Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)

HIGHER EDUCATION (140 journals)                     

Showing 1 - 141 of 141 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 33)
Academic Leadership Journal in Student Research     Open Access   (Followers: 4)
African Journal of Teacher Education     Open Access   (Followers: 4)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 19)
Ámbito Investigativo     Open Access   (Followers: 10)
American Journal of Engineering Education     Open Access   (Followers: 13)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 3)
Canadian Medical Education Journal     Open Access   (Followers: 11)
Canadian Perspectives on Academic Integrity     Open Access  
Chronicle of Higher Education     Full-text available via subscription   (Followers: 31)
College Student Journal     Full-text available via subscription   (Followers: 7)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 17)
Educate~     Open Access   (Followers: 4)
Educational Research in Medical Sciences Journal     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 5)
European Journal of Higher Education     Hybrid Journal   (Followers: 57)
Excellence in Higher Education     Open Access   (Followers: 40)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 8)
Higher Education for the Future     Full-text available via subscription   (Followers: 8)
Higher Education of Social Science     Open Access   (Followers: 5)
Higher Education Pedagogies     Open Access   (Followers: 20)
Higher Education Studies     Open Access   (Followers: 58)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 40)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 1)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access  
International Journal of Doctoral Studies     Open Access   (Followers: 6)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 28)
International Journal of Engineering Pedagogy     Open Access  
International Journal of Higher Education     Open Access   (Followers: 56)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal   (Followers: 1)
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 5)
International Research in Higher Education     Open Access   (Followers: 5)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Jesuit Higher Education : A Journal     Open Access  
Journal for Education in the Built Environment     Open Access   (Followers: 3)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 4)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 1)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of College Teaching & Learning     Open Access   (Followers: 13)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 2)
Journal of Learning Development in Higher Education     Open Access   (Followers: 38)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 24)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 7)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 6)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 11)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Affairs in Africa     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 11)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 1)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 44)
Journal of Veterinary Medical Education     Partially Free   (Followers: 11)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 2)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 5)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 6)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 60)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
New Directions in the Teaching of Physical Sciences     Open Access   (Followers: 2)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 24)
Nursing Education Perspectives     Hybrid Journal   (Followers: 19)
OUSL Journal     Open Access  
Papers in Postsecondary Learning and Teaching     Open Access  
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 2)
Perspectiva Educacional     Open Access   (Followers: 2)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 3)
Practical Assessment, Research, and Evaluation     Open Access  
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 1)
Prompt : A Journal of Academic Writing Assignments     Open Access  
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 8)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de Ensino em Artes, Moda e Design     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 10)
Revista Digital de Investigación en Docencia Universitaria     Open Access  
Revista Electronica Interuniversitaria de Formacion del Profesorado     Open Access  
Revista Gestão Universitária na América Latina - GUAL     Open Access  
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Student Success : A journal exploring the experiences of students in tertiary education     Open Access   (Followers: 15)
Summer Academe : A Journal of Higher Education     Open Access  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry : The ISSOTL Journal     Full-text available via subscription   (Followers: 17)
The Qualitative Report     Open Access   (Followers: 1)
Transformation in Higher Education     Open Access   (Followers: 4)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Universidades     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 20)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  


Similar Journals
Journal Cover
Canadian Medical Education Journal
Number of Followers: 11  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1923-1202
Published by U of Calgary Homepage  [18 journals]
  • Medical schools don’t change; people do

    • Authors: A.J. Kleinheksel
      Pages: 1 - 4
      PubDate: 2022-07-06
      DOI: 10.36834/cmej.75637
      Issue No: Vol. 13, No. 3 (2022)
  • It’s a ‘two-way street’: resident perspectives of effective coaching
           relationships in the clinical learning environment

    • Authors: Jessica Trier, Jennifer Turnnidge, Cailie S McGuire, Jean Côté, J Damon Dagnone
      Pages: 5 - 12
      Abstract: Background: Coaching has gained traction in postgraduate medical education to enhance interactions between residents and clinical teachers, but these relationships present unique challenges and tensions. In order to realize the promises of coaching in medical education, we must understand how coaching relationships can be enacted to optimize resident development. The purpose of this study was to explore residents’ perceptions of key characteristics for effective clinical teacher-resident (CT-R) coaching relationships. Methods: We conducted four focus groups and eight interviews with residents at a Canadian academic center. Using a social constructionist approach, focus groups and interviews were audio recorded, transcribed verbatim, and thematically analyzed. Results: Residents described three main characteristics that contributed to effective CT-R coaching relationships: safe, meaningful, and collaborative. Residents emphasized that these characteristics needed to be bidirectional in nature to be most effective, in that both the resident and clinical teacher embodied these characteristics. Conclusions: Residents identified that effective coaching relationships were shaped not only by clinical teacher behaviours, but importantly, the quality of the interpersonal relationship that was fostered. Thus, it is imperative to consider the bidirectional nature of the CT-R coaching relationship when striving to enhance resident development.
      PubDate: 2022-02-28
      DOI: 10.36834/cmej.72940
      Issue No: Vol. 13, No. 3 (2022)
  • COVID as a catalyst: medical student perspectives on professional identity
           formation during the COVID-19 pandemic

    • Authors: Jordan Williams-Yuen, Mahesh Shunmugam, Haley Smith, Sandra Jarvis-Selinger, Maria Hubinette
      Pages: 13 - 21
      Abstract: Background: As a result of the COVID-19 pandemic, a national decision was made to remove all medical students from clinical environments resulting in a major disruption to traditional medical education. Our study aimed to explore medical student perspectives of professional identity formation (PIF) during a nationally unique period in which there was no clinical training in medical undergraduate programs. Methods: We interviewed fifteen UBC medical students (years 1-4) regarding their perspectives on PIF and the student role in the setting of the COVID-19 pandemic. Data were analysed iteratively and continuously to create a codebook and identify themes of PIF based on interview transcripts. Results: We identified three key themes: (1) Medical students as learners vs contributing team members (2) Decreased competency as a threat to identity and (3) Doctors as heroes.  Conclusions: The impact of disruptions due to COVID-19 catalyzed student reflections on their role within the healthcare system, as well as the role of self-sacrifice in physician identity.  Simultaneously, students worried that disruptions to clinical training would prevent them from actualizing the identities they envisioned for themselves in the future.  Ultimately, our study provides insight into student perspectives during a novel period in medical training, and highlights the unique ways in which PIF can occur in the absence of clinical exposure.
      PubDate: 2022-03-16
      DOI: 10.36834/cmej.73444
      Issue No: Vol. 13, No. 3 (2022)
  • Validity as a social imperative: users’ and leaders’

    • Authors: Mélanie Marceau, Christina St-Onge, Frances Gallagher, Meredith Young
      Pages: 22 - 36
      Abstract: Introduction: Recently, validity as a social imperative was proposed as an emerging conceptualization of validity in the assessment literature in health professions education (HPE). To further develop our understanding, we explored the perceived acceptability and anticipated feasibility of validity as a social imperative with users and leaders engaged with assessment in HPE in Canada. Methods: We conducted a qualitative interpretive description study. Purposeful and snowball sampling were used to recruit participants for semi-structured individual interviews and focus groups. Each transcript was analyzed by two team members and discussed with the team until consensus was reached. Results: We conducted five focus group and eleven interviews with two different stakeholder groups (users and leaders). Our findings suggest that the participants perceived the concept of validity as a social imperative as acceptable. Regardless of group, participants shared similar considerations regarding: the limits of traditional validity models, the concept’s timeliness and relevance, the need to clarify some terms used to characterize the concept, the similarities with modern theories of validity, and the anticipated challenges in applying the concept in practice. In addition, participants discussed some limits with current approaches to validity in the context of workplace-based and programmatic assessment. Conclusion: Validity as a social imperative can be interwoven throughout existing theories of validity and may represent how HPE is adapting traditional models of validity in order to respond to the complexity of assessment in HPE; however, challenges likely remain in operationalizing the concept prior to its implementation.
      PubDate: 2022-04-14
      DOI: 10.36834/cmej.73518
      Issue No: Vol. 13, No. 3 (2022)
  • Internal medicine residents’ and program directors’ perception of
           virtual interviews during COVID-19: a national survey

    • Authors: Nicole Relke, Eleftherios Soleas, Clementine Janet Pui Man Lui
      Pages: 37 - 42
      Abstract: Purpose: Due to the coronavirus disease 2019 pandemic, all Canadian Resident Matching Service interviews for internal medicine subspecialty programs were conducted virtually for the first time. This study explored the perceptions and experiences of internal medicine residents, subspecialty medicine program directors, and interviewers during virtual interviews. Methods: We invited all Canadian third-year IM residents, subspecialty program directors, and interviewers who participated in the 2020 medical subspecialty medicine interviews to complete a branching survey with a section for residents and one for program directors and interviewers. We distributed the anonymous survey after the submission of the rank order lists, to not affect residency match outcomes. Qualitative data were open-coded thematically and quantitative data were cleaned and then statistically analyzed using descriptive statistics and Analysis of Variance tests. Results: 62 residents, 59 program directors, and 113 interviewers responded to the survey with representation from almost all Canadian medical faculties and medical subspecialties. Strengths of virtual interviews included reduced cost, stress, pandemic infection risk, and carbon footprint. Weaknesses of virtual interviews included decreased ability to connect personally and informally, and inability to tour medical facilities and cities. A majority of both resident respondents (59.6%) and program directors/interviewer respondents (54.6%) supported conducting interviews virtually in the future. Conclusions: This study showed that the majority of both sampled residents and program directors/interviewers would prefer to conduct medicine subspecialty match interviews virtually in the future, and provides suggestions on how to improve the virtual interviews for the next iteration.
      PubDate: 2022-05-03
      DOI: 10.36834/cmej.72982
      Issue No: Vol. 13, No. 3 (2022)
  • Four ways to get a grip on making robust decisions from workplace-based

    • Authors: Tim J Wilkinson
      Pages: 43 - 46
      Abstract: Synthesising the results of workplace-based assessments to inform robust decisions is seen as both important and difficult. Concerns about failing to fail the trainee not ready to proceed has drawn disproportionate attention to assessors. This paper proposes a model for a more systems-based view so that the value of the assessor’s judgement is incorporated while preserving the value and robustness of collective decision-making. Our experience has shown it can facilitate robust decisions on some of the more difficult areas, such as professionalism.
      PubDate: 2022-04-26
      DOI: 10.36834/cmej.73361
      Issue No: Vol. 13, No. 3 (2022)
  • Five ways to get a grip on the need to include clinical placements in
           Indigenous settings

    • Authors: Alexandra Ansell
      Pages: 47 - 51
      Abstract: Educational organizations that train medical professionals are intricately linked to the responsibility of creating culturally safe healthcare providers. However, prevailing inequities contribute to the continued oppression of Indigenous peoples, evidenced by inequitable access, treatment, and outcomes in the healthcare system. Despite an increasing awareness of how colonialist systems and the structures within them can contribute to health disparities, this awareness has not led to drastic improvements of health outcomes for Indigenous peoples. Many recently graduated health professionals will have likely encountered Indigenous peoples as a minority population within the larger, non-Indigenous context. Clinical placements in Indigenous settings may improve recruitment and retention of healthcare professionals in rural and remote settings, while helping educational institutions fulfill their social accountability missions. These placements may aid in the decolonization of care through reductions in bias and racism of medical professionals. Clinical placements in Indigenous settings may better prepare providers to navigate the dynamic challenges of the healthcare needs of Indigenous peoples safely and respectfully.
      PubDate: 2022-06-13
      DOI: 10.36834/cmej.72878
      Issue No: Vol. 13, No. 3 (2022)
  • Physical activity RX: development and implementation of physical activity
           counselling and prescription learning objectives for Canadian medical
           school curriculum

    • Authors: Lauren C Capozzi, Victor Lun, Erin M Shellington, Taniya S Nagpal, Jennifer R Tomasone, Catherine Gaul, Arielle Roberts, Jonathon R Fowles
      Pages: 52 - 59
      Abstract: Physical activity is an important component of health and well-being, and is effective in the prevention, management, and treatment of numerous non-communicable chronic diseases. Despite the known health benefits of physical activity in all populations, most Canadians do not meet physical activity recommendations. Physicians play a key role in assessing, counselling, and prescribing physical activity. Unfortunately, many barriers, including the lack of adequate education and training, prevent physicians from promoting this essential health behaviour. To support Canadian medical schools in physical activity curriculum development, a team of researchers, physicians, and exercise physiologists collaborated to develop a key set of learning objectives deemed essential to physican education in physical activity counselling and prescription. This commentary will review the newly developed Canadian Physical Activity Counselling Learning Objectives and give case examples of three Canadian medical schools that have implemented these learning objectives.
      PubDate: 2022-05-30
      DOI: 10.36834/cmej.73767
      Issue No: Vol. 13, No. 3 (2022)
  • Providing optimal care for active youth in Canada

    • Authors: Laura Purcell, Sarah Campos, Michael Dickinson, Graham Thompson, Tatiana Jevremovic
      Pages: 60 - 63
      Abstract: Sports are important activities for youth, with millions of children and adolescents participating in organized sports and recreational activities every year. Sports participation has many benefits but can also cause injuries, accounting for two-thirds of all injuries in Canadian adolescents and resulting in hundreds of thousands of medical visits annually. Despite the frequency of sports-related injuries in youth, many practising pediatricians are not comfortable managing these issues, citing a lack of teaching and clinical exposure during training. Many studies have found deficits in musculoskeletal (MSK) and sport and exercise medicine (SEM) training in residency programs in North America, including Canadian pediatric residency programs. To address this learning gap, Canadian pediatric residency programs should incorporate more MSK/SEM training and clinical exposure to these issues. A standardized national curriculum in MSK/SEM will help ensure that community pediatricians practicing in Canada are adequately prepared to care for active youth.
      PubDate: 2022-05-03
      DOI: 10.36834/cmej.74909
      Issue No: Vol. 13, No. 3 (2022)
  • Use of wearable point-of-view live streaming technology for virtual
           physical exam skills training

    • Authors: Daniel Teitelbaum, Mary Xie, Mariam Issa, Matthew Nelms, Lauren Wintraub, Fok-Han Leung, Joyce Nyhof-Young, Mirek Otremba, Giovanna Sirianni, Karina Prucnal
      Pages: 64 - 66
      Abstract: Implication Statement We piloted a virtual teaching tool comprised of a chest-mounted smartphone streaming point-of-view footage over videoconferencing software to deliver a physical exam skills session. Compared to medical students taught via third person view through pre-recorded video followed by preceptor-led discussion, a higher proportion of students taught via point-of-view wearable technology reported improved knowledge of demonstrated skills and feeling engaged, comfortable interacting with their tutor, and better able to visualize demonstrated exam maneuvers. This accessible, affordable, and easily replicable innovation can potentially enhance virtual clinical skills teaching and enable novel distant clinical learning opportunities for healthcare professions students and educators.
      PubDate: 2022-03-24
      DOI: 10.36834/cmej.73076
      Issue No: Vol. 13, No. 3 (2022)
  • Longitudinal advocacy training for medical students: a virtual workshop

    • Authors: Courtney Hardy, Mary Ellene Boulos, Sehjal Bhargava, Liam A Cooper-Brown, Montana Hackett, Jessica Hearn, Elizabeth Rowe, Justin Shapiro, Jason Speidel, Amelia Srajer, Shazeen Suleman
      Pages: 67 - 69
      Abstract: Implication Statement Advocacy curricula in Canadian medical schools vary significantly. Expert-led, interactive workshops can effectively teach students how to address social determinants of health and advocate for patients. The Longitudinal Advocacy Training Series (LATS) is a free-of-charge, virtual program providing advocacy training created for Canadian medical students by students. The program was straightforward to implement and had high participation rates with 1140 participants representing 9.7% of enrolled Canadian medical students. As well, the program had high satisfaction reported by 87.6% of participants. The LATS toolkit enables health professional programs to develop similar programs for empowering effective health advocates.
      PubDate: 2022-04-16
      DOI: 10.36834/cmej.73640
      Issue No: Vol. 13, No. 3 (2022)
  • “Teddy Bear Hospital Project” school visits improve pre-clerkship
           students’ comfort explaining medical concepts to children

    • Authors: Hannah Kis, Kaitlin Endres, Anna Karwowska, Megan Harrison, Stephanie Lau, Olivia Lemire, Marc Zucker
      Pages: 70 - 74
      Abstract: Implication Statement The “Teddy Bear Hospital Project” (TBHP) is a low cost, international initiative aimed at reducing children’s fears associated with healthcare visits by modelling these interactions using teddy bears. The University of Ottawa program had the additional objective of assessing whether TBHP increased pre-clerkship medical students’ comfort communicating medical concepts to children. Our student volunteers reported a statistically significant increase in their comfort communicating medical topics to young children and all volunteers would recommend TBHP to a colleague interested in pursuing family medicine or pediatrics. Our program could also be easily replicated by Pediatric Interest Groups at other Canadian medical schools.
      PubDate: 2022-04-21
      DOI: 10.36834/cmej.73167
      Issue No: Vol. 13, No. 3 (2022)
  • Balancing service and education for the medical trainee: how can we do

    • Authors: Luckshi Rajendran
      Pages: 75 - 76
      PubDate: 2022-03-09
      DOI: 10.36834/cmej.74236
      Issue No: Vol. 13, No. 3 (2022)
  • A new revolution in clinical education: is it time to move on from
           Oslerian bedside teaching'

    • Authors: Joe Li Zhou Ting, Yao Kang Shuy, Lavisha S Punjabi
      Pages: 77 - 78
      PubDate: 2022-03-10
      DOI: 10.36834/cmej.74098
      Issue No: Vol. 13, No. 3 (2022)
  • The Model Minority Myth: a threat to Asian Canadians in higher education

    • Authors: Sunny Kim, Amrit Kirpalani
      Pages: 79 - 80
      PubDate: 2022-03-18
      DOI: 10.36834/cmej.74344
      Issue No: Vol. 13, No. 3 (2022)
  • Re: A chance for reform: the environmental impact of travel for general
           surgery residency interviews

    • Authors: Zuhal Mohmand, Karina Prucnal
      Pages: 81 - 82
      PubDate: 2022-06-22
      DOI: 10.36834/cmej.74484
      Issue No: Vol. 13, No. 3 (2022)
  • Fractals

    • Authors: Tashya Orasi, Hoi Cheu, Brianna-Lee Beaudry
      Pages: 83 - 83
      PubDate: 2022-05-27
      DOI: 10.36834/cmej.75251
      Issue No: Vol. 13, No. 3 (2022)
  • Level of integration in current undergraduate curricula of two
           private-sector medical colleges in Karachi

    • Authors: Naila Baig, Faiza Siddiqui, Mirza Altamish Muhammad Baig, Iram Khursheed, Khubaib Muhammad Shamim Meah
      Pages: 84 - 90
      Abstract: Background: Diverse strategies are employed globally to integrate medical curricula. Nevertheless, a gap exists in assessing the role of medical instructors in meaningful integration. We developed and used a tool to explore the current level of integration, score medical instructors’ individual practices for integration, and investigate contextual elements minimizing integration. Methodology: This cross-sectional study, conducted in September-November-2020, used convenience-sampling. The study participants were basic-sciences and clinical instructors at two private-sector medical colleges in Karachi-Pakistan (with a response rate of 53.5%, n = 107). We validated a paper-based questionnaire through a pilot study on five participants. This tool with 11 close-ended questions on a 5-point Likert scale generated instructors’ integration scores, and six open-ended questions probed instructors’ perspectives. Results: The mean integration score was 37.4±6.7. Participants’ perspectives indicated a need for participation of clinical faculty in teaching initial undergraduate years, involving lecturers in curriculum meetings, and integration of assessment. The questionnaire Cronbach-alpha was 0.732 with satisfactory principal-component-analysis. Conclusion: Medical instructors facilitated integration mainly through concurrent timetabling of similar topics. Moreover, formal consultation through committee meetings, with discipline-based and integrated approaches complementing each other, were in practice to achieve curricular goals.
      PubDate: 2022-06-13
      DOI: 10.36834/cmej.73910
      Issue No: Vol. 13, No. 3 (2022)
  • Understanding the challenges related to breastfeeding education and
           barriers to curricular change: a systems perspective for transforming
           health professions education

    • Authors: Isabelle Michaud-Létourneau, Marion Gayard, Julie Lauzière, Micheline Beaudry, Laura Pascual, Isabelle Chartier, Juliette Herzhaft-LeRoy, Sylvie Chiasson, Bénédicte Fontaine-Bisson, Catherine Pound, Isabelle Gaboury
      Pages: 91 - 104
      Abstract: Objectives: A majority of women and families wish that their babies be breastfed. However, too many still receive insufficient or inappropriate initial care from health professionals (HPs) who have limited breastfeeding (BF) competencies. We investigated barriers and potential solutions to improve the undergraduate training programs for various HPs. Methods: Focus groups were carried out in three universities in Quebec and one in Ontario (Canada), with 30 faculty and program directors from medicine, midwifery, nursing, nutrition, and pharmacy. Discussions were subjected to thematic content analysis, before being validated in a strategic planning workshop with 48 participants from the same disciplines, plus dentistry and chiropractic. Findings: Substantive improvements of undergraduate training programs for BF could be obtained by addressing challenges related to the insufficient, or lack of, (i) interactions among various HPs, (ii) opportunities for practical learning, (iii) specific standards to guide course content, (iv) real-life experience with counselling, and (v) understanding of the influence of attitudes on professional practice. Several potential solutions were proposed and validated. The re-interpretation of the results in light of various literature led to an emerging framework that takes a systems perspective for enhancing the education of HPs on BF. Conclusions: To improve the education of HPs so as to enable them to provide relevant support for future mothers, mothers and their families, solutions need to be carried out to address challenges in the health system, the education system as well as regarding the curricular change process.
      PubDate: 2022-06-07
      DOI: 10.36834/cmej.73178
      Issue No: Vol. 13, No. 3 (2022)
  • The upside of upstream: trainee-initiated change in medical education

    • Authors: Ming K Li, Evan Tang, Calandra Li, Joyce Nyhof-Young
      Pages: 105 - 106
      PubDate: 2022-01-05
      DOI: 10.36834/cmej.73462
      Issue No: Vol. 13, No. 3 (2022)
  • Navigating the pandemic with faculty development: unification while
           working remotely

    • Authors: Cindy Schmidt, Mark Pence, Robert Tyler, Schoen Kruse
      Pages: 107 - 108
      PubDate: 2022-02-15
      DOI: 10.36834/cmej.74110
      Issue No: Vol. 13, No. 3 (2022)
  • Teaching and fostering change management in medical education

    • Authors: Henry Li, Victor Do, Franco Rizzuti
      Pages: 109 - 112
      PubDate: 2022-01-19
      DOI: 10.36834/cmej.74109
      Issue No: Vol. 13, No. 3 (2022)
  • Barriers or costs' Understanding faculty resistance to curricular

    • Authors: Ingrid Price, Glenn Regehr
      Pages: 113 - 115
      PubDate: 2022-04-27
      DOI: 10.36834/cmej.74041
      Issue No: Vol. 13, No. 3 (2022)
  • Unexpected change makers: the need for medical learner education on
           hospital governance

    • Authors: Michael H Lee, Matthew W Nelms, Ali Damji
      Pages: 116 - 117
      PubDate: 2022-06-24
      DOI: 10.36834/cmej.75110
      Issue No: Vol. 13, No. 3 (2022)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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