REQUEST DEMO
MENUCLOSE

 

REQUEST DEMO
Clinical Operations
Commercial Teams
Resources
Medical Education
About Us
Connect with us
Facebook-f Twitter Linkedin-in
Sign in

Author: Brian S McGowan, PhD

MANUSCRIPT: Fragmentation in US Medical Education, Research, and Practice: The Need for System Wide Defrag

Indeed, fragmentation is pervasive in all facets of American medicine and health care, including systems of medical education and research, health care delivery, and practice transformation. Fragmentation results from a lack of national and regional health care planning, an absence of a unified vision for social accountability and moral imperative, and a deficiency of financial incentive for a cohesive system of care with a balanced health care workforce.

http://www.stfm.org/fmhub/fm2013/January/Jerry54.pdf

Continue Reading

MANUSCRIPT: Protocol for development of the guideline for reporting evidence based practice educational interventions and teaching (GREET) statement

There are an increasing number of studies reporting the efficacy of educational strategies to facilitate the development of knowledge and skills underpinning evidence based practice (EBP). To date there is no standardised guideline for describing the teaching, evaluation, context or content of EBP educational strategies. The heterogeneity in the reporting of EBP educational interventions makes comparisons between studies difficult. The aim of this program of research is to develop the Guideline for Reporting EBP Educational interventions and Teaching (GREET) statement and an accompanying explanation and elaboration (E&E)
paper.

http://www.biomedcentral.com/content/pdf/1472-6920-13-9.pdf

Continue Reading

MANUSCRIPT: How Do Social Networks and Faculty Development Courses Affect Clinical Supervisors’ Adoption of a Medical Education Innovation? An Exploratory Study

A clinical supervisor’s social network may be as important as faculty development course participation in determining whether the supervisor adopts an educational innovation. Faculty development initiatives should use faculty members’ social networks to improve the adoption of educational innovations and help build and maintain communities of practice.

via How Do Social Networks and Faculty Development Courses Affec… : Academic Medicine.

Continue Reading

RESOURCE: 6 Expert Tips for Flipping the Classroom — Campus Technology

Three leaders in flipped classroom instruction share their best practices for creating a classroom experience guaranteed to inspire lifelong learning.

“If you were to step into one of my classrooms, you’d think I was teaching a kindergarten class, not a physics class,” laughs Harvard University (MA) professor Eric Mazur. “Not because the students are children, but because of the chaos and how oblivious the students are to my presence.”

Such pandemonium is a good thing, insists Mazur, an early adopter of the flipped classroom model that has become all the rage at colleges and universities across the country. “That’s how we all learn: by actively engaging in the material rather than sitting in a classroom and writing down the words said by the professor.”

via 6 Expert Tips for Flipping the Classroom — Campus Technology.

Continue Reading

MANUSCRIPT: Tumor Boards (Team Huddles) Aren’t Enough to Reach the Goal

Incremental changes in the tumor board infrastructure may increase the value of these team meetings and extend their potential benefits to low-volume physicians. The application of technology to create the “virtual” or telemedicine tumor board should be explored. Synchronous audio and video presentations that link physicians in remote areas with disease-specific expert clinicians, as well as asynchronous (“store and forward”) discussions, which focus on patient-specific management issues, are a potential infrastructure
enhancement (6).

http://www.oxfordjournals.org/our_journals/jnci/press_releases/blayneydjs523.pdf

Continue Reading

ABSTRACT: Gender differences in mediated communication: Women connect more than do men

Abstract
Past research in gender differences in the overall Internet use has been contradictory. Some asserted men used it more than women, while others asserted there were no gender difference. Both camps concluded that men and women differed in their motivation and utilization of time spent online. The purpose of the present research was to take a contemporary look at these gender differences. Using an online survey, we asked participants about their experiences with multiple forms of mediated communication: social networking sites, e-mail, video calls, instant messaging, texting, and phone calls. Our results indicated that women, compared to men, are generally more frequent mediated communication users. Compared to men, women prefer and more frequently use text messaging, social media, and online video calls. These results suggest that the nature of mediated social interaction is changing.

via ScienceDirect.com – Computers in Human Behavior – Gender differences in mediated communication: Women connect more than do men.

Continue Reading

RESOURCE: 20 Tips for Creating a Professional Learning Network

Networking is a prime form of 21st century learning.  The world is much smaller thanks to technology.  Learning is transforming into a globally collaborative enterprise.  Take for example scientists; professional networks allow the scientific community to share discoveries much faster.

Just this month, a tech news article showcased how Harvard scientists are considering that “sharing discoveries is more efficient and honorable than patenting them.”  This idea embodies the true spirit of a successful professional learning network: collaboration for its own sake.

As educators, we aim to be connected to advance our craft.  On another level, we hope to teach students to use networks to prepare for them for a changing job market.  But what is the best way to approach PLNs?

via 20 Tips for Creating a Professional Learning Network.

Continue Reading

RESOURCE: Teachers or Facilitators? 10 Reasons Why Educators Should Step Out of the Way and Encourage Independent Learning

What is the first thing that comes to mind when someone uses the word, “facilitator”? Perhaps you think of words like planner, coordinator, promoter, developer, or designer. All of these definitions lead us to think of a facilitator as someone who sets up, designs, and oversees an environment that is conducive to the goal at hand but they are not at the center of the scene.

Now what is the first thing that comes to mind when someone uses the word, “teacher”? Words like coach, disciplinarian, faculty, instructor, lecturer, and trainer come to mind. All of these associations make the word “teacher” feel like a central part of the environment and the goal.

via Teachers or Facilitators? 10 Reasons Why Educators Should Step Out of the Way and Encourage Independent Learning.

Continue Reading
Social
Facebook-f Twitter Linkedin-in
Recent News
Contact Us

300 E Main Street, Suite 101 Charlottesville, VA 22902

+1-434-260-1850

Email Us

About Us

ArcheMedX helps life sciences and healthcare organizations to better equip, evaluate, and predict team and clinician performance

ArcheMedX Privacy Policy