Abstract Archives - Page 29 of 92

ABSTRACT: Top tips for a teaching fellowship

BACKGROUND: Dedicated medical education posts are an exciting opportunity for doctors to focus on their development as clinical teachers. Within the seven hospital trusts that host students from the University of Bristol there are now 19 clinical teaching fellowship (CTF) posts. On starting a dedicated medical education post, the opportunities available

Posted on 9 Dec 2014
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

ABSTRACT: A regional teaching fellow community of practice

BACKGROUND: Increasing numbers of clinical teaching fellows are responsible for a significant proportion of undergraduate teaching nationally. Developing a regional community of practice can help overcome the isolation of these posts, with potential benefits for all involved. CONTEXT: A community of practice relies on the mutual engagement of people in a similar situation

Posted on 9 Dec 2014
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Committing to patient-centred medical education

BACKGROUND: Regular encounters of patients and medical students in a managed and structured consultation format, to focus on partnership in health care and chronic illness management, can address the student learning and professional development requirements facing contemporary medical education. CONTEXT: To engage and maintain such a strategy demands commitment and a belief in

Posted on 9 Dec 2014
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Rapid Learning Healthcare System, Resources

ABSTRACT: What steps are necessary to create assessments?

Before we work out what constitutes an assessment's value for a given cost in medical education, we must first outline the steps necessary to create an assessment, and then assign a cost to each step. In this study we undertook the first phase of this process: we sought to work

Posted on 9 Dec 2014
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Medical Education, Resources

ABSTRACT: Slow Medical Education

Slow medical education borrows from other "slow" movements by offering a complementary orientation to medical education that emphasizes the value of slow and thoughtful reflection and interaction in medical education and clinical care. Such slow experiences, when systematically structured throughout the curriculum, offer ways for learners to engage in thoughtful

Posted on 9 Dec 2014
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Systematic reviews in medical education: A practical approach: AMEE Guide 94.

The twentieth century saw a paradigm shift in medical education, with acceptance that 'knowledge' and 'truth' are contextual, in flux and always evolving. The twenty-first century has seen a greater explosion in computer technology leading to a massive increase in information and an ease of availability, both offering great potential

Posted on 23 Oct 2014
By Collated Resource
In Abstract, Medical Education, Resources

ABSTRACT: “Teaching is like nightshifts …”: a focus group study on the teaching motivations of clinicians.

BACKGROUND: To ensure the highest quality of education, medical schools have to be aware of factors that influence the motivation of teachers to perform their educational tasks. Although several studies have investigated motivations for teaching among community-based practitioners, there is little data available for hospital-based physicians. PURPOSES: This study aimed to identify factors

Posted on 23 Oct 2014
By Collated Resource
In Abstract, Medical Education, Resources

ABSTRACT: Expertise in medicine: using the expert performance approach to improve simulation training.

CONTEXT: We critically review how medical education can benefit from systematic use of the expert performance approach as a framework for measuring and enhancing clinical practice. We discuss how the expert performance approach can be used to better understand the mechanisms underpinning superior performance among health care providers and how the

Posted on 23 Oct 2014
By Collated Resource
In Abstract, Education Technology, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Why are medical students ‘checking out’ of active learning in a new curriculum?

OBJECTIVES: The University of Virginia School of Medicine recently transformed its pre-clerkship medical education programme to emphasise student engagement and active learning in the classroom. As in other medical schools, many students are opting out of attending class and others are inattentive while in class. We sought to understand why, especially

Posted on 23 Oct 2014
By Collated Resource
In Abstract, Education Technology, Learning Models & Theory, Medical Education, Online Learning, Resources

ABSTRACT: The unique contribution of behavioral scientists to medical education: the top ten competencies

Understandably, the focus of most physicians is primarily on the biomedical-What is this disease or injury? Behavioral scientists from various disciplines in medical education generally have a broader approach-Who is this person with these symptoms and what is their story? Since behavioral scientists are often alone among U. S. residency

Posted on 23 Oct 2014
By Collated Resource
In Abstract, Learning Models & Theory, Medical Education, Resources

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Category : Abstract

ABSTRACT: Top tips for a teaching fellowship

ABSTRACT: A regional teaching fellow community of practice

ABSTRACT: Committing to patient-centred medical education

ABSTRACT: What steps are necessary to create assessments?

ABSTRACT: Slow Medical Education

ABSTRACT: Systematic reviews in medical education: A practical approach: AMEE Guide 94.

ABSTRACT: “Teaching is like nightshifts …”: a focus group study on the teaching motivations of clinicians.

ABSTRACT: Expertise in medicine: using the expert performance approach to improve simulation training.

ABSTRACT: Why are medical students ‘checking out’ of active learning in a new curriculum?

ABSTRACT: The unique contribution of behavioral scientists to medical education: the top ten competencies

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