Group items tagged

"AFMC and the Norlien Foundation have partnered to provide funding and support for the development of a suite of e-learning tools on early brain and biological development and addictions for undergraduate medical education. The suite of resources includes virtual patients, a primer (e-textbook), and podcast series. Topics that are addressed include core concepts of early child development, epigenetics, intervention and treatment strategies, and system responses to addiction."

"The principles, developed by a committee of nurse leaders and patient advocates, are meant to guide the provider community in developing patient engagement models and quality and safety interventions that support and encourage the patient and family to become partners in their care. The development of the principles, and the organization, is supported by the Robert Wood Johnson Foundation."

"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."

Support your child's development by purchasing the proper fitness equipment. With so many sedentary activities, it's important that your children stay active. Swinging is great exercise for you and your child. Look for items that will promote social interaction by allowing for multiple participants and also leave room for the imagination to run wild!

With 2012 coming to an end, we have put together a list of innovative medical and healthcare apps - apps that gave us pause and represent the future of mobile medicine. These apps should also inspire developers and other healthcare providers to think outside the box when developing their own medical apps. Of note, most of the apps mentioned in this compilation are free to download.

The Expert Skills Program (ESP) at Texas Tech was implemented in March, 2012, as a free access professional skill development opportunity for all interested students regardless of their institution. The ESP is named to reflect the broad goal of acquiring expert skills in areas ranging from clinical reasoning, patient examination, and communication to the fine motor skills employed in clinical procedures. We have been able to initiate skill development prior to formal clinical training by matching the steps used in clinical skills to the steps involved in higher order thinking skills.

"Students identify the need for strong positive role models in their learning environment, and for effective evaluation of the professionalism of students and teachers. Medical school leaders must facilitate development of these components within the MD education and faculty development programs as well as in clinical milieus where student learning occurs."

"The richness of the informal curriculum in a longitudinal rural placement powerfully influenced students' intentions to practise rurally. It provided an important context for learning and evolving notions of professionalism and rural professional identity. This richness could be reinforced by developing formal curricula using educational activities based around service-led and interprofessional learning. To overcome the contextual barriers, the rural workforce development model needs to focus on socialising medical students into rural and remote medicine. More generic issues include student selection, further expansion of structured vocational training pathways that vertically integrate with longitudinal rural placements and the maintenance of rurally focused support throughout postgraduate training."

"Here are some of the reasons why students should be taking notes for themselves. The practice of note-taking develops several important skills-starting with listening. You can't take notes if you aren't listening. You need to be able to take decent notes because in most professional contexts, indeed in life, you are regularly in situations that require taking in and processing information that you need to remember and later apply. You can't always be asking people to give you a copy of what they just told you."

"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."

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.

Get Body Smart has been developed by Scott Sheffield. This site represents his attempt to create a fully animated and interactive eBook about human anatomy and physiology. The contents and design of this long-term project are based on my 21 years of teaching this material at the university level. This is a work in progress and Scott is happy for ineterested teachers and students to use the tutorials he has developed.

A great handbook for test and exam developers.

In this article, the authors develop a definition of positive deviance, a foundational construct in positive organizational scholarship. They offer a normative definition of positive deviance: intentional behaviors that depart from the norms of a referent group in honorable ways. The authors contrast this normative perspective on deviance with statistical, supraconformity, and reactive perspectives on deviance. They also develop research propositions that differentiate positive deviance from related prosocial types of behaviors, including organizational citizenship, whistle-blowing, corporate social responsibility, and creativity/innovation. Finally, the authors offer some initial ideas on how to operationalize positive deviance.

"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."

Considering the zones of proximal development model should drive educators to seek out and leverage more structured educational interventions, without which the limitations of learning and self-directed learner growth may be undermining the overall impact of the medical education we create.

The tool was conceived by a research team from the Faculty of Health and Life Sciences at UWE Bristol led by principal lecturer Simon Messer, and developed in collaboration with Avon Somerset and Wiltshire Cancer Services (ASWCs) who commissioned the project as part of the National Awareness and Early Diagnosis Initiative. The idea is that GPs can access GP Sim from their computer at a time that suits to fine tune their diagnostic skills.

There is a need for a cultural change in clinical education, in which those involved with the professional training of healthcare professionals perceive teaching as more than the transmission of knowledge and technical skills. Process-oriented teaching practices that integrate technology as part of a carefully designed curriculum may have the potential to facilitate the development of capable healthcare graduates who are able to navigate the complexity of health systems and patient management in ways that go beyond the application of knowledge and skills.

"Peer assessment of teaching can improve the quality of instruction and contribute to summative evaluation of teaching effectiveness integral to high-stakes decision making. There is, however, a paucity of validated, criterion-based peer assessment instruments. The authors describe development and pilot testing of one such instrument and share lessons learned"

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