Group items tagged

Participatory medicine will owe part of its success to the technologies that have the potential to remove treatment, symptom management, administrative, and communications burdens from individuals and clinicians while maintaining the critical interpersonal interactions between them. Out of the steady stream of new devices, programs, gadgets, and applications, which will make a difference in the health and lives of patients? We hope to build the Journal as a resource for critical reviews of technologies that support and facilitate participatory medicine. We realize it will be no small undertaking to put together a process that will allow for the review of a substantial number of technologies over time, reflecting the experience of different types of users.

Article in BMJ

"The process described in this article provides detailed and specific teaching feedback for the observed teaching attending while prompting the observing faculty to reflect on their own teaching style and to borrow effective teaching techniques from the observation."

"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."

"Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being an abstract concept. Students in the early years of their medical course may benefit from further opportunities to practise basic communication skills on a one-to-one basis with patients. "

"Five steps in the portfolio assessment process are identified: documentation, reflection, evaluation, defence and decision."

Medical students reported that use of an electronic portfolio that provided quantitative feedback on their progress was useful when the number and complexity of targets were appropriate, but not when the portfolio offered only formative evaluations based on reflection. Students felt that use of the e-Portfolio guided their learning process by indicating knowledge gaps to themselves and teachers.

" The BEME Collaboration is a group of individuals or institutions who are committed to the promotion of Best Evidence Medical Education through: the dissemination of information which allows medical teachers, institutions and all concerned with medical education to make decisions on the basis of the best evidence available; the production of appropriate systematic reviews of medical education which reflect the best evidence available and meet the needs of the user; and the creation of a culture of best evidence medical education amongst individual teachers, institutions and national bodies."

"I encourage you to try this powerful but simple assignment as it has both an intellectual benefit for student learning and a practical benefit to the instructor. At the very least, it means never having to say I hope you are ready to discuss the reading for today. "

"Diagnostic accuracy was moderately associated with higher certainty only when clinical data were consistent. This correlation disappeared when incon sistent data were provided, possi bly reflecting changes in reasoning strategies among diagnostically success ful trainees. The relationship between certainty and diagnostic accuracy is context dependent. Certainty is an unreliable surrogate for diagnostic accuracy."

"The effective practice of medicine requires narrative competence, that is, the ability to acknowledge, absorb, interpret, and act on the stories and plights of others. Medicine practiced with narrative competence, called narrative medicine, is proposed as a model for humane and effective medical practice. "

"This exercise is a small group discussion about bias for medical students who have had at least some clinical experience, and designed to cultivate awareness that bias is inherent to all humans, including physicians, and can impact patient care. "

Series of videos about meded