Current trends and future perspectives for medical education in Colombia.

abstract：BACKGROUND:The objective structured clinical examination (OSCE), originally designed with experts assessing trainees' competence, is more frequently employed with an element of peer assessment and feedback. Although peer assessment in higher education has been studied, its role in OSCEs has not reviewed. AIMS:The aim ...

journal_title：Medical teacher

authors： Khan R,Payne MWC,Chahine S

更新日期：2017-07-01 00:00:00

abstract：:The first in a new series of short educational programmes covering a range of important topics in medical education. Each programme defines the topic, provides some background information, presents some practical tips, gives some theoretical underpinning where relevant, provides some further reading and suggests an ac...

journal_title：Medical teacher

authors： Hesketh EA,Laidlaw JM

更新日期：2002-05-01 00:00:00

abstract：:There is great interest in using computer-assisted instruction in medical education, but getting computer-assisted instruction materials used broadly is difficult to achieve. We describe a successful model for the development and maintenance of a specific type of computer-assisted instruction - virtual patients - in m...

journal_title：Medical teacher

authors： Berman NB,Fall LH,Chessman AW,Dell MR,Lang VJ,Leong SL,Nixon LJ,Smith S

更新日期：2011-01-01 00:00:00

abstract：BACKGROUND:Feedback is generally regarded as crucial for learning. We focus on feedback provided through instruments developed to inform self-assessment and support learners to improve performance. These instruments are being used commonly in medical education, but they are ineffective if the feedback is not well recei...

journal_title：Medical teacher

authors： van der Leeuw RM,Slootweg IA

更新日期：2013-05-01 00:00:00

abstract：:PowerPoint is an application designed to help the speaker or lecturer assemble professional looking slides to be used in oral presentations. The result sadly is often an unending stream of slides with bullet lists, animations that obscure rather than clarify the point and cartoons that distract from rather than convey...

journal_title：Medical teacher

authors： Harden RM

更新日期：2008-01-01 00:00:00

abstract：:Competency-based medical education (CBME), by definition, necessitates a robust and multifaceted assessment system. Assessment and the judgments or evaluations that arise from it are important at the level of the trainee, the program, and the public. When designing an assessment system for CBME, medical education lead...

journal_title：Medical teacher

authors： Holmboe ES,Sherbino J,Long DM,Swing SR,Frank JR

更新日期：2010-01-01 00:00:00

abstract：:The COVID-19 outbreak can be seen as a 'big test' for China; a summative assessment of its preparedness on multiple fronts, including medical education. Being intimately involved in the coordinated response, the First Affiliated Hospital of Sun Yat-sen University has been a first-hand witness to the strengths and weak...

journal_title：Medical teacher

authors： Yang DY,Cheng SY,Wang SZ,Wang JS,Kuang M,Wang TH,Xiao HP

更新日期：2020-07-01 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

authors：

更新日期：1979-01-01 00:00:00

abstract：BACKGROUND:Curriculum developers have a wide choice of assessment methods in all aspects of medical education including the specific area of medical knowledge. When selecting the appropriate tool, there is an increasing literature to provide a robust evidence base for developments or decisions. AIM:As a new medical sc...

journal_title：Medical teacher

authors： Freeman AC,Ricketts C

更新日期：2010-01-01 00:00:00

abstract：:Over the past decade, simulation-based education has emerged as a new and exciting adjunct to traditional bedside teaching and learning. Simulation-based education seems particularly relevant to emergency medicine training where residents have to master a very broad skill set, and may not have sufficient real clinical...

journal_title：Medical teacher

authors： Dagnone JD,McGraw R,Howes D,Messenger D,Bruder E,Hall A,Chaplin T,Szulewski A,Kaul T,O'Brien T

更新日期：2016-01-01 00:00:00

abstract：BACKGROUND:In problem-based learning (PBL), high-quality discussions are crucial for student learning. The quality of the discussion is affected by the quality of the contributions students make during PBL tutorials. AIM:This study investigated whether students are able to evaluate the activities of their peers in PBL...

journal_title：Medical teacher

authors： Kamp RJ,Dolmans DH,Van Berkel HJ,Schmidt HG

更新日期：2011-01-01 00:00:00

abstract：:This paper reports a cross-sectional questionnaire study that investigated perceived stress and psychological responses to the SARS outbreak in healthcare students at the height of the outbreak in Hong Kong in 2003. Non-healthcare university students served as controls. All the groups reported high levels of perceived...

journal_title：Medical teacher

authors： Wong JG,Cheung EP,Cheung V,Cheung C,Chan MT,Chua SE,McAlonan GM,Tsang KW,Ip MS

更新日期：2004-11-01 00:00:00

abstract：:The wounded healer remains easily hidden in a profession that implicitly, and at times actively, encourages a denial of illness. The wounded healer is, at the very least, less likely to encourage healthy habits in patients, and at the very worst, can become an impaired physician. In training, however, the wounded heal...

journal_title：Medical teacher

authors： Graves L

更新日期：2008-01-01 00:00:00

abstract：BACKGROUND:OSCEs can be both reliable and valid but are subject to sources of error. Examiners become more hawkish as their experience grows, and recent research suggests that in clinical contexts, examiners are influenced by the ability of recently observed candidates. In OSCEs, where examiners test many candidates ov...

journal_title：Medical teacher

authors： Hope D,Cameron H

更新日期：2015-01-01 00:00:00

abstract：:This case study describes how the common problems of time shortage, factual overload and curriculum overcrowding were tackled in one context, using good practice guidelines. It examines the impact of two hours of intensive, interactive teaching on the knowledge and attitudes of senior medical undergraduates at one Uni...

journal_title：Medical teacher

authors： Zakrzewska JM,Fry H,Larkin KE

更新日期：2003-07-01 00:00:00

abstract：:Successful interprofessional teams are essential when caring for older adults with multiple complex medical conditions that require ongoing management from a variety of disciplines across healthcare settings. To successfully integrate interprofessional education into the healthcare professions curriculum, the most eff...

journal_title：Medical teacher

authors： Ford CR,Foley KT,Ritchie CS,Sheppard K,Sawyer P,Swanson M,Harada CN,Brown CJ

更新日期：2013-07-01 00:00:00

abstract：AIM:The aim was to compare staff and student perceptions of student experience with the UEA MB/BS educational environment. METHODS:All MB/BS students were asked to complete a standard course evaluation at the end of the 2005/06 academic year, which included the Dundee Ready Education Environment Measure (DREEM). MB/BS...

journal_title：Medical teacher

authors： Miles S,Leinster SJ

更新日期：2009-06-01 00:00:00

abstract：:Although it is generally accepted that assessment steers learning, this is generally viewed as an undesirable side effect. Recent evidence suggests otherwise. Experimental studies have shown that periodic formative assessments can enhance learning over equivalent time spent in study (Roediger & Karpicke 2006). However...

journal_title：Medical teacher

authors： Norman G,Neville A,Blake JM,Mueller B

更新日期：2010-01-01 00:00:00

abstract：CONTEXT:This study aimed to develop a near-patient, e-learning tool and explore student views on how utilization of such a tool influenced their learning. METHODS:Third year medical students from Monash University in Melbourne, Australia were invited to trial a novel, near-patient, e-learning tool in two separate pilo...

journal_title：Medical teacher

authors： Selzer R,Tallentire VR,Foley F

更新日期：2015-01-01 00:00:00

abstract：:Medical educators have raised concerns about the quality of teaching and learning in busy ambulatory care settings. Problem-based learning (PBL), which allows students to learn to diagnose and manage common ambulatory care problems as they discuss patients away from the clinical setting, is one possible solution for a...

journal_title：Medical teacher

authors： Washington ET,Tysinger JW,Snell LM,Palmer LR

更新日期：2003-03-01 00:00:00

abstract：BACKGROUND:There is a need for effective continuing medical education (CME) programs to increase healthcare providers' knowledge and skills in lifestyle medicine so that healthcare providers are better equipped to assist patients in adopting and maintaining healthier lifestyle behaviors. AIMS:To evaluate the impact of...

journal_title：Medical teacher

authors： Dacey M,Arnstein F,Kennedy MA,Wolfe J,Phillips EM

更新日期：2013-05-01 00:00:00

abstract：:Despite the many successes achieved by academic health centers and the significant attention paid to the importance of the impact of social determinants on health, a broader movement of the academic health center community to share best practices and standardize these efforts across institutions and communities has no...

journal_title：Medical teacher

authors： Wartman SA,Steinberg MJ

更新日期：2011-01-01 00:00:00

abstract：BACKGROUND:This research examines student evaluations of their experience and attitudes in an 11 week mind-body skills course for first year medical students. AIMS:The aim is to understand the impact of this course on students' self-awareness, self-reflection, and self-care as part of their medical education experienc...

journal_title：Medical teacher

authors： Saunders PA,Tractenberg RE,Chaterji R,Amri H,Harazduk N,Gordon JS,Lumpkin M,Haramati A

更新日期：2007-10-01 00:00:00

abstract：:Design thinking is increasingly applied in healthcare and health professions education to generate innovative solutions to difficult problems. The design thinking framework helps individuals approach problems with a user-centered focus; the emphasis is on understanding the user experience, their challenges, and possib...

journal_title：Medical teacher

authors： Wolcott MD,McLaughlin JE,Hubbard DK,Rider TR,Umstead K

更新日期：2020-08-26 00:00:00

abstract：:Physicians who are excessively underconfident or overconfident about their knowledge may have impaired clinical judgement. Confidence weighting of multiple choice examinations asks test-takers to state how confident they are that the answers they selected are correct. This previously described method allows the examin...

journal_title：Medical teacher

authors： Hausman CL,Weiss JC,Lawrence JS,Zeleznik C

更新日期：1990-01-01 00:00:00

abstract：:The overhead projector is a very useful adjunct to other teaching aids. It is easy to operate, flexible, and the lecturer can work it himself while facing the audience. Transparencies can be produced quickly and simply, and since they are large enough to be studied without viewing equipment, sets of transparencies can...

journal_title：Medical teacher

authors： Essex-Lopresti M

更新日期：1979-01-01 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

authors：

更新日期：1979-01-01 00:00:00

abstract：BACKGROUND:Active patient-based learning by working together at an interprofessional clinical education ward (CEW) increases collaborative and professional competence among students. AIM:To assess the patients' perceptions of collaborative and communicative aspects of care when treated by interprofessional student tea...

journal_title：Medical teacher

authors： Hallin K,Henriksson P,Dalén N,Kiessling A

更新日期：2011-01-01 00:00:00

abstract：PURPOSE AND AIMS:The purpose of this study was to investigate the ways in which the use of concept maps influenced the learning processes of third year internal medicine students in the context of medical education. Reported here are the qualitative results of this study. METHODS:One-hundred thirty four medical studen...

journal_title：Medical teacher

authors： Torre DM,Daley B,Stark-Schweitzer T,Siddartha S,Petkova J,Ziebert M

更新日期：2007-11-01 00:00:00

abstract：BACKGROUND:Understanding surface anatomy and surface markings are integral for introducing clinical sciences. AIM:This study aimed to assess which learning approach is effective in learning surface anatomy. METHOD:First-year medical students were randomly assigned into two groups and asked to complete an MCQs quiz co...

journal_title：Medical teacher

authors： Azer SA

更新日期：2011-01-01 00:00:00