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anonymous

Be FAIR to students: Four principles that lead to more effective learning, Medical Teac... - 0 views

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    A teacher is a professional not a technician. An understanding of some basic principles about learning can inform the teacher or trainer in their day-to-day practice as a teacher or a trainer. The FAIR principles are: provide feedback to the student, engage the student in active learning, individualize the learning to the personal needs of the student and make the learning relevant.
anonymous

Virtual Interactive Case System (VICS): Perioperative Interactive Education (PIE), Toro... - 0 views

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    "Welcome to the Virtual Interactive Case (VIC) system for creating simulations of encounters with patients in clinics. VIC cases are clinical reasoning exercises with feedback. Their role is to provide a bridge between theory and seeing patients in clinic (or ER), providing students with what Ericsson has called "deliberate practice" as a way of gaining clinical expertise. The strength of VIC is that it is optimized for rapidly creating a large number of cases, by using a patient template, and creating variations of cases with different differential diagnoses for the same presenting complaint."
anonymous

Simulation Case Library - 1 views

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    "The Society for Academic Emergency Medicine (SAEM) Simulation Collection is compiled by the SAEM Simulation Interest Group, working with the SAEM Simulation Task Force. Cases can be posted for sharing and feedback only, or for peer-review and publication. "
anonymous

Medical education: Challenges in implementing workplace based assessments - by Dr Pandu... - 0 views

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    "Following is a list of such practices made use for WBA. -Mini-Clinical Evaluation Exercise (mini-CEX); -Clinical Encounter Cards (CEC); -Clinical Work Sampling (CWS); -Blinded Patient Encounters (BPE); -Direct Observation of Procedural Skills (DOPS); -Case-based Discussion (CbD); -MultiSource Feedback (MSF)."
anonymous

Clinical reasoning - A guide to improving teaching and practice - 0 views

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    By considering clinical reasoning as a skill to be learnt rather than a concept to be understood, a framework for teaching this skill can be developed. The learner initially observes a consultation by the teaching clinician, followed by the teacher explaining the reasoning processes used including hypothesising, hypothesis testing, re-analysis and differential diagnosis. The student then comments on the reasoning of the teacher in a subsequent consultation, followed by feedback from the teacher on the student's reasoning in a third consultation.
anonymous

Development and implementation of an objecti... [Teach Learn Med. 2003] - PubMed - NCBI - 0 views

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    "The results showed some evidence of significant differences between groups tested preworkshop and postworkshop. Higher scores were observed for the posttest group compared to the pretest group only for OSTE items focusing on prioritizing and limiting the amount of feedback given at one time and on action planning."
anonymous

TodaysMeet - 0 views

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    TodaysMeet helps you embrace the backchannel and connect with your audience in realtime. Encourage the room to use the live stream to make comments, ask questions, and use that feedback to tailor your presentation, sharpen your points, and address audience needs.
Anne Marie Cunningham

Twitter in higher education - 0 views

  • Rather than waiting until the end of the module to fill in a feedback form Twitter can be used as a means to generate immediate feedback about a class or event. It can be used to encourage particular teaching methods and offer advice about how to do things differently.
  • Distance learners – Using Twitter to communicate with distance learners has the potential to offer students greater learning support and encouragement throughout their courses.
  • Encouraging students to sign up to external services may not be such a good idea as there are terms and conditions which apply to these services that are outside agreements students have already signed to make use of university services;
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    A blog post on the use of Twitter in Higher Education
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    blog post by Alexis (Lex) Rigby, librarian in Sheffield
anonymous

Use of SPRAT for peer review of paediatricians in training -- Archer et al. 330 (7502):... - 0 views

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    To determine whether a multisource feedback questionnaire, SPRAT (Sheffield peer review assessment tool), is a feasible and reliable assessment method to inform the record of in-training assessment for paediatric senior house officers and specialist registrars.
anonymous

Promoting clinical reasoning in general practice trainees: role of the clinical teacher... - 0 views

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    "It is important that the clinical teacher teaches trainees the specific skills sets of the expert general practitioner (e.g. synthesising skills, recognising prototypes, focusing on cues and clues, using community resources and dealing with uncertainty) in order to promote clinical reasoning in the context of general practice or family medicine. Clinical teachers need to understand their own reasoning processes as well as be able to convey that knowledge to their trainees. They also need to understand the developmental stages of clinical reasoning and be able to nurture each trainee's own expertise. Strategies for facilitating effective clinical reasoning in trainees include adequate exposure to patients, offering the trainees opportunity for reflection and feedback, and coaching on the techniques of reasoning in the general practice context."
anonymous

An electronic portfolio for quantitative assessment of surgical skills in undergraduate... - 0 views

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    Medical students reported that use of an electronic portfolio that provided quantitative feedback on their progress was useful when the number and complexity of targets were appropriate, but not when the portfolio offered only formative evaluations based on reflection. Students felt that use of the e-Portfolio guided their learning process by indicating knowledge gaps to themselves and teachers.
anonymous

Undermining behaviour - 1 views

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    "The information and video below gives valuable insight into what is bullying, harassment and undermining behaviour and how these issues can be constructively dealt with. In itself this educational tool, although helpful, will not make change happen. This material would be best used as part of a wider learning experience where individuals can make sense of the issues and reflect on their own experience, attitude and behaviour."
anonymous

How Can EM Faculty Be Better Evaluators? - 0 views

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    "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."
anonymous

Medical Student Abuse: Incidence, Severity, and Significance - 0 views

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    "46.4% of all respondents stated that they had been abused at some time while enrolled in medical school, with 80.6% of seniors reporting being abused by the senior year. More than two thirds (69.1%) of those abused reported that at least one of the episodes they experienced was of "major importance and very upsetting." Half (49.6%) of the students indicated that the most serious episode of abuse affected them adversely for a month or more; 16.2% said that it would "always affect them." "
anonymous

The construct and criterion validity of the multi- source feedback process to assess ph... - 0 views

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    "Conclusion: The construct and criterion validity of the MSF system is supported by small to large effect size differences based on the MSF process and physician/surgeon performance across different clinical and nonclinical domain measures."
Natalie Lafferty

Learning Communities - 0 views

  • 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?
  • 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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    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.
anonymous

Dunning-Kruger effect definition - 0 views

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    - Wikipedia, the free encyclopedia
anonymous

Comment Bubble - React to Video (Desktop v1.0) - 1 views

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    A tool for commenting on student produced video
anonymous

Why do some clinical supervisors become bullies? - 0 views

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    "In the General Medical Council's 2013 national training survey, 13.2% of respondents said that they had been victims of bullying and harassment in their posts, nearly one in five had seen someone else being bullied or harassed, and over a quarter had experienced "undermining" (unfair or belittling treatment)."
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