A5026779369- Innovations in Medical Education
- Clinical Reasoning and Diagnostic Skills
- Global Health Workforce Issues
- Radiology practices and education
- Interprofessional Education and Collaboration
- Healthcare cost, quality, practices
- Dental Education, Practice, Research
- Early Childhood Education and Development
- Teacher Education and Leadership Studies
- Primary Care and Health Outcomes
- Children's Rights and Participation
- Empathy and Medical Education
- Diversity and Career in Medicine
- Reflective Practices in Education
- Health and Medical Research Impacts
- Medical Education and Admissions
- Literary Theory and Cultural Hermeneutics
- Teacher Education and Assessments
- Collaborative Teaching and Inclusion
- University-Industry-Government Innovation Models
- Global Public Health Policies and Epidemiology
- Art Therapy and Mental Health
- Critical Race Theory in Education
- Educational and Psychological Assessments
- Innovative Human-Technology Interaction
University of Wisconsin–Milwaukee
2017-2024
Johns Hopkins University
2024
University of Dundee
1934-2023
University of California, San Francisco
2020
Department of Health and Aged Care
2020
ACT Government
2020
Stellenbosch University
2020
Government of Western Australia Department of Health
2020
Marymount University
2019
NHS Tayside
2018
Transitions are traditionally viewed as challenging for clinicians. Throughout medical career pathways, clinicians need to successfully navigate successive transitions they become progressively more independent practitioners. In these guidelines, we aim synthesize the evidence from literature provide guidance supporting in their development of independence, and highlight areas further research.Drawing upon D3 method guidance, four key themes universal progressive independence were identified...
Keele Medical School's new curriculum includes a 5-week course to extend medical students' consultation skills beyond those historically required for competent inductive diagnosis.Clinical reasoning is core skill the practice of medicine, and known have implications patient safety, yet it has not been explicitly taught. Rather, assumed that these will be learned by accumulating body knowledge observing expert clinicians. This aims assist students develop their own clinical promote greater...
Dundee University School of Medicine established a pilot for 40 week long comprehensive Longitudinal Integrated Clerkship (LIC) in 2016. Ten places year 4 students are available which shared between two regions Scotland largely rural areas by UK definitions. This paper describes the drivers pilot, its implementation and early evaluation. For evaluation, data were collected using focus groups semi-structured interviews from first cohort seven students, four health service employed staff (two...
Abstract The purpose of this article is to share the examination inclusivity as a paradigm for fostering authenticity and agency (Moore, 2017) among teacher candidates. This framing challenges notion inclusion tool meritocracy used manage learners through expectations that uphold monolingualism, decenter racial histories, rely on rigid behavior plans. In work, authors interrogate impact assimilation has English learners' authentic ways knowing being. Thus, they present conceptualization...
To determine whether an app-based software system to support production and storage of assessment feedback summaries makes workplace-based easier for clinical tutors enhances the educational impact on medical students.
One approach to facilitating student interactions with patient pathways at Keele University School of Medicine, England, is the placement medical students for 25% their clinical time in general practices. The largest component a 15-week 'student attachment' primary care during final year, which required development new network teaching practices rural district England about 90 km (60 mi) from main campus North Staffordshire. accommodation and education hub was established 2011-2012 enable...
Background: Educational feedback is amongst the most powerful of all learning interventions. Research questions: (1) Can we measure quality written educational with acceptable metrics? (2) Based on such a measure, does improvement (QI) intervention improve feedback? Study design: We developed QI instrument to and applied it provided medical students following workplace assessments. evaluated measurement characteristics score using generalisability theory. In an uncontrolled intervention,...
Keele Medical School has a small accommodation hub for students placed within ten associated general practices in predominantly rural area of England. Groups up to eleven final year spend fifteen weeks learning generic and transferable clinical skills these practices.To explore the evolving perceptions on their experiences throughout placements.All at between August December 2013 were invited participate focus groups zero, seven, fifteen. Analysis was qualitative thematic.Ten, five eight...
The Teacher Performance Assessment (edTPA) has been widely adopted in schools of higher education across the United States. Different state departments have set policies, to varying degrees, that determine outcomes for passing edTPA, with some requiring a score obtain licensure. As result high-stakes nature teacher programs are taking steps support candidates as they navigate this process. adoption however, is not without obstacles and become complicated process implementation. purpose study...
The implementation of new curriculum at Keele University Medical School, UK has made heavy use general practice as a locus for learning. This necessitated substantial expansion in the School's teaching network. hinterland includes large rural area with number excellent practices and associated community hospitals that, to date, have been unable teach undergraduates because their inaccessibility. article describes how School its partners articulated vision establish campus an accommodation...
Background Untimed simulated primary care consultations focusing on safe and effective clinical outcomes were first introduced into undergraduate medical education in Otago, New Zealand, 2004. We extended this concept included a secondary version for final-year students. offer students opportunities to manage entire consultations, which include making implementing decisions with patients (SPs). Formative feedback is given by SPs the achievement of pre-determined faculty members decision...
Clinical reasoning is an important skill for all clinicians and historically has rarely been formally taught either at undergraduate or postgraduate level. as a formal course in the fourth year of programme Keele School Medicine by tutors who are practicing general practitioners.We aimed to explore tutors' perceptions about how teaching on impacted their own consultation skills.All 11 had least one full academic were invited take part recorded individual semi-structured interviews with...
Objective A multidisciplinary support team for general practice was established in April 2014 by a local National Health Service (NHS) England management team. This work evaluates the team's effectiveness supporting and promoting change its first 2 years, using realist methodology. Setting Primary care one area of England. Participants Semistructured interviews were conducted with staff from 14 practices, 3 key senior NHS personnel 5 members Sampling purposive to include representatives...
Keywords: curriculumcurriculum developmentprimary careundergraduate educationKeywords: academic fellowsdeprivationpostgraduate educationrecruitmentretention
Keele medical students spend 113 days in general practices over our five-year programme. We collect practice data thought to indicate good quality teaching. explored the relationships between these and two outcomes for students; Objective Structured Clinical Examination (OSCE) scores feedback regarding placements. Though both are surrogate markers of teaching, they widely used. collated outcome one academic year. Two separate statistical analyses were carried out: (1) determine how much...
Click to increase image sizeClick decrease sizeKeywords: medical facultyprimary health careundergraduate education
The purpose of this literature review was to examine how language is used describe and advance culturally-based pedagogy critically reflect on the employed in teacher education research. Our intent understand terminology that has moved conversations equity, diversity, cultural ways knowing center urban research practice. Findings indicate discourse relies upon: (1) exploration construct culture, (2) knowledge socio-historical context specific terminology, (3) a perspective generative dynamic.
This article describes the processes and timeline of developing our Inclusive Early Childhood Teacher Education Program (IECTE). In doing so, we describe collaborations that have a dynamic unfolding took place over 10 years united early childhood education (ECE), intervention/early special (EI/ECSE), bilingual/English as second language (ESL) programming. Foundational to collaborative work is transformation occurred within these individual areas teacher eventually led us evolving paradigm...