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Category : Learning Models & Theory

ABSTRACT: PBL and Beyond: Trends in Collaborative Learning

Building upon the disruption to lecture-based methods triggered by the introduction of problem-based learning, approaches to promote collaborative learning are becoming increasingly diverse, widespread and generally well accepted within medical education. Examples of relatively new, structured collaborative learning methods include team-based learning and just-in-time teaching. Examples of less structured approaches

ABSTRACT: Teaching Medical Error Disclosure to Residents Using Patient-Centered Simulation Training

PURPOSE: To determine whether a standardized patient encounter and self-guided tutorial would improve first-year residents' self-efficacy for disclosing medical errors. METHOD: In 2011, 55 first-year residents participated in a simulation in which they disclosed an error to a standardized patient playing the part of a family member. Residents completed the simulation twice, four

ABSTRACT: Connectedness, Sense of Community, and Academic Satisfaction in a Novel Community Campus Medical Education Model.

PURPOSE: Developing a sense of community and establishing connectivity are important in enhancing learners' success and preventing their sense of isolation. The A.T. Still University School of Osteopathic Medicine in Arizona (SOMA) has implemented a novel approach to medical education in which, beginning in the second year, students are geographically dispersed

MANUSCRIPT: Audio podcasts in practical courses in biochemistry – cost-efficient e-learning in a well-proven format from radio broadcasting

Introduction: Audio podcasts are an e-learning format that may help to motivate students to deal with the contents of medical education more intensely. We adopted a well-proven format from radio broadcasting, the radio documentary, to direct the listeners' attention to information about practical courses in biochemistry over a period of

MANUSCRIPT: Training of leadership skills in medical education

Background: Effective team performance is essential in the delivery of high-quality health-care. Leadership skills therefore are an important part of physicians everyday clinical life. To date, the development of leadership skills are underrepresented in medical curricula. Appropriate training methods for equipping doctors with these leadership skills are highly desirable. Objective:

ABSTRACT: The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30.

Background: Team-Based Learning (TBL) is a student-centred active learning method, requiring less faculty time than other active learning methods. While TBL may have pedagogical value, individual studies present inconsistent findings. The aim of this systematic review was to assess the effectiveness of TBL on improving learning outcomes in health professions

Abstract: Breaking bad news in amyotrophic lateral sclerosis: The need for medical education

The manner in which physicians deliver difficult diagnoses is an area of discontent for patients with amyotrophic lateral sclerosis (ALS). The American Academy of Neurology's Practice Parameter for care of the ALS Patient recommended teaching and evaluating strategies for disclosing the diagnosis (10). Our objective was to examine residents' ability

ABSTRACT: Review of online educational resources for medical physicists

Medical physicists are often involved in the didactic training of graduate students, residents (both physics and physicians), and technologists. As part of continuing medical education, we are also involved in maintenance of certification projects to assist in the education of our peers. As such, it is imperative that we remain

ABSTRACT: owards meaningful simulation-based learning with medical students and junior physicians

Background: This research provides an educational perspective on simulation-based medical education by implementing both the characteristics of meaningful learning and the concepts of facilitating, training, and learning processes. Aims: This study aims to evaluate, from the perspectives of both facilitators and students, the meaningfulness of five different simulation-based courses. Methods: