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  Subjects -> EDUCATION (Total: 1956 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (24 journals)
    - EDUCATION (1654 journals)
    - HIGHER EDUCATION (126 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (30 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (35 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1654 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: 2)
(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: 1)
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Full-text available via subscription   (Followers: 61)
Academic Psychiatry     Full-text available via subscription   (Followers: 24)
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: 52)
Accounting & Finance     Hybrid Journal   (Followers: 51)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 20)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 6)
Acta Didactica Norge     Open Access   (Followers: 1)
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: 270)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administration & Society     Hybrid Journal   (Followers: 13)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 174)
Adult Education Quarterly     Hybrid Journal   (Followers: 157)
Advanced Education     Open Access   (Followers: 10)
Advances in Building Education     Open Access   (Followers: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 28)
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: 24)
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: 4)
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-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
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: 164)
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: 190)
American Journal of Educational Research     Open Access   (Followers: 62)
American Journal of Health Education     Hybrid Journal   (Followers: 31)
American Journal of Physics     Full-text available via subscription   (Followers: 53)
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  
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)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 16)
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: 15)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 22)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 12)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 24)
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: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 142)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 42)
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  
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: 25)
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: 7)
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: 5)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 452)
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: 280)
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)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 7)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
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: 42)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 10)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
BOSAPARIS : Pendidikan Kesejahteraan Keluarga     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 183)
British Journal of Educational Studies     Hybrid Journal   (Followers: 149)
British Journal of Educational Technology     Hybrid Journal   (Followers: 138)
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: 50)
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)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     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: 24)
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: 7)
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  
Chemical Engineering Education     Full-text available via subscription   (Followers: 1)
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 3)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 30)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 10)
Childhood Education     Hybrid Journal   (Followers: 17)
Children's Literature in Education     Hybrid Journal   (Followers: 11)
Chinese Education & Society     Full-text available via subscription   (Followers: 4)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 7)

        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: 61  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 1040-2446
Published by LWW Wolters Kluwer Homepage  [285 journals]
  • Can Words on the Screen Replace the Face in the Classroom' Using the
           Internet to Revolutionize Medical Education
    • Authors: Sklar; David P.
      Abstract: No abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • A Health Professions Education Editors’ Open Letter to Our Community
    • Authors: Sklar; David P.; de Jong, Peter G.M.; Driessen, Erik W.; Eva, Kevin W.; Huang, Grace C.; Sullivan, Gail M.
      Abstract: No abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • #MeToo and #TimesUp in Academic Medicine: Research About Sexual Harassment
           Must Include Staff
    • Authors: Ward-Peterson; Melissa; Chang, Winnie
      Abstract: No abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • After Hollywood Opened the Door, What Do We See in the Halls of Academic
           Medicine'
    • Authors: Cripe; Timothy P.
      Abstract: No abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • The Female Patient, the Male Physician, and the Inadequate Cardiac Exam
    • Authors: DeLoughery; Emma P.
      Abstract: No abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • More Solutions for Integrating Health Systems Science Into Medical
           Education
    • Authors: Rajasekaran; Senthil Kumar; Mazzurco, Lauren; Ambrozewicz, Marta
      Abstract: No abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • In Reply to Rajasekaran et al
    • Authors: Gonzalo; Jed D.; Chang, Anna
      Abstract: No abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Why Wait at All' Reconsidering a Proposal to Delay Step 1
    • Authors: Manzerra; Pasquale; Nettleman, Mary D.
      Abstract: No abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • In Reply to Manzerra and Nettleman
    • Authors: Daniel; Michelle; Pock, Arnyce; Harnik, Victoria
      Abstract: No abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • #historymatters: The Role of the Medical Profession in the Holocaust as a
           Case in Point
    • Authors: Wald; Hedy S.
      Abstract: No abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • In Reply to Wald
    • Authors: Greene; Jeremy A.; Jones, David S.
      Abstract: No abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • It’s Time for Action on Research Misconduct
    • Authors: Kornfeld; Donald S.
      Abstract: No abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Further Considerations for Personalized Video Feedback in Laparoscopic
           Training
    • Authors: Gheza; Federico; Baiocchi, Gian Luca
      Abstract: No abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Anticipating and Training the Physician of the Future: The Importance of
           Caring in an Age of Artificial Intelligence
    • Authors: Johnston; S. Claiborne
      Abstract: Artificial intelligence and other forms of information technology are only just beginning to change the practice of medicine. The pace of change is expected to accelerate as tools improve and as demands for analyzing a rapidly growing body of knowledge and array of data increase. The medical students of today will practice in a world where information technology is sophisticated and omnipresent. In this world, the tasks of memorization and analysis will be less important to them as practicing physicians. On the other hand, the nonanalytical, humanistic aspects of medicine—most importantly, the art of caring—will remain a critical function of the physician, and facility with improving systems of care will be required. Communication, empathy, shared decision making, leadership, team building, and creativity are all skills that will continue to gain importance for physicians. These skills should be further prioritized in medical school curricula to produce an even more effective physician for the future.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Medical Education Must Move From the Information Age to the Age of
           Artificial Intelligence
    • Authors: Wartman; Steven A.; Combs, C. Donald
      Abstract: Noteworthy changes coming to the practice of medicine require significant medical education reforms. While proposals for such reforms abound, they are insufficient because they do not adequately address the most fundamental change—the practice of medicine is rapidly transitioning from the information age to the age of artificial intelligence. Increasingly, future medical practice will be characterized by: the delivery of care wherever the patient happens to be; the provision of care by newly constituted health care teams; the use of a growing array of data from multiple sources and artificial intelligence applications; and the skillful management of the interface between medicine and machines. To be effective in this environment, physicians must work at the top of their license, have knowledge spanning the health professions and care continuum, effectively leverage data platforms, focus on analyzing outcomes and improving performance, and communicate the meaning of the probabilities generated by massive amounts of data to patients, given their unique human complexities. The authors believe that a “reboot” of medical education is required that makes better use of the findings of cognitive psychology and pays more attention to the alignment of humans and machines in education and practice. Medical education needs to move beyond the foundational biomedical and clinical sciences. Systematic curricular attention must focus on the organization of professional effort among health professionals, the use of intelligence tools involving large data sets, and machine learning and robots, all the while assuring the mastery of compassionate care.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Advancing Health Professions Education Research by Creating a Network of
           Networks
    • Authors: Carney; Patricia A.; Brandt, Barbara; Dekhtyar, Michael; Holmboe, Eric S.
      Abstract: Producing the best evidence to show educational outcomes, such as competency achievement and credentialing effectiveness, across the health professions education continuum will require large multisite research projects and longitudinal studies. Current limitations that must be overcome to reach this goal include the prevalence of single-institution study designs, assessments of a single curricular component, and cross-sectional study designs that provide only a snapshot in time of a program or initiative rather than a longitudinal perspective.One solution to overcoming these limitations is to develop a network of networks that collaborates, using longitudinal approaches, across health professions and regions of the United States. Currently, individual networks are advancing educational innovation toward understanding the effectiveness of educational and credentialing programs. Examples of such networks include (1) the American Medical Association’s Accelerating Change in Medical Education initiative, (2) the National Center for Interprofessional Practice and Education, and (3) the Accreditation Council for Graduate Medical Education’s Accreditation System. In this Invited Commentary, the authors briefly profile these existing networks, identify their progress and the challenges they have encountered, and propose a vigorous way forward toward creating a national network of networks designed to determine the effectiveness of health professions education and credentialing.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Medical Graduates, Truthful and Useful Analytics With Big Data, and the
           Art of Persuasion
    • Authors: Gorman; Des; Kashner, T. Michael
      Abstract: The authors propose that the provision of state-of-the-art, effective, safe, and affordable health care requires medical school graduates not only to be competent practitioners and scientists but also to be policy makers and professional leaders. To meet this challenge in the era of big data and cloud computing, these graduates must be able to understand and critically interpret analyses of large, observational datasets from electronic health records, third-party claims files, surveys, and epidemiologic health datasets.The authors contend that medical students need to be exposed to three components. First, students should be familiar with outcome metrics that not only are scientifically valid but also are robust, useful for the medical community, understandable to patients and relevant to their preferences and health goals, and persuasive to health administrators and policy decision makers. Next, students must interact with an inclusive set of analysts including biostatisticians, mathematical and computational statisticians, econometrists, psychometricians, epidemiologists, informaticians, and qualitative researchers. Last, students should learn in environments in which data analyses are not static with a “one-size-fits-all” solution but, rather, where mathematical and computer scientists provide new, innovative, and effective ways of solving predictable and commonplace data limitations such as missing data; make causal inferences from nonrandomized studies and/or those with selection biases; and estimate effect size when patient outcomes are heterogeneous and surveys have low response rates.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • The ASPIRE-to-Excellence Program: A Global Effort to Improve the Quality
           of Medical Education
    • Authors: Hunt; Dan; Klamen, Debra; Harden, Ronald M.; Ali, Farzand
      Abstract: imagePublications and organizations ranking medical schools rely heavily on schools’ research-oriented and grant-success data because those are the publicly available data. To address the vacuum of evidence for medical education quality, in 2012 the Association for Medical Education in Europe (AMEE) introduced an initiative entitled A Schools Programme for International Recognition of Excellence in Education (ASPIRE) awards. ASPIRE panels of international experts in specific areas of medical education have developed internationally peer-based criteria to benchmark excellence in social accountability, student engagement, student assessment, faculty development, and simulation; they plan to publish criteria on curriculum design and development in 2018. Schools are encouraged to use ASPIRE criteria to challenge themselves and, for a fee, may submit evidence that they have met the criteria for excellence in one or more of the five areas. The international panels then judge the evidence submitted by the school and determine whether an award of excellence is merited.The authors share lessons learned from five years of program experience. Of the 88 schools submitting evidence, 38 have been recognized for their excellence in one of the ASPIRE topic areas. As the number of representatives from the schools that are awarded ASPIRE recognition continues to increase and those individuals find new ways to contribute, hopes are high for this program. Challenges remain in how to better define excellence in low-resources settings, what new areas to take on, and how to keep infrastructure costs down. However, as an example of continuing global interaction for quality improvement, optimism prevails.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Social Accountability: A Framework for Medical Schools to Improve the
           Health of the Populations They Serve
    • Authors: Rourke; James
      Abstract: Social accountability has gained importance and greater acceptance in the ever-increasing complexity and interconnectivity of patient care, education, and research that is the threefold mission of academic health science centers and networks. In this Invited Commentary, the author provides a brief overview of the development of the concept of social accountability and the criteria for the Association for Medical Education in Europe ASPIRE-to-Excellence Award for Social Accountability, which provide a useful framework for medical schools to consider when examining their own social accountability. Per these criteria, schools are expected to document social accountability plans in their organization and functions; document social accountability actions in their education and research program activities; and demonstrate positive impacts of their education, research, service, graduates, and partnerships on the health care and health of their community, region, and nation. Award-winning schools integrate social accountability into the school’s mission, planning, and day-to-day management. The health needs and diversity of the school’s community, region, and nation are reflected in the school’s admissions, curriculum, learning experiences, research activities, health care partnerships, and graduates. The author also describes three award winners as exemplars of social accountability and concludes by challenging every medical school and graduate medical education program to focus on meeting the needs of the populations it serves, especially those who are marginalized, vulnerable, and underserved.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • A Proposal for a Shared Medical School Curricular Ecosystem
    • Authors: Le; Tao T.; Prober, Charles G.
      Abstract: imageNew digital platforms are transforming learning in higher education and providing high-quality education content at little or no cost. Educators can now reach large, even global audiences. Yet, many medical schools continue to develop and maintain custom but duplicative curricular content despite having limited faculty and financial resources. In addition, medical students are faced with a multitude of potentially unaligned curricula driven by the school, national licensing exams, and the students’ own perceived clinical training needs. The authors propose the creation of a common curricular component ecosystem that is developed around consensus-built foundational learning objectives aligned with core competencies that must be acquired by all students graduating medical school. Identifying and developing common curricula with standardized learning outcomes ideally should involve leading medical education, accreditation, and certification bodies in the United States. Curriculum component standards will be necessary to enable curriculum development, sharing, and adoption at scale. A shared medical curriculum ecosystem would free up faculty time to develop high-value teaching activities at individual medical schools. Students would benefit from a consistent education experience that better aligns with national licensure exams. A shared, core curriculum system could begin to bend the cost curve for medical education in the United States and scale internationally to help address the increasing global shortage of health care workers.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Artist’s Statement: Precision Medicine & Data
    • Authors: Herrera; Allison
      Abstract: imageNo abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Honoring Thyself in the Transition to Online Teaching
    • Authors: Maggio; Lauren A.; Daley, Barbara J.; Pratt, Daniel D.; Torre, Dario M.
      Abstract: imageIncreasingly, health professions education (HPE) faculty are choosing or being required to transition their face-to-face teaching to online teaching. For many faculty, the online learning environment may represent a new context with unfamiliar technology, changing expectations, and unknown challenges. In this context, faculty members may find themselves teaching in ways that are dissonant with the existing assumptions, beliefs, and views that are central to their pedagogical or teaching identity. This “identity dissonance” may lead to dissatisfaction and frustration for faculty members and potentially suboptimal learning experiences for students. In this Perspective, the authors propose that faculty consider using Pratt’s five teaching perspectives as a conceptual framework to recognize and mitigate potential identity dissonance as they transition to teaching online. Derived and refined through several years of research, these teaching perspectives are based on interrelated sets of intentions and beliefs that give direction and justification to faculty members’ actions. They have been used in higher education to improve faculty satisfaction, self-reflection capabilities, and faculty development. The authors, therefore, believe that these teaching perspectives hold the potential to help HPE faculty enhance their teaching and retain their primary teaching identify, even as they shift to online teaching. Doing so may ensure that the components of teaching they enjoy and draw self-efficacy from are still central to their teaching experience. Pratt’s teaching perspectives also provide a conceptual framework for creating future faculty development initiatives and conducting research to better understand and improve the experience of transitioning to online teaching.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Academic Medical Centers as Innovation Ecosystems: Evolution of Industry
           Partnership Models Beyond the Bayh–Dole Act
    • Authors: Silva; Patrick J.; Ramos, Kenneth S.
      Abstract: imageInnovation ecosystems tied to academic medical centers (AMCs) are inextricably linked to policy, practices, and infrastructure resulting from the Bayh–Dole Act in 1980. Bayh–Dole smoothed the way to patenting and licensing new drugs and, to some degree, medical devices and diagnostic reagents. Property rights under Bayh–Dole provided significant incentive for industry investments in clinical trials, clinical validation, and industrial scale-up of products that advanced health care. Bayh–Dole amplified private investment in biotechnology drug development and, from the authors’ perspective, did not significantly interfere with the ability of AMCs to produce excellent peer-reviewed science. In today’s policy environment, it is increasingly difficult to patent and license products based on the laws of nature—as the scope of patentability has been narrowed by case law and development of a suitable clinical and business case for the technology is increasingly a gating consideration for licensees. Consequently, fewer academic patents are commercially valuable. The role of technology transfer organizations in engaging industry partners has thus become increasingly complex. The partnering toolbox and organizational mandate for commercialization must evolve toward novel collaborative models that exploit opportunities for future patent creation (early drug discovery), data exchange (precision medicine using big data), cohort assembly (clinical trials), and decision rule validation (clinical trials). These inputs contribute to intellectual property rights, and their clinical exploitation manifests the commercialization of translational science. New collaboration models between AMCs and industry must be established to leverage the assets within AMCs that industry partners deem valuable.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • A Maxim
    • Authors: Dennis; Carl
      Abstract: No abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Commentary on “A Maxim”
    • Authors: Gianakos; Dean
      Abstract: No abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Thank You Very Much
    • Authors: Kirkman; M. Sue
      Abstract: No abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Web-Enabled Mechanistic Case Diagramming: A Novel Tool for Assessing
           Students’ Ability to Integrate Foundational and Clinical Sciences
    • Authors: Ferguson; Kristi J.; Kreiter, Clarence D.; Haugen, Thomas H.; Dee, Fred R.
      Abstract: imageProblem As medical schools move from discipline-based courses to more integrated approaches, identifying assessment tools that parallel this change is an important goal.Approach The authors describe the use of test item statistics to assess the reliability and validity of web-enabled mechanistic case diagrams (MCDs) as a potential tool to assess students’ ability to integrate basic science and clinical information. Students review a narrative clinical case and construct an MCD using items provided by the case author. Students identify the relationships among underlying risk factors, etiology, pathogenesis and pathophysiology, and the patients’ signs and symptoms. They receive one point for each correctly identified link.Outcomes In 2014–2015 and 2015–2016, case diagrams were implemented in consecutive classes of 150 medical students. The alpha reliability coefficient for the overall score, constructed using each student’s mean proportion correct across all cases, was 0.82. Discrimination indices for each of the case scores with the overall score ranged from 0.23 to 0.51. In a G study using those students with complete data (n = 251) on all 16 cases, 10% of the variance was true score variance, and systematic case variance was large. Using 16 cases generated a G coefficient (relative score reliability) equal to 0.72 and a Phi equal to 0.65.Next Steps The next phase of the project will involve deploying MCDs in higher-stakes settings to determine whether similar results can be achieved. Further analyses will determine whether these assessments correlate with other measures of higher-order thinking skills.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Medical Education Videos for the World: An Analysis of Viewing Patterns
           for a YouTube Channel
    • Authors: Tackett; Sean; Slinn, Kyle; Marshall, Tanner; Gaglani, Shiv; Waldman, Vincent; Desai, Rishi
      Abstract: imagePurpose Medical education videos can enhance learning and easily integrate into common instructional methods. YouTube permits worldwide access to high-quality medical education videos; however, no studies have described the reach of medical education videos on YouTube or what topics are preferred.Method One year of YouTube analytics data (February 1, 2016, to January 31, 2017) was collected for a medical-education-focused channel called Osmosis. Created December 20, 2015, the channel had 189 disease-focused videos by January 2017. Viewer and subscriber data were analyzed according to the World Bank’s four income and seven region classifications. Topic viewing was analyzed according to income level.Results The channel had accumulated 105,117 subscribers and 5,226,405 views for 20,153,093 minutes (38.3 years) from viewers located in 213/218 (97.7%) World Bank economies. While the number of videos increased 4.8-fold from February 2016 to January 2017, monthly views increased 50-fold and subscribers increased 117-fold. Low- or middle-income countries generated 2.2 million (42%) views and 52,942 (50%) subscribers, with similar view proportions across income level during the 12 months. A plurality of views (1.5 million; 29%) came from North America; Sub-Saharan Africa had the lowest number (150,065; 2.9%). Topic viewing generally corresponded to population health statistics.Conclusions Medical education content on YouTube can immediately and consistently reach a global viewership with relevant content. Educators may consider posting videos to YouTube to reach a broad audience. Future work should seek to optimize assessment of learning and investigate how videos may affect patients.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Why Public Comments Matter: The Case of the National Institutes of Health
           
    • Authors: Ervin; Ann-Margret; Taylor, Holly A.; Ehrhardt, Stephan; Meinert, Curtis L.
      Abstract: imagePurpose In 2014, the National Institutes of Health (NIH) requested public comments on a draft policy requiring NIH-funded, U.S.-based investigators to use a single institutional review board (sIRB) for ethical review of multicenter studies. The authors conducted a directed content analysis and qualitative summary of the comments and discuss how they shaped the final policy.Method Two reviewers independently assessed support for the policy from a review of comments on the draft policy in 2016. A reviewer conducted an open text review to identify prespecified and additional comment themes. A second researcher reviewed 20% of comments; discrepancies were resolved through discussion.Results The NIH received 167 comments: 65% (108/167) supportive of the policy, 23% (38/167) not supportive, and 12% (21/167) not indicating support. Clarifications or changes to the policy were suggested in 102/167 comments (61%). Criteria for selecting sIRBs were addressed in 32/102 comments (31%). Also addressed were institutional review board (IRB) responsibilities (39/102; 38%), cost (27/102; 26%), the role of local IRBs (14/102; 14%), and allowable policy exceptions (19/102; 19%). The NIH further clarified or provided guidance for selection criteria, IRB responsibilities, and cost in the final policy (June 2016). Local IRB reviews and exemptions guidance were unchanged.Conclusions In this case study, public comments were effective in shaping policy as the NIH modified provisions or planned supplemental guidance in response to comments. Yet critical knowledge gaps remain, and empirical data are necessary. The NIH is considering mechanisms to support the establishment of best practices for sIRB implementation.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Charting the Publication and Citation Impact of the NIH Clinical and
           Translational Science Awards (CTSA) Program From 2006 Through 2016
    • Authors: Llewellyn; Nicole; Carter, Dorothy R.; Rollins, Latrice; Nehl, Eric J.
      Abstract: imagePurpose The authors evaluated publication and citation patterns for articles supported by Clinical and Translational Science Awards (CTSA) hub investment over the first decade of the CTSA program. The aim was to elucidate a pivotal step in the translational process by providing an account of how time, hub maturity, and hub attributes were related to productivity and influence in the academic literature.Method In 2017, the authors collected bibliometric data from PubMed, Web of Science InCites, and National Institutes of Health (NIH) iCite for articles citing any CTSA hub grants published from hub inception through 2016. They compiled data on publication and citation rates and indices of relative citation impact aggregated by hub funding year cohort. They compared hub-level bibliometric activity by multi- versus single-institution structure and total monetary award sums, compiled from NIH RePORTER.Results From 2006–2016, CTSA hubs supported over 66,000 publications, with publication rates accelerating as hubs matured. These publications accumulated over 1.2 million citations, with some articles cited over 1,000 times. Indices of relative citation impact indicated CTSA-supported publications were cited more than twice as often as expected for articles of their publication years and disciplines. Multi-institutional hubs and those awarded higher grant sums exhibited significantly higher publication and citation activity.Conclusions The CTSA program is yielding a robust and growing body of influential research findings with consistently high indices of relative citation impact. Preliminary evidence suggests multi-institutional collaborations and more monetary resources are associated with elevated bibliometric activity and, therefore, may be worth their investment.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Whose Paper Is It Anyway' Authorship Criteria According to Established
           Scholars in Health Professions Education
    • Authors: Uijtdehaage; Sebastian; Mavis, Brian; Durning, Steven J.
      Abstract: imagePurpose The health professions education (HPE) community is a crossroad of scholars from various disciplines with potentially conflicting views on who qualifies as author. Established HPE scholars are expected to model ethical research conduct, but no research has investigated the extent to which authorship criteria are understood and applied by leaders in the field. This study investigated what leading scholars consider appropriate criteria for authorship and how often these criteria are ignored.Method Directors of research and editors of HPE journals completed an anonymous survey between September 2015 and August 2016 with questions about authorship practices they experienced and recommended, common authorship criteria, and how often they had encountered unethical authorship decisions.Results Out of 82 invited scholars, 46 participated in the survey (response rate = 56.0%). They reported a stark contrast between current and recommended authorship practices. Twenty-two (51.2%) had experienced unethical pressure regarding authorship order, 15 (34.9%) had not been included as author when they qualified, and 25 (58.1%) had seen authors included who did not qualify. A slight majority (n = 25; 58.1%) correctly identified authorship standards widely adopted by biomedical journals.Conclusions A surprising proportion of leaders in the HPE field had encountered unethical authorship practices. Despite widely disseminated authorship criteria, the findings suggest that offering authorship to those who do not qualify, or arguably worse, excluding those who should have been included, remains a common practice. The authors offer strategies to scholars, editors, and tenure and promotion committees to combat these practices.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • A Fine Balance: How Authors Strategize Around Journal Submission
    • Authors: Ginsburg; Shiphra; Lynch, Meghan; Walsh, Catharine M.
      Abstract: Purpose Publishing in peer-reviewed journals is essential for medical education researchers. Competition remains fierce for top journals, and authors are advised to consider impact factor (IF), audience, and alignment of focus. However, little is known about how authors balance these factors when making submission decisions. The authors aimed to explore decision making around journal choice.Method Using constructivist grounded theory, the authors conducted and analyzed 27 semistructured phone interviews (August–November 2016) with medical education researchers. Participants were recruited from a larger study, and all had presented abstracts at medical education meetings in 2005 or 2006.Results When deciding where to submit an article, participants weighed a journal’s IF and prestige against other factors, such as a journal’s vision and mission, finding the right audience, study-specific factors including perceived quality of the work, and the peer review process. The opportunity cost of aiming high and risking rejection was influenced by career stage and external pressures. Despite much higher IFs, clinical journals were viewed as less desirable for establishing legitimacy in the medical education field and were often targeted for less novel or rigorous work. Participants expressed dissatisfaction with peer review in general, citing overly critical and poorly informed reviewers.Conclusions
      Authors strategize around a particular article’s submission by attempting to balance many interrelated factors. Their perceptions that high-IF clinical journals are viewed as less prestigious in this field can lead to publication strategies running counter to advice given to junior faculty. This has implications for mentorship and institutional leadership.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Characteristics of Successful Internal Medicine Resident Research
           Projects: Predictors of Journal Publication Versus Abstract Presentation
    • Authors: Atreya; Auras R.; Stefan, Mihaela; Friderici, Jennifer L.; Kleppel, Reva; Fitzgerald, Janice; Rothberg, Michael B.
      Abstract: imagePurpose To identify the characteristics of successful research projects at an internal medicine residency program with an established research curriculum.Method The authors collected data about all research projects initiated by or involving medicine residents from 2006 to 2013 at Baystate Medical Center, using departmental files and institutional review board applications. Resident and mentor characteristics were determined using personnel files and Medline searches. Using multivariable models, the authors identified predictors of successful completion of projects using adjusted prevalence ratios (PRs). The primary outcome was manuscript publication, and secondary outcome was publication or regional/national presentation. Finally, residents were surveyed to identify barriers and/or factors contributing to project completion.Results Ninety-four research projects were identified: 52 (55.3%) projects achieved the primary outcome and 72 (76.5%) met the secondary outcome, with overlap between categories. Most study designs were cross-sectional (41; 43.6%) or retrospective cohort (30; 31.9%). After adjustment, utilization of the epidemiology/biostatistical core (PR = 2.09; 95% CI: 1.36, 3.21), established publication record of resident (PR = 1.54; 95% CI: 1.14, 2.07), and resident with U.S. medical education (PR = 1.39; 95% CI: 1.02, 1.90) were associated with successful project completion. Mentor publication record (PR = 3.13) did not retain significance because of small sample size. Most respondents (65%) cited “lack of time” as a major project barrier.Conclusions Programs seeking to increase resident publications should consider an institutional epidemiology/biostatistical core, made available to all residency research projects, and residents should choose experienced mentors with a track record of publications.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • National Internal Medicine Milestone Ratings: Validity Evidence From
           Longitudinal Three-Year Follow-up
    • Authors: Hauer; Karen E.; Vandergrift, Jonathan; Lipner, Rebecca S.; Holmboe, Eric S.; Hood, Sarah; McDonald, Furman S.
      Abstract: imagePurpose To evaluate validity evidence for internal medicine milestone ratings across programs for three resident cohorts by quantifying “not assessable” ratings; reporting mean longitudinal milestone ratings for individual residents; and correlating medical knowledge ratings across training years with certification examination scores to determine predictive validity of milestone ratings for certification outcomes.Method This retrospective study examined milestone ratings for postgraduate year (PGY) 1–3 residents in U.S. internal medicine residency programs. Data sources included milestone ratings, program characteristics, and certification examination scores.Results Among 35,217 participants, there was a decreased percentage with “not assessable” ratings across years: 1,566 (22.5%) PGY1s in 2013–2014 versus 1,219 (16.6%) in 2015–2016 (P = .01), and 342 (5.1%) PGY3s in 2013–2014 versus 177 (2.6%) in 2015–2016 (P = .04). For individual residents with three years of ratings, mean milestone ratings increased from around 3 (behaviors of an early learner or advancing resident) in PGY1 (ranging from a mean of 2.73 to 3.19 across subcompetencies) to around 4 (ready for unsupervised practice) in PGY3 (mean of 4.00 to 4.22 across subcompetencies, P < .001 for all subcompetencies). For each increase of 0.5 units in two medical knowledge (MK1, MK2) subcompetency ratings, the difference in examination scores for PGY3s was 19.5 points for MK1 (P < .001) and 19.0 for MK2 (P < .001).Conclusions These findings provide evidence of validity of the milestones by showing how training programs have applied them over time and how milestones predict other training outcomes.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Relationships Between the ACGME Resident and Faculty Surveys and Program
           Pass Rates on the ABIM Internal Medicine Certification Examination
    • Authors: Holt; Kathleen D.; Miller, Rebecca S.; Vasilias, Jerry; Byrne, Lauren M.; Cable, Christian; Grosso, Louis; Bellini, Lisa M.; McDonald, Furman S.
      Abstract: imagePurpose The Accreditation Council for Graduate Medical Education (ACGME) has surveyed residents since 2003, and faculty since 2012. Surveys are designed to assess program functioning and specify areas for improvement. The purpose of this study was to assess the association of the ACGME’s resident and faculty surveys with residency-program-specific performance on the American Board of Internal Medicine (ABIM) certification exam.Method Data were available from residents and faculty in 375 U.S. ACGME-accredited internal medicine programs from the 2012–2013, 2013–2014, and 2014–2015 academic years. Analysis of variance and correlations were used to examine the relationship between noncompliance with ACGME program requirements as assessed by the resident and faculty surveys, and ABIM program pass rates.Results Noncompliance reported on the resident and faculty surveys was highest for programs not meeting the ACGME program requirement of an 80% pass rate on the ABIM certification examination. This relationship was significant for overall noncompliance, both within the resident (P < .001) and faculty (P < .05) surveys, for many areas within the two surveys (correlations ranged between −.07 and −.25, and P values ranged between .20 and < .001), and for the highest levels of noncompliance across areas of the resident (P < .001) and faculty (P < .04) surveys.Conclusions ACGME resident and faculty surveys were significantly associated with ABIM program pass rates, supporting the importance of these surveys within the ACGME’s Next Accreditation System.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Generalizability of Competency Assessment Scores Across and Within
           Clerkships: How Students, Assessors, and Clerkships Matter
    • Authors: Zaidi; Nikki L. Bibler; Kreiter, Clarence D.; Castaneda, Peris R.; Schiller, Jocelyn H.; Yang, Jun; Grum, Cyril M.; Hammoud, Maya M.; Gruppen, Larry D.; Santen, Sally A.
      Abstract: imagePurpose Many factors influence the reliable assessment of medical students’ competencies in the clerkships. The purpose of this study was to determine how many clerkship competency assessment scores were necessary to achieve an acceptable threshold of reliability.Method Clerkship student assessment data were collected during the 2015–2016 academic year as part of the medical school assessment program at the University of Michigan Medical School. Faculty and residents assigned competency assessment scores for third-year core clerkship students. Generalizability (G) and decision (D) studies were conducted using balanced, stratified, and random samples to examine the extent to which overall assessment scores could reliably differentiate between students’ competency levels both within and across clerkships.Results In the across-clerkship model, the residual error accounted for the largest proportion of variance (75%), whereas the variance attributed to the student and student–clerkship effects was much smaller (7% and 10.1%, respectively). D studies indicated that generalizability estimates for eight assessors within a clerkship varied across clerkships (G coefficients range = 0.000–0.795). Within clerkships, the number of assessors needed for optimal reliability varied from 4 to 17.Conclusions Minimal reliability was found in competency assessment scores for half of clerkships. The variability in reliability estimates across clerkships may be attributable to differences in scoring processes and assessor training. Other medical schools face similar variation in assessments of clerkship students; therefore, the authors hope this study will serve as a model for other institutions that wish to examine the reliability of their clerkship assessment scores.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • The Art (and Artifice) of Seeking Feedback: Clerkship Students’
           Approaches to Asking for Feedback
    • Authors: Bing-You; Robert; Hayes, Victoria; Palka, Tamara; Ford, Marybeth; Trowbridge, Robert
      Abstract: imagePurpose As attention has shifted to learners as significant partners in feedback interactions, it is important to explore what feedback-seeking behaviors medical students use and how the faculty–student relationship affects feedback-seeking behaviors.Method This qualitative study was inspired by the organizational psychology literature. Third-year medical students were interviewed at Maine Medical Center in April–May 2017 after completing a traditional block rotation clerkship or a nine-month longitudinal integrated clerkship (LIC). A constructivist grounded theory approach was used to analyze transcripts and develop themes.Results Fourteen students participated (eight LIC, six block rotation). Themes associated with why students sought feedback included goal orientations, perceived benefits and costs, and student and feedback provider characteristics. Factors influencing the way students sought feedback included busy environments, timing, and cues students were attuned to. Students described more inquiry than monitoring approaches and used various indirect and noninquiry techniques (artifice) in asking for feedback. Students did not find summative feedback as helpful as seeking feedback themselves, and they suggested training in seeking feedback would be beneficial. Faculty–student relationship dynamics included several aspects affecting feedback-seeking behaviors, and relationship differences in the LIC and block models affected feedback-seeking behaviors.Conclusions Medical students have many motives to seek feedback and adapt their feedback-seeking behaviors to actively participate in an intricate dialogic interaction with feedback providers. Students gradually refine the art (and artifice) of obtaining the specific feedback information that meets their needs. The authors offer a prototype curriculum that may facilitate students’ development of feedback-seeking skills.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Do Multiple Mini-Interview and Traditional Interview Scores Differ in
           Their Associations With Acceptance Offers Within and Across Five
           California Medical Schools'
    • Authors: Jerant; Anthony; Henderson, Mark C.; Griffin, Erin; Hall, Theodore R.; Kelly, Carolyn J.; Peterson, Ellena M.; Wofsy, David; Franks, Peter
      Abstract: imagePurpose In single-school studies, multiple mini-interview (MMI) and traditional interview (TI) scores are associated with acceptance offers. Unexamined is whether scores at one school are associated with acceptance at other schools; such analyses would mitigate single-school design biases and better estimate how well interviews capture desired applicant attributes. Using data from the 5 California Longitudinal Evaluation of Admissions Practices (CA-LEAP) medical schools, the authors examined associations of MMI and TI scores with acceptance offers within and across schools.Method The analyses included applicants who interviewed at ≥1 CA-LEAP school during the 2011–2013 admissions cycles. Three CA-LEAP schools employed TIs and 2 employed MMIs. Interview scores were standardized (z scores: mean = 0, SD = 1), and associations with acceptance offers were examined within and across schools in analyses stratified by school, adjusting for applicant sociodemographics, academic metrics, year, and total number of interviews.Results Of 4,993 applicants interviewed, 428 (8.6%) interviewed at both MMI schools, 681 (13.6%) at ≥2 TI schools, and 1,327 (26.6%) at ≥1 MMI and ≥1 TI school. For each school, acceptance was associated with interview score at that school and also with interview scores at the other 4 schools. Cross-school associations of MMI versus TI scores with acceptance did not differ statistically.Conclusions Interview score at a given school was associated with acceptance at the other 4 schools, with no significant differences in associations for MMIs versus TIs. The findings suggest both MMIs and TIs captured attributes valued by admissions teams across CA-LEAP schools.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Educational Interventions to Improve Handover in Health Care: An Updated
           Systematic Review
    • Authors: Gordon; Morris; Hill, Elaine; Stojan, Jennifer N.; Daniel, Michelle
      Abstract: imagePurpose Effective handovers (handoffs) are vital to patient safety. Medical educators investigated educational interventions to improve handovers in a 2011 systematic review. The number of publications on handover education has increased since then, so authors undertook this updated review.Method The authors considered studies involving educational interventions to improve handover amongst undergraduate or postgraduate health professionals in acute care settings. In September 2016, two authors independently conducted a standardized search of online databases and completed a data extraction and quality assessment of the articles included. They conducted a content analysis of and extracted key themes from the interventions described.Results Eighteen reports met the inclusion criteria. All but two were based in the United States. Interventions most commonly involved single-patient exercises based on simulation and role-play. Many studies mentioned multiprofessional education or practice, but interventions occurred largely in single-professional contexts. Analysis of interventions revealed three major themes: facilitating information management, reducing the potential for errors, and improving confidence. The majority of studies assessed Kirkpatrick’s outcomes of satisfaction and knowledge/skill improvement (Levels 1 and 2). The strength of conclusions was generally weak.Conclusions Despite increased interest in and publications on handover, the quality of published research remains poor. Inadequate reporting of interventions, especially as they relate to educational theory, pedagogy, curricula, and resource requirements, continues to impede replication. Weaknesses in methodologies, length of follow-up, and scope of outcomes evaluation (Kirkpatrick levels) persist. Future work to address these issues, and to consider the role of multiprofessional and multiple-patient handovers, is vital.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • Barriers and Facilitators to Self-Directed Learning in Continuing
           Professional Development for Physicians in Canada: A Scoping Review
    • Authors: Jeong; Dahn; Presseau, Justin; ElChamaa, Rima; Naumann, Danielle N.; Mascaro, Colin; Luconi, Francesca; Smith, Karen M.; Kitto, Simon
      Abstract: imagePurpose This scoping review explored the barriers and facilitators that influence engagement in and implementation of self-directed learning (SDL) in continuing professional development (CPD) for physicians in Canada.Method This review followed the six-stage scoping review framework of Arksey and O’Malley and of Daudt et al. In 2015, the authors searched eight online databases for English-language Canadian articles published January 2005–December 2015. To chart and analyze data from the 17 included studies, they employed a two-step analysis process composed of conventional content analysis followed by directed coding applying the Theoretical Domains Framework (TDF).Results Conventional content analysis generated five categories of barriers and facilitators: individual, program, technological, environmental, and workplace/organizational. Directed coding guided by the TDF allowed analysis of barriers and facilitators to behavior change according to two key groups: physicians engaging in SDL, and SDL developers designing and implementing SDL programs. Of the 318 total barriers and facilitators coded, 290 (91.2%) were coded for physicians and 28 (8.8%) for SDL developers. The majority (209; 65.7%) were coded in four key TDF domains: environmental context and resources, social influences, beliefs about consequences, and behavioral regulation.Conclusions This scoping review identified five categories of barriers and facilitators in the literature and four key TDF domains where most factors related to behavior change of physicians and SDL developers regarding SDL programs in CPD were coded. There was a significant gap in the literature about factors that may contribute to SDL developers’ capacity to design and implement SDL programs in CPD.
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
  • A Guide to Reflexivity for Qualitative Researchers in Education
    • Authors: Ramani; Subha; Könings, Karen D.; Mann, Karen; van der Vleuten, Cees P.M.
      Abstract: imageNo abstract available
      PubDate: Wed, 01 Aug 2018 00:00:00 GMT-
       
 
 
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