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Category : Medical Education

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

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

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

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

ABSTRACT: Building Learning Communities: Evolution of the Colleges at Vanderbilt University School of Medicine

Learning communities, which are an emerging trend in medical education, create a foundation for professional and academic development through the establishment of longitudinal relationships between students and faculty. In this article, the authors describe the robust learning community system at Vanderbilt University School of Medicine, which encompasses wellness, career planning,

ABSTRACT: Social Media Use by Health Care Professionals and Trainees: A Scoping Review

PURPOSE:To conduct a scoping review of the literature on social media use by health care professionals and trainees.METHOD:The authors searched MEDLINE, CENTRAL, ERIC, PubMed, CINAHL Plus Full Text, Academic Search Complete, Alt Health Watch, Health Source, Communication and Mass Media Complete, Web of Knowledge, and ProQuest for studies published between

Is adult learning theory enough?

For the past 20 years the professional guild of healthcare educators has been increasingly leveraging adult learning theory in the development of content and in the delivery of content to clinician learners. And every few years a meta-analysis is published exploring the impact of this education on knowledge change or

ABSTRACT: A tailored educational intervention improves doctor’s performance in managing depression: a randomized controlled trial.

RATIONAL AND OBJECTIVES: To assess the effects of a tailored and activating educational intervention, based on a three-stage modified Prochaska model of readiness-to-change, on the performance of general physicians in primary care (GPs) regarding management of depressive disorders. METHODS: Parallel group, randomized control trial. Primary hypothesis was that performance would improve by 20

MANUSCRIPT: To observe or not to observe peers when learning physical examination skills; that is the question

BACKGROUND: Learning physical examination skills is an essential element of medical education. Teaching strategies include practicing the skills either alone or in-group. It is unclear whether students benefit more from training these skills individually or in a group, as the latter allows them to observing their peers. The present study, conducted

ABSTRACT: Medical Education: Part of the Problem and Part of the Solution.

Medical education today is pedagogically superb, but the graduates of our educational programs are still unable to successfully translate decades of biomedical advances into health care that reliably meets the Institute of Medicine quality criteria. Realizing the promise of high-quality health care will require that medical educators accept that they