听力与言语-语言病理学

行为科学

医学伦理学

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  • A realist review of scholarly experiences in medical education.

    abstract:CONTEXT:Scholarly experiences have been increasingly employed to support the development of scholarly skills for medical students. How the characteristics of the various scholarly experiences contributes to scholarly outcomes or the complexities of how the experiences build skills warrants further exploration. OBJECTI...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14362

    authors: Cornett M,Palermo C,Wallace MJ,Diug B,Ward B

    更新日期:2021-02-01 00:00:00

  • Assessment tools in pre-licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis.

    abstract:OBJECTIVES:Interprofessional education (IPE) aims to provide students with the opportunity to develop and demonstrate the team working behaviors and skills that will lead to positive patient outcomes. This systematic review aims to identify and critically appraise the assessment tools used after a pre-licensure IPE int...

    journal_title:Medical education

    pub_type: 杂志文章,评审

    doi:10.1111/medu.14453

    authors: Almoghirah H,Nazar H,Illing J

    更新日期:2021-01-13 00:00:00

  • Application of continuous quality improvement to medical education.

    abstract:CONTEXT:The explicit, intentional and systematic application of continuous quality improvement (QI) in medical education practice and research can improve medical education and help it achieve its goals. Quality improvement and medical education share a foundation centred on learning-experiencing, reflecting, thinking ...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14351

    authors: Wong BM,Headrick LA

    更新日期:2021-01-01 00:00:00

  • Meritocratic and fair? The discourse of UK and Australia's widening participation policies.

    abstract:INTRODUCTION:Globally, people with the academic and personal attributes to successfully study medicine experience disadvantages associated with sociodemographic factors. Governments have attempted to address this issue via macrolevel policies aimed at widening participation (WP) to medicine. These policies differ by co...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14442

    authors: Coyle M,Sandover S,Poobalan A,Bullen J,Cleland J

    更新日期:2020-12-21 00:00:00

  • Cognitive flow in health care settings: A systematic review.

    abstract:INTRODUCTION:The state of cognitive flow, colloquially known as being 'in the zone', has been linked with enhanced performance, happiness, career satisfaction and decreased burnout. However, the concept has not been adopted strongly in health care training, continuing professional development, or daily practice. A syst...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14435

    authors: McQueen S,Jiang S,McParland A,Hammond Mobilio M,Moulton CA

    更新日期:2020-12-12 00:00:00

  • When I Say…Self-Conscious Emotions.

    abstract::Imagine you are an intern intubating a patient when you are suddenly interrupted by the blaring sirens and flashing lights of the hospital's fire alarm. How would this make you feel? You would likely experience surprise, fear, and panic, all of which are basic emotions intended to generate a "fight-or-flight" response...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14425

    authors: Nguyen LN,Bynum WE

    更新日期:2020-12-01 00:00:00

  • Gender in authorship and editorship in medical education journals: A bibliometric review.

    abstract:CONTEXT:Gender bias has been observed in the authorship and editorship of academic literature in varied medical specialties. This is important as peer-reviewed publications, and participation on editorial boards, are closely related to academic productivity and advancement. The aim of this paper was to examine whether ...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14427

    authors: Madden C,O'Malley R,O'Connor P,O'Dowd E,Byrne D,Lydon S

    更新日期:2020-12-01 00:00:00

  • Useful to whom? Evaluation utilisation theory and boundaries for programme evaluation scope.

    abstract:CONTEXT:Programme evaluation is perpetually mandated in health professions education. Correspondingly, there has been an expansion in prescriptive methodological guides about 'how' to engage in various best practices in evaluation. However, what has gained less attention is an examination of the 'value' that different ...

    journal_title:Medical education

    pub_type: 杂志文章,评审

    doi:10.1111/medu.14281

    authors: Onyura B

    更新日期:2020-12-01 00:00:00

  • Chances for learning intraprofessional collaboration between residents in hospitals.

    abstract:CONTEXT:Intraprofessional collaboration (intraPC) between primary care (PC) doctors and medical specialists (MSs) is becoming increasingly important. Patient safety issues are often related to intraPC. In order to equip doctors well for their task of providing good quality and continuity of care, intraPC needs explicit...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14279

    authors: Looman N,Fluit C,van Wijngaarden M,de Groot E,Dielissen P,van Asselt D,de Graaf J,Scherpbier-de Haan N

    更新日期:2020-12-01 00:00:00

  • Feedback from health professionals in postgraduate medical education: Influence of interprofessional relationship, identity and power.

    abstract:INTRODUCTION:Capitalising on direct workplace observations of residents by interprofessional team members might be an effective strategy to promote formative feedback in postgraduate medical education. To better understand how interprofessional feedback is conceived, delivered, received and used, we explored both feedb...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14426

    authors: Miles A,Ginsburg S,Sibbald M,Tavares W,Watling C,Stroud L

    更新日期:2020-12-01 00:00:00

  • Medical students' experiences and needs from written reflective journal feedback.

    abstract:INTRODUCTION:Reflective ability is an important skill for enhancing professionalism and developing communication skills. To improve reflective ability, medical educators encourage use of written reflective journals, for which feedback is important. It is difficult for educators to anticipate how their feedback will be ...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14406

    authors: Rozental L,Meitar D,Karnieli-Miller O

    更新日期:2020-11-03 00:00:00

  • Workplace-based assessments in postgraduate medical education: A hermeneutic review.

    abstract:OBJECTIVES:Since their introduction, workplace-based assessments (WBAs) have proliferated throughout postgraduate medical education. Previous reviews have identified mixed findings regarding WBAs' effectiveness, but have not considered the importance of user-tool-context interactions. The present review was conducted t...

    journal_title:Medical education

    pub_type: 杂志文章,评审

    doi:10.1111/medu.14221

    authors: Prentice S,Benson J,Kirkpatrick E,Schuwirth L

    更新日期:2020-11-01 00:00:00

  • Activating prior knowledge using multiple-choice question distractors.

    abstract:CONTEXT:A student's academic success in graduate and professional school may depend on prior knowledge. However, these students may not see important and necessary material for extended periods of time between their pre-requisites and their new course work. As such, they are more prone to being unable to access availab...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14162

    authors: Schimmelfing LC,Persky AM

    更新日期:2020-10-01 00:00:00

  • Translating outcome frameworks to assessment programmes: Implications for validity.

    abstract:OBJECTIVES:Competency-based medical education (CBME) requires that educators structure assessment of clinical competence using outcome frameworks. Although these frameworks may serve some outcomes well (e.g. represent eventual practice), translating these into workplace-based assessment plans may undermine validity and...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14287

    authors: Tavares W,Rowland P,Dagnone D,McEwen LA,Billett S,Sibbald M

    更新日期:2020-10-01 00:00:00

  • Continuity of supervision: Does it mean what we think it means?

    abstract:CONTEXT:Continuity of supervision (CoS) is generally accepted as an important element of competency-based medical education (CBME). However, collecting and interpreting evidence for its effectiveness are a challenge because we lack a shared understanding of CoS. Translating the available evidence about CoS into practic...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14378

    authors: Lee AS,Ross S

    更新日期:2020-09-14 00:00:00

  • Using multiple self-regulated learning measures to understand medical students' biomedical science learning.

    abstract:CONTEXT:Understanding self-regulated learning (SRL) is complicated due to the different measures used to identify the key SRL processes. There is a growing trend in applying event measures of SRL (microanalysis and trace) but aptitude measures (questionnaires) continue to be widely used in medical education. A major co...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14079

    authors: Gandomkar R,Yazdani K,Fata L,Mehrdad R,Mirzazadeh A,Jalili M,Sandars J

    更新日期:2020-08-01 00:00:00

  • Medical teachers' discursive positioning of doctors in relation to patients.

    abstract:CONTEXT:An important part of a doctor's identity is the social position he or she adopts relative to patients. Dialogic theory predicts that medical school discourses influence the positions students incorporate into their professional identities. As this may affect how students later exercise power in doctor-patient r...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14074

    authors: Dornan T,Roy Bentley S,Kelly M

    更新日期:2020-07-01 00:00:00

  • Beyond summative decision making: Illuminating the broader roles of competence committees.

    abstract:CONTEXT:Although competence committees (CCs) are most often conceptualised as group decision-making bodies, policy documents forward a more ambitious vision and outline several additional roles for CCs that support the continuous quality improvement of education programmes and promote formative feedback. However, wheth...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14072

    authors: Pack R,Lingard L,Watling C,Cristancho S

    更新日期:2020-06-01 00:00:00

  • Students as patients: A systematic review of peer simulation in health care professional education.

    abstract:CONTEXT:Evidence supports the substitution of both clinical placement time and traditional educational activities with simulation-based education (SBE). However, lack of resources can be a barrier to SBE implementation. Peer simulation provides an alternative to simulated patient (SP)-based SBE by educating students to...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14058

    authors: Dalwood N,Bowles KA,Williams C,Morgan P,Pritchard S,Blackstock F

    更新日期:2020-05-01 00:00:00

  • Critically reflective practice and its sources: A qualitative exploration.

    abstract:CONTEXT:Critical reflection may improve health professionals' performance of the social roles of care (eg collaboration) in indeterminate zones of practice that are ambiguous, unique, unstable or value-conflicted. Research must explore critical reflection in practice and how it is developed. In this study, we explored ...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14032

    authors: Ng SL,Mylopoulos M,Kangasjarvi E,Boyd VA,Teles S,Orsino A,Lingard L,Phelan S

    更新日期:2020-04-01 00:00:00

  • Ethnography in health professions education: Slowing down and thinking deeply.

    abstract:CONTEXT:Ethnography has been gaining appreciation in the field of health professions education (HPE) research, yet it remains misunderstood. Our article contributes to this growing literature by describing some of the key tensions with which both aspiring and seasoned ethnographers should productively struggle. METHOD...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14033

    authors: Bressers G,Brydges M,Paradis E

    更新日期:2020-03-01 00:00:00

  • Cognitive appraisals and team performance under stress: A simulation study.

    abstract:OBJECTIVES:The present study explored how challenge and threat responses to stress relate to performance, anxiety, confidence, team identity and team characteristics (time spent in training and postgraduate experience) in a medical simulation-based team competition. METHODS:The study was conducted during a national si...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14050

    authors: Carenzo L,Braithwaite EC,Carfagna F,Franc J,Ingrassia PL,Turner MJ,Slater MJ,Jones MV

    更新日期:2020-03-01 00:00:00

  • Beyond the self: The role of co-regulation in medical students' self-regulated learning.

    abstract:CONTEXT:Medical students are expected to self-regulate their learning within complex and unpredictable clinical learning environments. Research increasingly focuses on the effects of social interactions on the development of self-regulation in workplace settings, a notion embodied within the concept of co-regulated lea...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.14018

    authors: Bransen D,Govaerts MJB,Sluijsmans DMA,Driessen EW

    更新日期:2020-03-01 00:00:00

  • Edgar Dale's Pyramid of Learning in medical education: Further expansion of the myth.

    abstract:INTRODUCTION:A mythical Pyramid of Learning, usually attributed to Edgar Dale (or the National Training Laboratories [NTL]) and giving student learning retention rates, has been cited in a wide range of educational literature. A 2013 literature review indicated that medical education literature similarly cites this Pyr...

    journal_title:Medical education

    pub_type: 杂志文章,评审

    doi:10.1111/medu.13813

    authors: Masters K

    更新日期:2020-01-01 00:00:00

  • Why health professions education needs functional linguistics: the power of 'stealth words'.

    abstract:CONTEXT:Language is one of the primary modalities for teaching and learning in the health professions in contexts ranging from the more formal teaching relationships of medical school to the guided practice of trainees through continuing education and the deliberate practice of lifelong learning. Yet linguistic analysi...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.13944

    authors: Konopasky A,Ramani D,Ohmer M,Durning SJ,Artino AR Jr,Battista A

    更新日期:2019-12-01 00:00:00

  • Speaking up, support, control and work engagement of medical residents. A structural equation modelling analysis.

    abstract:OBJECTIVES:Medical residents can play key roles in improving health care quality by speaking up and giving suggestions for improvements. However, previous research on speaking up by medical residents has shown that speaking up is difficult for residents. This study explored: (i) whether two main aspects of medical resi...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.13951

    authors: Voogt JJ,Taris TW,van Rensen ELJ,Schneider MME,Noordegraaf M,van der Schaaf MF

    更新日期:2019-11-01 00:00:00

  • Identifying coaching skills to improve feedback use in postgraduate medical education.

    abstract:OBJECTIVES:Coaching in medical education has recently gained prominence, but minimal attention has been given to key skills and determining how they work to effectively ensure residents are progressing and developing self-assessment skills. This study examined process-oriented and content-oriented coaching skills used ...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.13818

    authors: Armson H,Lockyer JM,Zetkulic M,Könings KD,Sargeant J

    更新日期:2019-05-01 00:00:00

  • Simulation-based education for novices: complex learning tasks promote reflective practice.

    abstract:CONTEXT:Simulated clinical immersion (SCI), in which clinical situations are simulated in a realistic environment, safely and gradually exposes novices to complex problems. Given their limited experience, undergraduate students can potentially be quite overwhelmed by SCI learning tasks, which may result in misleading l...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.13748

    authors: Tremblay ML,Leppink J,Leclerc G,Rethans JJ,Dolmans DHJM

    更新日期:2019-04-01 00:00:00

  • Does selection pay off? A cost-benefit comparison of medical school selection and lottery systems.

    abstract:CONTEXT:Resources for medical education are becoming more constrained, whereas accountability in medical education is increasing. In this constrictive environment, medical schools need to consider and justify their selection procedures in terms of costs and benefits. To date, there have been no studies focusing on this...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.13698

    authors: Schreurs S,Cleland J,Muijtjens AMM,Oude Egbrink MGA,Cleutjens K

    更新日期:2018-12-01 00:00:00

  • The superiority of three-dimensional physical models to two-dimensional computer presentations in anatomy learning.

    abstract:BACKGROUND:Although several studies (Anat Sci Educ, 8 [6], 525, 2015) have shown that computer-based anatomy programs (three-dimensional visualisation technology [3DVT]) are inferior to ordinary physical models (PMs), the mechanism is not clear. In this study, we explored three mechanisms: haptic feedback, transfer-app...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.13683

    authors: Wainman B,Wolak L,Pukas G,Zheng E,Norman GR

    更新日期:2018-11-01 00:00:00

  • Stakeholder views of rural community-based medical education: a narrative review of the international literature.

    abstract:CONTEXT:Rural community-based medical education (RCBME), in which medical student learning activities take place within a rural community, requires students, clinical teachers, patients, community members and representatives of health and government sectors to actively contribute to the educational process. Therefore, ...

    journal_title:Medical education

    pub_type: 杂志文章,评审

    doi:10.1111/medu.13580

    authors: Somporn P,Ash J,Walters L

    更新日期:2018-08-01 00:00:00

  • 'I will never ever go back': patients' written narratives of health care communication.

    abstract:CONTEXT:Although communication with patients is essential to health care, education designed to develop patient-centred communication often ignores patients' voices. Patient stories may offer a means to explore patient experiences to inform patient-centred communication skills education design. OBJECTIVES:Our research...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.13612

    authors: Denniston C,Molloy E,Rees CE

    更新日期:2018-07-01 00:00:00

  • What advice is given to newly qualified doctors on Twitter? An analysis of #TipsForNewDocs tweets.

    abstract:CONTEXT:Twitter is a social media platform on which users post very brief messages that can be rapidly communicated across wide geographical areas and audiences. Many doctors use Twitter for personal as well as professional communications and networking. The #TipsForNewDocs hashtag is used on Twitter to give advice to ...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.13589

    authors: Rashid MA,McKechnie D,Gill D

    更新日期:2018-07-01 00:00:00

  • A critical narrative review of transfer of basic science knowledge in health professions education.

    abstract:CONTEXT:'Transfer' is the application of a previously learned concept to solve a new problem in another context. Transfer is essential for basic science education because, to be valuable, basic science knowledge must be transferred to clinical problem solving. Therefore, better understanding of interventions that enhan...

    journal_title:Medical education

    pub_type: 杂志文章,评审

    doi:10.1111/medu.13519

    authors: Castillo JM,Park YS,Harris I,Cheung JJH,Sood L,Clark MD,Kulasegaram K,Brydges R,Norman G,Woods N

    更新日期:2018-06-01 00:00:00

  • Stakes in the eye of the beholder: an international study of learners' perceptions within programmatic assessment.

    abstract:OBJECTIVES:Within programmatic assessment, the ambition is to simultaneously optimise the feedback and the decision-making function of assessment. In this approach, individual assessments are intended to be low stakes. In practice, however, learners often perceive assessments designed to be low stakes as high stakes. I...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.13532

    authors: Schut S,Driessen E,van Tartwijk J,van der Vleuten C,Heeneman S

    更新日期:2018-06-01 00:00:00

  • Medical communication: the views of simulated patients.

    abstract:CONTEXT:Simulated patients (SPs) are extensively used in the teaching of medical communication, both for students and doctors. They occupy a unique middle ground between patients and physicians: although free from the prejudices that medical training brings, they work closely with clinical tutors to promote the princip...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.13547

    authors: Laughey W,Sangvik Grandal N,M Finn G

    更新日期:2018-06-01 00:00:00

  • Effect of reflection on medical students' situational interest: an experimental study.

    abstract:CONTEXT:Reflection has been considered crucial to learning. Engaging in reflection while solving problems is expected to foster identification of knowledge gaps and interest in learning more about them, the latter being a major motivational force in learning. Although theoretically sound, this assumption still lacks em...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.13491

    authors: Ribeiro LMC,Mamede S,Moura AS,de Brito EM,de Faria RMD,Schmidt HG

    更新日期:2018-05-01 00:00:00

  • Current efforts in medical education to incorporate national health priorities.

    abstract::As a reflection on the Edinburgh Declaration, this conceptual synthesis presents six important challenges in relation to the role of medical education in meeting current national health priorities. CONTEXT:This paper presents a conceptual synthesis of current efforts in medical education to incorporate national healt...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.13395

    authors: Nair M,Fellmeth G

    更新日期:2018-01-01 00:00:00

  • Understanding the impact of simulated patients on health care learners' communication skills: a systematic review.

    abstract:CONTEXT:Effective communication skills are at the core of good health care. Simulated patients (SPs) are increasingly engaged as an interactive means of teaching, applying and practising communication skills with immediate feedback. There is a large body of research into the use of manikin-based simulation but a gap ex...

    journal_title:Medical education

    pub_type: 杂志文章,评审

    doi:10.1111/medu.13387

    authors: Kaplonyi J,Bowles KA,Nestel D,Kiegaldie D,Maloney S,Haines T,Williams C

    更新日期:2017-12-01 00:00:00

  • Eyeballing: the use of visual appearance to diagnose 'sick'.

    abstract:CONTEXT:Prior studies suggest that clinicians can categorise patients in an emergency room as 'sick' or 'not sick' using rapid visual assessment. The rapid nature of these decisions suggests clinicians are relying on pattern recognition or System 1 processing; however, this has not been studied experimentally. In this ...

    journal_title:Medical education

    pub_type: 杂志文章

    doi:10.1111/medu.13396

    authors: Sibbald M,Sherbino J,Preyra I,Coffin-Simpson T,Norman G,Monteiro S

    更新日期:2017-11-01 00:00:00

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