Group items tagged

Using Twitter to Teach Surgeons 'Tweet' From Operating Room During Brain Surgery

"Could it really be true that so many dedicated, brilliant people with the same objectives could be doing exactly the same thing at the same time without sharing their resources? That they could be missing out on the interactions that fuel innovation? That they could put so much work put into teaching sessions that so few actually attend?"

"Requesting and providing consultations are daily occurrences in most teaching hospitals. With increased attention on transitions of care in light of the recent scrutiny of duty hours, consultations and other interphysician interactions, such as handoffs, are becoming increasingly important."

"We believe that graphic stories have an important role in patient care, medical education, and the social critique of the medical profession. What follows is an introduction to graphic stories, with some examples of what they are, how and why they work, and how they can enhance teaching and patient care."

"Which means online assessments could be a boon to your teaching, whether for blended learning, a flipped classroom, eLearning, to better communicate learning progress to parents, or for students to track their own mastery. So then one or two of the 26 teacher tools to create online assessments by Classroomaid Chuang may prove useful to you, yes?"

Although operating theater attendance is recognized as an important component of the medical school curriculum, overall attendance at sessions was low. Attendance could be increased by ensuring students knowing what is expected of them, making them feel welcome, setting learning objectives, and allowed them to actively participate. These results highlight the need to ensure that the time spent by medical students in the operating room is positive and maximized to its full potential through structured learning involving all members of the theater team.

"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."

These study findings have several implications for university-level teaching. First, they support the notion that it is important to "break-up" lectures with periods of active learning, not only because of increased attention during such activities, but also because of the indirect boost in attention that can occur during lecture periods immediately following such activities. Second, these findings should encourage instructors to reflect on their expectations regarding student attention in their classrooms.

"The goal of ART is to bring faculty development to the teaching practice through the use of short, focused modules."

"Professionalism in medicine is, in essence, a conversation about what it means to be a good doctor. It has been a major topic of discussion in the field for many years and will likely remain so for years to come. Physicians still debate how to define it, how to assess it and how to teach it. Younger doctors sometimes have different ideas on what it means to be a professional than older colleagues. "

"Of course, cognitive simulation and cognitive rehearsal are important for improving physician performance in any specialty of medicine-surgical and non-surgical alike-no matter what the proportion of cognitive and procedural services. And simulation applications that could support the teaching and assessment of expert judgment would be valuable to medical education programs across all disciplines and throughout the continuum of medical education."

"The I-PASS protocol provides a framework for the patient handoff process, and stands for: I: Illness severity P: Patient summary A: Action list S: Situation awareness and contingency planning S: Synthesis by receiver"

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.

"This review summarizes the literature regarding reflection in medical education and provides a basic primer for teaching reflection."

"Teaching hospitals the world over face increasing difficulties in sourcing real patients who exhibit every conceivable ailment which medical students need to learn to diagnose and treat. An e-learning approach using interactive computer simulations known as virtual patients is one way to solve the problem, but in which settings is the use of these virtual patients most effective?"

new tool focusing on observable beviours to evaluate individual clincial teachers

"Don't overlook the value of higher-level multiple-choice questions for teaching. In areas where the target audience has some degree of prior knowledge, or where their life experience is relevant, I often make online courses denser by using multiple-choice exercises instead of the more traditional present-and-test format. This technique is also useful when there is room for judgment, or the preferred choice is conditional and you want the student to understand how different circumstances can affect the preferred action."

"The Institute for Innovative Technology In Medical Education (iInTIME) meets its mission by collaborating to develop and then distribute virtual patient cases and other on-line educational modules that are consistent with iInTIME's educational philosophy. These virtual patient cases harness the power of medical knowledge and are designed to supplement traditional clerkship teaching and patient care activities for third-year medical students, but also are appropriate for many other learners."

"One of the most innovative educational resources in the field, Radiology 2.0 presents teaching files in a way not previously seen; the 2.0 denotes the next generation in interactive radiology education."