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Category : Abstract

ABSTRACT: Comparison of lecture and team-based learning in medical ethics education.

BACKGROUND: Medical education literature suggests that ethics education should be learner-centered and problem-based rather than theory-based. Team-based learning is an appropriate method for this suggestion. However, its effectiveness was not investigated enough in medical ethics education. RESEARCH QUESTION: Is team-based learning effective in medical ethics education in terms of knowledge retention, in-class learner
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ABSTRACT: Implementing economic evaluation in simulation-based medical education: challenges and opportunities.

CONTEXT: Simulation-based medical education (SBME) is now ubiquitous at all levels of medical training. Given the substantial resources needed for SBME, economic evaluation of simulation-based programmes or curricula is required to demonstrate whether improvement in trainee performance (knowledge, skills and attitudes) and health outcomes justifies the cost of investment. Current literature
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ABSTRACT: Simulation-based education to ensure provider competency within the healthcare system.

The acquisition and maintenance of individual competency is a critical component of effective emergency care systems. This article summarizes consensus working group deliberations and recommendations focusing on the topic: "Simulation-based education to ensure provider competency within the healthcare system." The authors presented this work for discussion and feedback at the
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ABSTRACT: Evaluating the use of twitter as a tool to increase engagement in medical education.

BACKGROUND: Social media is regularly used by undergraduate students. Twitter has a constant feed to the most current research, news and opinions of experts as well as organisations. Limited evidence exists that examines how to use social media platforms, such as Twitter, effectively in medical education. Furthermore, there is limited evidence
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ABSTRACT: Dental and Medical Students’ Use and Perceptions of Learning Resources in a Human Physiology Course.

The aim of this study was to determine the use and perceived utility of various learning resources available during the first-year Integrated Human Physiology course at the dental and medical schools at Harvard University. Dental and medical students of the Class of 2018 were surveyed anonymously online in 2015 regarding
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ABSTRACT: Analysis of testing with multiple choice versus open-ended questions: Outcome-based observations in an anatomy course.

The pedagogical approach for both didactic and laboratory teaching of anatomy has changed in the last 25 years and continues to evolve; however, assessment of student anatomical knowledge has not changed despite the awareness of Bloom's taxonomy. For economic reasons most schools rely on multiple choice questions (MCQ) that test
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ABSTRACT: Is lecture dead? A preliminary study of medical students’ evaluation of teaching methods in the preclinical curriculum.

OBJECTIVES: To investigate medical students' perceptions of lecture and non-lecture-based instructional methods and compare preferences for use and quantity of each during preclinical training. METHODS: We administered a survey to first- and second-year undergraduate medical students at the University of Alabama School of Medicine in Birmingham, Alabama, USA aimed to evaluate preferred instructional
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ABSTRACT: Physician Assistant Contributions to Medical and Higher Education

Physician assistant (PA) programs were often early adopters or initiators of innovative models of teaching, learning, and assessment. Examples of these influences include interprofessional education, competency-based education, objective-structured clinical examinations, problem-based learning, evidence-based medicine, team-based learning, and the multiple mini-interviews. In addition, the contributions and presence of PAs in the
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ABSTRACT: Before your very eyes: the value and limitations of eye tracking in medical education

ONTEXT: Medicine is a highly visual discipline. Physicians from many specialties constantly use visual information in diagnosis and treatment. However, they are often unable to explain how they use this information. Consequently, it is unclear how to train medical students in this visual processing. Eye tracking is a research technique that
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