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Interesting blog post from Cole Camplese of Penn State University which puts forward a model of the personal reflection process which includes the development of personal and academic goals, putting content into a private personal repository and then publishing elements of this into an e-portfolio.

"And yet a lot of people don't know how to listen to someone venting. Usually, people take one of two attitudes. Option 1 is to jump in and give advice -- but this is not the same as listening, and the person doing the venting may respond with "Just listen to me! Don't tell me what to do." Option 2 (usually attempted after Option 1) is to swing to the other extreme, and sit there silently. But this doesn't actively help the person doing the venting to drain their negative emotions. Consequently, it is about as rewarding as venting to your dog."

Homeless persons may be underserved by the end-of-life care system as a result of barriers that they face to accessing end-of-life care services. Changes in the rules and regulations that reflect the health needs and circumstances of homeless persons and measures to improve continuity of care have the potential to increase equity in the end-of-life care system for this underserved population.

" The SOC are based on the best available science and expert professional consensus. Because most of the research and experience in this field comes from a North American and Western European perspective, adaptations of the SOC to other parts of the world are necessary. The SOC articulate standards of care while acknowledging the role of making informed choices and the value of harm reduction approaches. In addition, this version of the SOC recognizes that treatment for gender dysphoria i.e., discomfort or distress that is caused by a discrepancy between persons gender identity and that persons sex assigned at birth (and the associated gender role and/or primary and secondary sex characteristics) has become more individualized."

"In conclusion, this study shows that life satisfaction decreased somewhat during medical school. The medical students were initially as satisfied as other students, but the level of life satisfaction in their final year was lower than that of other comparable students. Medical students who sustained high levels of life satisfaction perceived medical school as interfering less with their social and personal life, and made less use of passive, emotion focused coping, such as wishful thinking, than did their peers. Medical schools should encourage students to try to achieve a balance between schoolwork and their social and personal lives, and emphasise the importance of healthy coping strategies, for instance, by providing stress management courses. "

"Developmental psychologist Lev Vygotsky defined what the person or a student can do - or the problems they can solve - as three different stages: What a student can do on their own, working independently or without anyone's help. What the student can do with the help of someone. What it is beyond the student's reach even if helped by someone else."

"There are three types of empathy (Goleman, 2007): Cognitive: knowing how another person feels and what they might be thinking Emotional: physically feeling what another person is feeling Compassionate: not only understanding a person's situation and feeling with them, but being moved to help them"

o evaluate whether happiness can spread from person to person and whether niches of happiness form within social networks.

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

""Residents face a vast and increasing workload packed into tightly regulated hours," said the study's first author, Bhakti Patel, MD, pulmonary critical care fellow at the University of Chicago Medicine. "They spend much of their time completing documentation and updating patient charts. This study indicates that personal mobile computers can streamline that process.""

"Resilience was associated with a personality trait pattern that is mature, responsible, optimistic, persevering, and cooperative. Findings support the inclusion of resilience as a component of optimal functioning and well being in doctors. Strategies for enhancing resilience should consider the key traits that drive or impair it."

Fifty-five word stories are brief pieces of creative writing that use elements of poetry, prose, or both to encapsulate key experiences in health care. These stories have appeared in Family Medicine1 and JAMA2 and have been used to teach family medicine faculty development fellows.3 Writers and readers of 55-word stories gain insight into key moments of the healing arts; the brevity of the pieces adds to both the writing and reading impact. Fifty-five word stories may be used with trainees to stimulate personal reflection on key training experiences or may be used by individual practitioners as a tool for professional growth.

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

"Whether given in person or viewed on screen, a Presentation doesn't have to be boring, it should be engaging. It should get your audience involved and get them excited (or at the very least interested) in what you're showing them."

A teacher is a professional not a technician. An understanding of some basic principles about learning can inform the teacher or trainer in their day-to-day practice as a teacher or a trainer. The FAIR principles are: provide feedback to the student, engage the student in active learning, individualize the learning to the personal needs of the student and make the learning relevant.

"They want you to study by yourself and become obsessed with how well you understanding the material. ergo - stop caring about whether anyone else understands it. It would be a great system to develop overconfident get-mine solo practice doctors, but everyone knows there's too much paperwork to run a solo practice these days. We're also coming upon the age of specialists when collaboration will be at a premium. A disease like diabetes is complex. You might need primary care physicians working with vascular surgeons, endocrinologists, ophthalmologists, I could list every specialty. Not to mention nutritionists, personal trainers, policy makers."

"A few weeks back I had the pleasure of being interviewed by Lawrence Sherman as part of the ReachMD lifelong learning series produced in conjunction with the Alliance for CEhp. The interview is airing all this week on ReachMD (channel 167 on SiriusXM) and the podcast is available for download on ReachMD.com (after registering). The interview touches on a number of topics related to how clinicians form questions in practice, how they structure their learning opportunities, and (of course) the natural learning actions model."

"This study's findings indicate that rural physicians are routinely confronted with professional boundary issues in everyday situations, and these circumstances do not always reflect those of their urban colleagues. Given the increase in longitudinal immersion clinical clerkship programs to nurture student interest in future rural practice, acknowledgment and acceptance of the nuances of dual relationships and boundary setting in different clinical learning contexts are vital to help students identify their personal needs for privacy and be better prepared to negotiate the realities of rural practice. These findings may inform future medical education initiatives on professional boundary setting as an aspect of professionalism."

" This research suggests that the theoretical advantages linked to the self-assessment process are a result of its feedback component rather than the practice of self-assessment isolated from feedback. Further research exploring the effects of different contextual and personal factors on students' self-assessment is needed."