Medical Education Archives - Page 67 of 98

ABSTRACT: Toward a Common Taxonomy of Competency Domains for the Health Professions and Competencies for Physicians.

Although health professions worldwide are shifting to competency-based education, no common taxonomy for domains of competence and specific competencies currently exists. In this article, the authors describe their work to (1) identify domains of competence that could accommodate any health care profession and (2) extract a common set of competencies

Posted on 1 Jul 2013
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

ABSTRACT: How Do Medical Students Navigate the Interplay of Explicit Curricula, Implicit Curricula, and Extracurricula to Learn Curricular Objectives?

PURPOSE: Current focus in medical education on competencies and curricular objectives draws attention to boundaries rather than the openness inherent in the learning process. This qualitative study explored the tension between boundedness (mandated curricular objectives) and openness (variability in learning experience as students traverse the explicit, implicit, and extracurriculum) in the

Posted on 1 Jul 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Integrating Interprofessional Education into Continuing Education: A Planning Process for Continuing Interprofessional Education Programs

Informal continuing interprofessional education (CIPE) can be traced back decades in the United States; however, interest in formal CIPE is recent. Interprofessional education (IPE) now is recognized as an important component of new approaches to continuing education (CE) that are needed to increase health professionals' ability to improve outcomes of

Posted on 24 Jun 2013
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

ABSTRACT: A Framework for Assessing Continuing Professional Development Activities for Satisfying Pharmacy Revalidation Requirements

Introduction: The United Kingdom's pharmacy regulator contemplated using continuing professional development (CPD) in pharmacy revalidation in 2009, simultaneously asking pharmacy professionals to demonstrate the value of their CPD by showing its relevance and impact. The idea of linking new CPD requirements with revalidation was yet to be explored. Our aim was

Posted on 24 Jun 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Medical Education

ABSTRACT: Internists’ Views of Maintenance of Certification: A Stages-of-Change Perspective

Introduction: Board certification has evolved from a “point-in-time” event to a process of periodic learning and reevaluation of medical competence through maintenance of certification (MOC). To better understand MOC participation, the transtheoretical model (TTM) was used to describe physicians' perceptions of MOC as a sequence of attitudinal changes. Method: Data were from a

Posted on 24 Jun 2013
By Brian S McGowan, PhD
In Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Multisource Feedback: Can It Meet Criteria for Good Assessment?

Introduction: High-quality instruments are required to assess and provide feedback to practicing physicians. Multisource feedback (MSF) uses questionnaires from colleagues, coworkers, and patients to provide data. It enables feedback in areas of increasing interest to the medical profession: communication, collaboration, professionalism, and interpersonal skills. The purpose of the study was to

Posted on 24 Jun 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

ABSTRACT: (Mis)perceptions of Continuing Education: Insights From Knowledge Translation, Quality Improvement, and Patient Safety Leaders

Introduction: Minimal attention has been given to the intersection and potential collaboration among the domains of continuing education (CE), knowledge translation (KT), quality improvement (QI), and patient safety (PS), despite their overlapping objectives. A study was undertaken to examine leaders' perspectives of these 4 domains and their relationships to each other.

Posted on 24 Jun 2013
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

MANUSCRIPT: Confronting complexity: medical education, social theory and the ‘fate of our times’

If we were to paint a canvas reflecting what is capturing our imaginations as medical education researchers, we would use rich, bold colours and overlapping strokes to convey our deep and diverse investment in developingways to train clinicians to provide effective and compassionate care. We would then paint thick black lines across the canvas to represent how these efforts are

Posted on 24 Jun 2013
By Brian S McGowan, PhD
In Learning Models & Theory, Manuscript, Medical Education, Resources

ABSTRACT: Reconstructing a lost tradition: the philosophy of medical education in an age of reform.

CONTEXT: At the 100th anniversary of Abraham Flexner's landmark report on medical education, critical reassessment of the direction of medical education reform evinced valuable interdisciplinary contributions from biomedicine, sociology, psychology and education theory. However, to date, philosophy has been absent from the discussion despite its long standing contribution to studies on

Posted on 24 Jun 2013
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

ABSTRACT: A qualitative analysis of faculty motivation to participate in otolaryngology simulation boot camps

OBJECTIVES/HYPOTHESIS: To characterize factors that motivate faculty to participate in Simulation-Based Boot Camps (SBBC); to assess whether prior exposure to Simulation-Based Medical Education (SBME) or duration (years) of faculty practice affects this motivation. STUDY DESIGN: Qualitative content analysis of semi-structured interviews of faculty. METHODS: Interviews of 35 (56%) of 62 eligible faculty including demographic questions,

Posted on 24 Jun 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Learning Models & Theory, Medical Education, Resources

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Category : Medical Education

ABSTRACT: Toward a Common Taxonomy of Competency Domains for the Health Professions and Competencies for Physicians.

ABSTRACT: How Do Medical Students Navigate the Interplay of Explicit Curricula, Implicit Curricula, and Extracurricula to Learn Curricular Objectives?

ABSTRACT: Integrating Interprofessional Education into Continuing Education: A Planning Process for Continuing Interprofessional Education Programs

ABSTRACT: A Framework for Assessing Continuing Professional Development Activities for Satisfying Pharmacy Revalidation Requirements

ABSTRACT: Internists’ Views of Maintenance of Certification: A Stages-of-Change Perspective

ABSTRACT: Multisource Feedback: Can It Meet Criteria for Good Assessment?

ABSTRACT: (Mis)perceptions of Continuing Education: Insights From Knowledge Translation, Quality Improvement, and Patient Safety Leaders

ABSTRACT: Reconstructing a lost tradition: the philosophy of medical education in an age of reform.

ABSTRACT: A qualitative analysis of faculty motivation to participate in otolaryngology simulation boot camps

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