for Journals by Title or ISSN
for Articles by Keywords
help
  Subjects -> EDUCATION (Total: 1924 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (24 journals)
    - EDUCATION (1623 journals)
    - HIGHER EDUCATION (123 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (31 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (35 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1623 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: 5)
Academic Medicine     Full-text available via subscription   (Followers: 62)
Academic Psychiatry     Full-text available via subscription   (Followers: 23)
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: 51)
Accounting & Finance     Hybrid Journal   (Followers: 52)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 18)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 5)
Acta Didactica Norge     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 60)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 39)
Action Research     Hybrid Journal   (Followers: 45)
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: 173)
Adult Education Quarterly     Hybrid Journal   (Followers: 154)
Advanced Education     Open Access   (Followers: 9)
Advances in Building Education     Open Access   (Followers: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 27)
Advances in High Energy Physics     Open Access   (Followers: 18)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
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: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 2)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
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  
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: 163)
American Journal of Business Education     Open Access   (Followers: 12)
American Journal of Distance Education     Hybrid Journal   (Followers: 31)
American Journal of Education     Full-text available via subscription   (Followers: 185)
American Journal of Educational Research     Open Access   (Followers: 60)
American Journal of Health Education     Hybrid Journal   (Followers: 30)
American Journal of Physics     Full-text available via subscription   (Followers: 53)
American String Teacher     Full-text available via subscription   (Followers: 1)
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: 15)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 21)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 35)
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: 16)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 21)
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: 22)
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: 145)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 41)
Assessment Update     Hybrid Journal   (Followers: 4)
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: 5)
Australasian Journal of Special Education     Full-text available via subscription   (Followers: 7)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 5)
Australian Art Education     Full-text available via subscription   (Followers: 7)
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: 15)
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: 34)
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: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 447)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
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: 248)
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: 6)
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: 4)
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     Full-text available via subscription   (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: 185)
British Journal of Educational Studies     Hybrid Journal   (Followers: 152)
British Journal of Educational Technology     Hybrid Journal   (Followers: 144)
British Journal of Music Education     Hybrid Journal   (Followers: 23)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 51)
British Journal of Special Education     Hybrid Journal   (Followers: 47)
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: 16)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
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: 9)
Childhood Education     Hybrid Journal   (Followers: 16)
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)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 4)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)

        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: 62  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 1040-2446
Published by LWW Wolters Kluwer Homepage  [285 journals]
  • Using Evidence to Change Practice: From Knowing the Right Thing to Doing
           the Right Thing
    • Authors: Sklar; David P.
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Integrating Patient and Community Empowerment in the Medical School
           Curriculum
    • Authors: Abudu; Boya
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • In Reply to Abudu
    • Authors: Sharma; Malika; Pinto, Andrew; Kumagai, Arno K.
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Social Empathy Lives Beyond the Classroom
    • Authors: Kim; Gina J.
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • In Reply to Kim
    • Authors: Wellbery; Caroline
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • In Reply to Kim
    • Authors: Greer; Pedro J. Jr; Brown, David R.; Brewster, Luther G. Jr
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • On Teaching Health Centers and Underserved Care
    • Authors: Ventres; William B.
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Developing a Community-Centered Curriculum on Social Determinants of
           Health
    • Authors: Campbell-Yesufu M.
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Do Sustained Personal Relationships Determine Resident Wellness'
    • Authors: Weissman; Sidney H.
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Transitioning to Medical School: Growth During the Application Cycle
    • Authors: Kiessling; Patrick
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • The Pictures on the Wall: Transitioning From a Historically Black
           College/University (HBCU) to an Ivy League Medical School
    • Authors: Nguemeni Tiako; Max Jordan
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Diversity Initiatives in U.S. Medical Schools: A Perspective From Two
           Class Presidents
    • Authors: Varsanik; Alyssa; Ghodrati, Sahand
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Lost in Transition: Trainees’ Perspectives on Their Bilingual
           Experiences in Clinical Medicine
    • Authors: Garcia; Glenn E. Jr; Salcedo, Pablo A.
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Learning to Break the Shell: Introverted Medical Students Transitioning
           Into Clinical Rotations
    • Authors: Noureddine; Lama; Medina, Jose
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • A 20-Minute Cup of Coffee
    • Authors: Viswanathan; Vidya
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • The Search for Meaning
    • Authors: Brewster; Ryan; Vyas, Daivik
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • When Everything Was Vibrant
    • Authors: Murray; Kyle
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • “Full Disclosure: Secrets of a Med Student”
    • Authors: Pimsakul; Benz
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • For Ten Seconds: Transitions in Training
    • Authors: Mackarey; Amelia M.
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • The Medical Student Compass
    • Authors: Callese; Tyler E.
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • The Time Is Now: Using Graduates’ Practice Data to Drive Medical
           Education Reform
    • Authors: Triola; Marc M.; Hawkins, Richard E.; Skochelak, Susan E.
      Abstract: Medical educators are not yet taking full advantage of the publicly available clinical practice data published by federal, state, and local governments, which can be attributed to individual physicians and evaluated in the context of where they attended medical school and residency training. Understanding how graduates fare in actual practice, both in terms of the quality of the care they provide and the clinical challenges they face, can aid educators in taking an evidence-based approach to medical education. Although in their infancy, efforts to link clinical outcomes data to educational process data hold the potential to accelerate medical education research and innovation. This approach will enable unprecedented insight into the long-term impact of each stage of medical education on graduates’ future practice. More work is needed to determine best practices, but the barrier to using these public data is low, and the potential for early results is immediate. Using practice data to evaluate medical education programs can transform how the future physician workforce is trained and better align continuously learning medical education and health care systems.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • A Call to Investigate the Relationship Between Education and Health
           Outcomes Using Big Data
    • Authors: Chahine; Saad; Kulasegaram, Kulamakan (Mahan; Wright, Sarah; Monteiro, Sandra; Grierson, Lawrence E. M.; Barber, Cassandra; Sebok-Syer, Stefanie S.; McConnell, Meghan; Yen, Wendy; De Champlain, Andre; Touchie, Claire
      Abstract: There exists an assumption that improving medical education will improve patient care. While seemingly logical, this premise has rarely been investigated. In this Invited Commentary, the authors propose the use of big data to test this assumption. The authors present a few example research studies linking education and patient care outcomes and argue that using big data may more easily facilitate the process needed to investigate this assumption. The authors also propose that collaboration is needed to link educational and health care data. They then introduce a grassroots initiative, inclusive of universities in one Canadian province and national licensing organizations that are working together to collect, organize, link, and analyze big data to study the relationship between pedagogical approaches to medical training and patient care outcomes. While the authors acknowledge the possible challenges and issues associated with harnessing big data, they believe that the benefits supersede these. There is a need for medical education research to go beyond the outcomes of training to study practice and clinical outcomes as well. Without a coordinated effort to harness big data, policy makers, regulators, medical educators, and researchers are left with sometimes costly guesses and assumptions about what works and what does not. As the social, time, and financial investments in medical education continue to increase, it is imperative to understand the relationship between education and health outcomes.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Harnessing the Power of Big Data to Improve Graduate Medical Education:
           Big Idea or Bust'
    • Authors: Arora; Vineet M.
      Abstract: With the advent of electronic medical records (EMRs) fueling the rise of big data, the use of predictive analytics, machine learning, and artificial intelligence are touted as transformational tools to improve clinical care. While major investments are being made in using big data to transform health care delivery, little effort has been directed toward exploiting big data to improve graduate medical education (GME). Because our current system relies on faculty observations of competence, it is not unreasonable to ask whether big data in the form of clinical EMRs and other novel data sources can answer questions of importance in GME such as when is a resident ready for independent practice.The timing is ripe for such a transformation. A recent National Academy of Medicine report called for reforms to how GME is delivered and financed. While many agree on the need to ensure that GME meets our nation’s health needs, there is little consensus on how to measure the performance of GME in meeting this goal. During a recent workshop at the National Academy of Medicine on GME outcomes and metrics in October 2017, a key theme emerged: Big data holds great promise to inform GME performance at individual, institutional, and national levels. In this Invited Commentary, several examples are presented, such as using big data to inform clinical experience and provide clinically meaningful data to trainees, and using novel data sources, including ambient data, to better measure the quality of GME training.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Time for an Acute Focus on Chronic Care in Undergraduate Medical Education
    • Authors: Shi; Connie R.; Nambudiri, Vinod E.
      Abstract: imageAs the burdens of chronic disease rise in the United States, both undergraduate and graduate medical education must adapt to adequately equip future physicians with the skills to manage the increasingly complex health needs affecting the population. However, traditional models of undergraduate medical education (UME) have made focusing on chronic care education challenging. In this Invited Commentary, the authors advocate for strengthening UME based on five approaches to engage trainees in learning about chronic care across both the preclinical and clinical phases of their education: (1) introducing chronic care in the preclinical years; (2) prioritizing chronic care education across all specialties; (3) maximizing the fourth year of medical school through a chronic care focus; (4) creating chronic-disease-focused advanced clerkships; and (5) leveraging technology for education. These five approaches call for restructuring of both preclinical and clinical education to more comprehensively emphasize the skills and knowledge needed for trainees to manage chronic diseases. Such efforts will ensure that graduating medical students are well versed in the competencies needed to effectively care for patients with chronic conditions in advance of their transition to graduate medical education and clinical practice.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • How Academic Health Systems Can Achieve Population Health in Vulnerable
           Populations Through Value-Based Care: The Critical Importance of
           Establishing Trusted Agency
    • Authors: Wesson; Donald E.; Kitzman, Heather E.
      Abstract: Improving population health may require health systems to proactively engage patient populations as partners in the implementation of healthy behaviors as a shared value using strategies that incentivize healthy outcomes for the population as a whole. The current reactive health care model, which focuses on restoring the health of individuals after it has been lost, will not achieve the goal of improved population health. To achieve this goal, health systems must proactively engage in partnerships with the populations they serve. Health systems will need the help of community entities and individuals who have the trust of the population being served and are willing to act on behalf of the health system if they are to achieve this effective working partnership. The need for these trusted agents is particularly pertinent for vulnerable and historically underserved segments of the population. In this Invited Commentary, the authors discuss ways by which health systems might identify, engage, and leverage trusted agents to improve the health of the population through value-based care.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Concerns and Responses for Integrating Health Systems Science Into Medical
           Education
    • Authors: Gonzalo; Jed D.; Caverzagie, Kelly J.; Hawkins, Richard E.; Lawson, Luan; Wolpaw, Daniel R.; Chang, Anna
      Abstract: imageWith the aim of improving the health of individuals and populations, medical schools are transforming curricula to ensure physician competence encompasses health systems science (HSS), which includes population health, health policy, high-value care, interprofessional teamwork, leadership, quality improvement, and patient safety. Large-scale, meaningful integration remains limited, however, and a major challenge in HSS curricular transformation efforts relates to the receptivity and engagement of students, educators, clinicians, scientists, and health system leaders. The authors identify several widely perceived challenges to integrating HSS into medical school curricula, respond to each concern, and provide potential strategies to address these concerns, based on their experiences designing and integrating HSS curricula. They identify two broad categories of concerns: the (1) relevance and importance of learning HSS—including the perception that there is inadequate urgency for change; HSS education is too complex and should occur in later years; early students would not be able to contribute, and the roles already exist; and the science is too nascent—and (2) logistics and practicality of teaching HSS—including limited curricular time, scarcity of faculty educators with expertise, lack of support from accreditation agencies and licensing boards, and unpreparedness of evolving health care systems to partner with schools with HSS curricula. The authors recommend the initiation and continuation of discussions between educators, clinicians, basic science faculty, health system leaders, and accrediting and regulatory bodies about the goals and priorities of medical education, as well as about the need to collaborate on new methods of education to reach these goals.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Transitioning to a High-Value Health Care Model: Academic Accountability
    • Authors: Johnson; Pamela T.; Alvin, Matthew D.; Ziegelstein, Roy C.
      Abstract: Health care spending in the United States has increased to unprecedented levels, and these costs have broken medical providers’ promise to do no harm. Medical debt is the leading contributor to U.S. personal bankruptcy, more than 50% of household foreclosures are secondary to medical debt and illness, and patients are choosing to avoid necessary care because of its cost. Evidence that the health care delivery model is contributing to patient hardship is a call to action for the profession to transition to a high-value model, one that delivers the highest health care quality and safety at the lowest personal and financial cost to patients. As such, value improvement work is being done at academic medical centers across the country. To promote measurable improvements in practice on a national scale, academic institutions need to align efforts and create a new model for collaboration, one that transcends cross-institutional competition, specialty divisions, and geographical constraints. Academic institutions are particularly accountable because of the importance of research and education in driving this transition. Investigations that elucidate effective implementation methodologies and evaluate safety outcomes data can facilitate transformation. Engaging trainees in quality improvement initiatives will instill high-value care into their practice. This article charges academic institutions to go beyond dissemination of best practice guidelines and demonstrate accountability for high-value quality improvement implementation. By effectively transitioning to a high-value health care system, medical providers will convincingly demonstrate that patients are their most important priority.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Pushing Critical Thinking Skills With Multiple-Choice Questions: Does
           Bloom’s Taxonomy Work'
    • Authors: Zaidi; Nikki L. Bibler; Grob, Karri L.; Monrad, Seetha M.; Kurtz, Joshua B.; Tai, Andrew; Ahmed, Asra Z.; Gruppen, Larry D.; Santen, Sally A.
      Abstract: Medical school assessments should foster the development of higher-order thinking skills to support clinical reasoning and a solid foundation of knowledge. Multiple-choice questions (MCQs) are commonly used to assess student learning, and well-written MCQs can support learner engagement in higher levels of cognitive reasoning such as application or synthesis of knowledge. Bloom’s taxonomy has been used to identify MCQs that assess students’ critical thinking skills, with evidence suggesting that higher-order MCQs support a deeper conceptual understanding of scientific process skills. Similarly, clinical practice also requires learners to develop higher-order thinking skills that include all of Bloom’s levels. Faculty question writers and examinees may approach the same material differently based on varying levels of knowledge and expertise, and these differences can influence the cognitive levels being measured by MCQs. Consequently, faculty question writers may perceive that certain MCQs require higher-order thinking skills to process the question, whereas examinees may only need to employ lower-order thinking skills to render a correct response. Likewise, seemingly lower-order questions may actually require higher-order thinking skills to respond correctly. In this Perspective, the authors describe some of the cognitive processes examinees use to respond to MCQs. The authors propose that various factors affect both the question writer and examinee’s interaction with test material and subsequent cognitive processes necessary to answer a question.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • The Advocacy Portfolio: A Standardized Tool for Documenting Physician
           Advocacy
    • Authors: Nerlinger; Abby L.; Shah, Anita N.; Beck, Andrew F.; Beers, Lee S.; Wong, Shale L.; Chamberlain, Lisa J.; Keller, David
      Abstract: imageRecent changes in health care delivery systems and in medical training have primed academia for a paradigm shift, with strengthened support for an expanded definition of scholarship. Physicians who consider advocacy to be relevant to their scholarly endeavors need a standardized format to display activities and measure the value of health outcomes to which their work can be attributed. Similar to the Educator Portfolio, the authors here propose the Advocacy Portfolio (AP) to document a scholarly approach to advocacy.Despite common challenges faced in the arguments for both education and advocacy to be viewed as scholarship, the authors highlight inherent differences between the two fields. On the basis of prior literature, the authors propose a broad yet comprehensive set of domains to categorize advocacy activities, including advocacy engagement, knowledge dissemination, community outreach, advocacy teaching/mentoring, and advocacy leadership/administration. Documenting quality, quantity, and a scholarly approach to advocacy within each domain is the first of many steps to establish congruence between advocacy and scholarship for physicians using the AP format.This standardized format can be applied in a variety of settings, from medical training to academic promotion. Such documentation will encourage institutional buy-in by aligning measured outcomes with institutional missions. The AP will also provide physician–advocates with a method to display the impact of advocacy projects on health outcomes for patients and populations. Future challenges to broad application include establishing institutional support and developing consensus regarding criteria by which to evaluate the contributions of advocacy activities to scholarship.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Dilemmas of Representation: Patient Engagement in Health Professions
           Education
    • Authors: Rowland; Paula; Kumagai, Arno K.
      Abstract: The role of the patient in bedside teaching has long been a matter of consideration in health professions education. Recent iterations of patient engagement include patients as storytellers, members of curriculum planning committees, guest lecturers, and health mentors. While these forms of patient engagement are reported to have many benefits for learners, educators, and the patients themselves, there is concern that such programs may not be representative of the diversity of patients that health care professionals will encounter throughout their careers. This problem of representation has vexed not only educators but also sociologists and political scientists studying patients’ and the public’s involvement in arenas such as health services research, policy, and organizational design.In this Perspective, the authors build on these sociological and political science approaches to expand our understanding of the problem of representation in patient engage-ment. In doing so, the authors’ reconfiguration of the problem sheds new light on the dilemma of representation. They argue for an understanding of representation that not only is inclusive of who is being represented but that also takes seriously what is being represented, how, and why. This argument has implications for educators, learners, administrators, and patient participants.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Who Am I, and Who Do I Strive to Be' Applying a Theory of
           Self-Conscious Emotions to Medical Education
    • Authors: Bynum; William E. IV; Artino, Anthony R. Jr
      Abstract: imageThe self-conscious emotions of shame, guilt, and pride are a distinct set of cognitively complex, powerful, and ubiquitous emotions that arise when an individual engages in self-evaluation. Currently, little is known about the influence or outcomes of self-conscious emotions in medical learners. In this article, the authors present a leading theory of self-conscious emotions that outlines the appraisals and attributions that give rise to and differentiate shame, guilt, and two forms of pride. The authors then apply the theory to three relevant topics in medical education: perfectionism, professional identity formation, and motivation. In doing so, the authors present novel ways of viewing these topics through the lens of self-conscious emotion, suggest areas of future research, and outline a framework for emotional resilience training. Ultimately, the goal of this article is to highlight the fundamental nature of shame, guilt, and pride, which the authors believe are underappreciated and understudied in medical education, and to inform future empirical study on the role that these emotions might play in medical education. Additionally, from a practical standpoint, this article aims to encourage educators and learners to recognize self-conscious emotions in themselves and their colleagues, and to begin developing more resilient approaches to learning—approaches that acknowledge and confront shame, guilt, and pride in medical education.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • An Integrated Career Coaching and Time-Banking System Promoting
           Flexibility, Wellness, and Success: A Pilot Program at Stanford University
           School of Medicine
    • Authors: Fassiotto; Magali; Simard, Caroline; Sandborg, Christy; Valantine, Hannah; Raymond, Jennifer
      Abstract: imageFaculty in academic medicine experience multiple demands on their time at work and home, which can become a source of stress and dissatisfaction, compromising success. A taskforce convened to diagnose the state of work–life flexibility at Stanford University School of Medicine uncovered two major sources of conflict: work–life conflict, caused by juggling demands of career and home; and work–work conflict, caused by competing priorities of the research, teaching, and clinical missions combined with service and administrative tasks. Using human-centered design research principles, the 2013–2014 Academic Biomedical Career Customization (ABCC) pilot program incorporated two elements to mitigate work–life and work–work conflict: integrated career–life planning, coaching to create a customized plan to meet both career and life goals; and a time-banking system, recognizing behaviors that promote team success with benefits that mitigate work–life and work–work conflicts. A matched-sample pre–post evaluation survey found the two-part program increased perceptions of a culture of flexibility (P = .020), wellness (P = .013), understanding of professional development opportunities (P = .036), and institutional satisfaction (P = .020) among participants. In addition, analysis of research productivity indicated that over the two-year program, ABCC participants received 1.3 more awards, on average, compared with a matched set of nonparticipants, a funding difference of approximately $1.1 million per person. These results suggest it is possible to mitigate the effects of extreme time pressure on academic medicine faculty, even within existing institutional structures.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Artist’s Statement: Avenues of Color
    • Authors: Skerritt; Lauren
      Abstract: imageNo abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Looking Back to Move Forward: First-Year Medical Students’
           Meta-Reflections on Their Narrative Portfolio Writings
    • Authors: Cunningham; Hetty; Taylor, Delphine; Desai, Urmi A.; Quiah, Samuel C.; Kaplan, Benjamin; Fei, Lorraine; Catallozzi, Marina; Richards, Boyd; Balmer, Dorene F.; Charon, Rita
      Abstract: imageThe day-to-day rigors of medical education often preclude learners from gaining a longitudinal perspective on who they are becoming. Furthermore, the current focus on competencies, coupled with concerning rates of trainee burnout and a decline in empathy, have fueled the search for pedagogic tools to foster students’ reflective capacity. In response, many scholars have looked to the tradition of narrative medicine to foster “reflective spaces” wherein holistic professional identity construction can be supported. This article focuses on the rationale, content, and early analysis of the reflective space created by the narrative medicine-centered portfolio at the Columbia University Vagelos College of Physicians and Surgeons. In January 2015, the authors investigated learning outcomes derived from students’ “Signature Reflections,” end-of-semester meta-reflections on their previous portfolio work. The authors analyzed the Signature Reflections of 97 (of 132) first-year medical students using a constant comparative process. This iterative approach allowed researchers to identify themes within students’ writings and interpret the data. The authors identified two overarching interpretive themes—recognition and grappling—and six subthemes. Recognition included comments about self-awareness and empathy. Grappling encompassed the subthemes of internal change, dichotomies, wonder and questioning, and anxiety. Based on the authors’ analyses, the Signature Reflection seems to provide a structured framework that encourages students’ reflective capacity and the construction of holistic professional identity. Other medical educators may adopt meta-reflection, within the reflective space of a writing portfolio, to encourage students’ acquisition of a longitudinal perspective on who they are becoming and how they are constructing their professional identity.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • In Search of Connection
    • Authors: Lee; Hsin (Cindy
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • The Purloined Letter: [Excerpts]
    • Authors: Poe; Edgar Allen
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Commentary on Excerpts From “The Purloined Letter”
    • Authors: Baxter-Stoltzfus; Amelia; Sahu, Margaret B.; Furman, Andrew C.
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Delivering on the Promise of CLER: A Patient Safety Rotation That Aligns
           Resident Education With Hospital Processes
    • Authors: Patel; Ekta; Muthusamy, Veena; Young, John Q.
      Abstract: imageProblem Residency programs must provide training in patient safety. Yet, significant gaps exist among published patient safety curricula. The authors developed a rotation designed to be scalable to an entire residency, built on sound pedagogy, aligned with hospital safety processes, and effective in improving educational outcomes.Approach From July 2015 to May 2017, each second-year resident completed the two-week rotation. Residents engaged the foundational science asynchronously via multiple modalities and then practiced applying key concepts during a mock root cause analysis. Next, each resident performed a special review of an actual adverse patient event and presented findings to the hospital’s Special Review Committee (SRC). Multiple educational outcomes were assessed, including resident satisfaction and attitudes (postrotation survey), changes in knowledge via pre- and posttest, quality of the residents’ written safety analyses and oral presentations (per survey of SRC members), and organizational changes that resulted from the residents’ reviews.Outcomes Twenty-two residents completed the rotation. Most components were rated favorably; 80% (12/15 respondents) indicated interest in future patient safety work. Knowledge improved by 44.3% (P < .0001; pretest mean 23.7, posttest mean 34.2). Compared to faculty, SRC members rated the quality of residents’ written reviews as superior and the quality of the rated oral presentations as either comparable or superior. The reviews identified a variety of safety vulnerabilities and led to multiple corrective actions.Next Steps The authors will evaluate the curriculum in a controlled trial with better measures of change in behavior. Further tests of the curriculum’s scalability to other contexts are needed.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • What Every Graduating Resident Needs to Know About Quality Improvement and
           Patient Safety: A Content Analysis of 26 Sets of ACGME Milestones
    • Authors: Lane-Fall; Meghan B.; Davis, Joshua J.; Clapp, Justin T.; Myers, Jennifer S.; Riesenberg, Lee Ann
      Abstract: imagePurpose Quality improvement (QI) and patient safety (PS) are broadly relevant to the practice of medicine, but specialty-specific milestones demonstrate variable expectations for trainee competency in QI/PS. The purpose of this study was to develop a unifying portrait of QI/PS expectations for graduating residents irrespective of specialty.Method Milestones from 26 residency programs representing the 24 member boards of the American Board of Medical Specialties were downloaded from the Accreditation Council for Graduate Medical Education (ACGME) Web site in 2015. A codebook was generated by in-depth reading of all milestone sets by two authors. Using a content analytic approach, milestones were then coded by a single author, with a 25% sample double coded by another author. Descriptive statistics were used to characterize frequency counts.Results Of 612 total milestones, 249 (40.7%) made mention of QI/PS. A median 10 milestones per specialty (interquartile range, 5.25–11.75) mentioned QI/PS. There were 446 individual references to QI, 423 references to PS, and another 1,065 references to QI/PS-related concepts, including patient-centered care, cost-effective practice, documentation, equity, handoffs and care transitions, and teamwork. QI/PS references reflected expectations about both individual-level practice (531/869; 61.1%) and practice within a health care system (338/869; 38.9%). QI and PS references were linked to all six ACGME core competencies.Conclusions Although there is variability in the emphasis placed on QI/PS across specialties, overall, QI/PS is reflected in more than 40% of residency milestones. Graduating residents in all specialties are expected to demonstrate competence in QI, PS, and multiple related concepts.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Gender Disparities in Medical Student Research Awards: A 13-Year Study
           From the Yale School of Medicine
    • Authors: King; Joseph T. Jr; Angoff, Nancy R.; Forrest, John N. Jr; Justice, Amy C.
      Abstract: imagePurpose The Liaison Committee on Medical Education mandates instruction in research conduct, and many U.S. medical schools require students to complete a research project. All Yale School of Medicine (YSM) graduating students submit a research thesis, and ~5% are awarded highest honors. Gender disparities exist in areas related to physician research productivity, including academic rank, research funding, and publications. The authors asked whether gender disparities exist for medical student research.Method The authors conducted a retrospective review of 1,120 theses submitted by graduating medical students from 2003 to 2015 at YSM and collected data on gender, mentoring, research type, sponsoring department, and other characteristics. Multivariate logistic regression modeling examined gender differences in medical student research awards.Results Women authored 50.9% of theses, but earned only 30.9% of highest honors awards (OR 0.41; 95% CI: 0.23, 0.74). Among factors associated with increased receipt of highest honors that differed by gender, men were more likely than women to work with a mentor with a history of three or more thesis honorees, take a fifth year of study, secure competitive research funding, undertake an MD–master of health science degree, and conduct laboratory research (all P < .001). After adjustment for these factors, and for underrepresented in medicine status and sponsoring department, women remained less likely to receive highest honors (OR 0.51; 95% CI: 0.27, 0.98).Conclusions Women YSM students were less likely to receive highest honors for medical research. Gender disparities in postgraduate biomedical research success may start during undergraduate medical education.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Lessons From My Mother
    • Authors: Van Remmen; Sarah
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Is Speed a Desirable Difficulty for Learning Procedures' An Initial
           Exploration of the Effects of Chronometric Pressure
    • Authors: Gas; Becca L.; Buckarma, EeeLN H.; Cook, David A.; Farley, David R.; Pusic, Martin V.
      Abstract: imagePurpose To determine whether “chronometric pressure” (i.e., a verbal prompt to increase speed) could predictably alter medical learners’ speed–accuracy trade-off during a simulated surgical task, thus modifying the challenge.Method The authors performed a single-task, interrupted time-series study, enrolling surgery residents and medical students from two institutions in September and October 2015. Participants completed 10 repetitions of a simulated blood vessel ligation (placement of two ligatures 1 cm apart). Between repetitions 5 and 6, participants were verbally encouraged to complete the next repetition 20% faster than the previous one. Outcomes included time and accuracy (ligature tightness, placement distance). Data were analyzed using random-coefficients spline models.Results The authors analyzed data from 78 participants (25 medical students, 16 first-year residents, 37 senior [second-year or higher] residents). Overall, time decreased from the 1st (mean [standard deviation] 39.8 seconds [18.4]) to the 10th (29.6 [12.5]) repetition. The spline model showed a decrease in time between repetitions 5 and 6 of 8.6 seconds (95% confidence interval: −11.1, −6.1). The faster time corresponded with declines in ligature tightness (unadjusted difference −19%; decrease in odds 0.86 [0.76, 0.98]) and placement accuracy (unadjusted difference −5%; decrease in odds 0.86 [0.75, 0.99]). Significant differences in the speed–accuracy trade-off were seen by training level, with senior residents demonstrating the greatest decline in accuracy as speed increased.Conclusions Chronometric pressure influenced the speed–accuracy trade-off and modified the challenge level in a simulated surgical task. It may help unmask correctable deficiencies or false plateaus in learners’ skill development.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • “You’re Not Trying to Save Somebody From Death”: Learning as
           “Becoming” in Palliative Care
    • Authors: Kilbertus; Frances; Ajjawi, Rola; Archibald, Douglas B.
      Abstract: imagePurpose Learning can be conceptualized as a process of “becoming,” considering individuals, workplace participation, and professional identity formation. How postgraduate trainees learn palliative care, encompassing technical competence, compassion, and empathy, is not well understood or explained by common conceptualizations of learning as “acquisition” and “participation.” Learning palliative care, a practice that has been described as a cultural shift in medicine challenging the traditional role of curing and healing, provided the context to explore learning as “becoming.”Method The authors undertook a qualitative narrative study, interviewing 14 residents from the University of Ottawa Family Medicine Residency Program eliciting narratives of memorable learning (NMLs) for palliative care. Forty-five NMLs were analyzed thematically. To illuminate the interplay among themes, an in-depth analysis of the NMLs was done that considered themes and linguistic and paralinguistic features of the narratives.Results Forty-five NMLs were analyzed. The context of NMLs was predominantly a variety of clinical workplaces during postgraduate training. Themes clustered around the concept of palliative care and how it contrasted with other clinical experiences, the emotional impact on narrators, and how learning happened in the workplace. Participants had expectations about their identities as doctors that were challenged within their NMLs for palliative care.Conclusions NMLs for palliative care were a complex entanglement of individual experience and social and workplace cultures highlighting the limitations of the “acquisition” and “participation” metaphors of learning. By conceptualizing learning as “becoming,” what occurs during memorable learning can be made accessible to those supporting learners and their professional identity formation.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Hair Loss: It’s Not Just a Cosmetic Concern
    • Authors: Kailas; Ajay
      Abstract: No abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • An Innovative Shared Decision-Making Curriculum for Internal Medicine
           Residents: Findings From the University of Pittsburgh Medical Center
    • Authors: Rusiecki; Jennifer; Schell, Jane; Rothenberger, Scott; Merriam, Sarah; McNeil, Melissa; Spagnoletti, Carla
      Abstract: imagePurpose Shared decision making (SDM) is a core competency in health policy and guidelines. Most U.S. internal medicine residencies lack an SDM education curriculum. A standardized patient (SP)-based curriculum teaching key concepts and skills of SDM was developed.Method This curriculum consisted of an innovative seven-step SDM model and a skills-focused SP case, integrated into the ambulatory rotation for senior medicine residents at the University of Pittsburgh Medical Center in 2015. Evaluation consisted of pre/postcurriculum surveys assessing residents’ knowledge of and attitudes toward SDM. Skills development was assessed via pre/postcurricular audio recordings of clinical decision making.Results Thirty-six residents completed the curriculum (survey participation rate 88%). There was significant improvement in residents’ knowledge (median score pre 75%, post 100%, P < .01); confidence (median composite score pre 2.87, post 3.0, P < .01, where 1 = not confident/important, 4 = very confident/important); and importance of SDM (median composite score pre 3.14, post 3.5, P < .01). Forty-four clinical recordings (31 pre, 13 post) were assessed using the Observing Patient Involvement in Decision-Making scale. Improvement in use of SDM skills was seen among all residents (mean increase 1.84 points, P = .27). When data were stratified post hoc by U.S. versus international medical graduates, there was significant improvement in total score (mean increase of 5.15 points, P = .01) among U.S. graduates only.Conclusions SDM is teachable, and this skill-based curricular intervention resulted in improvement in senior medicine residents’ knowledge of, attitudes toward, and demonstration of SDM skills.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • Faculty Support for Self-Directed Learning in Internal Medicine Residency:
           A Qualitative Study Using Grounded Theory
    • Authors: Sawatsky; Adam P.; Ratelle, John T.; Bonnes, Sara L.; Egginton, Jason S.; Beckman, Thomas J.
      Abstract: imagePurpose Self-directed learning (SDL) is part of residency training, which residents desire guidance in implementing. To characterize SDL within the clinical context, this study explored residents’ perceptions of faculty members’ role in promoting and supporting resident SDL.Method Using a constructivist grounded theory approach, the authors conducted seven focus groups with 46 internal medicine residents at the Mayo Clinic Internal Medicine Residency Program from October 2014 to January 2015. Focus group transcripts were deidentified and processed through open coding and analytic memo writing. Guided by a previously developed SDL model, data were analyzed regarding faculty member involvement in resident SDL. Themes were organized and patterns were discussed at team meetings, with constant comparison with new data. Trustworthiness was established using two member-check sessions.Results The authors identified themes within the categories of faculty guidance for SDL, SDL versus other-directed learning (ODL), and faculty archetypes for supporting SDL. Clinical teachers play a key role in facilitating resident SDL and can provide guidance at each step in the SDL process. Residents discussed the distinction between SDL and ODL, highlighting the integrated nature of learning and interplay between the two approaches to learning. Residents identified themes relating to three archetypal approaches faculty implement to support resident SDL in the clinical environment (directed, collaborative, and role model SDL), with benefits and challenges of each approach.Conclusions This study underscores the importance of external guidance for resident SDL and expands on approaches faculty members can use to support SDL in the clinical context.
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
  • The RIME Model Provides a Context for Entrustable Professional Activities
           Across Undergraduate Medical Education
    • Authors: Meyer; Eric G.; Kelly, William F.; Hemmer, Paul A.; Pangaro, Louis N.
      Abstract: imageNo abstract available
      PubDate: Fri, 01 Jun 2018 00:00:00 GMT-
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.166.141.12
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-