Group items tagged

"The authors identify a broad range of disrespectful conduct, suggesting six categories for classifying disrespectful behavior in the health care setting: disruptive behavior; humiliating, demeaning treatment of nurses, residents, and students; passive-aggressive behavior; passive disrespect; dismissive treatment of patients; and systemic disrespect."

PBL cases constitute an important component of undergraduate medical education. Thoughtful authoring of PBL cases has the potential to reinforce, rather than undermine, principles of patient-centeredness.

"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."

"The duty of the teacher in this model is not to judge and rate but, rather, to read and tell what is seen. Our teachers, having been trained in the acts of close reading, are equipped not with rating rubrics but, rather, with a reading guide that prompts the reader to attend to several narrative features of a text. The reader/coach can thereby first see and then show the writer what is contained in the written text, at least from that reader's vantage point, helping along the process not only of the writing but also of the reflection the writing birthed. Multiple readers swell and complicate the lessons learned. As a dividend, we have observed, the group of readers/writers form strong, trusting, collaborative teams. And so our training for reflection also fulfills other difficult missions of medical education in teamwork, peer learning, trust, and care."

" 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."

"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."

How do we engage medical students in reflective practice?

Evidence-based medicine (EBM) has achieved cult status in the last 10 years or so. It is an altogether admirable movement in medicine, capable of a great deal of good. Its privileged status, however, has prevented critics from being heard, and there are p

How could this impact medical education?

Whereas present theories of transformative learning tend to focus on the rational and reflective actor, in this article it is suggested that spontaneous action may play a decisive role in transformative learning too. In the spontaneity of action, novelty finds its way into life, gains momentum, is respected by others and reflected by the actor. Such transformation processes are investigated both with the means of theoretical reflection and of empirical inquiry. Based on nine narrative interviews typical phases of transformative learning processes are identified. Owing to the comparative nature of the study, it was also possible to develop an age-related typology that overlaps certain phases of the transformation process. These empirical findings constitute the background against which the nexus of spontaneous action and transformative learning is reflected theoretically. Theories drawn upon include John Dewey's Pragmatism and George Herbert Mead's Social Pragmatism. Both scholars provide rich theoretical concepts for reflecting on the nature of that what so often eludes from the control of both educators and learners: the spontaneity of the beginning.

early years medical students developing insights into diabetes through the use of patient narratives

Arno Kumagai,

I think this is a really interesting paper about how patient narratives can be central to medical education.

steve wheeler et al

Glenn Regehr and Maria Mylopoulos Many of the assumptions about the "adult, self-directed learner" that form the basis of the current model of formal continuing education delivery are largely unsupported by the literature. Yet most practitioners maintain

"Using René Magritte's well-known painting The Treachery of Images (This is not a pipe), we argue that the current focus on competencies throughout medical education can sometimes lead educators to rely too heavily on scores, checkmarks, or other forms of assessment that come to be viewed as equivalents for the actual existence of what is being measured. Magritte insisted that the image he created on the canvas was not a pipe but rather a representation of a pipe, an important distinction for educators to remember as we seek ways to evaluate trainees' attainment of the fundamental knowledge and skills of the profession. We also urge that the focus on broader skills, values, flexibility, reflection, and insight development should fall outside the net of a competency orientation in a supportive environment spared from traditional assessment methods, using a classroom in undergraduate medical education as an example of working toward this end. "

"Despite some limitations in the literature reviewed, evidence suggests that simulation-based education for CVC provides benefits in learner and select clinical outcomes."

"The renewed emphasis on clinical skills in medical education comes at a time when there is also increasing focus on the need to provide better care for populations that experience health disparities.2,3,10 SPs provide a unique opportunity to meet both the general goals of medical education in developing students' clinical skills and goals specific to enhancing and evaluating students' knowledge, attitudes, and skills with regard to patients with disabilities."

This version makes it easy to cite and share passages, knowing that your readers will readily find your citations // Text of H.R.3200 as Introduced in House: America's Affordable Health Choices Act of 2009