Group items tagged

" It is concluded that a significant decline in empathy occurs during the third year of medical school. It is ironic that the erosion of empathy occurs during a time when the curriculum is shifting toward patient-care activities; this is when empathy is most essential. Implications for retaining and enhancing empathy are discussed."

"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."

"MedEdPORTAL Publications and Georgia Regents University have partnered to bring you the Directory and Repository of Educational Assessment Measures (DREAM). DREAM's mission is to achieve excellence in health sciences education by providing easy-to-locate, publically accessible information about assessment instruments to health science educators, educational researchers, and program/curriculum evaluators."

The Humanities Program endeavours to foster the humanities in the medical school and hopes it to be fully incorporated within the fabric of the medical school curriculum, clinical teaching and the lives of the students and faculty.

"This comprehensive collaborative learning workshop guide, developed from the ELI 2009 Fall Focus Session, contains a resource list and five workshop modules intended to reduce some of the extensive work involved in assembling the components and curriculum for such a program. Each of the modules contains topical guidelines, content, resources, and best practices, and each can be easily customized to fit the needs of your institution, department, or unit."

Free case-based curriculum of clinical medicine.

Free case-based curriculum of clinical medicine. Differential diagnoses, clinical images and an all-round great blog

This paper focuses on the constructive use of assessment to embed a pervasive and proactive culture of patient safety into practice, starting with the trainee and extending out into the practice years. This strategy is based on the adage that "assessment drives curriculum" and proposes a series of new assessment tools to be added to all phases of the training-practice continuum.

"All of the graduate students in the School of Nursing take some of their Master of Science courses online. A group of six School of Nursing faculty members and a graduate student received funding to determine best practices in online courses. The group developed an evaluation rubric to measure quality in the graduate online curriculum. They then applied the rubric to the core courses which are primarily offered online and are required for all graduate nursing students. The project had a positive impact on faculty by offering a tool useful for online course evaluation and development. Additionally it brought to attention the needs of faculty member development in online education."

Their involvement as unique individuals will generate sets of challenges likely to influence simulation success, namely: learner-focussed, educator-focussed, situation-focussed, and curriculum focussed challenges respectively. The chapter ends with a summary of the ways educators might deal with inherent challenges confronting the use of simulation in healthcare settings.

"Can compassion and empathy be taught? Can it be taught by older doctors serving as models? Does this mean that older physicians should allow their emotions to show on their faces when they are distressed by a patient's suffering?"

Based on these findings, streaming video technology seems to be a viable tool to complement in-class delivery methods, to accommodate the needs of medical students, and to provide options for meeting the challenges of delivering the undergraduate medical curriculum.

The medical billing and coding programs at these career colleges offer a glimpse into medical billing education across the US. Though the course curriculum varies slightly from school to school, each of these colleges offers a quality learning experience for students entering the field of medical billing.

A Curriculum Framework for Undergraduate Medical Education

"BMJ Learning has recently launched a series of slide presentations on various medical education topics. You are very welcome to use them in your presentations if you wish. They cover a range of topics from curriculum development to setting up OSCE's."

"In portfolio assessment, the face validity is high; the educational impact is positive in terms of directing student learning toward the curriculum outcomes; many medical schools find portfolio assessment to be feasible; acceptability grows with time and with suitable modifications; and reliability may be acceptable if one is prepared to sample through the sources of bias, make use of pre-validated rating rubrics, and train the assessors. Portfolio assessment has much to offer"

" The paper argues that medical schools should adopt a model for co-operative control of the curriculum, thus empowering learners"

"This study suggest that the described inhibitors of empathy may originate in the hidden curriculum and reinforce each other, creating a greater distance between the physician and the patient, and possibly resulting in decreased empathy. Mastering biomedical knowledge is an important part of the students' ideals of the physician's role, and sometimes objective and distanced ideals may suppress empathy and the students' own emotions. "

"The Generalists in Medical Education welcome basic scientists, clinicians, and other educators interested in medical education. We are educators who teach, conduct research, and provide support services in all areas of predoctoral, postdoctoral and continuing medical education. Specific areas of interest include curriculum and faculty development, testing and evaluation, and student services."

"In conclusion, a relatively small percentage of students use multimedia (audio and video) that are provided as a duplication of lectures in the basic sciences. The distribution of frequency of access of both video and audio files was consistent across the various courses offered in the first two years of medical school. There were significant correlations in the frequencies with which individual students viewed videos of lectures from course-to-course. Finally, there was a trend for an inverse association between the frequencies with which students viewed lectures and the grades they received in the course. This is an important observation that requires further investigation since it may be indicative of a maladaptive learning strategy for some students. It also does not exclude the possibility that additional computer-aided resources may be detrimental to some students. "

"There were clear and substantial differences between the perceptions of resident and attending physicians about when the supervising attending physician should be notified in each of the 6 vignettes."