Resources

ABSTRACT: Departing from PowerPoint default mode: Applying Mayer’s multimedia principles for enhanced learning of parasitology

PURPOSE: PowerPoint (PPT™) presentation has become an integral part of day-to-day teaching in medicine. Most often, PPT™ is used in its default mode which in fact, is known to cause boredom and ineffective learning. Research has shown improved short-term memory by applying multimedia principles for designing and delivering lectures. However, such

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

ABSTRACT: Validation of a Teaching Effectiveness Assessment in Psychiatry Continuing Medical Education

OBJECTIVE: Little is known about factors associated with effective continuing medical education (CME) in psychiatry. The authors aimed to validate a method to assess psychiatry CME teaching effectiveness and to determine associations between teaching effectiveness scores and characteristics of presentations, presenters, and participants. METHODS: This cross-sectional study was conducted at the Mayo Clinic

Posted on 10 Jul 2017
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Medical Education, Resources

ABSTRACT: Associations between teaching effectiveness scores and characteristics of presentations in hospital medicine continuing education

BACKGROUND: There is little research regarding characteristics of effective continuing medical education (CME) presentations in hospital medicine (HM). Therefore, we sought to identify associations between validated CME teaching effectiveness scores and characteristics of CME presentations in the field of HM. DESIGN/SETTING: This was a cross-sectional study of participants and didactic presentations from a

Posted on 10 Jul 2017
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Medical Education, Resources

MANUSCRIPT: Improving Participant Feedback to Continuing Medical Education Presenters in Internal Medicine: A Mixed Methods Study

Evaluation and feedback are uniquely different: evaluation is summative and involves judgment, whereas feedback is formative and specifically intended to improve effectiveness.7,8 It is understood that useful feedback is provided in a timely fashion, behavior-specific, and balanced with both positive and constructive elements.7 Behavior-specific feedback is important because, unlike vague

Posted on 10 Jul 2017
By Brian S McGowan, PhD
In Informatics & Analysis, Manuscript, Medical Education, Resources

There has never been a classroom…

It's been said that, "There has never been a classroom better than its teacher!" in short, I couldn't agree more! We have all been in the role of learner, sitting in a lecture or workshop, or participating in some virtual or on-demand learning activity. The classroom may be literal or figurative...but

Posted on 7 Jul 2017
By Brian S McGowan, PhD
In Blog, Learning Models & Theory, Medical Education

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ABSTRACT: Departing from PowerPoint default mode: Applying Mayer’s multimedia principles for enhanced learning of parasitology

ABSTRACT: Validation of a Teaching Effectiveness Assessment in Psychiatry Continuing Medical Education

ABSTRACT: Associations between teaching effectiveness scores and characteristics of presentations in hospital medicine continuing education

MANUSCRIPT: Improving Participant Feedback to Continuing Medical Education Presenters in Internal Medicine: A Mixed Methods Study

There has never been a classroom…

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