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Medical Education

Medical Education is a group for individuals involved in medical education, nursing education and other health professions education. It's a place to share links to open learning resources, research papers, ideas and best practice in medical education and to connect with others working in this field across the contnuum of education. This group is NOT for promoting products or any commerical services, the focus is on sharing bookmarks about education, medical education, Web 2.0, resources which would be helpful to students and teachers to support learning and teaching in medicine and the health professions.

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Cognition, culture, and credibility: deconstructing feedback in medical education - Spr... - 0 views

link.springer.com/...fulltext.html

shared by anonymous on 18 May 14 - No Cached

anonymous on 18 May 14

"Medicine's learning culture would do well to normalize critical feedback, as coaching cultures such as music and sports do, to define clear performance goals around which feedback can be built, and to ensure that the goals for learners and teachers align."

<div class="cArrow"> </div><div class="cContentInner">"Medicine's learning culture would do well to normalize critical feedback, as coaching cultures such as music and sports do, to define clear performance goals around which feedback can be built, and to ensure that the goals for learners and teachers align."</div>

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Comment Bubble - React to Video (Desktop v1.0) - 1 views

commentbubble.com

feedback assessment

shared by anonymous on 18 May 14 - No Cached

anonymous on 18 May 14

A tool for commenting on student produced video

<div class="cArrow"> </div><div class="cContentInner">A tool for commenting on student produced video</div>

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The Social Determinants of Injury - 2 views

www.parachutecanada.org/...ACIP_Report_SDOI.pdf

shared by anonymous on 18 May 14 - No Cached

Life in College Matters for Life After College - 1 views

www.gallup.com/...lege-matters-life-college.aspx

shared by anonymous on 18 May 14 - No Cached

anonymous on 18 May 14

"When it comes to being engaged at work and experiencing high well-being after graduation, a new Gallup-Purdue University study of college graduates shows that the type of institution they attended matters less than what they experienced there. Yet, just 3% of all the graduates studied had the types of experiences in college that Gallup finds strongly relate to great jobs and great lives afterward."

<div class="cArrow"> </div><div class="cContentInner">"When it comes to being engaged at work and experiencing high well-being after graduation, a new Gallup-Purdue University study of college graduates shows that the type of institution they attended matters less than what they experienced there. Yet, just 3% of all the graduates studied had the types of experiences in college that Gallup finds strongly relate to great jobs and great lives afterward."</div>

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Reflection Module - British Orthopaedic Association - 1 views

www.boa.ac.uk/...reflection

shared by anonymous on 21 May 14 - No Cached

anonymous on 21 May 14

" Reflection is a clinically relevant skill, you can improve and use throughout your career if you choose to."

<div class="cArrow"> </div><div class="cContentInner">" Reflection is a clinically relevant skill, you can improve and use throughout your career if you choose to."</div>

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Portfolio-based learning and assessment in medical education - 1 views

www.bumc.bu.edu/...AMEE-guide-portfolio.pdf

shared by anonymous on 06 Jun 14 - No Cached

anonymous on 06 Jun 14

"If you are considering developing this approach with and for colleagues for whom you have educational responsibility, it might help to consider the following 12 questions."

<div class="cArrow"> </div><div class="cContentInner">"If you are considering developing this approach with and for colleagues for whom you have educational responsibility, it might help to consider the following 12 questions."</div>

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Portfolios as a method of student assessment, Medical Teacher, Informa Healthcare - 0 views

informahealthcare.com/...01421590120090952

shared by anonymous on 06 Jun 14 - No Cached

anonymous on 06 Jun 14

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

<div class="cArrow"> </div><div class="cContentInner">"Five steps in the portfolio assessment process are identified: documentation, reflection, evaluation, defence and decision."</div>

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An electronic portfolio for quantitative assessment of surgical skills in undergraduate... - 0 views

www.biomedcentral.com/...65

shared by anonymous on 06 Jun 14 - No Cached

anonymous on 06 Jun 14

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.

<div class="cArrow"> </div><div class="cContentInner">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. </div>

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Outcomes-based Evaluation in Resident Education: Creating Systems and Structured Portfo... - 0 views

www.sciencedirect.com/...S0002934306006206

shared by anonymous on 06 Jun 14 - No Cached

anonymous on 06 Jun 14

" A structured portfolio is one systematic approach to encourage trainees to continually interact with the evaluation system. Assessment drives learning, and evaluation provides the judgment and rigor to determine competence."

<div class="cArrow"> </div><div class="cContentInner">" A structured portfolio is one systematic approach to encourage trainees to continually interact with the evaluation system. Assessment drives learning, and evaluation provides the judgment and rigor to determine competence."</div>

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Portfolio Assessment - 0 views

www.utpjournals.com/...279.pdf

shared by anonymous on 06 Jun 14 - No Cached

anonymous on 06 Jun 14

"In portfolio assessment, the face validity is high; the educational impact is positive in terms of directing student learning toward the curriculum outcomes; many medical schools find portfolio assessment to be feasible; acceptability grows with time and with suitable modifications; and reliability may be acceptable if one is prepared to sample through the sources of bias, make use of pre-validated rating rubrics, and train the assessors. Portfolio assessment has much to offer"

<div class="cArrow"> </div><div class="cContentInner">"In portfolio assessment, the face validity is high; the educational impact is positive in terms of directing student learning toward the curriculum outcomes; many medical schools find portfolio assessment to be feasible; acceptability grows with time and with suitable modifications; and reliability may be acceptable if one is prepared to sample through the sources of bias, make use of pre-validated rating rubrics, and train the assessors. Portfolio assessment has much to offer"</div>

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Portfolio-based assessments in medical education: are they valid and reliable for summa... - 0 views

onlinelibrary.wiley.com/...pdf

shared by anonymous on 06 Jun 14 - No Cached

anonymous on 06 Jun 14

Portfolios have high face validity and are a useful formative assessment tool

<div class="cArrow"> </div><div class="cContentInner">Portfolios have high face validity and are a useful formative assessment tool</div>

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Reflection and reflective practice in health professions education: a systematic review. - 0 views

www.ncbi.nlm.nih.gov/...18034364

shared by anonymous on 06 Jun 14 - No Cached

anonymous on 06 Jun 14

"Our aim was to understand the key variables influencing this educational process, identify gaps in the evidence, and to explore any implications for educational practice and research."

<div class="cArrow"> </div><div class="cContentInner">"Our aim was to understand the key variables influencing this educational process, identify gaps in the evidence, and to explore any implications for educational practice and research."</div>

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The clinical achievement portfolio: an ou... [Nurse Educ. 2000 Sep-Oct] - PubMed - NCBI - 0 views

www.ncbi.nlm.nih.gov/...16646203

reflection portfolio

shared by anonymous on 06 Jun 14 - No Cached

anonymous on 06 Jun 14

"The authors describe the use of the portfolio as a pilot project aimed at introducing reflective thinking and measuring clinical learning in undergraduate nursing education."

<div class="cArrow"> </div><div class="cContentInner">"The authors describe the use of the portfolio as a pilot project aimed at introducing reflective thinking and measuring clinical learning in undergraduate nursing education."</div>

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Portfolios (Authentic Assessment Toolbox) - 2 views

jfmueller.faculty.noctrl.edu/...portfolios.htm

shared by anonymous on 06 Jun 14 - No Cached

anonymous on 06 Jun 14

Direct instruction on how to create portfolios

<div class="cArrow"> </div><div class="cContentInner">Direct instruction on how to create portfolios</div>

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The Critical Role of Feedback in Formative Instructional Practices - 1 views

isc.sagepub.com/...1053451214536044.abstract

shared by anonymous on 10 Jun 14 - No Cached

anonymous on 10 Jun 14

This paper (a) describes the role feedback plays in formative instructional practices, (b) suggests some evidence-based instructional strategies practitioners can employ to increase opportunities for feedback about their instruction, and (c) recommends ways to enhance the effectiveness of the feedback students receive.

<div class="cArrow"> </div><div class="cContentInner"> This paper (a) describes the role feedback plays in formative instructional practices, (b) suggests some evidence-based instructional strategies practitioners can employ to increase opportunities for feedback about their instruction, and (c) recommends ways to enhance the effectiveness of the feedback students receive. </div>

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Educational Design Part 5: Assessment | ICENet Blog - 2 views

icenetblog.royalcollege.ca/...ional-design-part-5-assessment

shared by anonymous on 28 Jun 14 - No Cached

anonymous on 28 Jun 14

"Assessment can be defined as "the process of collecting, synthesizing and interpreting information to aid decision making."1 Key to this process is: Mapping the assessment to the learning objective; and Mapping the assessment instrument to the sophistication of learning being tested."

<div class="cArrow"> </div><div class="cContentInner">"Assessment can be defined as "the process of collecting, synthesizing and interpreting information to aid decision making."1 Key to this process is: Mapping the assessment to the learning objective; and Mapping the assessment instrument to the sophistication of learning being tested."</div>

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What are the limitations of self-directed learning? | ArcheMedXArcheMedX - 3 views

www.archemedx.com/...-proximal-learning-development

shared by anonymous on 28 Jun 14 - No Cached

Considering the zones of proximal development model should drive educators to seek out and leverage more structured educational interventions, without which the limitations of learning and self-directed learner growth may be undermining the overall impact of the medical education we create.
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anonymous on 28 Jun 14

Considering the zones of proximal development model should drive educators to seek out and leverage more structured educational interventions, without which the limitations of learning and self-directed learner growth may be undermining the overall impact of the medical education we create.

<div class="cArrow"> </div><div class="cContentInner">Considering the zones of proximal development model should drive educators to seek out and leverage more structured educational interventions, without which the limitations of learning and self-directed learner growth may be undermining the overall impact of the medical education we create.</div>

...

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Narrative medicine as a means of training medical students toward residency competencies - 1 views

www.ncbi.nlm.nih.gov/...PMC3992707

narrative humanities

shared by anonymous on 02 Jul 14 - No Cached

anonymous on 02 Jul 14

"Participating medical students reported that they perceived narrative medicine to be an important, effective, but counter-culture means of enhancing communication, collaboration, and professional development. The authors contend that these skills are integral to medical practice, consistent with core competencies"

<div class="cArrow"> </div><div class="cContentInner">"Participating medical students reported that they perceived narrative medicine to be an important, effective, but counter-culture means of enhancing communication, collaboration, and professional development. The authors contend that these skills are integral to medical practice, consistent with core competencies"</div>

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Jigsaw graphic - 3 views

www.classtools.net/...jigsaw

tools graphicorganizers

shared by anonymous on 21 Jul 14 - No Cached

anonymous on 21 Jul 14

Create your own concept map using a jigsaw puzzle approach

<div class="cArrow"> </div><div class="cContentInner">Create your own concept map using a jigsaw puzzle approach</div>

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Ten tips for receiving feedback effectively in clinical practice | Algiraigri | Medical... - 1 views

www.med-ed-online.net/...25141

shared by anonymous on 11 Aug 14 - No Cached

anonymous on 11 Aug 14

"Feedback is a crucial element in the educational process and it is shown that we are still behind in the optimal use of it; thus, learners need to be taught how to better receive and utilize feedback."

<div class="cArrow"> </div><div class="cContentInner">"Feedback is a crucial element in the educational process and it is shown that we are still behind in the optimal use of it; thus, learners need to be taught how to better receive and utilize feedback."</div>

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