Group items tagged

"Our study suggests there is no significant difference in themes addressed or levels of reflection achieved when students complete a similar assignment via online blogging or traditional essay writing. Given this, faculty staff should feel comfortable in utilising the blog format for reflective exercises. Faculty members could consider the option of using either format to address different learning styles of students."

"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."

"Limited opportunities may exist for students to develop insight into the challenges faced by doctors and patients presented with challenging or sensitive illness and difficult decisions. The use of patient and doctor narratives to facilitate discussion and encourage reflection on sensitive issues can offer a useful supplement to patient contact."

Review of Zotero, Mendeley, CiteULike, Connotea, RefWorks, and EndNoteWeb. Brief hyperlinked mentions of 2collab, Labmeeting, Reference Manager, Citavi, Papers, JabRef, and tools for managing BibTeX files.

A nice example of Netvibes being used to support medical staff and students at the University Medical Centre Groningen in the Netherlands.

"The resources listed in this guide are tailored to medical education research and academic scholarship."

Portfolios have high face validity and are a useful formative assessment tool