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Echocardiography (Mount Kisco, N.Y.) Oct 2016The knowledge gained from echocardiography is paramount for the clinician in diagnosing, interpreting, and treating various forms of disease. While cardiologists...
The knowledge gained from echocardiography is paramount for the clinician in diagnosing, interpreting, and treating various forms of disease. While cardiologists traditionally have undergone training in this imaging modality during their fellowship, many other specialties are beginning to show interest as well, including intensive care, anesthesia, and primary care trainees, in both transesophageal and transthoracic echocardiography. Advances in technology have led to the development of simulation programs accessible to trainees to help gain proficiency in the nuances of obtaining quality images, in a low stress, pressure free environment, often with a functioning ultrasound probe and mannequin that can mimic many of the pathologies seen in living patients. Although there are various training simulation programs each with their own benefits and drawbacks, it is clear that these programs are a powerful tool in educating the trainee and likely will lead to improved patient outcomes.
Topics: Cardiology; Computer-Assisted Instruction; Echocardiography; High Fidelity Simulation Training; Manikins; Phantoms, Imaging; Software; Technology Assessment, Biomedical
PubMed: 27587344
DOI: 10.1111/echo.13352 -
American Annals of the Deaf 2023The changes brought about by the COVID-19 pandemic resulted in more virtual instruction in schools. Teachers experienced multiple new challenges while moving online. As...
The changes brought about by the COVID-19 pandemic resulted in more virtual instruction in schools. Teachers experienced multiple new challenges while moving online. As Fleming (2020) notes, "Unlike developing a whole-class lesson plan online, special education teachers are now tasked with developing unique plans for every student that align with their IEPs [individualized education programs], as required by federal mandate" (p. 1). In the present article, we consider how to best incorporate active learning, engagement, and critical thinking into an online learning environment while supporting language and social development for all students. Alexander (2020) notes the importance of socialization, observing that the loss of face-to-face interactions decreases students' confidence and affects their mental health. We also consider how to meaningfully incorporate social interaction, engagement, and active learning to support deaf and hard of hearing students in developing a sense of classroom and school community.
Topics: Humans; Pandemics; Schools; Students; Problem-Based Learning; Educational Personnel
PubMed: 38588103
DOI: 10.1353/aad.2023.a917250 -
The Clinical Teacher Oct 2018Near-peer teaching is used in anatomy education because of its benefits to the learner, teacher and faculty members. Despite the range of reports focusing on the...
BACKGROUND
Near-peer teaching is used in anatomy education because of its benefits to the learner, teacher and faculty members. Despite the range of reports focusing on the learner, the advantages for the teacher, which are thought to include communication skills, subject knowledge and employability, are only beginning to be explored.
METHOD
A questionnaire was distributed to the teachers involved in anatomy near-peer teaching at the University of Southampton and Brighton and Sussex Medical School (BSMS). This questionnaire was designed using a rating scale of 0-10 to assess teacher perspectives on their level of knowledge, teaching skills and enjoyment of teaching. Free-text responses determined the teachers' motivation and perceived benefits from the teaching.
RESULTS
Twenty-eight questionnaires were gathered (54.9% response rate), including 20 from Southampton and eight from BSMS. Long-term knowledge retention and better understanding of the material were rated 8.1 and 7.9 out of 10, respectively. Eight responses were from currently practising doctors, who rated how much they now use their teaching skills as doctors as 8.9 out of 10. Of the eight doctors, seven gained points for their foundation programme applications as a direct result of near-peer teaching. The most common motivator for engaging in teaching was to improve subject matter knowledge and the most common benefit was improved communication skills. There are numerous advantages to being a near-peer teacher in medical school DISCUSSION: There are numerous advantages to being a near-peer teacher in medical school, which include knowledge improvement, transferrable professional skills and employability. These initial results support the hypothesised benefits to the teachers and provide a foundation for further longitudinal studies.
Topics: Clinical Competence; Communication; Curriculum; Education, Medical, Undergraduate; Humans; Knowledge; Motivation; Peer Group; Students, Medical; Teaching; United Kingdom
PubMed: 29573152
DOI: 10.1111/tct.12784 -
The Clinical Teacher Oct 2020Developing teaching skills is a fundamental part of physician postgraduate training. Although resident-as-teacher curricula are proliferating, there is no clear...
BACKGROUND
Developing teaching skills is a fundamental part of physician postgraduate training. Although resident-as-teacher curricula are proliferating, there is no clear consensus on how best to train resident physicians as clinical teachers. Peer observation has been shown to be effective in other settings, including faculty development, and could be adopted for resident teaching skill development.
METHODS
The authors developed a 5-day resident-as-teacher training programme, founded on three principles: (i) focused seminars; (ii) authentic teaching experiences; and (iii) peer observation. To provide genuine teaching experiences, course participants taught regularly scheduled curricular sessions. Residents were partnered with a peer; each delivered two teaching sessions and provided two peer observations.
RESULTS
Evaluations revealed the course had a 'major impact' on participants' teaching. Significant improvements were observed in self-reported comfort and confidence with teaching and in providing feedback. Peer observation was cited as the most effective component of the course. Nearly all residents were both comfortable receiving and providing peer-observed feedback. A majority of residents reported that they were more likely to seek feedback as a result of the course. The faculty member time required was limited to 1-2 hours per individual.
DISCUSSION
Peer observation can be used effectively to engage residents and advance clinical teaching skills. Residents were generally comfortable giving and receiving feedback in peer-observer dyads. Employing peer observation also reduced the amount of faculty member time needed to deliver resident-as-teacher programming, thereby facilitating the scalability of the programme. Allowing participants to teach during regular conference time allowed for smooth integration into the pre-existing schedule for the training programme.
Topics: Clinical Competence; Curriculum; Feedback; Humans; Internship and Residency; Peer Group; Teaching
PubMed: 31968153
DOI: 10.1111/tct.13134 -
Evaluation and Program Planning Apr 2020Pedagogy and andragogy refer to the philosophical and empirical assumptions that instructors make about what and how people learn. These assumptions guide much of the...
Pedagogy and andragogy refer to the philosophical and empirical assumptions that instructors make about what and how people learn. These assumptions guide much of the subsequent instructional design process, including learning objectives, learning experiences, assessment techniques, and more. Most of the existing literature in evaluator education is descriptive in nature, and there has been limited attention to research on pedagogy specific to evaluation or identification of effective practices for teaching evaluation. As a result, we know very little about the theoretical or practical pedagogy of evaluation. As a first step in understanding this pedagogy, this article first synthesizes relevant concepts, principles of learning, and models of instructional design principles of learning developed in the field of education. The authors then offer case examples of how these ideas, principles, models, and pedagogies apply to five evaluation-specific courses.
Topics: Humans; Information Dissemination; Learning; Problem-Based Learning; Program Evaluation; Teaching; Thinking
PubMed: 32036323
DOI: 10.1016/j.evalprogplan.2020.101786 -
The Clinical Teacher Apr 2021At Imperial College, we developed a novel teaching programme for medical students based within a local primary school, with the aim of developing students' teaching...
BACKGROUND
At Imperial College, we developed a novel teaching programme for medical students based within a local primary school, with the aim of developing students' teaching skills and centring social accountability in our curriculum. Similar service-learning programmes have shown significant benefit for student participants, including: improving communication skills, developing an understanding of the social determinants of health, and increased empathy. In partnership with a local primary school, the programme involved a group of medical students designing, developing and delivering a teaching session to primary school children.
METHODS
Medical students completed written reflections on the programme and semi-structured interviews were conducted with teachers who had participated in the programme. These were then thematically analysed.
RESULTS
Themes from student reflections included: improvement in teaching and communication skills; and an increased awareness of social accountability. Themes from teacher interviews included: benefits of an aspirational figure in the school; engagement of the children; and the ongoing inspirational benefit for the pupils.
DISCUSSION
Our analysis suggested students and the school community benefitted. Students reported the experience was an effective way to learn teaching skills and to improve their communication with children. The programme delivered skills transferrable to other clinical contexts including leadership and behavioural management, adaptability and creative thinking. Teacher interviews suggested the programme was mutually beneficial. The framing of medical students as role models raised the possibility that such programmes may help tackle the challenge of widening participation in medicine. We would recommend medical educators to consider developing other mutually beneficial service-learning programmes.
Topics: Child; Communication; Curriculum; Humans; Learning; Schools; Students, Medical; Teaching
PubMed: 33021082
DOI: 10.1111/tct.13279 -
Sao Paulo Medical Journal = Revista... 2018There is extensive evidence, mainly from the United States and Canada, that points towards the need to train medical residents in teaching skills. Much of the "informal... (Review)
Review
BACKGROUND
There is extensive evidence, mainly from the United States and Canada, that points towards the need to train medical residents in teaching skills. Much of the "informal curriculum", including professional values, is taught by residents when consultants are not around. Furthermore, data from the 1960s show the importance of acquiring these skills, not only for residents but also for all doctors. -Teaching moments can be identified in simple daily situations, like discussing a clinical situation with patients and their families, planning patients' care with the healthcare team or teaching peers and medical students. The aim here was to examine the significance of resident teaching courses and estimate the effectiveness of these courses and the state of the art in Brazil.
METHODS
We conducted a review of the literature, using the MEDLINE, PubMed, SciELO and LILACS databases to extract relevant articles describing residents-as-teachers (RaT) programs and the importance of teaching skills for medical residents. This review formed part of the development of a doctoral project on medical education.
RESULTS
Original articles, reviews and systematic reviews were used to produce this paper as part of a doctoral project.
CONCLUSIONS
RaT programs are important in clinical practice and as role models for junior learners. -Moreover, these educational programs improve residents' self-assessed teaching behaviors and teaching confidence. On the other hand, RaT program curricula are limited by both the number of studies and their methodologies. In Brazil, there is no such experience, according to the data gathered here, except for one master's thesis.
Topics: Brazil; Education, Medical; Humans; Internship and Residency; Teaching
PubMed: 30892488
DOI: 10.1590/1516-3180.2018.0147060818 -
Pediatrics Mar 2016
Review
Topics: Clinical Competence; Education, Medical; Humans; Models, Educational; Patient Simulation; Physical Examination; Program Development; Teaching
PubMed: 26933206
DOI: 10.1542/peds.2015-4511 -
Journal of the Medical Library... Oct 2020Traditionally, there are three primary ways to learn anatomy outside the classroom. Books provide foundational knowledge but are limited in terms of object manipulation...
Traditionally, there are three primary ways to learn anatomy outside the classroom. Books provide foundational knowledge but are limited in terms of object manipulation for deeper exploration. Three-dimensional (3D) software programs produced by companies including Biosphera, Sciencein3D, and Anatomage allow deeper exploration but are often costly, offered through restrictive licenses, or require expensive hardware. A new approach to teaching anatomy is to utilize virtual reality (VR) environments. The Virginia-Maryland College of Veterinary Medicine and University Libraries have partnered to create open education-licensed VR anatomical programs for students to freely download, access, and use. The first and most developed program is the canine model. After beta testing, this program was integrated into the first-year students' physical examination labs in fall 2019. The VR program enabled students to walk through the VR dog model to build their conceptual knowledge of the location of certain anatomical features and then apply that knowledge to live animals. This article briefly discusses the history, pedagogical goals, system requirements, and future plans of the VR program to further enrich student learning experiences.
Topics: Anatomy, Veterinary; Animals; Computer-Assisted Instruction; Dogs; Education, Veterinary; Humans; Maryland; Students; Virginia
PubMed: 33013225
DOI: 10.5195/jmla.2020.1057 -
Medical Teacher May 2018There are perennial calls for MD curricula to reform in order to meet the changing needs of students, patients, and society. And yet, efforts at renewal have also been...
RATIONALE
There are perennial calls for MD curricula to reform in order to meet the changing needs of students, patients, and society. And yet, efforts at renewal have also been suggested to have minimal impact on the pedagogy and outcomes of medical education. One reason may be misalignment between the components of the curriculum during design and implementation. The University of Toronto MD program recently renewed its undergraduate preclinical Foundations curriculum. Mindful of the pitfalls of misalignment, the renewal process focused deliberately on alignment between the various components of the curriculum: instructional methods, student assessment, faculty development, and the larger purpose of serving students and society.
INNOVATION
Educational evidence was used to drive the alignment process which resulted in three major changes. First, we created a spiral curriculum centered on 72 virtual patient cases designed to integrate content and prepare students for clinical learning. Second, we introduced a novel medical psychiatry component to address a core societal need in mental health. This exposed students early to experiences of complexity, ambiguity, and integrated patient care. Lastly, a shift to assessment for learning and programmatic assessment was designed and implemented concurrently to reinforce the pedagogy of the curriculum. Synchronous faculty development was developed for the new roles required of faculty.
CONCLUSIONS
Early program evaluation shows alignment of these curricular components requires ongoing attention and resources in order to be successful. The potential benefits of this alignment are well prepared students who can meet the needs of their patients and society in an increasingly complex health system.
Topics: Curriculum; Education, Medical, Undergraduate; Educational Measurement; Faculty, Medical; Humans; Patient-Centered Care; Problem-Based Learning; Program Evaluation; Psychiatry; Staff Development; Teaching
PubMed: 29490525
DOI: 10.1080/0142159X.2018.1435858