Canadian medical education journal最新文献

Encounter-based teaching is vital to medical education, however feedback can be difficult to obtain. We developed and evaluated a web-based application (app) called "myTeachingEvaluation" (myTE.org^TM). Thirty-four academic clinical teachers completed a needs assessment survey, and 47% (16/34) of participants reported that 50% or more of their teaching was undocumented. We invited participants to pilot myTE.org^™ over eight weeks. Thirteen faculty piloted the app and 62% (8/13) reported the app enabled documentation of 50% or more of previously undocumented teaching. myTE.org^TM app complements the pre-existing infrastructure for clinical teachers to obtain real-time teaching feedback.

This article describes the evaluation of a clinical skills boot camp for students at Connecticut Area Health Education Center (CT AHEC) interdisciplinary program to train primary healthcare professionals to serve underserved communities. Early intensive training in basic clinical knowledge can ensure students begin programs with shared basic knowledge, which can facilitate skills in delivering team-based care, a key strategy for optimizing primary healthcare workforce capacity and efficiency.

There is growing recognition of the value and importance of patient engagement in medical education. In this work, we reflect on both the literature on patient engagement and our experiences with a recent initiative focused on the co-creation of educational curricula with patient and healthcare professional partners and offer recommendations for educators and researchers interested in engaging in patient partnerships to develop medical education curriculum. We adopted a co-creation approach, in which patient and healthcare professional Subject Matter Experts (SMEs) were provided an opportunity to co-create curricular material. During the curricular development period, we experienced successes and challenges that allowed us to develop six recommendations to "get a grip" on adopting co-creation approaches to curriculum development in medical education. By applying these recommendations, medical educators can help foster meaningful and sustainable patient partnerships.

Background: Burnout is on the rise in medical training as workload increases. One such demand is the pressure for research productivity earlier in training. However, little is known about the impacts of this trend and its mediating factors as trainees progress. Important influences may be motivation sources and supports, since intrinsic motivation is linked to well-being. This mixed methods study investigated associations between burnout and motivations for conducting research in a sample of medical students and residents in one academic centre.

Methods: Participants completed an online survey including validated scales for measuring burnout (Maslach Burnout Inventory) and intrinsic research motivation (using the Situational Motivation Scale) along with open response items to identify supports for autonomy, competence, and relatedness in the process of conducting research. Results were synthesized from the statistical and thematic analyses, using the framework of self-determination theory.

Results: Forty-three survey responses were analyzed. Overall prevalence of burnout was high (60.5%) and evidenced a progressive impact, with a significant increase in depersonalization among residents compared to medical students. Participants articulating more intrinsic reasons for doing research had lower levels of burnout. Intrinsically motivated individuals were more likely to have increased relational and academic supports and less likely to internalize barriers to conducting research. Residents expressed more competence in their ability to do research but less relational supports.

Discussion/conclusions: Burnout is a multifaceted condition requiring multiple mitigation strategies. This study identified a correlation between research motivation and burnout and mediating protective factors. These findings can inform study of interventions focussed on targeted motivational supports to advance research training in medical education.