5,237 results match your criteria Medical teacher[Journal]


Transitions of care.

Med Teach 2019 Apr 18:1-2. Epub 2019 Apr 18.

b Division of Geriatric Medicine, Department of Aging and Geriatric Research , University of Florida College of Medicine , Gainesville , FL , USA.

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http://dx.doi.org/10.1080/0142159X.2019.1605162DOI Listing

Comment on: Training medical students how to communicate with E-patients.

Med Teach 2019 Apr 18. Epub 2019 Apr 18.

a Faculty of Life Sciences and Medicine, King's College London , London , UK.

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https://www.tandfonline.com/doi/full/10.1080/0142159X.2019.1
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http://dx.doi.org/10.1080/0142159X.2019.1596252DOI Listing
April 2019
1 Read

Medical student's thoughts on interventions to reduce burnout and maintain empathy in clinical years.

Med Teach 2019 Apr 18. Epub 2019 Apr 18.

b School of Medicine , University of Manchester , Manchester , United Kingdom.

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http://dx.doi.org/10.1080/0142159X.2019.1597260DOI Listing

Twelve tips for developing and implementing a medical education Twitter chat.

Med Teach 2019 Apr 18:1-7. Epub 2019 Apr 18.

g Division of Pulmonary, Critical Care, and Sleep Medicine , Beth Israel Deaconess Medical Center , Boston , MA , USA.

Live discussions on the social media site Twitter or Twitter chats are gaining popularity as powerful tools for engaging a broad audience in an interactive discussion. Medical education, in particular, is experiencing an increase in the use of this modality to support informal learning, as a means to encourage collaboration and share best practices, and as a platform for large-scale mentorship. Despite this growth in popularity, there are limited data to guide medical educators on the fundamentals of organizing a Twitter chat. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1598553DOI Listing

What can medical students learn from studying history?

Med Teach 2019 Apr 17. Epub 2019 Apr 17.

a College of Medical and Dental Sciences , University of Birmingham , Birmingham , West Midlands , UK.

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https://www.tandfonline.com/doi/full/10.1080/0142159X.2019.1
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http://dx.doi.org/10.1080/0142159X.2019.1595558DOI Listing
April 2019
4 Reads

Be explicit: Defining the difference between the Office of Diversity & Inclusion and the Office of Diversity & Equity.

Med Teach 2019 Apr 17:1-2. Epub 2019 Apr 17.

a Hackensack Meridian School of Medicine , Seton Hall University , Kingsland St , Nutley , NJ , USA.

Diversity, inclusion, and equity are recognized as educational priorities and strategies for excellence across medical education. However, an inadvertent consequence of this push for best practice is that these terms are used interchangeably. This personal view intends to highlight the importance of language in an office of diversity and how it can potentially exacerbate the disparities it aims to alleviate. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1597261DOI Listing

A student perspective: Inclusion in the clinical learning environment building the conditions for diverse human flourishing.

Authors:
Abhilash Vasan

Med Teach 2019 Apr 17. Epub 2019 Apr 17.

a Barts and The London School of Medicine and Dentistry , Imperial College London , London , United Kingdom.

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http://dx.doi.org/10.1080/0142159X.2019.1597262DOI Listing

Response to: Response to: Increasing tensions in the ubiquitous use of technology for medical education.

Med Teach 2019 Apr 17. Epub 2019 Apr 17.

b Edge Hill University Medical School , Ormskirk , UK.

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http://dx.doi.org/10.1080/0142159X.2019.1595369DOI Listing

Healthcare educational leadership in the twenty-first century.

Authors:
Davinder Sandhu

Med Teach 2019 Apr 17:1-5. Epub 2019 Apr 17.

a Head of School of Postgraduate Studies and Research, Royal College of Surgeons in Ireland , Medical University of Bahrain , Adliya , Bahrain.

Education leadership has to intimately lead our future champions of students and nurture them as professional, dynamic, reflective scholars to deal with the complex world of healthcare in a post-truth era. In addition the organization structure needs to develop faculty from clinical and educational supervisors through to program directors and Deans. Leadership theories have taken over from the previous decades of teaching on management. Read More

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https://www.tandfonline.com/doi/full/10.1080/0142159X.2019.1
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http://dx.doi.org/10.1080/0142159X.2019.1595555DOI Listing
April 2019
1 Read

Reverse Educational Distance: Exploring a novel concept to enhance Resident-As-Teacher curricula.

Med Teach 2019 Apr 16:1-7. Epub 2019 Apr 16.

b Centre for Medical Education, Faculty of Medicine , McGill University , Montreal , Canada.

Purpose: The learning benefits associated with residents teaching peers and junior trainees are well documented. However, the concept of Reverse Educational Distance (RED), when residents teach an academically senior audience, is poorly described.

Methods: We explored Pediatric residents' and community health care providers' (cHCPs) perceptions of a RED teaching intervention, whereby residents would engage in teaching cHCPs. Read More

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https://www.tandfonline.com/doi/full/10.1080/0142159X.2019.1
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http://dx.doi.org/10.1080/0142159X.2019.1578875DOI Listing
April 2019
1 Read

A student's perspective: Teaching sociology to undergraduate medical students.

Med Teach 2019 Apr 13:1-2. Epub 2019 Apr 13.

a Faculty of Medicine , Barts and the London School of Medicine and Dentistry , London , UK.

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http://dx.doi.org/10.1080/0142159X.2019.1587156DOI Listing
April 2019
1 Read

Patient-centered medical education: A proposed definition.

Med Teach 2019 Apr 13:1-5. Epub 2019 Apr 13.

b The University of Buckingham Medical School , Buckingham , United Kingdom.

Multiple papers have been presented to define patient-centered care, with regulatory bodies such as the General Medical Council mapping this in their professional standards. Educational institutions clearly value instilling appreciation of patient-centredness in medical training, and attempts have been made to make medical education more patient-centered in practice. Such attempts are often limited to expert patients sharing personal stories, and public involvement in teaching. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1597258DOI Listing

Narrative medicine as a medical education tool: A systematic review.

Med Teach 2019 Apr 14:1-9. Epub 2019 Apr 14.

a Julius Center for Health Sciences and Primary Care , University Medical Center Utrecht , Utrecht , The Netherlands.

Aim: Narrative medicine has been promoted as an innovative and effective means of stimulating medical students' professional development by teaching them to approach their patients' experiences of illness with more understanding and compassion. This systematic literature review aims to answer the following question: what evidence of effect is available in the literature about models for teaching narrative medicine?

Methods: We conducted a narrative review of 36 articles and used the Best Evidence in Medical Education (BEME) Global Scale and Kirkpatrick Scale for strength and importance of evidence to categorize reported assessment strategies and to evaluate the effectiveness of their narrative medicine programs.

Results: We found evidence that narrative medicine is an effective pedagogic tool with a clear and replicable structure and methodology. Read More

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https://www.tandfonline.com/doi/full/10.1080/0142159X.2019.1
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http://dx.doi.org/10.1080/0142159X.2019.1584274DOI Listing
April 2019
1 Read

The impact of curriculum on inclusion in the clinical learning environment.

Authors:
Karishma Tailor

Med Teach 2019 Apr 13. Epub 2019 Apr 13.

a School of Medicine , Cardiff University , Cardiff , UK.

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http://dx.doi.org/10.1080/0142159X.2019.1597265DOI Listing

Communication, learning and assessment: Exploring the dimensions of the digital learning environment.

Med Teach 2019 Apr 11:1-6. Epub 2019 Apr 11.

e McMaster Program for Education Research, Innovation and Theory (MERIT), Division of Emergency Medicine , McMaster University , Hamilton , Ontario , Canada.

Advances in technology make it possible to supplement in-person teaching activities with digital learning, use electronic records in patient care, and communicate through social media. This relatively new "digital learning environment" has changed how medical trainees learn, participate in patient care, are assessed, and provide feedback. Communication has changed with the use of digital health records, the evolution of interdisciplinary and interprofessional communication, and the emergence of social media. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1567911DOI Listing

Response to: Crisp K and Venning S, Davies R, and Dharmasaroja P.

Authors:
Paul McMenamin

Med Teach 2019 Apr 11. Epub 2019 Apr 11.

a Centre for Human Anatomy Education, Department of Anatomy & Developmental Biology , Faculty of Medicine, Nursing and Health Sciences, Monash University , Clayton , Wellington Rd, Melbourne, 3800 VIC , Australia.

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http://dx.doi.org/10.1080/0142159X.2019.1576586DOI Listing

Who owns responsibility? An administrator's take on implementing time-variable medical training in teaching hospitals.

Med Teach 2019 Apr 8:1-7. Epub 2019 Apr 8.

a School of Health Professions Education (SHE) , Maastricht University , Maastricht , the Netherlands.

Introduction: Developments in outcome-based medical education led to the introduction of time-variable medical training (TVMT). Although this idea of training may be a consequence of competency-based training that calls for individualized learning, its implementation has posed significant challenges. As a new paradigm it is likely to have repercussions on the organization of teaching hospitals. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1592139DOI Listing

Likelihood of rural practice in medical school entrants with prior tertiary experience.

Med Teach 2019 Apr 8:1-8. Epub 2019 Apr 8.

c School of Medicine, Faculty of Health and Medical Sciences , University of Western Australia , Crawley , WA , Australia.

Background: Workforce decisions of medical students with prior tertiary education, relative to those without, are not known.

Methods: Rural workforce outcomes for three separate streams of medical students were compared: school leaver entry (SLE) entered medical school direct (N = 682), non-standard entry (NSE) had some prior tertiary education (N = 123), and graduate entry (GE) (N = 317), had a prior completed degree. All students were at least in postgraduate year 3 in 2018, when current urban or rural medical workforce participation was ascertained. Read More

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https://www.tandfonline.com/doi/full/10.1080/0142159X.2019.1
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http://dx.doi.org/10.1080/0142159X.2019.1570099DOI Listing
April 2019
2 Reads

Identification of training opportunities in medical education for academic faculty.

Med Teach 2019 Apr 6:1-5. Epub 2019 Apr 6.

b Department of Medicine , Vanderbilt University Medical Center , Nashville , TN , USA.

Introduction: Clinician-educators are responsible for providing education to trainees in medical centers. There is no clear overview of what opportunities exist for training clinician-educators in medical education related skills and techniques.

Methods: We conducted a systematic review of multiple websites and a medical educator listserve to identify medical education training opportunities for clinician-educators. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1592138DOI Listing

DRIFT happens, sometimes: Examining time based rater variance in a high-stakes OSCE.

Med Teach 2019 Apr 6:1-5. Epub 2019 Apr 6.

a Department of Research and Analysis , Touchstone Institute , Toronto , Ontario , Canada.

Introduction: Examiner based variance can affect test taker outcomes. The aim of this study was to investigate the examiner-based effect of DRIFT or differential rater functioning over time.

Methods: Average station level scores from five administrations of the same version of a highstakes 12-station OSCE were analyzed for the presence of DRIFT. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1585788DOI Listing

Competency-based medical education implementation: Are we transforming the culture of assessment?

Med Teach 2019 Apr 7:1-8. Epub 2019 Apr 7.

a Department of Family Medicine , Queen's University , Kingston , Canada.

Purpose: Adopting CBME is challenging in medicine. It mandates a change in processes and approach, ultimately a change in institutional culture with stakeholders ideally embracing and valuing the new processes. Adopting the transformational change model, this study describes the shift in assessment culture by Academic Advisors (AAs) and preceptors over three years of CBME implementation in one Department of Family Medicine. Read More

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https://www.tandfonline.com/doi/full/10.1080/0142159X.2019.1
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http://dx.doi.org/10.1080/0142159X.2019.1584276DOI Listing
April 2019
2 Reads

A response: Medical students and intimate examinations - What affects whether a woman will consent?

Med Teach 2019 Apr 5. Epub 2019 Apr 5.

a Faculty of Medicine , Barts and The London School of Medicine and Dentistry , London , UK.

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http://dx.doi.org/10.1080/0142159X.2019.1587155DOI Listing
April 2019
1 Read

Mobile devices for educational support on clinical placements: Medical students' perspective.

Med Teach 2019 Apr 5. Epub 2019 Apr 5.

a Imperial College School of Medicine , London , UK.

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http://dx.doi.org/10.1080/0142159X.2019.1587158DOI Listing

The future medical school - response to: Chandra and Dixit, Kusurkar and Salata et al.

Authors:
Ronald M Harden

Med Teach 2019 Apr 4. Epub 2019 Apr 4.

a AMEE , 12 Airlie Place, Dundee, DD1 4HJ , Scotland , UK.

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http://dx.doi.org/10.1080/0142159X.2019.1570813DOI Listing

The need for environmental sustainability in our curriculum.

Med Teach 2019 Apr 4. Epub 2019 Apr 4.

a School of Clinical Medicine , University of Cambridge , Cambridge , UK.

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http://dx.doi.org/10.1080/0142159X.2019.1593339DOI Listing

Optimizing the structure-improvization spectrum: The convergence of jazz music and clinical improvization.

Authors:
Ifan Jenkin

Med Teach 2019 Apr 4. Epub 2019 Apr 4.

a University of Oxford Medical Sciences Division , Medical Sciences Office, John Radcliffe Hospital , Oxford , UK.

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http://dx.doi.org/10.1080/0142159X.2019.1587157DOI Listing

Response to: Increasing tensions in the ubiquitous use of technology for medical education.

Med Teach 2019 Apr 3. Epub 2019 Apr 3.

a School of Clinical Medicine, University of Cambridge , Cambridge , UK.

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http://dx.doi.org/10.1080/0142159X.2019.1588459DOI Listing

Violins, medicine, and the art of listening.

Med Teach 2019 Apr 3:1-2. Epub 2019 Apr 3.

b Department of Surgery and Anatomy , Stanford University , Stanford , CA , USA.

A violinist enters into the clinic and through the encounter, teaches providers important lessons on empathy and listening within the healthcare setting. How might we better understand communication within the provider-patient interaction? How might we improve medical education to reflect the provision of holistic patient-centered care? Read More

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https://www.tandfonline.com/doi/full/10.1080/0142159X.2019.1
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http://dx.doi.org/10.1080/0142159X.2019.1584277DOI Listing
April 2019
2 Reads

Comment on: The relationship between burnout, personality traits, and medical specialty.

Med Teach 2019 Apr 3. Epub 2019 Apr 3.

a Medical Sciences Division, John Radcliffe Hospital , University of Oxford , Oxford , United Kingdom of Great Britain and Northern Ireland.

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http://dx.doi.org/10.1080/0142159X.2019.1585790DOI Listing

To accept or decline academic remediation: What difference does it make?

Med Teach 2019 Apr 3:1-6. Epub 2019 Apr 3.

a Peninsula Dental School , University of Plymouth , Plymouth , UK.

Introduction: Academic remediation offered after failure in a knowledge-based progress-test assessment is voluntary and involves student-centered individualized support that helps students to learn most effectively for themselves. This paper explores whether accepting or declining the offer of academic remediation given to struggling students impacts their outcomes both short-term and longitudinally.

Method: Data was collated from 2015-16, 2016-17, and 2017-18 and included all students offered academic remediation in the third, fourth, and fifth years of a five-year Dentistry program. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1585789DOI Listing
April 2019
3 Reads

Top-rated AMEE MedEdPublish Papers - October 2018.

Authors:

Med Teach 2019 Feb;41(2):234

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http://dx.doi.org/10.1080/0142159X.2018.1552483DOI Listing
February 2019

Medical Teacher In Ten Minutes.

Authors:

Med Teach 2019 Feb;41(2):123-124

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http://dx.doi.org/10.1080/0142159X.2018.1551318DOI Listing
February 2019

Clinical reasoning as a threshold skill.

Med Teach 2019 Apr 1:1-7. Epub 2019 Apr 1.

b Dean's Department, Dunedin School of Medicine , University of Otago , Dunedin , New Zealand.

Background: Threshold skills are defined as new ways of thinking about and performing in a discipline. They represent transformed ways of thinking and doing that are pivotal to learners' progress. Our aim was to establish whether clinical reasoning exhibited features of a threshold skill. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1569754DOI Listing
April 2019
2.045 Impact Factor

Using SPICES educational strategy for undergraduate curricular reform at Shiraz Medical School.

Med Teach 2019 Mar 28. Epub 2019 Mar 28.

a Clinical Education Research Center , Shiraz University of Medical Sciences , Shiraz , Iran.

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http://dx.doi.org/10.1080/0142159X.2019.1582759DOI Listing

Reducing interprofessional conflict in healthcare: Implementing conflict management training into the medical student curriculum.

Authors:
Zara Ali

Med Teach 2019 Mar 28. Epub 2019 Mar 28.

a Newnham College , University of Cambridge , Cambridge , UK.

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http://dx.doi.org/10.1080/0142159X.2019.1583325DOI Listing

Comments on: Twelve tips for developing clinical reasoning skills in the pre-clinical and clinical stages of medical school.

Authors:
Rachel Davies

Med Teach 2019 Mar 28. Epub 2019 Mar 28.

a Oxford University Medical School , St. Edmund Hall , Oxford , UK.

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http://dx.doi.org/10.1080/0142159X.2019.1582760DOI Listing

A student's perspective on developing clinical reasoning skills.

Authors:
Emily Fay

Med Teach 2019 Mar 28. Epub 2019 Mar 28.

a Department of Medical Sciences , University of Oxford , Oxford , UK.

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http://dx.doi.org/10.1080/0142159X.2019.1583324DOI Listing

Twelve tips for thriving in the face of clinical uncertainty.

Med Teach 2019 Mar 26:1-7. Epub 2019 Mar 26.

a Harvard Medical School , Boston , MA , USA.

Background: Effectively managing clinical uncertainty is increasingly recognized as a goal of medical education. Stress from uncertainty has been associated with depression and burnout in trainees and may also impact patient care. Despite its importance, however, strategies to embrace uncertainty in clinical practice are lacking. Read More

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https://www.tandfonline.com/doi/full/10.1080/0142159X.2019.1
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http://dx.doi.org/10.1080/0142159X.2019.1579308DOI Listing
March 2019
9 Reads

Examiner training: A study of examiners making sense of norm-referenced feedback.

Med Teach 2019 Mar 26:1-8. Epub 2019 Mar 26.

d Department of Surgery , Queen Alexandra Hospital , Portsmouth , United Kingdom of Great Britain and Northern Ireland.

Purpose: Examiner training has an inconsistent impact on subsequent performance. To understand this variation, we explored how examiners think about changing the way they assess.

Method: We provided comparative data to 17 experienced examiners about their assessments, captured their sense-making processes using a modified think-aloud protocol, and identified patterns by inductive thematic analysis. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1579902DOI Listing

Effectiveness of instructor-guided independent learning in comparison to traditional didactic lecture in the preclinical medical curriculum: A retrospective cohort study.

Med Teach 2019 Mar 26:1-7. Epub 2019 Mar 26.

a Department of Biomedical Sciences , Western Michigan University Homer Stryker M.D. School of Medicine , Kalamazoo , MI , USA.

Introduction: To create time for learner-centered forms of active learning in the classroom, didactic lectures are being replaced with instructor-guided independent learning (IGIL) assignments that students complete on their own outside of the formal educational setting. The effectiveness of IGIL assignments in supporting learning across the preclinical medical curriculum when applied to all learners in the same class of students has not been examined. Further, we have examined this performance across three class cohorts. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1580355DOI Listing

Rural work outcomes of medical students participating in a contracted Extended Rural Cohort (ERC) program by course-entry preference.

Med Teach 2019 Mar 24:1-8. Epub 2019 Mar 24.

a School of Rural Health , Monash University , Bendigo , Australia.

This paper evaluates rural work location outcomes of an Extended Rural Cohort (ERC) program in medical school. Students nominate a preference and are contracted to the program at entry to the medical course, involving 2-3 years continuous rural training. Data included 2412 graduates from a large university medical school cohort study. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1569755DOI Listing

Peripheral placements during medical school - impact on mental health.

Med Teach 2019 Mar 21. Epub 2019 Mar 21.

a Department of Medicine , King's College London School of Medical Education , Great Maze Pond , London SE1 9RT , UK.

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http://dx.doi.org/10.1080/0142159X.2019.1569756DOI Listing
March 2019
1 Read

Quality assurance of medical education: Lessons learned from use and analysis of the WFME global standards.

Med Teach 2019 Mar 20:1-6. Epub 2019 Mar 20.

a Faculty of Health Sciences, World Federation for Medical Education (WFME) Office , University of Copenhagen , Copenhagen , Denmark.

Background: In 2003, the World Federation for Medical Education (WFME) published the Trilogy of Global Standards for Quality Improvement of Medical Education, covering all three phases of education in medicine. The intention was to provide an instrument to be used by medical schools and responsible authorities in quality assurance and improvement of medical education. The standards were revised in 2015. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1536259DOI Listing

Medical Teacher in Ten Minutes.

Authors:

Med Teach 2019 Jan;41(1):1-2

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http://dx.doi.org/10.1080/0142159X.2018.1540163DOI Listing
January 2019
1 Read

Top-rated AMEE MedEdPublish Papers - September 2018.

Authors:

Med Teach 2019 Jan;41(1):115

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http://dx.doi.org/10.1080/0142159X.2018.1540388DOI Listing
January 2019
1 Read

The clinical learning environment.

Med Teach 2019 Mar 17:1-7. Epub 2019 Mar 17.

i Accreditation Council of Graduate Medical Education , Chicago , IL , USA.

Learning in a clinical context is foundational in the training of health professionals; there is simply no alternative. The subject of the clinical learning environment (CLE) is at the forefront of discussions. In this introduction to a themed issue on the CLE, we present an expanded conceptual model that approaches the CLE through six different lenses, termed "avenues:" architectural, digital, diversity and inclusion, education, psychological, and sociocultural, with each avenue represented by a paper. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1566601DOI Listing
March 2019
1 Read

Twelve tips for integrating massive open online course content into classroom teaching.

Med Teach 2019 Mar 12:1-5. Epub 2019 Mar 12.

d Department of Internal Medicine , Leiden University Medical Center , Leiden , The Netherlands.

Massive open online courses (MOOCs) are a novel and emerging mode of online learning. They offer the advantages of online learning and provide content including short video lectures, digital readings, interactive assignments, discussion fora, and quizzes. Besides stand-alone use, universities are also trying to integrate MOOC content into the regular curriculum creating blended learning programs. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1571569DOI Listing

Comments on: Do we really need cadavers anymore to learn anatomy in undergraduate medicine?

Authors:
Rachel Davies

Med Teach 2019 Mar 11. Epub 2019 Mar 11.

a St. Edmund Hall, Oxford University Medical School , Oxford , UK.

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http://dx.doi.org/10.1080/0142159X.2019.1579309DOI Listing

Foreign bodies: Is it feasible to develop tolerance for ambiguity among medical students through Equine-Facilitated learning?

Med Teach 2019 Mar 11:1-3. Epub 2019 Mar 11.

g Department of Internal Medicine , The Warren Alpert Medical School of Brown University , Providence , RI , USA.

Intolerance of ambiguity among medical students is associated with negative attitudes towards psychosocially complex patients. In this paper, the authors evaluated the feasibility of a 3.5-hour workshop aimed at fostering tolerance for ambiguity in medical students through semi-structured interactions with horses that functioned as experiential surrogates for ambiguity. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1578876DOI Listing