A5043719478- Innovations in Medical Education
- Clinical Reasoning and Diagnostic Skills
- Medical Education and Admissions
- Diversity and Career in Medicine
- Radiology practices and education
- Empathy and Medical Education
- Simulation-Based Education in Healthcare
- Health and Medical Research Impacts
- Innovative Teaching and Learning Methods
- Health Sciences Research and Education
- Primary Care and Health Outcomes
- Patient-Provider Communication in Healthcare
- Visual and Cognitive Learning Processes
- Meta-analysis and systematic reviews
- Artificial Intelligence in Healthcare and Education
- Educational Strategies and Epistemologies
- Interprofessional Education and Collaboration
- Online and Blended Learning
- Healthcare Quality and Management
- Global Health Workforce Issues
- Surgical Simulation and Training
- Emergency and Acute Care Studies
- Problem and Project Based Learning
- Online Learning and Analytics
- Science Education and Pedagogy
University of Toronto
2016-2025
The Wilson Centre
2016-2025
University Health Network
2014-2023
Office of Education
2023
Toronto Public Health
2021
Health Net
2020
St. Michael's Hospital
2019
St Michaels Hospital
2019
Toronto East General Hospital
2019
Uniformed Services University of the Health Sciences
2018
The goal of the Objective Structured Clinical Examination (OSCE) in Competency-based Medical Education (CBME) is to establish a minimal level competence. purpose this study was 1) determine credibility and acceptability modified Angoff method standard setting CBME, using Borderline Group (BG) Regression (BLR) as reference standard; 2) if it feasible set different standards for junior senior residents, 3) desired characteristics judges applying method. results previous OSCE (21 18 six...
Abstract In this era of increasing complexity, there is a growing gap between what we need our medical experts to do and the training provide them. While education has long history being guided by theories expertise inform curriculum design implementation, that currently underpin educational programs not account for necessary excellence in changing health care context. The more comprehensive view gained research on both clinical reasoning adaptive provides useful framing re‐shaping physician...
Formative assessments can enhance and enrich student learning. Typically, these have been used to provide feedback against end-of-course standards prepare students for summative of performance or measurement competence. Here, we present the case using learning encompass a wider range important outcomes. We discuss 1) rationale assessment learning; 2) guiding theories expertise that inform 3) theoretical empirical evidence; 4) approaches rigor validation; 5) implementation at multiple levels...
The Multiple Mini-Interview (MMI) is useful in selecting undergraduate medical trainees. Postgraduate applicant pools have smaller numbers of more homogeneous candidates that must be actively recruited while being assessed. This paper reports on the MMI's use assessing residency candidates.Canadian and international graduates to three programs--obstetrics-gynecology pediatrics (McMaster University) internal medicine (University Alberta)--underwent MMI for selection (n = 484) 2008 2009....
Objectives This study is designed to provide an overview of why, how, when and for whom collaborative learning clinical skills may work in health professions education. Why Collaborative influence positively according the non-medical literature. Training efficiency therefore be improved if outcomes are superior or equivalent those attained through individual learning. How According a social interaction perspective, mediates its effects interaction, motivation, accountability positive...
In 1988, the Edinburgh Declaration challenged medical teachers, curriculum designers and leaders to make an organised effort change education for better. Among a series of recommendations was call integrate training in science clinical practice across breadth contexts. The aim create physicians who could serve needs all people provide care multitude years since, numerous efforts towards integration, new models curricula have been proposed implemented with varying levels success.In this...
Online education resources (OERs), like blogs and podcasts, increasingly augment or replace traditional medical such as textbooks lectures. Trainees' ability to evaluate these is poor, few quality assessment aids have been developed assist them. This study aimed derive a evaluation instrument for this purpose.We used three-phase methodology. In Phase 1, previously derived list of 151 OER indicators was reduced 13 items using data from published consensus-building studies (of educators,...
Changes in digital technology, increasing volume of data collection, and advances methods have the potential to unleash value big generated through education health professionals. Coupled with this are legitimate concerns about how can be used or misused ways that limit autonomy, equity, harm stakeholders. This consensus statement is intended address these issues by foregrounding ethical imperatives for engaging as well risks challenges. Recognizing wide ever evolving scope scholarship, we...
Methods of integrating basic science with clinical knowledge are still debated in medical training. One possibility is increasing the spatial and temporal proximity content to science. An alternative model argues that teaching must purposefully expose relationships between domains. The authors compared different methods science: causal explanations linking features, presenting both domains separately but proximity, simply featuresFirst-year undergraduate health professions students were...
ABSTRACT Purpose The development of the Diabetic Wound Assessment Learning Tool (DiWALT) has previously been described. However, an examination its application to a larger, more heterogeneous group participants is lacking. In order allow for robust assessment psychometric properties DiWALT, we applied it broader participants. Materials and Methods We built validity evidence tool by assessing 74 clinician participants' during two simulated wound care scenarios: Two assessors independently...
Context Transfer of basic science aids novices in the development clinical reasoning. The literature suggests that although transfer is often difficult for novices, it can be optimised by two complementary strategies: (i) focusing learners on conceptual knowledge or (ii) exposing to multiple contexts which concepts may apply. relative efficacy each strategy as well mechanisms facilitate are unknown. In sequential experiments, we compared both strategies and explored mechanistic changes how...
Recently in medicine, the accuracy of machine learning models predictive tasks has started to meet or exceed that board-certified specialists. The ability automate cognitive using software raised new questions about future role human physicians health care. Emerging technologies can displace people from their jobs, forcing them learn skills, so it is clear this looming challenge needs be addressed by medical education system. While current seeks prepare next generation for a rapidly evolving...
Rationale: There are perennial calls for MD curricula to reform in order meet the changing needs of students, patients, and society. And yet, efforts at renewal have also been suggested minimal impact on pedagogy outcomes medical education. One reason may be misalignment between components curriculum during design implementation. The University Toronto program recently renewed its undergraduate preclinical Foundations curriculum. Mindful pitfalls misalignment, process focused deliberately...
Critical reflection supports enactment of the social roles care, like collaboration and advocacy. We require evidence that links critical teaching approaches to future critically reflective practice. thus asked: does a theory-informed approach influence what learners talk about (i.e. topics discussion) how they whether in ways) during subsequent learning experiences? Pre-clinical students (n = 75) were randomized into control intervention conditions (8 groups each, up 5 interprofessional...
Purpose: To generate Cronbach’s alpha and further mixed methods construct validity evidence for the Blended Learning Usability Evaluation–Questionnaire (BLUE-Q).Methods: Forty interprofessional clinicians completed BLUE-Q after finishing a 3-month long blended learning professional development program in Ontario, Canada. Reliability was assessed with α each of 3 sections all quantitative items together. Construct evaluated through Grand-Guillaume-Perrenoud et al. framework, which consists...