Group items tagged assessment - Medical Education

The health literacy management scale (HeLMS)...a measure of an individual's capacity to... - 0 views

www.ncbi.nlm.nih.gov/...23419326

literacy

shared by anonymous on 03 Jun 13 - No Cached

anonymous on 03 Jun 13

"The HeLMS has acceptable psychometric properties and assesses a range of health literacy constructs important to patients when seeking, understanding and using health information within the healthcare system."

<div class="cArrow"> </div><div class="cContentInner">"The HeLMS has acceptable psychometric properties and assesses a range of health literacy constructs important to patients when seeking, understanding and using health information within the healthcare system."</div>

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Educational Strategies to Promote Clinical Diagnostic Reasoning - NEJM - 0 views

www.nejm.org/...NEJMra054782

clinical reasoning

shared by anonymous on 29 Apr 13 - No Cached

anonymous on 29 Apr 13

"linical teachers differ from clinicians in a fundamental way. They must simultaneously foster high-quality patient care and assess the clinical skills and reasoning of learners in order to promote their progress toward independence in the clinical setting.1 Clinical teachers must diagnose both the patient's clinical problem and the learner's ability and skill."

<div class="cArrow"> </div><div class="cContentInner">"linical teachers differ from clinicians in a fundamental way. They must simultaneously foster high-quality patient care and assess the clinical skills and reasoning of learners in order to promote their progress toward independence in the clinical setting.1 Clinical teachers must diagnose both the patient's clinical problem and the learner's ability and skill."</div>

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How Can EM Faculty Be Better Evaluators? - 0 views

ermentor.com/...how-can-em-faculty-be-better

feedback

shared by anonymous on 27 Apr 13 - No Cached

anonymous on 27 Apr 13

"Despite these drawbacks, one should never be afraid of modifying and re-modifying the evaluation tool - because, in truth, the data on the evaluation form needs to reflect the outcome that you are trying to assess."

<div class="cArrow"> </div><div class="cContentInner">"Despite these drawbacks, one should never be afraid of modifying and re-modifying the evaluation tool - because, in truth, the data on the evaluation form needs to reflect the outcome that you are trying to assess."</div>

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Evaluation of an Interactiv... [Adv Health Sci Educ Theory Pract. 2005] - PubMed - NCBI - 3 views

www.ncbi.nlm.nih.gov/...16193402

PBL casebased

shared by anonymous on 03 Nov 12 - No Cached

anonymous on 03 Nov 12

"This is the first study of the ICON learning system in undergraduate medical education, a platform designed to facilitate collaboration outside of the classroom. Data on user perceptions and system utilization suggest that both faculty and students chose to adopt this online learning system as a means for collaboration. The study also outlines future avenues for research in assessing novel online technologies."

<div class="cArrow"> </div><div class="cContentInner">"This is the first study of the ICON learning system in undergraduate medical education, a platform designed to facilitate collaboration outside of the classroom. Data on user perceptions and system utilization suggest that both faculty and students chose to adopt this online learning system as a means for collaboration. The study also outlines future avenues for research in assessing novel online technologies."</div>

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Spotting the Sick Child - 2 views

www.spottingthesickchild.com

pediatrics

shared by anonymous on 31 Mar 12 - No Cached

anonymous on 31 Mar 12

"This is a new interactive tool commissioned by the Department of Health to support health professionals in the assessment of the acutely sick child."

<div class="cArrow"> </div><div class="cContentInner">"This is a new interactive tool commissioned by the Department of Health to support health professionals in the assessment of the acutely sick child."</div>

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Professionalism: The "good doctor" discussion - 2 views

www.cmaj.ca/...E517.long

professionalism

shared by anonymous on 12 Jul 12 - No Cached

anonymous on 12 Jul 12

"Professionalism in medicine is, in essence, a conversation about what it means to be a good doctor. It has been a major topic of discussion in the field for many years and will likely remain so for years to come. Physicians still debate how to define it, how to assess it and how to teach it. Younger doctors sometimes have different ideas on what it means to be a professional than older colleagues. "

<div class="cArrow"> </div><div class="cContentInner">"Professionalism in medicine is, in essence, a conversation about what it means to be a good doctor. It has been a major topic of discussion in the field for many years and will likely remain so for years to come. Physicians still debate how to define it, how to assess it and how to teach it. Younger doctors sometimes have different ideas on what it means to be a professional than older colleagues. "</div>

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Formative Assessment Strategies / Overview - 0 views

coolcatteacher.visibli.com/...58J1hy

formative assessment

shared by anonymous on 12 Jul 12 - No Cached

anonymous on 12 Jul 12

more strategies

<div class="cArrow"> </div><div class="cContentInner">more strategies</div>

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The Need for More Sophisticated Simulation Applications - 0 views

journals.lww.com/...ophisticated_Simulation.1.aspx

simulation

shared by anonymous on 12 Jul 12 - No Cached

anonymous on 12 Jul 12

"Of course, cognitive simulation and cognitive rehearsal are important for improving physician performance in any specialty of medicine-surgical and non-surgical alike-no matter what the proportion of cognitive and procedural services. And simulation applications that could support the teaching and assessment of expert judgment would be valuable to medical education programs across all disciplines and throughout the continuum of medical education."

<div class="cArrow"> </div><div class="cContentInner">"Of course, cognitive simulation and cognitive rehearsal are important for improving physician performance in any specialty of medicine-surgical and non-surgical alike-no matter what the proportion of cognitive and procedural services. And simulation applications that could support the teaching and assessment of expert judgment would be valuable to medical education programs across all disciplines and throughout the continuum of medical education."</div>

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Patient-Centered Care Model Demands Better Physician-Patient Communication, February 1,... - 1 views

jama.ama-assn.org/...441.full

Patient-centered communication

shared by anonymous on 04 Feb 12 - No Cached

anonymous on 04 Feb 12

"It's not just patients who can learn from tools that help them make evidence-based decisions. Assessing patients' understanding of the information provided and the reasons for their health care choices has been an educational experience for Dale Collins Vidal, MD, director of the Center for Informed Choice at Dartmouth Medical School in Hanover, New Hampshire."

<div class="cArrow"> </div><div class="cContentInner">"It's not just patients who can learn from tools that help them make evidence-based decisions. Assessing patients' understanding of the information provided and the reasons for their health care choices has been an educational experience for Dale Collins Vidal, MD, director of the Center for Informed Choice at Dartmouth Medical School in Hanover, New Hampshire."</div>

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Tips on TREAT - 1 views

tipsontreat.blogspot.com.au

faculty_development gp

shared by Anne Marie Cunningham on 02 Aug 12 - No Cached

Anne Marie Cunningham on 02 Aug 12

FRom Tim Senior: a blog I started years ago to help GP teachers use formative assessment tools compiled on http://www.wentwest.com/treat/ I produced this when I worked for WentWest, an Australian GP registrar training organisation (like a UK VTS). The websites are still up and I think the tools are still useful. Many of you from the UK will recognise some of them, but the guides on how to use them are all my own work.

<div class="cArrow"> </div><div class="cContentInner">FRom Tim Senior: a blog I started years ago to help GP teachers use formative assessment tools compiled on <a href="http://www.wentwest.com/treat/ " rel="nofollow" target="_blank">http://www.wentwest.com/treat/ </a> I produced this when I worked for WentWest, an Australian GP registrar training organisation (like a UK VTS). The websites are still up and I think the tools are still useful. Many of you from the UK will recognise some of them, but the guides on how to use them are all my own work.</div>

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Optimizing Handoff Training and Outcomes in Medical Education - Springer - 0 views

link.springer.com/...fulltext.html

clinical handoff

shared by anonymous on 03 Sep 13 - No Cached

anonymous on 03 Sep 13

"In conclusion, this issue of the journal examines the handoff process across multiple domains, learners and contexts and creates a foundation for further inquiry. Future research should focus on determining best practices for handoff education for all learner levels, demonstrating validity of assessment methods, understanding the patient perspective and objectively measuring patient safety outcomes."

<div class="cArrow"> </div><div class="cContentInner">"In conclusion, this issue of the journal examines the handoff process across multiple domains, learners and contexts and creates a foundation for further inquiry. Future research should focus on determining best practices for handoff education for all learner levels, demonstrating validity of assessment methods, understanding the patient perspective and objectively measuring patient safety outcomes."</div>

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Sense made common: how to add value to early experience - Yardley - 2014 - The Clinical... - 0 views

onlinelibrary.wiley.com/...full

clinical reasoning

shared by anonymous on 05 Feb 14 - No Cached

anonymous on 05 Feb 14

"All of these suggestions are about 'making sense common'. Clinical teachers are encouraged to use questions accompanying the main text to make a self-assessment of their current practice and consider potential changes to provide additional value for students during AEE."

<div class="cArrow"> </div><div class="cContentInner">"All of these suggestions are about 'making sense common'. Clinical teachers are encouraged to use questions accompanying the main text to make a self-assessment of their current practice and consider potential changes to provide additional value for students during AEE."</div>

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A 12-year comparison of students' perspectives on diversity at a Jesuit Medical School ... - 1 views

www.med-ed-online.net/...23401

diversity

shared by anonymous on 01 Mar 14 - No Cached

anonymous on 01 Mar 14

"It may be postulated that the improvement in students' self-perceptions of equality and diversity over the past 12 years may have been influenced by a generational acceptance of cultural diversity and, the inclusion of diversity training courses within the medical curriculum. Diversity training related to race and sexual orientation should be expanded, including a follow-up survey to assess the effectiveness of any intervention."

<div class="cArrow"> </div><div class="cContentInner">"It may be postulated that the improvement in students' self-perceptions of equality and diversity over the past 12 years may have been influenced by a generational acceptance of cultural diversity and, the inclusion of diversity training courses within the medical curriculum. Diversity training related to race and sexual orientation should be expanded, including a follow-up survey to assess the effectiveness of any intervention."</div>

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Clarifying assumptions to enhance our understanding... [Acad Med. 2013] - PubMed - NCBI - 0 views

www.ncbi.nlm.nih.gov/...23425980

clinical reasoning

shared by anonymous on 31 Jul 13 - No Cached

anonymous on 31 Jul 13

" They then outline four different theoretical frameworks held by medical educators that the authors believe guide educators' views on the topic, knowingly or not. Within each theoretical framework, the authors begin with a definition of clinical reasoning (from that viewpoint) and then discuss learning, assessment, and research implications."

<div class="cArrow"> </div><div class="cContentInner">" They then outline four different theoretical frameworks held by medical educators that the authors believe guide educators' views on the topic, knowingly or not. Within each theoretical framework, the authors begin with a definition of clinical reasoning (from that viewpoint) and then discuss learning, assessment, and research implications."</div>

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Assessment of cognitive biases and biostatistics knowledge of medical residents: a mult... - 2 views

med-ed-online.net/...23646

assessment cognitivebias

shared by anonymous on 02 May 14 - No Cached

anonymous on 02 May 14

"A large number of medical residents are unable to correctly interpret crucial statistical concepts that are commonly found in the medical literature. They are also especially prone to the gambler's fallacy bias, which may undermine clinical judgment and medical decision making. Formalized systematic teaching of biostatistics during residency will be required to de-bias residents and ensure that they are proficient in understanding and communicating statistical information."

<div class="cArrow"> </div><div class="cContentInner">"A large number of medical residents are unable to correctly interpret crucial statistical concepts that are commonly found in the medical literature. They are also especially prone to the gambler's fallacy bias, which may undermine clinical judgment and medical decision making. Formalized systematic teaching of biostatistics during residency will be required to de-bias residents and ensure that they are proficient in understanding and communicating statistical information."</div>

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COMSEP - Excellence in Medical Student Education in Pediatrics : Task Forces - 0 views

www.comsep.org/...template2013.cfm

OSTE

shared by anonymous on 08 Nov 13 - No Cached

anonymous on 08 Nov 13

"The ACGME and LCME mandate that residency programs and medical schools provide core faculty with regular faculty development on teaching. Objective Structured Teaching Exercises (OSTEs) are an innovative tool using standardized learners (SLs) to develop and assess teaching skills."

<div class="cArrow"> </div><div class="cContentInner">"The ACGME and LCME mandate that residency programs and medical schools provide core faculty with regular faculty development on teaching. Objective Structured Teaching Exercises (OSTEs) are an innovative tool using standardized learners (SLs) to develop and assess teaching skills."</div>

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Adult learning: How to assess a portfolio - by Dr Pandula Siribaddana - Helium - 1 views

www.helium.com/...ning-how-to-assess-a-portfolio

medicine portfolio

shared by anonymous on 26 Jul 10 - Cached

Organising Open Educational Resources (OOER) labyrinth - 0 views

ooer.labyrinth.mvm.ed.ac.uk

labyrinth OOER medical education web2.0 OER

shared by Annalisa Manca on 12 Sep 10 - Cached

Annalisa Manca on 12 Sep 10

There is already significant activity in the area of sharing resources in medicine, dentistry and veterinary medicine. This is typically on a sharing amongst limited discipline communities, around a particular area such as assessment and/or on a semi-commercial basis. The OOER project proposes to open up the process to a wider constituency and encourage sharing more openly, as well as reveal existing good practice in medicine, dentistry and veterinary medicine in UK HE.

<div class="cArrow"> </div><div class="cContentInner">There is already significant activity in the area of sharing resources in medicine, dentistry and veterinary medicine. This is typically on a sharing amongst limited discipline communities, around a particular area such as assessment and/or on a semi-commercial basis. The OOER project proposes to open up the process to a wider constituency and encourage sharing more openly, as well as reveal existing good practice in medicine, dentistry and veterinary medicine in UK HE.</div>

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Learning Communities - 0 views

learningcommunities.ucalgaryblogs.ca

Calgary learning communities blogging

shared by Natalie Lafferty on 11 Dec 08 - Cached

We talked about many things, but I think the common thread was that this is really not about “blogging” or even technology. It’s about what happens when students are publishing their own content, and collaborating with each other. What does that mean for assessment? How do you properly engage a class of 100 (or more?) students, having them all publish content, exploring various topics, commenting, thinking critically, and still be able to make sense of that much activity?
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Since we stepped back a bit from technology, we defined student publishing more broadly, to also include such things as discussion boards and wikis. We talked a bit about blogging as an ePortfolio activity - that it may be effective for students to publish various bits of content through their blog(s) and then to let it percolate and filter until the “best” stuff is distilled into what is essentially an ePortfolio - and maybe THAT’s the artifact that gets assessed. The activity through the blogs is important, but every student will participate in a different way. Maybe it would be a valuable thing to even make blogging itself an optional thing - but those who don’t participate will have had less feedback and refinement of their ePortfolio artifacts.
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Natalie Lafferty on 11 Dec 08

This is one of the University of Calgary's Blogs, it focuses on discussing various topics of interest to communities of learners at the Calgary. It has some interesting posts on publishing student content.

<div class="cArrow"> </div><div class="cContentInner">This is one of the University of Calgary's Blogs, it focuses on discussing various topics of interest to communities of learners at the Calgary. It has some interesting posts on publishing student content.</div>

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MedEdPORTAL - 0 views

services.aamc.org/...goLinkPage.do

education medicine reference research free

shared by anonymous on 22 Dec 08 - Cached

anonymous on 22 Dec 08

Association of American Medical Colleges (AAMC) developed and launched MedEdPORTAL as a free publishing venue and dissemination portal to support educators and learners as they create and use on-line teaching materials, assessment tools and faculty development resources.

<div class="cArrow"> </div><div class="cContentInner">Association of American Medical Colleges (AAMC) developed and launched MedEdPORTAL as a free publishing venue and dissemination portal to support educators and learners as they create and use on-line teaching materials, assessment tools and faculty development resources. </div>

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Group items tagged

The health literacy management scale (HeLMS)...a measure of an individual's capacity to... - 0 views

Educational Strategies to Promote Clinical Diagnostic Reasoning - NEJM - 0 views

How Can EM Faculty Be Better Evaluators? - 0 views

Evaluation of an Interactiv... [Adv Health Sci Educ Theory Pract. 2005] - PubMed - NCBI - 3 views

Spotting the Sick Child - 2 views

Professionalism: The "good doctor" discussion - 2 views

Formative Assessment Strategies / Overview - 0 views

The Need for More Sophisticated Simulation Applications - 0 views

Patient-Centered Care Model Demands Better Physician-Patient Communication, February 1,... - 1 views

Tips on TREAT - 1 views

Optimizing Handoff Training and Outcomes in Medical Education - Springer - 0 views

Sense made common: how to add value to early experience - Yardley - 2014 - The Clinical... - 0 views

A 12-year comparison of students' perspectives on diversity at a Jesuit Medical School ... - 1 views

Clarifying assumptions to enhance our understanding... [Acad Med. 2013] - PubMed - NCBI - 0 views

Assessment of cognitive biases and biostatistics knowledge of medical residents: a mult... - 2 views

COMSEP - Excellence in Medical Student Education in Pediatrics : Task Forces - 0 views

Adult learning: How to assess a portfolio - by Dr Pandula Siribaddana - Helium - 1 views

Organising Open Educational Resources (OOER) labyrinth - 0 views

Learning Communities - 0 views

MedEdPORTAL - 0 views

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