Category : Manuscript

MANUSCRIPT: Flipping Radiology Education Right Side Up

RATIONALE AND OBJECTIVES: In flipped learning, medical students independently learn facts and concepts outside the classroom, and then participate in interactive classes to learn to apply these facts. Although there are recent calls for medical education reform using flipped learning, little has been published on its effectiveness. Our study compares the

MANUSCRIPT: eLearning to facilitate the education and implementation of the Chelsea Critical Care Physical Assessment: a novel measure of function in critical illness

OBJECTIVE: To evaluate the efficacy of eLearning in the widespread standardised teaching, distribution and implementation of the Chelsea Critical Care Physical Assessment (CPAx) tool-a validated tool to assess physical function in critically ill patients. DESIGN: Prospective educational study. An eLearning module was developed through a conceptual framework, using the four-stage technique for skills

MANUSCRIPT: A Cost-Effectiveness Analysis of Blended Versus Face-to-Face Delivery of Evidence-Based Medicine to Medical Students

BACKGROUND: Blended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear. OBJECTIVE: This study aimed to determine the cost-effectiveness of a face-to-face learning and blended learning approach for evidence-based

MANUSCRIPT: Review of Simulation in Pediatrics: The Evolution of a Revolution.

Recent changes in medical education have highlighted the importance of experiential learning. Simulation is one model that has gained significant attention in the last decade and has been widely adopted as a training and assessment tool in medical education. Pediatric simulation has been utilized to teach various skills including resuscitation

MANUSCRIPT: Morbidity and Mortality Conference in Emergency Medicine Residencies and the Culture of Safety

INTRODUCTION: Morbidity and mortality conferences (M+M) are a traditional part of residency training and mandated by the Accreditation Counsel of Graduate Medical Education. This study's objective was to determine the goals, structure, and the prevalence of practices that foster strong safety cultures in the M+Ms of U.S. emergency medicine (EM) residency

MANUSCRIPT: Virtual Patients in continuing medical education and residency training

AIM: Virtual patients (VPs) are a one-of-a-kind e-learning resource, fostering clinical reasoning skills through clinical case examples. The combination with face-to-face teaching is important for their successful integration, which is referred to as "blended learning". So far little is known about the use of VPs in the field of continuing medical

MANUSCRIPT: Curriculum Mapping with Academic Analytics in Medical and Healthcare Education.

BACKGROUND: No universal solution, based on an approved pedagogical approach, exists to parametrically describe, effectively manage, and clearly visualize a higher education institution's curriculum, including tools for unveiling relationships inside curricular datasets. OBJECTIVE: We aim to solve the issue of medical curriculum mapping to improve understanding of the complex structure and content of

MANUSCRIPT: The perceived effects of faculty presence vs. absence on small-group learning and group dynamics

BACKGROUND: Medical education increasingly relies on small-group learning. Small group learning provides more active learning, better retention, higher satisfaction, and facilitates development of problem-solving and team-working abilities. However, less is known about student experience and preference for different small groups teaching models. We evaluated group educational dynamics and group learning process

MANUSCRIPT: Putting performance in context: the perceived influence of environmental factors on work-based performance

INTRODUCTION: Context shapes behaviours yet is seldom considered when assessing competence. Our objective was to explore attending physicians' and trainees' perceptions of the Internal Medicine Clinical Teaching Unit (CTU) environment and how they thought contextual factors affected their performance. METHOD: 29 individuals recently completing CTU rotations participated in nine level-specific focus groups (2