Group items tagged

"Rely on this easy-to-use guide to create over 300 special effects for your clinical simulations and live drills. Simple recipes and over 1,200 full-color illustrations provide step-by-step how-to's using readily available ingredients."

"We launched this project because we believe a set of guidelines is very much needed either for medical professionals and patients, and pharma about using social media properly and legally. This open access guide created collaboratively by the most important online voices of pharma and web 2.0 was meant to help facilitate this process."

"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."

"We identified five empirically supported intervention principles that should be used to guide and inform intervention and prevention efforts at the early to mid-term stages. These are promoting: 1) a sense of safety, 2) calming, 3) a sense of self- and community efficacy, 4) connectedness, and 5) hope."

"These resources are sample evaluation forms and guides to adapt for your own use. Course summary evaluations, focus group questions, and expert observation tools are included. There is a trainer's competency checklist and trainer attributes competency self-assessment. These forms can encourage trainers to strengthen their training and communication skills and strive for improvement."

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.

"Unfortunately, there are some who should not be given the responsibility to teach and guide those who require it. Precepting an inexperienced nurse takes a unique set of traits. The following are five traits that, if you possess, means you might want to rethink being a preceptor:"

" In this AMEE guide we describe historical, discourse and text analysis approaches that can help researchers and educators question the inevitability of things that are currently seen as 'natural'. Why is such questioning important? By articulating our assumptions and interrogating the 'naturalness' of the status quo, one can then begin to ask why things are the way they are."

"Physicians agreed on many essential elements for effective consultations. These results should guide efforts to improve communication in the consultation process and design electronic medical record systems."

"A short guide for faculty on how to use Twitter at conferences. You are welcome to use this in your faculty development sessions in keeping with the Creative Commons license conditions."

"The authors present principles derived from three basic theories of human cognition that may help to guide clinicians' instruction of parents and patients."

" 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."

"This article is intended to serve as a guide to instructors and educational programs seeking to develop, implement, and evaluate innovative and practical strategies to transform students' learning experience."

A guide for medstudents in doing research on why people frequently use med services

"Those planning medical curricula would be wise to engage their colleagues from philosophy and educational psychology to help elucidate these ideas and to learn how to construct longitudinal mentorship programs. The conceptual basis of these programs need to acknowledge that the boundary between being and doing is porous and that, through a maieutic process, mentors can catalyze and guide personal transformations in learners.

"The principles and responsibilities of medical professionalism must be clearly understood by both the profession and society. The three fundamental principles below are a guide to understanding physicians' professional responsibilities to individual patients and society as a whole."

Global RPH is a guide to drug therapy for clinicians

This website is designed to serve as a practical guide to health care providers, planners and consumers for determining the inclusion or exclusion, content and frequency of a wide variety of preventive health interventions, using the evidence-based recommendations of the Canadian Task Force on Preventive Health Care (CTFPHC)*.