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Author: Brian S McGowan, PhD

ABSTRACT: The impact of social media on readership of a peer-reviewed medical journal.

PURPOSE:
Social media microblogging has made major inroads in physician education and information exchange. The authors evaluated their early experience with Twitter “tweet chat” sessions as a medium to expand the reach and audience of a peer-reviewed radiology journal.
METHODS:
The authors analyzed Twitter activity metadata tagged with the #JACR hashtag from the first 6 tweet chat sessions sponsored and promoted by JACR. The assessment included multiple metrics: radiologist versus nonradiologist session participants, individual tweets, tweets with embedded web links, common words, retweets, and impressions. We correlated Twitter metrics with temporally related journal website activity.
RESULTS:
Each session generated a mean of 444 ± 172 tweets contributed by a mean of 33 ± 14 participants (45.4% nonradiologists) and resulted in a mean of 1,163,712 ± 441,971 impressions. Per session, a mean of 19 ± 7.6 tweets contained web links, and 138 ± 35.6 tweets were retweets. Monthly journal website article views increased from 31,220 to 41,017 (+31.4%), journal website visits increased from 9,192 to 11,539 (+25.5%), and unique visitors increased from 7,368 to 8,841 (+20%). Since JACR tweet chats were initiated, mean monthly journal website visits and page views per month directly from twitter.com increased from 24 to 101 (+321%) and from 38 to 159 (+318%), respectively.
CONCLUSIONS:
Early experience with JACR tweet chats demonstrates that organizing Twitter microblogging activities around topics of general interest to their target readership bears the potential for medical journals to increase their audiences and reach.

via The impact of social media on readership of a peer-reviewed medical… – PubMed – NCBI.

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ABSTRACT: Embedding Patient Simulation in a Pediatric Cardiology Rotation: A Unique Opportunity for Improving Resident Education

OBJECTIVE:
High-fidelity patient simulation (HFPS) has been used in medical education to bridge gaps in medical knowledge and clinical skills. Few studies have analyzed the impact of HFPS in subspecialty rotations for pediatric residents. We hypothesized that pediatric residents exposed to HFPS with a structured content curriculum would perform better on a case quiz than residents without exposure to HFPS.
DESIGN:
Prospective randomized controlled SETTING: Tertiary-care free standing children’s hospital INTERVENTIONS: During a cardiology rotation, senior pediatric residents completed an online pediatric cardiology curriculum and a cardiology quiz. After randomization into two groups, the study group participated in a fully debriefed HFPS session. The control group had no HFPS.
OUTCOME MEASURE:
Both groups completed a case quiz. Confidence surveys pre- and postsimulation were completed.
RESULTS:
From October 2010 through March 2013, 55 residents who rotated through the pediatric cardiology rotation were used in the final analysis (30 control, 25 in the study group). There was no significant difference between groups on the initial cardiology quiz. The study group scored higher on the case quiz compared with the control group (P = .024). Based on pre- and postsimulation questionnaires, residents’ confidence in approaching a pediatric cardiology patient improved from an average Likert score of 5.1 to 7.5 (on scale of 0-10) (P < .001).
CONCLUSIONS:
Incorporation of HFPS into a preexisting pediatric cardiology rotation was feasible and well received. Our study suggests that simulation promotes increased confidence and may modestly improve clinical reasoning compared to traditional educational techniques. Targeted simulation sessions may readily be incorporated into pediatric subspecialty rotations.

via Embedding Patient Simulation in a Pediatric Cardiology Rotation: A … – PubMed – NCBI.

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MANUSCRIPT: Physician as teacher: Promoting health and wellness among elementary school students

BACKGROUND:
Every day, physicians engage in teaching during their patient encounters. It may be that medical students who are introduced to the principles of teaching and learning are more likely to become good communicators and learners. Service-learning may be an effective way for medical students to practice skills in teaching and communication in a real-world setting, while also filling a need within the community. The purpose of this study was to identify common themes within medical students’ reflections on what they learned through participating in a teaching exercise with local elementary school children.
METHODS:
As a required component of a longitudinal prevention and public health course that spans the first and second years of undergraduate medical education, second year students at the Oakland University William Beaumont School of Medicine, in Detroit, Michigan, in the USA completed a service-learning activity, which included teaching a standardized curricular module to local elementary school children. Students were required to complete a reflection assignment based on their teaching experience. Medical students’ responses to assignment’s three guided questions were qualitatively coded to identify common themes among the responses related to the teaching activity.
RESULTS:
Qualitative analysis of students’ reflections revealed several themes regarding what the students learned and viewed as the benefits of the activity: The importance of early education and parental involvement; the importance of understanding your audience when teaching; the importance of simplifying complex concepts to the audience’s level; and the importance of preparation for teaching. Medical students identified the difficulties of communicating at an audience appropriate level and providing patient education outside the confines of a controlled classroom setting.
DISCUSSION:
This activity provided medical students with hands-on experience presenting to an audience age-appropriate, health-related topics. Presenting in an elementary school environment helped students better understand what health information various age groups knew about and the importance of clarifying information when communicating with a younger audience.

via Physician as teacher: Promoting health and wellness among elementar… – PubMed – NCBI.

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ABSTRACT: Successful collaboration in education: the UMeP.

BACKGROUND:
As the health care education landscape in the UK changes rapidly and dramatically, collaboration across institutions bridging undergraduate and postgraduate fields is increasingly necessary. Collaboration entails both risks and benefits. There is a paucity of advice on how to ensure collaborative projects in medical education are effective. There is a paucity of advice on how to ensure collaborative projects in medical education are effective
CONTEXT:
In 2011 three medical schools began a collaborative project along with NHS Education for Scotland (NES) to modify, develop and deliver a medical school version of the NES foundation programme ePortfolio, called UMeP. The underlying principal was the introduction of an authentic ePortfolio early in undergraduate life. The challenge of three diverse medical schools with significantly different curricula and assessment approaches working together with a single postgraduate ePortfolio was complex and demanding.
DISCUSSION:
We reveal the complexities of collaboration on education projects and draw on our experiences to provide illustrative examples of collaboration. Despite the increased complexity and need for compromise, we argue that successful collaborative partnerships are key to maximising the circumstances in which education innovation can be successful, and create the potential for robust evaluation and research.

via Successful collaboration in education: the UMeP. – PubMed – NCBI.

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ABSTRACT: Top tips for a teaching fellowship

BACKGROUND:
Dedicated medical education posts are an exciting opportunity for doctors to focus on their development as clinical teachers. Within the seven hospital trusts that host students from the University of Bristol there are now 19 clinical teaching fellowship (CTF) posts. On starting a dedicated medical education post, the opportunities available can seem overwhelming, and on reflection many of the local 2012-13 CTFs would have changed their initial practice. The purpose of this article was to explore and collate the experiences of CTFs to produce a selection of practical ‘top tips’.
METHODS:
A questionnaire was sent to all 19 CTFs via e-mail, asking them to state what they would do the same and what they would do differently if they had their time again. Dedicated medical education posts are an exciting opportunity for doctors to focus on their development as clinical teachers
RESULTS:
Eight themes were drawn from the 13 (68%) returned questionnaires, with each theme mentioned between four and 11 times. The themes included: keeping a portfolio of evidence; personal development; undertaking educational research; developing as a clinical teacher; and administration.
CONCLUSION:
Our aim for this article was to generate practical top tips for those doctors considering, about to start or having just commenced a dedicated teaching role, helping individuals to get the most from their time. It also explains what these teaching fellowships can involve, and gives those thinking of undertaking a dedicated teaching role a better idea of what to expect.

via Top tips for a teaching fellowship. – PubMed – NCBI.

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ABSTRACT: A regional teaching fellow community of practice

BACKGROUND:
Increasing numbers of clinical teaching fellows are responsible for a significant proportion of undergraduate teaching nationally. Developing a regional community of practice can help overcome the isolation of these posts, with potential benefits for all involved.
CONTEXT:
A community of practice relies on the mutual engagement of people in a similar situation working towards a common goal. Working together and sharing resources enables teaching fellows to make the most of their post, which ultimately benefits those that they are teaching.
INNOVATION:
We developed a regional clinical teaching fellow community of practice in Bristol in 2010/11. Our community has continued to develop since completing our posts as clinical teaching fellows, and has provided a platform for new communities to develop amongst the groups of subsequent teaching fellows coming through. We encourage all regions who have clinical teaching fellows to develop a regional community of practice
IMPLICATIONS:
We encourage all regions who have clinical teaching fellows to develop a regional community of practice. We also encourage trainees to join TASME (Trainees in the Association for the Study of Medical Education), a new national community of practice for trainees involved in medical education.

via A regional teaching fellow community of practice. – PubMed – NCBI.

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ABSTRACT: Committing to patient-centred medical education

BACKGROUND:
Regular encounters of patients and medical students in a managed and structured consultation format, to focus on partnership in health care and chronic illness management, can address the student learning and professional development requirements facing contemporary medical education.
CONTEXT:
To engage and maintain such a strategy demands commitment and a belief in the importance of patient-centred medicine. The mechanism by which the Launceston Clinical School, University of Tasmania, has embraced this challenge over 8 years is the Patient Partner Program (P3).
INNOVATION:
Acknowledged as a program that enhances student learning, P3 features learning objectives that integrate the capabilities of managing the consultative craft and foster the growth of practitioners skilled in patient engagement.
IMPLICATIONS:
The possibility for the development of insights into patient experiences, doctor-patient relationships and broader health care perspectives arise from such interactions. Additionally, P3 is a beacon of university-community engagement for medical schools, and therefore provides a platform for future research into students’ learning with community patients, and the impact on patients engaged in such educational program. This article outlines the approach, impact and challenges of our medical school’s commitment to patient-centred education. Regular encounters of patients and medical students can address the student learning and professional development requirements.

via Committing to patient-centred medical education. – PubMed – NCBI.

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ABSTRACT: What steps are necessary to create assessments?

Before we work out what constitutes an assessment’s value for a given cost in medical education, we must first outline the steps necessary to create an assessment, and then assign a cost to each step. In this study we undertook the first phase of this process: we sought to work out all the steps necessary to create written selected-response assessments. First, the lead author created an initial list of potential steps for developing written assessments. This was then distributed to the other three authors. These authors independently added further steps to the list. The lead author incorporated the contributions of these others and created a second draft. This process was repeated until consensus was achieved amongst the study’s authors. Next, the list was shared by means of an online questionnaire with 100 healthcare professionals with experience in medical education. The results of the authors’ and healthcare professionals’ thoughts and feedback on the steps, needed to create written assessment, are outlined below in full. We outlined the steps that are necessary to create written or web-based selected-response assessments.

via What steps are necessary to create written or web-based selected-re… – PubMed – NCBI.

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MANUSCRIPT: Evaluation of the flipped classroom approach in a veterinary professional skills course

BACKGROUND:
The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick’s effectiveness of training framework.
METHODS:
This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM]) and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]). The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24) nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach’s alpha, Kruskal-Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test.
RESULTS:
A total of 133 IVM students and 64 VPF I students (n=197) agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; P<0.001).
CONCLUSION:
This study demonstrates that learners seem to prefer a flipped classroom approach. The flipped classroom was rated more positively than the traditional classroom on many different characteristics. This preference, however, did not translate into improved student performance, as assessed by a series of multiple-choice items delivered during a written examination.

via Evaluation of the flipped classroom approach in a veterinary profes… – PubMed – NCBI.

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ABSTRACT: Slow Medical Education

Slow medical education borrows from other “slow” movements by offering a complementary orientation to medical education that emphasizes the value of slow and thoughtful reflection and interaction in medical education and clinical care. Such slow experiences, when systematically structured throughout the curriculum, offer ways for learners to engage in thoughtful reflection, dialogue, appreciation, and human understanding, with the hope that they will incorporate these practices throughout their lives as physicians. This Perspective offers several spaces in the medical curriculum where slowing down is possible: while reading and writing at various times in the curriculum and while providing clinical care, focusing particularly on conducting the physical exam and other dimensions of patient care. Time taken to slow down in these ways offers emerging physicians opportunities to more fully incorporate their experiences into a professional identity that embodies reflection, critical awareness, cultural humility, and empathy. The authors argue that these curricular spaces must be created in a very deliberate manner, even on busy ward services, throughout the education of physicians.

via Slow Medical Education. – PubMed – NCBI.

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