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Category : Medical Education

ABSTRACT: Analysis of testing with multiple choice versus open-ended questions: Outcome-based observations in an anatomy course.

The pedagogical approach for both didactic and laboratory teaching of anatomy has changed in the last 25 years and continues to evolve; however, assessment of student anatomical knowledge has not changed despite the awareness of Bloom's taxonomy. For economic reasons most schools rely on multiple choice questions (MCQ) that test
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ABSTRACT: Is lecture dead? A preliminary study of medical students’ evaluation of teaching methods in the preclinical curriculum.

OBJECTIVES: To investigate medical students' perceptions of lecture and non-lecture-based instructional methods and compare preferences for use and quantity of each during preclinical training. METHODS: We administered a survey to first- and second-year undergraduate medical students at the University of Alabama School of Medicine in Birmingham, Alabama, USA aimed to evaluate preferred instructional
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ABSTRACT: Physician Assistant Contributions to Medical and Higher Education

Physician assistant (PA) programs were often early adopters or initiators of innovative models of teaching, learning, and assessment. Examples of these influences include interprofessional education, competency-based education, objective-structured clinical examinations, problem-based learning, evidence-based medicine, team-based learning, and the multiple mini-interviews. In addition, the contributions and presence of PAs in the
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MANUSCRIPT: Leveraging Social Media to Promote Evidence-Based Continuing Medical Education

IMPORTANCE: New dissemination methods are needed to engage physicians in evidence-based continuing medical education (CME). OBJECTIVE: To examine the effectiveness of social media in engaging physicians in non-industry-sponsored CME. DESIGN: We tested the effect of different media platforms (e-mail, Facebook, paid Facebook and Twitter), CME topics, and different "hooks" (e.g., Q&A, clinical pearl and best
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ABSTRACT: A proficiency-based virtual reality endoscopy curriculum improves performance on the fundamentals of endoscopic surgery examination

INTRODUCTION: The fundamentals of endoscopic surgery (FES) examination is a national test of knowledge and skill in flexible gastrointestinal endoscopy. The skill portion of the examination involves five tasks that assesses the following skills: scope navigation, loop reduction, mucosal inspection, retroflexion, and targeting. This project aimed to assess the efficacy of
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ABSTRACT: Four tenets of modern validity theory for medical education assessment and evaluation

alidity is considered by many to be the most important criterion for evaluating a set of scores, yet few agree on what exactly the term means. Since the mid-1800s, scholars have been concerned with the notion of validity, but over time, the term has developed a variety of meanings across
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ABSTRACT: ECHO Pain Curriculum: Balancing Mandated Continuing Education With the Needs of Rural Health Care Practitioners

Chronic pain is a common problem in the United States. Health care professions training at the undergraduate and graduate levels in managing chronic pain is insufficient. The Chronic Pain and Headache Management TeleECHO Clinic (ECHO Pain) is a telehealth approach at Project ECHO (Extension for Community Healthcare Outcomes), which supports
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ABSTRACT: Impact of a Social Media Group Page on Undergraduate Medical Physiology Learning

OBJECTIVE: To investigate the impact of associating classroom learning of medical physiology with a Facebook group page in an all-women medical college of a conservative small city in Pakistan. STUDY DESIGN: Qualitative interpretivist study using semi-structured interviews. PLACE AND DURATION OF STUDY: Women Medical College Abbottabad, Pakistan, from March to December 2014. METHODOLOGY: Aclosed Facebook study group
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ABSTRACT: Evaluation of large-group lectures in medicine – development of the SETMED-L questionnaire

BACKGROUND: The seven categories of the Stanford Faculty Development Program (SFDP) represent a framework for planning and assessing medical teaching. Nevertheless, so far there is no specific evaluation tool for large-group lectures that is based on these categories. This paper reports the development and psychometric validation of a short German evaluation
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ABSTRACT: Retention of Vaginal Breech Delivery Skills Taught in Simulation

OBJECTIVE:The optimal frequency of conducting simulation training for high-acuity, low-frequency events in obstetrics and gynaecology residency programs is unknown. This study evaluated retention over time of vaginal breech delivery skills taught in simulation, by comparing junior and senior residents. In addition, the residents' subjective comfort level to perform this skill
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