Group items tagged

"Peer observation and professional accountability for giving constructive feedback enhanced awareness of their skills education and training needs. It also opened the dialogue for identifying opportunities for peer assessment and feedback to support work-based education and skills development."

"Using René Magritte's well-known painting The Treachery of Images (This is not a pipe), we argue that the current focus on competencies throughout medical education can sometimes lead educators to rely too heavily on scores, checkmarks, or other forms of assessment that come to be viewed as equivalents for the actual existence of what is being measured. Magritte insisted that the image he created on the canvas was not a pipe but rather a representation of a pipe, an important distinction for educators to remember as we seek ways to evaluate trainees' attainment of the fundamental knowledge and skills of the profession. We also urge that the focus on broader skills, values, flexibility, reflection, and insight development should fall outside the net of a competency orientation in a supportive environment spared from traditional assessment methods, using a classroom in undergraduate medical education as an example of working toward this end. "

"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."

"In conclusion, the BID method, an easily taught approach to surgical instruction, was shown to significantly improve the acquisition of surgical skills during a simulation based skills course. We anticipate this method may provide an ideal framework for time-efficient and effective surgical instruction"

"The NEJM Image Challenge app provides a great forum to keep one's diagnostic skills sharp, but has limitations in lack of robustness of explanations and inability to save particular images for later review."

"The frequency of accurate observations on a 1-h visual skills examination was used to evaluate pre- vs. post-course descriptions of patient photographs and art imagery. "

Despite the relative brevity of the intervention, our course appeared to be effective in improving diagnostic performance in simulated clinical reasoning skills problems, as measured by the CRP, and was generally well received by students.

Blended and interactive learning by means of serious games may be applied to train both technical and non-technical skills relevant to the surgical field. Games developed or used for this purpose need validation before integration into surgical teaching curricula.

Yale medical students visit art galleries to hone their observational skills

Online discussion forum and resources for those involved in teaching clinical skills

an open forum for professionals to communicate, discuss topics and share ideas with each other

Clinical skills videos and tutorials produced bt CETL Hefce funded project

The following skills are assumed to help educators follow-through on their professional duties related to communicating electronically; making course documents available to students and parents; and accessing current resources.

Based on the results of this study, the use of social media applications may be seen as an efficient and effective method for physicians to keep up-to-date and to share newly acquired medical knowledge with other physicians within the medical community and to improve the quality of patient care. Future studies are needed to examine the impact of the meaningful use of social media on physicians' knowledge, attitudes, skills, and behaviors in practice.

"Learning is a social, active, and ongoing process. What would a motivated group of self-learners need to know to agree on a subject or skill, find and qualify the best learning resources about that topic, select and use appropriate communication media to co-learn it? Beyond technology, what do they need to know about learning and putting learning programs together? What does a group of people need to know to use today's digital resources to co-learn a subject? This handbook is intended to answer that last question and provide a toolbox for co-learners."

The tool was conceived by a research team from the Faculty of Health and Life Sciences at UWE Bristol led by principal lecturer Simon Messer, and developed in collaboration with Avon Somerset and Wiltshire Cancer Services (ASWCs) who commissioned the project as part of the National Awareness and Early Diagnosis Initiative. The idea is that GPs can access GP Sim from their computer at a time that suits to fine tune their diagnostic skills.

"StripTease is a growing collection of EKG rhythm strips for rapid interpretation- a critical skill in intensive care medicine- plus a venue for detailed discussion."

"As a medical student, I can certainly say that I probably don't know nearly as much physical exam technique as Sir William Osler taught his students - so I need an app for that! iOrtho+ is an app that has descriptions and videos of musculoskeletal physical exams for those of us who have a lot of physical examination skills to learn."

"I do not fault people; no one teaches you how to network with others. School does not teach us how to build strategic partnerships or develop interpersonal skills that are helpful with creating a profitable referral network."

"Role modelling is a powerful teaching tool for passing on the knowledge, skills, and values of the medical profession, but its net effect on the behaviour of students is often negative rather than positive"