Monthly Archives: April 2015

We Don’t Know Much About Teaching Medical Ethics

  This Romanell report, an update from a 1985 landmark article, shows that we still know very little about the optimal goals, outcomes, teaching methods, or assessment methods of medical ethics education.  A much longer (compared to 1985) list of proposed … Continue reading

Posted in Undergraduate Medical Education | Tagged

Attendings Vary In Their Supervisory Role – A Lot

  This will not be news for our trainees.  Twenty-four internal medicine inpatient teaching service attendings were given a sample student presentation and interviewed regarding their supervisory style.  Different styles were characterized by “the relative prioritization of three competing activities – … Continue reading

Posted in Graduate Medical Education | Tagged

Throw Out The Checklists (To Determine OSCE Failure)!  A Global Competent/Not Competent Rating Is Better

  Forty-seven residents were video-taped performing procedures on simulators during an observed structured clinical examination (OSCE).  Trained raters filled out traditional checklists as well global ratings including one for “overall ability to perform procedure”.  Any “not competent” rating generated a written … Continue reading

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Are Connectivist Massive Open Online Courses (cMOOCs) The Solution For Faculty Development In Medical Education?

 Academic Life in Emergency Medicine is an open access medical education web site aimed at emergency medicine practitioners.  The authors describe their experience with their first six monthly on-line scenarios that raise “nonclinical educational dilemmas”.  Each case, before posting, is … Continue reading

Posted in Continuing Medical Education, Graduate Medical Education, Undergraduate Medical Education | Tagged , ,

We Think The Learning Environment Is Important. Can We Measure It?

  Johns Hopkins students filled out a survey including Likert-scale learning environment questions with an 81% completion rate. Investigators created a learning environment measure utilizing 28 questions which loaded into 7 general factors.  The score correlated with the students’ overall perception … Continue reading

Posted in Undergraduate Medical Education | Tagged , ,

Give Educators (a little) Money, And They Will Innovate

 The authors describe the UCSF (University of California San Francisco) experience with giving intramural grants of about $20,000 each, the bulk of which was used to provide faculty with up to 10% protected time for educational innovation and research.  In addition, … Continue reading

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