1,084 research outputs found
Academic Primer Series: Five Key Papers for Consulting Clinician Educators.
INTRODUCTION: Clinician educators are often asked to perform consultations for colleagues. Invitations to consult and advise others on local problems can help foster great collaborations between centers, and allows for an exchange of ideas between programs. In this article, the authors identify and summarize several key papers to assist emerging clinician educators with the consultation process.
METHODS: A consensus-building process was used to generate a list of key papers that describe the importance and significance of educational consulting, informed by social media sources. A three-round voting methodology, akin to a Delphi study, determined the most impactful papers from the larger list.
RESULTS: Summaries of the five most highly rated papers on education consultation are presented in this paper. These papers were determined by a mixed group of junior and senior faculty members, who have summarized these papers with respect to their relevance for their peer groups.
CONCLUSION: Five key papers on the educational consultation process are presented in this paper. These papers offer background and perspective to help junior faculty gain a grasp of consultation processes
Assessment of emergency medicine residents: a systematic review
Background: Competency-based medical education is becoming the new standard for residency programs, including Emergency Medicine (EM). To inform programmatic restructuring, guide resources and identify gaps in publication, we reviewed the published literature on types and frequency of resident assessment.Methods: We searched MEDLINE, EMBASE, PsycInfo and ERIC from Jan 2005 - June 2014. MeSH terms included âassessment,â âresidency,â and âemergency medicine.â We included studies on EM residents reporting either of two primary outcomes: 1) assessment type and 2) assessment frequency per resident. Two reviewers screened abstracts, reviewed full text studies, and abstracted data. Reporting of assessment-related costs was a secondary outcome.Results: The search returned 879 articles; 137 articles were full-text reviewed; 73 met inclusion criteria. Half of the studies (54.8%) were pilot projects and one-quarter (26.0%) described fully implemented assessment tools/programs. Assessment tools (n=111) comprised 12 categories, most commonly: simulation-based assessments (28.8%), written exams (28.8%), and direct observation (26.0%). Median assessment frequency (n=39 studies) was twice per month/rotation (range: daily to once in residency). No studies thoroughly reported costs.Conclusion: EM resident assessment commonly uses simulation or direct observation, done once-per-rotation. Implemented assessment systems and assessment-associated costs are poorly reported. Moving forward, routine publication will facilitate transitioning to competency-based medical education
Curated Collections for Educators: Five Key Papers on Clinical Teaching
The ability to teach in the clinical setting is of paramount importance. Clinical teaching is at the heart of medical education, irrespective of the learnerâs level of training. Learners desire and need effective, competent, and thoughtful clinical teaching from their instructors. However, many clinician-educators lack formal training on this important skill and thus may provide a variable experience to their learners. Although formal training of clinician-educators is standard and required in many other countries, the United States has yet to follow suit, leaving many faculty members to fend for themselves to learn these important skills.
In September 2018, the Academic Life in Emergency Medicine (ALiEM) 2018-2019 Faculty Incubator program discussed the topic of clinical teaching techniques. We gathered the titles of papers that were cited, shared, and recommended within our online discussion forum and compiled the articles pertaining to the topic of clinical teaching techniques. To augment the list, the authors did a formal literature search using the search terms âteaching techniques", "clinical teaching", "medical education", "medical students", and "residentsâ on Google Scholar and PubMed. Finally, we posted a call for important papers on the topic of clinical teaching techniques on Twitter.
Through this process, we identified 48 core articles on the topic of clinical teaching. We conducted a modified Delphi methodology to identify the key papers on the topic. In this paper, we present the five highest-rated articles based on the relevance to junior faculty and faculty developers. This article will review and summarize the articles we found to be the most impactful to improve oneâs clinical teaching skills
RESOURCE USE ONE YEAR FOLLOWING HOSPITALIZATION FOR ACUTE HEART FAILURE: A COMPARISON OF PATIENTS WITH PRESERVED VERSUS REDUCED EJECTION FRACTION
SystÚmes de soutien des réseaux sociaux scientifiques : Une exploration qualitative des catalyseurs et des obstacles aux nouvelles études en médecine universitaire
Introduction: As academia begins to incorporate modern communication technologies into its scholarly structures, there are both enablers and barriers which foster academicsâ uptake of these innovations. Those who are early adopters of academic social media - whether it be for education, research-related networking, or knowledge translation - may therefore be best positioned to highlight both enablers and barriers within their work environments.
Methods: The authors conducted a constructivist grounded theory study to discern what prominent practitioners of academic social media (e.g. Twitter) have encountered in their careers. Participants were recruited via a snowball sampling technique and invited to participate in semi-structured interviews. Three investigators engaged in constant comparative analysis of incoming transcripts. To enhance rigour, we conducted an audit of the analysis and a participant member check.
Results: Seventeen emerging influencers in the field of academic social media were recruited. After axial coding, the 30 enablers and 21 barriers to academic social media use were mapped to three spheres of influence: personal, institutional, and virtual. The investigators propose a framework that organizes these enablers and barriers around a tipping point where sustainability becomes possible.
Conclusions: Multiple enablers and barriers were described to influence social media users within academic medicine. By organizing these facets into a personal, institutional, and virtual framework along a spectrum, we can begin to understand the underlying structures that potentiate the academic ecosystems in which social media and similar innovations may flourish.Introduction : Alors que le milieu universitaire commence Ă intĂ©grer les technologies de communication modernes dans ses structures dâenseignement, il existe Ă la fois des facteurs favorables et des obstacles Ă lâadoption de ces innovations par les chercheurs. Les premiers adoptants des rĂ©seaux sociaux scientifiques, que ce soit dans un cadre Ă©ducatif, de rĂ©seautage liĂ© Ă la recherche ou dâapplication des connaissances, sont sans doute les mieux placĂ©s pour mettre en Ă©vidence aussi bien les facteurs favorables que les facteurs dĂ©favorables prĂ©sents dans leur environnement de travail.
MĂ©thodes : Les auteurs ont menĂ© une Ă©tude selon la thĂ©orisatoin ancrĂ©e qui sâinscrit dans un courant constructiviste afin de cibler les Ă©lĂ©ments de lâexpĂ©rience dâimportants utilisateurs des rĂ©seaux sociaux scientifiques (p. ex. Twitter). Les participants ont Ă©tĂ© recrutĂ©s par Ă©chantillonnage en boule de neige et invitĂ©s Ă des entretiens semi-structurĂ©s. Trois chercheurs ont analysĂ© les transcriptions reçues selon la mĂ©thode de la comparaison constante. Par souci de rigueur, nous avons procĂ©dĂ© Ă une vĂ©rification de lâanalyse et Ă un contrĂŽle des participants.
RĂ©sultats : Dix-sept influenceurs Ă©mergents dans le domaine des rĂ©seaux sociaux scientifiques ont Ă©tĂ© recrutĂ©s. AprĂšs un codage axial, les 30 catalyseurs et les 21 obstacles Ă lâutilisation des rĂ©seaux sociaux scientifiques ont Ă©tĂ© mis en correspondance avec trois sphĂšres dâinfluence : personnelle, institutionnelle et virtuelle. Les chercheurs proposent un cadre qui organise ces catalyseurs et ces obstacles autour dâun point de basculement oĂč la durabilitĂ© devient possible.
Conclusions : De multiples facilitateurs et obstacles ont été décrits pour influencer les utilisateurs de réseaux sociaux dans le domaine de la médecine universitaire. La classification de ces facteurs sur une échelle par type de cadre (personnel, institutionnel et virtuel) laisse entrevoir les structures sous-jacentes des écosystÚmes universitaires qui sont propices au développement des réseaux sociaux et des innovations de ce type
Importance intrinsĂšque : Changer lâimage de marque du perfectionnement du corps professoral en tant que concept clĂ© unificateur pour CanMEDS 2025
IntĂ©grer la formation, la pratique et la rĂ©flexion dans un nouveau modĂšle dâĂ©valuation de la compĂ©tence des diplĂŽmĂ©s en mĂ©decine au Canada : un document conceptuel Ă lâintention du Conseil mĂ©dical du Canada
In 2020 the Medical Council of Canada created a task force to make recommendations on the modernization of its practices for granting licensure to medical trainees. This task force solicited papers on this topic from subject matter experts. As outlined within this Concept Paper, our proposal would shift licensure away from the traditional focus on high-stakes summative exams in a way that integrates training, clinical practice, and reflection. Specifically, we propose a model of graduated licensure that would have three stages including: a trainee license for trainees that have demonstrated adequate medical knowledge to begin training as a closely supervised resident, a transition to practice license for trainees that have compiled a reflective educational portfolio demonstrating the clinical competence required to begin independent practice with limitations and support, and a fully independent license for unsupervised practice for attendings that have demonstrated competence through a reflective portfolio of clinical analytics. This proposal was reviewed by a diverse group of 30 trainees, practitioners, and administrators in medical education. Their feedback was analyzed and summarized to provide an overview of the likely reception that this proposal would receive from the medical education community.En 2020, le Conseil mĂ©dical du Canada a crĂ©Ă© un groupe de travail chargĂ© de formuler des recommandations sur la modernisation de ses pratiques dâoctroi du titre de licenciĂ© aux stagiaires en mĂ©decine. Ă cette fin, le groupe de travail a sollicitĂ© la contribution dâexperts en la matiĂšre. Dans le prĂ©sent document conceptuel, nous proposons de rĂ©orienter lâapproche traditionnelle axĂ©e sur lâĂ©valuation sommative par des examens Ă enjeux Ă©levĂ©s vers lâintĂ©gration de la formation, la pratique clinique et la rĂ©flexion. Plus prĂ©cisĂ©ment, nous proposons un modĂšle dâoctroi progressif du titre de compĂ©tence en trois Ă©tapes : un titre pour les stagiaires qui ont dĂ©montrĂ© quâils possĂšdent les connaissances nĂ©cessaires pour commencer leur formation en tant que rĂ©sident Ă©troitement supervisĂ©, un titre de transition pour les stagiaires ayant un portfolio dâapprentissage rĂ©flexif qui dĂ©montre la compĂ©tence clinique requise pour entamer une pratique indĂ©pendante avec du soutien et certaines limites, et un titre permettant la pratique pleinement indĂ©pendante et non supervisĂ©e pour ceux dont le portfolio rĂ©flexif dĂ©montre une compĂ©tence en analyse clinique. Cette proposition a Ă©tĂ© examinĂ©e par un groupe diversifiĂ© de 30 stagiaires, praticiens et gestionnaires en Ă©ducation mĂ©dicale. Leurs commentaires ont Ă©tĂ© analysĂ©s et rĂ©sumĂ©s pour donner une idĂ©e de lâaccueil que la proposition serait susceptible de recevoir de la part du milieu de lâĂ©ducation mĂ©dicale
Social media and the modern scientist: a research primer for low- and middle-income countries
Social media has changed the way we communicate. Wherever you are in the world, various forms of social media are being used by individuals to share information and connect without borders. Due to its ubiquity, social media holds great promise in linking clinicians, scientists, investigators, and the public to change the way we conduct scientific discourse. In this paper, we present a step-by-step guide on optimizing your social media strategy with regards to: research/scholarly practice (discourse, collaboration, recruitment), knowledge translation, dissemination, and education. This guide also highlights key readings that provide guidance to those interested in incorporating social media into their scholarly practice.
Social media has changed the way we communicate. Wherever you are in the world, various forms of social media are being used by individuals to share information and connect without borders. Due to its ubiquity, social media holds great promise in linking clinicians, scientists, investigators, and the public to change the way we conduct scientific discourse. In this paper, we present a step-by-step guide on optimizing your social media strategy with regards to: research/scholarly practice (discourse, collaboration, recruitment), knowledge translation, dissemination, and education. This guide also highlights key readings that provide guidance to those interested in incorporating social media into their scholarly practice
IntĂ©rĂȘt dâun score de la qualitĂ© de l'Ă©valuation pour l'apprentissage pour Ă©valuer la rĂ©troaction Ă©crite dans la formation postdoctorale en anesthĂ©siologie : Ă©tude de gĂ©nĂ©ralisabilitĂ© et de dĂ©cision
Background: Competency based residency programs depend on high quality feedback from the assessment of entrustable professional activities (EPA). The Quality of Assessment for Learning (QuAL) score is a tool developed to rate the quality of narrative comments in workplace-based assessments; it has validity evidence for scoring the quality of narrative feedback provided to emergency medicine residents, but it is unknown whether the QuAL score is reliable in the assessment of narrative feedback in other postgraduate programs.
Methods: Fifty sets of EPA narratives from a single academic year at our competency based medical education post-graduate anesthesia program were selected by stratified sampling within defined parameters [e.g. resident gender and stage of training, assessor gender, Competency By Design training level, and word count (â„17 or <17 words)]. Two competency committee members and two medical students rated the quality of narrative feedback using a utility score and QuAL score. We used Kendallâs tau-b co-efficient to compare the perceived utility of the written feedback to the quality assessed with the QuAL score. The authors used generalizability and decision studies to estimate the reliability and generalizability coefficients.
Results: Both the facultyâs utility scores and QuAL scores (r = 0.646, p < 0.001) and the traineesâ utility scores and QuAL scores (r = 0.667, p < 0.001) were moderately correlated. Results from the generalizability studies showed that utility scores were reliable with two raters for both faculty (Epsilon=0.87, Phi=0.86) and trainees (Epsilon=0.88, Phi=0.88).
Conclusions: The QuAL score is correlated with faculty- and trainee-rated utility of anesthesia EPA feedback. Both faculty and trainees can reliability apply the QuAL score to anesthesia EPA narrative feedback. This tool has the potential to be used for faculty development and program evaluation in Competency Based Medical Education. Other programs could consider replicating our study in their specialty.Contexte : La qualitĂ© de la rĂ©troaction Ă la suite de lâĂ©valuation dâactivitĂ©s professionnelles confiables (APC) est dâune importance capitale dans les programmes de rĂ©sidence fondĂ©s sur les compĂ©tences. Le score QuAL (Quality of Assessment for Learning) est un outil dĂ©veloppĂ© pour Ă©valuer la qualitĂ© de la rĂ©troaction narrative dans les Ă©valuations en milieu de travail. Sa validitĂ© a Ă©tĂ© dĂ©montrĂ©e dans le cas des commentaires narratifs fournis aux rĂ©sidents en mĂ©decine d'urgence, mais sa fiabilitĂ© nâa pas Ă©tĂ© Ă©valuĂ©e dans d'autres programmes de formation postdoctorale.
MĂ©thodes : Cinquante ensembles de commentaires portant sur des APC d'une seule annĂ©e universitaire dans notre programme postdoctoral en anesthĂ©siologie â un programme fondĂ© sur les compĂ©tences â ont Ă©tĂ© sĂ©lectionnĂ©s par Ă©chantillonnage stratifiĂ© selon des paramĂštres prĂ©Ă©tablis [par exemple, le sexe du rĂ©sident et son niveau de formation, le sexe de l'Ă©valuateur, le niveau de formation en CompĂ©tence par conception, et le nombre de mots (â„17 ou <17 mots)]. Deux membres du comitĂ© de compĂ©tence et deux Ă©tudiants en mĂ©decine ont Ă©valuĂ© la qualitĂ© de la rĂ©troaction narrative Ă l'aide d'un score d'utilitĂ© et d'un score QuAL. Nous avons utilisĂ© le coefficient tau-b de Kendall pour comparer l'utilitĂ© perçue de la rĂ©troaction Ă©crite et sa qualitĂ© Ă©valuĂ©e Ă lâaide du score QuAL. Les auteurs ont utilisĂ© des Ă©tudes de gĂ©nĂ©ralisabilitĂ© et de dĂ©cision pour estimer les coefficients de fiabilitĂ© et de gĂ©nĂ©ralisabilitĂ©.
RĂ©sultats : Les scores d'utilitĂ© et les scores QuAL des enseignants (r = 0,646, p < 0,001) et ceux des Ă©tudiants (r = 0,667, p < 0,001) Ă©taient modĂ©rĂ©ment corrĂ©lĂ©s. Les rĂ©sultats des Ă©tudes de gĂ©nĂ©ralisabilitĂ© ont montrĂ© quâavec deux Ă©valuateurs les scores d'utilitĂ© Ă©taient fiables tant pour les enseignants (Epsilon=0,87, Phi=0,86) que pour les Ă©tudiants (Epsilon=0,88, Phi=0,88).
Conclusions : Le score QuAL est en corrĂ©lation avec l'utilitĂ© de la rĂ©troaction sur les APC en anesthĂ©siologie Ă©valuĂ©e par les enseignants et les Ă©tudiants. Les uns et les autres peuvent appliquer de maniĂšre fiable le score QuAL aux commentaires narratifs sur les APC en anesthĂ©siologie. Cet outil pourrait ĂȘtre utilisĂ© pour le perfectionnement professoral et l'Ă©valuation des programmes dans le cadre dâune formation mĂ©dicale fondĂ©e sur les compĂ©tences. D'autres programmes pourraient envisager de reproduire notre Ă©tude dans leur spĂ©cialitĂ©
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