Group items tagged

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.

"Nine organizations involved in postgraduate medical education and experts from across Canada have joined together to produce a groundbreaking report outlining pan-Canadian principles, key findings, recommendations and metrics to inform decision-making about resident duty hours across the country. Supported by Health Canada, the final report, Fatigue, Risk and Excellence: Towards a Pan-Canadian Consensus on Resident Duty Hours, includes five principles and detailed recommendations that are intended to outline a path forward that optimizes patient care and training for the 21st century."

"The richness of the informal curriculum in a longitudinal rural placement powerfully influenced students' intentions to practise rurally. It provided an important context for learning and evolving notions of professionalism and rural professional identity. This richness could be reinforced by developing formal curricula using educational activities based around service-led and interprofessional learning. To overcome the contextual barriers, the rural workforce development model needs to focus on socialising medical students into rural and remote medicine. More generic issues include student selection, further expansion of structured vocational training pathways that vertically integrate with longitudinal rural placements and the maintenance of rurally focused support throughout postgraduate training."

"If the recommendations of the eHealth Expert Working Group are accepted, CanMEDS will become one of the first physician competency frameworks to formally include eHealth in postgraduate medical education across the continuum, from residency to professional practice."

"Creating an enabling and nurturing environment prior to and during residency training may be necessary to sustain the motivation to engage in health advocacy. Findings from this study suggest possibilities for a resident-guided participatory curriculum development process around health advocacy. Recommendations for promoting health advocacy in postgraduate training include effective integration of health advocacy in the curriculum by providing protected time and resources, providing experiential learning opportunities and fostering a community of practice for physician health advocates."

"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."

A web-based tool, Continuity of Care Online Simulations (COCOS), was designed for use in a one-month, postgraduate clinical rotation in endocrinology. It is an interactive tool that simulates the continuing care of any patient with a chronic endocrine disease. Twenty-three residents in internal medicine participated in a study to investigate the effects of using COCOS during a clinical rotation in endocrinology on pre-post knowledge test scores and self-assessment of confidence.

" This brief overview outlines the broad findings to date. The process is still underway, and the following papers illustrate directions for serious consideration, not yet conclusions nor official policy of the Royal College"

"Seen in this light, narrative medicine appears as something rather different from a portmanteau definition covering various other schools of thought. Instead (to change the metaphor) it is more like a foundation offering moral and practical underpinning to every aspect of being a doctor. "