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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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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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