Challenge-based learning (CBL) in biomedical education can prepare health professionals to handle complex challenges in their work environments through the development and practice of problem-solving skills. This paper provides twelve practical tips for biomedical educators to implement CBL in their education. The intricacies of CBL are explained together with organizational tips, and multiple levels of student support to help students achieve CBL learning goals. Our aim is to promote CBL in biomedical education and to help students acquire valuable skills for post-graduation while working towards solving real societal needs.
{"title":"Practical tips for organizing challenge-based learning in biomedical education","authors":"Farah R. W. Kools, Heleen van Ravenswaaij","doi":"10.12688/mep.19755.1","DOIUrl":"https://doi.org/10.12688/mep.19755.1","url":null,"abstract":"<ns4:p>Challenge-based learning (CBL) in biomedical education can prepare health professionals to handle complex challenges in their work environments through the development and practice of problem-solving skills. This paper provides twelve practical tips for biomedical educators to implement CBL in their education. The intricacies of CBL are explained together with organizational tips, and multiple levels of student support to help students achieve CBL learning goals. Our aim is to promote CBL in biomedical education and to help students acquire valuable skills for post-graduation while working towards solving real societal needs.</ns4:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"30 35","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135390279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Neva Howard, Roger Edwards, Kathy Boutis, Seth Alexander, Martin Pusic
Learning curves can be used to design, implement, and evaluate educational interventions. Attention to key aspects of the method can improve the fidelity of this representation of learning as well as its suitability for education and research purposes. This paper addresses when to use a learning curve, which graphical properties to consider, how to use learning curves quantitatively, and how to use observed thresholds to communicate meaning. We also address the associated ethics and policy considerations. We conclude with a best practices checklist for both educators and researchers seeking to use learning curves in their work.
{"title":"Twelve Tips for using Learning Curves in Health Professions Education Research","authors":"Neva Howard, Roger Edwards, Kathy Boutis, Seth Alexander, Martin Pusic","doi":"10.12688/mep.19723.1","DOIUrl":"https://doi.org/10.12688/mep.19723.1","url":null,"abstract":"<ns3:p>Learning curves can be used to design, implement, and evaluate educational interventions. Attention to key aspects of the method can improve the fidelity of this representation of learning as well as its suitability for education and research purposes. This paper addresses when to use a learning curve, which graphical properties to consider, how to use learning curves quantitatively, and how to use observed thresholds to communicate meaning. We also address the associated ethics and policy considerations. We conclude with a best practices checklist for both educators and researchers seeking to use learning curves in their work.</ns3:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"222 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alexandre Nehme, Rachel Btaiche, Marc Jreij, Jizel Jahjah, George Karam, Anne Belcher
Background The aim of this study is to explore the efficacy of the Faculty Development Program (FDP) implemented at the Saint George University of Beirut-Faculty of Medicine (SGUB FM) under exceptional circumstances as the triple blow to Beirut. Methods The Faculty Development, directed towards a cohort of 35 faculty members, is composed of two major components: methodology of teaching and techniques of assessment. The Kirkpatrick’s assessment model, in combination with a specifically designed psychological questionnaire, were chosen to assess the effectiveness of the faculty development initiative. Results Results of the different questionnaires were interpreted individually, then through the lens of the psychological questionnaire. A majority of faculty (55%) were significantly affected psychologically by Beirut’s triple blow and 77% of all participants found the workshops to be of excellent quality (Kirkpatrick’s Level I). Moreover, Kirkpatrick’s level II results yielded a 76% mean percentage of correct answers to post-workshops MCQs and a significant improvement in the mean results of the self-assessment questionnaires, administered before and after each workshop. Results also show that the more a trainee is psychologically affected, the less he/she performs as evidenced by a decrease in the satisfaction rate as well as in the score of the cognitive MCQs and of the self-assessment questionnaires. Conclusions This study was able to highlight that significant learning can occur amidst exceptional circumstances like the Beirut triple blow and administration should invest in professional growth to retain its faculty.
{"title":"Successful implementation of Medical Education Faculty Development Project at Saint George University of Beirut in the immediate post triple blow to Beirut","authors":"Alexandre Nehme, Rachel Btaiche, Marc Jreij, Jizel Jahjah, George Karam, Anne Belcher","doi":"10.12688/mep.19519.2","DOIUrl":"https://doi.org/10.12688/mep.19519.2","url":null,"abstract":"<ns4:p>Background The aim of this study is to explore the efficacy of the Faculty Development Program (FDP) implemented at the Saint George University of Beirut-Faculty of Medicine (SGUB FM) under exceptional circumstances as the triple blow to Beirut. Methods The Faculty Development, directed towards a cohort of 35 faculty members, is composed of two major components: methodology of teaching and techniques of assessment. The Kirkpatrick’s assessment model, in combination with a specifically designed psychological questionnaire, were chosen to assess the effectiveness of the faculty development initiative. Results Results of the different questionnaires were interpreted individually, then through the lens of the psychological questionnaire. A majority of faculty (55%) were significantly affected psychologically by Beirut’s triple blow and 77% of all participants found the workshops to be of excellent quality (Kirkpatrick’s Level I). Moreover, Kirkpatrick’s level II results yielded a 76% mean percentage of correct answers to post-workshops MCQs and a significant improvement in the mean results of the self-assessment questionnaires, administered before and after each workshop. Results also show that the more a trainee is psychologically affected, the less he/she performs as evidenced by a decrease in the satisfaction rate as well as in the score of the cognitive MCQs and of the self-assessment questionnaires. Conclusions This study was able to highlight that significant learning can occur amidst exceptional circumstances like the Beirut triple blow and administration should invest in professional growth to retain its faculty.</ns4:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"80 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Patricia McWalter, Abdullah AlKhenizan, Marium Ahmad
Background In this study, we explore how doctors in training perceive mentorship and leadership and whether they believed that mentoring influences the development of leadership skills. The study also addressed whether certain leadership styles lend themselves better to mentoring. Methods A qualitative research method was employed in this study and ethical approval was granted by the Research Ethics Committee (REC) at King Faisal Specialist Hospital and Research Centre (KFSH&RC), after which twelve hospital residents were recruited using purposive sampling. Semi-structured interviews were conducted by the authors and thematic data analysis was performed. Results Three themes emerged and were later refined, using Braun and Clarke’s 2006 thematic analysis method: 1. Purpose of mentorship, with sub themes: a. Expectations, b. Perception of mentorship as supervision, and c. The role of mentorship, including informal mentoring in leadership development 2. Role of mentorship in leadership development. 3. Perceptions of a leader, with sub-themes: a. The leader as a manager, b. The leader as a role model, and c. The merits of different leadership styles. Discussion Most of the residents (doctors in training) viewed mentorship in a positive way. However, when the mentor was perceived more as a supervisor, the usefulness of mentoring was less clear. However, they found that informal mentoring would contribute to leadership skills and would inspire them to become leaders themselves. They were likely to be influenced positively when they saw the leader as a role model, rather than a manager.
{"title":"An Evaluation of Mentorship for Hospital Residents in Saudi Arabia: A Qualitative study using Semi-structured Interviews","authors":"Patricia McWalter, Abdullah AlKhenizan, Marium Ahmad","doi":"10.12688/mep.19364.2","DOIUrl":"https://doi.org/10.12688/mep.19364.2","url":null,"abstract":"Background In this study, we explore how doctors in training perceive mentorship and leadership and whether they believed that mentoring influences the development of leadership skills. The study also addressed whether certain leadership styles lend themselves better to mentoring. Methods A qualitative research method was employed in this study and ethical approval was granted by the Research Ethics Committee (REC) at King Faisal Specialist Hospital and Research Centre (KFSH&RC), after which twelve hospital residents were recruited using purposive sampling. Semi-structured interviews were conducted by the authors and thematic data analysis was performed. Results Three themes emerged and were later refined, using Braun and Clarke’s 2006 thematic analysis method: 1. Purpose of mentorship, with sub themes: a. Expectations, b. Perception of mentorship as supervision, and c. The role of mentorship, including informal mentoring in leadership development 2. Role of mentorship in leadership development. 3. Perceptions of a leader, with sub-themes: a. The leader as a manager, b. The leader as a role model, and c. The merits of different leadership styles. Discussion Most of the residents (doctors in training) viewed mentorship in a positive way. However, when the mentor was perceived more as a supervisor, the usefulness of mentoring was less clear. However, they found that informal mentoring would contribute to leadership skills and would inspire them to become leaders themselves. They were likely to be influenced positively when they saw the leader as a role model, rather than a manager.","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"106 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135809674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Toru Yamada, Taro Minami, Yuka Kitano, Shunpei Yoshino, Suguru Mabuchi, Nilam J. Soni
Purpose: Point-of-care ultrasound (POCUS) allows bedside clinicians to acquire, interpret, and integrate ultrasound images into patient care. Although the availability of POCUS training courses has increased, the educational effectiveness of these courses is unclear.Methods: From 2017 to 2019, we investigated the educational effectiveness of a standardized 2-day hands-on POCUS training course and changes in pre- and post-course exam scores in relationship to participants’ (n = 571) clinical rank, years of POCUS experience, and frequency of POCUS use in clinical practice.Results: The mean pre- and post-course examination scores were 67.2 (standard deviation [SD] 12.3) and 79.7 (SD 9.7), respectively. Higher pre-course examination scores were associated with higher clinical rank, more years of POCUS experience, and more frequent POCUS use (p < 0.05). All participants showed significant changes in pre- to post-course exam scores. Though pre-course scores differed by clinical rank, POCUS experience, and frequency of POCUS use, differences in post-course scores according to participant baseline differences were non-significant.Conclusion: A standardized hands-on POCUS training course is effective for improving POCUS knowledge regardless of baseline differences in clinical rank, POCUS experience, or frequency of POCUS use. Future studies shall evaluate changes in POCUS use in clinical practice after POCUS training.
{"title":"Development of a national point-of-care ultrasound training course for physicians in Japan: A 3-year evaluation","authors":"Toru Yamada, Taro Minami, Yuka Kitano, Shunpei Yoshino, Suguru Mabuchi, Nilam J. Soni","doi":"10.12688/mep.19679.1","DOIUrl":"https://doi.org/10.12688/mep.19679.1","url":null,"abstract":"<ns4:p><ns4:bold>Purpose</ns4:bold>: Point-of-care ultrasound (POCUS) allows bedside clinicians to acquire, interpret, and integrate ultrasound images into patient care. Although the availability of POCUS training courses has increased, the educational effectiveness of these courses is unclear.</ns4:p><ns4:p> <ns4:bold>Methods</ns4:bold>: From 2017 to 2019, we investigated the educational effectiveness of a standardized 2-day hands-on POCUS training course and changes in pre- and post-course exam scores in relationship to participants’ (n = 571) clinical rank, years of POCUS experience, and frequency of POCUS use in clinical practice.</ns4:p><ns4:p> <ns4:bold>Results</ns4:bold>: The mean pre- and post-course examination scores were 67.2 (standard deviation [SD] 12.3) and 79.7 (SD 9.7), respectively. Higher pre-course examination scores were associated with higher clinical rank, more years of POCUS experience, and more frequent POCUS use (p < 0.05). All participants showed significant changes in pre- to post-course exam scores. Though pre-course scores differed by clinical rank, POCUS experience, and frequency of POCUS use, differences in post-course scores according to participant baseline differences were non-significant.</ns4:p><ns4:p> <ns4:bold>Conclusion</ns4:bold>: A standardized hands-on POCUS training course is effective for improving POCUS knowledge regardless of baseline differences in clinical rank, POCUS experience, or frequency of POCUS use. Future studies shall evaluate changes in POCUS use in clinical practice after POCUS training.</ns4:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"2 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135216826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Steven A. Burr, Thomas Gale, Jolanta Kisielewska, Paul Millin, José M. Pêgo, Gergo Pinter, Iain M. Robinson, Daniel Zahra
Adaptive testing has a long but largely unrecognized history. The advent of computer-based testing has created new opportunities to incorporate adaptive testing into conventional programmes of study. Relatively recently software has been developed that can automate the delivery of summative assessments that adapt by difficulty or content. Both types of adaptive testing require a large item bank that has been suitably quality assured. Adaptive testing by difficulty enables more reliable evaluation of individual candidate performance, although at the expense of transparency in decision making, and requiring unidirectional navigation. Adaptive testing by content enables reduction in compensation and targeted individual support to enable assurance of performance in all the required outcomes, although at the expense of discovery learning. With both types of adaptive testing, candidates are presented a different set of items to each other, and there is the potential for that to be perceived as unfair. However, when candidates of different abilities receive the same items, they may receive too many they can answer with ease, or too many that are too difficult to answer. Both situations may be considered unfair as neither provides the opportunity to demonstrate what they know. Adapting by difficulty addresses this. Similarly, when everyone is presented with the same items, but answer different items incorrectly, not providing individualized support and opportunity to demonstrate performance in all the required outcomes by revisiting content previously answered incorrectly could also be considered unfair; a point addressed when adapting by content. We review the educational rationale behind the evolution of adaptive testing and consider its inherent strengths and limitations. We explore the continuous pursuit of improvement of examination methodology and how software can facilitate personalized assessment. We highlight how this can serve as a catalyst for learning and refinement of curricula; fostering engagement of learner and educator alike.
{"title":"A narrative review of adaptive testing and its application to medical education","authors":"Steven A. Burr, Thomas Gale, Jolanta Kisielewska, Paul Millin, José M. Pêgo, Gergo Pinter, Iain M. Robinson, Daniel Zahra","doi":"10.12688/mep.19844.1","DOIUrl":"https://doi.org/10.12688/mep.19844.1","url":null,"abstract":"<ns4:p>Adaptive testing has a long but largely unrecognized history. The advent of computer-based testing has created new opportunities to incorporate adaptive testing into conventional programmes of study. Relatively recently software has been developed that can automate the delivery of summative assessments that adapt by difficulty or content. Both types of adaptive testing require a large item bank that has been suitably quality assured. Adaptive testing by difficulty enables more reliable evaluation of individual candidate performance, although at the expense of transparency in decision making, and requiring unidirectional navigation. Adaptive testing by content enables reduction in compensation and targeted individual support to enable assurance of performance in all the required outcomes, although at the expense of discovery learning. With both types of adaptive testing, candidates are presented a different set of items to each other, and there is the potential for that to be perceived as unfair. However, when candidates of different abilities receive the same items, they may receive too many they can answer with ease, or too many that are too difficult to answer. Both situations may be considered unfair as neither provides the opportunity to demonstrate what they know. Adapting by difficulty addresses this. Similarly, when everyone is presented with the same items, but answer different items incorrectly, not providing individualized support and opportunity to demonstrate performance in all the required outcomes by revisiting content previously answered incorrectly could also be considered unfair; a point addressed when adapting by content. We review the educational rationale behind the evolution of adaptive testing and consider its inherent strengths and limitations. We explore the continuous pursuit of improvement of examination methodology and how software can facilitate personalized assessment. We highlight how this can serve as a catalyst for learning and refinement of curricula; fostering engagement of learner and educator alike.</ns4:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"35 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135274095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Competency-based education (CBE) has started to change the medical education process from a time-based, teacher-focused approach to an outcomes-based, learner-centered, and population-sensitive philosophy. The International Competency-Based Medical Education Collaborators (ICBME) first convened in 2009 and released a series of scholarly papers that laid the conceptual foundation for CBE in medical education. CBE is intended to address many of the shortcomings in our current medical education system. Prominent among such concerns is the disconnect between topics emphasized in the education process, and the health needs of the populations that learners intend to serve.
{"title":"Faculty development in competency-based education","authors":"William Murdoch","doi":"10.12688/mep.19890.1","DOIUrl":"https://doi.org/10.12688/mep.19890.1","url":null,"abstract":"<ns7:p>Competency-based education (CBE) has started to change the medical education process from a time-based, teacher-focused approach to an outcomes-based, learner-centered, and population-sensitive philosophy. The International Competency-Based Medical Education Collaborators (ICBME) first convened in 2009 and released a series of scholarly papers that laid the conceptual foundation for CBE in medical education. CBE is intended to address many of the shortcomings in our current medical education system. Prominent among such concerns is the disconnect between topics emphasized in the education process, and the health needs of the populations that learners intend to serve.</ns7:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background Rigorous medical education research (MER) conducted by faculty in pediatric standardized residency training (SRT) can contribute to the promotion of child health care. This study aimed to assess the perceptions of pediatric SRT faculty regarding MER in Guangdong Province, China. Methods In August 2022, an anonymous questionnaire survey was conducted during a medical education conference in Guangzhou, Guangdong. A total of 40 pediatric SRT clinical teachers from 10 teaching hospitals in Guangdong Province attended the pediatric session of the medical education conference and completed the questionnaire during the conference. The questionnaire covered various topics related to MER conducted in SRT, the challenges they encountered in MER, and their perceptions of grants on MER. Results Among the 40 teachers, 16 (40.00%) stated that they did not participate in any MER activities. The main challenges they encountered in conducting MER were the lack of training (72.50%), limited time (80.00%), and lack of grants funding (60.00%). Only 10 (25.00%) teachers were reported to have received grants for MER projects. Conclusions The findings highlight the importance of providing support and training to pediatric SRT faculty in Guangdong Province, China, to enhance their engagement in MER. Addressing these challenges can lead to significant improvements in child health care promotion through evidence-based educational practices.
{"title":"Pediatric standardized residency training faculty’s perceptions of medical education research: a questionnaire survey","authors":"Mu-Xue Yu, Xiao-Yun Jiang, Xiao-Yu Li, Zhi-Hui Yue, Ying Mo, Wang-Kai Liu, Yu-Fen Gu","doi":"10.12688/mep.19777.1","DOIUrl":"https://doi.org/10.12688/mep.19777.1","url":null,"abstract":"<ns7:p>Background Rigorous medical education research (MER) conducted by faculty in pediatric standardized residency training (SRT) can contribute to the promotion of child health care. This study aimed to assess the perceptions of pediatric SRT faculty regarding MER in Guangdong Province, China. Methods In August 2022, an anonymous questionnaire survey was conducted during a medical education conference in Guangzhou, Guangdong. A total of 40 pediatric SRT clinical teachers from 10 teaching hospitals in Guangdong Province attended the pediatric session of the medical education conference and completed the questionnaire during the conference. The questionnaire covered various topics related to MER conducted in SRT, the challenges they encountered in MER, and their perceptions of grants on MER. Results Among the 40 teachers, 16 (40.00%) stated that they did not participate in any MER activities. The main challenges they encountered in conducting MER were the lack of training (72.50%), limited time (80.00%), and lack of grants funding (60.00%). Only 10 (25.00%) teachers were reported to have received grants for MER projects. Conclusions The findings highlight the importance of providing support and training to pediatric SRT faculty in Guangdong Province, China, to enhance their engagement in MER. Addressing these challenges can lead to significant improvements in child health care promotion through evidence-based educational practices.</ns7:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emergency medicine clerkships have become more prevalent in the third year of medical school, a time when students are immersed in the core clinical training of their undergraduate medical education. There is little guidance for clinician educators, however, on how to effectively scaffold learning for third-year medical students when rotating in the emergency department (ED) during core clerkships. The authors sought to provide best practices in teaching to leverage the rich learning environment of the ED – regardless of their specialty selections. Based on an extensive review of the literature spanning on-shift teaching, feedback, clinical medicine, and bedside teaching, the following twelve tips are offered to guide the instruction of the undifferentiated third-year medical student in the ED.
{"title":"Practical tips for teaching the undifferentiated medical student in the emergency department","authors":"Allan D. Winger, Dimitrios Papanagnou","doi":"10.12688/mep.19776.1","DOIUrl":"https://doi.org/10.12688/mep.19776.1","url":null,"abstract":"<ns7:p>Emergency medicine clerkships have become more prevalent in the third year of medical school, a time when students are immersed in the core clinical training of their undergraduate medical education. There is little guidance for clinician educators, however, on how to effectively scaffold learning for third-year medical students when rotating in the emergency department (ED) during core clerkships. The authors sought to provide best practices in teaching to leverage the rich learning environment of the ED – regardless of their specialty selections. Based on an extensive review of the literature spanning on-shift teaching, feedback, clinical medicine, and bedside teaching, the following twelve tips are offered to guide the instruction of the undifferentiated third-year medical student in the ED.</ns7:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bedside teaching offers the opportunity to integrate the different professional roles and competencies of doctors and medical students with one another. It should not be delivered uniformly to all students but must be adapted to the level of experience of the students. Students at an early stage of their studies need a greater degree of structure and scaffolding than advanced students, as they may still feel insecure regarding a variety of factors. It therefore seems useful to take a closer look at the cognitive theories behind bedside teaching while bearing in mind that, in comparison to other teaching and learning formats, findings about emotion, epistemic beliefs, visual thinking strategies, theories of cognitive load, experiential learning and scripting, critical reasoning, structured briefing and debriefing can improve bedside teaching. This paper provides practical tips to reveal the processes of clinical reasoning and decision-making in a more rational, structured, analytical and critical manner.
{"title":"Practical tips to improve bedside teaching using learning theories and critical reasoning","authors":"Thomas Rotthoff","doi":"10.12688/mep.19826.1","DOIUrl":"https://doi.org/10.12688/mep.19826.1","url":null,"abstract":"<ns7:p>Bedside teaching offers the opportunity to integrate the different professional roles and competencies of doctors and medical students with one another. It should not be delivered uniformly to all students but must be adapted to the level of experience of the students. Students at an early stage of their studies need a greater degree of structure and scaffolding than advanced students, as they may still feel insecure regarding a variety of factors. It therefore seems useful to take a closer look at the cognitive theories behind bedside teaching while bearing in mind that, in comparison to other teaching and learning formats, findings about emotion, epistemic beliefs, visual thinking strategies, theories of cognitive load, experiential learning and scripting, critical reasoning, structured briefing and debriefing can improve bedside teaching. This paper provides practical tips to reveal the processes of clinical reasoning and decision-making in a more rational, structured, analytical and critical manner.</ns7:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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