Resources Archives - Page 18 of 160

MANUSCRIPT: Interprofessional Training: Not Optional in Good Medical Education

Interprofessional education is a vital part of medical education, and students should not be permitted to exempt themselves from it. Physicians are part of a team, and the importance of teamwork will only increase as physician shortages continue and medical care becomes more complex. To learn to be good physicians

Posted on 8 Mar 2017
By Brian S McGowan, PhD
In Manuscript, Medical Education, Resources

ABSTRACT: Patients with heart failure as co-designers of an educational website: implications for medical education

OBJECTIVES: To identify the learning needs of patients with heart failure between outpatients follow-up visits from their perspective and to ascertain what they emphasize as being important in the design of an educational website for them. METHODS: We conducted a two-step qualitative study at Aarhus University Hospital, Denmark. Twenty patients with heart failure

Posted on 8 Mar 2017
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Patient Education, Resources

ABSTRACT: Gestalt assessment of online educational resources may not be sufficiently reliable and consistent

PURPOSE: Online open educational resources are increasingly used in medical education, particularly blogs and podcasts. However, it is unclear whether these resources can be adequately appraised by end-users. Our goal was to determine whether gestalt-based recommendations are sufficient for emergency medicine trainees and attending physicians to reliably recommend online educational resources

Posted on 8 Mar 2017
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

MANUSCRIPT: Reflective Journals: Unmasking student perceptions of anatomical education

In medical education, reflection has been considered to be a core skill in professional competence. The anatomy laboratory is an ideal setting for faculty/student interaction and provides invaluable opportunities for active learning and reflection on anatomical knowledge. This study was designed to record student attitudes regarding human cadaveric dissection, explore

Posted on 8 Mar 2017
By Brian S McGowan, PhD
In Informatics & Analysis, Learning Models & Theory, Manuscript, Resources

ABSTRACT: The Leadership Case for Investing in Continuing Professional Development

Continuing medical education (CME) has the power and capacity to address many challenges in the health care environment, from clinician well-being to national imperatives for better health, better care, and lower cost. Health care leaders who recognize the strategic value of education and engage their people in education can expect

Posted on 8 Mar 2017
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Resources

ABSTRACT: Defining Clinical Excellence in Hospital Medicine: A Qualitative Study

INTRODUCTION: There are now more than 50,000 hospitalists working in the United States. Limited empiric research has been performed to characterize clinical excellence in hospital medicine. We conducted a qualitative study to discover elements judged to be most pertinent to excellence in clinical care delivered by hospitalists. METHODS: The chiefs of hospital medicine

Posted on 8 Mar 2017
By Brian S McGowan, PhD
In Abstract, Medical Education, Resources

The Science of Storytelling: What Do Stories Look Like?

With all of the buzz around 'telling better stories' as a means of making educational interventions more memorable - a noble pursuit for sure - there doesn't seems to be a lot of agreement on what this really means. As a result there appears to be little progress being made

Posted on 28 Feb 2017
By Brian S McGowan, PhD
In Blog, Informatics & Analysis, Medical Education

Science of Learning: The 2017 Spring Tour

One of my favorite parts of the Spring is the various meetings and symposia I am invited to - whether face-to-face or virtual - the opportunity to learn from and share with various learning professionals is perhaps my favorite part of being a Chief Learning Officer. Over the next month or

Posted on 27 Feb 2017
By Brian S McGowan, PhD
In Blog, Learning Models & Theory, Medical Education

Where does the ’17 years’ data point come from?

In 2010, after years of hearing that "[it takes on average]...17 years from research to practice..." I spent some time to dig into the facts…and I came away both impressed (by the underlying science) and concerned (by the barriers we face). The following is what I shared with my colleagues at Pfizer

Posted on 25 Jan 2017
By Brian S McGowan, PhD
In Blog, Medical Education

ABSTRACT: Study skills in anatomy and physiology: Is there a difference?

Many factors influence the way individual students study, including but not limited to: previous coursework, attitudes toward the class (motivation, intimidation, risk, etc.), metacognition, and work schedules. However, little of this research has involved medical students. The present article asks the question, "Do individual medical students study differently for different

Posted on 10 Jan 2017
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

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Category : Resources

MANUSCRIPT: Interprofessional Training: Not Optional in Good Medical Education

ABSTRACT: Patients with heart failure as co-designers of an educational website: implications for medical education

ABSTRACT: Gestalt assessment of online educational resources may not be sufficiently reliable and consistent

MANUSCRIPT: Reflective Journals: Unmasking student perceptions of anatomical education

ABSTRACT: The Leadership Case for Investing in Continuing Professional Development

ABSTRACT: Defining Clinical Excellence in Hospital Medicine: A Qualitative Study

The Science of Storytelling: What Do Stories Look Like?

Science of Learning: The 2017 Spring Tour

Where does the ’17 years’ data point come from?

ABSTRACT: Study skills in anatomy and physiology: Is there a difference?

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