Group items tagged

"To describe the essential components of the medical model of substance use disorders. To delineate the interviewing skills necessary to screen effectively for substance use and abuse. To understand the high rate of psychiatric and medical co-morbidity and more effectively screen patients for these disorders. To demonstrate skills for evaluating patients' stage of change, readiness to accept the diagnosis, and readiness to undertake behavior change. To clearly and supportively recommend treatment to patients with substance use disorders. To describe the skills required for addiction prevention counseling. To define the skills that help set respectful limits on patient requests for prescription medication. To demonstrate awareness of how physician/clinician attitudes toward patients with substance use disorders impact recognition, diagnosis, and treatment of patients. To demonstrate knowledge of substance use disorder treatment standards and the ability to recommend appropriate referrals."

Web 2.0 use represents a profound departure from previous learning and decision processes which were normally controlled by senior medical staff or medical schools. There is widespread concern with the risk of poor quality information with Web 2.0 use, and the manner in which physicians are using it suggest effective use derives from the mitigating actions by the individual physician. Three alternative policy options are identified to manage this risk and improve efficiency in Web 2.0's use.

"As a result, I am taking the liberty of making some suggestions as to what I think are important guiding principles for effective physician use of social media. This will include some cautions that I feel are especially useful, but I would also like to explain how and why I think physicians can use social media in positive and useful ways."

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.

"To help us develop and use the techniques of feedback for personal growth, it is necessary to understand certain characteristics of the process. The following is a brief outline of some factors which may assist us in making better use of feedback, both as the giver and the receiver of feedback. This list is only a starting point. You may wish to add further items to it."

We created 12 tips for using Twitter as a learning tool and organized them into: the mechanics of using Twitter, suggestions and evidence for incorporating Twitter into many medical education contexts, and promoting research into the use of Twitter in medical education.

"Approximately one-third of pediatric clerkship directors currently use SNS, with use less likely with increasing age. Fewer have SNS relationships with students than with residents. Perceptions of appropriateness of faculty SNS behaviors and students' postings varied. These perceptions by medical education leaders can stimulate discussion to inform consensus guidelines on professional SNS use."

"We created 12 tips for using Twitter as a learning tool and organized them into: the mechanics of using Twitter, suggestions and evidence for incorporating Twitter into many medical education contexts, and promoting research into the use of Twitter in medical education."

"Despite differences in practice patterns of nurses and physicians in using whiteboards, our findings suggest that all providers value their potential as a tool to improve teamwork, communication, and patient care. Successful adoption of whiteboard use may be enhanced through strategies that emphasize a patient-centered focus while also addressing important barriers to use."

FRom Tim Senior: a blog I started years ago to help GP teachers use formative assessment tools compiled on http://www.wentwest.com/treat/  I produced this when I worked for WentWest, an Australian GP registrar training organisation (like a UK VTS). The websites are still up and I think the tools are still useful. Many of you from the UK will recognise some of them, but the guides on how to use them are all my own work.

"A short guide for faculty on how to use Twitter at conferences. You are welcome to use this in your faculty development sessions in keeping with the Creative Commons license conditions."

"The results can be used to reframe understanding of the SP role and of the psychometric discourse of assessment. Ratings awarded by SPs are socially constructed and reveal the complexity of the OSCE process and the unfeasibility of absolute objectivity or standardisation. Standardised patients valued individuality, subjective experience and assessment for learning. The potential of SPs is under-used their greater involvement should be used to promote real partnership as educators move into a post-psychometric era. New-generation assessments should strive to value subjective experience as well as psychometric data in order to utilise the significant potential for learning within assessment."

"These are just a few ideas on how you can use Twitter in the classroom. Because of how flexible the medium is, there really is no end to how creative you can be using Twitter in an educational environment."

Since the launch of the captions features for YouTube videos in last august, YouTube allows user add captions to one of your videos by uploading a closed caption file using the "Captions and Subtitles" menu on the editing page. This feature is used for people using other languages and even who are deaf or hard of hearing.

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.

"Case based learning uses virtual 'trigger' cases to stimulate interest in a particular area of the curriculum. Working in small groups over a two week period, a case is used to think about the knowledge and skills needed and why these might be useful. "

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.

"The app provides mini flashcards for over 130 bugs including high yield keywords and disease associations. Quizzes include vignettes that have more information about each organism, but this app still does not include all the relevant board exam related microbiology information. This app cannot be used as the only microbiology resource when studying for boards, but the app may be useful to quickly study on the go."

We have put together a short guide answering these questions, showing new users how to get started on Twitter and hone their tweeting style, as well as offering advice to more experienced users on how to use Twitter for research projects, alongside blogging, and for use in teaching.