5,184 results match your criteria Medical teacher[Journal]


Learning and professional acculturation through work: Examining the clinical learning environment through the sociocultural lens.

Med Teach 2019 Feb 14:1-5. Epub 2019 Feb 14.

d Centre for Medical Education, McGill University , Montreal , Canada.

Purpose: We examined studies of the clinical learning environment from the fields of sociology and organizational culture to (i) offer insight into how workplace culture has informed research on postgraduate trainee learning and professional development; (ii) highlight limitations of the literature; and (iii) suggest practical ways to apply sociocultural concepts to challenges in the learning environment.

Materials And Methods: Concepts were explored by participants at a consensus conference in October 2018.

Results: We identified three enduring foci for research using a sociocultural lens: the hidden curriculum, exploration of medical errors, and the impact of time pressures on the relational nature of clinical education. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1567912DOI Listing
February 2019

Examining the clinical learning environment through the architectural avenue.

Med Teach 2019 Feb 14:1-5. Epub 2019 Feb 14.

h Faculty of Education , University of Ottawa , Ottawa , Canada.

Medical education has traditionally focused on the learners, the educators, and the curriculum, while tending to overlook the role of the designed environment. Experience indicates, however, that processes and outcomes of medical education are sensitive to the qualities and disposition of the spaces in which it occurs. This includes the clinical education within the patient care environment, termed the clinical learning environment (CLE). Read More

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http://dx.doi.org/10.1080/0142159X.2019.1566603DOI Listing
February 2019

Psychology and learning: The role of the clinical learning environment.

Med Teach 2019 Feb 14:1-5. Epub 2019 Feb 14.

c Department of Obstetrics and Gynecology , Queen's University , Kingston , Ontario , Canada.

The clinical learning environment for the postgraduate education of physicians significantly influences the learning process and the outcomes of learning. Two critical aspects of the learning environment, when viewed through a psychology lens are (1) constructs from psychology relevant to learning, such as cognitive load theory and learner self-efficacy; and (2) psychological attributes of the context in which learning occurs such as psychological safety and "Just Culture". In this paper, we address selected psychological aspects of the clinical learning environment, with a particular focus on the establishment and sustainment of psychological safety in the clinical learning environment for physicians. Read More

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http://dx.doi.org/10.1080/0142159X.2019.1567910DOI Listing
February 2019

Context and complexity in the clinical learning environment.

Authors:
Larry D Gruppen

Med Teach 2019 Feb 14:1-2. Epub 2019 Feb 14.

a Department of Learning Health Sciences , University of Michigan , Ann Arbor , MI , USA.

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http://dx.doi.org/10.1080/0142159X.2019.1566599DOI Listing
February 2019

A broader outlook to reduce pre-exam stress.

Authors:
Serena Y Kuang

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

a Department of Foundational Medical Studies, Oakland University, William Beaumont School of Medicine , Rochester , MI , USA.

Stress, depression, and job burnout are plaguing the medical field. These issues have many causes, one of which is a stigma or the fear of being stigmatized that leads the sufferer to deny the problem or delay seeking help. In this article, I will share a recent story of how a mind adjustment from a negative view of the past failure to a broader outlook quickly and effectively reduced the pre-exam stress of a student in a class I am teaching. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1563675DOI Listing
February 2019

Twelve tips for improvement-oriented evaluation of competency-based medical education.

Med Teach 2019 Feb 13:1-6. Epub 2019 Feb 13.

b Cathexis Consulting , Toronto , Canada.

The shift to competency-based medical education (CBME) requires a new approach to program evaluation. CBME implementers need to embed evaluation in their programs to ensure their CBME adapts to the changing demands of the healthcare system. This 12 tips paper proposes that those advancing CBME use an improvement-oriented, utilization-focused approach to program evaluation. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1552783DOI Listing
February 2019

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

Med Teach 2019 Feb 11. Epub 2019 Feb 11.

b Cardiff University , Cardiff , UK.

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http://dx.doi.org/10.1080/0142159X.2018.1562167DOI Listing
February 2019

Supporting the development of a professional identity: General principles.

Med Teach 2019 Feb 11:1-9. Epub 2019 Feb 11.

a Centre for Medical Education, Lady Meredith House , McGill University , Montreal , Canada.

While teaching medical professionalism has been an important aspect of medical education over the past two decades, the recent emergence of professional identity formation as an important concept has led to a reexamination of how best to ensure that medical graduates come to "think, act, and feel like a physician." If the recommendation that professional identity formation as an educational objective becomes a reality, curricular change to support this objective is required and the principles that guided programs designed to teach professionalism must be reexamined. It is proposed that the social learning theory communities of practice serve as the theoretical basis of the curricular revision as the theory is strongly linked to identity formation. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1536260DOI Listing
February 2019

Non-technical skills assessments in undergraduate medical education: A focused BEME systematic review: BEME Guide no. 54.

Med Teach 2019 Feb 8:1-14. Epub 2019 Feb 8.

g Department of Emergency Medicine and Learning Health Sciences , University of Michigan Medical School , Ann Arbor , MI , USA.

Consensus on how to assess non-technical skills is lacking. This systematic review aimed to evaluate the evidence regarding non-technical skills assessments in undergraduate medical education, to describe the tools used, learning outcomes and the validity, reliability and psychometrics of the instruments. A standardized search of online databases was conducted and consensus reached on included studies. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1562166DOI Listing
February 2019

Leasing a medical curriculum: What's it worth?

Med Teach 2019 Feb 8:1-6. Epub 2019 Feb 8.

f School of Medicine , Flinders University , Adelaide , Australia.

Introduction: The early part of this century saw an unprecedented growth in number and size of Australian medical schools. There was some partnering of the new schools with existing programs. Griffith, Deakin and Curtin Universities leased an established curriculum from Flinders University. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1563290DOI Listing
February 2019

Using CRISIS model for designing master in medical education at Shiraz University of Medical Sciences.

Med Teach 2019 Feb 8. Epub 2019 Feb 8.

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

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http://dx.doi.org/10.1080/0142159X.2018.1562540DOI Listing
February 2019
1 Read

Response to: The adaptive medical curriculum: A model for continuous improvement.

Med Teach 2019 Feb 8. Epub 2019 Feb 8.

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

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http://dx.doi.org/10.1080/0142159X.2018.1562168DOI Listing
February 2019

Incorporating the One Health framework in medical education.

Med Teach 2019 Feb 8. Epub 2019 Feb 8.

b Open Innovation and Community Applications Manager with Arctic Slope Technical Services at NASA Applied Sciences Program , Washington , D.C. , USA.

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https://www.tandfonline.com/doi/full/10.1080/0142159X.2018.1
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http://dx.doi.org/10.1080/0142159X.2018.1554897DOI Listing
February 2019
6 Reads

Do organizational cultures of Canadian medical schools promote a quality culture?

Med Teach 2019 Feb 7:1-6. Epub 2019 Feb 7.

b Department of Medical Education, University of Illinois, Chicago, IL, USA.

Purpose: Medical schools are expected to engage in ongoing reflection to maintain the quality of the education they deliver, that is, to cultivate a Quality Culture. Quality Culture integrates the culture of an organization with its structure and management processes. The culture of medical schools has not been previously studied. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1540774DOI Listing
February 2019

Medical education in Laos.

Med Teach 2019 Feb 1:1-6. Epub 2019 Feb 1.

e Centre for International Child Health , University of Melbourne , Parkville , Australia.

Medical education in Laos has undergone significant developments over the last century. A transition from a foreign to locally trained medical workforce has taken place, with international partners having an ongoing presence. Undergraduate and postgraduate medical education in Laos is now delivered by a single, government administered university. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1552780DOI Listing
February 2019

Twelve tips for implementing a community of practice for faculty development.

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

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

Teaching and learning practices often fail to incorporate new concepts in the ever-evolving field of medical education. Although medical education research provides new insights into curricular development, learners' engagement, assessment methods, professional development, interprofessional education, and so forth, faculty members often struggle to modernize their teaching practices. Communities of practice (CoP) for faculty development offer an effective and sustainable approach for knowledge management and implementation of best practices. Read More

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https://www.tandfonline.com/doi/full/10.1080/0142159X.2018.1
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http://dx.doi.org/10.1080/0142159X.2018.1552782DOI Listing
February 2019
9 Reads

Team-based learning: A medical student's perspective.

Med Teach 2019 Feb 1. Epub 2019 Feb 1.

a Imperial College School of Medicine, Imperial College London , Hammersmith , London.

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http://dx.doi.org/10.1080/0142159X.2018.1555370DOI Listing
February 2019

Response to: Factors that influence medical student learning in the operating room: Medical students' perspective.

Med Teach 2019 Feb 1. Epub 2019 Feb 1.

b Consultant Orthopaedic, Surgeon , University College London Hospitals NHS Foundation Trust , London , UK.

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http://dx.doi.org/10.1080/0142159X.2018.1548419DOI Listing
February 2019

Twelve tips for conducting successful interprofessional teaching rounds.

Med Teach 2019 Feb 1:1-6. Epub 2019 Feb 1.

c Department of Medicine , Indiana University School of Medicine , Indianapolis , IN , USA.

Inpatient bedside teaching rounds provide an opportunity to foster effective interprofessional collaboration between members of the healthcare team. Although effective interprofessional practice has been shown to improve patient satisfaction, patient outcomes, and job satisfaction, there is limited literature for successful implementation of interprofessional teaching rounds. To address this gap, we have compiled 12 tips for conducting effective interprofessional bedside teaching rounds. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1545086DOI Listing
February 2019

Programmatic assessment: Can we provide evidence for saturation of information?

Med Teach 2019 Feb 1:1-5. Epub 2019 Feb 1.

b Department of Educational Development and Research, Faculty of Health Medicine and Life Sciences, Maastricht University , Maastricht , The Netherlands.

Purpose: According to the principles of programmatic assessment, a valid high-stakes assessment of the students' performance should amongst others, be based on a multiple data points, supposedly leading to saturation of information. Saturation of information is generated when a data point does not add important information to the assessor. In establishing saturation of information, institutions often set minimum requirements for the number of assessment data points to be included in the portfolio. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1555369DOI Listing
February 2019

"But Dr Google said…" - Training medical students how to communicate with E-patients.

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

c Medical Education & Informatics Unit , College of Medicine & Health Sciences SQU , Alkoudh , Sultanate of Oman.

Purpose: Patients who have access to information online may feel empowered and also confront their physicians with more detailed questions. Medical students are not well-prepared for dealing with so-called "e-patients." We created a teaching module to deal with this, and evaluate its effectiveness. Read More

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https://www.tandfonline.com/doi/full/10.1080/0142159X.2018.1
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http://dx.doi.org/10.1080/0142159X.2018.1555639DOI Listing
February 2019
2 Reads

Assessment of professionalism: From where have we come - to where are we going? An update from the Ottawa Consensus Group on the assessment of professionalism.

Med Teach 2019 Jan 29:1-7. Epub 2019 Jan 29.

c Wilson Centre for Research in Medical Education , University Health Network and University of Toronto , Toronto , Canada.

Background: In 2009, an International Working Group (IWG) on the Assessment of Professionalism began collaborating and published recommendations in 2011. Nearly a decade later the IWG reconvened to take stock of the state of practice and research in professionalism and the impact of the 2011 report.

Method: A bibliometric study identified all publications on assessment of professionalism since 2011, noting those that cited the original report. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1543862DOI Listing
January 2019

Twelve tips for distributed health professions training.

Med Teach 2019 Jan 29:1-6. Epub 2019 Jan 29.

c Family Medicine and Primary Care , Stellenbosch University , Cape Town , South Africa.

Increasing numbers of health professions students are being trained in healthcare facilities that are geographically removed from central academic hospitals. Consequently, studies have evaluated this distributed training, assessed the impact that it has on student learning as well as on the facilities where the training occurs, and explored factors that enable and constrain successful clinical training at such sites. The 12 tips presented in this article have been developed from a longitudinal project that has focused on developing a framework for effective distributed health professions training through an extensive review of the literature and a national consultative process. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1542121DOI Listing
January 2019

Pedagogical validity: The key to understanding different forms of 'good' teaching.

Med Teach 2019 Jan 28:1-3. Epub 2019 Jan 28.

c NYU School of Medicine , Institute for Innovations in Medical Education , New York , NY , USA.

The interrelationship of pedagogical skills, educational ends, and underlying values and assumptions constitute a teacher's 'pedagogical validity' - who they are as a teacher and why they teach the way they do. If reflection, judgment, and improvement are to be helpful, they must have regard for a more complete understanding of what frames a teacher's pedagogical validity. This article briefly describes four kinds of pedagogical validity that teachers draw upon when explaining or justifying their notion of 'good' teaching. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1533242DOI Listing
January 2019

Twelve tips for developing palliative care teaching in an undergraduate curriculum for medical students.

Med Teach 2019 Jan 28:1-7. Epub 2019 Jan 28.

c St Julia's Hospice , Cornwall Hospice Care , Hayle , UK.

Palliative care is the holistic care of patients with advanced, progressive incurable illness. Palliative care is well recognized as an essential component of medical student curricula. However, teaching is variable within medical schools. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1533243DOI Listing
January 2019

Medical students' individual and social empathy: A follow-up study.

Med Teach 2019 Jan 28:1-6. Epub 2019 Jan 28.

c Department of Biostatistics, Bioinformatics, and Biomathematics , Georgetown University Medical Center , Washington , DC , USA.

Background: The Social Empathy Index (SEI) measures self-reported empathy for individuals and for vulnerable groups. In a previous study, we published first-year medical students' SEI scores before and after completing a course on the social determinants of health. We re-administered the SEI to the original student cohort entering their 4th year. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1538551DOI Listing
January 2019

Reliability of personality and values tests: The effects of "high stakes" selection conditions, and of four years in medical school.

Med Teach 2019 Jan 27:1-7. Epub 2019 Jan 27.

c School of Psychology , University of Newcastle , Callaghan , Australia.

This study investigated if scores on tests of personal qualities are affected by whether they will determine selection decisions ("high stakes") or not; and whether they are stable for individuals and groups across a four-year medical course. Two tests, one assessing values and one assessing components of personality, were administered either at the same time as a medical university entrance exam (first cohort; N = 216), or after entry was confirmed (second cohort; N = 142). Both cohorts took the tests again after four years of medical school. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1533933DOI Listing
January 2019

'12 tips for teaching environmental sustainability to health professionals'.

Med Teach 2019 Jan 24:1-6. Epub 2019 Jan 24.

a Nursing and Midwifery, Faculty of Medicine Nursing and Health Science , Monash University , Australia.

Background: As recognition of the health impacts of climate change and other environmental challenges increases, so too does the need for health care professionals to practice healthcare sustainably. Environmental sustainability in healthcare extends beyond our traditional understanding of environmental health, which is often limited to environmental hazards and disease. Health services, professional organizations, and training institutions are increasingly forming climate and sustainability position statements and policies accordingly. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1551994DOI Listing
January 2019
5 Reads

Response to: Developmental assessment teaching at the undergraduate level - some practical tips.

Authors:
Jenny McDonald

Med Teach 2019 Jan 20. Epub 2019 Jan 20.

a Medical Education Unit , School of Medicine, University of Western Sydney.

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http://dx.doi.org/10.1080/0142159X.2018.1557003DOI Listing
January 2019
1 Read

Developmental assessment teaching at the undergraduate level - some practical tips.

Med Teach 2019 Jan 20. Epub 2019 Jan 20.

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

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http://dx.doi.org/10.1080/0142159X.2018.1554896DOI Listing
January 2019
1 Read

The intersection of assessment, selection and professionalism in the service of patient care.

Med Teach 2019 Jan 19:1-6. Epub 2019 Jan 19.

e University Health Network and University of Toronto , Toronto , Canada.

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http://dx.doi.org/10.1080/0142159X.2018.1554898DOI Listing
January 2019

Enhancing autonomous motivation of students should be an integral part of the educational philosophy of a medical school.

Med Teach 2019 Jan 20. Epub 2019 Jan 20.

a Amsterdam UMC , VUmc School of Medical Sciences , Amsterdam , the Netherlands.

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http://dx.doi.org/10.1080/0142159X.2018.1554894DOI Listing
January 2019

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

Med Teach 2019 Jan 20. Epub 2019 Jan 20.

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

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http://dx.doi.org/10.1080/0142159X.2018.1554895DOI Listing
January 2019

Medical education in Romania: Tradition and innovation.

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

b Gulf Medical University , Ajman , United Arab Emirates.

Romania is a country in south-east Europe, which has experienced major changes in political, educational, and healthcare systems. At the time of writing this paper, there are thirteen accredited Faculties of Medicine, which offer students from all over the world the possibility of becoming doctors. Students in Romania follow a six-year program of activity and there are courses taught in Romanian, English, French, and Hungarian. Read More

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https://www.tandfonline.com/doi/full/10.1080/0142159X.2018.1
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http://dx.doi.org/10.1080/0142159X.2018.1552932DOI Listing
January 2019
2 Reads

Why we would be better off without grants and awards in health professional education: A personal view from Australia.

Authors:
Gary D Rogers

Med Teach 2019 Jan 20:1-2. Epub 2019 Jan 20.

a School of Medicine and Health Institute for the Development of Education and Scholarship (Health IDEAS) , Griffith University , Gold Coast , Australia.

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http://dx.doi.org/10.1080/0142159X.2018.1536820DOI Listing
January 2019

Twelve tips for developing and implementing curriculum in dedicated 'collaborative classrooms'.

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

a Department of Medical Sciences Frank H. Netter MD School of Medicine , Quinnipiac University , Hamden , CT , USA.

Many health professional schools may be investing time and resources on dedicated educational spaces intended to promote collaborative learning. Alone, innovative physical space or technologies are not sufficient to ensure success in this. Lesson plans informed by collaborative praxis, individual motivation, faculty development, learner feedback, and team interactions also play a necessary and substantial role. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1551992DOI Listing
January 2019

Interdisciplinary expertise in medical practice: Challenges of using and producing knowledge in complex problem-solving.

Med Teach 2019 Jan 20:1-10. Epub 2019 Jan 20.

b Department of Technical Medicine , University of Twente , Enschede , The Netherlands.

Purpose: Clarification of interdisciplinary expertise as the ability to deal with the cognitive and epistemological challenges of multi- and interdisciplinary problem-solving-such as in developing and implementing medical technology for diagnoses and treatment of patients in collaborations between clinicians, technicians, and engineers-and of the higher-order cognitive skills needed as part of this expertise.

Method: Clarify the epistemological difficulties of combining scientific knowledge, methodologies and technologies from different disciplines in problem-solving, by drawing on recent developments in the philosophy of science.

Conclusion: We argue that interdisciplinary expertise involves the cognitive ability to connect, translate and establish links between disciplinary knowledge, as well as the metacognitive ability to understand and explain the role of the disciplinary perspective-consisting of, e. Read More

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https://www.tandfonline.com/doi/full/10.1080/0142159X.2018.1
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http://dx.doi.org/10.1080/0142159X.2018.1544417DOI Listing
January 2019
4 Reads

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

Med Teach 2019 Jan 16:1-3. Epub 2019 Jan 16.

b Faculty of Health & Social Care , Edge Hill University Medical School, Edge Hill University , Ormskirk , UK.

The ubiquitous use of technology in medical education creates increasing tensions related to the benefits and disadvantages of the ease of access to content and the opportunity to monitor online behavior. We recommend a collaborative understanding by all stakeholders, from learners and educators to higher education institutions and professional regulatory authorities, to inform future practice and policy. Read More

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https://www.tandfonline.com/doi/full/10.1080/0142159X.2018.1
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http://dx.doi.org/10.1080/0142159X.2018.1540773DOI Listing
January 2019
12 Reads
2.045 Impact Factor

Twelve tips for supervisors to move towards person-centered research supervision in health care sciences.

Med Teach 2019 Jan 14:1-6. Epub 2019 Jan 14.

a Department of Nursing Sciences, School of Health Care Sciences , University of Pretoria , Gauteng , South Africa.

The research supervisory role is becoming increasingly complex due to issues such as diversity of students; mismatched expectations between the student, supervisor and higher education institution and shorter and specific time-bound research outcomes. The current postgraduate research supervision culture and supervision practices should change. Moving towards person-centered research supervision practices may enhance the research environment, as healthful relationships between supervisors and postgraduate students may lead to increased postgraduate research outcomes. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1533241DOI Listing
January 2019

A Best Evidence in Medical Education systematic review to determine the most effective teaching methods that develop reflection in medical students: BEME Guide No. 51.

Med Teach 2019 Jan 11:1-14. Epub 2019 Jan 11.

b Health Professions Education Centre, RCSI , Dublin , Ireland.

Introduction: Reflection is thought to be an essential skill for physicians. Although much has been written about it, there is little concurrence about how to best teach reflection in medical education. The aim of this review was to determine: (i) which educational interventions are being used to develop reflection, (ii) how is reflection being assessed, and (iii) what are the most effective interventions. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1505037DOI Listing
January 2019

Response to 'crowdsourcing for assessment items to support adaptive learning'.

Authors:
Thomas W Grother

Med Teach 2019 Jan 11. Epub 2019 Jan 11.

a Cardiff University School of Medicine , Wales , UK.

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http://dx.doi.org/10.1080/0142159X.2018.1544419DOI Listing
January 2019

Do we not really need cadavers anymore to learn anatomy in undergraduate medicine?

Med Teach 2019 Jan 11. Epub 2019 Jan 11.

a Department of Anatomy, Faculty of Science , Mahidol University , Bangkok , Thailand.

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http://dx.doi.org/10.1080/0142159X.2018.1548760DOI Listing
January 2019

Factors that influence medical student learning in the operating room: Medical students' perspective.

Med Teach 2019 Jan 11. Epub 2019 Jan 11.

a King's College London, Guy's Campus , London SE1 1UL.

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http://dx.doi.org/10.1080/0142159X.2018.1544418DOI Listing
January 2019

Top-rated AMEE MedEdPublish Papers - July 2018.

Authors:

Med Teach 2018 Nov;40(11):1191

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http://dx.doi.org/10.1080/0142159X.2018.1516363DOI Listing
November 2018

Response to: Comment on: How much basic science content do second-year medical students remember from their first year?

Med Teach 2018 Dec 18. Epub 2018 Dec 18.

c Department of Psychology , University of California San Diego , La Jolla , CA , USA.

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http://dx.doi.org/10.1080/0142159X.2018.1532551DOI Listing
December 2018

Autonomous motivation in medical education.

Med Teach 2018 Dec 13:1-2. Epub 2018 Dec 13.

a Amsterdam UMC, VUmc School of Medical Sciences , Amsterdam , The Netherlands.

Intrinsic motivation was a reining concept for many years in self-determination theory (SDT) research. Since the last 10 years, the concept of autonomous motivation is used more commonly by some researchers. Autonomous motivation means motivation arising out of genuine interest or personal endorsement or valuing of an activity. Read More

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http://dx.doi.org/10.1080/0142159X.2018.1545087DOI Listing
December 2018

Medical Teacher in Ten Minutes.

Authors:

Med Teach 2018 10;40(10):977-979

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http://dx.doi.org/10.1080/0142159X.2018.1513784DOI Listing
October 2018

Top-rated AMEE MedEdPublish Papers - June 2018.

Authors:

Med Teach 2018 10;40(10):1076

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http://dx.doi.org/10.1080/0142159X.2018.1506420DOI Listing
October 2018