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  Subjects -> EDUCATION (Total: 1744 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1456 journals)
    - HIGHER EDUCATION (118 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (28 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1456 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  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 58)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 54)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 49)
Accounting & Finance     Hybrid Journal   (Followers: 46)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 15)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 3)
Across the Disciplines     Open Access   (Followers: 7)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 56)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 39)
Active Learning in Higher Education     Hybrid Journal   (Followers: 242)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 148)
Adult Education Quarterly     Hybrid Journal   (Followers: 173)
Advanced Education     Open Access   (Followers: 5)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 22)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 6)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
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: 5)
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: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 18)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 13)
American Educational Research Journal     Hybrid Journal   (Followers: 141)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 28)
American Journal of Education     Full-text available via subscription   (Followers: 165)
American Journal of Educational Research     Open Access   (Followers: 55)
American Journal of Health Education     Hybrid Journal   (Followers: 28)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 13)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 19)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 33)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 10)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 19)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 18)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 11)
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: 125)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 36)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 14)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 19)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 12)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 30)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 406)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 3)
Autism     Hybrid Journal   (Followers: 194)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 41)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 168)
British Journal of Educational Studies     Hybrid Journal   (Followers: 190)
British Journal of Educational Technology     Hybrid Journal   (Followers: 126)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 46)
British Journal of Special Education     Hybrid Journal   (Followers: 39)
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: 18)
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 Educação, Tecnologia e Sociedade     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  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
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: 13)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 5)
Canadian Journal of Higher Education     Open Access   (Followers: 23)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 14)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
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: 14)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
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: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 25)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 15)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
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: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 18)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 27)
Comparative Education Review     Full-text available via subscription   (Followers: 32)
Comparative Professional Pedagogy     Open Access   (Followers: 2)

        1 2 3 4 5 6 7 8 | Last

Journal Cover Academic Medicine
  [SJR: 2.202]   [H-I: 107]   [58 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 1040-2446
   Published by LWW Wolters Kluwer Homepage  [285 journals]
  • Creating a Fair, High-Quality, Affordable Health Care System for All
    • Authors: Sklar; David P.
      Abstract: No abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • The Economics of Residency Application Fees
    • Authors: Maroongroge; Sean
      Abstract: No abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • In Reply to Maroongroge
    • Authors: Stoddard; Hugh A.
      Abstract: No abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • The Emotional Domains of Empathy Matter, Too
    • Authors: Quinn; Mariah; Zelenski, Amy
      Abstract: No abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • In Reply to Quinn and Zelenski
    • Authors: Hojat; Mohammadreza; Gonnella, Joseph S.
      Abstract: No abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • A New Look at Medical Curricula
    • Authors: Azer; Samy A.
      Abstract: No abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • In Reply to Azer
    • Authors: Sklar; David P.
      Abstract: No abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Voting and the Role of Physicians
    • Authors: Milligan; Michael; Jones, David
      Abstract: No abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • The Professional Educational Identity Across the Continuum of Medical
           Education
    • Authors: Greenberg; Larrie
      Abstract: No abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • A Closer Look at Regional Medical Campuses
    • Authors: Carter; Lanita; Cooper, Gerry; Johns, Alan
      Abstract: No abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • What Should Guide Health Policy' A Perspective Beyond Politics
    • Authors: Kirch; Darrell G.; Ast, Cori
      Abstract: As the U.S. electorate has become increasingly polarized, these divisions are poised to shape legislative and regulatory work in the years ahead. For those whose focus is on the public goods of health care for all, the advancement of science through rigorous research, and the contribution of higher education to the continual improvement of the nation’s workforce, there is profound uncertainty about the future. There are several pressing questions facing the nation and academic medicine, including the future of affordable, accessible insurance; acceptance of scientific evidence; sustainable learning and teaching methodologies; and the well-being and preparation of the nation’s health workforce to care for an increasingly diverse nation. For those in academic medicine and policy making alike, the authors propose a framework, grounded in scientific evidence and guided by clinical ethics, for designing and evaluating health policy solutions for these and other pressing questions.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Let’s Get Real About Health Care Reform
    • Authors: Karpf; Michael
      Abstract: In light of the ongoing debate about health care policy in the United States, including efforts to repeal and replace the Affordable Care Act, it will be critically important for the academic community to engage in the dialogue. Developing a viable approach to health care reform requires an understanding of the interaction and interdependence between choice, cost, and coverage in a competitive and functional market-based system. Some institutions have implemented models that indicate the feasibility of providing high-quality, efficient patient care while working within fixed budgets. The academic community must stay engaged in these conversations because of its moral commitment to equitable access to health care for all. Academic medical centers will also have to define and protect their roles in an evolving health care delivery system in the United States.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Why Health Insurance Matters—and Why Research Evidence Should Too
    • Authors: Sommers; Benjamin D.
      Abstract: In the current debate over the future of the Affordable Care Act (ACA), research evidence on the impact of the law and the effects of health insurance coverage in general is critical. Studies of health insurance expansion over the past decade have demonstrated that coverage expansions can produce significant reductions in mortality—particularly among minorities, those living in poorer areas, and those with chronic conditions potentially treatable with timely medical care. More recent studies of the ACA in particular demonstrate that the law has produced historically large reductions in the uninsured rate, with resulting improvements in access to care, perceived quality of care, and self-reported health. Yet much of the general public and many policy makers remain unaware of this evidence. Researchers and clinicians in academic medicine have a role to play in ensuring that critically important health policy decisions are made using rigorous evidence to best protect the interests of our patients.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • The Spider
    • Authors: Bruckner; Julia Michie
      Abstract: No abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • No Time for Silence: An Urgent Need for Political Activism Among the
           Medical Community
    • Authors: Levinsohn; Erik; Weisenthal, Karrin; Wang, Priscilla; Shahu, Andi; Meizlish, Matthew; Robledo-Gil, Talia; Duffy, Eamon; Fox, Samara; Berk-Krauss, Juliana
      Abstract: Despite being a major stakeholder in the U.S. health care system, the medical community has remained relatively mute in the debate over the future of the Patient Protection and Affordable Care Act (ACA). If the ACA were repealed, tens of millions of Americans would be in danger of losing their insurance, resulting in a significant increase in mortality. Because misinformation about the ACA is rampant, it is imperative that health care providers explain to the public what exactly the ACA is and how repeal will affect patients. Traditionally, many in the medical community have abstained from political advocacy for multiple reasons, including compromising the doctor–patient relationship, financial incentives, lack of experience with activism due to an absence of training in that area, and fear of political retaliation. Encouragingly, there are indications that the medical community is beginning to become more vocal. Medical students are one example, having formed a grassroots response to repeal. However, students need more guidance and support from experienced mentors to most effectively serve as patient advocates. This is no time for silence: On this life-or-death issue, the medical community cannot afford to remain mute.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Emotional Life: Exploring Contradictions in Health Behavior Through
           Creative Writing in Public Health Education
    • Authors: Saffran; Lise
      Abstract: Weaving personal experience with literature on social determinants and health humanities, the author argues that including art and literature in public health education will benefit efforts to integrate health care and public health by reminding practitioners that communities are composed of individuals with complicated and often contradictory impulses. She argues that those whose work involves planning interventions and reviewing population data also need to perform the tasks of mental flexibility, of imagination, to think about the people behind the numbers. Together with colleagues at the University of Missouri, the author researches the role of creative writing and imagination in reducing HIV stigma and finds hopeful signs in student responses that they are prepared to consider the contradictions present in human behavior if they are given the opportunity to reflect deeply upon them. Creative writing, literature, and art belong in public health education, she argues, because that is how we make space for emotion in our lives and how we connect with the emotional lives of others.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • It Is Time to Cancel Medicine’s Social Contract Metaphor
    • Authors: Harris; John M. Jr
      Abstract: There is agreement that the complex relationship between medicine and society is best described as a metaphorical social contract and that professionalism is the medical profession’s contribution to this contract. Metaphors can help clarify abstract concepts, but they can also be abused if the counterfactual attributes of a metaphor become attributed to its subject. This seems to be happening with medical professionalism, which has sometimes been reduced to a contracted deliverable and a bargaining chip. The undesirable attributes of the social contract metaphor may be hindering efforts to understand and teach medical professionalism.Despite its theoretical weaknesses, the social contract metaphor has historical credibility because of its alleged association with the 1847 Code of Medical Ethics and the subsequent ascension of regular (allopathic) medicine in the early 20th century. However, the record does not support an argument that the intended purpose of the 1847 Code was to create a social contract or that one ever arose. The alternative account that a contract did arise, but physicians were poor partners, is neither satisfying nor explanatory.As now used, medicine’s social contract metaphor has serious theoretical and historic weaknesses. Medical educators should remove this narrow and overworked metaphor from their discussions of professionalism. By doing this, educators and the profession in general would only lose the ability to threaten themselves with the cancellation of their social contract. In return they would open the door to a more complex and fruitful consideration of medical professionalism and medicine’s relationship with society.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Opposition to Obamacare: A Closer Look
    • Authors: Gordon; Paul R.; Gray, Laurel; Hollingsworth, Alex; Shapiro, Eve C.; Dalen, James E.
      Abstract: imagePrior telephone surveys have reported two main reasons for opposition to the Affordable Care Act (ACA): distrust of government and opposition to the universal coverage mandate. The authors set out to elucidate the reasons for this opposition. This article describes how the authors used qualitative methods with semistructured interviewing as a principal investigative method to gather information from people they met while bicycling across the United States from April through July 2016. During this time, the authors conducted open-ended, semistructured conversations with people they met as they rode their bicycles from Washington, DC, to Seattle, Washington. Informants were chosen as a convenience sample. One hundred sixteen individuals participated as informants. The majority of comments were negative toward the ACA. Conversations were categorized into four themes, which included the following: (1) The ACA has increased the cost of health insurance; (2) government should not tell people what to do; (3) responsibility for ACA problems is diffuse; and (4) the ACA should not pay for other people’s problems. These face-to-face conversations indicated that opposition to the ACA may be due to the fact that many Americans have experienced an increase in the cost of insurance either through increased premiums or greatly increased deductibles. They blame this increase in cost on the ACA, President Obama, the government or insurance companies, and the inclusion of “others” in insurance plans. The authors discuss how these findings can influence medical education curricula to better prepare future physicians to discuss health policy issues with patients.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • A Tale of Two Cities: [Excerpt]
    • Authors: Dickens; Charles
      Abstract: No abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Commentary on an Excerpt From A Tale of Two Cities
    • Authors: Kumarasamy; Mathu A.; Esper, Gregory J.; Bornstein, William A.
      Abstract: No abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • The Predictive Validity of a Text-Based Situational Judgment Test in
           Undergraduate Medical and Dental School Admissions
    • Authors: Patterson; Fiona; Cousans, Fran; Edwards, Helena; Rosselli, Anna; Nicholson, Sandra; Wright, Barry
      Abstract: imageProblem: Situational judgment tests (SJTs) can be used to assess the nonacademic attributes necessary for medical and dental trainees to become successful practitioners. Evidence for SJTs’ predictive validity, however, relates predominantly to selection in postgraduate settings or using video-based SJTs at the undergraduate level; it may not be directly transferable to text-based SJTs in undergraduate medical and dental school selection. This preliminary study aimed to address these gaps by assessing the validity of the UK Clinical Aptitude Test (UKCAT) text-based SJT.Approach: Study participants were 218 first-year medical and dental students from four UK undergraduate schools who completed the first UKCAT text-based SJT in 2013. Outcome measures were educational supervisor ratings of in-role performance in problem-based learning tutorial sessions—mean rating across the three domains measured by the SJT (integrity, perspective taking, and team involvement) and an overall judgment of performance—collected in 2015.Outcomes: There were significant correlations between SJT scores and both mean supervisor ratings (uncorrected r = 0.24, P < .001; corrected r = 0.34) and overall judgments (uncorrected rs = 0.16, P < .05; corrected rs = 0.20). SJT scores predicted 6% of variance in mean supervisor ratings across the three nonacademic domains.Next Steps: The results provide evidence that a well-designed text-based SJT can be appropriately integrated, and add value to, the selection process for undergraduate medical and dental school. More evidence is needed regarding the longitudinal predictive validity of SJTs throughout medical and dental training pathways, with appropriate outcome criteria.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Interprofessional Medical–Legal Education of Medical Students: Assessing
           the Benefits for Addressing Social Determinants of Health
    • Authors: Pettignano; Robert; Bliss, Lisa; McLaren, Susan; Caley, Sylvia
      Abstract: imageProblem: Screening tools exist to help identify patient issues related to social determinants of health (SDH), but solutions to many of these problems remain elusive to health care providers as they require legal solutions. Interprofessional medical–legal education is essential to optimizing health care delivery.Approach: In 2011, the authors implemented a four-session didactic interprofessional curriculum on medical–legal practice for third-year medical students at Morehouse School of Medicine. This program, also attended by law students, focused on interprofessional collaboration to address client/patient SDH issues and health-harming legal needs. In 2011–2014, the medical students participated in pre- and postintervention surveys designed to determine their awareness of SDH’s impact on health as well as their attitudes toward screening for SDH issues and incorporating resources, including a legal resource, to address them. Mean ratings were compared between pre- and postintervention respondent cohorts using independent-sample t tests.Outcomes: Of the 222 medical students who participated in the program, 102 (46%) completed the preintervention survey and 100 (45%) completed the postintervention survey. Postintervention survey results indicated that students self-reported an increased likelihood to screen patients for SDH issues and an increased likelihood to refer patients to a legal resource (P < .001).Next Steps: Incorporating interprofessional medical–legal education into undergraduate medical education may result in an increased likelihood to screen patients for SDH and to refer patients with legal needs to a legal resource. In the future, an additional evaluation to assess the curriculum’s long-term impact will be administered prior to graduation.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Starting With Lucy: Focusing on Human Similarities Rather Than Differences
           to Address Health Care Disparities
    • Authors: Clementz; Laura; McNamara, Megan; Burt, Nicole M.; Sparks, Matthew; Singh, Mamta K.
      Abstract: imageProblem: Multicultural or cultural competence education to address health care disparities using the traditional categorical approach can lead to inadvertent adverse consequences. Nontraditional approaches that address these drawbacks while promoting humanistic care are needed.Approach: In September 2014, the Cleveland VA Medical Center’s Center of Excellence in Primary Care Education Transforming Outpatient Care (CoEPCE-TOPC) collaborated with the Cleveland Museum of Natural History (CMNH) to develop the Original Identity program, which uses a biocultural anthropologic framework to help learners recognize and address unconscious bias and starts with a discussion of humans’ shared origins. The program comprises a two-hour initial learning session at the CMNH (consisting of an educational tour in a museum exhibit, a didactic and discussion section, and patient case studies) and a one-hour wrap-up session at the Louis Stokes Cleveland VA Medical Center.Outcomes: The authors delivered the complete Original Identity program four times between March and November 2015, with 30 CoEPCE-TOPC learners participating. Learners’ mean ratings (n = 29; response rate: 97%) for the three initial learning session questions were consistently high (4.2–4.6) using a five-point scale. Comments to an open-ended question and during the audio-recorded wrap-up sessions also addressed the program objectives and key elements (e.g., bias, assumptions, stereotyping).Next Steps: The authors are completing additional qualitative analysis on the wrap-up session transcriptions to clarify factors that make the program successful, details of learners’ experience, and any interprofessional differences in interpreting content. The authors believe this innovative addition to health care education warrants further research.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Evaluating the Impact of the Medical Education Partnership Initiative at
           the University of Zimbabwe College of Health Sciences Using the Most
           Significant Change Technique
    • Authors: Connors; Susan C.; Nyaude, Shemiah; Challender, Amelia; Aagaard, Eva; Velez, Christine; Hakim, James
      Abstract: imageProblem: In medical education, evaluating outcomes from programs intended to transform attitudes or influence career trajectories using conventional methods of monitoring is often difficult. To address this problem, the authors adapted the most significant change (MSC) technique to gain a more comprehensive understanding of the impact of the Medical Education Partnership Initiative (MEPI) program at the University of Zimbabwe College of Health Sciences.Approach: In 2014–2015, the authors applied the MSC to systematically examine the personal significance and level of positive transformation that individuals attributed to their MEPI participation. Interviews were conducted with 28 participants nominated by program leaders. The authors coded results inductively for prevalent themes in participants’ stories and prepared profiles with representative quotes to place the stories in context. Stakeholders selected 9 themes and 18 stories to illustrate the most significant changes.Outcomes: Six themes (or outcomes) were expected, as they aligned with MEPI goals—becoming a better teacher, becoming a better clinician, increased interest in teaching, increased interest in research, new career pathways (including commitment to practice in Zimbabwe), and improved research skills. Three themes were unexpected—increased confidence, expanded interprofessional networks, and improved interpersonal interactions.Next Steps: The authors found the MSC to be a useful and systematic evaluation approach for large, complex, and transformative initiatives like MEPI. The MSC seemed to encourage participant reflection, support values inquiry by program leaders, and provide insights into the personal and cultural impacts of MEPI. Additional trial applications of the MSC technique in academic medicine are warranted.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • The Afya Bora Fellowship: An Innovative Program Focused on Creating an
           Interprofessional Network of Leaders in Global Health
    • Authors: Green; Wendy M.; Farquhar, Carey; Mashalla, Yohana
      Abstract: imageProblem: Most current health professions education programs are focused on the development of clinical skills. As a result, they may not address the complex and interconnected nature of global health. Trainees require relevant clinical, programmatic, and leadership skills to meet the challenges of practicing in an increasingly globalized environment.Approach: To develop health care leaders within sub-Saharan Africa, the Afya Bora Consortium developed a one-year fellowship for medical doctors and nurses. Fellows from nine institutions in the United States and sub-Saharan Africa participate in 12 learning modules focused on leadership development and program management. Classroom-based training is augmented with an experiential apprenticeship component.Outcomes: Since 2011, 100 fellows have graduated from the program. During their apprenticeships, fellows developed projects beneficial to their development and to host organizations. The program has developed fellows’ skills in leadership, lent expertise to local organizations, and built knowledge in local contexts. Most fellows have returned to their countries of origin, thus building local capacity. U.S.-based fellows examine global health challenges from regional perspectives and learn from sub-Saharan African experts and peers.Next Steps: The Consortium provides ongoing support to alumni through career development awards and alumni network engagement with current and past fellow cohorts. The Consortium expanded from its initial network of five countries to six and continues to seek opportunities for geographical and institutional expansion.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Expanding Local Cancer Clinical Trial Options: Analysis of the Economic
           Impact of the Midwest Cancer Alliance in Kansas
    • Authors: Gafford; J. Atlee; Gurley-Calvez, Tami; Krebill, Hope; Lai, Sue Min; Christiadi, ; Doolittle, Gary C.
      Abstract: imagePurpose: Patients benefit from receiving cancer treatment closer to home when possible and at high-volume regional centers when specialized care is required. The purpose of this analysis was to estimate the economic impact of retaining more patients in-state for cancer clinical trials and care, which might offset some of the costs of establishing broader cancer trial and treatment networks.Method: Kansas Cancer Registry data were used to estimate the number of patients retained in-state for cancer care following the expansion of local cancer clinical trial options through the Midwest Cancer Alliance based at the University of Kansas Medical Center. The 2014 economic impact of this enhanced local clinical trial network was estimated in four parts: Medical spending was estimated on the basis of National Cancer Institute cost-of-care estimates. Household travel cost savings were estimated as the difference between in-state and out-of-state travel costs. Trial-related grant income was calculated from administrative records. Indirect and induced economic benefits to the state were estimated using an economic impact model.Results: The authors estimated that the enhanced local cancer clinical trial network resulted in approximately $6.9 million in additional economic activity in the state in 2014, or $362,000 per patient retained in-state. This estimate includes $3.6 million in direct spending and $3.3 million in indirect economic activity. The enhanced trial network also resulted in 45 additional jobs.Conclusions: Retaining patients in-state for cancer care and clinical trial participation allows patients to remain closer to home for care and enhances the state economy.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Changes in Primary Care Graduate Medical Education Are Not Correlated With
           Indicators of Need: Are States Missing an Opportunity to Strengthen Their
           Primary Care Workforce'
    • Authors: Coutinho; Anastasia J.; Klink, Kathleen; Wingrove, Peter; Petterson, Stephen; Phillips, Robert L. Jr; Bazemore, Andrew
      Abstract: imagePurpose: Federal and state graduate medical education (GME) funding exceeds $15 billion annually. It is critical to understand mechanisms to align undergraduate medical education (UME) and GME to meet workforce needs. This study aimed to determine whether states’ primary care GME (PCGME) trainee growth correlates with indicators of need.Method: Data from the American Medical Association Physician Masterfile, the Association of American Medical Colleges, the American Association of the Colleges of Osteopathic Medicine, and the U.S. Census were analyzed to determine how changes between 2002 and 2012 in PCGME trainees—a net primary care physician (PCP) production estimate—correlated with state need using three indicators: (1) PCP-to-population ratio, (2) change in UME graduates, and (3) population growth.Results: Nationally, PCGME trainees declined by 7.1% from the net loss of 679 trainees (combined loss of 54 postgraduate year 1 trainees in internal medicine, family medicine, and pediatrics and addition of 625 fellowship trainees in those specialties). The median state PCGME decline was 2.7%. There was no correlation between the percent change in states’ PCGME trainees and PCP-to-population ratio (r = −0.06) or change in UME graduates (r = 0.17). Once adjusted for population growth, PCGME trainees declined by 15.3% nationally; the median state decline was 9.7%.Conclusions: There is little relationship between PCGME trainee growth and state need indicators. States should capitalize on opportunities to create explicit linkages between UME, GME, and population need; strategically allocate Medicaid GME funds; and monitor the impact of workforce policies and training institution outputs.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Validating Domains of Patient Contextual Factors Essential to Preventing
           Contextual Errors: A Qualitative Study Conducted at Chicago Area Veterans
           Health Administration Sites
    • Authors: Binns-Calvey; Amy E.; Malhiot, Alex; Kostovich, Carol T.; LaVela, Sherri L.; Stroupe, Kevin; Gerber, Ben S.; Burkhart, Lisa; Weiner, Saul J.; Weaver, Frances M.
      Abstract: imagePurpose: “Patient context” indicates patient circumstances and characteristics or states that are essential to address when planning patient care. Specific patient “contextual factors,” if overlooked, result in an inappropriate plan of care, a medical error termed a “contextual error.” The myriad contextual factors that constitute patient context have been grouped into broad domains to create a taxonomy of challenges to consider when planning care. This study sought to validate a previously identified list of contextual domains.Method: This qualitative study used directed content analysis. In 2014, 19 Department of Veterans Affairs (VA) providers (84% female) and 49 patients (86% male) from two VA medical centers and four outpatient clinics in the Chicago area participated in semistructured interviews and focus groups. Topics included patient-specific, community, and resource-related factors that affect patients’ abilities to manage their care. Transcripts were analyzed with a previously identified list of contextual domains as a framework.Results: Analysis of responses revealed that patients and providers identified the same 10 domains previously published, plus 3 additional ones. Based on comments made by patients and providers, the authors created a revised list of 12 domains from themes that emerged. Six pertain to patient circumstances such as access to care and financial situation, and 6 to patient characteristics/states including skills, abilities, and knowledge.Conclusions: Contextual factors in patients’ lives may be essential to address for effective care planning. The rubric developed can serve as a “contextual differential” for clinicians to consider when addressing challenges patients face when planning their care.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • How Can Medical Students Add Value' Identifying Roles, Barriers, and
           Strategies to Advance the Value of Undergraduate Medical Education to
           Patient Care and the Health System
    • Authors: Gonzalo; Jed D.; Dekhtyar, Michael; Hawkins, Richard E.; Wolpaw, Daniel R.
      Abstract: imagePurpose: As health systems evolve, the education community is seeking to reimagine student roles that combine learning with meaningful contributions to patient care. The authors sought to identify potential stakeholders regarding the value of student work, and roles and tasks students could perform to add value to the health system, including key barriers and associated strategies to promote value-added roles in undergraduate medical education.Method: In 2016, 32 U.S. medical schools in the American Medical Association’s (AMA’s) Accelerating Change in Education Consortium met for a two-day national meeting to explore value-added medical education; 121 educators, systems leaders, clinical mentors, AMA staff leadership and advisory board members, and medical students were included. A thematic qualitative analysis of workshop discussions and written responses was performed, which extracted key themes.Results: In current clinical roles, students can enhance value by performing detailed patient histories to identify social determinants of health and care barriers, providing evidence-based medicine contributions at the point-of-care, and undertaking health system research projects. Novel value-added roles include students serving as patient navigators/health coaches, care transition facilitators, population health managers, and quality improvement team extenders. Six priority areas for advancing value-added roles are student engagement, skills, and assessments; balance of service versus learning; resources, logistics, and supervision; productivity/billing pressures; current health systems design and culture; and faculty factors.Conclusions: These findings provide a starting point for collaborative work to positively impact clinical care and medical education through the enhanced integration of value-added medical student roles into care delivery systems.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Artist’s Statement: Roger
    • Authors: Gilbert; Mark
      Abstract: imageNo abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Medical Student Perceptions of Feedback and Feedback Behaviors Within the
           Context of the “Educational Alliance”
    • Authors: Bowen; Lucy; Marshall, Michelle; Murdoch-Eaton, Deborah
      Abstract: imagePurpose: Using the “educational alliance” as a conceptual framework, the authors explored medical students’ beliefs about feedback and how their feedback behaviors reflect their perceptions.Method: Five focus groups (four to six medical students each) at one UK medical school in 2015 were used to capture and elucidate learners’ feedback perceptions and behaviors within the context of the learner–educator relationship. A map of key feedback opportunities across the program was used as a tool for exploring student engagement with the feedback process. Qualitative data were analyzed using an approach based on grounded theory principles.Results: Three learner feedback behaviors emerged: recognizing, using, and seeking feedback. Five core themes influencing these behaviors were generated: learner beliefs, attitudes, and perceptions; relationships; teacher attributes; mode of feedback; and learning culture. Conceptual models illustrating the relationships between the themes and each behavior were developed. Learning culture influenced all three behaviors with a wide context of influences.Conclusions: Ensuring that feedback leads to improved performance requires more than training educators in best practices. The conceptual models support the educational alliance framework and illustrate the context and complexity of learning culture surrounding the educational relationship, learner, and feedback exchange. The educational alliance approach is underpinned by a mutual understanding of purpose and responsibility. Enhancing learners’ feedback literacy skills seems to be the key aspect of the educational alliance in need of attention. Empowering learners to recognize, seek, and use feedback received within diverse learning cultures is essential.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Learning From Loss: What I Learned From the Death of My Grandfather
    • Authors: Shah; Maulin
      Abstract: No abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Graduates’ Perceptions of Learning Affordances in Longitudinal
           Integrated Clerkships: A Dual-Institution, Mixed-Methods Study
    • Authors: Latessa; Robyn A.; Swendiman, Robert A.; Parlier, Anna Beth; Galvin, Shelley L.; Hirsh, David A.
      Abstract: imagePurpose: The authors explored affordances that contribute to participants’ successful learning in longitudinal integrated clerkships (LICs).Method: This dual-institutional, mixed-methods study included electronic surveys and semistructured interviews of LIC graduates who completed their core clinical (third) year of medical school. These LIC graduates took part in LICs at Harvard Medical School from 2004 to 2013 and the University of North Carolina School of Medicine–Asheville campus from 2009 to 2013. The survey questions asked LIC graduates to rate components of LICs that they perceived as contributing to successful learning. A research assistant interviewed a subset of study participants about their learning experiences. The authors analyzed aggregate data quantitatively and performed a qualitative content analysis on interview data.Results: The graduates reported multiple affordances that they perceive contributed to successful learning in their LIC. The most reported components included continuity and relationships with preceptors, patients, place, and peers, along with integration of and flexibility within the curriculum.Conclusions: As LIC models grow in size and number, and their structures and processes evolve, learners’ perceptions of affordances may guide curriculum planning. Further research is needed to investigate to what degree and by what means these affordances support learning in LICs and other models of clinical education.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • How Supervisor Experience Influences Trust, Supervision, and Trainee
           Learning: A Qualitative Study
    • Authors: Sheu; Leslie; Kogan, Jennifer R.; Hauer, Karen E.
      Abstract: imagePurpose: Appropriate trust and supervision facilitate trainees’ growth toward unsupervised practice. The authors investigated how supervisor experience influences trust, supervision, and subsequently trainee learning.Method: In a two-phase qualitative inductive content analysis, phase one entailed reviewing 44 internal medicine resident and attending supervisor interviews from two institutions (July 2013 to September 2014) for themes on how supervisor experience influences trust and supervision. Three supervisor exemplars (early, developing, experienced) were developed and shared in phase two focus groups at a single institution, wherein 23 trainees validated the exemplars and discussed how each impacted learning (November 2015).Results: Phase one: Four domains of trust and supervision varying with experience emerged: data, approach, perspective, clinical. Early supervisors were detail oriented and determined trust depending on task completion (data), were rule based (approach), drew on their experiences as trainees to guide supervision (perspective), and felt less confident clinically compared with more experienced supervisors (clinical). Experienced supervisors determined trust holistically (data), checked key aspects of patient care selectively and covertly (approach), reflected on individual experiences supervising (perspective), and felt comfortable managing clinical problems and gauging trainee abilities (clinical). Phase two: Trainees felt the exemplars reflected their experiences, described their preferences and learning needs shifting over time, and emphasized the importance of supervisor flexibility to match their learning needs.Conclusions: With experience, supervisors differ in their approach to trust and supervision. Supervisors need to trust themselves before being able to trust others. Trainees perceive these differences and seek supervision approaches that align with their learning needs.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Ways to Write a Milestone: Approaches to Operationalizing the Development
           of Competence in Graduate Medical Education
    • Authors: Leep Hunderfund; Andrea N.; Reed, Darcy A.; Starr, Stephanie R.; Havyer, Rachel D.; Lang, Tara R.; Norby, Suzanne M.
      Abstract: imagePurpose: To identify approaches to operationalizing the development of competence in Accreditation Council for Graduate Medical Education (ACGME) milestones.Method: The authors reviewed all 25 “Milestone Project” documents available on the ACGME Web site on September 11, 2013, using an iterative process to identify approaches to operationalizing the development of competence in the milestones associated with each of 601 subcompetencies.Results: Fifteen approaches were identified. Ten focused on attributes and activities of the learner, such as their ability to perform different, increasingly difficult tasks (304/601; 51%), perform a task better and faster (171/601; 45%), or perform a task more consistently (123/601; 20%). Two approaches focused on context, inferring competence from performing a task in increasingly difficult situations (236/601; 29%) or an expanding scope of engagement (169/601; 28%). Two used socially defined indicators of competence such as progression from “learning” to “teaching,” “leading,” or “role modeling” (271/601; 45%). One approach focused on the supervisor’s role, inferring competence from a decreasing need for supervision or assistance (151/601; 25%). Multiple approaches were often combined within a single set of milestones (mean 3.9, SD 1.6).Conclusions: Initial ACGME milestones operationalize the development of competence in many ways. These findings offer insights into how physicians understand and assess the developmental progression of competence and an opportunity to consider how different approaches may affect the validity of milestone-based assessments. The results of this analysis can inform the work of educators developing or revising milestones, interpreting milestone data, or creating assessment tools to inform milestone-based performance measures.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Professional Development Perceptions and Practices Among U.S. Physicians:
           A Cross-Specialty National Survey
    • Authors: Cook; David A.; Blachman, Morris J.; Price, David W.; West, Colin P.; Berger, Richard A.; Wittich, Christopher M.
      Abstract: imagePurpose: Professional development (PD)—both for-credit continuing medical education (CME) and informal self-directed or point-of-care learning—is vital to all physicians. The authors sought to understand physicians’ PD perceptions and practices and how these vary by specialty and practice type.Method: The authors administered an Internet and paper survey, from September 2015 to April 2016, to randomly sampled U.S. physicians. Survey items addressed perceived PD needs and barriers and how physicians identify knowledge/skills gaps.Results: Of 4,648 invitees, 988 (21.6%) responded. Respondents believed that they already know what they need to learn (mean 5.8 [1 = strongly disagree; 7 = strongly agree]), can answer clinical questions using available resources (5.9), and want credit for learning during patient care (5.1). They did not strongly desire help identifying learning gaps (4.0) or indicate difficulty accumulating CME credits (3.1). Most PD was done during personal time (5.5). Competencies regarding medical knowledge/skills, wellness, informatics, and practice/systems improvement were rated the highest priority, while research, teaching, and professionalism were rated the lowest. The most important sources used to identify knowledge/skills gaps were immediate patient care needs (4.1 [1 = not important; 5 = extremely important]), personal awareness (3.8), and practice updates (3.7). The most important barriers were time (3.5) and cost (2.9). Differences by specialty and practice type were generally small and not statistically significant.Conclusions: Physicians feel confident in identifying their own learning needs, perceive medical knowledge/skills as their highest-priority need, and desire more credit for learning during patient care.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • Feedback for Learners in Medical Education: What Is Known' A Scoping
           Review
    • Authors: Bing-You; Robert; Hayes, Victoria; Varaklis, Kalli; Trowbridge, Robert; Kemp, Heather; McKelvy, Dina
      Abstract: imagePurpose: To conduct a scoping review of the literature on feedback for learners in medical education.Method: In 2015–2016, the authors searched the Ovid MEDLINE, ERIC, CINAHL, ProQuest Dissertations and Theses Global, Web of Science, and Scopus databases and seven medical education journals (via OvidSP) for articles published January 1980–December 2015. Two reviewers screened articles for eligibility with inclusion criteria. All authors extracted key data and analyzed data descriptively.Results: The authors included 650 articles in the review. More than half (n = 341) were published during 2010–2015. Many centered on medical students (n = 274) or residents (n = 192); some included learners from other disciplines (n = 57). Most (n = 633) described methods used for giving feedback; some (n = 95) described opinions and recommendations regarding feedback. Few studies assessed approaches to feedback with randomized, educational trials (n = 49) or described changes in learner behavior after feedback (n = 49). Even fewer assessed the impact of feedback on patient outcomes (n = 28).Conclusions: Feedback is considered an important means of improving learner performance, as evidenced by the number of articles outlining recommendations for feedback approaches. The literature on feedback for learners in medical education is broad, fairly recent, and generally describes new or altered curricular approaches that involve feedback for learners. High-quality, evidence-based recommendations for feedback are lacking. In addition to highlighting calls to reassess the concepts and complex nature of feedback interactions, the authors identify several areas that require further investigation.
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • A Humanism of Disposition
    • Authors: Flood; David; Hilliard, Brian
      Abstract: No abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
  • One Process, Many Names: Learning and Improvement as the Core of Physician
           Practice
    • Authors: Schumacher; Daniel J.; Carraccio, Carol; Englander, Robert
      Abstract: imageNo abstract available
      PubDate: Fri, 01 Sep 2017 00:00:00 GMT-
       
 
 
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