A5015414971- Innovations in Medical Education
- Clinical Reasoning and Diagnostic Skills
- Radiology practices and education
- Medical Education and Admissions
- Empathy and Medical Education
- Diversity and Career in Medicine
- Hospital Admissions and Outcomes
- Reflective Practices in Education
- Evaluation of Teaching Practices
- Healthcare professionals’ stress and burnout
- Health Sciences Research and Education
- Student Assessment and Feedback
- Healthcare cost, quality, practices
- Patient-Provider Communication in Healthcare
- Simulation-Based Education in Healthcare
- Patient Safety and Medication Errors
- Interprofessional Education and Collaboration
- Healthcare Quality and Management
- Communication in Education and Healthcare
- Ethics in medical practice
- Counseling Practices and Supervision
- Cardiac, Anesthesia and Surgical Outcomes
- Nursing Roles and Practices
- Medical Malpractice and Liability Issues
- Education and Critical Thinking Development
The Wilson Centre
2015-2024
University Health Network
2008-2024
University of Toronto
2015-2024
Mount Sinai Hospital
2013-2024
Sinai Health System
2020-2024
Canadian Institutes of Health Research
2024
University of Miami
2024
Public Health Ontario
2023
Ethica (Canada)
2013-2020
Ethics and Public Policy Center
2013-2020
Assessment is central to medical education and the validation of assessments vital their use. Earlier validity frameworks suffer from a multiplicity types or failure prioritise among sources evidence. Kane's framework addresses both concerns by emphasising key inferences as assessment progresses single observation final decision. Evidence evaluating these planned presented argument.We aim offer practical introduction concepts that educators will find accessible applicable wide range tools...
Over the past 25 years, professionalism has emerged as a substantive and sustained theme, operationalization measurement of which become major concern for those involved in medical education. However, how to go about establishing elements that constitute appropriate order assess them is difficult. Using discourse analysis approach, International Ottawa Conference Working Group on Professionalism studied some dominant notions professionalism, particular implications its assessment. The...
Models of sound assessment practices increasingly emphasise assessment's formative role. As a result, must not only support judgements about learner competence, but also generate meaningful feedback to guide learning. Reconciling the tension between focus on judgement and decision making feedback's growth development represents critical challenge for researchers educators.We synthesise literature related this tension, framed around four trends in education research: (i) shifting perspectives...
Mistakes are ubiquitous in medicine; when confronted by error, physicians may experience anxiety, guilt, and self-doubt. Feedback be useful for navigating these feelings, but only if it matches a physician's self-assessment; self-doubt the imposter syndrome examples of inaccurate self-assessments that affect receptivity to feedback. The impact real or imagined underperformance on seemingly competent is poorly understood. This study aimed develop deeper understanding identify strategies...
The drive toward competency-based education frameworks has created a tension between competing desires-for quantified, standardized measures on one hand, and for an authentic representation of what it means to be good doctor the other. purpose this study was better understand tensions that exist competency faculty's real-life experiences in evaluating residents.Interviews were conducted with 19 experienced internal medicine attendings at two Canadian universities 2007. Attendings each...
As the evaluation of professional behaviors has been identified as an area for development, Professionalism Mini-Evaluation Exercise (P-MEX) was developed using mini-Clinical Examination (mini-CEX) format.From a set 142 observable reflective professionalism at McGill workshop, 24 were converted into instrument modeled on mini-CEX. This instrument, designed use in multiple settings, tested clinical clerks medicine, surgery, obstetrics and gynecology, psychiatry, pediatrics. In all, 211 forms...
Feedback in medical education has traditionally showcased techniques and skills of giving feedback, models used staff development have focused on feedback providers (teachers) not receivers (learners). More recent definitions questioned this approach, arguing that the impact lies learner acceptance assimilation with improvement practice professional growth. Over last decade, research findings emphasized conversations are complex interpersonal interactions influenced by a multitude...
Medical Education 2011: 45: 69–80 Context Trainees in undergraduate and postgraduate medical education engage multiple transitions as part of the educational process, including many that occur on both periodic daily bases within programmes. The clinical rotation, based either a discipline or care setting occurring over predetermined, short period time, is deeply entrenched approach with its roots Abraham Flexner's seminal report. Many assumptions about presumed benefits rotations have become...
The traditional "rotating" model of inpatient training remains the gold standard residency, moving residents through different systems every two to four weeks. authors studied experience and impact frequent transitions on residents.This was a qualitative study. Ninety-seven individuals participated in 12 focus groups at three academic medical centers purposefully chosen represent range geographic locations structural characteristics. Four were held each site: only, faculty nurses ancillary...
Quantitative scores fail to capture all important features of learner performance. This awareness has led increased use qualitative data when assessing health professionals. Yet the assessments is hampered by incomplete understanding their role in forming judgments, and lack consensus how appraise rigor judgments therein derived. The authors articulate assessment as part a comprehensive program assessment, translate concept validity apply arising from assessments. They first identify...
Objectives Narrative comments are used routinely in many forms of rater-based assessment. Interpretation can be difficult as a result idiosyncratic writing styles and disconnects between literal intended meanings. Our purpose was to explore how faculty attendings interpret make sense the narrative on residents' in-training evaluation reports (ITERs) determine language cues that appear influential generating justifying their interpretations. Methods A group 24 internal medicine (IM) each...
In-training evaluation reports (ITERs) are ubiquitous in internal medicine (IM) residency. Written comments can provide a rich data source, yet often overlooked. This study determined the reliability of using variable amounts commentary to discriminate between residents.ITER from two cohorts PGY-1s IM at University Toronto (graduating 2010 and 2011; n = 46-48) were put into sets containing 15 16 residents. Parallel created: one with full year only first three assessments. Each set was...
Purpose As key participants in the assessment dyad, residents must be engaged with process. However, residents’ experiences competency-based medical education (CBME), and specifically entrustable professional activity (EPA)-based assessments, have not been well studied. The authors explored junior perceptions regarding implementation of EPA feedback initiatives an internal medicine program. Method From May to November 2018, 5 focus groups were conducted 28 first-year from University Toronto,...
Background Although podcasts are increasingly being produced for medical education, their use and perceived impact in informal educational settings understudied. Objective This study aimed to explore how why physicians learners listen The Rounds Table (TRT), a podcast, as well determine the podcast’s on learning practice. Methods Web-based podcast analytics were used collect TRT usage statistics. A total of 17 listeners then identified interviewed through purposive convenience sampling,...
Purpose To support students' developing professionalism, it is necessary to understand the professional challenges and dilemmas they perceive in clinical setting. This study systematically documented catalogued reports of lapses. Method Six focus groups were conducted with senior medical students (n = 29) at three universities. Using a grounded-theory approach, researchers analyzed specific lapses professionalism for recurrent themes. The resulting coding structure was applied using NVivo...
The evaluation of professionalism often relies on the observation and interpretation students' behaviors; however, little research is available regarding faculty's interpretations these behaviors.Interviews were conducted with 30 faculty, who asked to respond five videotaped scenarios in which students are placed professionally challenging situations. Behaviors catalogued by person scenario.There was agreement between faculty about what should not do each scenario. Abstracted principles...
To explore clinical faculty members' knowledge and attitudes regarding their teaching evaluation of professionalism.Clinical involved in medical education at University Toronto Faculty Medicine were recruited to participate focus groups between 2006 2007 discuss knowledge, beliefs, about evaluating professionalism determine views development this area. Focus transcribed, analyzed, coded for themes using a grounded theory approach.Five consisting 14 members from surgical specialties,...
Background Over the last two decades, competency-based frameworks have been internationally adopted as primary educational approach in medicine. Yet medical education (CBME) remains contested academic literature. We look broadly at nature of this debate to explore how it may shape scholars' understanding CBME, and its implications for research practice. In doing so, we deconstruct unarticulated discourses assumptions embedded CBME Methods assembled an archive literature focused on CBME. The...
Although scores on in-training evaluation reports (ITERs) are often criticized for poor reliability and validity, ITER comments may yield valuable information. The authors assessed across-rotation of in one internal medicine program, ability to predict postgraduate year three (PGY3) performance, incremental predictive validity attendings' analysis written comments.Numeric narrative data from the first two years ITERs cohort residents at University Toronto Faculty Medicine (2009-2011) were...