Abstract:
UNLABELLED:PHENOMENON: In higher education, reflection sessions are often used when participants learn in the workplace. In the Netherlands, all General Practitioner training programs include regular meetings called Exchange of Experiences, in which General Practitioner trainees are expected to learn collaboratively from their own and one another's experiences. Despite this being common practice, we found little research into the structure and process of these sessions. The purpose of this study is to describe the structure and characteristics of group reflection by describing transitions in interactions. We aim to describe the tutor's role in some detail, as this could lead to faculty development. APPROACH:In medical education, reflection is often approached from a cognitive perspective. However, learning in a group is also an interactional achievement. It is therefore relevant to study the sequential nature of group interaction in collaborative reflective practice. We have used conversation analysis to study the reflection meetings, zooming in on the transition between case presentation and discussion, focusing on the role of each of the participants in these transitions. FINDINGS:The transitions were conversationally complex. Three interactional aspects recurred in the meetings. First, the transitions can be characterized as ambiguous, as there is ambiguity about what will happen next and the floor is open. Second, transitions are an arena for negotiations between case presenter, participants, and tutors, in which knowledge and the right to take the floor (epistemics) play an important part. Third, the tutor can have different interactional roles, namely, that of teacher, expert, facilitator, and active participant. The role of the tutor is important as the tutor's interactional behavior is part of the hidden curriculum. Insights: Conversation analysis focuses on the interaction in group learning and shows how the interaction is part of what is learned and how learning takes place. Transitions are the "messy" moments in interaction yet can tell a lot about the way in which group participants relate to one another. Being conscious of how the floor is taken, the tutor's roles, and the way negotiations take place could help medical educators in the way they shape collaborative learning sessions.
journal_name
Teach Learn Medjournal_title
Teaching and learning in medicineauthors
Veen M,de la Croix Adoi
10.1080/10401334.2015.1107486subject
Has Abstractpub_date
2016-01-01 00:00:00pages
3-14issue
1eissn
1040-1334issn
1532-8015journal_volume
28pub_type
杂志文章abstract:BACKGROUND:The education and training of early career biomedical translational researchers often involves formal mentoring by more experienced colleagues. PURPOSES:This study investigated the nature of these mentoring relationships from the perspective of mentees. The objective was to understand the challenges and iss...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2014.883983
更新日期:2014-01-01 00:00:00
abstract:BACKGROUND:Although medical school typically lasts 4 years, little attention has been devoted to the structure of the educational experience that takes place during the final year of medical school. SUMMARY:In this perspectives paper, we outline goals for the 4th year of medical school to facilitate a transition from ...
journal_title:Teaching and learning in medicine
pub_type: 社论
doi:10.1080/10401334.2014.945027
更新日期:2014-01-01 00:00:00
abstract:BACKGROUND:Although publishing in scientific journals has an educational component, the educational role of journals in medicine has not been evaluated. PURPOSE:To assess whether tutoring authors in a medical scientific journal could be related to their long-term scientific publications and academic advancement. METH...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1802_6
更新日期:2006-04-01 00:00:00
abstract::Construct: The McMaster Modular Assessment Program (McMAP) is a programmatic workplace-based assessment (WBA) system that provides emergency medicine trainees with competency judgments through frequent task-specific and global daily assessments. Background: The longevity of McMAP relative to other programmatic WBA sys...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2019.1574581
更新日期:2019-08-01 00:00:00
abstract:BACKGROUND:Oral health is an important but inadequately addressed area in medical school curricula. Primary care practitioners are in an ideal position to help prevent oral disease but lack the knowledge to do so. PURPOSES:We developed an oral health elective that targeted 1st- and 2nd-year medical students as part of...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1804_11
更新日期:2006-10-01 00:00:00
abstract:BACKGROUND:Many medical schools require a family medicine clerkship, yet little is known about the quantity and diversity of the diagnoses encountered by the students. PURPOSE:This study examines patients encountered with psychiatric diagnoses using quantitative data collected by students in a family practice clerkshi...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/S15328015TLM1303_6
更新日期:2001-07-01 00:00:00
abstract:BACKGROUND:Script concordance (SC) questions, in which a learner is given a brief clinical scenario then asked if additional information makes one hypothesis more or less likely, with answers compared to a panel of experts, are designed to reflect a learner's clinical reasoning. PURPOSE:The purpose is to compare relia...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2012.692239
更新日期:2012-01-01 00:00:00
abstract:UNLABELLED:NEGEA 2015 CONFERENCE ABSTRACT (EDITED): Measuring an Organization's Culture of Feedback: Can It Be Done? Steven Rougas and Brian Clyne. CONSTRUCT: This study sought to develop a construct for measuring formative feedback culture in an academic emergency medicine department. Four archetypes (Market, Adhocrac...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2015.1077133
更新日期:2015-01-01 00:00:00
abstract::The Society of Teachers of Family Medicine (STFM; http://www.stfm.org) is a community of professionals devoted to teaching family medicine through undergraduate, graduate, and continuing medical education. This multidisciplinary group of physicians, educators, behavioral scientists, and researchers works to further ST...
journal_title:Teaching and learning in medicine
pub_type:
doi:10.1080/10401330802384946
更新日期:2008-10-01 00:00:00
abstract:BACKGROUND:Graduating medical students, when surveyed, noted a deficit in training in physical examination skills. PURPOSES:In an attempt to remedy this deficit we implemented a pilot program for 3rd-year medical students consisting of twice-weekly bedside diagnosis rounds as part of their 8-week medicine clerkship. ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2013.857329
更新日期:2014-01-01 00:00:00
abstract:UNLABELLED:CONSTRUCT: Authentic standard setting methods will demonstrate high convergent validity evidence of their outcomes, that is, cutoff scores and pass/fail decisions, with most other methods when compared with each other. BACKGROUND:The objective structured clinical examination (OSCE) was established for valid...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2015.1044749
更新日期:2015-01-01 00:00:00
abstract:BACKGROUND:Integrated inpatient-outpatient firms developed in residencies with single institutions may not be applicable to residency programs with multiple inpatient and outpatient training sites. Our objective was to develop a firm in a multisite residency program that improved education and patient care. DESCRIPTIO...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/S15328015TLM1403_9
更新日期:2002-07-01 00:00:00
abstract:PROBLEM:Clinical procedural skills are formally taught to medical students in clinical skills centers using mannequins. Exposure to procedural skills involving patients and opportunities to practice under the supervision of doctors are limited. INTERVENTION:A bedside supervision program was piloted at a district gener...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2015.1077130
更新日期:2015-01-01 00:00:00
abstract:THEORY:Empathy has a potentially complicated relationship with dealing with death and dying. Having clinical empathy can improve interactions with dying, but educational interventions aimed at fostering empathy may cause medical students to connect emotionally with dying patients and behave unprofessionally out of self...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2020.1794881
更新日期:2020-08-11 00:00:00
abstract:BACKGROUND:Residency programs must prepare physicians to practice in the current health care environment. This mandate is reflected in 3 of the 6 competency domains now required by the Accreditation Council for Graduate Medical Education: systems-based practice, interpersonal skills and communication, and practice-base...
journal_title:Teaching and learning in medicine
pub_type: 共识发展会议,杂志文章,评审
doi:10.1207/s15328015tlm1601_16
更新日期:2004-01-01 00:00:00
abstract:BACKGROUND:The ability to accurately interpret electrocardiogram (ECG) abnormalities is a core competency for graduating medical students (GMS). Incorrect interpretation of ECG findings can result in adverse patient outcomes. To our knowledge, there has been no published study evaluating the level of competency in ECG ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2014.918882
更新日期:2014-01-01 00:00:00
abstract::Construct: This study aims to provide validity evidence for the standardized Assessment Letter for Pediatrics as a measure of competencies expected of a 1st-year pediatrics resident as part of a pediatric residency admissions process. BACKGROUND:The Narrative Letter of Recommendation is a frequently used tool in the ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2017.1367297
更新日期:2018-04-01 00:00:00
abstract::Issue: Despite clear relevance, need, descriptive literature, and student interest, few schools offer required curriculum to develop leadership skills. This paper outlines a proposed shared vision for leadership development drawn from a coalition of diverse medical schools. We advocate that leadership development is a...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2020.1754835
更新日期:2020-10-01 00:00:00
abstract:BACKGROUND:The importance of training physicians and other health care professionals in first aid and basic life support (BLS) is now widely recognized. The Faculty of Medicine and Health Sciences of the United Arab Emirates University have been offering formal training in these skills to 1st-year medical students sinc...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/S15328015TLM1304_05
更新日期:2001-10-01 00:00:00
abstract:PROBLEM:Longitudinal patient contacts are being implemented worldwide as a way to enhance a patient-centered orientation among medical students. In large medical schools, longitudinal integrated clerkships may not be feasible, so other ways must be sought to expose students to prolonged contact with patients. INTERVEN...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2018.1524330
更新日期:2019-04-01 00:00:00
abstract:PURPOSE:To canvas perceptions and experiences of students who had failed Year 2 of a traditional medical program and who chose to remain in the conventional program (n = 6) or had swapped to Curriculum 2001 (C2001), a problem-based learning (PBL) curriculum (n = 14). METHODS:A year after their decision regarding curri...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1603_15
更新日期:2004-07-01 00:00:00
abstract:BACKGROUND:For programs to accomplish the goals of the Accreditation Council of Graduate Medical Education (ACGME) Outcome Project, faculty must be trained to deliver and assess education that is level-specific, competency-based, standardized, integrated, and easily accessible. DESCRIPTION:An innovative faculty develo...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2012.692280
更新日期:2012-01-01 00:00:00
abstract:BACKGROUND:The practice of medicine has changed dramatically over the last 3 decades. Medical education has struggled to keep up with these changes, with only limited success. The 4th year of medical school offers a tremendous opportunity for curricular innovation, but little change has occurred in the past 30 years. ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1503_07
更新日期:2003-07-01 00:00:00
abstract:BACKGROUND:Although it is a Joint Commission requirement for hospitals to maintain an up-to-date disaster plan and to implement drills, disaster training is not routinely incorporated into undergraduate medical education. PURPOSES:The objectives are to provide medical students with an introduction to disaster medicine...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401330903446040
更新日期:2010-01-01 00:00:00
abstract:BACKGROUND:Accreditation and Institute of Medicine mandates require retooling of graduate medical education curriculum and assessment processes. This Objective Structured Clinical Exam (OSCE) focused on patient safety-specific skills important to stakeholders from multiple institutions. PURPOSES:A 10-station OSCE was ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401330802573837
更新日期:2009-01-01 00:00:00
abstract:BACKGROUND:Domestic violence (DV) is prevalent but often unrecognized, and it is a challenge to teach. This article presents an evidence-based DV education program for medical residents and incorporates it into a women's medicine curriculum. DESCRIPTION:An initial 3-hr seminar included video and case discussion, liter...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/S15328015TLM1504_09
更新日期:2003-10-01 00:00:00
abstract:BACKGROUND:The timing and methods of teaching clinical skills are some of the main concerns of medical education. PURPOSE:The aim of this study was to compare clinical skills of the 3rd and 6th-year students who acquired clinical skills training within different years and methods. METHODS:Randomly chosen students wer...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1701_5
更新日期:2005-01-01 00:00:00
abstract:ISSUE:Healthcare costs have spiraled out of control, yet students and residents may lack the knowledge and skills to provide high value care, which emphasizes the best possible care while reducing unnecessary costs. EVIDENCE:Mainly national campaigns are aimed at physicians to reconsider their test ordering behaviors,...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2015.1077132
更新日期:2016-01-01 00:00:00
abstract:BACKGROUND:Clinical teaching has moved from the bedside to conference rooms; many reasons are described for this shift. Yet, essential clinical skills, professionalism, and humanistic patient interactions are best taught at the bedside. PURPOSE:Clinical teaching has moved from the bedside to conference rooms; many rea...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2013.827979
更新日期:2013-01-01 00:00:00
abstract:BACKGROUND:Limited studies have examined the factors associated with the implementation of team-based learning (TBL). PURPOSE:The purpose of this study was to identify faculty reactions (successes and challenges) associated with the implementation of a modified TBL in undergraduate anatomy teaching. METHOD:To obtain ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2013.797343
更新日期:2013-01-01 00:00:00