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Category : Resources

All good educational planning is agile educational planning

Having returned from the CBI Grants Forum in Philadelphia last week, I have had some time to reflect on one of the primary issues raised over the course of the two day meeting. In several sessions speakers referenced best practices in educational design - while the presentations themselves covered a myriad of case
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ABSTRACT: Evaluating neurology CME in two educational methods using Patton’s utilization focused model

BACKGROUND: Generally in continuing education medical education (CME) the most time is consumed for in the planning and preparation of the event. This planning and preparation, however, needs recognition through an evaluative process. The purpose of this study was to evaluate neurology CME in two educational methods, lecture vs task-based learning,
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MANUSCRIPT: Impact of physician assistants on the outcomes of patients with acute myelogenous leukemia receiving chemotherapy in an academic medical center.

PURPOSE: Inpatient academic medical center care historically has been delivered by faculty physicians in conjunction with physicians in training (house officers [HOs]). Alternative staffing models have emerged secondary to American Counsel for Graduate Medical Education work-hour restrictions. The purpose of this study was to assess the quality of acute myelogenous leukemia
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ABSTRACT: Doctoral programs in health professions education

The interest to pursue doctoral degrees in the health professions is increasing exponentially. Some reasons for this increase include innovations in curriculum and instructional strategies, competency-based assessment, particularly at the postgraduate level, and accreditation requirements. Through various electronic search methods, interviews, review of documents and site visits, 24 structured doctoral
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ABSTRACT: Problem-based learning (PBL): getting the most out of your students – their roles and responsibilities

This Guide discusses the considerable literature on the merits or shortcomings of Problem-based learning (PBL), and the factors that promote or inhibit it, when seen through the eyes of the student. It seems to be the case that PBL works best when students and faculty understand the various factors that
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MANUSCRIPT: Responding to a changing nation: are faculty prepared for cross-cultural conversations and care?

BACKGROUND AND OBJECTIVES: The United States is becoming increasingly diverse. Health disparities continue with little improvement despite national policies and standards. Medical institutions are modifying their curricula; however, little is known about faculty attitudes and comfort in addressing cultural issues. The purpose of this study was to determine faculty attitudes, self-perceived
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ABSTRACT: Fostering professionalism among doctors: the role of workplace discussion groups

BACKGROUND: The professionalism of doctors has come in for increasing scrutiny and discussion, within the profession and in society. Professionalism has also become of central interest in undergraduate and postgraduate medical education. There is a great deal of debate about the nature of medical professionalism, how to promote it and what
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ABSTRACT: Distant peer-tutoring of clinical skills, using tablets with instructional videos and Skype

To assess the feasibility and impact of using low-cost Android tablets to deliver video tutorials and remote online peer-tutoring for clinical skills between two countries. Methods: Nine junior medical students from Malaysia were paired with five senior medical students from the UK, who played the role of peer-tutors. Students from
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ABSTRACT: A Division of Medical Communications in an Academic Medical Center’s Department of Medicine

Excellent physician communication skills (physician-to-patient and patient-to-physician) have been found to have a positive impact on patient satisfaction and may positively affect patient health behaviors and health outcomes. Such skills are also essential for accurate, succinct, and clear peer-to-peer (physician-to-physician), physician-to-lay-public, and physician-to-media communications. These skills are not innate, however;
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