Group items tagged

"Sharable free cases created by any author from any institution at any time. Simple non-linear navigation while authoring or learning. Traditional case components such as history (hx), physical examination (pe), etc. are clickable tabs. Flexible searches are created by authors. More keywords for less advanced learners, fewer keywords for more advanced learners Learner-built medical record created on the fly. Review is easy. Immediate feedback is provided by comparing the learner-assigned value with the author's value. Delayed feedback is provided during a final review and the summary. Sortable diagnoses forming a differential are created by the author and learner and compared. Non-linear navigation includes a "Tx" tab so problems can be treated while other data is gathered."

"For each theory, they suggest practical action steps for the learner, the teacher, and the learning environment in an effort to provide a road map for developing master learners."

Learning Styles based list of tools

"Learning is a social, active, and ongoing process. What would a motivated group of self-learners need to know to agree on a subject or skill, find and qualify the best learning resources about that topic, select and use appropriate communication media to co-learn it? Beyond technology, what do they need to know about learning and putting learning programs together? What does a group of people need to know to use today's digital resources to co-learn a subject? This handbook is intended to answer that last question and provide a toolbox for co-learners."

" Four students share personal reflections of their experience to illuminate themes from the subjective experience of the learner and to understand how to align the learners' interests with the requirements of an assessment program."

"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."

" The potential stress of medical school and residency training will also be addressed, as will a number of prevention strategies. Identifying learners' problems early - and providing guidance from the outset - can be an important investment in the training and development of future health professionals. It is hoped that this Guide will be of help to clinical teachers, program directors and faculty "

Teaching learners to handle encounters with "difficult" patients is not easy since these encounters may tax the coping resources of even the most skilled or experienced physician.

"Eighty-five learners (53 undergraduate, 32 postgraduate) participated in 10 focus groups. Two main findings emerged. Firstly, the perceived effectiveness of formal and informal assessment activities in informing self-assessment appeared to be both person- and context-specific. No curricular activities were considered to be generally effective or ineffective. However, the availability of high-quality performance data and standards was thought to increase the effectiveness of an activity in informing self-assessment. Secondly, the fostering and informing of self-assessment was believed to require credible and engaged supervisors."

More applications for meded

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.

"COMFORT is an acronym that stands for the basic principles of palliative care communication and comprises seven modules (Communication, Orientation/Opportunity, Mindfulness, Family, Openings, Relating, Team). These communication skills training modules are designed to highlight interprofessional care and communication. Each module of the COMFORT curriculum can stand alone as a teaching activity or can be integrated into a new or existing course. Modules C (narrative clinical communication) and F (family caregivers) provide beginner level instruction, while M (mindfulness), O/O (orientation), and T (team) provide intermediate instruction and O (openings) and R (relating) provide advanced communication skills and are intended for learners who have clinical observation experience."

"linical teachers differ from clinicians in a fundamental way. They must simultaneously foster high-quality patient care and assess the clinical skills and reasoning of learners in order to promote their progress toward independence in the clinical setting.1 Clinical teachers must diagnose both the patient's clinical problem and the learner's ability and skill."

"The authors review the components necessary to successfully build and maintain a robust portfolio learning environment in a graduate medical education setting. These include gaining staff acceptance, staging implementation, enhancing learner participation, training mentors, choosing paper versus electronic formats, and selecting assessment methods."

"Transformative learning theory provides a process for critical reflection which promotes learners to engage in critical discourse and share their knowledge and assumptions. The purpose of the article is to (1) explore the extent to which the simulation and debriefing process reflects transformative learning, as described by Mezirow; and (2) introduce a reflective conceptual framework for postsimulation debriefing."

"The Institute for Innovative Technology In Medical Education (iInTIME) meets its mission by collaborating to develop and then distribute virtual patient cases and other on-line educational modules that are consistent with iInTIME's educational philosophy. These virtual patient cases harness the power of medical knowledge and are designed to supplement traditional clerkship teaching and patient care activities for third-year medical students, but also are appropriate for many other learners."

"In summary, a morning report blog was perceived by learners to be an effective complement to case-based teaching sessions. The combination of novel web metrics and survey data allowed for a multifaceted evaluation of the educational impact of the blog."

"Reflection is a skill that can be taught and developed in medical education. Evidence demonstrating the value of teaching reflection is emerging that substantiates longstanding educational theories. While a few educators have started to explore the use of reflection for emergency medicine (EM) learners, the potential for broader application exists. This review summarizes the literature regarding reflection in medical education and provides a basic primer for teaching reflection."

"This article applies a descriptive, patient care model of the hateful patient to residency education. It is our belief that having a descriptive model for hateful residents, including the unpleasant emotional reactions evoked by such learners, will help educators better manage their own negative feelings about these residents and implement effective early intervention strategies."

"Since the goal of those involved in medical education and patient care is to perform at the highest possible level, we offer twelve practical tips for making the best use of feedback in order to support learners of all levels."