Group items tagged

"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."

"Growing up in a family run care home, Andy Bradley discusses how his experiences with the elderly have helped him to better understand how we can provide compassionate care within our institutions."

New knowledge is rapidly altering the basic sciences that are fundamental to the practice of medicine. To address this concern, the Association of American Medical Colleges and the Howard Hughes Medical Institute convened a group of scientists, physicians, and science educators to identify the essential scientific background physicians in the 21st century will need. The resulting report, Scientific Foundations for Future Physicians, lays out a series of scientific competencies that students must master prior to attending medical school and medical students must understand upon completion of their M.D..

Dron, J. & Bhattacharya, M. (2007). A Dialogue on E-Learning and Diversity: the Learning Management System vs the Personal Learning Environment. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and

"Inspired by Glamour's list of 30 Things Every Woman Should Have and Should Know by the Time She's 30, I put together a similar list with a med school twist. Here you have it, 30 things every med student should have and should know by graduation. "

"According to a 2011 report by the Pew Research Center's Internet & American Life Project, of the 74% of American adults using the Internet, 34% have read someone else's commentary or experience about health or medical issues on an online news group, website or blog. Meanwhile, about 13% of patients blog about their diagnosis or experience. "

"Cognitive bias, previously discussed here, is common in medicine and emergency medicine (EM). Metacognition, discussed in this post, can mitigate cognitive error by evaluating one's thinking. Although this seems esoteric, especially to the trainee, there are some concrete ways to go work though this process. "

This week when I lead a faculty development workshop* I'll ask participants to consider their readiness to make use of social media. Are you feeling ready, but you wonder how to take the first (or next) steps? Do you want to find out what all the fuss is about? Are you skeptical about mixing social media with your career as a health care professional, medical educator, trainees, and/or student?

"Peer assessment of teaching can improve the quality of instruction and contribute to summative evaluation of teaching effectiveness integral to high-stakes decision making. There is, however, a paucity of validated, criterion-based peer assessment instruments. The authors describe development and pilot testing of one such instrument and share lessons learned"

"This book is the first of its kind to guide final-year medical undergraduates in performing self-assessment in examination-style modified essay questions. It will also be useful for junior residents to evaluate their own knowledge and approaches in internal medicine, as well as senior doctors in providing inspiration and ideas for setting examination questions."

"Although resident education about medical errors has improved since 2002, opportunities to model learning from mistakes are frequently missed."

"This comparative analysis reveals that medicine and music make culturally distinct assumptions about teaching and learning. The contrasts between the two cultures illuminate potential vulnerabilities in the medical learning culture, including the risks inherent in its competence-focused approach and the constraints it places on its own teachers. By highlighting these vulnerabilities, we provide a stimulus for reimagining and renewing medicine's educational practices."

Our study has shown that the online module on EBM was effective in increasing EBM knowledge and skills of postgraduate students and was well received by both students and tutors. Students and tutors experienced generic challenges that accompany any educational intervention of EBM (e.g. understanding difficult concepts), but in addition had to deal with challenges unique to the online learning environment. Teachers of EBM should acknowledge these so as to enhance and successfully implement EBM teaching and learning for all students.

Self-directed learning in medical education

"The links below will direct you to the full text of papers on important topics in EBCP mainly related to critical appraisal and to the understanding of the importance of the results in clinical studies. The content of the papers is mainly dedicated to learners of EBCP. However, there are online versions, in the appendix, for teachers of EBCP in some of these resources."

Admissions and personnel decisions rely on stable predictor-criterion relationships. The authors studied the validity of Big Five personality factors and their facets for predicting academic performance in medical school across multiple years, investigating whether criterion-related validities change over time. In this longitudinal investigation, an entire European country's 1997 cohort of medical students was studied throughout their medical school career

"They review some classics including: "The rational clinical examination. Is this patient having a myocardial infarction?" in JAMA 1998. "The International Registry of Acute Aortic Dissection (IRAD): new insights into an old disease" in JAMA 2000. "Evaluation of D-dimer in the diagnosis of suspected deep-vein thrombosis" in NEJM 2003. "The Canadian C-spine rule versus the NEXUS low-risk criteria in patients with trauma" in NEJM 2003. "Computed tomography of the head before lumbar puncture in adults with suspected meningitis" in NEJM 2001."

"Medical schools and Continuing Medical Education should focus on training programs for recognizing and handling linguistic barriers between physicians and patients. Patient education programs should encourage patients who experience language barriers to open up to physicians. In situations where language is a barrier, physicians and patients should be encouraged to use interpreters to enhance the expression of emotions."