Learning Models & Theory Archives - Page 49 of 78

ABSTRACT: Design, dissemination, and evaluation of an advanced communication elective at seven U.S. medical schools.

PURPOSE: To test educational methods that continue communication training into the fourth year of medical school. METHOD: The authors disseminated and evaluated an advanced communication elective in seven U.S. medical schools between 2007 and 2009; a total of 9 faculty and 22 fourth-year students participated. The elective emphasized peer learning, practice with real

Posted on 5 Aug 2013
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Improving clinician performance of inpatient venous thromboembolism risk assessment and prophylaxis.

Clinicians are aware of the importance of thromboprophylaxis, and that the application of measures to prevent venous thromboembolism (VTE) occurrence in hospitalized patients must be improved. To enhance clinician execution of appropriate steps to reduce the risk of inpatient VTE, a performance improvement (PI) continuing medical education (CME) initiative consisting

Posted on 5 Aug 2013
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

MANUSCRIPT: The characteristics of a good clinical teacher as perceived by resident physicians in Japan: a qualitative study.

BACKGROUND: It is not known whether the characteristics of a good clinical teacher as perceived by resident physicians are the same in Western countries as in non-Western countries including Japan. The objective of this study was to identify the characteristics of a good clinical teacher as perceived by resident physicians in

Posted on 5 Aug 2013
By Brian S McGowan, PhD
In Learning Models & Theory, Manuscript, Medical Education, Resources

MANUSCRIPT: Feasibility of scenario-based simulation training versus traditional workshops in continuing medical education: a randomized controlled trial.

Introduction : Although simulation-based training is increasingly used for medical education, its benefits in continuing medical education (CME) are less established. This study seeks to evaluate the feasibility of incorporating simulation-based training into a CME conference and compare its effectiveness with the traditional workshop in improving knowledge and self-reported confidence.

Posted on 5 Aug 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Surgical residents’ perceptions of 2011 Accreditation Council for Graduate Medical Education duty hour regulations.

IMPORTANCE: In 2010, the Accreditation Council for Graduate Medical Education (ACGME) proposed increased regulation of work hours and supervision for residents. New Common Program requirements that took effect in July 2011 dramatically changed the customary 24-hour in-house call schedule. Surgical residents are more likely to be affected by these duty hour

Posted on 5 Aug 2013
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

ABSTRACT: How to Teach Medication Management: A Review of Novel Educational Materials in Geriatrics.

Medication management is an important component of medical education, particularly in the field of geriatrics. The Association of American Medical Colleges has put forth 26 minimum geriatrics competencies under eight domains for graduating medical students; medication management is one of these domains. The Portal of Geriatric Online education (www.POGOe.org) is

Posted on 5 Aug 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Learning Models & Theory, Medical Education, Online Learning, Resources

MANUSCRIPT: Improving antibiotic prescribing in acute respiratory tract infections: cluster randomised trial from Norwegian general practice (prescription peer academic detailing (Rx-PAD) study).

OBJECTIVE: To assess the effects of a multifaceted educational intervention in Norwegian general practice aiming to reduce antibiotic prescription rates for acute respiratory tract infections and to reduce the use of broad spectrum antibiotics. DESIGN: Cluster randomised controlled study. SETTING: Existing continuing medical education groups were recruited and randomised to intervention or control. PARTICIPANTS: 79 groups, comprising

Posted on 5 Aug 2013
By Brian S McGowan, PhD
In Learning Models & Theory, Manuscript, Medical Education, Resources

ABSTRACT: How we used two social media tools to enhance aspects of active learning during lectures.

Background: Medical education is evolving to include active learning approaches, yet some courses will remain lecture-based. Social media tools used by students may foster collaborative learning during lectures. Aim: We present preliminary results from a pilot study that integrated two social technologies, Google Docs and SurveyMonkey, into 22 hour-long lectures

Posted on 5 Aug 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Learning Models & Theory, Medical Education, Resources, Social Media & Medical Education

ABSTRACT: A Randomized Trial of Two e-Learning Strategies for Teaching Substance Abuse Management Skills to Physicians.

PURPOSE: To compare the educational effectiveness of two virtual patient (VP)-based e-learning strategies, versus no training, in improving physicians' substance abuse management knowledge, attitudes, self-reported behaviors, and decision making. METHOD: The 2011-2012 study was a posttest-only, three-arm, randomized controlled trial in 90 resident and 30 faculty physicians from five adult medicine primary care

Posted on 29 Jul 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Reframing Clinical Workplace Learning Using the Theory of Distributed Cognition

In medicine, knowledge is embodied and socially, temporally, spatially, and culturally distributed between actors and their environment. In addition, clinicians increasingly are using technology in their daily work to gain and share knowledge. Despite these characteristics, surprisingly few studies have incorporated the theory of distributed cognition (DCog), which emphasizes how

Posted on 29 Jul 2013
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

Clinical Operations

Commercial Teams

Resources

Medical Education

About Us

Connect with us

Category : Learning Models & Theory

ABSTRACT: Design, dissemination, and evaluation of an advanced communication elective at seven U.S. medical schools.

ABSTRACT: Improving clinician performance of inpatient venous thromboembolism risk assessment and prophylaxis.

MANUSCRIPT: The characteristics of a good clinical teacher as perceived by resident physicians in Japan: a qualitative study.

MANUSCRIPT: Feasibility of scenario-based simulation training versus traditional workshops in continuing medical education: a randomized controlled trial.

ABSTRACT: Surgical residents’ perceptions of 2011 Accreditation Council for Graduate Medical Education duty hour regulations.

ABSTRACT: How to Teach Medication Management: A Review of Novel Educational Materials in Geriatrics.

MANUSCRIPT: Improving antibiotic prescribing in acute respiratory tract infections: cluster randomised trial from Norwegian general practice (prescription peer academic detailing (Rx-PAD) study).

ABSTRACT: A Randomized Trial of Two e-Learning Strategies for Teaching Substance Abuse Management Skills to Physicians.

ABSTRACT: Reframing Clinical Workplace Learning Using the Theory of Distributed Cognition

Social

Recent News

From Outcomes to Insights: 4 Best Practices in Outcomes Storytelling

Rethinking Training: The Benefits of Embracing ‘Desirable Difficulties’

Contact Us

300 E Main Street, Suite 101 Charlottesville, VA 22902

+1-434-260-1850

Email Us

About Us

Subscribe

Request a Demo