Additional file 3: of Voluntary vs. compulsory student evaluation of clerkships: effect on validity and potential bias

December 2015 Clerkship Evaluation Follow-up Survey. This file presents the follow-up survey that was administered to students in the second cohort who completed the clerkship evaluation form with the bogus item (administered in December 2015). It intended to confirm the bias hypothesis (DOC 26 kb

Additional file 2: of Voluntary vs. compulsory student evaluation of clerkships: effect on validity and potential bias

Study Design. This file is a representation of the study conduct including information about cohort sizes, response rates, and administration of the bogus item (DOC 47 kb

Integrating an interprofessional education initiative: Evidence from King Abdulaziz University

<p><b>Purpose:</b> This paper examines current issues with interprofessional education (IPE) at King Abdulaziz University (KAU) and discusses initiatives for integrating IPE into the medical curricula at KAU.</p> <p><b>Methods:</b> We reviewed the current body of literature, studied reports from IPE conferences and workshops organized at KAU, and synthesized participants' feedback from the IPE programs, including an online survey.</p> <p><b>Results:</b> A total of 506 participants responded to the online survey. Respondents rated Interprofessional Collaborative Learning as the highest category of IPE, followed by Interprofessional Self-Improvement and Interprofessional Relationship. A hybrid conceptual framework is proposed, to tackle the issue of role clarification across all healthcare colleges at KAU. This proposition was found to be necessary due to the current state of the undergraduate curriculum which does not prepare students properly for professional collaboration.</p> <p><b>Conclusions:</b> The hybrid model may narrow the gap in IPE by emphasizing professional identity while reducing autonomy. Recommendations toward IPE are presented. Challenges toward IPE reform are discussed in the context of implementation at KAU and at other medical schools in the region.</p

How do clinical competency committees use different sources of data to assess residents’ performance on the internal medicine milestones?A mixed methods pilot study

<p><b>Purpose:</b> This study examines how Clinical Competency Committees (CCCs) synthesize assessment data to make judgments about residents’ clinical performances.</p> <p><b>Methods:</b> Between 2014 and 2015, after four six-month reporting periods to the Accreditation Council for Graduate Medical Education (ACGME), 7 of 16 CCC faculty at Rush University Medical Center completed questionnaires focused on their perspectives about rating residents on their achievement of the milestones and participated in a focus group. Qualitative data were analyzed using grounded theory. Milestones ratings for two six-month ACGME reporting cycles (<i>n</i> = 100 categorical residents) were also analyzed.</p> <p><b>Results:</b> CCC members weighted resident rotation ratings highest (weight = 37%), followed by faculty rotation comments (weight = 27%) and personal experience with residents (weight = 14%) for making judgments about learner’s milestone levels. Three assessment issues were identified from qualitative analyses: (1) “design issues” (e.g. problems with available data or lack thereof); (2) “synthesis issues” (e.g. factors influencing ratings and decision-making processes) and (3) “impact issues” (e.g. how CCC generated milestones ratings are used).</p> <p><b>Conclusions:</b> Identifying factors that affect assessment at all stages of the CCC process can contribute to improving assessment systems, including support for faculty development for CCCs. Recognizing challenges in synthesizing first and second-hand assessment data is an important step in understanding the CCC decision-making process.</p

RED. Revista de educación a distancia

Resumen basado en el de la publicaciónNúmero especial sobre " Aprendizaje e Innovación en la Sociedad del Conocimiento"Título, resumen y palabras clave también en inglésSe examina el potencial de los podcast, videocast, cuestionarios online, glosarios online y foros para aprender la pronunciación inglesa en un EVA (Entorno Virtual de Aprendizaje) implementado en modalidad semipresencial. La investigación se enmarca dentro de la metodología cuantitativa y se basa en la percepción de los estudiantes sobre las tecnologías. La muestra estaba formada por 358 estudiantes matriculados en la asignatura de Inglés I. Los principales resultados del análisis descriptivo-inferencial llevado a cabo muestran el progreso en la pronunciación del inglés y en la capacidad para percibirlo y producirlo con mayor precisión. La satisfacción hacia el curso fue positiva y el interés hacia la asignatura fue mayor con la aplicación del innovador modelo. Consideran que el EVA (Entorno Virtual de Aprendizaje) les proporciona un ambiente más natural para practicar la pronunciación y adquirir las destrezas orales. Los datos muestran la eficacia y el potencial de las herramientas tecnológicas para fines académicos, específicamente para el aprendizaje de la pronunciación inglesa y para desarrollar un aprendizaje autónomo. El estudio proporciona información para futuras propuestas educativas e innovadoras que permitirán decidir mejor las prioridades de intervención educativa y avanzar hacia modelos más eficaces para la enseñanza de la pronunciación inglesa en educación superior.ES

Additional file 2: of Effect of a simulation-based workshop on breaking bad news for anesthesiology residents: an intervention study

Survey completed by participants at the end of the workshop. This post-workshop survey focuses on residents’ perceived ability and comfort in BBN. (DOCX 32 kb