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Category : Medical Education

ABSTRACT: Primary care physicians’ knowledge of the ophthalmic effects of diabetes

OBJECTIVE:Previous studies suggest that many patients with diabetes do not receive an annual dilated eye examination because of a lack of referrals from primary care physicians (PCPs). This study aims to determine the depth of knowledge of PCPs regarding diabetic eye disease.DESIGN:Cross-sectional assessment.PARTICIPANTS:Ninety-seven PCPs.METHODS:An 8-question, multiple-choice assessment was administered over
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ABSTRACT: Making the professionalism curriculum for undergraduate medical education more relevant

Background: This study was an assessment of the professionalism curriculum at a community-based medical school from the perspective of undergraduate medical students. Aims: The goal of this study was to ascertain the perspectives of faculty and students on their interpretations of professionalism and its role in medical education to improve
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ABSTRACT: Lifelong Learning and Self-assessment Is Relevant to Emergency Physician

BACKGROUND: The Lifelong Learning and Self-assessment (LLSA) component of the American Board of Emergency Medicine (ABEM) Maintenance of Certification (MOC) program is a self-assessment exercise for physicians. Beginning in 2011, an optional continuing medical education (CME) activity was added. OBJECTIVES: As a part of a CME activity option for the LLSA, a survey
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ABSTRACT: Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82

Over the past two decades, there has been an exponential and enthusiastic adoption of simulation in healthcare education internationally. Medicine has learned much from professions that have established programs in simulation for training, such as aviation, the military and space exploration. Increased demands on training hours, limited patient encounters, and
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ABSTRACT: Sex differences among obstetrician-gynecologists: a review of survey studies.

Whether practice differences exist between the sexes is a question of clinical and educational significance. The obstetrician-gynecologist ob-gyn workforce has been shifting to majority women. An examination of sex differences in ob-gyn practice contributes to the discussion about how the changing workforce may impact womens healthcare. We sought to review
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ABSTRACT: Constructing an adaptive care model for the management of disease-related symptoms throughout the course of multiple sclerosis–performance improvement CME.

BACKGROUND: Symptom management remains a challenging clinical aspect of MS. OBJECTIVE: To design a performance improvement continuing medical education (PI CME) activity for better clinical management of multiple sclerosis (MS)-related depression, fatigue, mobility impairment/falls, and spasticity. METHODS: Ten volunteer MS centers participated in a three-stage PI CME model: A) baseline assessment; B) practice improvement CME
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MANUSCRIPT: Asynchronous vs didactic education: it’s too early to throw in the towel on tradition

Background Asynchronous, computer based instruction is cost effective, allows self-directed pacing and review, and addresses preferences of millennial learners. Current research suggests there is no significant difference in learning compared to traditional classroom instruction. Data are limited for novice learners in emergency medicine. The objective of this study was to compare
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ABSTRACT: Effective leadership – The way to excellence in health professions education

The current times are witnessing an explosion of new knowledge in medicine. The demographic profile, geographic distribution of many diseases is changing, there have been dramatic shifts in the health care delivery, healthcare professionals are more socially and professionally accountable, patients have become more consumerist in their attitude. These factors
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ABSTRACT: Limitations of poster presentations reporting educational innovations at a major international medical education conference

Background: In most areas of medical research, the label of ‘quality’ is associated with well-accepted standards. Whilst its interpretation in the field of medical education is contentious, there is agreement on the key elements required when reporting novel teaching strategies. We set out to assess if these features had been
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