Abstract:
RATIONALE:Recent advances in the learning sciences offer remarkable potential for improving medical learning and performance. Difficult to teach pattern recognition skills can be systematically accelerated using techniques of perceptual learning (PL). The effectiveness of PL interventions is amplified when they are combined with adaptive learning (AL) technology in perceptual-adaptive learning modules (PALMs). INNOVATION:Specifically, PALMs incorporate the Adaptive Response Time-based Sequencing (ARTS) system, which leverages learner performance (accuracy and speed) in interactive learning episodes to guide the course of factual, perceptual, or procedural learning, optimize spacing, and lead learners to comprehensive mastery. Here we describe elements and scientific foundations of PL and its embodiment in learning technology. We also consider evidence that AL systems utilizing both accuracy and speed enhance learning efficiency and provide a unified account and potential optimization of spacing effects in learning, as well as supporting accuracy, transfer, and fluency as goals of learning. RESULTS:To illustrate this process, we review some results of earlier PALMs and present new data from a PALM designed to accelerate and improve diagnosis in electrocardiography. CONCLUSIONS:Through relatively short training interventions, PALMs produce large and durable improvements in trainees' abilities to accurately and fluently interpret clinical signs and tests, helping to bridge the gap between novice and expert clinicians.
journal_name
Med Teachjournal_title
Medical teacherauthors
Kellman PJ,Krasne Sdoi
10.1080/0142159X.2018.1484897subject
Has Abstractpub_date
2018-08-01 00:00:00pages
797-802issue
8eissn
0142-159Xissn
1466-187Xjournal_volume
40pub_type
杂志文章相关文献
MEDICAL TEACHER文献大全abstract::The University Science Malaysia, Penang, the third medical school in Malaysia, is following an integrated curriculum. In this curriculum, the students are taught the subject of otolaryngology from the second year of their course unlike the traditional schools where they are taught in the fourth or fifth year. This pap...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421599109036758
更新日期:1991-01-01 00:00:00
abstract:BACKGROUND:Outcomes-based education in the health professions has emerged as a priority for curriculum planners striving to align with societal needs. However, many struggle with effective methods of implementing such an approach. In this narrative, we describe the lessons learned from the implementation of a national,...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701746983
更新日期:2007-09-01 00:00:00
abstract:BACKGROUND:The focus of faculty development (FD) has recently shifted from individual and formal learning to formal and informal learning by a team of teachers in the workplace where the teaching is actually effected. This study aimed to evaluate the impact of a faculty development programme on teachers' educational wo...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2015.1112892
更新日期:2016-08-01 00:00:00
abstract:BACKGROUND:Worldwide many universities are changing their curricula and introducing integrated problem-based learning (PBL) programs. However, the introduction of a PBL program is a demanding process and requires resources, a lot of planning, and organisation. AIMS:This article aims at providing practical tips for pre...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.558137
更新日期:2011-01-01 00:00:00
abstract:AIM:Personal reflection is important for acquiring, maintaining and enhancing balanced medical professionalism. A new scale, the Groningen Reflection Ability Scale (GRAS), was developed to measure the personal reflection ability of medical students. METHOD:Explorative literature study was conducted to gather an initia...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701299272
更新日期:2007-03-01 00:00:00
abstract:BACKGROUND:Medical residents play two roles that enter into conflict during their educational period: trainees and workers. This dual role can lead to dissatisfaction among residents that can affect both the quality of the services they provide to citizens and the proper functioning of the health services model itself....
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.687485
更新日期:2012-01-01 00:00:00
abstract::We compared the perceived learning needs of primary care physicians from the public and private sectors who responded to a questionnaire before taking educational courses in Family Medicine. They rated their perceived learning needs on 71 items of clinical practices and practice management on a scale of 1-10. The rati...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/00034980120103504
更新日期:2002-01-01 00:00:00
abstract::To lessen fact overload and to enhance the teaching of pharmacologic principles in an undergraduate course we introduced a tutorial/essay project into our traditional lecture-based course. Under the guidance of a faculty tutor, each student researched an assigned topic, developed a paper incorporating the results of t...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421599209018853
更新日期:1992-01-01 00:00:00
abstract:BACKGROUND:Increased student numbers coupled with changes in healthcare delivery mean that medical students have limited access to surgical patients, so novel methods of teaching surgery need to be considered. AIMS:To design, implement and evaluate standardised clinical surgical teaching for 3rd year undergraduate med...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590801938852
更新日期:2008-06-01 00:00:00
abstract::The aim of this series is to draw teachers' attention to useful sources of audiovisual programmes, to describe the services they provide, and to highlight some of their recent titles. ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421597909010585
更新日期:1979-01-01 00:00:00
abstract::Assessment of clinical activity is common in dental schools. An audit project to confirm that dental undergraduate clinical activity recorded by electronic data capture is an accurate representation of the clinical case entry is reported. A printout of clinical activity for a period of a week was generated retrospecti...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590220125312
更新日期:2002-03-01 00:00:00
abstract::This paper describes the development and evaluation of a structured introductory course in general practice. Following some of the principles developed in distance education, the Department provides everything the student needs for the formal learning requirement as well as detailed assistance in how best to tackle th...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421599109089917
更新日期:1991-01-01 00:00:00
abstract::The study was designed to illustrate how residents perceive the Mini Clinical Examination Exercise as an assessment tool and its influence on their approach to learning and studying. A phenomenographic approach was applied. All 16 residents from a cardiology training program in Buenos Aires were included. Results show...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590400013529
更新日期:2005-01-01 00:00:00
abstract:BACKGROUND:In medical curricula, difficult topics are often presented to students with varied backgrounds and therefore at different levels of preparation to learn and assimilate the information. AIM:A method is described to create an interactive primer for the study of a basic neuroscience topic to improve student pr...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2010.490709
更新日期:2010-01-01 00:00:00
abstract:INTRODUCTION:The move to competency-based medical education has created new challenges for medical teachers, including the need to reflect on and further develop their own competencies as teachers. Guidance is needed to ensure comprehensive and coherent programs of faculty development to meet the needs of teachers. ME...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2017.1394998
更新日期:2018-01-01 00:00:00
abstract::Background: Empathy and compassion are important in healthcare delivery, and are necessary qualities in medical students. Aims: To explore medical students', patients' and educators' perceptions of what affects empathy and the expression of compassion; and to address gaps in knowledge, attitudes and skills on how educ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2019.1630731
更新日期:2019-11-01 00:00:00
abstract::Each issue, someone connected with medical education will present a diary of a week in his or her life. The contributor this issue is Hamilton Hall, Assistant Professor in the Department of Surgery, University of Toronto, Canada. ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421597909019405
更新日期:1979-01-01 00:00:00
abstract::Student Selected Components (SSCs) are one of the more innovative recent developments in medical education. Initially established in the UK in the 1990s in response to the General Medical Council's recommendations in Tomorrow's Doctors (1993), they provide students with a significant element of choice and depth of stu...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421590903261096
更新日期:2009-10-01 00:00:00
abstract::Overlapping trends in medicine include, (1) an increasing number of women entering medicine, (2) a growing number of generation X physicians, (3) the implementation of duty hour regulations, and (4) a diversifying workforce which have all contributed to the need for mentoring learners and young faculty in the area of ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590801993014
更新日期:2008-01-01 00:00:00
abstract::Outcome-based education is one of the most significant global developments in medical education in recent years. This paper presents four case studies of outcome-based education from medical schools in different parts of the world; Scotland; USA; Pakistan; and Singapore. The outcome-based curricula have either been in...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701691429
更新日期:2007-09-01 00:00:00
abstract:BACKGROUND:Clinical teaching lies at the heart of medical education. However, few studies have explored the embedded nature of teaching and clinical care. The goal of this study was to examine the process of clinical teaching as it naturally, and spontaneously, unfolds in a broad range of authentic contexts with medica...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2017.1360473
更新日期:2017-12-01 00:00:00
abstract:BACKGROUND:Virtual patients (VPs) offer valuable alternative encounters when live patients with rare conditions, such as cranial nerve (CN) palsies, are unavailable; however, little is known regarding simulation and optimal social learning context. AIM:Compare learning outcomes and perspectives between students intera...
journal_title:Medical teacher
pub_type: 杂志文章,随机对照试验
doi:10.3109/0142159X.2014.890702
更新日期:2014-06-01 00:00:00
abstract:INTRODUCTION:The extent to which workplace-based assessment (WBA) can be used as a facilitator of change among trainee doctors has not been established; this is particularly important in the case of underperforming trainees. The aim of this review is to examine the use of WBA in identifying and remediating performance ...
journal_title:Medical teacher
pub_type: 杂志文章,评审
doi:10.1080/0142159X.2016.1215413
更新日期:2016-12-01 00:00:00
abstract:AIM:The aim of this report, written for the 40th anniversary issue of Medical Teacher, is to document 20 years of development of the Utrecht undergraduate medical curriculum, as both to exhibit accountability and to inform the community of the process and choices that can be made in long-term curriculum development. M...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2018.1435855
更新日期:2018-05-01 00:00:00
abstract:BACKGROUND:The issue of professional behavior in medicine has been extensively discussed in the medical literature and clarity regarding what constitutes professional behavior, and strategies for assessing professionalism have begun to emerge. AIM:To address the information gap on effective strategies for teaching pro...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421590903197001
更新日期:2010-01-01 00:00:00
abstract::The General Medical Council of the United Kingdom has defined a set of standards for doctors dealing with patients, including respecting the diversity of lifestyles and beliefs of patients. These have been incorporated into Personal and Professional Development (PPD) course unit of the undergraduate medical curriculum...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159031000100346
更新日期:2003-05-01 00:00:00
abstract::Background: The Division of Orthopaedic Surgery at the University of Toronto implemented a pilot residency training program that used a competency-based framework in July of 2009. The competency-based curriculum (CBC) deployed an innovative, modularized approach that dramatically intensified both the structured learni...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2017.1421751
更新日期:2018-10-01 00:00:00
abstract:AIM:Many instruments for evaluating clinical teaching have been developed, albeit most in Western countries. This study aims to develop a validated cultural and local context sensitive instrument for clinical teachers in an East Asian setting (Japan), Japanese Clinical Teacher Evaluation Sheet (JaCTES). METHODS:A mult...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2017.1324138
更新日期:2017-08-01 00:00:00
abstract:BACKGROUND:Simulation-based education (SBE) has emerged as an essential modality for health professions education. One of the central tenants of effective SBE is reflective practice, typically guided by a facilitated debriefing. The debriefing conversation has the possibility of becoming a difficult conversation based ...
journal_title:Medical teacher
pub_type: 杂志文章,评审
doi:10.1080/0142159X.2018.1468558
更新日期:2018-07-01 00:00:00
abstract::Faculty development (FD) activities aim to improve teaching competencies. Success of these activities is conditioned with the ability of participants to transfer the learned competencies into their teaching practices. Unfortunately, evaluation of the effectiveness of FD rely mostly upon self-reported or verbal feedbac...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2018.1440074
更新日期:2019-01-01 00:00:00