Group items tagged

Yale medical students visit art galleries to hone their observational skills

Street Anatomy obsessively covers the use of human anatomy in medicine, art, and design. It began as a blog to educate people about the field of medical illustration and slowly evolved into an exploration of how anatomy is portrayed in everything from fine art to advertising.

"The frequency of accurate observations on a 1-h visual skills examination was used to evaluate pre- vs. post-course descriptions of patient photographs and art imagery. "

"A fascinating report was posted earlier today about the Stanford School of Medicine's Arts, Humanities & Medicine Program. The article, written by Corrie Goldman, provides a closer look into the initiative and how it allows students at the medical school to explore their creativity and artistic passions through the study of art, music and literature."

"The CFD has created the Accessible Resource for Teaching online learning tool to provide additional ways for individuals and groups to participate in faculty development. The goal of ART is to bring faculty development to the teaching practice through the use of short, focused modules. Each module focuses on a particular teaching and learning topic that can be applied in the teaching context and practice."

"The goal of ART is to bring faculty development to the teaching practice through the use of short, focused modules."

"Because of its moral dimension, professionalism inevitably implicates qualities of humanism such as integrity, compassion, altruism, empathy, and respect toward others (ref 2). In my understanding at least, these are not fixed, once-and-for-all achievable attributes in which one can be certified as having attained "competency." "

Great cartoon

"Music can function as a metaphor for medical practice. We can think of the consultation as performance art,4 which may just make me more nervous at work. What better description of general practice than a virtuoso struggle to perform near impossible feats against the backdrop of physical limitations to produce something beautiful and moving?"

"Our empirical studies with five UCI datasets and one real-world medical image classification show that the proposed batch mode active learning algorithm is more effective than the state-of-the-art algorithms for active learning. "

Fifty-five word stories are brief pieces of creative writing that use elements of poetry, prose, or both to encapsulate key experiences in health care. These stories have appeared in Family Medicine1 and JAMA2 and have been used to teach family medicine faculty development fellows.3 Writers and readers of 55-word stories gain insight into key moments of the healing arts; the brevity of the pieces adds to both the writing and reading impact. Fifty-five word stories may be used with trainees to stimulate personal reflection on key training experiences or may be used by individual practitioners as a tool for professional growth.

""I Remember Better When I Paint", narrated by Olivia de Havilland, is the first international documentary about the positive impact of art and other creative therapies on people with Alzheimer's and how these approaches can change the way we look at the disease. A film by Eric Ellena and Berna Huebner, presented by French Connection Films and the Hilgos Foundation. Among those who are featured are noted doctors and Yasmin Aga Khan, president of ALzheimer's Disease International and daughter of Rita Hayworth, who had Alzheimer's."

Finding the right way view your data is as much an art as a science. The visualizations provided on Many Eyes range from the ordinary to the experimental.

"his paper provides a brief state-of-the-art overview of health and healthcare smartphone apps (applications) on the market today, including emerging trends and market uptake."

"The Experiential Learning Cycle is the core and the backbone of Independent Learning but it is far from everything. It is only used for the mastery of the most fundamental principles that must be deeply understood for mastery of the subject to be attained. So it is only used when there is a specific, understandable concept that must be mastered. "

"Those planning medical curricula would be wise to engage their colleagues from philosophy and educational psychology to help elucidate these ideas and to learn how to construct longitudinal mentorship programs. The conceptual basis of these programs need to acknowledge that the boundary between being and doing is porous and that, through a maieutic process, mentors can catalyze and guide personal transformations in learners.

The reflective writing of the group collectively demonstrated engagement with themes commensurate with deeper levels of learning: the feelings, assumptions, beliefs and values of clinical practice

mlearning and CME in developing countries