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  Subjects -> EDUCATION (Total: 2086 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (25 journals)
    - EDUCATION (1771 journals)
    - HIGHER EDUCATION (133 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (33 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (36 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1771 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 3)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Hybrid Journal   (Followers: 63)
Academic Psychiatry     Full-text available via subscription   (Followers: 27)
Academic Questions     Hybrid Journal   (Followers: 8)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 60)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 55)
Accounting & Finance     Hybrid Journal   (Followers: 56)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 22)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 7)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 62)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 40)
Action Research     Hybrid Journal   (Followers: 46)
Active Learning in Higher Education     Hybrid Journal   (Followers: 292)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 13)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 181)
Adult Education Quarterly     Hybrid Journal   (Followers: 163)
Advanced Education     Open Access   (Followers: 10)
Advances in Building Education     Open Access   (Followers: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 30)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 8)
AERA Open     Open Access   (Followers: 8)
Africa Education Review     Partially Free   (Followers: 25)
African Journal of Chemical Education     Open Access   (Followers: 3)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 5)
AGORA Magazine     Open Access  
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 2)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Ainedidaktiikka     Open Access  
Akadémiai Értesítö     Full-text available via subscription  
Aksiologiya : Jurnal Pengabdian Kepada Masyarakat     Open Access  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al Ibtida : Jurnal Pendidikan Guru MI     Open Access  
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access  
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Alan Eğitimi Araştırmaları Dergisi     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 16)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 169)
American Journal of Business Education     Open Access   (Followers: 12)
American Journal of Distance Education     Hybrid Journal   (Followers: 34)
American Journal of Education     Full-text available via subscription   (Followers: 203)
American Journal of Educational Research     Open Access   (Followers: 64)
American Journal of Health Education     Hybrid Journal   (Followers: 32)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
American String Teacher     Full-text available via subscription   (Followers: 1)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access  
Anadolu Journal Of Educational Sciences International     Open Access  
Anadolu University Journal of Education Faculty     Open Access  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 3)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 4)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Apex : New Zealand Journal of Gifted Children     Open Access   (Followers: 1)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 17)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 23)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 37)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 17)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 21)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 13)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 26)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 14)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
ASp     Open Access   (Followers: 3)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 152)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 43)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 19)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 6)
Australasian Journal of Special Education     Full-text available via subscription   (Followers: 8)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 8)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 26)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 16)
Australian Journal of Career Development     Hybrid Journal   (Followers: 3)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 36)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 8)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 10)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 4)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 460)
Australian Journal of Teacher Education     Open Access   (Followers: 22)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 6)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 287)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 8)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 6)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 5)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 44)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 10)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 197)
British Journal of Educational Studies     Hybrid Journal   (Followers: 160)
British Journal of Educational Technology     Hybrid Journal   (Followers: 152)
British Journal of Music Education     Hybrid Journal   (Followers: 24)
British Journal of Religious Education     Hybrid Journal   (Followers: 9)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 55)
British Journal of Special Education     Hybrid Journal   (Followers: 48)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Buletin Fisika     Open Access  
Bulletin of the Council for Research in Music Education     Full-text available via subscription   (Followers: 6)
Business, Management and Education     Open Access   (Followers: 18)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno de Educação     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Estudos e Pesquisa na Educação Básica     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription   (Followers: 1)
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 96)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 15)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 8)
Canadian Journal of Higher Education     Open Access   (Followers: 25)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 17)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 19)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 8)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 16)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 4)
Charrette     Open Access  

        1 2 3 4 5 6 7 8 | Last

Journal Cover
Academic Medicine
Journal Prestige (SJR): 2.53
Citation Impact (citeScore): 2
Number of Followers: 63  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1040-2446
Published by LWW Wolters Kluwer Homepage  [307 journals]
  • What Would Excellence in Health Professions Education Mean If It Addressed
           Our Most Pressing Health Problems'
    • Authors: Sklar; David P.
      Abstract: No abstract available
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Acknowledgment of Academic Medicine Reviewers
    • Abstract: No abstract available
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Avoiding Discrimination Against Physicians With Physical or Mental
           Disorders
    • Authors: Lawson; Nicholas D.; Kalet, Adina L.; Boyd, J. Wesley
      Abstract: No abstract available
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • In Reply to Lawson et al
    • Authors: Meeks; Lisa M.; Jain, Neera R.; Herzer, Kurt
      Abstract: No abstract available
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Addressing Combat Veterans’ Health Challenges in Postdeployment
           Reintegration
    • Authors: Mathewson-Chapman; Marianne; Chapman, Helena J.
      Abstract: No abstract available
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Opioids: Underprescription in a Time of Excess
    • Authors: Santiago; Christine
      Abstract: No abstract available
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Equity in Starting Salaries: A Tangible Effort to Achieve Gender Equity in
           Medicine
    • Authors: Choo; Esther K.; Bangsberg, David R.
      Abstract: No abstract available
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • The Hidden Curriculum: Taxonomic Dilemmas and Pattern Languages
    • Authors: Ellaway; Rachel H.
      Abstract: No abstract available
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Remembering Lawrence Weed: A Pioneer of the SOAP Note
    • Authors: Jaroudi; Sarah; Payne, J. Drew
      Abstract: No abstract available
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Governance of Academic Health Centers and Systems: A Conceptual Framework
           for Analysis
    • Authors: Pellegrini; Vincent D. Jr; Guzick, David S.; Wilson, Donald E.; Evarts, C. McCollister
      Abstract: imageHealth care has evolved from a cottage industry to a very complex one constituting nearly one-fifth of the U.S. economy. Large aggregated health care systems have evolved primarily for the purpose of optimizing financial performance by capturing greater market share and taking advantage of economies of scale in care delivery. With the noble intent of providing a broader base of support for the academic mission, academic health centers (AHCs) have followed suit by partnering with community hospitals and organizations with variable prior experience in the education and research arenas. Such a strategy makes good business sense, but it creates challenges for the academic mission. Singular emphasis on physicians’ clinical productivity enhances financial margin but often reduces faculty time and effort dedicated to the academic mission. While individual AHC governance is varied, the leadership structure of large aggregated health systems built around an AHC is even more complex and heterogeneous. Yet, to ensure the prosperity of the academic mission, the governance structure of such health care systems is of critical importance. Preservation of academic oversight of the faculty practice plan, a unifying central focal point of organizational decision making, and genuine physician leadership are three overarching governance characteristics that strengthen the prosperity of the academic mission within large aggregated health systems. Despite the heterogeneous nature of academic health system governance, these critical components of organizational leadership structure facilitate support of a robust academic mission. Understanding these principles and objectives of governance is essential for critical faculty engagement in AHC leadership activities.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Artist’s Statement: The Whole
    • Authors: Soltani; Maryam
      Abstract: imageNo abstract available
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • You Belong in the Room: Addressing the Underrepresentation of Physicians
           With Physical Disabilities
    • Authors: Schwarz; Charlotte M.; Zetkulic, Marygrace
      Abstract: In this Invited Commentary, the authors use personal experiences to highlight how obstacles for qualified candidates with physical disabilities persist in medical education, especially at entry to and early stages of training. In an era when medical schools and residency programs advocate principles of diversity and inclusion, it is estimated that medical students with physical disabilities still comprise less than 1% of learners. The authors present four constructive actions to address the underrepresentation of individuals with physical disabilities in medical schools: (1) acknowledging biases, (2) building networks, (3) reassessing the undifferentiated model of medical education, and (4) advocating the advantages of physicians with disabilities. Supporting trainees and practicing physicians with physical disabilities requires pragmatic evaluation of the essential functions of contemporary medical education, as well as lateral thinking to approach clinical work in innovative ways.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Promises and Pitfalls of Diversity Statements: Proceed With Caution
    • Authors: Carnes; Molly; Fine, Eve; Sheridan, Jennifer
      Abstract: As part of their efforts to increase the diversity of their workforce and student body, medical schools, academic medical centers, and individual departments are increasingly crafting public statements about their value for and commitment to diversity. For these statements to effectively enhance diversity, however, care must be taken, as research shows that some diversity-related messages can backfire. To avoid the pitfalls and realize the promise of diversity statements, this article presents recommendations based on experimental studies that investigate the impact of diversity messages. These studies suggest that diversity statements be aspirational, emphasize autonomy, and express a value for difference. Aspirational statements avoid creating the impression that equity has been achieved, thus preventing the “illusion of fairness” and the “paradox of meritocracy,” wherein espousing egalitarian values and the existence of a meritocracy can increase biased outcomes and workplace disparities. Statements that emphasize autonomy avoid the backlash that can occur when organizational members feel coerced into adopting prodiversity actions. Statements that emphasize the value of human differences convey a multicultural message that has shown positive outcomes compared with “colorblind” statements that acknowledge our common humanity. Although there are no studies specific to academic medicine, current research on a variety of organizations, including some studies from the health care industry, suggests that relying on these recommendations to craft a diversity statement may help contribute to academic medical centers’ larger efforts to promote diversity and inclusion and may help them avoid some deleterious effects.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Choosing Our Own Pathway to Competency-Based Undergraduate Medical
           Education
    • Authors: Veale; Pamela; Busche, Kevin; Touchie, Claire; Coderre, Sylvain; McLaughlin, Kevin
      Abstract: imageAfter many years in the making, an increasing number of postgraduate medical education (PGME) training programs in North America are now adopting a competency-based medical education (CBME) framework based on entrustable professional activities (EPAs) that, in turn, encompass a larger number of competencies and training milestones. Following the lead of PGME, CBME is now being incorporated into undergraduate medical education (UME) in an attempt to improve integration across the medical education continuum and to facilitate a smooth transition from clerkship to residency by ensuring that all graduates are ready for indirect supervision of required EPAs on day one of residency training. The Association of Faculties of Medicine of Canada recently finalized its list of 12 EPAs, which closely parallels the list of 13 EPAs published earlier by the Association of American Medical Colleges, and defines the “core” EPAs that are an expectation of all medical school graduates.In this article, the authors focus on important, practical considerations for the transition to CBME that they feel have not been adequately addressed in the existing literature. They suggest that the transition to CBME should not threaten diversity in UME or require a major curricular upheaval. However, each UME program must make important decisions that will define its version of CBME, including which terminology to use when describing the construct being evaluated, which rating tools and raters to include in the assessment program, and how to make promotion decisions based on all of the available data on EPAs.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Data, Big and Small: Emerging Challenges to Medical Education Scholarship
    • Authors: Ellaway; Rachel H.; Topps, David; Pusic, Martin
      Abstract: imageThe collection and analysis of data are central to medical education and medical education scholarship. Although the technical ability to collect more data, and medical education’s dependence on data, have never been greater, it is getting harder for medical schools and educational scholars to collect and use data, particularly in terms of the regulations, security issues, and growing reluctance of learners and others to participate in data collection activities. These two countervailing trends present a growing threat to the viability of medical education scholarship. In response, there must either be a more conducive data environment for medical education scholarship or medical education must move to become less dependent on data.There is, therefore, a growing need for a system-wide correction: a shift in practice that makes data use more viable and productive while maintaining high professional standards. There are five core areas that can contribute to a system-wide correction: greater clarity over what can be used as data; greater clarity on what constitutes “good” data; changes to the ways in which data are collected; better strategic stewardship of existing data; and deliberate and strategic attention to “data readiness” in support of medical education and medical education scholarship. These solutions are primarily practical and conceptual changes in the face of what are mainly regulatory challenges. However, medical educators also need to engage with emerging areas of practice such as learning analytics, and they need to consider the shifting social contract for using data in medical education.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Health Information Counselors: A New Profession for the Age of Big Data
    • Authors: Fiske; Amelia; Buyx, Alena; Prainsack, Barbara
      Abstract: Health care is increasingly data driven. Concurrently, there are concerns that health professionals lack the time and training to guide patients through the growing medical “data jungle.” In the age of big data, ever wider domains of people’s lives are “datafied,” which renders ever more information—at least in principle—usable for health care purposes. Turning data into meaningful information for clinical practice—and deciding what data or information should not be used for this purpose—requires a significant amount of time, resources, and skill. The authors argue that academic medicine should lead the way in navigating the use of complex, highly personal data in clinical practice. To make data actionable for both clinicians and patients, the authors propose that the best way to navigate the interface between patients and providers in the era of data-rich medicine would be the creation of a new profession entirely: health information counselors (HICs). HICs would have broad knowledge of various kinds of health data and data quality evaluation techniques, as well as analytic skills in statistics and data interpretation. Trained also in interpersonal communication, health management, insurance systems, and medico-legal aspects of data privacy, HICs would know enough about clinical medicine to advise on the relevance of any kind of data for prevention, diagnosis, and treatment. The creation of this new specialty would help patients and health care professionals to make more informed choices about how increasing amounts of health data and information can or should inform health care.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • A Framework for Resident Participation in Population Health
    • Authors: Jiménez; Jonathan; Andolsek, Kathryn M.; Martinez-Bianchi, Viviana; Michener, J. Lloyd
      Abstract: imagePopulation health experiences have become more common in medical education. Yet, most resident population health experiences are in patient panel management and fail to connect with the rapidly growing movement of cross-sector, data-driven, and community-led initiatives dedicated to improving the health of populations defined by geography rather than insurer or employer. In this Perspective, the authors present a five-stage framework for residents’ participation in the work of these initiatives. The five stages of this framework are (1) organize and prepare, (2) plan and prioritize, (3) implement, (4) monitor and evaluate, and (5) sustain. In applying this approach, residents stand to acquire new population health skills and augment the value and meaning of their work, while institutions stand to improve the health of the communities they serve, including the health of their own employees. However, a paucity of experienced role models and demanding residency schedules present significant challenges to residents effectively partnering with the community. Residencies and institutions will have to be flexible and committed to being a part of these cross-sector, data-driven, and community-led partnerships over the long term.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • A Guide to Reproducibility in Preclinical Research
    • Authors: Samsa; Greg; Samsa, Leigh
      Abstract: Many have raised concerns about the reproducibility of biomedical research. In this Perspective, the authors address this “reproducibility crisis” by distilling discussions around reproducibility into a simple guide to facilitate understanding of the topic.Reproducibility applies both within and across studies. The following questions address reproducibility within studies: “Within a study, if the investigator repeats the data management and analysis, will she get an identical answer'” and “Within a study, if someone else starts with the same raw data, will she draw a similar conclusion'” Contrastingly, the following questions address reproducibility across studies: “If someone else tries to repeat an experiment as exactly as possible, will she draw a similar conclusion'” and “If someone else tries to perform a similar study, will she draw a similar conclusion'”Many elements of reproducibility from clinical trials can be applied to preclinical research (e.g., changing the culture of preclinical research to focus more on transparency and rigor). For investigators, steps toward improving reproducibility include specifying data analysis plans ahead of time to decrease selective reporting; more explicit data management and analysis protocols; and increasingly detailed experimental protocols, which allow others to repeat experiments. Additionally, senior investigators should take greater ownership of the details of their research (e.g., implementing active laboratory management practices, such as random audits of raw data [or at least reduced reliance on data summaries], more hands-on time overseeing experiments, and encouraging a healthy skepticism from all contributors). These actions will support a culture where rigor + transparency = reproducibility.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Resurrecting Compassion
    • Authors: Hendrix; Cheralyn J.
      Abstract: No abstract available
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Getting Real: Aligning the Learning Needs of Clerkship Students With the
           Current Clinical Environment
    • Authors: Klamen; Debra L.; Williams, Reed; Hingle, Susan
      Abstract: imageThe authors present follow-up to a prior publication, which proposed a new model for third-year clerkships. The new model was created to address deficiencies in the clinical year and to rectify a recognized mismatch between students’ learning needs and the realities of today’s clinical settings. The new curricular model was implemented at Southern Illinois University School of Medicine in academic year 2016–2017. Guiding principles were developed. These were to more deeply engage students in experiential learning through clinical immersion; to pair individual faculty with individual students over longer periods of time so real trust could be developed; to provide students with longitudinal clinical reasoning education under controlled instructional conditions; to simplify goals and objectives for the core clerkships and align them with student learning needs; and to provide students with individualized activities to help them explore areas of interest, choose their specialty, and improve areas of clinical weakness before the fourth year. The authors discuss reactions by faculty and students to the new curriculum, which were mostly positive, as well as several outcomes. Students showed very different attitudes toward what they defined as success in the clerkship year, reflective of their deeper immersion. Students spent more time working in clinical settings and performed more procedures. Performance on Step 2 Clinical Knowledge and Clinical Skills was unchanged from traditional clerkship years. The 2015 article called for rethinking the third-year clerkships. The authors have shown that such change is possible, and the new curriculum can be implemented with successful early outcomes.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Transitions
    • Authors: Chretien; Katherine C.
      Abstract: No abstract available
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Narrative Intersectionality in Caring for Marginalized or Disadvantaged
           Patients: Thinking Beyond Categories in Medical Education and Care
    • Authors: Blackie; Michael; Wear, Delese; Zarconi, Joseph
      Abstract: Categories are essential to doctors’ thinking and reasoning about their patients. Much of the clinical categorization learned in medical school serves useful purposes, but an extensive literature exists on students’ reliance on broad systems of social categorization. In this article, the authors challenge some of the orthodoxies of categorization by combining narrative approaches to medical practice with the theoretical term “intersectionality” to draw students’ attention to the important intersecting, but often overlooked, identities of their patients. Although intersectionality applies for all patients, the focus here is on its importance in understanding and caring for marginalized or disadvantaged persons.Intersectionality posits that understanding individual lives requires looking beyond categories of identity in isolation and instead considering them at their intersection, where interrelated systems of power and oppression, advantage and discrimination are at play and determine access to social and material necessities of life. Combined with narrative approaches that emphasize the singularity of a person’s story, narrative intersectionality can enable a more robust understanding of how injustice and inequality interrelate multidimensionally to produce social disadvantage.The authors apply this framework to two films that present characters whose lives are made up of numerous and often-contradictory identities to highlight what physicians may be overlooking in the care of patients. If the education of physicians encourages synthesis and categorization aimed at the critically useful process of making clinical “assessments” and “plans,” then there must also be emphasis in their education on what might be missing from that process.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • St Kevin and the Blackbird
    • Authors: Heaney; Seamus
      Abstract: No abstract available
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Commentary on “St Kevin and the Blackbird”
    • Authors: McEntyre; Marilyn
      Abstract: No abstract available
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Creating GridlockED: A Serious Game for Teaching About Multipatient
           Environments
    • Authors: Tsoy; Daniel; Sneath, Paula; Rempel, Josh; Huang, Simon; Bodnariuc, Nicole; Mercuri, Mathew; Pardhan, Alim; Chan, Teresa M.
      Abstract: imageProblem As patient volumes increase, it is becoming increasingly important to find novel ways to teach junior medical learners about the intricacies of managing multiple patients simultaneously and about working in a resource-limited environment.Approach Serious games (i.e., games not intended purely for fun) are a teaching modality that have been gaining momentum as teaching tools in medical education. From May 2016 to August 2017, the authors designed and tested a serious game, called GridlockED, to provide a focused educational experience for medical trainees to learn about multipatient care and patient flow. The game allows as many as six people to play it at once. Gameplay relies on the players working collaboratively (as simulated members of a medical team) to triage, treat, and disposition “patients” in a manner that simulates true emergency department operations. After researching serious games, the authors developed the game through an iterative design process. Next, the game underwent preliminary peer review by experienced gamers and practicing clinicians, whose feedback the authors used to adjust the game. Attending physicians, nurses, and residents have tested GridlockED for usability, fidelity, acceptability, and applicability.Outcomes On the basis of initial testing, clinicians suggest that this game will be useful and has fidelity for teaching patient-flow concepts.Next Steps Further play testing will be needed to fully examine learning opportunities for various populations of trainees and for various media. GridlockED may also serve as a model for developing other games to teach about processes in other environments or specialties.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Employing a Root Cause Analysis Process to Improve Examination Quality
    • Authors: Santen; Sally A.; Grob, Karri L.; Monrad, Seetha U.; Stalburg, Caren M.; Smith, Gary; Hemphill, Robin R.; Bibler Zaidi, Nikki L.
      Abstract: imageProblem Multiple-choice question (MCQ) examinations represent a primary mode of assessment used by medical schools. It can be challenging for faculty to produce content-aligned, comprehensive, and psychometrically sound MCQs. Despite best efforts, sometimes there are unexpected issues with examinations. Assessment best practices lack a systematic way to address gaps when actual and expected outcomes do not align.Approach The authors propose using root cause analysis (RCA) to systematically review unexpected educational outcomes. Using a real-life example of a class’s unexpectedly low reproduction examination scores (University of Michigan Medical School, 2015), the authors describe their RCA process, which included a system flow diagram, a fishbone diagram, and an application of the 5 Whys to understand the contributors and reasons for the lower-than-expected performance. Using this RCA approach, the authors identified multiple contributing factors that potentially led to the low examination scores. These included lack of examination quality improvement (QI) for poorly constructed items, content–question and pedagogy–assessment misalignment, and other issues related to environment and people.Outcomes As a result of the RCA, the authors worked with stakeholders to address these issues and develop strategies to prevent similar systematic issues from reoccurring. For example, a more robust examination QI process was developed.Next Steps Using an RCA approach in health care is grounded in practice and can be easily adapted for assessment. Because this is a novel use of RCA, there are opportunities to expand beyond the authors’ initial approach for using RCA in assessment.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Ethical Shades of Gray: International Frequency of Scientific Misconduct
           and Questionable Research Practices in Health Professions Education
    • Authors: Artino; Anthony R. Jr; Driessen, Erik W.; Maggio, Lauren A.
      Abstract: imagePurpose To maintain scientific integrity and engender public confidence, research must be conducted responsibly. Whereas deliberate scientific misconduct such as data fabrication is clearly unethical, other behaviors—often referred to as questionable research practices (QRPs)—exploit the ethical shades of gray that color acceptable practice. This study aimed to measure the frequency of self-reported misconduct and QRPs in a diverse, international sample of health professions education (HPE) researchers.Method In 2017, the authors conducted an anonymous, cross-sectional survey study. The web-based survey contained 43 items that asked respondents to rate how often they had engaged in a variety of irresponsible research behaviors. The items were adapted from previously published surveys.Results In total, 590 HPE researchers took the survey. The mean age was 46 years (SD = 11.6), and the majority of participants were from the United States (26.4%), Europe (23.2%), and Canada (15.3%). The three most frequently reported irresponsible research behaviors were adding authors who did not qualify for authorship (60.6%), citing articles that were not read (49.5%), and selectively citing papers to please editors or reviewers (49.4%). Additionally, respondents reported misrepresenting a participant’s words (6.7%), plagiarizing (5.5%), inappropriately modifying results (5.3%), deleting data without disclosure (3.4%), and fabricating data (2.4%). Overall, 533 (90.3%) respondents reported at least one irresponsible behavior.Conclusions Notwithstanding the methodological limitations of survey research, these findings indicate that a substantial proportion of HPE researchers report a range of misconduct and QRPs. Consequently, reforms may be needed to improve the conduct of HPE research.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Sentinel Emotional Events: The Nature, Triggers, and Effects of Shame
           Experiences in Medical Residents
    • Authors: Bynum; William E. IV; Artino, Anthony R. Jr; Uijtdehaage, Sebastian; Webb, Allison M.B.; Varpio, Lara
      Abstract: imagePurpose This study explores an under-investigated topic, how medical residents experience shame within clinical learning environments, by asking residents to reflect on (1) the nature of their shame experiences; (2) the events that triggered, and factors that contributed to, those shame experiences; and (3) the perceived effects of those shame experiences.Method In this hermeneutic phenomenology study, the authors recruited 12 (self-nominated) residents from an internal medicine residency at a large teaching hospital in the United States. Data collection from each participant in 2016–2017 included (1) a written reflection about an experience during medical training in which the participant felt “flawed, deficient, or unworthy,” and (2) a semi-structured interview that explored the participant’s shame experience(s) in depth. The data were analyzed according to hermeneutic traditions, producing rich descriptions about participants’ shame experiences.Results Participants’ shame experiences ranged from debilitating emotional and physical reactions to more insidious, fleeting reactions. Participants reported shame triggers relating to patient care, learning processes, and personal goals; numerous factors contributed to their shame experiences. The effects of shame reactions included social isolation, disengagement from learning, impaired wellness, unprofessional behavior, and impaired empathy. Positive effects of shame reactions included enhanced learning, increased willingness to reach out for help, and improved relationships.Conclusions Shame reactions can be sentinel emotional events with significant physical and/or psychological effects in medical learners. This study has implications for learners, educators, and patients, and it may pave the way toward open, honest conversations about the role shame plays in medical education.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Mentorship Is Not Enough: Exploring Sponsorship and Its Role in Career
           Advancement in Academic Medicine
    • Authors: Ayyala; Manasa S.; Skarupski, Kimberly; Bodurtha, Joann N.; González-Fernández, Marlís; Ishii, Lisa E.; Fivush, Barbara; Levine, Rachel B.
      Abstract: imagePurpose To explore how sponsorship functions as a professional relationship in academic medicine.Method The authors conducted semistructured interviews with Johns Hopkins University School of Medicine faculty in 2016: department chairs (sponsors) and faculty participants of an executive leadership development program (protégés). Using editing analysis style, the authors coded interview transcripts for thematic content; a coding framework and themes were derived using an iterative process.Results Five themes were identified from 23 faculty interviews (12 sponsors, 11 protégés): (1) Mentorship is different: Sponsorship is episodic and focused on specific opportunities; (2) Effective sponsors are career-established and well-connected talent scouts; (3) Effective protégés rise to the task and remain loyal; (4) Trust, respect, and weighing risks are key to successful sponsorship relationships; (5) Sponsorship is critical to career advancement. Sponsorship is distinct from mentorship, though mentors can be sponsors if highly placed and well connected. Effective sponsors have access to networks and provide unequivocal support when promoting protégés. Effective protégés demonstrate potential and make the most of career-advancing opportunities. Successful sponsorship relationships are based on trust, respect, mutual benefits, and understanding potential risks. Sponsorship is critical to advance to high-level leadership roles. Women are perceived as being less likely to seek sponsorship but as needing the extra support sponsorship provides to be successful.Conclusions Sponsorship, in addition to mentorship, is critical for successful career advancement. Understanding sponsorship as a distinct professional relationship may help faculty and academic leaders make more informed decisions about using sponsorship as a deliberate career-advancement strategy.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Barriers and Enablers to Direct Observation of Trainees’ Clinical
           Performance: A Qualitative Study Using the Theoretical Domains Framework
    • Authors: Cheung; Warren J.; Patey, Andrea M.; Frank, Jason R.; Mackay, Meredith; Boet, Sylvain
      Abstract: imagePurpose Direct observation is essential to assess and provide feedback to medical trainees. However, calls for its increased use in medical training persist as learners report that direct observation occurs infrequently. This study applied a theory-driven approach to systematically investigate barriers and enablers to direct observation in residency training.Method From September 2016 to July 2017, semistructured interviews of faculty and residents at The Ottawa Hospital were conducted and analyzed. An interview guide based on the theoretical domains framework (TDF) was used to capture 14 domains that may influence direct observation. Interview transcripts were independently coded using direct content analysis, and specific beliefs were generated by grouping similar responses. Relevant domains were identified based on the frequencies of beliefs reported, presence of conflicting beliefs, and perceived influence on direct observation practices.Results Twenty-five interviews (12 residents, 13 faculty) were conducted, representing 10 specialties. Ten TDF domains were identified as influencing direct observation: knowledge, skills, beliefs about consequences, social/professional role and identity, intention, goals, memory/attention/decision processes, environmental context and resources, social influences, and behavioral regulation. Discord between faculty and resident intentions, coupled with social expectations that residents should be responsible for ensuring that observations occur, was identified as a key barrier. Additionally, competing demands identified across multiple TDF domains emerged as a pervasive theme.Conclusions This study identified key barriers and enablers to direct observation. These influencing factors provide a basis for the development of potential strategies aimed at embedding direct observation as a routine pedagogical practice in residency training.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Professional Responsibilities and Personal Impacts: Residents’
           Experiences as Participants in Education Research
    • Authors: Devine; Luke A.; Ginsburg, Shiphra; Stenfors, Terese; Cil, Tulin D.; McDonald-Blumer, Heather; Walsh, Catharine M.; Stroud, Lynfa
      Abstract: Purpose Although the field of medical education research is growing and residents are increasingly recruited to participate as subjects in research studies, little is known about their experiences. The goal of this study was to explore the experiences and perceptions of residents who are study participants in medical education research.Method A phenomenographic approach was chosen to examine the range of residents’ experiences as research participants. A maximum variation sampling strategy was used to identify residents with diverse experiences. Semistructured interviews that explored experiences as research participants were conducted with 19 residents in internal medicine, general surgery, and pediatrics at the University of Toronto in 2015–2016.Results The perceptions and experiences of participants fell into two categories. First, participation was seen as a professional responsibility to advance the profession, including a desire to improve future educational practices and a sense of responsibility to contribute to the academic cause. Second, the experience was noted for its personal impact, including benefits (e.g., receiving monetary incentives or novel educational experiences) and risks (e.g., coercion and breaches of confidentiality). The time required to participate in a study was identified as one of the most important factors affecting willingness to participate and the impact of participation.Conclusions Being a participant in medical education research can be perceived in different ways. Understanding the view of resident participants is important to optimize potential benefits and minimize risks and negative consequences for them, thus fostering ready participation and high-quality research.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Remooring: A Qualitative Focus Group Exploration of How Educators Maintain
           Identity in a Sea of Competing Demands
    • Authors: Jauregui; Joshua; O’Sullivan, Patricia; Kalishman, Summers; Nishimura, Holly; Robins, Lynne
      Abstract: imagePurpose Longitudinal faculty development programs (LFDPs) are communities of practice (CoPs) that support development of participants’ educator identity (EID). This study explored how program graduates negotiated their newly formed EIDs among competing identities and demands in academic medicine.Method In this multicenter, cross-sectional, qualitative study, graduates of two LFDP cohorts (one and five years post graduation) were invited in 2015 to participate in a one-hour, cohort-specific focus group. The focus group included questions about views of themselves as educators, experiences of transition out of the LFDP, and sustainability of their EID following program participation. Researchers analyzed transcripts using Wenger’s CoP and Tajfel’s social identity theories to guide interpretation of findings.Results Thirty-seven graduates, 17 from one year and 20 from five years post graduation, participated in eight focus groups. They described developing a new EID in their LFDP CoPs. Three major themes emerged: context, agency, and identity. A push–pull relationship among these themes influenced faculty members’ EID trajectory over time. Graduates described feeling unmoored from their LFDP community after graduation and relied on individual agency to remoor their new identities to supports in the larger institutional context.Conclusions LFDP graduation represented a transition point. Graduates found it challenging to lose supports from their time-limited CoP and remoor their EIDs to workplace supports. Remooring required individual agency and external support and affirmation. Faculty development programs must be designed with transition periods and sustainability in mind to ensure that participants and institutions can benefit from their transformative effects over time.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Approaches to Teaching the Physical Exam to Preclerkship Medical Students:
           Results of a National Survey
    • Authors: Uchida; Toshiko; Park, Yoon Soo; Ovitsh, Robin K.; Hojsak, Joanne; Gowda, Deepthiman; Farnan, Jeanne M.; Boyle, Mary; Blood, Angela D.; Achike, Francis I.; Silvestri, Ronald C.
      Abstract: imagePurpose To assess current approaches to teaching the physical exam to preclerkship students at U.S. medical schools.Method The Directors of Clinical Skills Courses developed a 49-question survey addressing the approach, pedagogical methods, and assessment methods of preclerkship physical exam curricula. The survey was administered to all 141 Liaison Committee on Medical Education–accredited U.S. medical schools in October 2015. Results were aggregated across schools, and survey weights were used to adjust for response rate and school size.Results One hundred six medical schools (75%) responded. Seventy-nine percent of schools (84) began teaching the physical exam within the first two months of medical school. Fifty-six percent of schools (59) employed both a “head-to-toe” comprehensive approach and a clinical reasoning approach. Twenty-three percent (24) taught a portion of the physical exam interprofessionally. Videos, online modules, and simulators were used widely, and 39% of schools (41) used bedside ultrasonography. Schools reported a median of 4 formative assessments and 3 summative assessments, with 16% of schools (17) using criterion-based standard-setting methods for physical exam assessments. Results did not vary significantly by school size.Conclusions There was wide variation in how medical schools taught the physical exam to preclerkship students. Common pedagogical approaches included early initiation of physical exam instruction, use of technology, and methods that support clinical reasoning and competency-based medical education. Approaches used by a minority of schools included interprofessional education, ultrasound, and criterion-based standard-setting methods for assessments. Opportunities abound for research into the optimal methods for teaching the physical exam.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Social Determinants of Health Training in U.S. Primary Care Residency
           Programs: A Scoping Review
    • Authors: Gard; Lauren A.; Peterson, Jonna; Miller, Corrine; Ghosh, Nilasha; Youmans, Quentin; Didwania, Aashish; Persell, Stephen D.; Jean-Jacques, Muriel; Ravenna, Paul; O’Brien, Matthew J.; Sanghavi Goel, Mita
      Abstract: imagePurpose Medical training has traditionally focused on the proximate determinants of disease, with little focus on how social conditions influence health. The authors conducted a scoping review of existing curricula to understand the current programs designed to teach primary care residents about the social determinants of health (SDH).Method In January and March 2017, the authors searched seven databases. Eligible articles focused on primary care residents, described a curriculum related to SDH, were published between January 2007 and January 2017, and were based in the United States.Results Of the initial 5,523 articles identified, 43 met study eligibility criteria. Most programs (29; 67%) were in internal medicine. Sixteen studies (37%) described the curriculum development process. Overall, 20 programs (47%) were short or one-time sessions, and 15 (35%) were longitudinal programs lasting at least 6 months. Thirty-two programs (74%) reported teaching SDH content using didactics, 22 (51%) incorporated experiential learning, and many programs (n = 38; 88%) employed both. Most studies reported satisfaction and/or self-perceived changes in knowledge or attitudes.Conclusions The authors identified wide variation in curriculum development, implementation, and evaluation. They highlight curricula that considered community and resident needs, used conceptual frameworks or engaged multiple stakeholders to select content, used multiple delivery methods, and focused evaluation on changes in skills or behaviors. This review highlights the need not only for systematic, standardized approaches to developing and delivering SDH curricula but also for developing rigorous evaluation of the curricula, particularly effects on resident behavior.
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
  • Strategically Integrating Instructional Designers in Medical Education
    • Authors: Love; Linda M.; Anderson, Max C.; Haggar, Faye L.
      Abstract: imageNo abstract available
      PubDate: Tue, 01 Jan 2019 00:00:00 GMT-
       
 
 
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