levels of participant satisfaction and low costs. Evaluations and re-evaluations will be necessary to adapt teaching concepts successfully and ensure high levels of teaching and learning efficiency.
Source: BMJ Open - December 6, 2021 Category: General Medicine Authors: Walther, L. E., Blödow, A., Volkenstein, S., Dazert, S., Löhler, J. Tags: Open access, Medical education and training, COVID-19 Source Type: research

Use of a specialty endoscopy online platform for continuing medical education for clinical endoscopists during the COVID-19 pandemic
To explore the use of a digestive endoscopy professional online platform by domestic endoscopists and its application effect on endoscopists ’ continuing medical education, analyse the related problems of conti...
Source: BMC Medical Education - June 15, 2022 Category: Universities & Medical Training Authors: Guofu Li, Tingting Yu, Lichao Zhang, Haiming Du, Wei Zhang and Senlin Hou Tags: Research Source Type: research

Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review
ConclusionsWe argue for continued theorising of and theoretically informed applications of reflection, drawing upon epistemologies of practice and critical reflection as critical social inquiry. These directions offer medical education research broad and deep potential in theories of reflection, particularly in relation to knowledge creation within uncertain and complex situations, and challenging of dominant discourses and structures. Future work could explore how dominant epistemological positions and discourses in medicine influence theories from other disciplines when these theories are deployed in medical education.
Source: Medical Education - April 28, 2015 Category: Universities & Medical Training Authors: Stella L Ng, Elizabeth A Kinsella, Farah Friesen, Brian Hodges Tags: Medical Education in Review Source Type: research

Setting the standard: Medical Education's first 50 years
ConclusionsThe journal has provided the medical education community with a place in which to both discuss practical pedagogical concerns and ponder conceptual and social issues affecting the medical education community. This dual nature of the journal brings together educators and researchers; it also gives particular focus to a major and rarely cited tension in medical education between the quest for objective standards and the limitations of standard measures.
Source: Medical Education - December 23, 2015 Category: Universities & Medical Training Authors: Jaime C Rangel, Carrie Cartmill, Ayelet Kuper, Maria A Martimianakis, Cynthia R Whitehead Tags: 50 Volumes of Medical Education Source Type: research

A fresh perspective on medical education: the lens of the arts
ConclusionsThe effectiveness of the arts cannot be measured by yardsticks that have been set for judging technical proficiency or short‐term impact. The possible outcomes of embracing the arts in medical education include an enriched view of lifelong learning and professional development, the potential to critique prevailing approaches to medical practice, and the revisualisation of medicine as a succession of performances. These open up the broader social aspects of medical practice to scrutiny and offer new and distinctive ways of exploring professional knowledge and identity.
Source: Medical Education - July 7, 2015 Category: Universities & Medical Training Authors: Jonathan Lake, Louise Jackson, Claire Hardman Tags: Medical Education in Review Source Type: research

A review of creative and expressive writing as a pedagogical tool in medical education
ConclusionsWriting was identified as a potentially relevant pedagogical tool, but not included as an essential component of medical school curricula.
Source: Medical Education - February 19, 2016 Category: Universities & Medical Training Authors: Virginia S Cowen, Diane Kaufman, Lisa Schoenherr Tags: Humanism in medical education Source Type: research

A guiding framework to maximise the power of the arts in medical education: a systematic review and metasynthesis
ConclusionsThe arts have unique qualities that can help create novel ways to engage learners. These novel ways of engagement can foster learners’ ability to discover and create new meanings about a variety of topics, which in turn can lead to better medical practice. At each of these steps, specific actions by the teacher can enhance the potential for learners to move to the next step. The process can be enhanced when learners participate in the context of a group, and the group itself can undergo transformative change. Future work should focus on using this model to guide process design and outcome measurement in arts‐based education.
Source: Medical Education - February 19, 2016 Category: Universities & Medical Training Authors: Paul Haidet, Jodi Jarecke, Nancy E Adams, Heather L Stuckey, Michael J Green, Daniel Shapiro, Cayla R Teal, Daniel R Wolpaw Tags: Humanism in medical education Source Type: research

Costs and inconsistencies in US IRB review of low‐risk medical education research
ConclusionsConsidering the value of multi‐site designs to address a range of research questions, enhance participant diversity and develop representative findings, solutions must be found to counter inefficiencies of current IRB review processes for low‐risk research, such as that usually conducted in medical education. Although we acknowledge that local review is an essential protective measure for research involving identifiable communities that are uniquely susceptible to social or economic harm, this report suggests that proposals to modernise and streamline IRB review processes for low‐risk research are timely and relevant.
Source: Medical Education - May 19, 2015 Category: Universities & Medical Training Authors: Miria Kano, Christina M Getrich, Crystal Romney, Andrew L Sussman, Robert L Williams Tags: Medical Education Research Source Type: research

Implementation of competency‐based medical education: are we addressing the concerns and challenges?
ConclusionsThe education community has begun to address the challenges involved in implementing CBME. Models and guidance exist to inform implementation strategies across the continuum of education, and focus on the more efficient use of resources and technology, and the use of milestones and entrustable professional activities‐based frameworks.Inconsistencies in CBME definitions and frameworks remain a significant obstacle. Evolution in assessment approaches from in vitro task‐based methods to in vivo integrated approaches is responsive to many of the theoretical and conceptual concerns about CBME, but much work rem...
Source: Medical Education - October 22, 2015 Category: Universities & Medical Training Authors: Richard E Hawkins, Catherine M Welcher, Eric S Holmboe, Lynne M Kirk, John J Norcini, Kenneth B Simons, Susan E Skochelak Tags: Medical Education in Review Source Type: research

Exploring stakeholders’ views of medical education research priorities: a national survey
ConclusionsThis study indicates that, across the spectrum of stakeholders and geography, certain MER priorities are consistently identified. These priority areas are in harmony with a range of current drivers in UK medical education. They provide a platform of evidence on which to base decisions about MER programmes in Scotland and beyond.
Source: Medical Education - October 12, 2014 Category: Universities & Medical Training Authors: Ashley A Dennis, Jennifer A Cleland, Peter Johnston, Jean S Ker, Murray Lough, Charlotte E Rees Tags: Medical Education Research Source Type: research

A systematic review of the effectiveness of flipped classrooms in medical education
ConclusionsThere has been a recent increase of research rigor and variety in measures of effectiveness in studies on the FC in medical education. The FC is a promising teaching approach to increase learners' motivation and engagement. More solid evidence on its effect on changes in knowledge and skills are warranted. Further studies should also examine the long‐term effects of FCs with regard to knowledge retention and transfer of knowledge to professional practice and patient care.
Source: Medical Education - May 9, 2017 Category: Universities & Medical Training Authors: Fei Chen, Angela M Lui, Susan M Martinelli Tags: Medical Education in Review Source Type: research

Assessing empathy development in medical education: a systematic review
ConclusionsWe suggest that future research should follow the lead of basic scientific research that conceptualises empathy as relational – an engagement between a subject and an object – rather than as a personal quality that may be modified wholesale through appropriate training.
Source: Medical Education - February 19, 2016 Category: Universities & Medical Training Authors: Sandra H Sulzer, Noah W Feinstein, Claire L Wendland Tags: Humanism in medical education Source Type: research

Exploration of perceived effects of innovations in postgraduate medical education
Conclusions  These outcomes are in line with theoretical notions regarding innovations in general and may be helpful in the implementation of other innovations in PGME. Given the substantial effects of innovations outside the strictly education‐related domain, individuals designing and implementing innovations should consider all potential effects, including those identified in this study.
Source: Medical Education - February 8, 2013 Category: Universities & Medical Training Authors: Joanne P I Fokkema, Pim W Teunissen, Michiel Westerman, Nadine van der Lee, Cees P M van der Vleuten, Albert J J A Scherpbier, P Joep Dörr, Fedde Scheele Tags: innovation in medical education Source Type: research

Ultrasound in undergraduate medical education: a systematic and critical review
ConclusionsOur analysis has shown that the frequently repeated rationales for the integration of ultrasound in UME are not supported by a sufficient base of empirical research. The repetition of these dominant discursive rationales in academic publications legitimises them and may preclude further primary research. As the value of clinical ultrasound use by medical students remains unproven, educators must consider whether the associated financial and temporal costs are justified or whether more research is required.
Source: Medical Education - January 23, 2017 Category: Universities & Medical Training Authors: Zac Feilchenfeld, Tim Dornan, Cynthia Whitehead, Ayelet Kuper Tags: Medical Education in Review Source Type: research

What do we know about coaching in medical education? A literature review
ConclusionsThere is weak‐ to medium‐strength evidence to support coaching as a method of improving doctor well‐being and enhancing non‐technical skills, although the evidence base is limited as a whole. This review identifies strong evidence to support coaching as a method to improve technical skills. There is great scope for further studies investigating the power of coaching in medical students and doctors.
Source: Medical Education - December 1, 2017 Category: Universities & Medical Training Authors: Ben Lovell Tags: Medical Education in Review Source Type: research